LIU Brooklyn 2015-2016 Graduate Bulletin

LIU Brooklyn

2015 - 2016 Graduate Bulletin

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

General Information: 718-488-1000

www.liu.edu/brooklyn

Admissions: 718-488-1011

Email: [email protected]

Notice to Students: The information in this publication is accurate as of September 1, 2015. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, LIU reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the

University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation. The University therefore reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings and other phases of school activity, at any time, without prior notice.

The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions Office. Registered students should speak with their advisors.

Bulletin 2015 - 2016

Student Health Insurance 21

TABLE OF CONTENTS FINANCIAL AID 22

LIU 4 Application Process 22

ABOUT LIU BROOKLYN 5 Awards 22

Mission Statement 5 Terms and Conditions 22

Overview 5 Standards for Satisfactory Academic Progress 22

Undergraduate and Graduate Offerings 5 CAMPUS LIFE AT LIU BROOKLYN 24

University Policies 6 Athletics 24

DIRECTORY 7 Campus Ministry 24

ACADEMIC CALENDAR 2015-2016 9 Cultural Programs and Exhibitions 24

ADMISSION 11 Living on Campus 24

Classification of Students 11 Public Safety 24

Students Presenting International Credentials 11 Student Health Insurance 24

Veterans 12 Student Life 24

Visiting Students 12 FACILITIES 26

Enrollment and Admission, Related Policies 12 Arnold & Marie Schwartz Gym 26

Transfer Credits 12 Downtown Brooklyn Speech-Language Hearing Clinic 26

New York State Immunization Law 12 Kumble Theater for the Performing Arts 26

Admission Processing Center 12 Psychological Services Center 26

ACADEMIC POLICY 13 Steinberg Wellness Center / Wellness, Recreational & Athletic Center 26 (WRAC) Grades 13 Student-Run Businesses 27 Quality Points 13 STUDENT SERVICES AND RESOURCES 28 Absence from Final Examination 13 Alumni Community 28 Application for Degree 13 Bookstore 28 Academic Integrity 13 Center for Learning and Academic Success 29 Discipline 13 Information Technology 29 Appeals Process 14 International Student Services 29 Criminal Background and Drug Testing 14 Mathematics Center 29 Related Curricular Matters 14 Modern Language Center 30 REQUIREMENTS FOR DEGREES 16 Multimedia Language Laboratory 30 REGISTRATION 18 Student Support Services 30 Registration and Advisement 18 Testing Center 30 Course Load 18 Veteran Services 30 Admission of Undergraduate Students to Graduate Programs 18 Writing Center 30 Auditing of Courses 18 SPECIAL PROGRAMS 31 Maintenance of Student Standing 18 After School Program - FUN (Family UNiversity) 31 Withdrawal 18 LIU BROOKLYN LIBRARY 32 Student Access to Educational Records 19

Administrative Matters 19 RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND 33 SCIENCES GRADUATE TUITION AND FEES (2015-2016 RATES) 20 SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND 94 Tuition and Fees 20 INFORMATION SCIENCES

Residence life 20 SCHOOL OF EDUCATION 125

Tuition Liability and Refund Policy 20 SCHOOL OF HEALTH PROFESSIONS 172

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 2 LIU Brooklyn

HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING 218

LIU PHARMACY 227

Anthropology 34

Athletic Training, Health and Exercise Science 174

Biology 35

Chemistry and Biochemistry 42

Communication Sciences and Disorders 45

Counseling and School Pyschology 128

Economics 51

English 52

Finance, Law, Accounting and Taxation 96

History 59

Managerial Sciences 103

Mathematics 60

Media Arts 61

Occupational Therapy 181

Physical Therapy 192

Physician Assistant Studies 200

Political Science 75

Psychology 78

Public Administration 117

Public Health 206

Social Science 87

Social Work 211

Sociology 88

Speech Language Pathology 88

Teaching, Learning and Leadership 143

Technology, Innovation and Computer Science 114

United Nations Graduate Program 89

Urban Studies Program 91

LIU BROOKLYN APPROVED PROGRAMS 228

LIU TRUSTEES AND SENIOR LEADERSHIP TEAM 231

LIU BROOKLYN FACULTY 232

Page 3 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

LIU

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 4 LIU Brooklyn

ABOUT LIU BROOKLYN court, including Habanero Mexican Kitchen, the School of Education; the Harriet Rothkopf All Tossed Up salad bar, Grille Works, and the Heilbrunn School of Nursing; the School of Health Express Station. The glass-enclosed Cyber Café is Professions; LIU Global, LIU Pharmacy (the Mission Statement home to Hale and Hearty Soups, Red Mango, and Arnold & Marie Schwartz College of Pharmacy Subway. Two student-run enterprises, Healthy and Health Sciences); and the School of Expressed in its still-relevant motto Urbi et Choices and the Brooklyn Treat Shoppe, are Continuing Studies. The campus is known for its Orbi, the mission of LIU since 1926 has been to located on the third floor of the Library Learning nationally recognized Honors College, which was open the doors of the city and the world to men Center, Peet’s Coffee is located on the third floor the first of its kind in the country and emphasizes a and women of all ethnic and socioeconomic of the Arnold and Marie Schwartz Hall of the Arts holistic, liberal arts background. backgrounds who wish to achieve the satisfaction and Humanities, and the Smoothie Bar is located LIU Brooklyn offers early action decisions for of the educated life and to serve the public good. in the Steinberg Wellness Center. undergraduate students who apply by December 1 Its mission is to awaken, enlighten and expand the Generation after generation, much like for the following fall semester. Additional minds of its students. Brooklyn itself, the LIU Brooklyn student body information can be obtained by contacting the has been made up of people from a wide variety of offices below: Overview cultures and nationalities. Like their predecessors, many of today's students are new to America LIU Brooklyn Admissions Office Located in the heart of Downtown Brooklyn’s and/or the English language or are the first in their 1 University Plaza thriving Tech Triangle, LIU Brooklyn provides families to seek a university education. At LIU Brooklyn, NY 11201 students with experiential learning opportunities Brooklyn, all students find an academic 718-488-1011 [email protected] reflecting the entrepreneurial urban community it community where cultural, ethnic, religious, racial, www.liu.edu/Brooklyn/admissions serves. Distinctive programs encompass the arts sexual, and individual differences are respected and media, natural sciences, business, social and where commonalities are affirmed. This LIU Brooklyn Enrollment Services Office policy, urban education, the health professions, diversity creates an open and welcoming 718-488-3320 pharmacy, and health sciences. environment on campus, even as the University [email protected] Founded in 1926, LIU Brooklyn is the original maintains respect for intellectual, cultural, and www.liu.edu/Brooklyn/enrollment-services unit of Long Island University. Its beautifully academic traditions. landscaped, 11-acre campus is a self-contained Nationally recruited, the faculty has a strong Undergraduate and Graduate urban oasis, steps away from world-class arts and commitment to teaching, to personal advisement of students, to the fullest range of scholarship, and Offerings entertainment venues like Brooklyn Academy of to faculty development and service. Music and the Barclays Center, as well as the hip Richard L. Conolly College offers liberal arts LIU Brooklyn recognizes both the faculty’s restaurants and cafes of Fort Greene and the Fulton and sciences programs leading to the degrees of training and experience and the character of its Mall shopping district. Just a 10- minute subway Associate in Arts, Bachelor of Arts, Bachelor of diverse student body as two of its greatest ride from the professional and cultural Fine Arts, Bachelor of Science, Master of Arts, strengths. No matter what their background, opportunities of Manhattan, the vibrant campus Master of Fine Arts, Master of Science, and students come to LIU Brooklyn to build the includes residence halls for more than 1,100 Doctor of Philosophy (in Clinical Psychology). It educational and intellectual foundations for students. also offers a B.S./M.S. in Communication successful personal lives and careers. The campus LIU Brooklyn has a deeply rooted tradition of Sciences and Disorders/ Speech-Language faculty and administration believe that a liberal athletic excellence. The basketball teams of the Pathology, and a United Nations Graduate education, along with careful preparation for a 1930s captured two national championships, and Certificate Program. fulfilling career, is the best way to achieve this the campus’ success in sports has continued over The School of Business, Public end. the decades with numerous Northeast Conference Administration and Information Sciences offers To carry out its mission, LIU Brooklyn offers championships. Over the last 10 years, the the degrees of Associate in Applied Science in comprehensive undergraduate curricula, supported Blackbirds have won 34 NEC titles, including 12 Business Administration; Bachelor of Science in by advanced courses for specialized knowledge in the last three seasons. The campus currently Accounting, Computer Science, Entrepreneurship, and graduate programs in those areas in which it fields 18 NCAA Division I teams. Finance, Healthcare Management, Management has developed strength or has a unique The $45-million Steinberg Wellness Center, (available with a concentration in Human contribution to make. In addition, the campus has which features an NCAA regulation swimming Resource Management), Marketing, and designed programs to permit students to acquire pool, a 2,500-seat arena, state-of-the-art workout Technology Management; Bachelor of essential literacies, intellectual curiosity, analytic facilities and a rooftop track, serves the campus Science/Master of Science in Accounting; Master and reasoning skills, and effective communication and the surrounding community, and the Kumble of Business Administration (M.B.A.) in skills. In this way, the campus serves as a Theatre provides an entertainment venue for Accounting; Master of Business Administration conservator of knowledge, a source and student and professional performances. The (M.B.A.) with concentrations in Entrepreneurship, promulgator of new knowledge, and a resource for historic Paramount Theater, which is an integral Finance, International Business, Human Resource the community it serves. part of the campus, is being restored to its original Management, Management, Management LIU Brooklyn offers nearly 160 associate, grandeur and will provide another dynamic Information Systems, and Marketing (the MBA is undergraduate, graduate, doctoral, and certificate performance space for the Brooklyn community. also available as an accelerated One-Year MBA programs, including Ph.D. programs in clinical Dining facilities and food service areas are for all concentrations); Master of Science in psychology and pharmaceutics, the D.P.T. in available in several locations. Blackbird Café, Accounting, Computer Science, Human Resource physical therapy, and the Pharm.D. in pharmacy. located in Connolly Residence Hall, offers an all- Management, and Taxation; Master of Public Serving a diverse student body, its academic units you-care-to-eat dining menu, including cutting- Administration (M.P.A.) with majors in Public include the LIU Brooklyn Honors College, the edge American entrees, international specialties, Administration and Health Administration; Richard L. Conolly College of Liberal Arts and vegetarian selections and much more. Luntey Advanced Certificates in Gerontology, Human Sciences; the School of Business, Public Commons, located in Metcalfe Hall, is a food Resource Management and Non-profit Administration and Information Sciences; the

Page 5 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

Management; and a collaborative program leading LIU Brooklyn Honors College is open to to the United Nations Advanced Certificate and undergraduate students in all majors who meet the Master of Public Administration. Honors College admissions requirements. Courses The School of Education offers, on the offered satisfy the liberal arts and social sciences undergraduate level, the Bachelor of Arts, the core curriculum for each major; nine credits of Bachelor of Science and the Bachelor of Fine Arts advanced Honors College electives (12 for transfer degrees in various disciplines in urban education. students) are required to complete the program. On the graduate level, the school offers the Master Students may design a contract major for majors of Science in Education degree in the areas of not offered by the university. A 3.0 cumulative Childhood Urban Education, Early Childhood GPA is required to graduate with honors; students Urban Education, Adolescence Urban Education, who present at the annual Honors Symposium earn Teaching Urban Children with Disabilities, distinction in honors. Teaching Urban Adolescents with Disabilities, Teaching English to Speakers of Other Languages University Policies (TESOL), School Counseling, Bilingual School Counseling and School Psychology; the Master of Long Island University does not discriminate Science degree in Mental Health Counseling and on the basis of race, color, national origin, sex, Marriage and Family Therapy; and Advanced disability, or age in its programs. The following Certificates in Bilingual Education, Educational person has been designated to handle inquiries Leadership, Early Childhood Urban Education, regarding the non-discrimination policies: School Counseling, Bilingual School Counseling, Ronald Edwards Mental Health Counseling, Marriage and Family Title IX Coordinator Therapy and Applied Behavioral Analysis. Long Island University The School of Health Professions offers the 700 Northern Boulevard Bachelor of Science degrees in Health Science, Brookville, New York 11548 Diagnostic Medical Sonography, Respiratory Care Phone: (516) 299-4236 and Sports Sciences, and the Bachelor of Arts For further information on notice of non- degree in Social Work. It also offers combined discrimination, visit B.S./M.S. degrees in Athletic Training and in https://wdcrobcolp01.ed.gov/CFAPPS/OCR/conta Occupational Therapy and the B.S./M.P.H. in ctus.cfm for the address and phone number of the Health Science / Master of Public Health. It offers office that serves your area, or call 1-800-421- the M.S. degrees in Exercise Science, and in 3481. Physician Assistant Studies as well as the Master of Social Work and the Master of Public Health. The Division of Physical Therapy offers a Doctor of Physical Therapy (D.P.T.) program that is a three-year post-baccalaureate graduate degree. An accelerated 3+3 B.S./D.P.T. in Health Science / Doctor of Physical Therapy is also offered. The Harriet Rothkopf Heilbrunn School of Nursing offers the Bachelor of Science with a major in Nursing for generic, R.N.-B.S. and 2nd degree students, the Master of Science in Adult- Geri Nurse Practitioner and Family Nurse Practitioner, and Nurse Educator. The following Advanced Certificates are offered: Adult Nurse Practitioner, Family Nurse Practitioner, and Education for Nurses. The School of Nursing offers an accelerated R.N.-B.S./M.S. Adult Nurse Practitioner dual degree program. LIU Pharmacy (The Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree and the Master of Science degree in Pharmaceutics (with concentrations in Industrial Pharmacy and Cosmetic Science), Drug Regulatory Affairs and Pharmacology/Toxicology. It also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree. LIU Global is designed for students who desire a hands-on learning approach in a variety of international locations. The college offers a Bachelor of Arts in Global Studies.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 6 LIU Brooklyn

DIRECTORY

Department Name Phone Office Hours Email/Website

Admissions 718-488-1011 (M,Th,F) 9 a.m. - 5 p.m. [email protected] (Tu,W) 9 a.m. - 6 p.m. www.liu.edu/brooklyn/admissions

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

Campus Life and Career Services 718-488-1046 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/campus-life (Tu,W) 9 a.m. - 6:30 p.m.

Campus Ministry 718-488-3359 (Sun) 5 p.m. - 9 p.m. (M) 9 a.m. - 1 p.m. (Tu-Th) 9 a.m. - 6 p.m.

Colleges and Schools

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

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

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

Richard L. Conolly College 718-488-1003 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/conolly (Tu,W) 9 a.m. - 6:30 p.m.

School of Business, Public 718-488-1121 (M, Th, F) 9 a.m. - 5 p.m. [email protected] Administration, and Information (Tu, W) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/sbpais Sciences

School of Education 718-488-1055 (M-Th) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/soe (F) 9 a.m. - 5 p.m. Summer (M-Th) 9 a.m. - 6 p.m. (F) 9 a.m. - 5 p.m.

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

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

School of Professional and Continuing 718-488-1364 (M-F) 8:30 a.m. - 5 p.m. [email protected] Studies www.liu.edu/brooklyn/scs

Dean of Students / LIU Promise 718-488-1039 (M,F) 9 a.m. - 5 p.m [email protected] (Tu-Th) 8 a.m. - 7 pm (Sat), 10 am - 4 pm

Development and Alumni Relations 718-780-6566 (M-F) 9 a.m. - 5 p.m. www.liu.edu/Alumni

Enrollment Services 718-488-1037 (M,Th,F) 9 a.m. - 5 p.m. [email protected] • Financial Services / Bursar (Tu,W) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/es • Registration • Academic Advising

International Student Services 718-488-1389 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/international (Tu,W) 9 a.m. - 6 p.m.

Learning and Academic Success 718-488-1094 (M-Th) 9 a.m. - 7 p.m. (F) 9 a.m. - 5 p.m.

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

Mathematics Center 718-246-6317 (M-Th) 10 a.m. - 7 p.m. (F) 10 a.m. - 5 p.m. (Sat) 10 a.m. - 3 p.m.

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Modern Language Center 718-488-1323 (M-Th) 9 a.m. - 6 p.m. (F) 9 a.m. - 2 p.m.

Multimedia Language Laboratory 718-780-4568 (M-F) 9 a.m. - 5 p.m.

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

Steinberg Wellness Center (Wellness, (M-Th) 7:00 am - 10:00 pm Recreation & Athletic Center) (F) 7:00 am - 7 p.m. (Sat) 8 p.m. - 4 p.m.

Student Support Services 718-488-1044 (M,-Thu) 9 a.m. - 7 p.m. www.liu.edu/brooklyn/SSS (F) 9 a.m. - 5 p.m.

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

Veteran Services (Office of 718-488-1013 or bklnmilitaryveterans@ Admissions) 718-488-1587 liu.edu.

University Health & Medical Services 718-246-6450 (M-F) 9 a.m. - 5 p.m. [email protected] (UHMS)

Vice President and Chief Operating 718-488-1001 (M-F) 9 a.m. - 5 p.m. Officer, Legal Counsel

Writing Center 718-488-1095 (M-Th) 9 a.m. - 8 p.m. (F) 9 a.m. - 5 p.m. (Sat) 10 a.m. - 4 p.m.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 8 LIU Brooklyn

ACADEMIC CALENDAR 2015-2016 Spring 2016

Fall 2015 January 18 Martin Luther King, Jr. Day.

January 19 Weekday classes begin September 7 Labor Day-holiday January 15 Awarding of January degrees September 8 Weekday classes begin January 19-February 1 Registration and program changes September 8-21 Registration and program changes January 23-24 Semester classes meeting Saturday-Sunday begin September 12-13 Semester classes meeting Saturday-Sunday begin January 23-24 First weekend session classes begin September 12-13 First weekend session classes begin February 1 Registration and program changes end September 18 Awarding of September degrees January 29 Last day to apply for comprehensive examination September 21 Registration and program changes end February 5 Last day to apply for May degree October 2 Last day to apply for comprehensive examination February 15 President's Day-no classes October 16 Last day to apply for January degree February 16 Tuesday follows a Monday Schedule October 12-23 Midterm examinations-classes in session February 22-March 4 Midterm examinations-classes in session October 24-25 First weekend session final examinations March 5-6 Final Weekend I classes/Final Exams Oct 31/Nov 1 Second weekend session classes begin March 7 Spring recess begins November 2 Last day for Partial Withdrawal March 14 Classes resume November 3 Election Day-classes in session March 16 Last day for partial withdrawal November 25 Wednesday follows a Friday schedule March 19-20 Second weekend session classes begin November 26-27 Thanksgiving recess Last day to submit thesis and complete degree April 1 November 28 Classes resume requirements

December 2 Last day to submit thesis and complete degree April 30/May 1 Second weekend session final examinations requirements May 3 Semester classes meeting Monday through Friday end December 12-13 Second weekend session final examinations May 3 Last day for full semester withdrawal December 12-13 Semester classes meeting Saturday-Sunday end May 4 Last day to complete withdrawal appeal process December 15 Tuesday follows a Thursday schedule May 4-10 Final examinations-undergraduate and graduate December 16 Semester classes meeting Monday through Friday end May 12 Commencement Ceremony December 16 Last day for a full semester withdrawal May 13 Conferral of May degrees December 16 Last day to complete withdrawal appeal process

December 17-23 Final examinations-undergraduate and graduate

December 24 Winter recess begins

Page 9 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

Summer I 2016 Summer II 2016

May 14-15 Weekend session classes begin July 4 Independence Day - holiday

May 16 Weekday classes begin July 5 Weekday classes begin

May 17 Registration and program changes end July 6 Registration and program changes end

May 28-30 Memorial Day-holiday July 8 Last day to apply for September degree

May 30 Last day to withdraw from undergraduate courses July 9-10 Weekend session classes begin

June 1 Last day to apply for comprehensive examination July 13 Last day to withdraw from undergraduate courses

June 27 Last day of class/Final Exams August 15 Last weekday class

June 27 Last day to withdraw from graduate courses Last day to submit thesis and complete degree August 15 requirements June 27 Last day to complete withdrawal appeal process August 15 Last day to withdraw from graduate courses July 2-3 Weekend session final examinations

Last Class Meeting Final examinations

August 20-21 Weekend session final examinations

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 10 LIU Brooklyn

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

Classification of Students students make realistic plans to finance their Students Presenting education. A limited number of graduate All students admitted to the master’s programs assistantships are awarded primarily to students International Credentials who have been in attendance at least one semester. will be classified as matriculants or non-degree Health insurance coverage is compulsory for all students. Matriculants must submit evidence of a Applications are welcome from students who international students and for their dependents. bachelor’s degree or its equivalent. They must hold the equivalent of a four-year bachelor’s Information pertaining to the health insurance have an acceptable record in undergraduate and degree. To be considered for admission, coverage may be obtained from the Office of other studies as reflected in official transcripts of undergraduate transcripts/marksheets for each year International Students, which assists students on all colleges and universities attended. Usually a B of study, including degree conferral campus. average in the undergraduate major subject is (diploma/degree certificate) are required. All Students holding F-1 (student) visas are

Page 11 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 required by law to be fully matriculated and must transcripts must be submitted to the LIU be registered for at least nine credit hours per Admissions Processing Center. Transfer credit semester. toward the master’s degree is normally limited to All forms can be found at six semester hours of credit for courses in which www.liu.edu/brooklyn/forms. the student has received a grade of B or better and is not recorded as part of the grade point average. Veterans Courses with a grade of B- are not transferable. Students seeking a second master’s degree may LIU Brooklyn welcomes applications from be granted up to 12 credits, when academically veterans and encourages them to take full appropriate, at the recommendation of the advantage of their G.I. Bill benefits. Candidates Department Chair and with the approval of the are required to submit a copy of Form DD214, Graduate Dean. Students entering the School Report of Separation, to the Office of Admissions. Psychology program may be granted up to 18 A veterans counselor is available to assist in credits. admissions and funding procedures. For further information, contact the Office of Veterans New York State Immunization Affairs. Law

Visiting Students The New York State Health Department

requires college and university students born on or Graduate students who are degree candidates in after January 1, 1957 to be immunized against good standing at other universities may be granted measles, mumps and rubella. All students permission to attend courses at LIU upon filing a attending the university, including matriculants visiting student application for the courses and and non-degree students, must show proof of submitting a letter of authorization from the immunity if they wish to register for classes. In graduate school that they are attending. Courses in addition, New York State requires that LIU the Ph.D. programs and field experience courses Brooklyn maintain a record of each student’s need additional departmental approval. response to the meningococcal disease and vaccine information. The form must be signed by the Enrollment and Admission, student and contain either a record of meningitis Related Policies immunization within the past 10 years OR an acknowledgement of meningococcal disease risk Post-baccalaureate Students and refusal of meningitis immunization signed by An applicant who has not completed adequate the student. preparation for a particular graduate program but For information on student procedures for who presents an otherwise acceptable complying with this law, please contact the Office undergraduate record may be given an opportunity of Enrollment Services at 718-488-1037. to remove specific course deficiencies. A post- baccalaureate student enrolls in a program of Admissions Processing Center advanced undergraduate courses in the field selected for graduate study. The appropriate All application materials for domestic graduate department approves the number of credits students should be sent to the Application necessary, the level of achievement required, and Processing Center: the specific courses to be completed. Upon compliance with those conditions, the post- LIU Brooklyn baccalaureate student becomes eligible for Admissions Processing Center admission to the graduate school. 15 Dan Road, Ste. 102 Admission to Classes Canton, MA 02021

Admission to graduate classes does not imply that the student has been accepted as a candidate for a degree. Acceptance to degree candidacy is contingent upon the student’s obtaining matriculated status and satisfying all admission requirements of the graduate program in which major study will be pursued.

Transfer Credits

Graduate courses taken at other institutions before admission to LIU may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer such credits must be requested at the time of admission, and official

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 12 LIU Brooklyn

ACADEMIC POLICY will be rounded down to 2.990. A computed grade point average of 2.995 will be rounded up to Academic Integrity 3.000. On all official LIU transcripts, a grade point Grades average will be displayed to three decimal places Academic integrity is the practice of honesty and with the third decimal place always being zero due openness in scholarly, creative, and communal Credit is granted for courses completed with the to rounding. endeavors. Academic integrity is multifaceted. It grade A, A-, B+, B, B-, C+, or C. The F grade Good Standing involves, in addition to ethical practices, the signifies failure. P (passed for credit) may be used The average of grades earned in the approved avoidance of plagiarism, cheating, and other to mark completion of work in certain research program of study may be no less than B forms of professional and personal practicums, seminars, workshops and thesis (equivalent to a quality-point index of 3.00). A misrepresentation and dishonesty. courses. student whose cumulative grade index is below Integrity is essential to the values and discourses INC (incomplete) may be used as an interim 3.00 has an academic deficiency. Nevertheless, that characterize the academic environment; to the grade for the first half of a two-semester course, such students will continue to be considered in maintenance of the academic community itself; for failure to complete all course requirements, and good standing so long as they demonstrate and to the role of the academic community within for thesis courses before acceptance of the thesis. satisfactory progress toward removing the society at large. Any other failure to complete the course deficiency in subsequent semesters. Failure to Trust and integrity are integral to any relationship, requirements (e.g., the submission of a term paper) make a significant improvement in the grade-point whether on campus or in later personal and may be recorded as INC. Except in thesis courses, average may lead to dismissal from the graduate professional life. INC grades that have not been replaced by a letter program. Final disposition of such cases is made Plagiarism and cheating are serious grade within one year may be changed only by by the Dean after consultation with the appropriate violations of academic integrity that have repeating the course. department. significant consequences for the student. A student may not repeat a course without A grade of F in any graduate course is Plagiarism: permission of his or her Dean. If a student, with ordinarily grounds for dismissal from the Plagiarism is the use or presentation of ideas, the permission of the Dean, repeats a course more University. words, or work that is not one’s own and that is than once, all grades except the first will be Students accumulating in excess of nine credits not common knowledge, without granting credit to computed in the student’s average. Satisfactory of incomplete (INC) may not register for the originator. completion of the course does not eliminate the additional courses until their work is completed. Plagiarism may take many forms. original INC from the student’s record. Such a restriction does not apply to INC grades in To avoid plagiarism, always cite the source of AUD recognizes that a course has been audited. thesis courses. your information whether from print, The symbol W is assigned when students Individual departments may impose even more electronic/online, or other materials. The officially withdraw from a course in which they stringent academic standards. guidelines of each individual discipline must be were doing satisfactory work. The symbol UW is In all schools, a B average or 3.00 cumulative consulted for details specific to that discipline. assigned when students unofficially withdraw grade-point average is required for awarding of the It is incumbent upon the student to learn and from a course. The UW is not computed in the graduate degree or any graduate certificate. The understand what plagiarism is and how to avoid it. student’s average. School of Business, Public Administration and Cheating includes: Students have until the time of their graduation Information Sciences awards diplomas With 1. falsification of statements or data to have changes made on their academic records. Distinction to students graduating with a 3.50 2. listing of sources that have not actually Once a student has graduated, the academic record average or better. been used is frozen and cannot be changed retroactively. 3. having another individual write a paper Absence from Final Examination or create a work in lieu of one’s own; writing a Quality Points paper or creating a work for another to use without Students who for valid reasons do not appear attribution Grade-Point Average for final examinations must apply in writing within 4. purchase of a written paper or work for the purpose of submitting it as one’s own, or The University’s grade-point average is 10 days to their Dean for permission to take selling a written paper or other work for another’s employed to determine the average grade status of deferred final examinations, provided they have submission as his/her own a student. The grade A corresponds to a 4.000 received the grade of INC. They may be asked to 5. using written, verbal, electronic, or other quality point equivalent, A- to 3.667, B+ to 3.333, provide medical certificates in cases of sickness or sources of aid during an examination (except when B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 injury or other documentation of legitimate expressly permitted, such as on a stated “open- and F to 0.000. P, INC, W and UW grades do not excuses. Students will be required to pay the book” exam), or knowingly providing such affect the index. Deferred Final Examination Fee per examination. assistance to another The quality points to which a student is entitled Please note: This statement and these definitions are computed by the formula X = N x Y, where X Application for Degree were agreed upon and accepted by the Faculty is the number of quality points, N the quality point Senate of LIU Brooklyn Campus, March 27, 2007. equivalent assigned to the grade, and Y the Candidates for graduation are expected to file They are to be supplemented by additional number of credits. an application for graduation online in the principles of academic integrity that are specific to The grade point average is obtained by dividing MY.LIU.EDU student portal. Alternatively, a each discipline. the sum of the quality points received in all paper application can be sumbmitted at Enrollment courses by the total number of credits, including Services. Degree application deadlines can be unrepeated F’s. found in the Academic Calendar available on the Discipline Grade point average computations are carried Brooklyn website at Students are expected to conduct themselves in to the third decimal place from which rounding http://liu.edu/Brooklyn/Enrollment- accordance with the normally accepted standards takes place to the second decimal place. For Services/Registration/Academic-Calendar. of academic life. That implies that they will example, a computed grade point average of 2.994 conduct themselves with due regard for the rights

Page 13 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 of others and, in particular, that their behavior will sole reason that a student is or has been involved into many graduate fields of study including not interfere with the ability of the academic in criminal proceedings. The University may, counseling, education, and health and human community to carry out its usual academic however, impose its own sanctions to protect the services professions should be aware that a functions. It also implies that students will observe safety of other students, faculty and property and criminal record can result in the refusal of the usual standards of integrity with regard to the to safeguard the academic process. If students, in licensing/certification/registration agencies to preparation of essays and the taking of breaking the law, violate University regulations, issue the credential needed to practice in that field examinations. Students are also expected to they will be subject to no institutional penalty of study. Prospective students are urged to contact comply with those reasonable rules of procedure greater than that which would normally be the pertinent state and/or federal licensing agency promulgated by a faculty member for the conduct imposed. to inquire whether a criminal record will have an of his or her class or by the University for the All matters involving criminal activity will, impact on licensure or certification eligibility. conduct of its business. upon approval of the Dean of Students, be referred Many clinical/field experience affiliates now Specifically, students must be aware not only of to the appropriate civil authorities for action. require the completion of criminal background the performance and intellectual standards of each If there is a possibility that testimony or other checks and/or drug testing for employees, course, but also of the means acceptable for evidence at a University hearing may be subject to volunteers and students affiliated with the site. achieving those goals. Students are expected to disclosure to civil authorities by way of subpoena, Therefore, students who plan to participate in a study all materials presented and to master them. the University’s proceedings should be postponed clinical/field experience may be asked to undergo Students may avail themselves of all sources that to safeguard the student’s right to a fair civil a criminal background check, and/or a drug screen. will further that mastery – textbooks, the library, determination. Students should be aware that our clinical/field student study sessions, tutoring, study aids, and so affiliates can reject or remove a student from the on. Ultimately, however, the instructor’s judgment Appeals Process site if a criminal record is discovered or if a drug of a student’s performance is based on the test is positive. In the event that a student is student’s own intellectual achievement and Students at LIU Brooklyn may expect a rejected from a clinical/field site due to honesty. scrupulous regard for their rights as students and information contained in the criminal background Cheating on examinations and plagiarism of individuals and should expect to be treated fairly check, or drug screen, the student may be unable any sort are unacceptable. If proven, either is cause and with courtesy by all members of the academic to complete a required clinical/field experience. In for the most severe penalties up to and including community. In any matter in which students feel such an event, the student, may be advised to suspension or dismissal from the University. that their rights have been violated, or in matters of withdraw from the program. The classroom instructor determines the rules serious dispute with members of the administration of acceptable student conduct during or faculty, students may avail themselves of the Related Curricular Matters examinations. Each instructor has the right to insist following formal grievance procedure: on procedures to ensure the integrity of those 1. The student will write out a clear statement of The responsibility for compliance with these examinations – seating arrangements, no the grievance. regulations rests entirely with the student. communication among students, the restriction of 2. The student may submit the statement to the Course Numbers materials available to students during the staff member involved. The student will be Courses numbered 600 and above are usually examination, and so on. given a written response within a reasonable open only to those who qualify for graduate If a student is discovered cheating on a time. standing. Courses numbered 500 to 599 are classroom examination or written assignment, 3. If the student is not satisfied with the response designed primarily for those who qualify for either by crib notes or by receiving information or, initially if preferred, the student may submit graduate standing, but may be taken by advanced from or giving information to a fellow student or a statement to the appropriate director or undergraduate students with permission from the by any means not stipulated by the rules of the department head. The director will review the Dean of the school in which the graduate course is examination, the instructor has the right to matter and provide the student with a written offered. confiscate all test materials from the person or response within a reasonable time. Two consecutive numbers joined by a hyphen persons involved and give the grade of zero for the 4. If still not satisfied, the student may institute a (e.g., Psychology 660-661) designate a course that examination to the person or persons knowingly formal complaint with the Dean of the school in runs through two semesters. The first half of such involved. The instructor also has the right to fail which he or she is enrolled. The Dean will a course is a prerequisite to the second. That is not the students involved for the course. review the matter, hear the student and staff true of courses with consecutive numbers Also, students who submit written or other member where appropriate, and see that the separated by a comma (e.g., Chemistry 603, 604), work provably not their own or who submit work proper action is taken. which may be taken individually. Some courses with sources inadequately acknowledged or with The foregoing procedure shall be a formal are offered in alternate years. A schedule of an inadequate system of documentation for a grievance procedure for the resolution of all courses is published for each semester, may be specific course assignment may be given the grade student grievances, including those alleging obtained from the Registrar’s office, and is of zero for the work submitted and a failing grade actions prohibited by legislation. available online at for the course. Student complaints brought to the Office of www.liu.edu/brooklyn/schedule. Any breach of discipline may result in Academic Affairs are investigated and responded Change of Plan Department disciplinary action, including suspension or to only when the complaint has been addessed at A student transferring from one plan (major) dismissal. The Faculty-Student Judicial Review the campus level. department to another must be formally accepted Board, in accordance with its procedures, may by the Chair of the department to which hear all cases that may result in suspension or Criminal Background and Drug application for admission is made. The student is dismissal and will recommend an appropriate expected to notify the Chair of the department that course of action to the Dean. Testing he or she is leaving. Application forms are

The activities of a student may upon occasion available in the Graduate Admissions Office. A criminal conviction and/or the use of illegal result in violation of state or federal law. Respect Readmission drugs may impede or bar your entry into your for the presumption of innocence requires that the Students who have not attended classes for chosen field of study. Students seeking entrance University not impose academic sanctions for the more than five academic years are required to

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 14 LIU Brooklyn apply for readmission and must gain approval from his or her Dean. Such students re-enter under the admissions standards and program requirements in existence at the time of re-entry. Readmission applications are available in the Office of Admissions. Criminal Background and Drug Testing A criminal conviction and/or the use of illegal drugs may impede or bar your entry into your chosen field of study. Students seeking entrance into many graduate fields of study including counseling, education, and health and human services professions should be aware that a criminal record can result in the refusal of licensing/certification/registration agencies to issue the credential needed to practice in that field of study. Prospective students are urged to contact the pertinent state and/or federal licensing agency to inquire whether a criminal record will have an impact on licensure or certification eligibility. Many clinical/field experience affiliates now require the completion of criminal background checks and/or drug testing for employees, volunteers and students affiliated with the site. Therefore, students who plan to participate in a clinical/field experience may be asked to undergo a criminal background check, and/or a drug screen. Students should be aware that our clinical/field affiliates can reject or remove a student from the site if a criminal record is discovered or if a drug test is positive. In the event that a student is rejected from a clinical/field site due to information contained in the criminal background check, or drug screen, the student may be unable to complete a required clinical/field experience. In such an event, the student, may be advised to withdraw from the program. Public Information Policy The Family Educational Rights and Privacy Act of 1974 specifically provides that a school may provide what they deem "directory information," and only this information, without the student's consent or as provided by the law. Directory information at Long Island University includes the following: the student's name, enrollment status, major field of study, dates of attendance, degrees and awards received, past and present participation in officially recognized sports and non-curricular activities, physical factors (height, weight) of athletes and the most previous educational agency or institution attended. Students who wish to have their directory information withheld can make this election by filing the appopriate form at Enrollment Services.

Page 15 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

REQUIREMENTS FOR Master of Business Administration Preliminary Examination Master of Public Administration The preliminary examination is usually given in DEGREES B.S./M.S. in Accounting departments that require all students to take a

The M.B.A. and the M.P.A. degrees are offered common core of courses. It is sometimes a The responsibility for properly fulfilling the by the School of Business, Public Administration condition of continued enrollment. requirements for degrees rests entirely with the and Information Sciences. The M.B.A. requires student. Students generally meet the requirements Comprehensive Examination completion of 24 credits in general business core announced in the Graduate Bulletin for the Most departments require a comprehensive courses, 18 credits in an advanced core, 12 credits academic year in which they were matriculated or examination of students choosing the non-thesis in a concentration, and 6 credits of capstone readmitted. Students for whom graduation option; it is given after the completion of a coursework for a total of 60 credits. requirements change during their progress to a specified number of credits. The examination is The M.P.A. program consists of 48 credits, degree may, with their Dean’s permission, choose designed to test the candidate’s knowledge of including 18 credits in management courses, 12 requirements in effect at the time of admission or general concepts as well as his or her areas of credits of advanced courses, 12 credits in a those in effect at the end of the course of study. concentration and may be oral or written. Failing concentration and 6 credits of Capstone project. Exceptions to the provisions of this section of the comprehensive examination on three occasions The B.S./M.S. in Accounting is a 150-credit this Bulletin may be made only with the prior will result in dismissal from the program. program designed to prepare Certified Public written sanction of the appropriate Dean on the Examinations are administered at least twice a Accountant candidates for licensure. The program recommendation of the appropriate Department year – in the Fall and the Spring. Information meets the 150-hour Certified Public Accountants Chair. concerning their administration may be obtained requirement necessary before candidates may sit In addition to the requirements listed below, from the appropriate department. Applications for for the CPA examination. students must satisfy the various additional the comprehensive examination, which are requirements and conditions that appear in the 600- and 700-Level Courses available in the Office of the Registrar, must be respective departmental sections of this Bulletin. In the master’s degree programs, a minimum of signed by the Department Chair and cleared by the Bursar. Doctoral Degrees 18 credits must be taken in courses above the 500 level. (consult the specific department for requirements) Oral Examination (defense of thesis) The doctor of philosophy degree is offered by Thesis Given by most departments as part of the thesis the Psychology Department in the field of clinical The thesis required in many of the graduate requirement, the oral examination tests the psychology and in pharmaceutics by LIU programs is intended to test a candidate’s ability to candidate not only on the thesis project but also in Pharmacy. engage in original research, organize and evaluate areas ancillary to the thesis. Some departments The Ph.D. in Pharmaceutics and the Pharm.D. source materials, and express himself or herself require an oral defense of the thesis proposal as in pharmacology are offered by LIU Pharmacy. creatively in the area of specialization. A course in well as defense of the completed thesis. Other The Doctor of Physical Therapy (D.P.T.) is research methods is required of most candidates departments require an oral defense of research offered by the School of Health Professions. writing a thesis. The interim grade for thesis projects. Master of Arts courses is INC. That grade will be replaced by the Residence grade P only upon acceptance of the approved A candidate for the master’s degree must Master of Science thesis by the University Reference Library. complete at least one year of work equaling 24 Master of Science in Education Completion of the required courses and credits at the University; in the M.B.A. program, Master of Fine Arts matriculant status are among the prerequisites that 30 credits of advanced work are required. Degree requirements vary among different must be met before a candidate’s thesis will be A candidate for the doctoral degree is expected programs and are described fully under accepted for consideration. An oral defense of the to complete three years of work in residence at departmental listings. There are two general routes thesis is normally required. LIU Brooklyn. to the master’s degree: thesis and non-thesis. With Each candidate for the master’s degree writes Students enrolled in LIU Brooklyn programs at an acceptable thesis, a candidate usually completes the thesis under the direct supervision of the Chair branch campuses or off-campus sites must register 30 graduate credits, at least 15 of them in the of the Sponsoring Committee, who is selected on and complete residency requirements (usually six major department or area of study. Without a the basis of knowledge of and interest in the credits) at LIU Brooklyn. thesis, the candidate completes 36 credits of subject of the candidate’s thesis proposal. The Courses taken at another university after specified courses and passes a comprehensive selection of the Chair and one or two additional admission to LIU may not be used for transfer examination or completes an appropriate specific committee members will be made by the student credit unless prior permission is obtained from the project. and the Chair of the department concerned. major department and the student’s Dean. The sum A maximum of three one-credit workshops may Special Examinations total of transfer credit granted on admission or be applied toward a degree. No more than three Departments with degree programs have authorized subsequently toward the master’s independent study or tutorial courses may be taken various requirements for examinations at different degree is normally limited to 6 to 8 semester hours for degree credit. stages of the student’s academic career. Students of credit and is not recorded as part of the grade- If a student is seeking a second master’s degree, should read departmental requirements and consult point average. In all instances, transfer credit will at least 24 graduate credits must be taken in departmental advisers to determine which of the not be allowed for any graduate courses in which residence. Advanced placement of up to 12 credits following types of examinations are required in the grade was less than B; that is, courses with a may be awarded upon the written recommendation their programs. grade B- are not transferable. (Time limits on of the Department Chair and the approval of the Admission to examinations requires full transferability are outlined below.) student’s Dean. In some programs with greater matriculant status and the acquisition of the Time Limits credit requirements, as many as 18 credits may be minimum credits indicated under the respective Work for the master’s degree must be accepted. When such an option is not available, the departmental headings. Students must be in completed within five years from the date of candidate will be so advised in the Letter of attendance or maintain matriculation during the admission to the graduate program (exclusive of Admission or in a letter from the department semester they take an examination. time spent in the U.S. armed forces), unless the before commencement of course work. appropriate Dean approves an extension in writing.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 16 LIU Brooklyn

Any courses outside the time limit will not count as credits toward the degree unless approved in writing by the appropriate department and Dean. In the Psychology Department, work for the doctoral degree must be completed eight years after admission. Transfer credit will be granted only for courses taken in the five-year and eight-year periods, respectively, before the granting of the degree.

Page 17 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

REGISTRATION Course Drop Auditing of Courses A Course Drop is an action taken by a student Registration each semester takes place during prior to the start of, or during the term. The the periods indicated in the academic calendar. In order to gain necessary background or dropped course does not appear on his/her Non-degree students must obtain permission to enhance general knowledge, students may audit transcript. Please refer to the University Add/Drop register from the Graduate Admissions Office graduate courses for no credit. The permission of Policy for details on course drops. before the beginning of each semester. the instructor and of the Dean is required in every Official Withdrawal Deadlines case. Laboratory courses and fieldwork practicums • Complete Term/Session Withdrawals - Registration and Advisement may not be audited. Students (who must have been Students may officially withdraw from the admitted to a graduate program) pay half the University prior to the start of finals. To be eligible for registration, every graduate regular tuition for courses, and their transcripts • Summer Session Withdrawals - Students may student must confer with a representative in the will show that the courses have been audited. officially withdraw from the University prior to proposed major department. Students can register the start of finals for the session. online at MY.LIU.EDU. Maintenance of Student • Winter Session Withdrawals - Students may Payment of all tuition and fees is required in Standing officially withdraw from the University on or advance of the beginning of classes, unless special before the seventh day of the session. arrangements are made with Enrollment Services. It is expected that students will fulfill the • Course Withdrawals/Partial Withdrawals - Students who have not been cleared by Enrollment requirements for the degree by registering over Students may officially withdraw from one or Services cannot be considered registered. successive semesters, either by attending classes or more classes through the 10th week of the term.

maintaining matriculation. A degree candidate Please refer to the Academic Calendar in the Course Load who does not reregister for classes must apply to Campus Bulletin on the University website for his or her Dean for maintenance of matriculation specific dates in each term. Full-time graduate students register for no before or during the registration period, if the Withdrawal Methods fewer than nine credits in each semester of the student wishes to continue under the requirements The University permits students to withdraw from academic year. Permission of their dean is in effect when admitted. A fee must be paid during a course, session, or term in the following manner: necessary to take more than 12 credits in the fall or the registration period of each inactive semester Submit Completed Withdrawal spring semester or more than six credits in either (excluding summer sessions). Application Form summer session. New York State residents are Maintenance of matriculation does not extend A student may withdraw in person, by fax, or by eligible for the Tuition Assistance Program grants the time limits specified under Requirements for email by submitting a signed and completed when enrolled for 12 or more credits. (Please see Degrees. Withdrawal Application Form to Office of Student Financial Services for complete Students serving in the armed forces of the Enrollment Services by the withdrawal deadline. requirements and procedures.) Non-degree United States maintain their standing Forms are processed upon receipt. Any forms students are normally limited to two courses in the automatically during their time of service. They faxed outside business hours, during weekends or regular semester and one course in each of the are, however, required to inform the Office of holidays will be processed the following business summer sessions. Enrollment Services of the dates of entrance into day.

military service and termination of active duty. Process through MyLIU Admission of Undergraduate Change of Status • Course Drop - Students can use their MyLIU Students to Graduate Programs A non-degree student who has met all the portal to drop courses online through the requirements for matriculation must submit a second week of the term. Please refer to the Seniors who need substantially less than a full graduate application to the Office of Admissions. University Add/Drop Policy for details on program to meet the requirements for the course drops. bachelor’s degree may take, concurrently with Withdrawal • Email to Office of Enrollment Services - A their undergraduate program, a limited number of student may notify the Office of Enrolllment 500- and 600-level graduate courses and reserve Withdrawal from All Courses Services of their intent to withdraw from the the credits for a master’s degree. Such a special An Official Withdrawal refers to an action taken University via their MyLIU e-mail account. arrangement will be limited to undergraduate by a student to discontinue enrollment after the Due to FERPA regulations, the University will students who have been formally admitted as drop period has expired. The course is recorded on not respond to requests from outside email graduate students, pending satisfactory completion the transcript with a grade of W. sources. In the body of the email, the student of bachelor’s degree requirements. Applicants • Course Withdrawals/Partial Withdrawals - must state their intent to withdraw from a must have permission from the graduate program when a student withdraws from one or more course, session, or term. Please include your as well as authorization from the undergraduate classes, but remains enrolled in at least one Student ID number and direct contact institution. Qualified juniors and seniors attending class. information. LIU Brooklyn may, with the approval of the Chair • Term/Session Withdrawals/Complete Withdrawal Impacts of the Department concerned and the Graduate Withdrawals - when a student drops or Effective Date of Withdrawal Dean, take courses on the 500-level for withdraws from all of his/her courses in a • Official Withdrawals: The withdrawal date will undergraduate credit to complete the requirements current term. This can occur at one time or over be recorded with an effective date when all for the bachelor’s degree. The credits they receive a period of time within a term. forms are completed, signed and returned to the may not subsequently be applied toward the credit Unofficial Withdrawal Office of Enrollment Services. The University requirements for the master’s degree. An Unofficial Withdrawal refers to a student who has a published Appeals Policy for students Undergraduate student enrollment in 600-level fails to attend or ceases to attend one or more who wish to appeal their official withdrawal courses will not be approved by the Graduate Dean classes without officially withdrawing from the date. unless there is exceptional justification given by University. The course is recorded on the student's • Unofficial Withdrawals: The withdrawal the Department Chair. transcript with a grade of UW. determination date for students who do not

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 18 LIU Brooklyn

officially withdrawal will be recorded as the previously received and cashed a refund check. Advancement and Student Affairs. last date of the term. For Federal financial aid See Return of Federal Funds Policy for purposes, it will be assumed that the student additional details. Administrative Matters unofficially withdrew at the midpoint of the Residential Life term. See Grading Policy for additional details. Students residing in on-campus housing must The responsibility for compliance with these Tuition Liability/Refund contact the Office of Residence Life upon regulations rests entirely with the student. • Official Withdrawals and Drops: The effective withdrawal from the University. Students must Cancellation of Courses date of drops and/or withdrawal will determine follow proper check-out procedures and must The University reserves the right to cancel the student tuition liability due or refund due to vacate their campus housing within 48 hours of the undersubscribed courses. When it does so, there is the student. See Tuition Liability Policy for effective withdrawal date. Students who drop or no program change fee. additional details, including refunds for room withdraw from a future term must vacate their and/or board charges. The University has a campus housing after completion of finals. Room published Appeals Policy for students who and board charges must be cancelled through the wish to appeal tuition charges and fees due. Office of Residence Life. Liability for these • Unofficial Withdrawals:The student is charges will be assessed at the time of responsible for all associated tuition charges cancellation. and fees. Future Enrollment Transcript/Grades Students who withdraw from all courses may be • Official Withdrawals: A grade of W will be subject to readmission. Students who withdraw assigned for the course or courses and will from the University must be in good financial appear on the student's transcript. standing in order to register for future classes or • Unofficial Withdrawals:A grade of UW will be have access to their official and unofficial assigned for the course or courses and will transcript. appear on the student's transcript. Special Program Participation • Drops: The course will not appear on, or will • Athletics: In accordance with NCAA be removed from the student's transcript. regulations, all intercollegiate athletes must Credits Attempted/Earned notify the Athletic Department and Office of • Official Withdrawals: The course or courses Admissions when partially or fully withdrawing will be considered attempted but not earned. from the University. • Unofficial Withdrawals:The course or courses • Veterans: In accordance with VA regulations, will be considered attempted but not earned. students receiving veteran's benefits must • Drops:The course or courses will neither be notify the VA Certifying Official in Enrollment considered attempted nor earned. Services when partially or fully withdrawing Grade Point Average from the University. Withdrawn or dropped courses do not affect a Alternatives to Withdrawal student's grade point average. Schedule adjustments Financial Aid Adjustments When contemplating a withdrawal due to • Change in Student Status: Students who scheduling conflicts, students should discuss their change their enrollment status from full-time to situation with their academic advisor, academic part-time, or from full or part-time to below dean, or the Office of Enrollment Services to see if half-time, due to a partial drop or withdrawal, accommodations can be made. may have their Federal, State, and/or University Incomplete Grades aid adjusted. The University may also be For some students, receiving an incomplete grade required to report the student's change in and finishing the coursework at a later time may enrollment status to lenders, which can trigger be a better option than withdrawing from the the repayment of student loans. Students will be University. Students should be advised to discuss notified in these cases via writing. this option with their instructor, academic advisor • Cancellation of Financial Aid: Students will or academic dean. have their financial aid cancelled if the student Refund of Tuition in Cases of Withdrawal drops all courses and does not incur any When a student withdraws from courses, the liability, or fails to meet satisfactory academic University refunds tuition as outlined in the progress standards as a result of the withdrawal. Withdrawal Policy (please see the Tuition and Fee Financial aid for future terms may also be Schedule). cancelled. See Appeals Policy and SAP Policy for additional details. Student Access to Educational • Return of Federal Funds: The University is required to return funds for students who stop Records attending all courses before completing 60% of the term. The student will be notified by mail of In compliance with the Family Educational the unearned amounts returned to the Federal Rights and Privacy Act, LIU Brooklyn informs financial aid programs. The return of Federal eligible students and their parents that they may funds may result in a balance due to the obtain copies of the Campus’s Policy Statement University, particularly if the student concerning the act from the Office of Institutional

Page 19 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

GRADUATE TUITION AND FEES A detailed listing of all tuition and fees can be found at www.liu.edu/enrollment-services. (2015-2016 RATES) Residence Life Students are billed for tuition and fees at the time of registration. Room and board charges are reflected at the time of room assignment. Students must ACCOMMODATIONS (per term) make satisfactory payment arrangements prior to the start of each term or Housing Deposit (non-refundable) $300 before moving into residence halls to remain in good financial standing. 490 Fulton Street: Students must make acceptable payment arrangements or officially withdraw prior to the start of classes to remain in good financial standing. Studio 9,780 Acceptable payment arrangements include: Double Studio 7,956 • Payment in full using check or credit card; 1 Bedroom Double 8,262 • Approved financial aid covering all charges; 1 Bedroom Apartment 10,690 • Signed and approved University Payment Plan Agreement Form; and/or 2 Bedroom Apartment 10,200 • Participation in an approved third-party payment agreement. 3-4 Bedroom Apartment 9,792 A student who complies with any of the above shall be considered in good 5-6 Bedroom Apartment 6,528 financial standing, so long as all conditions are met throughout the term. All payment arrangements must be completely satisfied or late payment fees MEAL PLANS (per term) and/or penalties will be applied to your account. If your balance becomes Residential Meal Plan 1 (unlimited 2,469 seriously past due and no arrangements are made, the University will refer it to meals plus $300 dining dollars) an external collection agency or law firm, where additional fees and penalties Residential Meal Plan 2 (14 meals per 2,259 may be charged to your account. All policies can be found online at week plus $300 dining dollars) www.liu.edu/enrollment-services. Residential Meal Plan 3 (10 meals per 2,049 week plus $300 dining dollars) Tuition and Fees Residential Dining Dollars 300

Dining Dollars+ Plan ($200 additional 200 Application Fee (non-refundable) $50 dining dollars) Tuition Deposit (non-refundable) 200 All resident students are required to participate in a meal plan. The Residential Dining Dollars plan is only available to residents in apartments Master's Degree and Graduate 1,155 with kitchens. Dining dollars can be used at point of sale locations across the Studies, per credit campus.

Master's Degree and Graduate Studies, special programs: Tuition Liability and Refund Policy

Physician's Assistant and Speech 1,176 Students are responsible for knowing that they are registered for classes, Language Pathology, per credit that they are expected to pay for these classes in a timely manner, and must Physical Therapy: understand and follow the correct procedures to withdraw from classes. Non- attendance and/or non-payment do not constitute official withdrawal from Below 800 Level Courses, per 1,176 the university. The calculation of your tuition and fee liability, if any, is based credit on the date of your official withdrawal or drop in accordance with university 800 and 900 Level Courses, per 1,363 policy. Room and board charges must be cancelled through the Office of credit Campus Life. Liability for these charges are assessed on a pro-rata basis at the time of cancellation. Clinical Practice I (PT850), per 1,443 When a student withdraws, the university will refund tuition and fees as per course the following schedules: Clinical Practice II (PT950), per 1,804 Fall and Spring Regular Sessions course Period Liability

Clinical Practice III and IV 2,887 Weeks 1-2 0% (PT955/956), per course Weeks 3-4 50%

Doctoral Degree and Doctoral 23,986 Weeks 5+ 100% Studies, 12+ credits, per term (years Summer and Other Multi-Week Sessions Seven Weeks or Greater 1-3) Period Liability Doctoral Degree and Doctoral 1,535 Week 1 0% Studies, per credit Week 2 50% Dining Dollars, 9+ credits, per term 50 Week 3+ 100% University Fee: Summer and Other Multi-Week Sessions Less Than Seven Weeks 12+ credits, per term 884 Period Liability

Less than 12 credits, per term 442 Day 1-2 0%

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 20 LIU Brooklyn

Day 3-5 50%

Day 6+ 100% Students requesting a review of their assessed tuition and fee liability must complete the appeals form for student withdrawals in accordance with university policy and submit all required supporting documentation. Detailed policies and procedures can be found at www.liu.edu/enrollment-services.

Student Health Insurance

Long Island University has partnered with Gallagher Koster to develop a cost-effective Student Health Insurance Plan that provides our students and families with robust medical coverage at school, back home, and while traveling or studying abroad. All international students, clinical students, residential students, Global College students and intercollegiate athletes qualify and are automatically enrolled in the plan but can waive participation online at www.gallagherstudent.com/liu if they have comparable coverage under a family plan or other policy. Annual Rates • Mandatory and Compulsory/Hard Waiver Students - $2,193 • Spouse/Domestic Partner - $2,193 • Each Additional Child - $2,193 Qualifying new students who enter during the Spring or Summer terms can participate in the plan with prorated coverage periods and rates. Enrollment/Waiver Periods Annual Plan: July 1 – September 30 Spring Plan: January 1 – February 15 Summer Plan: May 15 – July 1 Beginning on July 1st, students can go to their MyLIU account and click on the "Student Health Insurance" link from the Student Center Home Page to enroll in the plan, waive coverage, print temporary ID cards, and file or check claims. Coverage begins on August 15, 2015, which represents the start of the plan year, and extends through August 14, 2016. You can also visit the Gallagher Koster website directly at www.gallagherstudent.com/liu.

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FINANCIAL AID dedicated to seeing veterans succeed in their State agencies. Many aid programs require that education, career and life. To accomplish this you be matriculated and attend the LIU Brooklyn Financial Aid is awarded on an annual basis in mission, LIU Brooklyn provides the resources campus on at least a half-time basis. LIU reserves the form of scholarships, grants, loans and part- needed to pursue educational opportunities while the right to adjust or cancel offers of financial time employment. Assistance is offered to students balancing the demands of life both inside and assistance if you make changes to your FAFSA, admitted into eligible graduate degree and outside the classroom. adjust your registration status, withdraw from one advanced certification programs at LIU Brooklyn. With the Post-9/11 GI Bill, education-related or more courses, or fail to maintain good academic benefits, including funds for tuition, housing, standing for financial aid purposes. LIU also Application Process books and supplies, are better than ever for our reserves the right to change the selection criteria, veterans. In addition, financial aid, scholarships deadlines, and awarding process of academic All candidates for LIU scholarships or grants, and New York State tuition awards and grants may awards. Federal grant and loan programs, work-study also be available to help you with costs that are not Awards, grants, and scholarships listed are for opportunities, and New York State awards are covered by your veteran benefits. Additional graduate study only and do not apply to required to complete the Free Application for information can be found online at undergraduate or professional studies. Students Federal Student Aid (FAFSA) each year. The www.liu.edu/Brooklyn/StudentLife/Veterans. enrolled in accelerated and dual degree programs FAFSA should be completed online at Private Loan Program are advised to contact the Undergraduate www.fafsa.ed.gov. The federal school code for the If you find that you need funding beyond the Admissions office to obtain information on aid for LIU Brooklyn campus is 002751. Continuing limits of the Federal Direct Student Loan Program, the undergraduate portion of their degree. students at LIU must reapply for financial you may wish to consider a private loan. These All awards from the LIU Brooklyn campus are assistance each year. Applicants for financial aid loans are not guaranteed by the Federal accompanied by a letter of stipulation detailing the may expect to be notified of the decision reached government and are considered private loans. We terms of the award. Students are governed by the by the Office of Enrollment Services (Financial urge all students and parents to research any lender stipulations accompanying their specific awards. Aid) shortly after their files have been completed. they are considering for this type of funding and to Part-time status, for the purpose of scholarship and No action will be taken until the candidate has specifically ask a number of key questions, grant renewal, is defined as carrying and earning a been accepted by the Office of Admissions. including: minimum of 6 credits per semester. • current interest rates Unless otherwise indicated, University Awards • co-signer requirements assistance is for tuition charges only. Students are • repayment options, both in school and out advised to inform LIU of any aid received from LIU Scholarships and Awards • whether or not the loan may be sold to another outside sources, and awards from LIU may be adjusted if such additional assistance is in excess The LIU Brooklyn campus awards provider of estimated need. approximately $100 million in university The University does not have a preferred lender scholarship assistance to students each year. These for alternative loans; each student has the right to scholarships and grants, which do not require select the educational loan provider of his or her Standards for Satisfactory repayment, are based on academic success, athletic choice. If you have considered applying for an Academic Progress ability, community service, artistic talent, and alternative loan, you may be required to complete financial need. The campus also offers honors and Federal Financial Aid Programs the Free Application for Federal Student Aid at departmental scholarships for specific programs of Federal regulations require students to make www.fafsa.ed.gov in order for the University to study. A detailed listing of graduate scholarships satisfactory academic progress (SAP) toward the certify your loan eligibility. Alternative loans that can be found online at completion of a degree or Title IV eligible are used to cover prior semesters may require www.liu.edu/brooklyn/scholarships. advanced certificate program in order to receive additional information for approval, such as letters Federal and State Aid Programs Title IV financial aid through the Federal Direct certifying indebtedness, attendance verification, The Federal government awards financial Loan Program. Satisfactory academic progress is official transcripts, etc. As such, when requesting assistance to students who demonstrate financial measured qualitatively and quantitatively by two funding for prior terms, be sure to reference the need according to a variety of economic criteria as components: a student’s cumulative grade point correct academic year on your application. determined by the United States Department of average (GPA) and the amount of credits they The basic process involved with securing Education. The criteria include an individual have earned relative to their year in school and alternative loans is the electronic filing of an and/or parents’ income and assets, family’s enrollment status. application, institutional certification, and approval household size, and the number of family members Satisfactory academic progress is measured information. Generally speaking, electronic filing attending college. Benefits from all federal annually, at the end of the Spring semester, after processing requires at least 72 hours before a programs are subject to legislative changes. all grades have been submitted. Students failing to lender will respond. The University will assist you Recipients of federal programs must be U.S. meet the criteria stated below are eligible to appeal in this process and will determine for you the citizens or permanent residents. Contact the this decision if extenuating circumstances played a maximum loan amount you will be allowed to Federal student aid agency at 1-800-433-3243 or factor in their academic performance. Examples of borrow based on your estimated cost of attendance www.federalstudentaid.ed.gov for more such circumstances could include an illness, and pre-existing financial aid awards. The information. accident, separation or divorce, or the death of a complete process normally takes 7-14 business A detailed listing of Federal and State relative. An appeal must be made in writing to the days. programs, including Direct Loans, can be found university and include an explanation of the online at www.liu.edu/brooklyn/finaid/grants. circumstance(s) that may have adversely affected Veteran Benefits Terms and Conditions the student’s ability to meet the academic

The LIU Brooklyn campus has a proud and requirements, and the plan or changes that have Awards are not finalized until all requested distinguished history of serving its nation’s occurred which will allow them to make SAP in supporting documentation has been properly military veterans and active duty service members. the future. All appeals must be accompanied by submitted and reviewed. All awards are subject to Our supportive community of staff and faculty is supporting documentation, such as a letter from a funding levels and appropriations by Federal and

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 22 LIU Brooklyn doctor or attorney. If an appeal is granted, the student will either be placed on probationary status for one semester during which the student must meet SAP guidelines, or must successfully adhere to an individualized academic plan that was developed for them by their academic advisor as part of their appeal. Failure to meet these criteria will result in loss of eligibility for Title IV funds. Students wishing to receive Title IV financial aid for Summer semesters may have these awards evaluated and offered prior to a determination of SAP. All students receiving summer aid will have their SAP evaluated after all spring grades have been submitted. Students not making progress will have their summer aid cancelled, and the student will be liable for all tuition and fee charges incurred unless an appeal is filed and granted as outlined above. The criteria below outline the progress that is required for a full time graduate student to be considered in good standing: Completion Rate Requirements: All students must earn at least 67% of their attempted hours. The maximum time frame to complete each degree varies by department and is outlined herein under the specific degree program. • GPA Requirements: Students who have earned fewer than 13 credits must maintain a 2.5 GPA; students who have earned 13 credits or more must maintain a 3.0 GPA.

Notes: • Progress standards for part-time students are prorated based upon the criteria above. • Qualifying transfer credits are counted as both attempted and earned credits but have no effect on the GPA. • Grades of W (Withdrawal), UW (Unofficial Withdrawal), INC (Incomplete), ABS (Absent) and IF (Incomplete Fail) are counted as credits attempted but not completed, and do not affect the GPA. • Repeated classes will count only once towards credits completed. A student may receive aid for a repeated class that has been successfully completed once. • Any departmental requirements that exceed these standards must be adhered to for the purposes of evaluating SAP.

Page 23 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

CAMPUS LIFE AT LIU else. identified and detained for action by the arriving police personnel. BROOKLYN Living on Campus Annual Campus Security Report In accordance with the provisions of the Jeanne

Manisha Ford-Thomas, Director Cleary Act, Brooklyn Campus’ annual security Athletics 718-488-1046 report includes statistics for their previous three email: [email protected] calendar years concerning reported crimes that LIU Brooklyn Athletics is a member of the website: www.liu.edu/brooklyn/campus-life occurred on campus; in certain off-campus Northeast Conference in NCAA Division I, and Residence Life and Housing provides a safe, buildings or property owned or controlled by LIU currently supports 18 varsity sport programs that caring and respectful community where Brooklyn; and on public property within, or compete at the highest collegiate level in the experiential interactions inspire learning, immediately adjacent to and accessible from, the country. The Blackbirds have won 14 league citizenship, leadership and holistic reflection campus. The report also includes institutional championships over the last four seasons, the most aligned with the Long Island University mission. policies concerning campus security issues, such over any four-year stretch in school history, Residents reside in one of three residential as those concerning alcohol and drug use, crime including three straight NEC titles in men’s halls. Richard L. Conolly Hall is a 16- story prevention, the reporting of crimes, sexual basketball from 2010-13 and nine NEC titles in building of standard, suite, and apartment spaces assaults, hate crimes, and other relevant matter. women’s volleyball in the last 11 years. for freshmen, sophomore, and junior class Emergency Management residents. Seniors live in the 1 Hoyt Street which is LIU Brooklyn's Department of Public Safety Campus Ministry comprised of suites and apartment spaces. offers comprehensive services in emergency

Graduate students reside in 490 Fulton a three- response and management to ensure the safety of Rev. Charles P. Keeney floor all-apartment residence. our students, faculty and staff. Through several 718-488-3359 All residential students are required to initiatives, the campus is prepared for a wide array Campus Ministry at LIU Brooklyn dares to participate in one of the University Meal Plan of emergency situations, ensuring prompt foster a community that takes its faith traditions options. All residences offer free wireless internet, notification and protection of the campus very seriously. We challenge our members to be cable, study lounges, recreation rooms, TV community whether the event is commonplace or credible witnesses of their traditions of faith and to lounges, laundry rooms, 24 hours/day security extraordinary. In the event of emergency, LIU employ the best elements of the same in the officers, and dedicated professional and Brooklyn's Emergency Notification System is services of our community. paraprofessional staff. Typical residential spaces enabled to instantly and simultaneously contact As a diversified, multi-religious and ethnic include an extra-long twin sized bed, desk, desk LIU Brooklyn students, faculty and staff via Long community par excellence, we seek to enrich one chair, dresser, MicroFridge, wardrobe unit/closet, Island University email, Web site notifications and another and our community with the values of our AC, and personal digital safe. text messaging to those who register their cell different traditions, and to collaborate phones with the university. Emergency Building ecumenically as advocates for justice, peace and Public Safety Managers assist Public Safety in disseminating reverence for life. information in their designated building and have The sacred writings of the different religions Emergencies: 718-488-1078 been trained in “Evacuation” and “Shelter-in- serve as our guide for action. And our mode of Non-Emergencies: 718-488-1078 Place” procedures. LIU Brooklyn employs the use operation is from campus to social outreach, from The Department of Public Safety at the Brooklyn of an outdoor siren warning system. place of theory to place of reality, from feelings of campus of Long Island University is located in the An efficient Snow and Emergency School concern to actions against poverty, hunger, disease rear of Metcalfe building, opposite the Pharmacy Closings system is in place to ensure our students and social injustice. building. The department has a full-time staff that are informed of closings immediately via the LIU Our goal is to help our community develop the consists of a director, three tour commanders, Brooklyn homepage, our emergency closings full potentials of their humanity, become better three lieutenants, three desk sergeants, 45 public hotline (718-488-1000 or 718-488-1078), as well citizens and responsible inhabitants of our planet, safety officers, and an administrative assistant. as local radio and television stations. and to die with a better hope. Public safety officers are licensed by the State of

New York and are trained, certified and registered Student Life Cultural Programs and pursuant to the New York State Security Guard Exhibitions Act of 1992. The department serves the campus 24 Division of Campus Life hours a day, 7 days a week year-round and may be Pratt 122, 718-780-6545 With three galleries, LIU Brooklyn presents reached by dialing 1078 on campus telephones LIU Brooklyn’s Office of Student Life monthly exhibitions of paintings, sculpture, (add prefix 488 when using outside lines). facilitates the development of students, and hones photographs, prints, and other art forms by The Department of Public Safety is concerned their personal and organizational leadership skills emerging and established artists. This thriving and with the welfare and safety of all members of the by providing opportunities for participation in co- diverse exhibition program, sponsored by the campus community and their guests. The activities curricular, cultural, social, civic, community and Visual Arts department, reflects LIU Brooklyn's of the Department of Public Safety are enhanced wellness programs. The core values of student life strong commitment to making an array of visual by its close relationship with the 84th and 88th are leadership, integrity, service, community, art accessible to both students and the community. Precinct, who shares the responsibility of diversity, learning, and school spirit, and we carry Gallery spaces include the Salena Gallery, the maintaining law and order on the campus. This out our mission primarily through our oversight of Nathan Resnick Showcase Gallery and the agency often notifies the department of any off- clubs and organizations, leadership training Humanities Building Gallery. Located in the lobby campus arrest involving members of our campus programs, evening programs, civic and community of the Kumble Theater, the glass-enclosed, community if there is a perceived threat to the programs. elliptically shaped Humanities Gallery showcases welfare of the other members. All students in good standing are encouraged to unique presentations of projects and installations, Public safety officers are not peace officers, but take part in extra-curricular activities. Activities many of which could not be displayed anywhere they do handle criminal acts and crime scenes until as well as academics combine to develop and hone the police department arrives. Suspects are

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 24 LIU Brooklyn skills that are beneficial in the workplace, and that Deed program which involves a myriad of provides the springboard for leadership community service projects that include opportunities in the world beyond LIU. Programs fundraising for various benefits such as Haitian offered through the Office of Student Life are earthquake and Hurricane Sandy relief, Breast funded by the proceeds of the student activity fee. Cancer research etc., an alternative spring break The distribution of the student activity fee trip, several blood drives throughout the year, promotes a progressive and student-centered clothing and book drives, holiday celebrations for program. children in the community and several others. All Student Organizations students and members of student organization in We guide and assist 30 academic student particular are encouraged to complete at least 100 organizations, 22 social organizations 19 cultural hours of community service per year. organizations, 6 religious organizations, 11 honor Applications for the Student Leadership societies, and 11 Greek organizations with the Academy, and the Community Service planning, organizing and implementing of each Involvement Forms are available in our office, group's goals and events. In addition, we oversee Pratt 122. the student media coalition which is comprised of: Student Government Association WLIU Radio, a state-of-the-art radio station, All enrolled students are members of the WLIU DJ Mobile Unit, Seawanhaka Newspaper, Student Government Association (SGA). The Sound Yearbook, and LIU Television. executive officers of the SGA, along with the Leadership Training elected representatives from each class, constitute Student life provides yearly leadership training the Student Council. Some of the Student for all students involved in student organizations at Council’s many duties include allocating of funds our summer leadership retreat as well as to all campus clubs; approving the formation of workshops for secretaries and treasurers. In new organizations; and sponsoring extracurricular addition, we have a student leadership academy programs of intellectual, cultural and social appeal which is primarily designed to train students to be for the student body. In addition to its leaders on campus. Both trainings are augmented administrative functions, the Student Council acts by other stand alone trainings, workshops or as a liaison between the student body and the webinars on specific issues like goal-setting, time faculty and administration. All students, including management, diversity, friendship and self-esteem, entering freshmen, in good academic standing are and alcohol awareness. eligible to take part in the extracurricular activities Avena Lounge program.

The Avena Lounge is a student area complete with opportunities for building business management and event planning skills. The lounge has a game room, kitchen for special events, and a snack bar which operates in the evenings from Mondays through Thursdays. Employment opportunities in the lounge also affords students the ability to hone their leadership skills while receiving payment. Evening Recreation Program Our dynamic evening recreation program is multi-faceted ranging from basketball, tennis and African/Caribbean Dance to board games, table tennis and X-Box game tournaments. Students in the program compete in national and local tournaments. The program also sponsors trips to The New York Rangers and New Jersey Devils hockey, New York Knicks and Brooklyn Nets basketball, New York Mets and Yankees baseball, and New York Jets and Giants football. Civic and Community Program Student Life co-hosts at least two workshops per year on the American electoral process and the importance of being registered to vote and being informed about political issues in general. The office registers approximately 400 students per year in our various voter registration drives. In addition, we accommodate students who go to Albany to lobby for student financial aid and other issues pertinent to them. Additionally, the office sponsors a One Good

Page 25 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

FACILITIES Kumble Theater for the Steinberg Wellness Center /

Performing Arts Wellness, Recreational & Arnold & Marie Schwartz Gym Kumble Theater for the Performing Arts at LIU Athletic Center (WRAC)

The Brooklyn Paramount Theater opened on Brooklyn is a dynamic, state-of-the art This 112,000 square foot facility supports the November 23, 1928. At the time of its opening it performance venue serving one of the most diverse Campus’ 17 Division I Athletic teams, provides a was the second largest theater in New York with campuses and communities in the country. It is state-of-the-art workout facility and swimming 4,500 seats. Once considered the most beautiful designed to nourish artistic exploration and pool for the Campus Community, and offers a motion picture theater in the world, it was the first development by students and other emerging broad array of health and wellness services to our designed theater for movies with sound. Doubling artists while providing the entire community students, faculty, and administrators, as well as the as a concert hall, many famous musicians such as greater access to an exciting range of quality members of the Brooklyn community at large. Ella Fitzgerald, Miles Davis, Duke Ellington, classical and cutting-edge professional Steinberg Wellness Center (previously called Chuck Berry and Buddy Holly all graced the performances from around the world. Wellness, Recreational & Athletic Center theater with their musical presence. Impeccably crafted for the dramatic and {WRAC}) features a 2,500 seat arena, which hosts In 1962, a transformation began to turn the technical demands of dance, music and theatrical the Campus’ Division I basketball and volleyball historic Paramount Theater into the Arnold and productions, this elegant, 320-seat theater provides games, high school athletic events, and a variety of Marie Schwartz Athletic Center. Though modified finely tuned acoustics and top-tier lighting, other special events. The fitness center includes into an Athletic Center, all the original decorative projection and other electronic capabilities. With a state-of-the-art cardio and strength equipment, and detail on the walls and ceiling were preserved. In stage featuring a “sprung” floor extending to the a group exercise studio that includes free classes addition to the preservation of the structure, the seating area, the theater fosters an intimacy such as Pilates, yoga, hip hop dance, total body world famous Wurlitzer organ is housed and still between performers and their audiences. conditioning, Salsa, Zumba and abs-workout operational underneath the basketball court. The This extraordinary theater was made possible classes. The facility also includes a 25-yard, eight Arnold and Marie Schwartz Athletic Center through the generosity of LIU Trustee Steven J. lane swimming pool and a rooftop track and tennis became home to the LIU basketball and volleyball Kumble. It is part of an ambitious campus courts. squads. Officially opening in 1963, it was the renovation that created an extensive performing Steinberg Wellness Center encompasses the Blackbird’s home until the opening of the arts complex also featuring a black box theater, Health and Wellness Institute which provides Wellness, Recreation and Athletic center in 2006. dance studios and a glass-enclosed art gallery. activities and programs that promote good health With the opening of the Wellness, Recreation Among other major supporters of the performing and wellness behaviors that reduce health and Athletic Center - now the Steinberg Wellness arts complex are the EAB/Citigroup Foundation, disparities and improve the quality of life for Center - in 2006, the Paramount Gym has become through former LIU Board of Trustees Chair members of the Campus community and the a multipurpose venue used the by the university Edward Travaglianti, LIU trustee emeritus Donald community at large. The Health and Wellness for events, shows, dinners, classes and intramural H. Elliott, former LIU trustee Bruce C. Ratner, the Institute houses one of New York City’s only sports. Because of its unique history, majestic City of New York and the Independence state-of-the-art HydroWorx 2000 therapeutic pool, ceiling and hand carved wall fixture, the gym as Community Foundation. become a site that outside businesses and the which includes an elevating floor to allow for easy Brooklyn Community love to use for events. access and varied water levels, an underwater Psychological Services Center treadmill with speeds up to 8.5 mph, underwater

video camera and viewing monitors, body weight- Downtown Brooklyn Speech- Seymour Pardo, Director support harness system, adjustable temperature 718-488-1266 Language-Hearing Clinic control, and jets that propel water and can be used At our Psychological Services Center, free and to resist movement and to challenge a person’s confidential personal counseling is offered to The Downtown Brooklyn Speech-Language- balance. students by supervised doctoral candidates in Hearing Clinic, located in the Fort The Center for Physical Rehabilitation is a state- Clinical Psychology. Students experiencing stress Greene/Downtown Brooklyn community, is a vital of-the-art facility that offers a wide range of in relation to academic, social or family situations part LIU-Brooklyn’s graduate program in physical therapy services to the LIU Brooklyn or students who simply feel they are not living up Communication Sciences and Disorders. Our state- community as well as to residents of the to their full potential for various reasons may of-the-art center employs speech-language surrounding community. The Center provides a benefit from speaking to someone at the Center. pathologists who serve as clinical faculty and "hands-on" approach for a broad array of physical Whether stress is interfering with a student’s supervisors to our graduate interns. Clinical staff issues and offers a customized treatment plan that ability to do his/her best at school or is affecting are licensed by the NY State Office of the is tailored to your specific health needs. We pride the student’s family or social life, talking can help. Professions, and certified by the American outselves on delivering individualized care by No one in or outside the university knows who Speech-Language-Hearing Association (ASHA) licensed physical therapists who are experts in comes to the center, except in the rare case of and the New York State Department of Education. treating a diverse client population. danger to self or other. The graduate program is accredited by the Council The Harriet Rothkopf Heilbrunn Academic The Psychological Services Center is located on Academic Accreditation of ASHA. Nursing Center is also located in the cellar level of on the fifth floor of the Pratt Building, Room 510 If you believe that you, or someone you know, has the Steinberg Wellness Center. The HRH and is open on Mondays and Thursdays 9 a.m. to 4 a speech-language, swallowing or hearing Academic Nursing Center’s mission is to reduce p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 problem, call us at 718-488-3480. Our fees for health disparities among high-risk populations by a.m. to 3 p.m. Students can call to make an services are affordable. We also have a reduced providing accessible and affordable, primary, appointment or just stop by. fee schedule, if needed. secondary and tertiary prevention activities

focusing on risk assessment, education, counseling, and referral for vulnerable, underserved populations in downtown Brooklyn

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 26 LIU Brooklyn including the students and employees of LIU Brooklyn. The Center provides free health screenings, programs to monitor existing health conditions, Mammogram and HIV testing and counseling and support programs.

Student-Run Businesses

LIU students learn what it takes to run a business by running a business. Students are involved in every facet of operations, from product selection and marketing to sales management and bookkeeping. Profits from LIU’s student-run businesses support student scholarships, along with new business initiatives to create real-world business experiences for more students. Brooklyn Treat Shoppe Located in the Library Learning Center on the third floor, the Brooklyn Treat Shoppe offers a wide range of options to satisfy your snack craving, from baked goods and candy to healthier options like fruit and baked chips, along with an array of beverages that includes iced coffee and coconut water. Browse Browse offers a selection of popular technology brands and products, and is an authorized Apple products retailer. Students will find all the tools they need to power their LIU Brooklyn experience, from tablets and notebooks to all-in-one desktop computers and gaming consoles, as well as accessories. Students will benefit from the IT help desk, which they can use as a resource for technological needs and questions. In addition, students working in the store will gain expertise as they work alongside certified Apple service help desk technicians. Browse is a Dell University Campus store and special discounts are available for LIU Community members. Healthy Choices Healthy Choices is LIU Brooklyn’s newest student-run business, located on the third floor of the Library Learning Center. The shop offers wholesome food, including many kosher-friendly items, and is managed by students under the direction of the Center for Entrepreneurship.

Page 27 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

STUDENT SERVICES AND of $100 per semester, and with permission of the instructor, you may take up to two courses. Bookstore RESOURCES • Graduate Alumni Award: Graduates with a 3.0 GPA who want to pursue their first master’s LIU Brooklyn Bookstore - Your Official LIU offers a variety of support services to aid degree are eligible for a $1,500 scholarship Campus Bookstore students in achieving their personal and each semester if they maintain a 3.0 cumulative • Location: Between Humanities Building and professional goals and make the most of their average. Students must enroll in six credits per Richard Connolly Hall educational experience. This includes programs semester. • Payment Methods: Financial Aid Vouchers, designed to serve a diverse variety of students at Paying it Forward LIU Wallet, Cash, Barnes & Noble Gift Card, various stages of their development and address a • Legacy Alumni Scholarship: Children or and All Major Credit Cards. broad range of individual needs and challenges. siblings of alumni are eligible for the legacy • Regular Store Hours: Monday – Thursday 9:30 LIU Promise primarily works with first-year alumni scholarship award for up to $1,500 each a.m. – 6:30 p.m. and Friday 10 a.m. – 3 p.m. students as well as some transfer students and semester in their first year if they maintain a 3.0 (We have extended hours during the first 2 continues to provide guidance and support through cumulative average. weeks of classes and reduce hours during the graduation. Graduate students and some upper- • Summer Camp discount: Enjoy a one-time Summer and Intercession.) class students are served through Enrollment 15% discount at LIU Post Youth Camps and • We're Open 24/7; Online: www.liunet- Services as well as advisors within their home the Children’s Academy at LIU Brooklyn. brooklyn.bncollege.com departments. Working in concert, LIU Promise, Visiting Campus We Speak Textbook Enrollment Services and Campus Life strive to • Enjoy the performing arts: alumni receive a • Rent or Buy New, Used, and Digital Textbooks accommodate the entire LIU student body and 10% discount at the Tilles Center for the When You Rent or Buy Textbooks From the promote student retention. Performing Arts at LIU Post and receive LIU Brooklyn Bookstore, You're Guaranteed: Using the My LIU portal at https://my.liu.edu, discounted tickets at the student price at • The Right Textbook (we work directly with the you can view your financial aid status and account Kumble Theater for the Performing Arts at LIU professors to get the right titles on the shelf and activity, make online payments, schedule Brooklyn. on our website.) appointments with Success Coaches or Enrollment • Stay healthy: alumni receive a discounted • Rent or Buy Textbook Online for In-Store Services Coaches, and view "to do" items and $345 membership fee to join the Pratt Pickup or we can Ship Directly to you "holds" that need to be resolved to continue the Recreation Center at LIU Post and the Wellness • To Save the Most Money Upfront, Rent Your enrollment process. Additionally, LIU Brooklyn Recreation and Athletic Center (WRAC) at LIU Textbooks and Save an Average of 50% Promise and Enrollment Services Coaches will Brooklyn. • Highlight, Take Notes, and Make Them provide both you and your family continuous • Library resources: alumni receive access to Your Own, Plus We'll Send You Reminders support and service throughout your time as an LIU’s large and diverse university libraries and When Your Rentals are Due Back. LIU student. computer labs, including a 10% discount at the • Buying Your Books?

campus bookstores. • Save up to 25% with Used Textbooks Alumni Community Retail Discounts • Sell us Your Used Textbooks During Finals • PerksConnect Card: access to PerksConnect Week and Get up to 50% Cash Back. Office of Development and Alumni Relations which provides discounts to local and national • Go Digital with Yuzu 718-488-1016 retailers. Visit www.perksconnect.com • Yuzu by Barnes and Noble Lets You The Office of Alumni Relations and • GEICO: alumni receive discounted insurance Organize and Read Your Digital Content on Development is dedicated to advancing LIU’s through GEICO, visit www.geico.com/alum/liu Your iPad and PC. Learn More About mission of Access and Excellence. Guided by the • Bloomberg Businessweek: save up to 90% off Yuzu; www.yuzu.com/college university’s strategic priorities, the office nurtures your subscription, visit • Need to Return a Textbook lifelong relationships with alumni, parents, friends, www.businessweek.com/subscribe. Use code: • A Full Refund is Given During the First and organizations that result in volunteer LIU. Week of Classes. The Book Must be in its engagement and philanthropic support. All • Discovery Times Square: save $5 on Original Condition and you Must Have your students of LIU Brooklyn are members of the adult/senior tickets and $2 on child tickets at Register Receipt or Online Invoice/Order alumni community upon graduation. Discovery Times Square in NY. Number. Alumni Benefits • Kaplan Test Prep: save 10% on Kaplan Test • A Full Refund is Given During the The Alumni community of LIU receives access Prep Courses including the GRE, GMAT, ADD/DROP Period. The Book Must be in to a lifetime of benefits designed to keep alumni LSAT and MCAT. Use discount code: its Original Condition and you Must Have connected to one another: LIUAlumni10. your Register Receipt or Online Furthering Your Education LIU Brooklyn alumni are encouraged to Invoice/Order Number. • Graduate Admissions Preparedness support the Fund for LIU, which provides We Have Everything You Need to Succeed Program (GAPP.) GAPP permits alumni who assistance to LIU students in need through vital • School Supplies have held their degrees for two years or longer financial aid programs. To obtain an alumni ID • Pentel, Bic Papermate Pens/Pencils, Oxford to register for a lifetime maximum of 12 credits card, update your contact information, or to learn Index Cards, Five Star Notebooks, Etc. in credit-bearing undergraduate courses for more about benefits and volunteer opportunities, • Technology & Electronics which prerequisites have been completed. please contact the Office of Development and • HP, Texas Instrument, Case Logic, Etc. Students can take no more than 2 courses per Alumni Relations at 718-488-1016 or email • LIU Brooklyn Apparel & Gifts semester, and must complete their work over 3 [email protected]. The office is located in • Under Armour, Champion, Jansport, Alta consecutive terms. A $200 registration fee is the Metcalfe building, rm. M101. Gracia, Etc. required per semester, but tuition is waived. • Snacks & More

• Lifetime of Learning: Lifetime of Learning is • Energy Bars, Candy Bars, Beverages, Burts a program which enables alumni to audit Bees, Etc. courses for pleasure and enrichment. For a fee

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 28 LIU Brooklyn

Join Our Team members and administrators. programming for custom multimedia applications, • Fun Environment The Information Technology department is digitization of educational resources, and provide • Earn Competitive Wages in a Professional responsible for managing all aspects of the and maintain public work spaces created Working Environment; Apply Online: university’s information technology operations, specifically for faculty curricular development and www.bncollegejobs.com including academic and administrative systems staff technology training use. The FTRC staff is • Employee Discount and computing, databases, dashboards, available for individual consultation, and also • Discount on Textbooks and Other Bookstore networking, audiovisual, video and offers workshops and presentations in the latest Merchandise telecommunications infrastructure, academic uses of technology in the classroom. • We're Flexible computer labs and smart classroom spaces. IT My LIU • We'll Partner with you to Create a Work maintains 30,000 internet-capable devices and 826 My LIU portal provides students with Schedule that Works with Your Classes analog/digital telephones and 859 Cisco IP phones. convenient access to information about their • Location - We're Right on Campus, Near That includes fiber optic and copper infrastructure records. By logging onto https://my.liu.edu, Everywhere Else You Need to be throughout the buildings, firewall and security students may view their schedule of classes, Join our loyalty program and Save 25% on 1 access, and wireless internet access. IT provides register for courses, obtain their grades, request LIU apparel Item. Visit off-site facilities support to Hanover, Hoyt and transcripts, and apply for graduation. They may www.welcomeclassof.com to sign up. Fulton Street residence halls, Steinberg Wellness also view financial aid awards, billing information, Center, the Steiner Studios at the Navy Yard make online payments, accept and decline Federal Center for Learning and (screen writers program), Westchester and Loans and Federal College Work Study, and make Rockland campuses. IT also maintains the an appointment to see counselors. For more Academic Success campus’ security camera systems, electronic door information, please visit or contact Browse.

locks to all dorms and most classrooms, cafeteria Student E-Mails Dr. William Burgos, Director and retail space cash registers, Kronos Timekeeper Each student is assigned a university e-mail 718-488-1094 for the facilities staff, campus videoconferencing address to use for corresponding with university Location: LLC, 4th Fl. and campus plasma displays, electronic and web faculty and staff. Students can check their e-mail Hours: Monday – Thursday, 9 a.m. - 7 p.m. signage. by logging into https://my.liu.edu. If you have any Friday, 9 a.m. - 5 p.m. Information Technology also provides oversight trouble accessing your My LIU account, please Online Tutoring Available, various hours 7 for university-wide information systems, check with the helpdesk at Browse at LIU days a week, through Blackboard. compliance and security in accordance with Brooklyn on Dekalb Avenue. The Center for Learning and Academic Success policies set forth by University Counsel. IT Website: http://it.liu.edu (CLAS), located in the Library Learning Center, Information Technology collaborates with IT Email: [email protected] on the 4th Floor, offers quality one-on-one and Academic Affairs to implement a unified, Phone: 718-488-3300 small-group tutoring across the disciplines to comprehensive learning management system and undergraduates of LIU Brooklyn. We provide online education initiatives. Information assistance in mathematics, business, languages, International Student Services Technology also manages business process and the humanities, as well as the social, physical improvement initiatives across the university. Steve A. Chin, Director and health sciences. Tutoring sessions are As a further extension of the university’s Phone: 718-488-1389 designed to supplement in-class work and focus on commitment to providing students with unique, Fax: 718-780-6110 providing opportunities for active learning, self- real-world learning opportunities, LIU Information E-mail: [email protected] reflection, and collaborative study. Tutors, acting Technology recently opened the doors to Browse, The Office of International Student Services as educational mentors rather than instructors, LIU’s on-campus technology store, an authorized provides special services to students from abroad focus not on teaching content and completing technology products retailer that offers popular and responds to their unique needs and problems. homework assignments, but on posing problems technology brands and products, from tablets and It gives information and sees to it that the and putting course subjects into practice through notebooks to all-in-one desktop computers and resources available on campus are being used. It critical thinking and re-examination. We want to gaming consoles, as well as accessories, at also guides and helps students with immigration help you become a better learner. We offer weekly discounted rates for LIU faculty, students, and and personal matters. All international students are one-on-one or small-group sessions, walk-in staff with a valid LIU ID. Students who are hired required to contact the Office of International tutoring sessions, online tutoring, targeted group in Browse as store associates play an important Student Services as soon as possible after workshops, study skills support, mid-term & final role in the Browse’s day-to-day operations and registration. Special orientation programs are exam review sessions, and assistance with forming gain professional skills as they work alongside given during the fall and spring semesters. The study groups. certified service help desk technicians. Students office is a source of reference for international have the opportunity to learn about retail, customer students on F-1, M-1 and J-1 visas. Information Technology service, business management, entrepreneurship,

small business operations, supply chain George Baroudi, Vice President for Information Mathematics Center management, e-commerce, as well as networking Technology & CIO and technology troubleshooting, work experience Dung Duong, Assistant Director

that helps students to build a professional résumé 718-246-6317 Information Technology’s role has transformed prior to graduation. Students are encouraged to Hours: Monday – Thursday: 10 a.m. – 7 p.m. from being two divisions of academic computing come to Browse for helpdesk support issues. Friday: 10 a.m. – 5 p.m. and administrative computing services into a Faculty members have a specialized resource: Saturday: 10 a.m. – 3 p.m. single unit that facilitates and fosters technology the Faculty Technology Resource Center. The The Mathematics Center, located in room M – innovations across the institution – moving the FTRC locations at each campus facilitate 1105, offers students the opportunity to develop university ahead of the technology curve to build a utilization of the Blackboard learning management basic mathematics skills required for mathematics competitive edge in higher education and to offer system along with other teaching and learning problem solving, as well as logical and analytical modern tools to our students, faculty, staff tools. The FTRC provides consulting, design, and thinking by offering the non-credit courses DSM-

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01 and DSM- 09. Tutors are available as well as appropriate English and mathematics courses. opportunities to learn how to use software in Student Support Services Other examinations administered by the center personal computers. The Mathematics Center is a include retests and exemption exams such as the place where all students will be able to enhance Dr. Joanne Hyppolite, Director Math 10 and language exams, Ability-to-Benefit their knowledge and understanding of 718-488-1215 exams required for some students for financial aid mathematics. All students are able to visit the Student Support Services is a federally funded and exams to fulfill the core curriculum computer Mathematics Center to obtain free tutoring. The TRIO program which aims to encourage and assist literacy graduation requirement. Support and Mathematics Center provides help and tutoring for students who are traditionally under-represented appropriate arrangements are available for out-of all students taking freshman level mathematics for (first generation, low income) in postsecondary state students or applicants with qualifying academic credit. The Mathematics Center is not education, as well as provide qualified students disabilities. only a place for students with mathematics related with disabilities with appropriate academic The Testing Center works collaboratively with problems on specific subjects, it is also a accommodations and support needed to ensure the campus community and supports academic challenging work site for advanced students in all equal access, in the preparation for, entry to, and departments by providing testing and proctoring areas of studies where mathematics in involved. completion of a post secondary degree. services. The office administers the Teaching and The Mathematics Center always welcomes walk-in The Office of Student Support Services Learning Assessment, the HESI A2 Nursing exam, students. In addition, individual tutors are provides opportunities for academic development diagnostic tests including the ASSET and available to assist with the use of software with the aim of increasing the retention and Accuplacer exams, and other professional and applicable to other areas of study – biology, graduation rates of its students. This is done by: certification examinations including the CST, chemistry, physics, pharmacy – offering useful • Pairing all registered students with en education CPT, and CSCS, among others. tools for a better analysis and understanding of specialist who will guide and work with them those disciplines. All students are eligible to for the duration of their academic career Veteran Services participate, either voluntarily or upon instructor • Ensuring that all students receive academic referral. tutoring and instruction in areas such as LIU Brooklyn has a proud and distinguished reading, writing, math and science history of serving its nation’s military veterans and Modern Language Center • Routinely monitoring the academic progress of active duty service members. Our supportive its students community of staff and faculty is dedicated to 718-488-1323 • Identifying current and potential problem areas, seeing you succeed in your education, your career The Modern Language Center offers both devise and implement interventions and make and your life. To accomplish this mission, LIU intensive and non-intensive English language appropriate referrals Brooklyn provides the resources needed to pursue programs for international students, immigrants • Acting as a liaison for students with disabilities your education while balancing the demands of and refugees who wish to improve their language • Improving financial and economic literacy life both inside and outside the classroom. skills. Classes are given mornings and evenings, For additional information, our Veterans Monday-Thursday, throughout the year; F-1 Disability Support Services School Certifying Official can be reached at 718- (student) visas and financial aid are available for In order to receive accommodations under the 488-1013 or 718-488-1587; email: bkln- qualified students. The Modern Language Center Americans with Disabilities Act a current or [email protected]. is located in the Library Learning Center, 4th incoming student must: Floor. • have a physical or mental impairment which Writing Center substantially limits any major life activity Multimedia Language Laboratory • have a record of such an impairment Patricia Stephens, Director • be regarded as having such an impairment Lynn Hassan, Associate Director Peter Kravsky, Associate Director Students who wish to receive accommodations 718-488-1095 718-780-4568 must self identify to the Office of Student Support Hours: Monday-Thursday: 9 a.m.-8 p.m. Location: LLC-021 Services. Friday: 9 a.m.-5 p.m. The Multimedia Language Laboratory enables Saturday: 10 a.m.-4 p.m. students of foreign languages as well as English as For additional information please contact our The Writing Center, located in Room H-218, a Second Language (ESL) to improve their office at the number above or visit our website offers one-on-one and small group tutoring to all language skills at their own pace, either www.liu.edu/Brooklyn/StudentLife/SSS. LIU Brooklyn students. Its mission is to help individually or collaboratively, using a full range students become better writers over time. Tutors of interactive language learning software. The Testing Center work with students at all stages of the writing Language Laboratory provides a learning process: understanding an assignment, drafting an environment where students can: Andres Marulanda, Director essay, learning more effective reading strategies, • test their comprehension on any items covered 718-488-1392 developing and supporting arguments, and in class, Location: Pratt, Suite 110 learning how to proofread and edit papers. • check their understanding of grammar and Hours: Monday – Thursday, 9 a.m. - 6 p.m. Students may register for ongoing weekly 50- spelling, Friday, 9 a.m. - 5 p.m. minute sessions, one-time appointments, or • read a variety of material and check their The Testing Center is committed to provide a distance tutoring. The Writing Center also serves comprehension of vocabulary and content, nurturing, informative environment for students as an on-campus resource and reference center for • practice pronunciation and listening taking the LIU Brooklyn Placement Examination writing instruction and, through its Student comprehension through viewing and hearing or other examinations deemed necessary by the Writing Group Project, works closely with the material in the target language. university community. The placement examination Writing Across the Curriculum (WAC) program, is administered on campus or electronically offering in-class writing workshops across the

through the Online Writing Assessment. Our disciplines. Students registered at the Writing Testing Center supports student success by Center are welcome to use the dual-platform ensuring that entering students are placed in computer lab.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 30 LIU Brooklyn

SPECIAL PROGRAMS

After School Program - FUN (Family UNiversity)

Guin Ellsworth, FUN After School Director 718- 246-6488 Charlotte Marchant, School of Education 718- 246-6496 The FUN (Family UNiversity) Program has been designed to serve financially eligible LIU Brooklyn students and their children. The FUN Program is located within the Learning Center for Educators & Families (LCEF), a vital site for inquiry and learning and part of LIU’s School of Education at 9 Hanover Place. With support from LIU Brooklyn and the School of Education, we are able to provide a safe space for children to engage in community-building, explore their creativity through arts and literacy based activities, receive help with their schoolwork and eat a healthy dinner - leaving parents free to pursue their education. Beginning Fall 2015, in addition to the school-age (grades 1-7) program, FUN will offer an afternoon and evening early childhood (ages 2.5-5) program.

Page 31 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

LIU BROOKLYN LIBRARY

Ingrid Wang, Associate Professor, Director; Telephone: 718-488-1680 Fax: 718-780-4057 The LIU Libraries system serves a combined total of over 20,000 students and more than 600 full-time faculty members across residential and regional campuses. The university’s libraries share many online resources that can be accessed from anywhere at any time via remote access including subscriptions to more than 99,000 online journals; 150 online databases; 155,000 electronic books; and 56,000 files of streaming media. These resources may be accessed via the LIU Brooklyn Library homepage at http://www.liu.edu/brooklyn/library. Collectively, the libraries house approximately 675,000 print books and more than 14,000 non-print media items. The collections of all LIU libraries are listed in LIUCAT, the library catalog. Books, journal articles and other library materials owned by LIU’s libraries not available at a particular campus can be requested through LIUCAT and through the intercampus library loan courier service. Items not available at LIU libraries can also be requested through interlibrary loan and brought to campus or delivered electronically. The LIU Brooklyn Library houses a rich collection of books, periodicals, microforms, audio and videotapes, CDs and DVDs, pamphlets, and other materials in support of the campus’ educational programs. The reference collection, reference desk, paralegal collection and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides access to the databases, library catalog, and the Internet, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with productivity software such as word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print and microform titles, is located on the fourth floor, where digital microform readers and printers are available. The InterLibrary Loan, Special Collections, Rare Book Room, and the Electronic Services department are also located on the fourth floor. The circulation desk, reserve collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and a group viewing room, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide access to databases, library catalog, and Internet as well as up-to-date word processing, spreadsheet, presentation and database programs. In addition, the Library’s “smart classrooms” are located on the fifth floor. Photocopying machines are available on all three floors of the Library. The Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. The Library offers information literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 32 LIU Brooklyn

RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES

The College of Liberal Arts and Sciences at LIU Brooklyn offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, chemistry, English, media arts, political science, psychology, social science, speech-language pathology, urban studies, master of fine arts degrees in media arts and writing and producing for television and the United Nations certificate program. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the university’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas.

David Cohen Dean [email protected]

Kevin Lauth Associate Dean [email protected]

Maria Vogelstein Assistant Dean [email protected]

Oswaldo Cabrera Assistant Dean [email protected]

Faye Pollack Executive Assistant to the Dean [email protected]

Judy Luu Assistant to the Dean [email protected]

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ANTHROPOLOGY Anthropology Courses Professor Ali

Professors Emeriti Carden, Hittman, Rosenberg ANT 500 Reading In Anthro Associate Professors Hendrickson (Chair), Kim, Independent reading, research and study under the Barton, Juwayeyi guidance of an anthropology faculty member; topic Associate Professor Emeriti Gritzer, Harwood to be mutually agreed upon in advance. Assistant Professor Emeritus Sherar Credits: 3 Adjunct Faculty: 4 On Demand The Master of Arts degree in Anthropology is not offered at this time, but graduate courses in ANT 510 World Cultures anthropology are offered as part of other This course allows graduate students in any degree departments and programs including the United program to access the wealth of knowledge Nations Graduate Program, Urban Studies and anthropology has contributed to the study of Social Science. human diversity. Students will be introduced to a

set of conceptual tools for researching, analyzing and comparing people across the globe, including anthropology's signature method, "ethnography." Students will read classic and current writing in the social sciences and consider the ways an anthropological perspective can enrich their professional and academic work. Credits: 3 On Occasion

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 34 LIU Brooklyn

DEPARTMENT OF BIOLOGY A master of science degree can be used as a faculty. An oral defense of the completed thesis steppingstone for multiple career paths. Students before a committee of the graduate faculty of the Professors: Chung, Cohen, Griffiths, Morin may further their scientific pursuits by continuing department is required. (Chair), Serafy, DePass, Marsh on to earn a Ph.D. in the biological sciences. All graduate students are required to attend the Professors Emeriti: Hammerman, Polak, Smith Alternatively, students may enter the work force regularly scheduled seminars given by the Associate Professors: Birchette, Haynes, Kovac, and be employed in research laboratories in Department of Biology. Students will be Kwon, Leslie, Tello pharmaceutical and biotechnology companies, responsible for answering comprehensive Associate Professors Emeriti: McKenna hospitals and federal and state agencies. questions relating to those seminars that are Assistant Professors: Kwak, Molina, Vogelstein Successful graduates also may choose to enter relevant to their graduate courses.

Instructor: Peckham medical, osteopathic, veterinary or dental schools Adjunct Faculty: 20 to obtain professional degrees. In addition, M.S., Biology students can choose from a wide variety of health [Program Code: 06886] related fields, such as physical therapy, nursing, Biology, Microbiology (Plan I) At the graduate level, the Department of genetic counseling, radiologic technology, to name The following courses are required: Biology offers the M.S. in Biology which offers a few. Biology majors are encouraged to develop concentrations in molecular/cellular biology, BIO 536 Laboratory in 1.00 specific career objectives while pursuing their microbiology and medical Microbiology. Our core Bacteriological and graduate studies. Departmental advisers will assist of 16 full-time faculty members augmented by Molecular Techniques students in exploring career possibilities and in over 20 adjuncts provides students with unrivaled devising a personalized plan of study that will best BIO 537 Laboratory in 1.00 expertise in a wide variety of subject areas prepare them for their career goals. Biochemistry and including molecular and cellular biology, Admission Requirements Computer Use bioinformatics, ecology, evolution, microbiology, To be admitted to this program you must: BIO 620 Biochemistry 3.00 genetics, ornithology and marine biology. The goal • Have completed a bachelor’s degree with a of the department is to provide a challenging and grade point average of 3.0 or greater BIO 641 Advanced Microbiology 3.00 stimulating curriculum that fosters critical thinking • Have completed at the undergraduate level (1) BIO 642 Advanced Microbiology 4.00 and promotes scientific curiosity on current topics six advanced courses in biology, (2) one year of in the biological sciences. college mathematics including at least one BIO 695 General Virology 3.00

semester of calculus, (3) one year each of Student must complete either Option A or inorganic and organic chemistry, and (4) one Option B. M.S. in Biology year of college physics. Deficiencies in any of Thesis Track (Option A):

The minimum credit requirement for thesis track The M.S. in Biology is designed to prepare these qualifications may be removed during the (Option A) is 30 credits. In addition to the courses students for graduate or professional studies as first year of graduate study without credit. listed above (15 credits), the following is required: well as for entering the job market. Students • International students: (1) Must complete the • Thesis courses: choose from one of four concentrations: general equivalent of a four-year bachelor’s degree. (2) biology, molecular/cellular biology, microbiology Submit all records translated into English and BIO 707 Research and Preparation 3.00 or medical microbiology. Students, with the have the original record, or copies of the of the Thesis original, certified or attested to by an official of approval of their advisor, design their course of BIO 708 Research and Preparation 3.00 the school issuing the record, or by the study which may vary from the specific areas of of the Thesis molecular/cellular biology, microbiology or Consulate/Ministry of Education of the issuing • A total of 9 credits in electives from graduate medical microbiology to more general areas such country. (3) Submit a course-by-course biology courses: as sustainability, ecology, systematics or evaluation, completed by an acceptable environmental studies. For each concentration a international credential evaluation agency, for BIO 500-599 all BIO student chooses one of two pathways to complete all transcripts/marksheets from colleges or Subjects listed the degree: (1) complete a research project under universities outside of the United States. (4) in catalog Submit an official copy of the Test of English the advisement of one of the faculty members, and BIO 600-699 all BIO as a Foreign Language (TOEFL) administered write and successfully defend a thesis based upon Subjects listed by the Educational Testing Service or the that research; or (2) take a comprehensive in catalog examination based upon the course work International English Language Testing System completed. Each concentration has a set of (IELTS) examination. BIO 700-799 all BIO required core courses (see Course of Study) which • Transfer students must present an overall grade Subjects listed the student must complete; additional course work point average of 3.0 and submit official in catalog transcripts for the attended college(s) is completed from elective classes. Internship maximum of 6 • Submit a completed application to the Office of Students who elect to complete a thesis must units complete a total of 30 credits (core plus electives). Admissions (see Submitting an Application for Comprehensive Exam Track (Option B): Students who elect to take the comprehensive Admission) The minimum credit requirement for examination must complete a total of 36 credits Submitting an Application for Admission comprehensive exam track (Option B) is 36 (core plus electives). For qualified students, All applicants must apply for admission to LIU credits. In addition to the courses listed above (15 financial aid packages are available in the form of Brooklyn. Please apply online at My LIU or use credits), the following is required: graduate assistantships for teaching and research. the Apply Now link in the top navigation bar. For • 21 credits from graduate biology courses: These assistantships provide a stipend for the more information on the admissions process, visit student and cover the cost of tuition for up to 9 the Office of Admissions website. BIO 500-599 all BIO credits per semester. Students can receive these Fully matriculated students may begin their Subjects listed assistantships for a maximum of four semesters. research projects after defending their thesis in catalog proposals before a committee of graduate biology

Page 35 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 36 LIU Brooklyn

BIO 708 Research and Preparation 3.00 of the Thesis • 11 credits of electives from graduate biology courses: BIO 500-599 all BIO Subjects listed in catalog

BIO 600-699 all BIO Subjects listed in catalog

BIO 700-799 all BIO Subjects listed in catalog

Internship maximum of 6 units Comprehensive Exam Track (Option B): The minimum credit requirement for comprehensive exam track (Option B) is 36 credits. In addition to the courses listed above (19 credits), the following is required: • 7 credits of electives from graduate biology courses: BIO 500-599 all BIO Subjects listed in catalog

BIO 600-699 all BIO Subjects listed in catalog

BIO 700-799 all BIO Subjects listed in catalog

Internship maximum of 6 units Credit and GPA Requirements Minimum Credits (Thesis Option): 30 Minimum Credits (Comprehensive Exam Option): 36 Minimum Major GPA: 3.00

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Biology Courses BIO 508 The Biology of Cancer per week. Prerequisite: An undergraduate degree A general survey in oncology. Lectures address the in Biology. historical perspective of cancer research, the Credits: 1 BIO 503 Evolution definition and classification of tumors, the Every Spring A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, BIO 541 Special Topics in Biology of evolutionary thought, followed by the characteristics of transformed malignant cells, the A presentation of subjects of unusual and current fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed interest. Two hours of lecture per week, including adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and selected demonstrations plus term papers. Course include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus may be repeated. origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in Credits: 3 macroevolution. The primary emphasis will be on Biology and Chemistry. On Demand concepts with a major goal to impart some Credits: 3 BIO 543 Current Topics in Biology understanding of the methods used in evolutionary Cross-Listings: BIC 508, BIO 508 This course is a one-day conference on a current investigations: the kinds of observations and Alternate Fall and interesting biological topic, covering a wide experiments that are used, the facts that are range of biological disciplines. Each year the topic is observed and inferred, and the kinds of reasoning BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts used to develop and test hypotheses. Concepts are A discussion of the morphology, biochemical in their particular field are invited to speak and to reinforced through independent trips to the composition, metabolism, physiology and suggest several pertinent papers. Students are American Museum of Natural History. Two hours pharmacology of the nervous system. The course required to write a paper that presents an overview of lecture per week plus a term paper. Prerequisite: begins with the general principles of synaptic of the topic and then synthesizes the information An undergraduate major or minor in biology. A transmission and deals in depth with several of the from the talks and papers. course in genetics is strongly recommended. neurotransmitter systems in terms of biosynthesis of Credits: 1 Credits: 3 the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Every Fall their signals in the postsynaptic cells. Also included BIO 544 Biology of Pathogenic Microorganisms BIO 504 Evolution and Human Development are discussions on aging and development in the Emphasis on microorganisms that cause infectious This course explores the evolution of humans nervous system, drug addictions, and the role of diseases, including bacteria, fungi and viruses as within a broad comparative and theoretical various dietary nutrients on nervous system well as their interrelationship with the host's framework involving molecular genetics, gross and function. Two hours of lecture per week. Offered immune system. Characteristics of these infectious microscopic anatomy, embryology, human and non- on occasion. Prerequisite: At least one semester of micro-organisms with respect to mechanisms of human paleontology, ecology, and macro-/micro- Biochemistry. pathogenesis and transmission as well as methods evolutionary processes. An overview of current Credits: 3 of prevention and treatment where appropriate. primate taxonomy and its attendant problems is Cross-Listings: BIC 531, BIO 531, CHM 531 Two hours of lecture per semester. Prerequisite: followed by a brief consideration of our earliest On Occasion Undergraduate - or graduate-level general primate ancestors before proceeding to a bacteriology course. comprehensive examination of subsequent ‘human’ BIO 536 Laboratory in Bacteriological and Credits: 3 precursors and several controversies regarding the Molecular Techniques A laboratory course that introduces students to the On Occasion rise and distribution of modern human basic methods in bacteriology and molecular populations. Two hours of lecture per week plus BIO 545 Biophysical Chemistry biology. The first seven weeks deal with such term paper. Prerequisite: An undergraduate major An introduction to principles and techniques in bacteriological techniques as pure cultures, sterile or minor in biology which includes at least one Physical Chemistry and the application of those technique, metabolism and growth of bacteria. The upper level course in human anatomy and fundamentals to studies on biomolecules, including second seven weeks introduce the basic techniques physiology. BIO 503 is strongly recommended. biomembranes, peptides, proteins and DNA. in molecular biology, including isolation of plasmid Credits: 3 Designed for students who plan to work in and chromosomal DNA, cloning, transformation, Every Spring chemical or pharmaceutical companies or who plan gel electrophoresis of nucleic acid, and PCR. Two to do research in the biochemical, biological, BIO 505 Introduction to Biostatistics hours of laboratory per week. Prerequisite: An biomedical and chemical sciences. Two hours of This course is designed for graduate students in the undergraduate degree in Biology. lecture and three hours of laboratory per week. biological or health related sciences with the Credits: 1 Credits: 4 objective of enabling them to understand and apply Every Fall On Demand the theories underlying the techniques of point and BIO 537 Laboratory in Biochemistry and interval estimation, hypothesis testing, regression BIO 550 Molecular and Cell Biology Computer Use analysis and the design of experiments. In the An advanced course in the molecular biology of A laboratory course that introduces students to main, the course will focus on the analysis of eukaryotic gene structure and regulation, with basic methods in biochemistry and to the biostatistical, pharmaceutical and clinical trial data emphasis on mammalian cell and developmental applications of computers to research and thesis and will be motivated by solving problems in many biology and genetics. Biochemical and biophysical preparation. The first seven weeks deal with diverse areas of applications in the biological and studies of nucleic acids, chromatin and chromatography, electrophoresis, enzymology, radio pharmaceutical realm. Two hours of lecture per chromosome structure, somatic cell and isotopes and spectroscopy. The second seven weeks week. Pre-requiste: MTH 30. immunogenetics; DNA sequence organization and introduce students to the Science Division Credits: 3 cell developmental biology are all considered. Two computer laboratory; that is, how to use the World Cross-Listings: BIO 505, MTH 505 hours of lecture per week. Prerequisite: Biology Wide Web/Internet and how to use computers to Every Spring 161 or permission of the instructor. analyze and present data. Two hours of laboratory Credits: 2

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Every Fall additional readings from primary literature. Two cell organelles and their activities and interactions. hours of lecture per week plus a term paper. The molecular and biochemical relationship among BIO 551 Molecular and Cell Biology Laboratory Credits: 3 all cellular components is stressed. Two hours of An advanced laboratory course in the molecular On Occasion lecture per week plus a term paper. biology of eukaryotic cells. Laboratory instruction Credits: 3 may include RNA isolation and analysis, protein BIO 607 Neuroanatomy Every Spring expression and purification, protein-protein A study of the organization of the human central interaction, DNA-mediated gene transfer and nervous system. Emphasis is placed on the BIO 615 Bioinfomatics microcomputer analysis of DNA sequence structures and organizations of the brain and spinal The course covers modern approaches to analysis of databases. Two two-hour laboratory sessions per cord and on the cranial nerves, with additional the vast quantities of data generated by current week. material on the cranium and spinal column, the biological studies. Advanced statistical methods are The co-requisite of Biology 550 is required. meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Credits: 2 development, and histology of the central nervous of DNA sequence comparisons are explored. Finally Every Fall system. Two hours of lecture per week plus a term the structural role of proteins in health and disease paper. Prerequisite: General Biology. A course in are covered and a statistical framework to explain BIO 554 Principles of Molecular Pharmacology anatomy is recommended. structural features is developed. Three hours of Molecular pharmacology is the study of drug Credits: 3 lecture per week function at a molecular level. A major focus of this Every Fall Credits: 3 course involves the exploration of the molecular Every Fall mechanisms of drug action and metabolism. BIO 609 Human Genetics Research on drugs from the major therapeutic areas A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow will be studied. The mechanisms of both intended and molecular biology. Lecture topics include This course presents an overview of hematology, effects and side effects will be reviewed. New structure of the human chromosome; techniques in including the structure and function of approach to drug discovery will be considered, with molecular biology and cytogenetics; structures of erythrocytes, leukocytes and platelets, and their a focus on the molecular basis of drug function as a chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of key to drug identification. There will be an chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood assigned paper on the molecular mechanism, karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in distribution, and function of a selected drug group. diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. Two hours of lecture per week plus term paper. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Pre-requisites: Chemistry 121 and 122. week plus term paper. Credits: 3 (Biochemistry would be helpful but is not required). Credits: 3 On Occasion Credits: 3 Alternate Fall Alternate Spring BIO 619 Structural Biology BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological BIO 602 Conservation Biology A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, Conservation Biology is a study of the diversity of drugs affect biological processes. Signaling on the folding of protein families and the structural motifs life and threats to that diversity. This course will organismal, cellular and molecular levels is of proteins are studied. Tools for the determination include introductory topics that are the foundation described, with an emphasis on establishing a firm and prediction of protein structure are presented for the field, issues at the levels of populations, foundation of understanding of important signaling from the perspective of the investigator who needs communities and ecosystems, and end with the systems in biology. Molecular and genetic aspects of to judge the quality of available data. A major focus practical application of conservation biology in a intracellular signal transduction are explored in is the area of structural genetics: understanding real and complex world. Specific topics to be depth. Topics also include quantitative and how changes in protein structure induced by investigated are: the meaning and ethics of qualitative treatment of the interaction of ligands mutation lead to genetic dysfunction and disease. conservation and biodiversity, the recognition of with their receptors. Knowledge-based approaches Course includes a computer laboratory. Two hours species in danger of extinction (using techniques of to drug discovery are analyzed as well. Two hours of of lecture per week plus term paper. population genetics and ecology, biogeography and lecture per week plus term paper. Prerequisites: Credits: 3 systematics), and preservation of species. The Undergraduate biochemistry. Every Spring course will consist of lectures, class discussions of Credits: 3 original research and review papers, and a research Alternate Spring BIO 620 Biochemistry paper and presentation. Two hours of lecture per The course examines the synthesis and degradation week plus two field trips and a term paper. BIO 612 Cytology: The Nucleus of cellular macromolecules in prokaryotic and Credits: 3 A detailed treatment of the structure and function mammalian systems. Topics include the structure of Alternate Spring of the cell, with particular attention directed toward macromolecules and sugar, lipid and amino acid the chromosome and its composition, structure and metabolism. Emphasis is placed on the regulation, BIO 605 Topics in Evolution and Ecology conformation during the cell cycle. Regulation of integration, and organ specialization of the This course will be an interactive discussion of nuclear events by extracellular ligands and metabolic pathways. Two hours of lecture per week avian ecology and evolution, designed to go beyond cytoplasmic signalling pathways are discussed. Two plus term paper. the textbook knowledge of avian ecology and hours of lecture per week plus collateral reading Credits: 3 evolution and provide the students with a critical and a term report. Every Fall examination of the theories, hypotheses, and lab Credits: 3 and field based data that support or refute these On Occasion BIO 622 Effective Communication in Science hypotheses. This course will be based on a recent Students will develop creative and imaginative book on avian speciation, which presents some BIO 613 Cytology: The Cytoplasm means to produce a presentation. A highlight of novel and provocative perspectives on important An investigation of the organization and structure the course will be when students present a seminar issues in avian ecology and evolution, plus of the cytoplasm, including a detailed treatment of to the class. The means and needs for producing a

Page 39 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 visually pleasing, interest holding poster and organisms to infect their hosts and to evade the PowerPoint presentation, will be covered. The hosts immune response and the response by the BIO 642 Advanced Microbiology course will prove of benefit to the student whether host to the infectious organism. Topics include life Second semester of a two semester sequence (BIOs they follow a research career or work for industry as cycles of relevant organisms, protein receptor 641 & 642). Presentations on the anatomy and in both circumstances the skills they learn will binding, antigenic variation, antigen presentation physiology of various prokaryotic and eukaryotic prove of great usefulness. Two hour lecture per and antibody/T-cell receptor diversity. Emphasis is microorganisms. Emphasis is placed on the week plus term paper. on the molecular mechanisms of such processes. composition, structure and function of cellular Credits: 3 Two hours of lecture per week plus term paper. organelles, enzyme localization, molecular Every Fall Credits: 3 mechanisms of action of antimicrobial agents, and Alternate Spring selected topics of current interest in microbial BIO 623 Molecular Genetics of Bacteria and physiology. Two hours of lecture and three Phage BIO 630 Systematic Biology laboratory hours per week. Prerequisite: BIO 641. Overall objective of this course is to offer a Concepts, principles, and methods of comparative Credits: 4 comprehensive vision of molecular genetics of biology as they apply to the evolutionary Every Spring prokaryotic microorganisms including Bacteria, relationships among organisms. Laboratory Archaea, and Bacteriophages. This course is suited exercises and discussions of relevant literature are BIO 648 Immunology for advanced undergraduate and graduate students. used to reinforce the concepts learned during A study of the basic principles of immunology, Emphasis of the course will be placed on the lectures. Two hours of lecture and three hours of including antigens and their reactions, antibodies molecular aspects of bacterial chromosomes, laboratory per week plus term paper. Prerequisite: and their properties, the cells and tissues of the transformation, conjugation, transduction (lytic and A course in Evolution and Genetics. immune system, tolerance, and the specificity and lysogenic phages), genetic recombination, and Credits: 4 molecular biology of the immune response. Two global regulatory mechanisms in prokaryotic On Occasion hours of lecture per week plus term paper. microorganisms. This course will also include a The pre-requisite of BIO 604 is required. laboratory session to practice the lecture subjects. BIO 631 Genetics Credits: 3 Two hours of lecture and three hours of laboratory A comprehensive review of modern genetics with Every Fall per week. Prerequisites: BIO 101, BIO 109, BIO an emphasis on recent approaches. One major BIO 661 Endocrinology 126, BIO 128 or other lower-level microbiology- theme is genomics, gene mapping and discovery; An exploration of the development, structure and related courses. another is use of functional genetics to understand function of the endocrine system: how hormones Credits: 4 gene function and complex processes in model act as regulators of growth and metabolism by Every Spring organisms. Two hours of lecture per week plus term paper. Prerequisites: An undergraduate major in affecting activity of target cells and tissues. Using a BIO 625 Plant Molecular Development Biology or equivalent and knowledge of the combination of lecture, interactive questioning and This course is designed for graduate students who fundamental principles of genetics. microscope or Kodachrome slides, basic anatomy is are interested in plant biology, molecular biology Credits: 3 correlated with the physiology, regulation and and developmental biology. The main topics of the Every Spring effects of secretions. Homeostasis and course are 1) biosynthesis and molecular function pathophysiology are discussed. Two hours of lecture of plant hormones and 2) pattern formation in BIO 632 Developmental Biology per week plus term paper. plant tissues and the development of plant organs. A review of the current concepts and experimental Credits: 3 Recent achievements in these fields will be reviewed evidence regarding developmental phenomena. On Occasion by the instructor. Molecular techniques such as Special emphasis is placed on the molecular biology BIO 670 Plant Ecology and Biogeography gene cloning and genetic methods used by and genetic control of selected phases and processes Plant Ecology and Biogeography is a three credit researchers will be reviewed as well. Half of each of animal development. Two hours of lecture per graduate course, covering the current topics and lecture will be dedicated to discussing and analyzing week plus collateral readings and term paper. state-of-the-art methodologies of addressing the primary research articles related to the topics. Prerequisite: A college course in Embryology or the topics in the science of plant ecology. The topics Students are strongly advised to read the articles equivalent; a college course in Genetics is include global change, the value and preservation of beforehand. Current techniques used for genomics recommended. biodiversity, invasion biology, and habitat and proteomics will be introduced and students will Credits: 3 destruction/fragmentation and restoration. The learn how to use the fruition of genomics, On Occasion methodologies include experiemental design, data proteomics and bioinformatics in public databases BIO 641 Advanced Microbiology analysis and SAS programming, classification that are available through the Internet. Students First semester of a two semester sequence (BIOs ordination and PC-ORD software, meta-population will submit a term paper about the anaylsis of an 641 & 642). Presentations on the anatomy and theory and RAMAS software, meta-analysis and Arabidopsis gene using bioinformatics databases at physiology of various prokaryotic and eukaryotic Meta-Win software, spatial analysis and PASSAGE the end of the semester. The goals of this course microorganisms. Emphasis is placed on the software, and GIS/remote sensing and are 1) learning current questions of plant molecular composition, structure and function of cellular ARCVIEW/ARCINFO software. The class meets biology and up-to-date techniques of plant organelles, enzyme localization, molecular two hours per week and is a combination of genomics and 2) providing basic training for future mechanisms of action of antimicrobial agents, and lectures, computer lab exercises and literature molecular biology researchers or plant scientists in selected topics of current interest in microbial reviews. academia or industry. Two hours of lecture per physiology. Two hours of lecture per week plus Credits: 3 week plus term paper. collateral readings and term paper. Prerequisite: On Occasion Credits: 3 Microbiology. On Occasion BIO 692 Molecular Biology Credits: 3 A detailed look at the biosynthesis of DNA and BIO 629 Molecular Biology of Infectious Diseases Every Fall RNA, the genetic code, and the mechanisms of A study of the mechanisms used by infectious protein biosynthesis. The application of molecular

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 40 LIU Brooklyn biology techniques to current research problems is guest speakers. This course may be taken for credit, explored. Two hours of lecture per week plus term but it is required that all Biology majors attend. paper. Subject matter changes each semester. May be Credits: 3 repeated for credit. One hour per week. Alternate Spring Credits: 1 Every Spring BIO 695 General Virology A consideration of such topics as physico-chemical BIO 703 Seminar in Microbiology characteristics, identification, genetics, and Meetings conducted by the members of the staff to immunology of viruses. Molecular biology of virus- consider current research and problems in the area host interaction is emphasized. Representative of medical microbiology and related fields. studies of animal, bacterial, and plant viruses are Participants include staff members, students and emphasized to illustrate fundamental aspects of invited guests. All students registered in the viral replication, cell susceptibility, and cell program must attend. One hour per week. response to viral infection. Two hours of lecture per The co-requisites of BIO 697 and 698 are required. week plus collateral readings and term paper. Credits: 1 Credits: 3 Every Fall Every Spring BIO 704 Seminar in Microbiology BIO 697 Medical Microbiology Meetings conducted by the members of the staff to First semester of a two semester sequence (BIOs consider current research and problems in the area 697 & 698). A study of microbial-human host of medical microbiology and related fields. interrelationships, with particular attention to the Participants include staff members, students and transmission, pathogenicity, and principles of invited guests. All students registered in the immunity of infectious diseases, especially those of program must attend. One hour per week.. bacterial origin. Emphasis is placed on the newest The co-requisite of BIO 698 is required. approaches to the detection, isolation and Credits: 1 identification of the organisms implicated in the Every Spring disease process. Two hours of lecture per week plus term paper. Two hours of lecture and one three- BIO 706 Seminar in Molecular Biology hour laboratory per week in the Spring semester. Research presentations by students on current The pre-requisites of BIO 641 and 642 are required topics in molecular biology. Faculty discuss their or approval of the Deparment Chair. research interests with students. One hour per Credits: 3 week. Every Fall Credits: 1 On Occasion BIO 698 Medical Microbiology Second semester of a two semester sequence (BIOs BIO 707 Research and Preparation of the Thesis 697 & 698). This course is a study of microbial- Open only to matriculated students with approval human host interrelationships, with particular of Department Chair. Selection, supervision and attention to the transmission, pathogenicity, and completion of the thesis topic. Pass/Fail only. principles of immunity of infectious diseases, Credits: 3 especially those of bacterial origin. Emphasis is Every Fall, Spring and Summer placed on the newest approaches to the detection, BIO 708 Research and Preparation of the Thesis isolation and identification of the organisms Selection, supervision and completion of the thesis implicated in the disease process. Two hours of topic. Pass/Fail only. Open only to matriculated lecture and one three-hour laboratory per week. students with approval of Department Chair. The pre-requisite of BIO 697 is required or Credits: 3 approval of the Department Chair. Every Fall, Spring and Summer Credits: 4 Every Spring BIO 709 Independent Study

Prerequisites: 12 credits toward the master's degree; BIO 701 Seminar in Biology specific course prerequisites to be determined by A presentation of selected topics in biological fields faculty supervisor. by members of the graduate faculty and visiting Credits: 1 to 3 guest speakers. This course may be taken for credit, On Demand but it is required that all Biology majors attend. Subject matter changes each semester. May be BIO 710 Independent Study repeated for credit. One hour per week. Prerequisites: 12 credits toward the master's degree; Credits: 1 specific course prerequisites to be determined by Every Fall faculty supervisor.

Credits: 1 to 3 BIO 702 Seminar in Biology On Demand A presentation of selected topics in biological fields by members of the graduate faculty and visiting

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DEPARTMENT OF M.S., Chemistry CHEMISTRY AND [Program Code: 06944] BIOCHEMISTRY Degree Requirements The following four (4) courses are all required: Senior Professor Zavitsas CHM 503 Advanced 4 Professors Bensalem, Chung, Lawrence, Inorganic Matsunaga, Siegel, Shedrinsky, Watson, Chemistry Vasanthan (Chair) CHM 606 Advanced 3 Professors Emeriti Ferraro, Hirschberg, Huang, Physical Loscalzo, Reidlinger, Rogers, Chawla Chemistry Associate Professors Bhattacharjee, Donahue, Luján-Upton, Schnatter CHM 525 Instrumental 4 Assistant Professor Lu Methods of Adjunct Faculty: 10 Analysis

CHM 621 Advanced 3 The graduate offerings of the Department of Organic Chemistry and Biochemistry are designed to Chemistry I enhance the knowledge of the professional In addition, degree candidates must select one of chemist, to prepare students for entry into the the following two options: broad areas of research and development, to 1. An additional 18 graduate credits from among strengthen students’ preparation for further study, the courses offered by the Department of or to allow for a concentration in chemistry Chemistry and Biochemistry, for a total of 32 necessary for inter-area study in fields such as credits. Candidates must also either pass a biology and pharmacy. comprehensive examination or submit an

acceptable library research paper assigned by M.S. in Chemistry the department. 2. An additional six credits of registration in thesis

The M.S. program in chemistry offers a choice research resulting in an acceptable thesis and 10 of several areas of concentration: organic credits of graduate chemistry courses, for a chemistry, inorganic chemistry, analytical total of 30 credits. chemistry, polymer chemistry, biochemistry and Credit and GPA Requirements theoretical chemistry. This program is designed to Minimum Credits (Comprehensive Exam Option): prepare students for entry into the broad areas of 32 research and development, to strengthen students’ Minimum Credits (Thesis Option): 30 preparation for further study or to allow for a Minimum Major GPA: 3.0 concentration in chemistry necessary for inter-area study in fields such as biology and pharmacy. Graduate assistantships are available on a limited basis. Admission Requirements To be admitted to this program you must: • Have completed one year of undergraduate study in each of the following subjects: calculus, physics, introductory (inorganic) chemistry, analytical chemistry, organic chemistry and physical chemistry.* • Submit a completed application to the Office of Admissions (see Submitting an Application for Admission). *Deficiencies must be removed during the first year of graduate study. No graduate credit will be awarded for such compensatory work. Submitting an Application for Admission All applicants must apply for admission to LIU Brooklyn. Please apply online at My LIU or use the Apply Now link in the top navigation bar. For more information on the admissions process, visit the Office of Admissions website.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 42 LIU Brooklyn

ocean energy, with an emphasis on the impact of Chemistry Courses CHM 631 Spectroscopy those energy sources on the environment. Discussions of toxicology as it relates to An illustration of modern spectroscopic methods CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. for the structural elucidation of organic and A study of such selected topics in inorganic Credits: 3 inorganic compounds including UV/V, H NMR, C chemistry as the nature of the chemical bond, acid- On Occasion NMR, mass spectrometry, and IR. Prerequisites: based theories, reaction kinetics and mechanisms, CHE 606, 621. coordinating -- their theories and structure. Two CHM 606 Advanced Physical Chemistry Credits: 3 lecture hours and four laboratory hours. A review of advanced topics in physical chemistry On Occasion

Credits: 4 and their applications in thermodynamics, kinetics CHM 701 Seminar in Chemistry Every Fall and quantum mechanics. Credits: 3 A presentation of selected topics in the branches of CHM 525 Instrumental Methods of Analysis Every Spring chemistry, with attention to recent literature. One A hands-on approach to instrumental analysis and one-hour conference. Attendance mandatory for all its application to research. Students use several CHM 621 Advanced Organic Chemistry I matriculated students. Pass/Fail only. analytical techniques, including voltammetry and A study of the major classes of organic reactions Credits: 1 polarography; high performance liquid with respect to their applications to synthesis, their Every Fall chromatography (HPLC); gas chromatography mechanisms and methods for determining them, CHM 702 Seminar in Chemistry (GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding A presentation of selected topics in the branches of atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular chemistry, with attention to recent literature. One magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, one-hour conference. Attendance mandatory for all encouraged to use the computer for data analysis addition and elimination reactions, reactions of matriculated students. Pass/Fail only. and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. Credits: 1 laboratory. Credits: 3 Every Spring The pre-requisite of CHM 503 is required or Every Fall permission from the Department. CHM 622 Advanced Organic Chemistry II CHM 707 Research and Preparation of Thesis Credits: 4 The emphasis is on synthetic applications and total Open only to matriculated students with approval Every Spring of the Chair. The assignment of a thesis problem synthesis. Oxidations and reductions, to each student for investigation. Original CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic laboratory work is required. Pass/Fail only. A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming Credits: 3 composition, metabolism, physiology and reactions of boron, tin and silicone, and other selected topics. Every Semester pharmacology of the nervous system. The course Credits: 3 begins with the general principles of synaptic CHM 708 Research and Preparation of Thesis transmission and deals in depth with several of the On Occasion Open only to matriculated students with approval neurotransmitter systems in terms of biosynthesis of CHM 623 Organo-metallic Chemistry of the Chair. The assignment of a thesis problem the transmitter, storage, release, inactivation in the A study of synthesis and properties of p bonded to each student for investigation. Original synapse, and receptor types and how they mediate organo-metallic complexes. Oxidative addition, laboratory work is required. Pass/Fail only. their signals in the postsynaptic cells. Also included reductive elimination, insertion and elimination Credits: 3 are discussions on aging and development in the reactions, nuclophillic and electrophillic additions Every Semester nervous system, drug addictions, and the role of and abstractions are considered, as are synthetic various dietary nutrients on nervous system CHM 709 Research and Preparation of the Thesis and catalytic aspects of organo-metallic chemistry. function. Two hours of lecture per week. Offered Prerequisite: Chemistry 708 Biological applications and environmental aspects on occasion. Prerequisite: At least one semester of If the student's thesis is not accepted by the of organo-metallic compounds are also examined. Biochemistry. Department during the semester in which the Prerequisite: CHM 621. Credits: 3 student is registered in CHM 708, the student will Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 be required to register in the appropriate thesis On Occasion On Occasion course in each successive semester until the thesis is

CHM 626 Polymer Chemistry accepted by the Department. Pass/Fail. CHM 541 Special Topics in Chemistry A study of synthetic and natural macromolecules, Credits: 1 A presentation of subjects of unusual current including polymerization, depolymerization, Every Semester interest. Three hours of lecture, including selected structure determination, and physical and chemical demonstrations. Course may be repeated. CHM 709X Research and Preparation of the properties. Credits: 3 Thesis The pre-requisite of CHM 621 is required. On Occasion If a student's thesis in not accepted by the Credits: 3 Department during the semester in which the CHM 551 Environmental Chemistry On Occasion student is registered in CHM 708, the student will A survey of the chemistry of the environment be required to register in the appropriate thesis covering chemistry of the atmosphere, the course in each successive semester until the thesis is hydrosphere, the lithosphere and the biosphere. An accepted by the Department. Pass/Fail. in-depth look is taken at the role of energy and the Prerequisite: CHM 708. various sources of energy in modern societies, Credits: 1 ranging from fossil fuels and nuclear power to Every Semester alternate and renewable energy sources, such as solar, hydroelectric, wind, biomass, geothermal and

Page 43 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

deficiency, biochemical aspects of nutrition, cancer Biochemistry Courses and carcinogenesis, and HIV and protease inhibitors. Credits: 3 BIC 508 The Biology of Cancer On Occasion A general survey in oncology. Lectures address the historical perspective of cancer research, the definition and classification of tumors, the epidemiology of human cancer, gene regulation and differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Cross-Listings: BIC 508, BIO 508 Alternate Fall

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

BIC 531 Neurochemistry A discussion of the morphology, biochemical composition, metabolism, physiology and pharmacology of the nervous system. The course begins with the general principles of synaptic transmission and deals in depth with several of the neurotransmitter systems in terms of biosynthesis of the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate their signals in the postsynaptic cells. Also included are discussions on aging and development in the nervous system, drug addictions, and the role of various dietary nutrients on nervous system function. Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 On Occasion

BIC 541 Special Topics in Biochemistry A consideration of subjects of special or current interest that may include the following or a combination of two or more: hormonal regulation of metabolism, metabolic significance of enzyme

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DEPARTMENT OF Sciences and Disorders; or B.A. or B.S. degree Foundations, Speech Disorders, Language in another field plus completion of pre-requisite Disorders and Practica. Most course work is COMMUNICATION coursework in speech-language pathology and infused with multilingual/multicultural content. SCIENCES AND DISORDERS audiology. The following courses (or their Clinical Practicum equivalents at other institutions) must be taken All students are required to complete a 718-488-4122 (19 credits if taken at LIU): minimum of 400 competent clock hours of clinical Professor: Champion (Chairperson) practicum, including 25 hours of observation. Up Professors: Koenig, Moses SLP 104 Articulatory Phonetics to 50 clock hours of undergraduate practicum and Associate Professors: Shi, G. Youmans, S. SLP 113 Anatomical and Physiological Bases 25 hours of observation may be credited toward Youmans, Barriere for Speech & Language I clinical practicum requirements. Clinical Assistant Professor: Tyrone SLP 133 Speech Science I: Acoustic Phonetics practicums are completed in several locations: on Clinical Administrators: Dwyer (Clinical Director) SLP 231 Language Acquisition Across Life campus, in the university clinic; at the university Adjunct Faculty: 10 Span I: Early Years satellite centers; at off-campus hospital settings SLP 321 Audiology I-Hearing Science and in school settings. Clinical practicum SLP 410 or 411 Introduction to Communication requirements, facilities, and regulations are M.S. in Speech-Language Disorders Across the Life Span described in detail in the Clinic Procedures Manual. Students are advised that the specific Pathology hourly requirements listed here and by ASHA • Three letters of recommendation (two must be constitute minimum standards requirements, and The Department of CSD seeks to advance the academic) may be adjusted upwards according to individual study of human communication sciences and • Completion of a personal interview student needs and skill levels. disorders within a culturally and linguistically • Passing an oral and written language screening Grading Policy diverse society. Intellectual growth is promoted in English The university grading policy involves a plus through the recognition and expression of multiple • Minimum grade of a B- in all pre-requisite and minus grading system (e.g., A, A -, B+, B, B -, theoretical, cultural, and individual perspectives. courses and grade point average of 3.2 C+, C, C-). The department fosters respect for diversity and a • Post-baccalaureate students must complete a Foundation Courses commitment to serve individuals with minimum of 4 (out of 6) pre-requisite courses Students receive a midterm evaluation in all communication problems. The program is before applying to the program foundation courses. Students whose midterm registered by the New York State Department of • Course credits may be granted for designated evaluations are less than a B- may be directed to Education and is accredited by the American courses completed within 5 years advisement, counseling, and support services Speech-Language-Hearing Association (ASHA). Students preparing to obtain the Bilingual (tutoring, Writing Center, Speech-Language- Graduates of the program receive a Master of Extension to the Teacher of Students with Speech Hearing Clinic). Students may retake a maximum Science Degree in Speech-Language Pathology and Language Disabilities Certification must also of two Foundation courses to remediate grades of that satisfies the academic and professional demonstrate written and oral language proficiency C+ or below. Foundation courses may be retaken requirements specified by ASHA for the CCC- in a second language on the Bilingual Education only one time. SLP, and are eligible to apply for licensure in SLP Assessment (BEA) or other approved Students who have failed to maintain by the New York State Department of Education's examinations. satisfactory scholastic standing at the completion Office of the Professions. Students who wish to International Students Admission of the foundation sequence will not be permitted to satisfy the New York State Education Office of Applicants whose undergraduate, graduate or continue with the program. Students must Teaching requirements for Teacher of Students pre-requisite course work was completed in an complete all undergraduate pre-requisites by the with Speech and Language Disabilities (TSSLD) institution where English was not the principle end of their first year of graduate coursework. may also prepare for this certification as part of language of instruction must present scores for the Higher Level Courses their graduate program. Students demonstrating Test of English as a Foreign Language (TOEFL). Students may receive up to one grade of below proficiency (i.e., speaking, listening, reading, and Program Requirements B- in their non-foundation courses. Students may writing) in a language other than English may The Master of Science degree in Speech- opt to retake only one higher-level course a single further prepare for a certificate in Teacher of Language Pathology at LIU Brooklyn can be time to remediate a grade of below B-. Students with Speech and Language Disabilities completed in 2.5-3 years of intensive study. The Students must maintain an overall GPA of 3.0 with a Bilingual Extension. This program will time limit for the degree is 5 years. Candidates for to continue in the program throughout their prepare students to work with individuals who are the degree must have completed a minimum of 64 academic career. Students are only allowed one bilingual or speak a language other than English. credits and a summative requirement. grade of C+, C, or C- in their graduate Admissions procedures and requirements for The master’s degree program offers two coursework. Students who earn two or more admission to both the monolingual and bilingual options: grades of C+, C, or C- will not be allowed to specializations are detailed below . 1. A clinical master’s degree program with a continue in the graduate program and will be Admissions Procedures comprehensive examination as the summative referred to the Academic Standing Committee. The institutional policy for admission of requirement Students are placed on Academic Probation students to graduate study is a bachelor's degree 2. A clinical master’s degree program with a when they fail to maintain a minimum GPA of 3.0. from an accredited university indicating an research project in which the summative Post-Baccalaureate acceptable record, with additional requirements set requirement is a presentation. Post-baccalaureate students must complete a by individual graduate programs. The faculty of Both options are subject to the rules of the minimum of four undergraduate pre-requisite the graduate program in Speech-Language departmental Graduate Program Committee. courses (SLP 104, SLP 113, SLP 133, and SLP Pathology has set the following specific Curriculum 231) prior to applying to the graduate program. admissions standards for entry into the program: The programs in Speech-Language Pathology Students admitted to the program must maintain a • B.A. or B.S. degree with a minimum grade consist of required and elective course work from minimum GPA of 3.0 in their pre-requisite point average (GPA) of 3.2 in Communication the following categories: Professional coursework to matriculate fully and continue into

Page 45 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 the graduate program. remediation plan will be developed to address SLP 644 Speech-Language- 3.00 Summary of Master's Degree Graduation those objectives not achieved. In order to graduate, Hearing Services in Requirements students must achieve all KASA objectives and Multicultural/Multilingual Student may opt to complete ONE of the complete any required remediation(s). School Settings following (as partial fulfillment of the M.S in SLP 720 Independent Study- 1.00 Speech-Language Pathology): MS Speech-Language Pathology Research on Disorders of 1. Comprehensive examination Requirements Speech 2. Master’s thesis The following are the required Foundation The student and the student's advisor will courses: A minimum of 9 units are required from the decide whether the student may elect the master's SLP 601 Introduction to Research 3.00 Practicum sequence: program of study with a research option. It is in Speech-Language SLP 610A Clinical Practicum: Intro 2.00 recommended that this decision be reached as Pathology to Treatment of Speech- early as possible in the Master's program to allow Language and Hearing SLP 602 Advanced Language 3.00 for adequate planning and implementation. The Disorders Acquisition deadline for application for the research option SLP 610B Clinical Practicum: Intro 2.00 program will be at the end of the second semester SLP 603 Communication and 3.00 to Treatment of Speech- when the student successfully completes the Language Learning in Language and Hearing foundation sequence. Bilingual/Multicultural Disorders Comprehensive Examination Option Populations Students must take a comprehensive SLP 610C Clinical Practicum: Intro 1.00 SLP 606 Advanced Neuroanatomy 3.00 examination as part of the program and degree to Treatment of Speech- for Speech-Language requirements. Students are generally advised to Language and Hearing Pathology take the comprehensive exam during their last Disorders semester in the program, and may not take the SLP 608 Seminar in Speech- 1.00 SLP 611A Intermediate Clinical 1.00 exam before completing at least 30 graduate Language Pathology Practicum in the credits. The comprehensive examination consists SLP 620 Comparative Phonology 3.00 Treatment of Speech- of an essay component addressing the application and Phonological Language and Hearing of content from foundations and higher level Disorders Disorders courses to speech-language assessment and intervention. Students who fail the exam must be A minimum of 39 credits are required from the SLP 611B Intermediate Practicum in 1.00 counseled by the department chairperson, directed higher level courses listed below: the Treatment of Speech- toward remedial instruction, and should retake the SLP 604 Biling/Multicult 3.00 Language and Hearing exam. Foundations II: Disorders/Monolingual. Students must also present a completed KASA Assessment and SLP 611C Intermediate Practicum in 1.00 disk indicating achievement of all objectives, a Intervention: Methods & a School Setting/Bilingual completed clinical hour spreadsheet for approval Materials by clinic administrators, and a KASA Verification SLP 611D Extended Intermediate 1.00 SLP 605 Diagnostic Process 3.00 Form for approval by the advisement counselor Clinical Practicum in the and the program director. SLP 607 Advanced Clinical 3.00 treatment of Speech- Research Option Audiology Language and Hearing The research option requires a student to Disorders. SLP 609 Speech Science and 3.00 conduct empirical research on a topic relevant to Instrumentation SLP 612A Advanced Clinical 1.00 communication sciences and disorders or Practicum: Assessment dysphagia. Selection of the research option implies SLP 621 Fluency Disorders 3.00 and Treatment Speech- that completion of the requirements here listed is SLP 622 Voice Disorders 3.00 Language and Hearing in lieu of the comprehensive examination. The Disorders chosen topic may involve basic or clinically SLP 626 Dysphagia 3.00 oriented research. The precise topic addressed will SLP 627 Motor Speech Disorders 3.00 SLP 614A Diagnostic Practicum: 1.00 be developed by the student and guided by an Children advisor. SLP 630 Topics In Communication 3.00 Speech-Language Performance and Writing Disorders SLP 614B Diagnostic Practicum: 1.00 Proficiency Adults SLP 640 Language Disorders in 3.00 Graduate students admitted to the Speech- Children SLP 615A Audiology Practicum 1.00 Language Pathology program must demonstrate English writing proficiency as a requirement for SLP 641 Aphasia and Adult 3.00 SLP 616 Clinical Observation 1.00 graduation. Neurogenic Disorders Credit and GPA Requirements Formative Assessment: SLP 642 Speech-Language- 3.00 Minimum Credits: 64 The ASHA has established a Knowledge and Hearing Services for Minimum Major GPA: 3.0 Skills Assessment (KASA) requirement. KASA Language-Learning objectives have been developed for each course. Disabilities Students receive both a grade and an evaluation of KASA objectives for each course. A passing grade in the course does not necessarily indicate achievement of all KASA objectives. Therefore, a

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 46 LIU Brooklyn

Advanced Certificate - Alternate Student Committees

Certificate Bilingual Extension Academic Advisory Graduate Committee

The Academic Advisory Graduate Committee This fourteen (14) credit program qualifies was established to provide an opportunity for the Speech-Language Pathologists with a Master of graduate student body in the Department of Science degree and with Teacher of the Speech Communication Sciences and Disorders to provide and Hearing Handicapped certification to earn a ongoing feedback to the faculty regarding Bilingual Extension, thereby making them eligible academic issues, curricular issues, and any other to work with communicatively impaired English concerns that may arise. language learners in schools. The program consists National Student Speech-Language-Hearing of: Association (NSSLHA) • Course work comprised of theoretical The National Student Speech-Language- foundations of bilingual and second language Hearing Association (NSSLHA) is the pre- development, culturally and linguistically professional national organization for master's appropriate assessment and intervention candidates and undergraduate students interested principles and practices, communication in the study of normal and disordered human patterns and disorders in culturally diverse communication behavior. The Department of populations, bilingual education theory and Communication Sciences and Disorders at LIU practice, and bilingual teaching of language. Brooklyn has established a Speech and Hearing • Practicum experiences focusing on speech and Society as a local chapter of the National Student language sampling and analysis in the target Speech-Language-Hearing Association. All language, bilingual speech and language undergraduate and graduate students in the assessment and intervention with department of CSD are encouraged to apply. communicatively impaired English language learners.

Bilingual Certificate (Extension) Program for Speech-Language Pathologists Coursework SLP 603 Multicult. Fdns: Cul, Comm, and Lang. Lrng (3 credits) SLP 604 Bilingual Foundstions (3 credits) SLP 642 S&H Svcs-Lg/Lrng.DisabSLP 644 SLH Srvc/Multiling & Multicult Schls (3 credits) SLP 644 Language/learning disabilities in multicultural/bilingual settings Practice SLP 611 C Student Teach (Bilng) (1 cred) SLP 614 B Diag Practicum (Biling) (1 cred) Credit and GPA Requirements Minimum Credits: 14 Minimum Major GPA: 3.0

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Communication Sciences and examined. An overview of legislation pertaining to requirements. bilingual education and special education is Credits: 1 Disorders Courses presented. Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608

and 620 are required. SLP 609 Speech Science and Instrumentation SLP 601 Introduction to Research in Speech- Credits: 3 This course is designed to give students of Language Pathology Every Fall and Spring communication disorders a thorough grounding in A course designed to (1) give students a broad-based the characteristics of normal speech production and introduction to the research literature in speech- SLP 605 Diagnostic Process perception and the techniques for studying them. language pathology; (2) develop critical reading Diagnosis of speech-language and swallowing Students should be equipped to (1) read the skills; (3) cover technical aspects of research design disorders in children and adults. Norm-referenced, contemporary research literature, (2) assess speech and methodology including basic statistical criterion-referenced, and developmental approaches production patterns in children and adults from methods and issues in data interpretation; and (4) to assessment are identified. Standardized and non- varying language backgrounds, (3) understand how develop writing skills for empirical report writing. standardized assessments used in the field of speech is perceived and processed in laboratory and Credits: 3 speech/language pathology are reviewed. Focus is field situations, (4) evaluate claims about the Every Fall and Spring on data collection, observation and interpretation etiologies of speech disorders, and (5) evaluate

of test results. Emphasis is also on the impact of treatment protocols based on particular views about SLP 602 Advanced Language Acquisition cultural and linguistic diversity on assessment and the nature of speech production and perception. Advanced study of typically achieving children and overall identification/diagnosis. The pre-requisites of SLP 601, 602, 603, 606, 608 their developing language and communication The pre-requisites of SLP 601, 602, 603, 606, 608, and 620 are required. system, focusing on syntactic, semantic and and 620 are required. Credits: 3 pragmatic abilities of children in relationship to The co-requisite of SLP 607 is required. Every Fall and Spring their developing perceptual, social-emotional and Credits: 3 cognitive systems. The acquisition of language in Every Fall, Spring and Summer SLP 610A Clinical Practicum: Intro to Treatment relationship to other domains of child development of Speech-Language and Hearing Disorders is highlighted. Normal variations in language SLP 606 Advanced Neuroanatomy for Speech- An introduction to remediation of speech-language acquisition and development are viewed from a Language Pathology and communication disorders. Students participate cross-cultural perspective. This course is a broad survey of the structure, in the supervised treatment of speech, language, Credits: 3 function and pathology of the human nervous hearing and swallowing disorders in children and Every Fall and Spring system. The course emphasizes structural adults. All SLP 610 practica courses involve

characteristics of the central and peripheral nervous internship experiences and are completed at the SLP 603 COMMUNICATION AND system and their relationships to function and Downtown Brooklyn Speech-Language-Hearing LANGUAGE LEARNING IN dysfunction, particularly how they relate to speech, Clinic and/or LIU satellite centers. Students also BILINGUAL/MULTICULTURAL language, hearing, and swallowing. Related participate in a weekly seminar focusing on POPULATIONS disciplines such as cell biology, histology, intervention planning, development of goals and Course Description: The course will examine biochemistry, physiology, neuropsychology, procedures, the relationship between assessment language variation in the United States. We will neurology, and psychiatry are included to facilitate and intervention planning, and professional examine our own cultural, ethnic, language understanding of the functional mechanisms and decision-making and problem solving. Weekly backgrounds and value and beliefs that we hold relationships. seminars are periodically devoted to special topics about individuals who are different from ourselves. Credits: 3 related to assessment and intervention. Next we will examine what it means to develop Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608, cross cultural competence to appropriately work 620 and 640 are required. with children from culturally/linguistically diverse SLP 607 Advanced Clinical Audiology Credits: 2 populations who have communication disorders. In This course provides an advanced discussion of Every Fall and Spring addition we will examine dialects in the Northeast clinical audiology in relevance to speech-language and the South including African American. This pathologists, mainly including the following areas: SLP 610B Clinical Practicum: Intro to Treatment course will provide students with research on the rationale and procedures of clinical tests of basic of Speech-Language and Hearing Disorders language and narrative skills among African auditory function, manifestation and assessment of An introduction to remediation of speech-language American children common audiological and otological disorders, and and communication disorders. Students participate Credits: 3 hearing evaluation for pediatric, geriatric, and in the supervised treatment of speech, language, Every Fall and Spring bilingual/multicultural populations. hearing and swallowing disorders in children and

The pre-requisites of SLP 601, 602, 603, 606, 608 adults. All SLP 610 practical courses involve SLP 604 Biling/Multicult Foundations II: and 620 are required. internship experiences and are completed at the Assessment and Intervention: Methods & The co-requisite of SLP 605 is required. Downtown Brooklyn Speech-Language-Hearing Materials Credits: 3 Clinic, LIU satellite centers and/or specialty sites. This course provides an overview of the diverse Every Fall, Spring and Summer Students also participate in a weekly seminar cultural/linguistic groups in the United States with focusing on intervention planning, development of reference to how cultural and linguistic variations SLP 608 Seminar in Speech-Language Pathology goals and procedures, the relationship between impact upon the assessment and treatment of An examination of professional ethics and issues as assessment and intervention planning, and communication disorders and the role of culture on well as cultural considerations for studying and professional decision-making and problem solving. specific speech and language disorders. Culturally teaching speech, language, communication, and Weekly seminars are periodically devoted to special and linguistically appropriate methods and swallowing disorders in culturally and linguistically topics related to assessment and intervention. materials for assessment and intervention, diverse populations. The course also covers such The pre-requisites of SLP 601, 602, 603, 606, 608, including bilingual materials, alternative assessment issues as professional organizations, the ASHA code 620 and 640 are required. approaches, and intervention strategies are of ethics, state license and certification

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Credits: 2 and professional decision-making and problem- department. Every Fall, Spring and Summer solving. Prerequisite: Permission of the The pre-requisites of SLP 601, 602, 603, 605, 606, Department. 608, 620 and 640 are required. SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 604, 605, 610A and 614A Credits: 1 of Speech-Language and Hearing Disorders are required. Every Fall, Spring and Summer An introduction to remediation of speech-language Credits: 1 and communication disorders. Students participate Every Fall, Spring and Summer SLP 614B Diagnostic Practicum: Adults in the supervised treatment of speech, language, A practicum in which students perform diagnostic hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School evaluations on individuals with speech, language, adults. All SLP 610 practical courses involve Setting/Bilingual swallowing and hearing disorders. Students also internship experiences and are completed at the An intermediate level practicum within school participate in a weekly seminar that focuses on the Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised diagnostic process, formal and informal assessment Clinic, LIU satellite centers and/or specialty sites. treatment of speech, language, hearing and procedures, and decision-making relevant to the Students also participate in a weekly seminar swallowing disorders in children at off-campus sites. diagnostic process. focusing on intervention planning, development of Focus is on in-depth diagnosis and treatment of The pre-requisites of SLP 601, 602, 603, 605, 606, goals and procedures, the relationship between individuals with specific speech, language and 608, 620, 626, 640 and 641 are required. assessment and intervention planning, and hearing disorders. Students conduct diagnostic and Credits: 1 professional decision-making and problem solving. treatment sessions in school settings with bilingual Every Fall, Spring and Summer Weekly seminars are periodically devoted to special populations. Students participate in a weekly topics related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, SLP 615A Audiology Practicum The pre-requisites of SLP 601, 602, 603, 606, 608, intervention planning, development of IEP goals A practicum in which students perform supervised 620 and 640 are required. and procedures, collaboration with allied audiologic screenings and participate in diagnostic Credits: 1 professionals and professions, and professional evaluations. Practicum includes a review of basic On Demand decision-making and problem-solving. Prerequisite: audiologic concepts and procedures in a weekly Permission of the Department. seminar. SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 604, 605, 610A and 614A The pre-requisite of SLP 601, 602, 603, 606, 607, Treatment of Speech-Language and Hearing are required. 608, 620, and 640 are required. Disorders Credits: 1 Credits: 1 An intermediate level practicum within school or Every Fall, Spring and Summer Every Fall, Spring and Summer other pediatric settings. Students participate in the supervised treatment of speech, language, hearing SLP 612A Advanced Clinical Practicum: SLP 616 Clinical Observation and swallowing disorders in children and adults at Assessment and Treatment Speech-Language and Students participate in supervised clinical off-campus sites. Focus is on in-depth diagnosis and Hearing Disorders observations of individuals with speech, language treatment of individuals with specific speech, An advanced-level practicum in which students and communication disorders. Students have the language and hearing disorders. Students conduct participate in the supervised assessment, treatment opportunity to observe clinical assessment and diagnostic and treatment sessions in school, clinic and management of speech, language, intervention and to participate in a weekly seminar. and classroom settings and participate in a weekly communication and swallowing disorders in adults The pre-requisites of SLP 601, 602, 603, 606, 608 seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some and 620 are required. intervention planning, development of IEP goals pediatric hours may be accrued, depending on the Credits: 1 and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, On Demand professionals, and professional decision-making and intervention planning, development of goals and SLP 620 Comparative Phonology and problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and Phonological Disorders Department. problem-solving. Students participate in a weekly This course involves the study of phonological The pre-requisites of SLP 604, 605, 610A and seminar. theory and research associated with normal 614A are required. The pre-requisites of SLP 601, 602, 603, 606, 608, articulatory and phonological development, as well Credits: 1 611, 614A, 614B, 620, 626 and 640 are required. as factors related to articulation and phonological Every Fall, Spring and Summer Credits: 1 disorders. Cross-linguistic phonological systems are Every Fall, Spring and Summer SLP 611B Intermediate Practicum in the compared. Bilingual and dialectical developmental Treatment of Speech-Language and Hearing SLP 613B Extended Advanced Clinical Practicum similarities and differences are explored. Disorders/Monolingual. An advanced level practicum within a variety of Assessment and remediation principles and An intermediate level practicum within school settings. Focus is on in-depth diagnosis and procedures for specific articulatory/phonological settings. Students participate in the supervised treatment of individuals with specific speech, disorders are examined within a treatment of speech, language, hearing and language and hearing disorders. Students conduct bilingual/multicultural perspective. swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. Prerequisite: Credits: 3 Focus is on in-depth diagnosis and treatment of Permission of the department. Every Fall and Spring individuals with specific speech, language and SLP 621 Fluency Disorders hearing disorders. Students conduct diagnostic and SLP 614A Diagnostic Practicum: Children A study of fluency and the factors that may disrupt treatment sessions in school settings with A practicum in which students perform diagnostic it; an introduction to the problem of stuttering, its monolingual English-speaking populations. evaluations on individuals with speech, language, nature and development, including differential Students participate in a weekly seminar. Emphasis swallowing and hearing disorders. Students also diagnosis, theoretical concepts on etiology, and of the practicum is on diagnosis, intervention participate in a weekly seminar that focuses on the remediation for children and adults. planning, development of IEP goals and diagnostic process, formal and informal assessment The pre-requisites of SLP 601, 602, 603, 604, 605, procedures, collaboration with allied professionals, procedures, and decision-making relevant to the diagnostic process. Prerequisite: Permission of the 606, 607, 608, 609 and 620 are required.

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Credits: 3 SLP 640 Language Disorders in Children assessment process is discussed. Formulation and Every Fall and Spring An examination of contemporary theoretical implementation of linguistically and culturally paradigms and their applications to language appropriate therapeutic programs are considered. SLP 622 Voice Disorders assessment and intervention with childhood Family involvement and team-oriented approaches This course is designed to provide the student with language impairments. Specific childhood language to school delivery are explored. School a theoretical and practical introduction to normal disorders are studied, including autistic spectrum organization, bilingual and special education voice production and the nature, diagnosis, and disorders, specific language impairment and legislation and individualized education plans are treatment of voice disorders. Information related language-learning disabilities. Contemporary described and discussed. Required for the Teacher to structural, functional, and neurological bases of approaches to assessment and intervention are of Students with Speech and Language Disabilities voice disorders will also be provided. Classes will explored from varied theoretical models. The and the Bilingual Extension. be primarily lecture-based, supplemented by treatment of language disorders within a social The pre-requisites of SLP 601, 602, 603, 606, 608 videotapes, illustrations, handouts, in-class communicative context is emphasized, with special and 620 are required. activities, discussions, etc. Lectures will follow the reference to cultural and linguistic variations. Credits: 3 text in general, but material not included in the text The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall, Spring and Summer will also be presented during lectures. and 620 are required. The pre-requisites of SLP 601, 602, 603, 606, 608, Credits: 3 SLP 700 Academic Literacy 609 and 620 are required. Every Fall, Spring and Summer In this writing-intensive course, students will Credits: 3 acquire skills necessary to increase their success at Every Fall and Spring SLP 641 Aphasia and Adult Neurogenic Disorders graduate level academic and clinical writing. This This course provides students with a sophisticated course will be tailored to meet the needs of SLP 626 Dysphagia understanding of the diagnosis and treatment of a individual student authors. General topics for This course is designed to provide the student with variety of acquired neurogenic language disorders of discussion and practice will include converting a theoretical and practical introduction to normal language and cognition. Aspects of counseling in thoughts into writing, generating working outlines, swallowing and the nature, diagnosis, and the arena of communication disorders and conveying ideas clearly and concisely, using active treatment of swallowing disorders. Information multicultural perspectives in medical environments and passive voice, quoting, citing, revision and related to structural and neurologic bases and are infused throughout the course. Emphasis is editing. Elements of style for clinical, essay and medical consequences of dysphagia will also be placed on active problem solving approaches to research papers will be discussed and practiced. provided. Classes will be primarily lecture-based, clinical decision making, and component-skill Credits: 3 supplemented by videotapes, illustrations, analysis of diagnostic materials. Classes will be On Demand handouts, in-class activities discussions, etc. lecture and discussion-based, with supporting Lectures will follow the text in general, but material handouts and video material. SLP 720 Independent Study-Research on not included in the text will also be presented The pre-requisites of SLP 601, 602, 603, 606, 608 Disorders of Speech during lectures. and 620 are required. Extensive individual research on the various The pre-requisites of SLP 601, 602, 603, 606, 608 Credits: 3 disorders of speech (articulation, phonology and and 620 are required. Every Fall, Spring and Summer swallowing). Students are required to submit a Credits: 3 carefully documented research project based on a Every Fall, Spring and Summer SLP 642 Speech-Language-Hearing Services for topic approved in advance by the professor. Language-Learning Disabilities The pre-requisites of SLP 601, 602, 603, 606, 608 SLP 627 Motor Speech Disorders An historical-to-contemporary overview of the field and 620 are required. This course is designed to provide the student with of language-hearing disabilities, with attention to Credits: 1 to 3 a theoretical and practical introduction to normal variations among cultural groups. The focus is on On Demand speech production and the nature, diagnosis, and understanding the complex relationships among treatment of motor speech disorders. Information language, learning and literacy. Contemporary will be provided regarding each disease/disorder theoretical paradigms used in the assessment and and etiologies underlying these disorders. Classes treatment of language-learning disabled individuals will be primarily lecture-based, supplemented by are explored. The importance of the speech- videotapes, illustrations, handouts, in-class language pathologist in understanding the activities, discussions, etc. Lectures will follow the relationship between language development and text in general, but material not included in the text reading and writing in normally achieving and will also be presented during lectures. learning-disabled children is highlighted. The role The pre-requisites of SLP 601, 602, 603, 604, 605, of the speech-language pathologist in the school 606, 607, 608, 609 and 620 are required. setting is addressed, with particular attention to the Credits: 3 school curriculum collaboration with other Every Fall, Spring and Summer professionals.

The pre-requisites of SLP 601, 602, 603, 605, 608, SLP 630 Topics In Communication Disorders 620 and 640 are required. This course focuses on select topics in Credits: 3 communication disorders to increase students' Every Fall, Spring and Summer awareness and exposure to diverse communication disorders. SLP 644 Speech-Language-Hearing Services in The pre-requisites of SLP 601, 602, 603, 604, 605, Multicultural/Multilingual School Settings 606, 607, 608, 609 and 620 are required. This course provides an overview of the role and Credits: 3 responsibilities of the speech-language specialist in Every Fall, Spring and Summer varied school settings. The pre-referral, referral and

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 50 LIU Brooklyn

DEPARTMENT OF market structures. The course shows how preferences and technology determine the ECO 636 Public Finance and Fiscal Policy ECONOMICS individual market behavior of consumers and firms This course applies basic microeconomics to study as well as the efficiency properties of market the theory and practice of governmental taxation, Professor G. Rodriguez (Chair) outcomes. expenditure and debt within the framework of a Professors: Emeriti Lombardi, Varma Credits: 3 modern market economy. Assistant Professor: On Occasion Credits: 3 Adjunct Faculty: 4 Cross-Listings: ECO 636, PM 720 ECO 604 Macroeconomic Analysis Alternate Years

This course studies the factors that determine M.A. in Economics aggregate income, employment, and price level in ECO 641 Labor Economics the context of standard macroeconomic models, This course provides an introduction to the The Master of Arts degree in Economics is not addressing the role of macroeconomic policy in economic analysis of labor markets, exploring the offered at this time, but specific courses are facilitating short-term stabilization and in role of technological progress and international offered to meet the needs of other departments and promoting long-term economic growth. trade patterns as well as human capital, labor programs, such as the United Nations Graduate Credits: 3 unions and employment discrimination in Certificate Program, Urban Studies, and the On Occasion explaining the wage structure. Master’s degrees in Social Science and in Public Credits: 3 Administration. ECO 605 History of Economic Thought On Occasion This course provides a systematic analysis of the Economics Courses evolution of key economic concepts through an ECO 651 Urban Economics examination of the principal schools of economic An analysis of economic problems arising in the thought, with particular attention to the ideas of modern urban areas of the United States. ECO 500 Groundwork Readings in Economics such outstanding figures as Adam Smith, David Discussion centers around the causes of such A study of significant economic works on a tutorial Ricardo, Karl Marx, Alfred Marshall and J. M. problems and possible alternative solutions. basis in order to overcome any undergraduate Keynes. It also examines more recent trends in Relationships among city and state governments deficiencies in the study of economics. Three microeconomic and macroeconomic thinking. and the federal government receive due credits per semester. Credits: 3 consideration. Credits: 3 On Occasion Credits: 3 On Demand Cross-Listings: ECO 651, PM 788, SOC 651, ECO 611 Inferential Statistics URB 651 ECO 501 Groundwork Readings in Economics This course provides an introduction to statistical On Occasion A study of significant economic works on a tutorial inference, with special emphasis on concepts that basis in order to overcome any undergraduate appear in economic applications, such as binomial, ECO 655 Introduction to Econometrics deficiencies in the study of economics. normal, Chi-square and F distributions; estimation, This course provides an introduction to the Credits: 3 hypothesis testing, regression analysis; correlation; application of statistical techniques to economic On Demand and non-linear trends. analysis, focusing on ordinary least squares

The pre-requisite of ECO 507 is required. regression analysis and the generalized versions of ECO 507 Quantitative Methods for the Social Credits: 3 this method suitable to address the problems of Sciences On Occasion identification, multi-collinearity, heteroscedasticity, An introductory course in quantitative techniques and misspecification that typically occur in commonly encountered in statistics, economics and ECO 624 International Economics economic environments. other social sciences, with emphasis on economic This course provides a unified introduction to Credits: 3 applications of linear algebra and differential international trade and finance. It first focuses on On Occasion calculus. the concept of comparative advantages to examines Credits: 3 the causes and consequences of trade among ECO 669 Comparative Economic Systems Cross-Listings: ECO 507, SOC 507, URB 507 nations, and then provides an introduction to This course provides a comparative analysis of a On Occasion open-economy macroeconomics, focusing on capital variety of capitalist and non-capitalist systems,

flows across international financial markets and the emphasizing the US economy and the mixed ECO 531 Industrial Organization and Control effects of exchange rate and monetary policy on economies of Western Europe and Japan, the This course applies basic microeconomics and game those flows. transition of former Communist countries of theory to examine the behavior, structure and Credits: 3 Eastern Europe to market economies, and the fast performance of industries, focusing on the strategic Cross-Listings: ECO 624, PM 770 growing economy of Communist China. The interaction among firms that seek to exploit profit On Occasion comparison among economic systems relies on the opportunities. The course also examines the role of observation that different ways of organizing the government in either promoting competition or ECO 635 Monetary Economics economic activity amount to different information regulating imperfectly competitive industries. This course examines the role of money and other transmission protocols and incentives structures, Credits: 3 financial assets in a market economy, focusing on which explains different economic performance. On Occasion the banking system and financial institutions that Credits: 3

facilitate their creation, trade, and regulation. After Cross-Listings: ECO 669, PM 773 ECO 603 Microeconomic Analysis an introduction to individual portfolio choice On Occasion This course provides a rigorous examination of the decisions, the course deals with the macroeconomic basic forces determining the price and production role of money in macroeconomic stabilization. of goods and services, the allocation of resources, Credits: 3 and the distribution of income under different On Occasion

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DEPARTMENT OF ENGLISH studies. The goal of the program is to expand the ENG 579 Seminar in Special 3.00 student’s knowledge and practice of professional Studies University Professor Hagedorn writing genres while providing a solid base in ENG 580 Seminar in Twentieth 3.00 Professors Allen, Dilworth, Haynes, McGarrity, history, theory, research and professional Century Literature Matz, Mutnick, Parascandola, Pattison, Schweizer, practices. Warsh Concentration in Writing and Rhetoric ENG 624 Seminar in American 3.00 Professors Emeriti Bennett, Bernard, Braid, The 33-credit M.A. in English with a Literature Henning, Hullot-Kentor, Hyneman, Kleinberg, concentration in writing and rhetoric supports ENG 624A African American 3.00 Malinowitz, Silverstein, Templeton, Zilversmit the development of non-fiction, academic and Literature Associate Professors Bokor, Gilles, High, workplace writing; helps prepare teachers of Horrigan, Killoran, McCrary, Stephens, writing in secondary and post-secondary ENG 624B Themes in American 3.00 Swaminathan (Chair) education; and can lead to advanced work in Drama rhetoric and related fields. Students receive Associate Professor Emerita Li ENG 625 Nineteenth Century 3.00 extensive feedback on their own writing, in-depth Assistant Professors Antinori, Sohn American Literature Instructor Hall instruction in rhetorical theory and research Adjunct Professor Berninger methods and training in the teaching of writing, ENG 626 Twentieth Century 3.00 Adjunct Associate Professor Hassan from diagnostics to evaluation, including a American Literature practicum in which they teach composition under Adjunct Assistant Professor Matkov ENG 634 Twentieth Century Drama 3.00 The Department of English offers a wide range the guidance of experienced instructors. The of courses to meet the needs of a diverse student program addresses writing problems – from ENG 635 Seminar In Ibsen 3.00 pedagogical and theoretical perspectives – body. Beginning in the Writing Program, our ENG 636 Seminar in Literary 3.00 encountered at all levels of writing from very basic courses provide training in textual analysis, Periods and Movements interpretive skills and writing proficiency, skills to advanced composition. that are crucial to success in graduate studies and Admissions Requirements for M.A. in English ENG 643 Seminar in Shakespeare 3.00 To be admitted to this program, students must: beyond — as well as to the exercise of democracy ENG 649 Seminar in British 3.00 • Submit an academic writing sample that and global citizenship. Literature The Department of English offers two master’s reflects your writing and analytic abilities. ENG 650 Seminar in Medieval 3.00 degree programs: an M.A. in English, and an • Submit a letter of intent that describes why you Literature M.F.A. in Creative Writing. Students seeking the want to pursue an M.A. in English. • Submit two letters of recommendation from M.A. in English may specialize in literature, ENG 655 Early Nineteenth Century 3.00 academic professors. professional writing, or writing & rhetoric. Our English Literature M.F.A. in Creative Writing program includes • Submit official educational transcripts with a ENG 671 Gender Theory and 3.00 courses in poetry, fiction, non-fiction, and grade-point average of 3.0 or better, preferable Literature playwriting. Both graduate and undergraduate at least 6 credits in advanced English courses. • Submit a completed application to the Office of programs feature coursework in cultural criticism, ENG 705 Independent Study 3.00 literary analysis, the essay, rhetoric, and Admissions (This package will be reviewed by ENG 719 Milton 3.00 professional writing. The rigorous study of literary an English Graduate Admissions Committee). and cultural texts — from the canon and from ENG 722 Studies in Victorian 3.00 traditions historically excluded from academic English M.A. Requirements Literature study — is at the center of our work. [Program Code: 06929] ENG 729 Modern Poetry 3.00 Core Requirement

All concentrations under the English M.A. plan ENG 5791 The Modern Novel 3.00 M.A. in English must complete the following courses. ENG 5792 Literature & Slavery 3.00 ENG 707 Methods of Research and 3.00 Concentration in Literature Six (6) additional English credits are required. Criticism The 33-credit M.A. in English with a Writing & Rhetoric Concentration. concentration in literature is designed for ENG 708 Thesis II: Writing 3.00 The following course is required. teachers, future doctoral students and those Literature Concentration. ENG 620 Theories of Rhetoric and 3.00 interested in expanding their knowledge of literary Twenty-one (21) credits in English literature Teaching Writing traditions. The program is based predominantly on are required, chosen from the following. One of the following courses is required. courses in American, British and comparative ENG 546 Restoration and 3.00 literatures. Our professors engage in a variety of ENG 508 General Linguistics 3.00 Eighteenth Century critical approaches, helping students to develop as ENG 509 Sociolinguistics: 3.00 Literature careful readers of literature, skillful writers and Language in Social knowledgeable teachers. ENG 569 Jane Austen 3.00 Context Concentration in Professional Writing ENG 571 The Eighteenth Century 3.00 One of the following courses is required. The 33-credit M.A. in English with a English Novel concentration in professional writing is designed ENG 646 Individual and Small 3.00 for students interested primarily in writing-related ENG 573 The Nineteenth Century 3.00 Group Writing Instruction careers associated with business and nonprofit English Novel ENG 700 Practicum in the Teaching 3.00 management, science and technology, and new ENG 574 The Twentieth Century 3.00 of Composition electronic media. The concentration offers students English Novel individualized attention and professional guidance through writing workshops and independent

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 52 LIU Brooklyn

Nine (9) credits in literature are required, Nine (9) credits of English electives with the ENG 642 Computers and 3.00 chosen from the following. following stipulations. At least two from Composition ENG 546 Restoration and 3.00 Writing & Rhetoric and no more than one from ENG 705 Independent Study 3.00 Eighteenth Century either Professional Writing or Creative Writing Literature (with permission of instructor). Consult with Three (3) of the following courses are required. graduate advisor to select these electives. ENG 508 General Linguistics 3.00 ENG 569 Jane Austen 3.00 ENG 508 General Linguistics 3.00 ENG 509 Sociolinguistics: 3.00 ENG 571 The Eighteenth Century 3.00 ENG 509 Sociolinguistics: 3.00 Language in Social English Novel Language in Social Context ENG 573 The Nineteenth Century 3.00 Context ENG 510 Technical Writing 3.00 English Novel ENG 510 Technical Writing 3.00 ENG 511 Health and Science 3.00 ENG 574 The Twentieth Century 3.00 ENG 511 Health and Science 3.00 Writing English Novel Writing ENG 512 Grant Writing 3.00 ENG 579 Seminar in Special 3.00 ENG 512 Grant Writing 3.00 Studies ENG 519 Editing 3.00 ENG 519 Editing 3.00 ENG 580 Seminar in Twentieth 3.00 ENG 520 Nonfiction Writing 3.00 Century Literature ENG 520 Nonfiction Writing 3.00 Workshop Workshop ENG 624 Seminar in American 3.00 ENG 522 Academic Writing 3.00 Literature ENG 521 Creative Writing 3.00 Workshop Workshop ENG 624A African American 3.00 ENG 527 Topics in Professional 3.00 Literature ENG 522 Academic Writing 3.00 Writing Workshop ENG 624B Themes in American 3.00 ENG 530 Topics in Writing 3.00 Drama ENG 523 Fiction Writing 3.00 ENG 532 Topics in Theory 3.00 Workshop ENG 625 Nineteenth Century 3.00 ENG 620 Theories of Rhetoric and 3.00 American Literature ENG 524 Poetry Writing Workshop 3.00 Teaching Writing ENG 626 Twentieth Century 3.00 ENG 525 Playwriting Workshop 3.00 ENG 640 Second Language Writing 3.00 American Literature ENG 528 Special Topics in Writing 3.00 ENG 641 Literacy and Basic 3.00 ENG 634 Twentieth Century Drama 3.00 ENG 530 Topics in Writing 3.00 Writing ENG 635 Seminar In Ibsen 3.00 ENG 531 Topics in Rhetoric 3.00 ENG 642 Computers and 3.00 ENG 636 Seminar in Literary 3.00 Composition ENG 532 Topics in Theory 3.00 Periods and Movements ENG 646 Individual and Small 3.00 ENG 533 Topics in Composition 3.00 ENG 643 Seminar in Shakespeare 3.00 Group Writing Instruction ENG 640 Second Language Writing 3.00 ENG 649 Seminar in British 3.00 ENG 700 Practicum in the Teaching 3.00 Literature ENG 641 Literacy and Basic 3.00 of Composition Writing ENG 650 Seminar in Medieval 3.00 ENG 705 Independent Study 3.00 Literature ENG 642 Computers and 3.00 ENG 710 Research and Criticism 3.00 Composition ENG 655 Early Nineteenth Century 3.00 ENG 735 Contemporary American 3.00 English Literature ENG 646 Individual and Small 3.00 Drama Group Writing Instruction ENG 671 Gender Theory and 3.00 ENG 796 Theories of Academic 3.00 Literature ENG 700 Practicum in the Teaching 3.00 Literacy of Composition ENG 705 Independent Study 3.00 Nine (9) Credits in literature are required, Professional Writing Concentration ENG 719 Milton 3.00 chosen from the following. One (1) Professional Writing Field specialty ENG 546 Restoration and 3.00 ENG 722 Studies in Victorian 3.00 and two (2) Professional Writing electives are Eighteenth Century Literature required from the following. Literature ENG 510 Technical Writing 3.00 ENG 729 Modern Poetry 3.00 ENG 569 Jane Austen 3.00 ENG 511 Health and Science 3.00 ENG 5791 The Modern Novel 3.00 Writing ENG 571 The Eighteenth Century 3.00 ENG 5792 Literature & Slavery 3.00 English Novel ENG 512 Grant Writing 3.00

ENG 573 The Nineteenth Century 3.00 ENG 519 Editing 3.00 English Novel ENG 527 Topics in Professional 3.00 ENG 574 The Twentieth Century 3.00 Writing English Novel

Page 53 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

ENG 579 Seminar in Special 3.00 workshop. Students have opportunities to work in ENG 525 Playwriting Workshop 3.00 Studies poetry, fiction, playwriting, creative non-fiction (may be taken three and on cross-genre projects. They explore a wide times) ENG 580 Seminar in Twentieth 3.00 range of literary styles, from traditional narratives Century Literature ENG 526 Writing for Media I: The 3.00 to the experimental, contemplative and avant- Story ENG 624 Seminar in American 3.00 garde. In literature and theory classes, students (may be taken only once) Literature look closely at the links between contemporary writing and literary traditions, writing and theory, ENG 528 Seminar in Creative 3.00 ENG 624A African American 3.00 and between writing, reading, music, and the Writing Literature visual arts. Students are encouraged to take artistic (may be taken three ENG 624B Themes in American 3.00 risks while moving in the context of multiple times) Drama traditions. A small intimate program setting allows ENG 529 Topics in Creative 1.00 for easy access to, and strong mentoring by faculty ENG 625 Nineteenth Century 3.00 Writing members who are deeply committed to their American Literature students. Nine (9) credits required from literature ENG 626 Twentieth Century 3.00 electives American Literature Admission Requirements for M.F.A. in ENG 546 Restoration and 3.00 Creative Writing Eighteenth Century ENG 634 Twentieth Century Drama 3.00 To be admitted to this program, students must: Literature ENG 635 Seminar In Ibsen 3.00 • Submit a creative writing sample that reflects ENG 569 Jane Austen 3.00 the genre/s of your specialties. ENG 636 Seminar in Literary 3.00 • Submit a letter of intent that describes why you ENG 571 The Eighteenth Century 3.00 Periods and Movements want to pursue an M.F.A. English Novel ENG 643 Seminar in Shakespeare 3.00 • Submit two letters of recommendation from ENG 573 The Nineteenth Century 3.00 academic/creative writing professors. ENG 649 Seminar in British 3.00 English Novel • Submit Official educational transcripts with a Literature GPA of 3.0 or better, with at least 6 credits in ENG 574 The Twentieth Century 3.00 ENG 650 Seminar in Medieval 3.00 advanced English courses (literature or creative English Novel Literature writing). ENG 579 Seminar in Special 3.00 • Submit a completed application to the Office of ENG 655 Early Nineteenth Century 3.00 Studies Admissions. (This package will be reviewed by English Literature an English Graduate Admissions Committee.) ENG 580 Seminar in Twentieth 3.00 ENG 671 Gender Theory and 3.00 Century Literature Literature M.F.A., Creative Writing ENG 624 Seminar in American 3.00 [Program Code: 31360] ENG 705 Independent Study 3.00 Literature Creative Writing Master of Fine Arts ENG 719 Milton 3.00 The following courses are required (15 credits): ENG 624A African American 3.00 Literature ENG 722 Studies in Victorian 3.00 ENG 502 Writers on Writing 3.00 Literature ENG 624B Themes in American 3.00 ENG 503 Theory of Writing 3.00 Drama ENG 729 Modern Poetry 3.00 ENG 504 Traditions & Lineages 3.00 ENG 625 Nineteenth Century 3.00 ENG 5791 The Modern Novel 3.00 Elective with permission 3.00 American Literature ENG 5792 Literature & Slavery 3.00 of advisor ENG 626 Twentieth Century 3.00 Credit and GPA Requirements ENG 708 Thesis 3.00 American Literature Minimum Credits: 33 Fifteen (15) credits required from creative Minimum Major GPA: 3.0 ENG 631 Modern Poetry 3.00 writing workshops: Each student must take five workshops from the ENG 634 Twentieth Century Drama 3.00 M.F.A. in Creative Writing following list. Most workshops may be taken more ENG 635 Seminar In Ibsen 3.00 than once but no more than 9 credits can be earned An M.F.A. in Creative Writing is a terminal in the same course: ENG 636 Seminar in Literary 3.00 degree program designed to help meet the needs of Periods and Movements ENG 520 Nonfiction Writing 3.00 students as they seek to become published writers Workshop and teachers. This program offers a solid ENG 643 Seminar in Shakespeare 3.00 (may be taken only once) foundation and practice through courses in ENG 649 Seminar in British 3.00 literature, writing workshops and writing process ENG 523 Fiction Writing 3.00 Literature and technique courses designed for the aspiring Workshop ENG 650 Seminar in Medieval 3.00 writer. In this vigorous and innovative program, (may be taken three Literature students will have opportunities to work with a times) host of visiting writers and poets, as well as to ENG 651 16th and 17th Century 3.00 ENG 524 Poetry Writing Workshop 3.00 participate in the vibrant writing and performing English Literature (may be taken three arts communities of both Brooklyn and Manhattan. times) ENG 654 Milton 3.00 In the 39-credit M.F.A. in Creative Writing, the focal point of the curriculum is the writing

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ENG 655 Early Nineteenth Century 3.00 English Literature

ENG 656 Studies in Victorian 3.00 Literature

ENG 670 The Critical Tradition 3.00

ENG 671 Gender Theory and 3.00 Literature

ENG 5791 The Modern Novel 3.00

ENG 5792 Literature & Slavery 3.00 Credit and GPA Requirements Minimum Credits: 39 Minimum Major GPA: 3.0

Page 55 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

English Department Courses Credits: 3 may take this class three times. On Occasion Student must be part of the Creative Writing program in order to register for this course. ENG 502 Writers on Writing Credits: 3

Students will attend a weekly series of readings, Every Semester ENG 509 Sociolinguistics: Language in Social lectures and discussions by visiting writers. With a Context faculty member, students will read and analyze the ENG 524 Poetry Writing Workshop An introduction to the major theories and works of prominent and emerging writers and then An intensive workshop devoted to writing works of fieldwork in sociolinguistics. Students examine the interact with the writers themselves in the poetry. Class time will be spent critiquing each connections between language and social class, classroom. May be taken a second time for credit if other's writings and discussing traditional and ethnicity and gender, and the implications of those there is a significant research component the experimental forms. Students in the MFA program connections for the teaching of writing. There is second time. Please see the English Department may take this class three times. also a strong focus on the analysis of second Graduate Advisor. Student must be part of the Creative Writing language and second dialect writing, along with an Student must be part of the Creative Writing program in order to register for this course. exploration of multiple literacies. program in order to register for this course. Credits: 3 Student must be matriculated in the English MA Credits: 3 Every Semester program or the English MFA program in order to Every Spring register for this course. ENG 525 Playwriting Workshop ENG 503 Theory of Writing Credits: 3 This course begins with an introduction to the This seminar concentrates on major twentieth and On Occasion history and basics of dramatic writing, starting with twenty-first century theorists of poetry and fiction, Aristotle's Poetics and assessing sections of two ENG 510 Technical Writing many of whom are great creative writers themselves. different texts and approaches to writing for the This course introduces students to the theory and The course makes the connection between literary theater: The Art of Dramatic Writing by Lejos Egri practice of producing and managing documents theory and the work of the creative writer. Among and David Ball's Backwards and Forwards. The that are used in industry and other organizational the works under discussion are the theoretical texts second phase of the course focuses on scene and settings. Assignments include analytical writing, of Walter Benjamin, Charles Baudelaire, Julia character development, through a series of written editing, designing, and testing of texts. Attention Kristeva, Lyn Hejinian, Charles Olson, Frederico exercises and assignments, as each student begins will be given to style manuals, users' manuals, Garcia Lorca, Amiri Baraka, Virginia Woolf, M.M. drafting a one-act play. The final section of the research-writing, and publication (as needed). Bakhtin, Alain Robbe-Grillet. The emphasis will be course is devoted to work-shopping each student Student must be matriculated in the English MA on a close reading of these texts in order to play-in-progress. program or the English MFA program in order to understand the place of theory in students' own The pre-rquisite or co-requisite of MA 550 is register for this course. creative writing. required. Credits: 3 Student must be part of the Creative Writing Credits: 3 On Occasion Cross-Listings: ENG 525, MA 552 program in order to register for this course. Credits: 3 On Occasion ENG 519 Editing Rotating Basis This course prepares students in the research, ENG 527 Topics in Professional Writing principles, and practices of editing essential to the ENG 504 Traditions and Lineages An introduction to the theory, research, and process of publishing. Students gain knowledge of This seminar concentrates on the major literary practice of professional writing. Topics may include the principles underpinning different levels of movements of the twentieth and twenty-first writing in such professions as medicine and law, professional editing and develop their own centuries, including Dada, Imagism, Objectivism, writing for nonprofit and cultural institutions, expertise through extensive practice. The Harlem Renaissance, Surrealism, Black writing in digital media, scientific and technical Student must be matriculated in the English MA Mountain, The Beat Generation, Magic Realism, writing, business writing, and grant writing. program or the English MFA program in order to and The New York School. Among the writers Students will both analyze and write professional register for this course. under discussion are Gertrude Stein, Ezra Pound, writing documents and receive detailed feedback on Credits: 3 Jean Toomer, Lorine Neidecker, Langston Hughes, their writing in intensive workshops. Students in On Occasion the professional writing concentration may take this Andre Breton, Allen Ginsberg, Garcia Marquez, class three times. and Frank O'Hara. Emphasis will be on a close ENG 520 Nonfiction Writing Workshop Student must be matriculated in the English MA reading of these writers in order to understand the An intensive workshop devoted to writing literary program or the English MFA program in order to traditions behind our own work. nonfiction. Class time will be spent critiquing each register for this course. Student must be part of the Creative Writing other's writing and discussing traditional and Credits: 3 program in order to register for this course. experimental forms. Students in the Professional Credits: 3 Annually Writing concentration may take this class 3 times. Rotating Basis Student must be matriculated in the English MA ENG 528 Seminar in Creative Writing program or the English MFA program in order to ENG 508 General Linguistics An intensive workshop devoted to different register for this course. An introduction to the basic discipline of strategies for writing imaginative texts, especially Credits: 3 linguistics, the phonology and history of the those that cross genres. Students in the MFA Annually program may take this class three times. Examples English language, as well as semantics and syntax, of special topics are: Collage: Image and Text, including traditional and generative- ENG 523 Fiction Writing Workshop Science Fiction Writing, and The Prose Poem. transformational grammar. An intensive workshop devoted to writing works of Student must be part of the Creative Writing Student must be matriculated in the English MA fiction. Class time will be spent critiquing each program in order to register for this course. program or the English MFA program in order to other's writings and discussing traditional and Credits: 3 register for this course. experimental forms. Students in the MFA program On Occasion

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Wright, Brooks, Ellison, Walker, Morrison and applications in the classroom, and ethnographic or ENG 529 Topics in Creative Writing more. The aim is to provide not only a sense of the case studies. This workshop, which is taught by a visiting writer, African-American literary tradition but also where it Student must be matriculated in the English MA will concentrate on a topic or craft element in stands in relation to Western humanities. program or the English MFA program in order to creative writing. Students in the creative writing Student must be matriculated in the English MA register for this course. concentration may take this class three times. program or the English MFA program in order to Credits: 3 Student must be part of the Creative Writing register for this course. Every Fall program in order to register for this course. Credits: 3 Credits: 3 On Occasion ENG 649 Seminar in British Literature Every Fall An intensive study of special areas of interest. ENG 625 Nineteenth Century American Examples of special topics are Africa in the British ENG 571 The Eighteenth Century English Novel Literature imagination, British writing in wartime, and British This course will trace the rise of the English novel A study of the diverse voices in American literature. women novelists. and the authors who helped shape its form. Narratives, poetry, journals, essays, autobiographies, Student must be matriculated in the English MA Authors include Aphra Behn, Daniel Defoe, Eliza and folk tales are considered. Authors include Poe, program or the English MFA program in order to Haywood, Samuel Richardson, Fanny Burney, Hawthorne, James, Melville, Emerson, Whitman, register for this course. Henry Fielding, and Jane Austen. Douglass, Twain, Crane, Dickinson, Chestnut, Credits: 3 Credits: 3 Wharton, and Dreiser. On Occasion On Occasion Student must be matriculated in the English MA

program or the English MFA program in order to ENG 650 Seminar in Medieval Literature ENG 579 Seminar in Special Studies register for this course. This course focuses on a particular text, topic, or An intensive study of special areas of interest in Credits: 3 tradition. Topics include Chaucer's Canterbury literature. Examples of special topics are the works On Occasion Tales, the Arthurian tradition, gender and sexuality of a major author, literature and the arts, and in medieval literature, and women of the Middle detective fiction. ENG 626 Twentieth Century American Literature Ages. Student must be matriculated in the English MA Modernism, new regionalism, expatriatism, the Student must be matriculated in the English MA program or the English MFA program in order to Harlem Renaissance, and gender perspectives are program or the English MFA program in order to register for this course. among topics covered. Authors include register for this course. Credits: 3 Hemingway, Fitzgerald, Faulkner, Stein, Hurston, Credits: 3 On Occasion Hughes, Steinbeck, Eliot, Cather, and Stevens. On Occasion

Student must be matriculated in the English MA ENG 620 Theories of Rhetoric and Teaching program or the English MFA program in order to ENG 700 Practicum in the Teaching of Writing register for this course. Composition An introduction to rhetorical theories and the Credits: 3 A practicum designed to introduce new teachers to teaching of writing. Examines rhetorical trends On Occasion the theory and methods of writing pedagogy, with across time and the impact of these trends on an emphasis on classroom practice. contemporary methods of teaching writing. ENG 631 Seminar in English and American Student must be matriculated in the English MA Student must be matriculated in the English MA Poetry program or the English MFA program in order to program or the English MFA program in order to An intensive study of poetry and poetic traditions. register for this course. register for this course. Examples of special topics are experimental poetry, Credits: 3 Credits: 3 the lyric poem, poetic movements, political poetry, Every Spring Alternate Years poetry in performance, and major authors.

Student must be matriculated in the English MA ENG 705 Independent Study ENG 624 Seminar in American Literature program or the English MFA program in order to A tutorial designed for advanced individual An intensive study of special areas of interest. register for this course. research. Hours to be arranged. Permission of Examples of special topics are romancing the Credits: 3 Department Chair required. Prerequisite: 12 frontier, the body in American literature, and On Occasion graduate credits in English. melancholia and American literature. Credits: 3 Student must be matriculated in the English MA ENG 643 Seminar in Shakespeare On Demand program or the English MFA program in order to An intensive reading of a selection of Shakespeare's register for this course. plays. In addition to studying the texts, students will ENG 707 Methods of Research and Criticism Credits: 3 be introduced to scholarly approaches to A study of research techniques and critical On Occasion Shakespeare's work and to the contexts within approaches to literature, rhetoric, and creative

which he worked. writing. The course guides students through the ENG 624A African American Literature Student must be matriculated in the English MA writing of a critical research essay. This course covers African American Literature program or the English MFA program in order to Student must be matriculated in the English MA from the eighteenth century to the present. The register for this course. program or the English MFA program in order to course will provide general information about the Credits: 3 register for this course. major writers and texts that have contributed to On Occasion Credits: 3 African American Letters. In addition to literary On Occasion texts, assignments include criticism from noted ENG 646 Individual and Small Group Writing scholars such as Houston Baker, Henry Louis Gates Instruction ENG 708 Thesis Jr., Hortense Spillers, Deborah McDowell, Mae A study of various collaborative and conference The capstone project for the various MA/MFA Gwendolyn Henderson, and others. Fiction writers techniques for the teaching of writing. Designed to concentrations may take the form of a critical to be studied are Douglass, Hughes, Hurston, include theories of collaborative learning, practical research essay, a field project and documented

Page 57 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 report, or a portfolio of creative work with an analytical coda. Students work with thesis advisers. Prerequisites: At least 21 credits in graduate English courses completed with a 3.0 GPA and permission of the thesis director and the graduate adviser. Concentrators in Professional Writing, Writing and Rhetoric. Candidates for the MFA must have completed at least 12 of their credits in writing. Student must be matriculated in the English MA program or the English MFA program in order to register for this course. Credits: 3 On Demand

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DEPARTMENT OF HISTORY factors that affect urban growth and change. (Same growing economic importance of Asia. as Urban Studies 504). Credits: 3

Professors Dorinson, Warmund (Chair), Wilson, Rotating Basis HIS 524 The Civil War and Reconstruction (1850- Xia 1877) HIS 699 Independent Study and Research Professors Emeriti Gabel, Lane, Necheles-Jansyn An examination of the social, political and Credit and hours arranged with approval and Associate Professors Jones, Horstmann Gatti, economic aspects of the Civil War and permission of the Department. Agrait Reconstruction. Topics covered include the causes Credits: 3 Associate Professor Emeritus Reilly of the conflict; the impact of the war on the North On Demand Adjunct Faculty: 6 and the South; issues of gender, slavery, and racism; Students interested in history who want a the evolution of a free labor system; and the long- multidisciplinary program that views society term effects of Reconstruction. (Formerly History through the integrated perspective of several social 620) sciences may take a Master of Science in Social Credits: 3 Science with a concentration in history. On Occasion

History Courses HIS 535 The Holocaust This course will rely on a variety of perspectives,

psychological, theological, philosophical, ethical as HIS 500 Germany 1870-1945, from Unification to well as historical, to assist students in the search for Disintegration the Who, What, When and possibly the Why of A course that traces the story of Germany's the Holocaust. They will also be introduced to unification, rapid rise to European prominence, varying and sometimes conflicting interpretations and eventual transformation into the Nazi state. It of the subject in order to underscore the introduces various interpretations of the course of complexities and dilemmas raised by the mass German history and examines a variety of destruction of Europe's Jewish communities. interrelated questions that might be reduced to Credits: 3 one: Why Germany? Why did an apparently On Occasion modern and civilized society accept barbarism on such an unprecedented scale? HIS 565 Latin America in World History Credits: 3 An introduction to the graduate study of Latin Rotating Basis American history from the pre-colonial period to

the present as seen through the lens of world HIS 501 Slavery and Freedom: A Comparative history. Students read a selection of texts examining Perspective such topics as indigenous culture, slavery, This course involves the examination and colonialism, imperialism, nationalism and comparison of the development of slave systems in revolution set in the context of the wider currents the New World. Emphasis will be on the different of history. definitions of freedom that developed within the Credits: 3 various slave societies. Major points of comparison On Occasion will center on the plantation systems of Brazil, Cuba, and the United States. HIS 583 The History of the City of New York Credits: 3 A chronological and topical review of the political On Occasion and social development of New York City from

Dutch settlement to the present. Emphasis is placed HIS 502 The History of African American on the development of the city as a great financial, Women in the United States intellectual and cultural center. This course examines the complex and varied Credits: 3 experiences of African American women in the Cross-Listings: HIS 583, URB 583 United States from slavery to the present. In the On Occasion process of exploring the historical perspective of African American women's lives, students will draw HIS 622 The Era of the American Revolution upon other disciplines such as literature, sociology, A study of the development of the controversy with media arts and political science in a thematic England after 1763, the Revolutionary War, and coverage of the myths and realities of "black the period of the Confederation through the womanhood." adoption of the Constitution. Credits: 3 Credits: 3 On Occasion On Occasion

HIS 504 The Development of the American HIS 632 The World Since 1945 Metropolis A survey of political and economic trends, A study of the development of the American including the collapse of European hegemony, the metropolis from the period of settlement to emergence of the Third World, the Cold War in modern times. Special emphasis is placed on the Europe and in Asia, the breakup of the Soviet relationship of physical development to the various Empire, the resurgence of nationalism, and the

Page 59 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

DEPARTMENT OF wave equations. Prerequisite: MAT 610 or equivalent. MTH 636 Abstract Algebra II MATHEMATICS Credits: 3 Basic theory of groups, rings, fields. Special topics On Occasion from Galois theory, group representation, field Professors: Myers, Park, Zuckerberg extensions, rings, modules, Lie algebras. Professors Emeriti: Posmentier, Stanley, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerman I Credits: 3 Associate Professors: Allan, Bednarchak (Chair), Topologies on the real line, measurable functions, On Occasion Su limit theorems, Riemann and Lebesgue integrals, Associate Professors Emeriti: Farber, Tucker metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Assistant Professor: Zablow ; Adjunct Faculty: 21 spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Courses in mathematics are offered for students Credits: 3 summation, least squares, numerical solutions of who need them to meet the requirements for On Occasion differential equations, boundary value problems. degrees in the sciences or pharmacy, or for the Prerequisite: One year of calculus. M.S.Ed. in Secondary Education. MTH 621 Theory of Functions of a Real Variable Credits: 3 II On Occasion Topologies on the real line, measurable functions, Mathematics Courses MTH 670 Topology limit theorems, Riemann and Lebesgue integrals, metric spaces, measure spaces, normed linear Topological spaces and functions. Compactness, MTH 505 Introduction to Biostatistics spaces. Prerequisite: Advanced Calculus. connectedness, separation axioms, extension This course is designed for graduate students in the Credits: 3 theorems, metrization theorems. Introduction to biological or health related sciences with the On Occasion homotopy and homology theory. Prerequisite: objective of enabling them to understand and apply Advanced calculus. the theories underlying the techniques of point and MTH 625 Theory of Functions of a Complex Credits: 3 interval estimation, hypothesis testing, regression Variable I On Occasion analysis and the design of experiments. In the Preliminary geometrical and topological concepts; main, the course will focus on the analysis of elementary, analytic and meromorphic functions; biostatistical, pharmaceutical and clinical trial data Cauchy theory; residues; Taylor and Laurent series; and will be motivated by solving problems in many infinite products; entire and harmonic functions; diverse areas of applications in the biological and conformal mapping; analytic continuation periodic pharmaceutical realm. Two hours of lecture per and algebraic functions; Riemann surfaces. week. Pre-requiste: MTH 30. Prerequisite: Advanced Calculus. Credits: 3 Credits: 3 Cross-Listings: BIO 505, MTH 505 On Occasion

Every Spring MTH 626 Theory of Functions of a Complex MTH 515 History of Mathematics Variable II The development of mathematical concepts and Preliminary geometrical and topological concepts; methods from ancient times to the present, elementary, analytic and meromorphic functions; including bases for number systems, Euclidean and Cauchy theory; residues; Taylor and Laurent series; non-Euclidean geometry, and the origins of algebra infinite products; entire and harmonic functions; and calculus. conformal mapping; analytic continuation periodic Credits: 3 and algebraic functions; Riemann surfaces. On Occasion Prerequisite: Advanced Calculus. Credits: 3 MTH 550 Numerical Analysis I On Occasion Nonlinear equations, matrices, linear and nonlinear systems of equations, polynomial MTH 630 Linear Algebra interpolation and approximation. Vector spaces, linear dependence and Credits: 3 independence, linear operators, matrices, similarity, On Occasion congruence, inner product spaces, orthogonality, adjoints, Hermitian and normal operators, MTH 610 Differential Equations I eigenvalues and eigenvectors, the characteristic and Students will be instructed on initial-value minimal polynomials, Jordan Canonical form. problems, including existence and uniqueness of Prerequisite: One year of calculus. solutions and their dependence on initial data; Credits: 3 linear systems; boundary value problems; qualitative On Occasion theory. Credits: 3 MTH 635 Abstract Algebra I Every Fall and Spring Basic theory of groups, rings, fields. Special topics from Galois theory, group representation, field MTH 611 Differential Equations II extensions, rings, modules, Lie algebras. Systems of differential equations, Fourier Series and Prerequisite: Advanced Calculus. Fourier transforms, selected topics from partial Credits: 3 differential equations including heat equations and On Occasion

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 60 LIU Brooklyn

DEPARTMENT OF MEDIA * Media Management Concentration requires the MA 521 Social and Political 3.00 Integrated Model. Movements and the ARTS ** Global Media Studies Concentration requires Visual Media the Theory Model. MA 522 Myth and Media 3.00 University Professor Steinberg *** Media Studies concentration requires the Professors Fishelson, Lauth, Moghaddam Integrated Model. MA 524 The Notion of Motion 3.00 Associate Professors Banks (Chair), Goodman MA 525 The Celluloid Classroom 3.00 (M.A./M.F.A. Program Coordinator), Nappi DISTRIBUTION MODELS: Assistant Professors Beasley 1) Integrated Model: 15 credits of theory courses MA 526 Slavery: Roots to Rap 3.00 Adjunct Faculty: 10 (including MA 500 and MA 501) and 15 credits of MA 530 Television Theory 3.00 production courses. Media Arts is a powerful and influential field 2) Theory Model: 21 credits of theory courses MA 531 Survey of Contemporary 3.00 that can be defined as the art and science of artistic (including MA 500 and MA 501) and 9 credits of Digital Media Art expression through media such as film, television, production courses. MA 532 Contemporary 3.00 radio, video art, the Web, computer graphics, 3) Production Model: 21 credits of production Documentary computer art, animation, video games, music courses, and 9 credits of theory courses (including production, sound design, photography, interactive MA 500 and MA 501). MA 533 Asian Cinema 3.00 media, screenwriting, media management, media- MA 534 Latin American Cinema 3.00 based performance and installation. Students Admissions Requirements trained in the above disciplines are employed in • Undergraduate degree in media arts, humanities MA 535 Global Net Art 3.00 the entertainment, advertising, publishing and or related subject MA 536 Bessie Basie, Billy, Bird 3.00 communications industries globally, in production • 600 word artist's statement including and executive levels. experience and career goals. MA 537 Comparative Film 3.00 • Two letters of reference (one professional, one Directors

academic) MA 538 All About ... 3.00 M.A. in Media Arts • Writing Sample: Essay on media-related topic (undergraduate paper or article) MA 610 History of the 3.00 The 36 credit Master of Arts in Media Arts is • Production Sample: A sample of work that best Documentary for students, communication professionals and demonstrates student’s media skills, creative MA 620 Psychoanalysis and the 3.00 artists who wish to work in a multidisciplinary range and potential (portfolio, sample reel or Media environment and gain experience in both script). traditional and digital techniques. The program is MA 621 Philosophy and Media 3.00 unique in that it offers a course of study that is M.A. Media Arts MA 622 Globalization and the 3.00 explicitly designed to explore the relationship [Program Code: 21759] Media between theoretical concept and practical A minimum of 36 credits are required: application. There are eight areas of concentration Core Requirements MA 623 Corporate Structure of the 3.00 Media (see below) and a student is required to take 12 Must complete the following two (2) courses for credits within one of them. In addition, the six (6) credits. MA 624 Media Bodies 3.00 student’s Integrated thesis project, the last 6 credits MA 500 Media Aesthetics 3.00 of the degree, must feature this area of MA 625 Sex, Gender, Media 3.00 concentration. MA 501 Media Theory 3.00 MA 626 Crossing Borders 3.00 Must complete three (3) credits from the MA 630 Documentary: 3.00 CONCENTRATIONS: following theory courses. There are eight areas of concentration in the Fact/Fiction MA 502 Media: Race Gender, 3.00 master’s program. A student must declare a Class MA 631 Global Documentary 3.00 concentration in one of these areas and the distribution model (see below) appropriate to MA 503 Creativity: Artist, 3.00 MA 632 Topics in Visual 3.00 complete it: Industry, Culture Aesthetics 1. Screenwriting: Film and Television MA 510 World Film History I 3.00 MA 633 Media Genres 3.00 2. Photography: Traditional, Digital and Experimental MA 511 World Film History II 3.00 MA 634 Genre Theory: Film, 3.00 Television, Music 3. Film, Television and Video Production MA 512 American Film History I 3.00 Including Directing, Cinematography and (1895 - 1960) MA 635 Global Cinema 3.00 Editing 4. Digital Sound and Audio Design MA 513 American Film History II 3.00 MA 636 Alternative Media 3.00 (1960 - Present) 5. Computer Graphics Imaging: Print, Animation, MA 637 Aesthetics of Rap and 3.00 Interactive MA 514 History of the Still Image: 3.00 Music Video 6. Media Management: Producing and Financing Photography and CGI * MA 703 Independent Study I 3.00 7. Global Media Studies: Human Rights, MA 520 Artistic and Literary 3.00 (Theory) Movements and the Documentary** SOC 526 Asian Cinema 3.00 Visual Media 8. Media Studies: History, Aesthetics, Visual Culture***

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Must complete twelve (12) credits from the MA 680 Financing Features 3.00 12 credits media theory: following producation courses. MA 800 (required) plus 9 credits in theory MA 681 Developing 3.00 ENG 525 Playwriting Workshop 3.00 electives Documentaries and Shorts 3 Credits M.F.A. Seminars: ENG 526 Writing for Media I: The 3.00 MA 682 Digital Imaging Team 3.00 MA 801 M.F.A. Seminar I 1.00 Story Portfolio II MA 802 M.F.A. Seminar II 1.00 MA 550 Writing for Media I: The 3.00 MA 683 Producing Television 3.00 Story MA 803 M.F.A. Seminar III 1.00 Series MA 551 The Screenplay 3.00 6 credits interdisciplinary production: MA 704 Independent Study II 3.00 Any 2 media arts studio/production classes outside MA 552 Playwriting Workshop 3.00 (Production) the primary area of concentration MA 556 Digital Photography I 3.00 Must complete nine (9) credits of electives. 6 credits general electives: Any graduate-level elective. (May be taken outside MA 557 Experimental 3.00 *May not use courses from above completed Department of Media Arts with permission of Photography requirements to satisfy elective requirement. program coordinator.) MA 560 Digital Video Imaging I 3.00 M.A. Media Arts Thesis Requirement 9 credits M.F.A. thesis: Must complete the following two (2) courses for MA 897 M.F.A. Thesis I 3.00 MA 561 Multi-Camera Production 3.00 six (6) credits. I MA 898 M.F.A. Thesis II 3.00 MA 707 Integrated Thesis Project I 3.00 MA 562 DV Intensive 3.00 (Theory) MA 899 M.F.A. Thesis III 3.00

MA 563 Digital Media For 3.00 MA 708 Integrated Thesis Project 3.00 24 credits production in area of Teachers II (Production) concentration: MA 711 Exhibiting Media Arts (required) + 21 MA 570 Digitial Sound Design I 3.00 Credit and GPA Requirements credits from one of 5 areas of concentration: Minimum Credits: 36 MA 575 Digital Communications 3.00 1. Audio Production: Music, Sound Design, Minimum Major GPA: 3.0 Design Sound for Picture, Radio MA 576 Motion Graphics 3.00 M.F.A. in Media Arts MA 585 Music Marketing 3.00 Production MA 570 Digital Sound Design I 3.00 The 60 credit Master of Arts in Fine Arts MA 577 3D Computer Graphics 3.00 degree offers students hands-on experience with MA 571 Sound for Visual Media 3.00 MA 578 Interactive Media 3.00 the latest technologies for content creation across MA 572 Location Sound 3.00 Production multiple disciplines, in five concentrations: Recording 1. Film/Video / Screenplay MA 580 Independent Producer 3.00 2. Computer Graphics / Animation / Interactive MA 573 Music for Visual Media 3.00 MA 581 Music Entrepreneurship 3.00 Media MA 670 Digital Sound Design II 3.00 MA 583 Art and Commerce 3.00 3. Digital Audio / Sound Design 4. Photography MA 671 Digital Sound Design III 3.00 MA 584 Entrepreneurship 3.00 5. Media Management MA 672 Digital Sound Design IV 3.00 MA 650 Writing Genre 3.00 As a terminal degree, this M.F.A. can lead to MA 674 Digital Sound Portfolio 3.00 careers in the highest levels of production and MA 651 From Page to Screen 3.00 management in media, in addition to college level MA 581 Business of Digital Sound 3.00 MA 652 Memory and Imagination 3.00 teaching. Design

MA 655 Photography Portfolio 3.00 M.F.A. in Media Arts MA 704 Independent Study 3.00 MA 660 Digital Video Imaging II 3.00 [Program Code: 33674] MA 894 Studio Specialization 3.00 General Requirements: MA 661 Film Production I 3.00 MA 895 Studio Specialization 3.00 Credits MA 662 Directing the 3.00 MA 896 Studio Specialization 3.00 Media Theory 12 Documentary MA 705 Fieldwork Experience 3.00 M.F.A. Seminars 3 MA 665 Directing the Screen 3.00 (Internship) Actor II Production in Area of 24 or Concentration MA 670 Digital Sound Design II 3.00 2. Computer Graphics Imaging: Web Design, Animation, Interactive Interdisciplinary 6 MA 671 Digital Sound Design III 3.00 Production/Studio MA 575 Digital Communication 3.00 MA 672 Digital Sound Design IV 3.00 (outside Area) Design

MA 673 Digital Sound Portfolio 3.00 General Electives 6 MA 576 Motion Graphics 3.00 Production MA 675 Digital Sculpture 3.00 Thesis 9 MA 577 3D Computer Graphics 3.00 MA 677 Computer Graphics 3.00 Total 60 MA 578 Interactive Media 3.00 Imaging Portfolio

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MA 579 Computer Graphics I 3.00 MA 666 Cinemagraphic Directing 3.00 MA 568 Lighting for Visual Media 3.00

MA 675 Digital Sculpture 3.00 MA 704 Independent Study 3.00 MA 704 Independent Study 3.00

MA 676 3D Computer Animation 3.00 MA 894 Studio Specialisation 3.00 MA 894 Studio Specialization 3.00

MA 677 Computer Graphics 3.00 MA 895 Studio Specialisation 3.00 MA 895 Studio Specialization 3.00 Imaging MA 896 Studio Specialisation 3.00 MA 896 Studio Specialization 3.00 MA 678 Intro to Motion Capture 3.00 MA 705 Fieldwork Experience 3.00 MA 705 Fieldwork Experience 3.00 MA 679 Advanced 3D Character 3.00 (Internship) (Internship) Animation or Note: In addition to production/studio classes in MA 695 Logo Animation 3.00 4. Media Management: Producing, Marketing each area, M.F.A. students can take 9 credits in MA 580 The Independent 3.00 Studio Specialization: MA 894, MA 895, & MA MA 696 3D Modeling I 3.00 Producer 896 as independent studies in their field. MA 697 Motion Capture II 3.00 Credit and GPA Requirements Developing MA 681 3.00 Minimum Credits: 60 MA 698 Special Topics 3D CG 3.00 Documentaries Minimum Major GPA: 3.0 MA 699 Special Topics Special 3.00 MA 683 Producing the Television 3.00 Effects Series M.F.A. in Writing and MA 698 Special Topics Special 3.00 MA 690 Broadcasting II 3.00 Producing for Television Effects MA 528 Production Management 3.00 The M.F.A. in Writing and Producing for MA 704 Independent Study 3.00 MA 581 Business of Digital Sound 3.00 Television is a writing intensive program that uses MA 894 Studio Specialization 3.00 Design a unique teaching and learning approach that mimics the real world of contemporary television. MA 895 Studio Specialization 3.00 MA 583 Art and Commerce 3.00 In particular, the notion of work done in MA 896 Studio Specialization 3.00 MA 584 Entrepreneurship 3.00 collaboration as a cohort is the hallmark of this program since television demands that its writers MA 705 Fieldwork Experience 3.00 MA 586 New Media Management 3.00 (Internship) work as a unit. The M.F.A. in Writing and MA 622 Globalization & Media 3.00 Producing for Television is a full-time program. or Classes are held during the day, and therefore, 3. Film/Video Production: Screenwriting, MA 623 Corporate Structure of the 3.00 students must be able to commit to studying on a Directing, Producing, Editing & Performing Media full-time basis. Students must also be able to work MA 550 Story 3.00 MA 636 Alternative Media 3.00 collaboratively in an environment that requires the MA 551 Screenplay 3.00 MA 680 Financing Features 3.00 exchange of ideas and the highest level of professional courtesy. Most classes are held at MA 590 Broadcasting I 3.00 High End Digital MA 682 3.00 Steiner Studios, located at the Brooklyn Navy Production MA 552 Playwriting Workshop 3.00 Yard. MA 704 Independent Study 3.00 Admissions Requirements MA 560 Digital Video Imaging I 3.00 The M.F.A. in Writing and Producing for MA 894 Studio Specialization 3.00 MA 565 Directing the Screen 3.00 Television is a highly competitive program, which Actor MA 895 Studio Specialization 3.00 seeks to recruit 20-25 students each year, who exhibit the ability to express themselves clearly MA 566 Production Development 3.00 MA 896 Studio Specialization 3.00 and creatively in the written form. Applicants need Skills MA 705 Fieldwork Experience 3.00 not have a background in writing for TV or film. MA 567 The Art of Editing 3.00 (Internship) However, they will be required to submit, as part of the admissions process (see below), writing MA 568 Lighting for Visual Media 3.00 or samples that demonstrate the potential required to 5. Photography: Traditional, Digital, MA 650 Writing Genre 3.00 write for the television medium. Experimental, Creative To be admitted to this program you must MA 651 From Page to Screen 3.00 MA 555 Photography 3.00 submit: MA 652 Memory and Imagination 3.00 MA 556 Digital Photography 3.00 • An application for admission • An original dramatic or comedic script written MA 653 Writing Documentaries 3.00 MA 557 Experimental 3.00 for film, TV or theater, or a sample of creative Photographer MA 654 TV Writer’s Table 3.00 writing that reflects your story-telling ability. MA 558 The Business of Freelance 3.00 • Two written recommendations: one MA 660 Digital Video Imaging II 3.00 professional and one academic. Include contact MA 559 Studio Photography 3.00 MA 661 Film Production I 3.00 information. MA 655 Photography Portfolio 3.00 • An up-to-date bio or CV MA 664 Components of Visual 3.00 In addition, applicants must: Story Telling MA 656 Conceptual Digital 3.00 • Have earned an undergraduate degree at an Photography MA 665 Directing the Screen 3.00 accredited college or university Actor II MA 657 Digital Photography II 3.00 • Complete a personal interview, which will be

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scheduled once the writing samples have been reviewed Continued enrollment in this program is contingent upon: • Regularly attending classes (no more than three missed classes will be allowed). • Submitting projects and writing assignments by the predetermined deadlines.

M.F.A., Writing and Producing for Television [Program Code: 32846] The M.F.A. in Writing and Producing for Television is a full-time, 48-credit program, running two years; consisting of the following courses.

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

WPT 611 The History Of 3.00 Television

WPT 612 The Writer's Table 3.00 (January/Winter Intensive)

Semester Two WPT 620 Television Series & 6.00 Programs - Writing And Pre-Production

WPT 622 New Media: An 3.00 Introduction

WPT 698 Individual Episode 3.00 Writing

WPT 699 Internship 0.00

Semester Three WPT 630 Television Series & 6.00 Programs - Writing and Production

WPT 631 Single Camera Film-Style 3.00 Video Production

WPT 632 Location Production 3.00 (Winter Intensive)

WPT 699 Internship 0.00

Semester Four WPT 642 Post Production 3.00

WPT 643 Intellectual Property And 3.00 Cutting The Deal

WPT 621 Genre Theory and 3.00 Writing the Pilot

WPT 700 Capstone Course 3.00 Credit and GPA Requirements Minimum Credits: 48 Minimum GPA: 3.0

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 64 LIU Brooklyn

Media Arts Courses 800 is required. our social world. Credits: 3 The pre-requisite or co-requisite of MA 500 or MA On Demand 800 is required. MA 500 Media Aesthetics Credits: 3 An exploration of problems and issues related to MA 505 Gaming and Game Theory On Occasion theories of applied media aesthetics - from cave This seminar examines the historical and paintings to virtual reality. Through screenings and conceptual framework of gaming and game theory. MA 520 Artistic and Literary Movements and the readings, students analyze the language and Constitutive components of the class include an Visual Media meaning of visual culture and develop their own exploration of the transformative, cognitive effects This course focuses on the aesthetic conventions interpretations. Topics include the psychology of of play, an historical overview of video games and and philosophical underpinnings of one of many perception, the construction of reality, creativity, rule-based gaming, as well as an investigation of 20th century movements in the fine arts and history of technology, mass culture and consumer interactive or ergodic processes of dynamic and literature, including Expressionism, engineering. Must be taken within the first year of cybernetic systems. Media and cinematic Constructivism, Dada and Surrealism, Literary study. illustrations of game theory will be screened Modernism, Poetic Realism, Magic Realism, Credits: 3 including Memento, Dr. Strangelove, Rebel Abstract Expressionism, Pop Art and Structuralism. Every Fall and Spring Without a Cause, Wall Street, War Games, A Visual media artists include Luis Bunuel, Sergei Beautiful Mind and Pi. Eisenstein, David Lynch, Fritz Lang, Jean Renoir, MA 501 Media Theory The pre-requisite or co-requisite of MA 500 or MA and Nam Jun Paik. (This course may be taken A foundation course that acquaints the student 800 is required. more than once for credit). with the multitude of theories that together Credits: 3 The pre-requisite or co-requisite of MA 500 or MA constitute Contemporary Media Theory. The On Occasion 800 is required. course is a bridge between the multiple disciplines Credits: 3 that have been used to examine the media, MA 514 History of the Still Image: Photography On Occasion including psychology, linguistics, history and and CGI sociology and the aesthetic considerations of film, This course traces the history of the still image from MA 521 Social and Political Movements and the television and popular recording. The course traces its earliest chemically-based photographic form to Visual Media the broad outlines in the evolution of each branch the contemporary digital computer graphic image. This course focuses on the interaction of key 20th of Contemporary Media Theory including Aesthetic theories of imaging, visual representation century social and political movements and their semiotics, psychoanalysis, feminism and theories of and veracity will be examined. impact on the visual media including: Weimar ideology. Considerable attention is also paid to The pre-requisite or co-requisite of MA 500 or MA Visual Culture, the French Popular Front, the 60s students developing a sense of how to place the 800 is required. Student Movement, Alter Globalization, media object in its historical and cultural context. Credits: 3 Bolivarism. (This course may be taken more than Must be taken within the first year of study. On Occasion once for credit).

The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA MA 515 Class, Crime & Film Noir 800 is required. 800 is required. An exploration of the history of those dark, seedy Credits: 3 Credits: 3 crime films that came to prominence in Hollywood Every Fall and Spring On Occasion in the late 1940s (The Maltese Falcon, Blue Dahlia) MA 502 Media: Race Gender, Class in a style that has become nearly the dominant in MA 522 Myth and Media An examination of how race, gender and class are Hollywood today. The course examines noir's pre- How do humans relate to the great forces of life constructed in the visual media and how they history in the gangster film (Scarface, I Was A and death, male and female, creation and interact. Students become versed in the major Fugitive From a Chain Gang), its development into destruction, light and darkness? Movies along with historical and contemporary arguments and explore a full blown validation of the sympathetic male and all the other arts, have embraced myth; for story how those arguments apply to various media female fugitive outside the law (Out of the Past, lines, to explain mysteries and for a deeper formations, ranging from film noir to the African- Desperate), its brief flowering in the 70s influence in structure, motifs and style. In this American gangster film to the independent feminist (Chinatown) and its reemergence under Reagan course, students deepen their theoretical film. The course concludes with studies of media and Bush (Bad Lieutenant, The Last Seduction). understanding of how mythic constructs, belief conjunctions in which class, race and gender Topics include: femmes fatales (Double Indemnity), systems and ideologies function within film relations are encoded in the same media formation. international noir (Italy's Bitter Rice), black noir (A narrative. In particular, this course explores how The pre-requisite or co-requisite of MA 500 or MA Rage in Harlem). definitions of myth, legend, fairytale or fable are 800 is required. The pre-requisite or co-requisite of MA 500 or MA often conflated within post-modern contemporary Credits: 3 800 is required. film idiom to reveal new meanings. Topics include: On Occasion Credits: 3 pastiche and satire, Magic Realism, science fiction On Occasion and gender, the eco-disaster movie. MA 504 Indie Sex The pre-requisite or co-requisite of MA 500 or MA This course investigates the counter-politics and MA 516 History of Photography 800 is required. aesthetic of how sex and gender are represented in It is recommended that students following a Credits: 3 the narratives of contemporary (mostly non- photography track take this course. An examination On Occasion American) independent film. Analyzing films of important photographers, processes and through the lens of globalism and its cultural movements from the invention of photography to MA 526 Slavery: Roots to Rap contexts, students study a variety of genres the present. Special emphasis is placed on A survey of the development of different film including: documentary, hard-core art, horror, sociological and artistic concepts that shape and treatments of social history by emphasizing both animation and experimental forms. inform the medium, such as the act of historical films and contemporary films about The pre-requisite or co-requisite of MA 500 or MA photography, the experience of being slavery including those from the 70s black- photographed, and the way the camera has changed xploitation and hip-hop eras. This course provides

Page 65 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 an overview of how filmmakers depict the cultural The pre-requisite or co-requisite of MA 500 or MA and disjointed exaggerations. and political progress (or not) of an American social 800 is required. The pre-requisite or co-requisite of MA 500 or MA group. Filmmakers studied will include Gillo Credits: 3 800 is required. Pontecorvo, Steven Spielberg, Spike Lee, Larry Cross-Listings: MA 533, SOC 526 Credits: 3 Cohen, Jonathan Demme. On Occasion On Occasion The pre-requisite or co-requisite of MA 500 or MA 800 is required. MA 535 Global Net Art MA 546 CyberCinema Credits: 3 This course explores the position, the process and As the moving image continues to morph into On Occasion the works of cultural producers in the global terrain numerable metaforms of digital signals and of digital production and distribution. Investigating electronic transmissions, (and is trademarked as MA 527 Women and Technology the fusion of the private and the local into the cyber-cinema), this graduate seminar explores all This seminar explores the historical and global through the Internet raises critical questions things cyber in cinema. Cyber - short for contemporary interrelationship between Women about the production of artworks in a borderless cybernetics - an interdisciplinary study of and Technology - how technology has imaged and virtual context, and about the relationship between communications and control sytems in animals, shaped women's lives, and likewise - how women these artworks and traditional representational humans and machines, connects the fields of have, in turn, appropriated technology for their spaces. The seminar explores these questions and robotics, artificial intelligence, evolutionary biology, own use. Topics include: domestic and their implications for the emerging discourse of neuroscience, psychology, etc., and has been a reproductive technologies, (often touted as universal citizenship. Lectures, readings, discussion longtime preoccupation in cinema, as seen in: liberators from domestic servitude and biological and analysis of cultural products. Final projects will Metropolis (1927), Frankenstein (1931), 2001: A imperatives); to inherited and appropriated be in the form of digital works. Space Odyssey (1968), Blade Runner (1982), technology, including women media makers The pre-requisite or co-requisite of MA 500 or MA Artificial Intelligence (2001), Minority Report (cinematographers, directors, computer graphic 800 is required. (2002), I, Robot (2004), etc. Through screenings, artists and technologists), to activists and theorists Credits: 3 cyber-interactions, readings of cyber-SciFi, and of cyber-feminism and global feminist blogs such as On Occasion discussions, this class probes such topics as gender WIMN: Women in Media & News. guises in cyberspace, what it means to be human, The pre-requisite or co-requisite of MA 500 or MA MA 537 Comparative Film Directors consciousness, etc. 800 is required. A focus on the work of either a single The pre-requisite or co-requisite of MA 500 or MA Credits: 3 director/writer or on a comparative analysis of two 800 is required. On Occasion directors/writers. Names include Katherine Credits: 3 Bigelow, Ousmane Sembene, Stanley Kubrick, On Occasion MA 528 Production Management David Lynch, Fritz Lang, Spike Lee, Alfred This course surveys the nuts and bolts of Hitchcock/Claude Chabrol, Douglas Sirk/R.W. MA 547 Avatars, Cyborgs, Robots production management in photography, film, Fassbinder. (This course may be taken more than Human identity intermixes with technology in television, and contemporary digital media. Topics once for credit.) interesting and compelling ways. As we develop include: entertainment and copyright laws, The pre-requisite or co-requisite of MA 500 or MA technology, our connection to it has become programming, operations, scheduling, hiring, 800 is required. increasingly more intimate. This is evident in our budgeting and media management. Students Credits: 3 latest medical advances in bionic implants and in complete an entire Production Handbook as their On Occasion our science fiction explorations in films, novels, semester long assignment. and games. The image of the cyborg, a hybrid The pre-requisite or co-requisite of MA 500 or MA MA 538 All About ... human and machine, appears in such films as 800 is required. This course involves an intense study of a single Bladerunner, Terminator, I, Robot, etc., while Credits: 3 media object, including the works that led up to it reflecting our cultural ambivalence about On Occasion and the works that were subsequently influenced by technology, its potentialities as well as its dangers. it. Studies include: Bonny and Clyde, 2001: A But, we may ask, "Mirror, mirror, on the wall, are MA 532 Contemporary Documentary Space Odyssey; Blue Velvet. (This course may be we to become the humanoid robot or the An exploration of the changing form and style of taken more than once for credit.) technologically-augmented human?" We shall the documentary in the context of the The pre-requisite or co-requisite of MA 500 or MA explore these mediated questions together in this democratization of access to information 800 is required. class. technologies and globalization. Topics include: the Credits: 3 The pre-requisite or co-requisite of MA 500 or MA mockumentary, guerilla documentary, the video On Occasion 800 is required. memoir, experimental and avant garde Credits: 3 MA 539 History of Special Effects documentary. On Occasion The pre-requisite or co-requisite of MA 500 or MA This seminar provides a historical and theoretical 800 is required. overview of special effects, from their earliest MA 548 Cinema of India Credits: 3 inception in theatrical, photographic and cinematic The film industry in India releases more films per Annually productions to their current utilization in year than any other country in the world and is contemporary media arts. This class surveys the rapidly finding a global market, second only to MA 533 Asian Cinema ubiquity of special effects used as either obvious Hollywood. This course examines the A focus on cinema as a unique cultural product in tropes in visualizing the fantastical, or as invisible phenomenon by means of in-depth analysis of a which artistic sensibilities are mobilized to address, amplifiers in simulating a more plausible reality. wide range of national and regional Indian films. and thus reflect, significant aspects of contemporary The class also examines the relationship of SFX to Topics include: The Merchant/Ivory effect; society. Through a range of feature films from the both narrative realism, and to the fabrication of the relationship of Indian mythology, literature and art region, this course examines these cultural products simulacrum, by tracing the semiotic use of SFX to to story construction; Bollywood influence on as collective expressions of some enduring concerns both propel a narrative, and to maintain narrative contemporary western movies and audiences: in modern Asian societies. coherence in what might otherwise be impalpable

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 66 LIU Brooklyn

Indian women filmmakers; regional language The pre-requisite or co-requisite of MA 556 is final copy of a ten-to- fifteen minute narrative or cinemas. required. mockumentary in a particular genre and film style. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 This course takes skills acquired in previous courses 800 is required. On Occasion and applies them in a way that most emulates the Credits: 3 conditions of actual production. On Occasion MA 558 The Business of Freelance The pre-requisite or co-requisite of MA 560 is The course will explore aspects of working freelance required. MA 551 The Screenplay in the media fields of graphic arts, photography, Credits: 3 An intermediate course where students complete film and video production. The class will enable Every Summer their own full-length screen/teleplay. Weekly students to develop the skills necessary for a writing groups provide feedback and evaluation. successful career using self-promotional tools and MA 563 Digital Media For Teachers Workshops for directing actors/readers; guest business practices involved in freelance work. A five-day intensive workshop designed to teach speakers. (This course may be taken more than The pre-requisite or co-requisite of MA 500 or MA participants how to create, develop and plan once for credit.) 800 is required. effective, well-designed multi-media presentations The pre-rquisite or co-requisite of MA 550 is Credits: 3 for the classroom and professional conferences and required. On Occasion seminars. Credits: 3 Credits: 3 Rotating Basis MA 559 Studio Photography On Demand This course is primarily about light and its control MA 552 Playwriting Workshop in the process of creating photographs. Students MA 565 Directing the Screen Actor I This course begins with an introduction to the will be introduced to the fundamentals of studio A hands-on workshop exploring how to direct an history and basics of dramatic writing, starting with lighting with an emphasis on practical applications actor and how to write dialog for actors to speak in Aristotle's Poetics and assessing sections of two for portraiture and still life photography. In-class front of the camera. Students also learn how to different texts and approaches to writing for the demonstrations will cover the use of electronic flash meet the creative demands of their projects as a theater: The Art of Dramatic Writing by Lejos Egri equipment, portable flash equipment, tungsten producer, how an actor creates a part and drops and David Ball's Backwards and Forwards. The lights, and the modification of light. Students will into that internal place on camera that makes the second phase of the course focuses on scene and learn to consider the direction of light, proper viewer really believe she/he is that character. character development, through a series of written exposure, and the effect on contrast and color The pre-requisite or co-requisite of MA 500 or MA exercises and assignments, as each student begins balance. Students must submit a self-published 800 is required. drafting a one-act play. The final section of the body of work as a final portfolio, and complete a Credits: 3 course is devoted to work-shopping each student research project. Annually play-in-progress. The pre-requisite or co-requisite of MA 556 is The pre-rquisite or co-requisite of MA 550 is required. MA 567 Art of the Edit required. Credits: 3 This course explores the aesthetics and Credits: 3 On Occasion implementation of effective editing. It surveys Cross-Listings: ENG 525, MA 552 examples of the craft in various iterations of its On Occasion MA 560 Digital Video Imaging I genre and modern forms of its application: An exploration, using state-of-the-art digital cameras theatrical narrative, commercial, montage, MA 556 Digital Photography I and nonlinear editing systems, of all aspects and documentary, trailer, industrial and web-episodes. An intensive introductory workshop in stages of the video production process from pre to The class will learn the in’s and out’s of story telling photographic digital imaging and print output that post. Working as individuals or in small production through the sequencing of shots and images, as well provides students with advanced skills in digital fine teams, students complete a video project of their as gain a technical understanding of Codex’s, art and archival print applications. The class own design. transcoding, output formats, mixing and basic incorporates alternatives to chemical processes The pre-requisite or co-requisite of MA 500 or MA DVD authoring. This class takes a hands-on brought about with enhanced new technologies and 800 is required. approach, balanced by the theoretical experimentation with digital printing on different Credits: 3 underpinnings of good cinema and offers students substrates and surfaces. Every Fall applicable skills in the grammar of editing. The pre-requisite or co-requisite of MA 500 or MA The pre-requisite of MA 560 is required. 800 is required. MA 561 Multi-Camera Production I Credits: 3 Credits: 3 An intensive exploration of the art and science of On Occasion Rotating Basis multi-camera production. Students work cooperatively at an accelerated pace on projects of MA 568 Lighting for Visual Media MA 557 Experimental Photography their own design and examine various remote and At the heart of the expression of visual media is An examination of the relationship between studio technologies, directorial strategies, and light. This course will explore the nature, content, technique and creative vision in photography. production techniques. and the uses of light in film/video, stills, and Students experiment using processes designed to The pre-requisite or co-requisite of MA 560 is animation. We will look at how light creates mood, expand the creative approaches available to the required. depth and an emotional experience within the photographic artist, including alternative chemical Credits: 3 media. This is a hands-on production class, which processes (cyanotype, vandyke brown salt, platinum, On Occasion requires that each student have competency in his gum), nontraditional mediums (wood, glass, or her form of media. Most projects will be sculpture), and alternative image sources. Particular MA 562 DV Intensive delivered in a media form of the students choosing. emphasis is placed on the relationship between Students join forces to complete a DV project in We will learn to work with natural light, lighting process and image and how invention and artistic five days from inception to final screen credits with kits, and in some cases create our own lighting interpretation are entwined in the photographic original music. Students write, pre-produce, direct, instruments to work with a variety of lighting styles, context. shoot, edit, insert graphics, add music and turn in a and shooting conditions. We will examine the

Page 67 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 additive and subtractive color modes and bring all placement in media. In addition, class assignments of these tools together in a final project. give students a hands-on approach to music MA 578 Interactive Media Production The pre-requisite of MA 560 is required. placement. An introductory level class in interactive design for Credits: 3 The pre-requisite or co-requisite of MA 570 is the web using industry standard software. Students Rotating Basis required. learn and work with basic web design using HTML Credits: 3 and HTML editing software. MA 570 Digitial Sound Design I On Occasion The pre-requisite or co-requisite of MA 575 is A survey course that introduces students to the required. technologies behind current audio production for MA 574 Music Production Intensive Credits: 3 music and sound design throughout media arts. This is an introductory graduate level audio course On Demand Topics include microphones, mixers, multitrack that focuses on creating, producing, recording and DAT recorders, MIDI samplers, computer-based mixing original music and sound. The course MA 579 Computer Graphics I sequencing, hard disk recording, digital mixing and explores various ways of creating and manipulating An introductory level class in Computer Graphics processing (Digital Performer and Pro Tools). Also sounds using industry standard technology. Topics for print, screen and the web using Adobe examined are output and production include MIDI, audio signal flow, digital synthesis, Photoshop. Students learn and work with basic considerations for CD, CD-ROM, DVD video, recording, effects processing and professional illustration, graphics, photo-illustration/retouching digital video, film 5 to 1 surround, Internet mixing techniques. Apple's Logic Audio, Avid's and typography. Additional topics include basic distribution, Web pages and motion graphics. ProTools and Propellerhead's Reason will be used image acquisition and input with digital cameras The pre-requisite or co-requisite of MA 500 or MA as platforms for learning audio technology and scanners for graphics production. 800 is required. throughout this course. Hands-on experience The pre-requisite or co-requisite of MA 575 is Credits: 3 through assigned projects will be a large portion of required. Annually the course work and will take place during Credits: 3 individual studio time. MA 574 is suitable for Cross-Listings: MA 579, NMP 579 MA 571 Sound For Visual Media students who are interested in building a strong Rotating Basis

This introductory course in sound for film, foundation in music production and composition, MA 580 Independent Producer television and multi-media covers audio post- recording engineering, and sound design. A hands-on approach to the production production for video, film and other multimedia The pre-requisite or co-requisite of MA 570 is management tasks of the independent producer of formats with a focus on sound design, SFX editing, required. film, video or multimedia. Topics include: script Foley, and ADR (dialogue replacement). This class Credits: 3 breakdown, scheduling, budgets, writing the will provide an emphasis on sound and its effects On Occasion on the dramatic impact and overall tone of visual business plan, marketing and distribution. Students imagery. MA 575 Digital Communications Design will complete a production handbook and mock The pre-requisite or co-requisite of MA 570 is A Communications Design class using industry business plan as their final projects. required standard digital tools for media production. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 Students learn and work with graphics for print, 800 is required. On Occasion video, film and web combining graphics, Credits: 3 illustration and text. Special emphasis is placed on Every Spring

MA 572 Location Sound Recording resolution, color, and design principals for various MA 581 Music Entrepreneurship This course is a survey course, which introduces media. This course provides an overview of how to succeed students to the technologies behind current audio The pre-requisite or co-requisite of MA 500 or MA in today's changing music industry. The rules have production and acquisition. Topics include: audio 800 is required. changed and now more than ever each individual terminology, recording location sound for film and Credits: 3 has the opportunity to take their careers into their television, microphones, mixers, multi-track hard- Rotating Basis disk recoding, noise reduction and digital audio own hands, making it a time for the entrepreneur. processing using ProTools software. This course is MA 576 Motion Graphics Production Throughout this course, emphasis will be given to recommended for film and video students who An introductory level class in Motion Graphics the various aspects of the music business such as want to increase their knowledge of recording production for Video, Film and the Web using Contracts, Copyright Law, Business Plans, Music sound for film, audio students and anyone looking industry standard software. Students work with Publishing, Royalties, Performing Rights to increase their knowledge of audio recording. basic motion design for graphics, live action, and Organization, Niche Marketing Promotion, The pre-requisite or co-requisite of MA 570 is text elements, in addition to special effects. Creative Strategies for Marketing and Distribution, required. The pre-requisite or co-requisite of MA 575 is Online Presence and New Business Models. In Credits: 3 required. addition the class spends time developing the LIU On Occasion Credits: 3 record label, and showcasing featured LIU artists. On Occasion The pre-requisite or co-requisite of MA 500 or MA MA 573 Music for Visual Media 800 is required. This course focuses on music for visual media MA 577 3D Computer Graphics Credits: 3 including film, television, gaming and multimedia. An introductory level class in 3D modeling, On Occasion Topics include the psychology of music, music and surfacing, texturing, lighting, rendering, special emotions, music composition and the roles music effects and basic digital cinematography. Students MA 583 Art and Commerce plays in video, film, or other multimedia formats. create 3D objects and renderings for film, video, A focus on a wide range of contemporary art and The class will include an emphasis on storytelling web and print. design enterprises in the metropolitan area. By through sound as well as on how sound can affect The pre-requisite or the co-requisite of MA 575 is means of on-site visits, students explore the work of the dramatic impact and overall tone of images, required. individual artists, photographers, designers, helping to create a total artwork. Students will Credits: 3 curators and art directors. Discussion topics learn about a variety of approaches to music Rotating Basis include the interface between creativity and culture,

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 68 LIU Brooklyn art and commerce, artifact and economics. production for television in the areas of news and 800 is required. Students complete a production assignment or features. Students will research, write and perform Credits: 3 article-length paper as their final project. their own material before the camera utilizing up-to- On Occasion The pre-requisite or co-requisite of MA 500 or MA the-minute newsroom technology, shooting in the 800 is required. field and studio technology. MA 622 Globalization and the Media Credits: 3 The pre-requisite or co-requisite of MA 500 or MA An exploration of globalization as discourse, as a On Occasion 800 is required. social and economic event and as a contested Credits: 3 terrain. Analysis of media conglomeration; changes MA 584 Entrepreneurship On Occasion in local communities as depicted in films, television Students master the tools and concepts of the and popular music; the role of global institutions Internet in their search for either an audience or a MA 595 Music Production I such as the World Trade Organization, the position with a media production firm. Topics This is an intensive class, which covers the various International Monetary Fund, the World Bank; include: devising an integrated strategy and stages of creating a professional music project, and the anti-global movement. selecting appropriate web technologies, including composing, producing, recording, and The pre-requisite or co-requisite of MA 500 or MA understanding the significance of site architecture mixing. Within a highly collaborative 800 is required. and user paths, designing an online storefront, environment, students apply previously acquired Credits: 3 building and maintaining an online community, technical skills to enact the roles of music On Occasion infotainment, podcasting (audio blog) as well as producers, composers and recording engineers fluency in digital policies for the internet economy. as they write and produce background music and MA 623 Corporate Structure of the Media Students learn digital technology to reach and lyrics. Emphasis is on organizational techniques, This course acquaints the student with the business maintain clients as well as electronic publishing production details and deadline management as key environment in contemporary media institutions, tools. aspects of the professional recording industry. This both as workplace and as economic formation. It The pre-requisite or co-requisite of MA 500 or MA course is in Studios A and C and the media explores the history and current changes in 800 is required. classroom, with Avids ProTools, Apples Logic Hollywood studios and independent and foreign Credits: 3 Audio and Propellerheads Reason as creative tools. production, in network television, in the recording On Occasion The pre-requisite or co-requisite of MA 500 or MA industry and the Internet. The emphasis is on how 800 is required. these changes in media ownership affect the media MA 585 Music Marketing Credits: 3 artist and how they may be seen to be expressed Marketing is an essential part of being successful in On Occasion directly in media objects such as films, television the music industry. This course explores topics series, music videos, urban contemporary music related to current marketing techniques including MA 610 History of the Documentary and in the flow and design of the Internet. The identifying and connecting with a target audience, This course traces the history of the documentary pre-requisite or co-requisite of MA 500 or 800 is effective approaches to promotion and publicity from its silent beginnings to the present, examining required. and branding within a focused niche. Creative such questions as the relation of the documentary Credits: 3 strategies for successful marketing are also explored, to the fiction film, its claims to truth, and its social Rotating Basis including online and non-traditional approaches. use in times of peace and war. Students who are interested in promoting their own The pre-requisite or co-requisite of MA 500 or MA MA 624 Media Bodies music projects will benefit from this course as well 800 is required. This course in visual culture explores the as students who are interested in expanding their Credits: 3 representation of the body in art, cinema, knowledge of marketing in the entertainment On Occasion photography an on-stage from the Renaissance to industry as a whole. the present. Topics include: ways of seeing, The pre-requisite or co-requisite of MA 570 is MA 620 Psychoanalysis and the Media ethnographic and gender-based icons, semiotic and required. An introduction to basic psychoanalytical theories aesthetic interpretations, history as represented by Credits: 3 and the popular use of psychoanalysis for image and imagination. On Occasion formulating conceptions about how visual media The pre-requisite or co-requisite of MA 500 or MA attracts audiences, how certain narrative processes 800 is required. MA 586 New Media Management function, and how psychoanalysis classifies Credits: 3 This class focuses on new and emergent business individual character traits. Students study how On Occasion models and media content that incorporate such theories as those of Freud, Lacan and breakthrough technologies and innovative Interpersonal (Object Relations) Theory have been MA 625 Sex, Gender, Media implementation of existing media. Students applied to cinema, television, recording media and This course explores the representation of sexuality examine the new technological shifts in various current virtual media. in the media as well as the contribution made to media industries, unique management models The pre-requisite or co-requisite of MA 500 or MA the understanding of the media by gender theorists. emerging in response to these changes, the use of 800 is required. Topics include: homosexuality, heterosexuality, internet and social technologies for marketing, new Credits: 3 polymorphous sexuality, repression and distribution and deployment strategies for media On Occasion sublimation. such as broadband and mobile, and issues relating The pre-requisite or co-requisite of MA 500 or MA to innovative technologies for new media. MA 621 Philosophy and Media 800 is required. The pre-requisite or co-requisite of MA 500 or MA An examination of the ways in which philosophical Credits: 3 800 is required. systems of thought have underpinned both media Every Fall

Credits: 3 production and contemporary media theory. The MA 626 Crossing Borders On Occasion influence of such systems is presented as it is registered in moments in cinema, television, One of the key questions in contemporary media is MA 590 Broadcasting I popular recording and the new digital technologies. the representation of the border, be it physical, This course explores researching, writing, and on-air The pre-requisite or co-requisite of MA 500 or MA social, racial, or sexual. This course explores how

Page 69 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 visual artists have consistently crossed borders 800 is required. several murals and install them at designated erected by their societies and how they have Credits: 3 locations throughout the campus or community. persistently been interested in questioning the On Occasion The pre-requisite or co-requisite of MA 556 is notion of the border. required. The pre-requisite or co-requisite of MA 500 or MA MA 634 Genre Theory: Film, Television, Music Credits: 3 800 is required. A reconstruction of theories of genre as proposed On Occasion Credits: 3 from literary sources followed by an examination of On Occasion those theories as applied to the cinema and MA 650 Writing Genre television as well as to the recently theorized field of An advanced course in writing scripts for a variety MA 630 Documentary: Fact/Fiction popular recording. Students explore the of genres: Hollywood formula, independent film, This course is an in-depth consideration of the transformations of genres and analyze those situation comedy, mystery/thriller/suspense, soap representation of the "real" through the prism of transformations through discussions, short written opera, television drama, animation, commercials. non-fiction media. On what basis do we assignments, a long research paper and a group Students complete at least one script in a chosen understand narrative and non-narrative fiction and presentation. genre. (This course may be taken more than once non-fiction? How is our understanding of race, The pre-requisite or co-requisite of MA 500 or MA for credit.) gender, politics and ideology mediated by these new 800 is required. The pre-requisite and or co-requisite of MA 550 is genres? Topics include: subjunctive documentary, Credits: 3 required. the mockumentary, scientific animation and On Occasion Credits: 3 simulation, the memoir-confessional, reality TV and On Occasion docudrama. MA 635 Global Cinema The pre-requisite or co-requisite of MA 500 or MA This course explores world cinema as an alternative MA 652 Memory and Imagination 800 is required. to Hollywood. The modes of production of three The class examines a number of films including Credits: 3 different cinemas are spotlighted with careful study Diner, Mean Streets, Platoon and Annie Hall to On Occasion of how each local cinema both defines its own study the writer's use of personal experience to aesthetic and interests and how it often defines create story, dialogue and character. Attention will MA 631 Global Documentary those interests in relation and opposition to be paid to the transformational process used to lift The complex processes of globalization have Hollywood. The modes include: Dogma, begun in the story from private memory to public work. occasioned a number of international co- Denmark but now a global phenomenon; Iran and Emphasis will also be placed on the development of productions of filmmakers intent on explaining its cinema which through its extended use of the theme in order to extract meaning from experience. those processes. The course will also study the long take counters current Hollywood editing Each student will be expected to write the financing of these documentaries and will consider strategies; and Africa where cinema production calls screenplay for a short film (of at least 30 minutes) as well the alter-globalist movement which also attention to questions of a continuing colonialism utilizing the exercises explored in the class. Both works through this medium. The course will in and the problems of post-colonialism. Franco- exercise work and scenes from the film scripts in addition consider "documentary-like" fiction films Belgium Working Class Cinema; New Argentine progress will be read and discussed in class. that use these techniques to tell personal stories Cinema; and Chinese Anti-Globalist Cinema. The pre-requisite or co-requisite of MA 550 is with a global impact. The rich treasure trove of The pre-requisite or co-requisite of MA 500 or MA required. documentaries on this process includes: 800 is required. Credits: 3 Argentina's "Social Genocide" and "The Take," Credits: 3 On Occasion China's "West of the Rails" and Jamaica's "Life and On Occasion Debt." MA 654 TV Writers Roundtable The pre-requisite or co-requisite of MA 500 or MA MA 636 Alternative Media This course immerses students in the collaborative 800 is required. An exploration of different forms of media which writing process of the TV show. During the Credits: 3 exist as an alternative to mainstream, corporate semester, the class, working as cohorts, create, write, On Occasion media systems. Topics include impact of new refine and then rewrite a half hour script for a technology, access to the information highway, prospective TV series. Along the way, each student MA 632 Topics in Visual Aesthetics digital images and democracy, underground radio, is required to write scenes involving characters from This course deals with various topics in visual guerrilla video, independent cinema and the Web. ongoing TV series and from the script being aesthetics, outlining the history of the style or The pre-requisite or co-requisite of MA 500 or MA developed by the class. A staged reading of the aesthetic formation, explaining its technological, 800 is required. completed script is performed at the end of the industrial and cultural development, and Credits: 3 semester. encompassing its use in the media of film, On Occasion The pre-requisite or co-requisite of MA 550 is television and video. Topics include: The Long required Take, Hollywood Narration, The Experimental MA 638 The Photo Mural Credits: 3 Film. The course will explore the history and cultural Alternate Spring The pre-requisite or co-requisite of MA 500 or MA influences incorporated in the art form now known 800 is required. as the Photo Mural. The class is a production- MA 655 Photography Portfolio Credits: 3 oriented workshop where students explore several This is a studio class that enables the student to On Occasion avenues involved in the making of mural images - complete a semester's work focusing on a specialty tile printmaking, wall cover billboard and fresco area within the field. This course introduces the MA 633 Media Genres type photo images. Students use a variety of fundamentals of studio lighting with an emphasis This course offers intense study in a single media substances including canvas, vinyl, Tyvek, on portraiture and still-life photography genre. Genres include: Television Genres, the Post- watercolor paper and silk fabric to produce their applications. In-class demonstrations cover the use Modern Musical, Road Movies. (This course may images. Advanced Photoshop techniques and of tungsten lights and electronic flash equipment, be taken more than once for credit.) printing using Color burst rip software is included as well as diffusing light with reflectors and The pre-requisite or co-requisite of MA 500 or MA in the class. Students are required to complete umbrellas. Students learn to consider the direction

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 70 LIU Brooklyn of light, proper exposure, and the effects on and involved Digital production. Students will work will make decisions as to which scenes to shoot. contrast and color balance. Topics include the as a team (no-less than three) to create a project that This hands-on experience will allow students to properties of various light and film combinations. is of "A" festival quality. The team will submit a learn what it is to actually produce a film from the The pre-requisite or co-requisite of MA 556 is proposal to the instructor before class begins. And ground up. required. if accepted they will take their project from The pre-requisite or co-requisite of MA 560 is Credits: 3 treatment to festival submission. This course will required. On Occasion cover how to utilize a team to maximize creativity, Credits: 3 production value and presence in the market place. Cross-Listings: MA 667, WPT 631 MA 656 Conceptual Digital Photography This is a two part course followed by Digital Every Fall This course introduces students to the creative imaging Team Portfolio II. world of conceptual photography. Using The pre-requisite of MA 560 is required or MA 668 Location Production photographic reference and Adobe Photoshop to professional / undergraduate documentary This joint ten (10) day Intensive is part two of the create photographic illustrations, students will experience or permission of Instructor. production phase. During this phase, the scenes create conceptual imagery assembled for a variety of selected from the scripts written for the Central sources. This course covers additional MA 664 Components of Visual Storytelling Project will be shot at various locations. WPT and photographic lighting and imaging techniques, This advanced course is designed to explore the MA students will work from WPT 631/MA667's digital scanning, image enhancement and power and impact of visual elements that control pre-production plan. This course takes the assembling, and digital printing. Hands-on the audience's experience of two-dimensional production on location where a High Definition activities and shooting assignments will enable each imagery. We will look at Space, Line, Shape, Tone, project will be completed. Students will occupy student to discover, explore, and understand the Color, Rhythm and Movement, breaking down crew and on-call writing positions, according to applications of conceptual "photo-illustration." In these visual components then recombining them to their respective skill sets. This is a hands-on addition, there will be discussion and presentations create a more dynamic project that is visually and learning experience where students will have the introducing some of today's professional conceptual emotionally engaging. This class, for Directors, opportunity to hear the thoughts of both Director photographers. Writers, Animators, Cinematographers, Editors, and DP. (January/Winter Intensive) The pre-requisite or co-requisite of MA 556 is Storyboard Artists, New Media Artists and The pre-requisite or co-requisite of MA 560 is required. Producers, will increase their understanding of how required. Credits: 3 and why a film with all the right stuff falls flat or a Credits: 3 On Occasion project with little going for it can become a Cross-Listings: MA 668, WPT 632 powerful and influential visual statement. Every Fall MA 660 Digital Video Imaging II The pre-requisite or co-requisite of MA 560 is Expanding on the knowledge and experience required. MA 670 Digital Sound Design II gained in MA 560, students use state-of-the-art Credits: 3 An intermediate-level workshop that focuses on digital cameras and nonlinear editing systems to On Occasion synthesizer fundamentals, multi-track MIDI complete an advanced level video project of their sequencers, multi-track hard disk recording, digital own design. MA 665 Directing the Screen Actor II audio editing, SMPTE lock sound for video and The pre-requisite or co-requisite of MA 560 is This course builds on the techniques learned in film, sound and music for CD-ROMs, and Digital required. MA 640, expanding on script interpretation, Performer as a multi-track nonlinear audio editing Credits: 3 camera interface, scene analysis and advanced and mixing environment. Every Spring directing skills. The pre-requisite of MA 570 is required. The pre-requisite or co-requisite of MA 565 is Credits: 3 MA 661 Film Production I required. Rotating Basis An intermediate level class in which students Credits: 3 produce non-synch-sound 16mm film projects and On Occasion MA 671 Digital Sound Design III explore advanced lighting, editing, and An advanced workshop that focuses on MIDI cinematographic techniques. Convergence MA 666 Cinemagraphic Directing sequencers and hard disk recording and editing technologies, such as digital color correction, video In this advanced production class in directing, environments. Advanced features of current assist and nonlinear postproduction, are also students work collaboratively to develop projects as versions of Digital Performer and Pro tools software explored. a team while focusing on the form and structure of are explored. Other topics include production The pre-requisite or co-requisite of MA 560 is all the stages of production. Through a hands-on values and sound design concepts in media, original required. approach, this class covers aesthetics, drama, the sound creation for MIDI instruments, and Credits: 3 shooting script, working with actors, mood lighting outboard effects. Final projects include sound Rotating Basis framing, shot sequencing, editing and finishing. design or music (or both) for picture (computer The pre-requisite or co-requisite of MA 560 is animation, film or video), Internet (Web site), CD- MA 662 Directing the Documentary required. ROM, DVD or CD audio. Working in small production teams, students direct Credits: 3 The pre-requisite of MA 670 is required. and edit mini documentaries of their own design On Occasion Credits: 3 and genre. On Occasion The pre-requisite or co-requisite of MA 560 is MA 667 Single Camera Film-Style Video required. Production MA 672 Digital Sound Design IV Credits: 3 This is a joint endeavor. WPT and MA Production An advanced workshop that focuses on the On Occasion and Media Management students will become completion of sophisticated individual projects in familiar with all phases of pre-production. This will digital sound design or digital audio composition MA 663 Digital imaging Team Portfolio I include breaking down the script, casting, location and production. Emerging tools, formats and styles This advanced studio class allows students to scouting, determining budgets, discussing the style are explored. develop and complete work on a highly specialized in which this production will be shot, etc. WPT The pre-requisite of MA 671 is required.

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Credits: 3 Credits: 3 Credits: 3 On Demand On Occasion On Occasion

MA 673 Digital Sound Portfolio MA 680 Financing Features MA 690 Broadcasting II A studio class designed to enable the student to This course, focusing on the marketing, This is an advanced level course that builds on the focus on and complete a portfolio of work on a distribution and management of independent and news writing and reporting skills gained in specialty area within the field. studio features, is a primer for filmmakers wishing Broadcasting I. This course broadens the gathering, The pre-requisite of MA 670 is required. to raise money for their personal projects. Students writing and producing functions to include other Credits: 3 will learn how independent sales companies and aspects of broadcasting including features, in -depth On Occasion major Hollywood distributors market their films. and investigative reporting, web casting, and visual Attention is also paid to producing films in the broadcast design, while also broadening the MA 674 Advanced Sound for Visual Media digital domain and selling ideas to both broadcast spectrum to include business news, fashion and This class is a continuation of MA 571 Sound for and cable networks. The course seeks to demystify music news and features, and reporting on global Visual Media, a production course in sound for the role of the producer and focus directly on how issues. As in the first class, the range of skills honed film, television, and multi-media. Topics include to get started. Guest speakers include professionals here include news gathering techniques, story advanced audio post-production for video, film, from the legal and distribution communities. structure, interviewing, broadcast presentation and video games or other multimedia formats with a The pre-requisite or co-requisite of MA 500 or MA researching complex social economic issues. focus on sound design, SFX editing, Foley, and 800 is required. The pre-requisite of MA 590 is required. ADR (dialog replacement). Emphasis throughout Credits: 3 Credits: 3 this course is placed on mastering current industry On Occasion On Occasion techniques in sound design as well as developing advanced editing and mixing skills in ProTools and MA 681 Developing Documentaries and Shorts MA 696 3D Modeling I SoundTrack Pro software. Through hands-on This course gives students a working knowledge of An introductory level class focusing on 3D experience, the course will also focus on creative independent film financing and how to develop a modeling using Autodesk Maya. Students learn approaches to soundtrack development. This project from the idea stage to the lights-camera- basic modeling techniques for organic and course is beneficial for audio students who want to action stage. Topics include: writing the treatment, inorganic objects for film, video, web, print and improve their sound design skills as well as grant proposals, researching foundations, loans, video games. videographers, filmmakers, and multi-media artists marketing and distribution and film festivals. The pre-requisite or co-requisite of MA 678 is who want to continue improving the quality of The pre-requisite or co-requisite of MA 500 or MA required. their soundtracks. 800 is required. Credits: 3 The pre-requisite of MA 571 is required. Credits: 3 On Occasion Credits: 3 Every Summer On Occasion MA 698 3D CG Special Topics MA 682 Digital Imaging Team Portfolio II A topic-based class in 3D special effects using a MA 676 3D Computer Animation I This advanced studio class allows students to collaborative production model in which students An introductory level class in 3D computer develop and complete work on a highly specialized work on all facets of special effects shots for film, animation for Video, Film, games and the Web. and involved Digital production. Students will work video and the web. Special emphasis is placed on Students learn and work with basic Motion as a team (no-less than three) to create a project that live action integration of 3D, effects and Graphics, Character Animation, Logo Animation is of "A" festival quality. The team will submit a compositing techniques. and Special Effects in a variety of different proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 678 is resolutions. if accepted they will take their project from required. The pre-requisite or co-requisite of MA 577 is treatment to festival submission. This course will Credits: 3 required. cover how to utilize a team to maximize creativity, On Occasion Credits: 3 production value and presence in the market place. Every Spring The course will delve deeply into post production MA 703 Independent Study I (Theory) and Project completion. Including editing, sound This course allows the student to complete a MA 677 Computer Graphics Imaging Portfolio effects, color correction and special effects. Post research paper to be arranged in close association An advanced portfolio class in Computer Graphics production Marketing and distribution. with the student adviser. focusing on the conceptualization, production and The pre-requisite or co-requisite of MA 660 is Credits: 3 output of portfolio pieces for video, film, print and required. Every Semester the web using industry standard software. All Credits: 3 MA 704 Independent Study II (Production) students finish professional portfolios at the end of On Occasion the class consisting of several projects for various This course allows the student to complete a media. MA 683 Producing Television Series production project, to be arranged in close Credits: 3 This course introduces students to all the stages of association with the student adviser. On Occasion developing, producing, and delivering a prime-time Credits: 3 network television series. Through lectures and Every Semester

MA 679 Advanced 3D Character Animation workshop exercises, students will learn about MA 705 Field Work Experience An advanced and specialized studio Class in 3D development, selling, casting, deal making, budgets, As an alternative to a production course, students Computer Graphics character animation for Film, pre-production, production, post production, and may undertake advanced field work experience Video, Web and Video Games. Character marketing. Students will also gain a full (approximately 10 hours per week) with a media animation techniques and fundamentals of Inverse understanding of the collaborative imperative of the organization or company. Under the guidance of and Forward Kinemation are covered in addition to network television business. the Media Arts Director of Professional Morph based animation, and Motion Capture data. The pre-requisite or co-requisite of MA 500 or MA Development, students integrate newly learned The pre-requisite of MA 676 is required. 800 is required

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 72 LIU Brooklyn skills in a professional environment. A written critique is the final project. Prerequisite: MA 801 MFA Seminar I MA 896 Studio Specialization III Completion of 18 credits of course work or The MFA Seminar I is designed to introduce This is a Studio Specialization Advanced level permission of instructor. students to the curricular, scholarly, technological graduate study in an area required for MFA study Credits: 3 and creative concepts and standards employed in and specialization not supported by our existing Every Semester their MFA studies. Students are encouraged to studio or production class structures, either due to explore their artistic concepts in the Media Arts its technological or aesthetic innovation, MA 706 Internship through various different class activities. interdisciplinary approach, or other unique As an alternative to a production course, students Credits: 1 requirements. Students will work with an may undertake an advanced field work experience Every Fall Independent Study structure with the appropriate (approximately 10 hours per week) with a media faculty member best qualified for supervision of this organization or company. Under the guidance of MA 802 MFA Seminar II specialized study. the Media Arts Director of Professional The MFA Seminar II is designed to help students Credits: 3 Development, students integrate newly learned better develop and articulate their media art Every Fall, Spring and Summer skills in a professional environment. A written concepts as written Artist Statements and Bios, and critique is the final project. Prerequisite: media-based presentations. Class activities include MA 897 MFA Thesis I Completion of 18 credits of course work or writing exercises, media art surveys, statement/bio The MFA Thesis is the culmination of a student's permission of instructor. surveys, class critiques and class media MFA study and consists of an artistic project in Credits: 1 presentations. Media Form for public exhibition or screening, of On Demand The pre-requisite of MA 801 is required. the highest technical, aesthetic and conceptual Credits: 1 merit as defined by the Department's MFA Thesis MA 707 Integrated Thesis Project I (Theory) Rotating Basis Committee for each concentration. A total of 9 The Integrated Thesis Project (ITP) consists of both credits are required for the MFA Thesis, in one of MA 707 (theory) and MA 708 (production) MA 803 MFA Seminar III two formats, as either a Full MFA Studio Thesis whereby students create a culminating project The MFA Seminar III is designed to help students consisting entirely of an artistic project to be integrating the two modes. Media Arts 707 is the develop ideas and concepts for their MFA Thesis executed with all 9 credits, or an integrated Studio writing of a traditional research paper i.e., a projects through survey, critique and discussion and Theory option to consist of 3 credits of a significant piece of writing on a topic related to activities. Students develop Thesis proposal scholarly Thesis level research paper and 6 credits media theory. Students are guided on research packages during this seminar. All Students are of an artist media project. resources and methods, thesis structure and writing required to complete MFA Seminar II prior to Credits: 3 organization. taking their final Thesis credits. Every Fall, Spring and Summer Credits: 3 The pre-requisite of MA 802 is required. Every Semester Credits: 1 MA 898 MFA Thesis II Rotating Basis The MFA Thesis is the culmination of a students MA 708 Integrated Thesis Project II (Production) MFA study and consists of an artistic project in The Integrated Thesis Project (ITP) consists of both MA 894 Studio Specialization I Media Form for public exhibition or screening, of MA 707 (theory) and MA 708 (production) and is Introductory level graduate study in an area the highest technical, aesthetic and conceptual designed to enable students to create a culminating required for MFA study and specialization not merit as defined by the Department's MFA Thesis project combining the two modes, linked by a supported by our existing studio or production class Committee for each concentration. A total of 9 common theme. Media Arts 708 is the completion structures, either due to its technological or credits are required for the MFA Thesis, in one of of a production in a chosen medium for exhibition aesthetic innovation, interdisciplinary approach, or two Formats, as either a Full MFA Studio Thesis or demonstration purposes. Students are guided on other unique requirements. Students will work with consisting entirely of an artistic project to be process, resources and technique. A public an Independent Study structure with the executed with all 9 credits, or an integrated Studio exhibition of work is required. appropriate faculty member best qualified for and Theory option to consist of 3 credits of a Credits: 3 supervision of this specialized study. scholarly thesis level research paper and 6 credits of Every Semester Pre-requisites: Permission of Faculty Supervisor for an artist media project. the Studio Specialization. Credits: 3 MA 800 Applied Contemporary Media Theory Credits: 3 Every Fall, Spring and Summer This required foundation theory course recognizes Every Fall, Spring and Summer the role that Contemporary Media Theory plays not MA 899 MFA Thesis III only in defining media in an era of convergence, MA 895 Studio Specialization II The MFA Thesis is the culmination of a student's but in some ways shaping the form and theme of This is a Studio Specialization Intermediate level MFA study and consists of an artistic project in media. This course is designed to acquaint the graduate study in an area required for MFA study Media Form for public exhibition or screening, of student both with select theories and theorists and and specialization not supported by our existing the highest technical, aesthetic and conceptual to show how those theories either illuminate the studio or production class structures, either due to merit as defined by the Department's MFA Thesis work, or been used to shape the blend of feminism, its technological or aesthetic innovation, Committee for each concentration. A total of 9 Marxism, psychoanalysis, linguistics, semiotics, interdisciplinary approach, or other unique credits are required for the MFA Thesis, in one of philosophy, sociology, political economy and requirements. Students will work with an two Formats, as either a Full MFA Studio Thesis aesthetics that comprises Contemporary Media Independent Study structure with the appropriate consisting entirely of an artistic project to be Theory. Should be taken by students within their faculty member best qualified for supervision of this executed with all 9 credits, or an integrated Studio first year of study. specialized study. and Theory option to consist of 3 credits of a Credits: 3 Credits: 3 scholarly Thesis level research paper and 6 credits Annually Every Fall, Spring and Summer of an artist media project.

Credits: 3

Every Fall, Spring and Summer

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landscape, the students will be led through the Writing and Producing for digital series development process resulting in the WPT 643 Intellectual Property and Cutting the writing of a viable web series pilot. Deal Television Courses Credits: 3 This course analyzes the business of being a professional screenwriter: developing an idea, Every Spring pitching it, developing it with a producer, WPT 610 Writing and Development - The WPT 630 Television Series and Programs - presenting it to network executives and, ultimately, Television Series Writing and Production getting a job. The class will explore the how-to of An introduction to the basics and complexities of During this course, students see their words and getting and then working with an agent and/or a television script writing, and the seamless images come alive as the creative process transitions manager and a lawyer. Collaboration is a necessary integration of the written script into the from the page to the screen. aspect of screenwriting, whether it is working with a development phase of the television production Credits: 6 partner or as a member of a writing team. It will process. Students begin work on the Central Project Every Fall also include the necessary “collaboration” between pilot script. writers and producers and ultimately, studio & Credits: 6 WPT 631 Single Camera Film-Style Video network executives. Guest speakers will include Every Fall Production screenwriters, producers, agents, Writers Guild This is a joint endeavor. WPT and MA Production WPT 611 The History of Television representatives, network executives, lawyers and and Media Management students will become An examination of the development and evolution directors. familiar with all phases of pre-production. This will of television as a creative medium, with an Credits: 3 include breaking down the script, casting, location emphasis placed on the role of the writer and Every Spring scouting, determining budgets, discussing the style producer. How did we get from the dawn of the in which this production will be shot, etc. WPT WPT 644 The Internet and New Distribution medium of TV to the digital age? Influential TV will make decisions as to which scenes to shoot. Technologies programs will be screened and technological This hands-on experience will allow students to This is an advanced course dealing with the advances will be highlighted. Important TV scripts learn what it is to actually produce a film from the tectonic impact that the Internet and New Media of historical and contemporary importance will be ground up. and the New Distribution Technologies have had studied. The pre-requisite or co-requisite of MA 560 is on the television industry. Credits: 3 required. Credits: 3 Every Fall Credits: 3 On Occasion

WPT 612 The Writers' Table - Revising and Cross-Listings: MA 667, WPT 631 WPT 698 Individual Episode Writing Delivering the Pilot Every Fall During the Spring semester students will complete Students enter the inner sanctum of the creative WPT 632 Location Production their individual episode script and refine their television scripting world, the writers table. During This joint ten (10) day Intensive is part two of the treatments for an original TV series together with a this course students revise and complete a draft of production phase. During this phase, the scenes verbal pitch that could be made to a broadcast or the Central Project pilot script. (January/Winter selected from the scripts written for the Central cable network. A completed individual episode Intensive) Project will be shot at various locations. WPT and script must be submitted by the end of the first Credits: 3 MA students will work from WPT 631/MA667's month of the coming Fall Term. Students will Every Fall pre-production plan. This course takes the submit their individual episode scripts and begin to WPT 620 Television Series and Programs - production on location where a High Definition prepare their treatments for an original TV series Writing and Pre-Production project will be completed. Students will occupy together with a verbal pitch that could be made to a The completed draft of the Central Project has crew and on-call writing positions, according to broadcast or cable network. been submitted. Students will start to explore the their respective skill sets. This is a hands-on Credits: 3 intricacies of production as the pilot moves from learning experience where students will have the Every Spring the development stage into pre-production. opportunity to hear the thoughts of both Director WPT 699 Internship Credits: 6 and DP. (January/Winter Intensive) Students will have the opportunity to do a Every Spring The pre-requisite or co-requisite of MA 560 is required. prestigious internship placement at a media WPT 621 Genre Theory and Writing the Pilot Credits: 3 production company, or media organization. This course will examine the concept and theory of Cross-Listings: MA 668, WPT 632 Internship placements must be cleared in advance genre as it applies to well-known television and film Every Fall with the MFA Advisor. forms. In conjunction with this, the ongoing Credits: 0 development of the students individual TV pilots, a WPT 642 Post Production Every Fall, Spring and Summer component of the Capstone project, will be Students will expand upon the knowledge and skill WPT 700 The Capstone Portfolio supervised and guided on a one-on-one basis. sets they acquired in WPT 631 and 632 as they Capstone project will consist of the following Credits: 3 delve into the world of High Definition video elements: 1) The Central Project Pilot Script. 2) An Every Spring editing or post-production. Topics to be covered include: Non-linear editing systems (Avid, Final- individual four-act pilot or episodic script of at least WPT 622 The New Media: An Introduction Cut, Vegas), SFX generation, color correction, fifty (50) properly formatted pages in length. 3) A This introductory course deals with the tectonic audio sweetening techniques and aesthetics, treatment for an original TV series including the impact that the internet, New Media and the New advanced shooting for the edit techniques, premise, character breakdowns and story synopsis. Distribution Technologies have had on the advanced editing aesthetics, motion graphics and 4) A verbal network “pitch.” 5) An original TV pilot television industry and the resulting phenomenon motion capture. based on #s 3&4 above of digital television programing and the web series. Credits: 3 Credits: 3 Through a practical discussion of the new media Every Spring Every Spring

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comprehensive examination in two of the four DEPARTMENT OF subfields. Students who choose to write an M.A. thesis do not have to take the comprehensive POLITICAL SCIENCE exam. Normally the entire program takes two

years to complete. Students in the United Nations Senior Professor: Ehrenberg (Chair) Certificate Program also can earn a master’s Professors: Stevens Haynes, Sánchez degree after consultation with the department. Professors Emeriti: DiMaio, Werner, McSherry Associate Professors: Sheppard M.A., Political Science Assistant Professors: Fahmy [Program Code: 06959] Adjunct Faculty: 6 Core Requirements: POL 505 Foundations of Political 3.00 The Political Science Department’s central Theory mission is to help students become informed citizens and effective professionals. We offer a POL 613 Comparative Politics 3.00 comprehensive curriculum that examines domestic POL 630 The American 3.00 and international power structures, socioeconomic Constitution and Political relations, and the building blocks of public life — System government, ideas and activity — in their domestic, international, comparative, geographic POL 638 International Relations 3.00 and theoretical dimensions. We seek to further the Political Science Concentration: university’s vision of “a learning community Students are encouraged to develop a dedicated to empowering and transforming the concentration in one of the discipline’s subfields lives of its students to effect a more peaceful and and should consult with their academic advisor. humane world that respects differences and cherishes cultural diversity; improving health and M.A. in Political Science Thesis Option A minimum of 30 credits in political science plus the overall quality of life; advancing social justice 6 credits of thesis are required for the Master of and protecting human rights; reducing poverty; Arts in Political Science degree with the thesis celebrating creativity and artistic expression; option. rewarding innovation and entrepreneurship; Students must complete the following courses: honoring education and public service; and managing natural resources in an environmentally POL 707 Research Methods/Thesis 3.00 responsible, sustainable fashion.” Seminar

POL 708 Research Methods/Thesis 3.00 Seminar M.A. in Political Science M.A. in Political Science Non-Thesis Political science traditionally is divided into Option four major subfields. Students pursuing the Master A minimum of 36 credits are required for the of Arts degree take a core course in each of them: Master of Arts in Political Science degree with the American Politics: Studies in the origins and non-thesis option. operation of the U.S. constitutional order. Students must complete 36 credits, not including Subfields might include political parties; POL 707 or POL 708. campaigns and elections; the media; and race and Credit and GPA Requirements gender. Minimum Credits (Thesis Option): 36 International Relations: The study of both Minimum Credits (Non-Thesis Option): 36 classical global politics – the balance of power Minimum Major GPA: 3.0 among states – and the rise of non-state actors in an increasingly complex world, from transnational corporations to transnational terrorist groups. Comparative Politics: Compares and contrasts forms of government and political organization, such as institutions (militaries, political parties) or types of political systems (democracies, autocracies). Political Theory: From Socrates to John Rawls, an examination of the ideas and influence of the great schools of thought on history, politics and society. The remaining eight courses are electives, chosen in consultation with the faculty adviser and reflecting the student’s particular area of interest. At the end of the 12-course, 36-credit course of study, students must pass the department’s

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Political Science Courses POL 571 Public Administration and Public POL 601 Capital Cities and Politics: Comparative

Policy International Urbanization POL 505 Foundations of Political Theory A study of administrative history, theories and An examination of the political, physical, A graduate-level survey of the threads of continuity practices; policy formation and programs; and economic, social and cultural aspects of and the sources of change in the development of budget and personnel issues. Case studies are urbanization as a worldwide development, with political philosophy from Socrates through Marx. reviewed. particular emphasis on selected great cities and Required of all candidates for the M.A. in Political Credits: 3 their regions and on regional urban/suburban Science. On Occasion interaction. (Same as URB 601.)

Credits: 3 Credits: 3 POL 575 Concepts of the American Presidency: Alternate Years On Occasion Executive Leadership and Power POL 508 Seminar on Political Theory An examination of the theories and practices of the POL 604 Urban Government and Politics A focus on selected topics in political theory. American presidency, incorporating case studies A study of the management and organization of Credits: 3 comparing executive power in other countries. American cities; politics and changing On Occasion Consideration is given to constitutional factors, constituencies; and the impact on community party politics, modes of executive leadership in light participation, city management and mayoralty. POL 510 State Violence and Terrorism of new technology, and the evolving role of (Same as Urban Studies 604 and Public An examination of individual terrorism - its origins federalism and globalism. Administration 781). and theories offered to explain it - and the forms of Credits: 3 Credits: 3 state coercion known as state terror, which is often On Occasion Cross-Listings: PM 781, POL 604, URB 604 prompted by perceived domestic or foreign threats On Occasion to survival, authority or national interest. The role POL 577 Problems in American Foreign Policy of surveillance and security in urban areas are also A consideration of selected topics in the analysis of POL 605 Conflict Resolution explored. Underlying conditions such as civil strife, the shaping, determination and conduct of An examination of the theories and methods of separatist movements, racial cleavages and American foreign policy since World War II, conflict resolution in a variety of settings, such as ideological rationales are examined. Examples of including domestic, institutional and global factors. labor relations, criminal justice, community and the both categories of terrorism are drawn from history Credits: 3 international arena. and from different world regions and are analyzed On Occasion Credits: 3 via theories learned in the course. On Occasion POL 580 International Politics of Middle East Credits: 3 A study of the regional and international politics of POL 613 Comparative Politics Cross-Listings: POL 510, URB 510 the Middle East. A basic introduction to theoretical frameworks, On Occasion Credits: 3 concepts, approaches and methodologies in the POL 521 The Electoral Process: Parties, Interest On Occasion field of comparative politics. The course explores

Groups and Voter Behavior contending perspectives, foreign viewpoints and POL 581 Iraq War: Causes and Consequences A study of the continuity and changes in the comparative case studies. The development of This course will examine the background process, American electoral system. Consideration is given distinctive political systems in the industrialized and implications of the US led invasion of Iraq and to the structure and nature of parties, the impact of world and the developing world and the utility of its aftermath. This course will review Iraqi history, interest groups, and select issues affecting voter comparative theories to explain similarities and state-building, colonialism and the rise of Saddam behavior, including modern technology. (Same as differences are considered. Required of all Hussein to power, with special emphasis on both URB 520.) candidates for the M.A. in Political Science. his domestic politics and foreign policy. Emphasis Credits: 3 Credits: 3 will be placed on systemic and structural changes in On Occasion Alternate Years international relations, the role of international POL 547 Human Rights in World Politics institutions and the new ways that power is being POL 630 The American Constitution and An examination of the impact of human rights on reproduced in world affairs. Political System state policies, theories of human rights, cross- Credits: 3 A study of the U.S. Constitution, its historical and cultural perspectives of human rights, and the On Occasion political background and its relationship to major question of universality. Also considered are the political institutions and practices. Required of all POL 582 Geopolitics five categories of rights recognized by the candidates for the M.A. in Political Science. This course will introduce the basic principles international community, negative and positive Credits: 3 behind the concept of geopolitics in order to help rights, the three generations of rights and the Alternate Years students gain a better understanding of the evolution of international human rights and the environmental and geological forces that have POL 637 The Legislative System legal instruments and covenants designed to protect shaped the political, economic and social An in-depth study of the legislative process at the them. Case studies of major human rights abuses trajectories of human societies throughout recorded local, state and national levels. Focus is on and the efforts by the international community to history. It will examine how our ongoing legislative analysis, including the study of legislative deal with them - the role of the United Nations, interaction with these forces continues to shape our histories, lobbying, the role of unions, elected particular states, nongovernmental organizations world today and ask whether modern science and officials, the media and the general public. (Same as and individuals - are reviewed. technology has altered this balance or if the same URB 637). Credits: 3 patterns are simply repeating themselves on a larger Credits: 3 On Occasion scale. On Occasion Credits: 3

On Occasion

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environmental factors, challenges to state POL 638 International Relations sovereignty, prospects for human rights and An intensive survey of major theoretical exploration and colonization beyond earth. perspectives and conceptual frameworks in Credits: 3 international relations as well as a historical On Occasion grounding in major recent and contemporary issues in world politics. Topics covered include realism, POL 668 Contemporary Nationalism liberalism, Marxism and dependency, world systems An analysis of the phenomenon of nationalism: its theory, U.S. foreign policy, the role of the United historical roots in Europe; the emergence of new Nations and international organizations, and states in the Third World and the post-Cold War globalization. Required of all candidates for the period; and the struggle of states to achieve national M.A. in Political Science. identities and cultural, economic and political Credits: 3 independence. Nonviolent as well as revolutionary- Alternate Years nationalist patterns are discussed as are the difficulties of achieving viable state-directed POL 639 International Political Economy national societies in the global order. A comprehensive study of political economy in the Credits: 3 global system: the complex interactions between Cross-Listings: PM 768, POL 668 politics and economics, power and wealth. On Occasion Students examine key theories, specific contemporary problems and major issues in POL 685 Approaches to Political Inquiry political economy, including Third World This course is a comprehensive survey of modern development, the economic restructuring of former research techniques and methods in political Communist countries, foreign aid, regional science. It reviews the competing approaches to cooperation, the role of transnational corporations research in political science and evaluates the and the International Monetary Fund, and the strengths and weaknesses of alternative methods of relationship between democracy and free markets. dealing with various research problems. Students Credits: 3 will be trained in the proper methods of political Alternate Years inquiry for all subfields. These include building salient research questions, testing hypotheses, and POL 642 International Organization, The United evaluating theory. This course introduces students Nations and its Affiliated Agencies to both quantitative and qualitative methods of A study of the theories, origins, functions and research and offers useful training in writing operations of international organizations. The analytically and thinking logically. principal organs of the United Nations, with Credits: 3 emphasis on the General Assembly and the Security On Occasion Council, are examined. (Same as PM 767.) Credits: 3 POL 700 Independent Study Cross-Listings: PM 767, POL 642 The development of selected topics in conjunction On Occasion with a faculty adviser. Prerequisite: Approval of the Department. POL 664 Contemporary Latin American Politics Credits: 3 An examination of the history, politics and All Sessions economics of Latin America and an analysis of theories offered to explain Latin American POL 707 Research Methods/Thesis Seminar development (or underdevelopment). The region's A year-long development of a research thesis. In uneven development and political turmoil are the first semester, advanced study of scientific charted as the course traces the historical roots of method in the discipline of political science, the complexities of Latin America: history of together with the preparation of a master's thesis Spanish colonialism; U.S. hegemonic power; proposal. In the second semester, the actual writing revolutions, both liberal and socialist; military of the thesis. Pass/Fail only. Open only to coups and regimes; and recent transitions to matriculated Masters students. democracy. The political-economic impact of the Credits: 3 current embrace of free-market capitalism is Every Fall considered. Case studies of major Latin American countries and regional processes and POL 708 Research Methods/Thesis Seminar transformations are reviewed. A year-long development of a research thesis. In Credits: 3 the first semester, advanced study of scientific On Occasion method in the discipline of political science, together with the preparation of a master's thesis POL 667 Future Politics - Utopia or Dystopia proposal. In the second semester, the actual writing Drawing on a range of sources from historical of the thesis. Pass/Fail only. Open only to analogy to scientific analysis and speculative fiction, matriculated Masters students. this course will assess the critical debates that will Credits: 3 shape the politics of the future. Issues will include Every Spring

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

under close faculty supervision in the Spring forwarded to the M.A. program for review and Ph.D. in Clinical Psychology semester of the first year. The research projects possible admission. should be completed no later than the beginning of The Admissions Process and the Current The Doctor of Philosophy degree in clinical the third year. Advanced courses in research Student Body psychology is offered to a small and highly select design are part of the required curriculum in the In recent years the Department of Psychology group of full-time matriculated students. second year of training. Students also have the has received approximately 250 completed The program has been continuously accredited opportunity to participate in other faculty research applications each year. Evaluation of application by the American Psychological Association since projects as part of the coursework in both the materials by the Admissions Committee results in 1974, and offers high-quality clinical and research clinical and general/experimental areas. interviewing approximately 75 of the original pool training. Its most recent accreditation took place in Theoretical Orientation of applicants. 2014. Students in the Ph.D. program are prepared The theoretical orientation of the Ph.D. Acceptances into the program are offered on a to function as clinical psychologists in a variety of program is strongly influenced by the spectrum of rolling basis until an incoming class of 15 to 17 settings and are carefully trained in the the various psychodynamic approaches to therapy. students has been filled. The admissions development of research skills through coursework Cognitive-behavioral and dialectical behavioral committee accepts applicants solely on the basis of and mentoring by program faculty members who approaches are also emphasized. Students are qualifications. Among all doctoral students help them to develop and carry out original trained in intervention modalities such as currently enrolled the age range covers the early research projects. The Ph.D. program operates the individual, group and family therapy. There are 20s to the mid-40s; women account for 70% of the Psychological Services Center, in which members also opportunities for students interested in child group; 15% of the students are members of of the campus community can receive clinical/developmental issues to receive more minority groups; and 1% are handicapped. psychological assessment and treatment at no cost. specialized training in that area. Admission to Ph.D. Candidacy Students complete courses and supervised Clinical courses and practicum experiences Admission to Ph.D. candidacy is determined by clinical work in a variety of selected practicum over the first three years of training are designed to the successful completion and presentation of the settings. Courses are offered in the daytime. familiarize the student with a variety of second-year project and the submission of the Students are expected to maintain steady, full-time approaches to conceptualizing and assessing clinical qualifying examination paper to the progress toward the degree by completing a psychopathology and therapeutic interventions. director of the Ph.D. program.

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such assistantships is available at the time of PSY 771 Dynamic Psychotherapy 3.00 Degree Requirements and Time Limits admission to the program. There are also full II Ordinarily, completion of the requirements for tuition-remission scholarships given to three PSY 779 Data Management 1.00 the Ph.D. degree in Clinical Psychology will entail minority students in each entering class, while a minimum of five years of full-time academic qualified advanced students may receive paid Clinical Practice I study. The first three years in residence usually teaching fellowships. One Course Required involve full-time course work, while the fourth Housing PSY 630A Introduction to Clinical 3.00 involves full-time work on the doctoral The best sources of housing information are Interviewing and Practice dissertation before the clinical internship. Full- current doctoral students, local real estate agents, I time work on the dissertation often occupies the and online. There is also new graduate housing PSY 630B Introduction to Clinical 3.00 year after the internship as well. There is an eight- provided by the university. Interviewing and Practice year time limit on the completion of all Psychological Counseling I requirements. The average time for completing the The New York City metropolitan area is program has been 6.3 years over the past eight saturated with possibilities for low-cost Clinical Practice II years. During this same time period, counseling, psychotherapy and psychoanalysis, One Course Required approximately one third of each class has whether through neighborhood clinics or the PSY 631A Introduction to Clinical 3.00 completed the program within five years. clinical services attached to the various Interviewing and Practice The degree requirements in clinical psychology postdoctoral training institutes that abound in the II include a minimum of 90 credits of graduate city. Doctoral students are not required to be in PSY 631B Introduction to Clinical 3.00 courses, completion of the second-year project, psychotherapy, but such self-exploration is Interviewing and Practice one full year of clinical internship at an approved encouraged if it is at all possible. II installation, satisfactory performance on the clinical qualifying examination paper and oral Ph.D., Clinical Psychology Clinical Practice III exam, and the presentation and satisfactory [Program Code: 06948] One Course Required defense of a doctoral dissertation that represents an A minimum of 90 credits required PSY 635A Advanced Clinical 3.00 original contribution to psychology. Required Course Work Interviewing III Students who have completed 36 credits PSY 600 Research Design I 3.00 PSY 635B Advanced Clinical 3.00 receive the M.A. degree in Psychology. Interviewing III The internship for clinical psychology students PSY 602 Developmental 3.00 ordinarily encompasses one full year of training at Psychology Clinical Practice IV One Course Required an installation approved by the department. PSY 603 Contemporary 3.00 Further regulations concerning maintenance of Psychological Theories PSY 636A Advanced Clinical 3.00 good standing in the programs will be found in the Interviewing IV Graduate Student Handbook issued by the PSY 606 Statistics in Psychology I 4.00 PSY 636B Advanced Clinical 3.00 Department of Psychology. PSY 607 Professional Ethics and 3.00 Interviewing IV Academic Counseling Standards All faculty are willing and available to aid Clinical Practice V students encountering specific difficulties in their PSY 611 Cognitive and Affective 3.00 One Course Required academic studies. In addition, the director of Issues in Psychology PSY 691A Clinical Practice V 3.00 clinical training meets with each class in residence PSY 613 Social Psychology 3.00 PSY 691B Clinical Practice V 3.00 on a once-a-month basis to discuss issues relevant PSY 614 Cross-Cultural Issues in 3.00 to students’ academic and clinical experience. Clinical Practice VI Psychology Students are also assigned to a specific faculty One Course Required member who serves as their faculty adviser during PSY 615 Personality 3.00 PSY 692A Clinical Practice VI 3.00 their time in the program. In courses such as PSY 620 Tests and Measurements 4.00 PSY 692B Clinical Practice VI 3.00 Statistics and Psychological Assessment, advanced Clinical Internship students with special skills hold teaching PSY 625 Psychological 4.00 assistantships and work with students in laboratory Assessment I PSY 840 Clinical Internship 0.00 sections. In courses such as Research Design, PSY 655 Psychopathology I 3.00 PSY 841 Clinical Internship 0.00 students have ample opportunity to work in a Dissertation Courses tutorial relationship with the professor, especially PSY 660 Intervention Techniques I 3.00 on preparation of designs for research projects. In PSY 850 Doctoral Thesis 3.00 PSY 671 Dynamic Psychotherapy I 3.00 connection with clinical activities, the program Supervision ensures that all treatment and diagnostic activities PSY 676 Psychological 4.00 PSY 851 Doctoral Thesis 3.00 are carefully supervised. Assessment II Supervison Graduate Assistantships PSY 678 Clinical Neuropsychology 3.00 Assistantships are available to students in the PSY 852 Doctoral Thesis 3.00 doctoral program during the first three years. PSY 700 Research Design II 3.00 Supervison Teaching assistantships, usually reserved for PSY 706 Statistics in Psychology II 4.00 PSY 853 Doctoral Thesis 3.00 second- and third-year students, carry a stipend Supervison and partial tuition remission. Research PSY 710 Psychotherapy Research 3.00 assistantships within the department carry partial PSY 854 Doctoral Thesis 3.00 PSY 755 Psychopathology II 3.00 tuition remission and a stipend and require eight to Supervision ten hours of work per week. Information about

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PSY 855 Doctoral Thesis 3.00 Supervision M.A., Psychology [Program Code: 06947] PSY 856 Doctoral Thesis 3.00 Core Course Requirements Supervision Twelve (12) Credits Required. PSY 857 Doctoral Thesis 3.00 PSY 603M Contemporary 3.00 Supervision Psychological Theories

PSY 858 Doctoral Thesis 3.00 PSY 616M Statistical and Research 3.00 Supervision Methodology I

Credit and GPA Requirements PSY 617M Stastistical and Research 3.00 Minimum Credits: 90 Methodology II Minimum Major GPA: 3.25 PSY 665M Professional Issues and 3.00 Ethics in Psychology M.A. in Psychology Psychology Course Requirements Students enrolled in the M.A. in Psychology At least twenty-seven (27) credits from receive a mix of theoretical and applied psychology masters courses coursework. The program is designed to provide a M.A. in Psychology Non-Thesis Option broad grounding in psychological principles and Thirty-six (36) total credits required practice that ready the student for work in related Non-Thesis Option fields or for continued education at the doctoral Six (6) additional credits in psychology level. Written comprehensive examination Admission to the M.A. Program M.A. in Psychology Thesis Option Applicants to the M.A. program must have Thirty-three (33) total credits required completed at least 12 undergraduate credits of Thesis Option psychology, including statistics, with a grade point Three (3) credits from psychology 709M average of at least 2.75. In addition, they must Credit and GPA Requirements submit letters of recommendation from two Minimum Credits (Thesis Option): 33 professors. Admission to the M.A. program in no Minimum Credits (Non-Thesis Option): 36 way implies acceptance into the Ph.D. program. Minimum Major GPA: 3.0 Nonetheless, outstanding master’s degree candidates are admitted into doctoral courses with the permission of the directors of both programs, and some M.A. graduates are accepted into the Ph.D. program. Both graduate programs are committed to increasing the enrollment of aspiring minority students. All applicants to the Ph.D. program who were not accepted for admission to the Ph.D. program will have their applications automatically forwarded to the M.A. program for review and possible admission. M.A. Degree Requirements and Time Limits The M.A. program is ordinarily completed in one and one half to two years of intensive study. The time limit for the M.A. degree is five years. Candidates must have completed 33 credits, which includes an acceptable thesis (10 courses plus Psychology 709M, Master’s Thesis Supervision), or 36 credits (12 courses) and pass a written comprehensive examination. These courses must be successfully completed before registration for the comprehensive examination. Credit for courses taken outside the Department of Psychology must be approved by the master’s program director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some psychology courses are open to both M.A. and Ph.D. students without prerequisite.

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and will be conducted in a composite seminar- Psychology Courses PSY 605M Family Dynamics lecture style that encourages active student An examination of the family: its structure and participation in integrating the current literature PSY 600 Research Design I functions, its members and their interactions, the with individual scholarly interests. An introduction to the basic theories issues, institutions of society that influence it, and how Credits: 3 concepts and constructs of what constitutes sound familial pathology is defined and treated. Every Spring psychological research. Students are expected to Credits: 3 develop the capacity to critically evaluate research, On Occasion PSY 613 Social Psychology and to formulate research proposals on their own. An analysis of fundamental concepts in PSY 606 Statistics in Psychology I Students complete a proposal for their second-year interpersonal and group relations, with A look at estimation and hypothesis testing and the research project as part of the course requirement. consideration of the application of social power of a test and introduction to parametric Prerequisite: Psychology 606 psychology to contemporary human problems; for statistics, multiple correlations and simple analysis Must be a student in the Doctoral Psychology example, personality development and adjustment, of variance. Three hours lecture; one hour program ethnic attitudes and conflicts, social movements, laboratory. Prerequisite: Undergraduate course in Credits: 3 and propaganda. psychological statistics. Annually Credits: 3 Credits: 4 Annually PSY 601M Human Sexuality Annually

A survey of sexual behaviors (both normal and PSY 614 Cross-Cultural Issues in Psychology PSY 607 Professional Ethics and Standards deviant), with emphasis on the dynamics of An examination of key issues and concepts in cross- An examination of the broad spectrum of motivations. Developmental aspects: myths, cultural psychology as a growing area within contemporary ethical issues encountered by fallacies and taboos associated with sex: and psychology. A major goal of the course is to have psychologists as teachers, researchers and modern concepts based on research and clinical students gain an appreciation of the impact of practitioners and a forum for increased ethical studies are all studied. cultural factors on attitudes and behavior of those awareness and analysis. Pass/Fail only. Credits: 3 who are recipient of services as well as the service Credits: 3 On Occasion provider. Emphasis is placed on clinical and Every Fall community psychology constructs and applications.

PSY 602 Developmental Psychology African-American and Latino groups get special PSY 609M Independent Study A consideration of developmental issues from attention. Prerequisites: Completion of the 12-credit core, at empirical research, interpersonal-psychoanalytic Credits: 3 least one required course in the area of theory and cognitive theory. Major theorists Annually specialization, and other courses as determined by discussed include Piaget, Bowlby, and others. The the faculty supervisor. aim of the course is to look at developmental issues PSY 614M Introduction to Consultation and from differing points of view and to examine points Community Mental Health An opportunity for practicum experience or an of convergence and divergence. This course offers an introduction to the major independent project for the advanced student. The Must be a student in the Doctoral Psychology concepts and strategies of community intervention: course and its specific requirements are under the program situation analysis and case conceptualization, supervision of a faculty member. Successful Credits: 3 program development and implementation. completion requires submission of a final paper Annually Emphasis will be placed on community documenting the process and outcome. Requires mobilization, collaboration, and program PSY 603 Contemporary Psychological Theories the permission of the Chair of the Department and sustainability. Required for specialization in A survey of the transformation of psychological the Dean. May be repeated; maximum six credits. Community-Industrial Psychology. thought from nineteenth century philosophy, The pre-requisites of PSY 603M, 616M, 617M and Credits: 3 physiology and medicine to modern psychology as a 665M are required. On Occasion scientific discipline. Implications for behavioral Credits: 3 science and its variety of disciplines and schools of Every Semester PSY 615 Personality Theory thought are examined with an emphasis on history A systematic examination of a variety of theoretical PSY 611 Cognitive and Affective Issues in and systems of current psychological theories. views of personality. Empirical ramifications of such Psychology Must be a student in the Doctoral Psychology theories and their implications for the psychology This course will also examine contemporary issues program of individual differences are considered. centering on the intersection of emotion, Credits: 3 Credits: 3 motivation, and cognition. Topics will include Annually Annually basic research from social, cognitive, and PSY 603M Contemporary Psychological Theories neuroscientific perspectives, as well as research PSY 615M Personality A survey of the transformation of psychological relevant to understanding these topics in an applied A critical examination of the leading theories of thought from nineteenth century philosophy, context. We will examine core topics in which personality, with the purpose of evolving a physiology and medicine to modern psychology as a students will be exposed to essential questions and comprehensive conceptualization. Required for scientific discipline. Implications for behavioral dimensions about: basic emotions; basic emotions specialization in Clinical Psychology. science and its variety of disciplines and schools of and neuroscience; cognitive appraisals; emotion Credits: 3 thought are examined. Required of all candidates and higher-order cognition (interpretation, On Occasion for the M.A. in Psychology. judgment, decision making and reasoning); PSY 616M Statistical and Research Methodology I Credits: 3 unconscious processes; repression-dissociation; the A study of how to design and conduct experiments, Every Semester intersection of self, culture, and emotion; emotion and cognition in psychotherapy; and other similar interpret obtained results, and refine the succeeding topics. The course will draw upon primary sources, design and procedures, as well as how to read and

Page 81 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 critique a problem, design and execute a small- PSY 631B Introduction to Clinical Interviewing sample experiment, and interpret and critique the PSY 630A Introduction to Clinical Interviewing and Practice II outcome. Required of all candidates for the M.A. in and Practice I An introduction to clinical interviewing techniques Psychology. An introduction to clinical interviewing techniques and didactic material across a range of intervention Credits: 3 and didactic material across a range of intervention strategies, with a focus on cognitive-behavioral Every Fall strategies, with a focus on cognitive-behavioral techniques. The seminar also addresses ethical techniques. The seminar also addresses ethical issues in clinical practice and offers students the PSY 617 Freudian Theory issues in clinical practice and offers students the opportunity to learn through direct practicum A study of the basic principles and evolution of opportunity to learn through direct practicum experience, role playing or observation of other Freudian theory and empirical examinations of that experience,role playing or observation of other students clinical experience. The empirical theory and later Neo-Freudian theories. students clinical experience. The empirical literature on psychotherapy outcome studies is also Credits: 3 literature on psychotherapy outcome studies is also presented as well as cultural and ethnic factors On Occasion presented as well as cultural and ethnic factors affecting the clinical process. Issues related to the

affecting the clinical process. Issues related to the identification and reporting of child abuse and PSY 617M Stastistical and Research Methodology identification and reporting of child abuse and maltreatment are also addressed. Pass/Fail only. II maltreatment are also addressed. Pass/Fail only. Credits: 3 This course is the second in the series for Statistical Credits: 3 Every Spring and Research Methodology. See description for PSY Every Fall 616M (the first in the series). Required of all PSY 631M Practicum candidates for the M.A. in Psychology. PSY 630B Introduction to Clinical Interviewing Supervised experience in an area that relates to The pre-requisite of PSY 616M is required. and Practice I students' interests or specialization. On-site Credits: 3 An introduction to clinical interviewing techniques experiences are employed during the weekly Every Spring and didactic material across a range of intervention seminar to focus on students' concerns and basic

strategies, with a focus on cognitive-behavioral issues of ethics, theory and practice. Students must PSY 618M Modalities of Therapeutic Intervention techniques. The seminar also addresses ethical find their own placements. A discussion of various therapeutic strategies and issues in clinical practice and offers students the Credits: 3 tactical alternatives in a variety of settings. opportunity to learn through direct practicum On Occasion Credits: 3 experience,role playing or observation of other On Occasion students clinical experience. The empirical PSY 635A Advanced Clinical Interviewing III

literature on psychotherapy outcome studies is also An intensive case seminar taken in conjunction PSY 620 Tests and Measurements presented as well as cultural and ethnic factors with a two-day per week practicum placement. The A consideration of the principles of psychometric affecting the clinical process. Issues related to the seminar uses the practicum experiences to focus on theory. Issues of test construction, validity and identification and reporting of child abuse and issues in clinical interviewing, therapeutic alliance reliability are discussed. Principles of maltreatment are also addressed. Pass/Fail only. building, treatment planning and psychotherapy as administration, scoring and interpretation of the Credits: 3 well as empirically supported therapies. Topical Stanford-Binet, the Wechsler series, and a survey of Every Fall readings related to each of these areas are assigned personality inventories, occupational tests and regularly for discussion as well as cultural and neurocognitive tests are covered. Cultural PSY 630M Practica ethnic factors affecting the clinical process. Issues differences related to test biases and performances Supervised experience in an area that relates to related to the identification and reporting of child are covered. Three hours lecture; one hour students' interests or specialization. On-site abuse and maltreatment are also addressed. laboratory. experiences are employed during the weekly Pass/Fail only. Credits: 4 seminar to focus on students' concerns and basic Credits: 3 Every Fall issues of ethics, theory and practice. Students must Every Fall find their own placements. PSY 621M Tests and Measurement Credits: 3 PSY 635B Advanced Clinical Interviewing III An introduction to concepts of psychological test On Occasion An intensive case seminar taken in conjunction construction and evaluation. Principles of ethical with a two-day per week practicum placement. The conduct, administration and interpretation are PSY 631A Introduction to Clinical Interviewing seminar uses the practicum experiences to focus on illustrated for standardized tests commonly used in and Practice II issues in clinical interviewing, therapeutic alliance vocational counseling, employment practices and An introduction to clinical interviewing techniques building, treatment planning and psychotherapy as clinical assessment. and didactic material across a range of intervention well as empirically supported therapies. Topical Credits: 3 strategies, with a focus on cognitive-behavioral readings related to each of these areas are assigned On Occasion techniques. The seminar also addresses ethical regularly for discussion as well as cultural and issues in clinical practice and offers students the PSY 625 Psychological Assessment I ethnic factors affecting the clinical process. Issues opportunity to learn through direct practicum A study of the basic principles of assessment, related to the identification and reporting of child experience, role playing or observation of other including interviewing and psychological testing, abuse and maltreatment are also addressed. students clinical experience. The empirical with an emphasis on individual differences. Pass/Fail only. literature on psychotherapy outcome studies is also Introduction is made to the Rorschach and other Credits: 3 presented as well as cultural and ethnic factors projective tests, as well as continued work with Every Fall affecting the clinical process. Issues related to the neurocognitive tests. Three hours lecture; one hour identification and reporting of child abuse and PSY 636A Advanced Clinical Interviewing IV laboratory. Cultural differences are covered. maltreatment are also addressed. Pass/Fail only. An intensive case seminar taken in conjunction Corequisite: Psychology 620 or its equivalent. Credits: 3 with a two-day per week practicum placement. The Credits: 4 Every Spring seminar uses the practicum experiences to focus on Every Spring issues in clinical interviewing, therapeutic alliance

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 82 LIU Brooklyn building, treatment planning and psychotherapy as contemporary clinical psychologists, including well as empirically supported therapies. Topical PSY 648M Developmental Psychology I: cultural competence, psychotherapy integration, readings related to each of these areas are assigned Childhood and Adolescence and empirically supported treatments. Corequisite: regularly for discussion as well as cultural and A consideration of issues that concern the Psychology 655 ethnic factors affecting the clinical process. Issues development of the individual from conception to Credits: 3 related to the identification and reporting of child late adolescence. Theories of development are Every Fall abuse and maltreatment are also addressed. surveyed. Attention is given to the impact of Pass/Fail only. biological and social factors that influence the PSY 665M Professional Issues and Ethics in Credits: 3 course of development. Required for specialization Psychology Every Spring in Developmental Psychology. A seminar devoted to discussions and the Credits: 3 evaluation of various theoretical and practical issues PSY 636B Advanced Clinical Interviewing IV On Occasion in psychology. Problems of ethics and the roles of An intensive case seminar taken in conjunction the psychologist receive particular attention. with a two-day per week practicum placement. The PSY 655 Psychopathology I Required of all candidates for the M.A. in seminar uses the practicum experiences to focus on An introduction to the core concepts and major Psychology. issues in clinical interviewing, therapeutic alliance research findings in psychopathology, including Credits: 3 building, treatment planning and psychotherapy as how major mental disorders are defined, explained, Every Fall well as empirically supported therapies. Topical and classified by the DSM-5. The course will readings related to each of these areas are assigned emphasize major etiological and sociocultural PSY 668M Ethnic Cultural, and Minority Issues regularly for discussion as well as cultural and factors contributing to these disorders, as well as in Psychology ethnic factors affecting the clinical process. Issues how to apply these diagnostic categories to clients An examination of the impact upon gender, racial, related to the identification and reporting presenting in clinical practice. ethnic, religious and other minorities of of child abuse and maltreatment are also addressed. Credits: 3 stereotyping, discrimination, and efforts to ignore Pass/Fail only. Every Fall differences or compel uniformity.

Credits: 3 Credits: 3 PSY 655M Psychopathology Every Spring On Occasion A study of the genesis, course, conceptualization, PSY 643 Teaching Seminar in Psychology diagnosis and treatment of mental illness. Required PSY 669M Seminars in Special Topics This course is designed to prepare psychology for specialization in Clinical Psychology. Consideration of special areas of interest in graduate students for the teaching of psychology at Credits: 3 psychology at the master's level by intensive study in the undergraduate level and as teaching assistants. On Occasion a seminar format.

The course involves syllabus preparation, selection Credits: 3 PSY 657 Childhood Psychopathology of instructional material, testing, evaluation, and On Occasion A study of the essentials for understanding the demonstration lectures. Also included in the diagnosis of childhood psychopathology and its PSY 670M Seminars in Special Topics course is a discussion of classroom management assessment. The empirical literature of a range of Consideration of special areas of interest in strategies and techniques, as well as other practical diagnostic categories is reviewed as well as the psychology at the master's level by intensive study in and theoretical issues relating to the teaching of impact of cultural factors. Prerequisite Psychology a seminar format. psychology. 655. Credits: 3 Credits: 0 Credits: 3 On Occasion Annually Annually PSY 671 Dynamic Psychotherapy I PSY 644M Group Processes and Techniques PSY 658 Psychotherapy of Children This course examines the theory and techniques of An examination of groups and of such group An in-depth study of the theory and practice of dynamic psychotherapy with the neurotic and techniques that may be used for treatment, child psychotherapy. Emphasis is on character disordered individual. The emphasis is on promotion of growth, or improvement of psychodynamic approaches as well as some the beginning phase of treatment, the therapeutic relationships in diverse settings. The format of the application of behavioral management and family alliance, transference, resistance and other key course may be both didactic and experiential. The systems theory. The empirical literature in this area issues in dynamic psychotherapy. While focusing empirical literature is considered. is also examined. on common principles shared by varied schools of Credits: 3 Credits: 3 dynamic psychotherapy, we will also look at areas of On Occasion Annually difference between schools, at empirically

PSY 646 Cognitive Behavior Modifcation I supported techniques, and at treatment issues PSY 660 Intervention Techniques I An introduction to the theory and practice of raised by clients with diverse cultural backgrounds. This course is designed to orient students to current behavior modification and cognitive-behavioral Concurrent supervised experience (Clinical Practice theory and research in intervention techniques, modification. Emphasis is placed on the III) is required. including cognitive behavioral models, assessment of maladaptive behavior from a The pre-requisite of PSY 655 is required and the co- psychodynamic models, interpersonal models, and cognitive-behavioral perspective and on developing requisite of PSY 635A or B is required and is only humanistic models with a particular emphasis on and implementing behavioral and cognitive- open to students in the PhD program. short-term psychotherapies. This course will behavioral intervention strategies with diverse Credits: 3 elucidate why (or for what purpose) therapists of populations. Annually different orientations use certain intervention The pre-requisite of PSY 646 is required. techniques as opposed to others and will focus on PSY 671M Topics In Cognition Credits: 3 areas of convergence as well as discrepancies This course will study the history and development On Occasion between the various models. Finally, this course of Cognitive psychology in the late twentieth will provide an overview of important issues facing century. This course will also review contemporary

Page 83 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 research on perception, language, concept Psychology 625 a Second Year Research Project and may be taken formation, imagery, and reasoning. Credits: 4 only once. Pass/Fail only. The one credit may not Credits: 3 Annually be used toward the 90 credits required for On Occasion graduation. PSY 678 Clinical Neuropsychology Credits: 1 PSY 672 Community Mental Health An introduction into the interrelation between On Occasion The major issues in community mental health are human biology, physiology, neurology and human examined with an emphasis on the impact of social behavior. The literature and research concerned PSY 700 Research Design II and community issues on mental health. with the assessment of organicity or pathology, This seminar, an extension of Psychology 600, Intervention strategies for addressing these issues conceptions of the physiological basis of abnormal involves a detailed examination of methods used in are examined with a special emphasis on social behaviors, and related topics are presented. experimental psychology that have implications for psychological interventions. Credits: 3 conducting research related to psychodynamic Credits: 3 Annually theory and treatment. Drawing upon specific On Occasion studies in social, cognitive, and clinical psychology, PSY 679 Family Therapy participants will examine a variety of approaches PSY 672M Forensic Psychology A study of a variety of conceptual approaches to that rely on explicit and/or implicit methods. In This graduate course considers a range of topics family therapy. These approaches include, but are doing so, participants will examine different topics, that are of concern to both psychologists and not limited to, structural systems theory and object including: self/self-descriptions, object relations, members of the legal profession. In this course, we relations approaches to family therapy practice. The unconscious processes, attachment, and personality. will investigate how psychology works with the legal empirical literature evaluating such approaches is Emphasis is placed on learning practical skills both system as social scientists, consultants, and expert discussed as are ethnic and cultural differences. to assess existing studies, and to develop future witnesses. We will examine how psychological Credits: 3 studies (including a doctoral dissertation research theories, research data, techniques and methods Annually proposal). Prerequisites: Psychology 600 and 606 can enhance and contribute to our understanding Credits: 3 PSY 680 Neuropsychological Assessment of the judicial system. In addition to offering an Annually introduction to the field of forensic psychology, this An examination of the variety of assessment graduate course will focus on: 1) psychological techniques designed to evaluate and interpret PSY 701 Seminar and Readings in Contemporary assessment of competency, malingering, and neuropsychological functions. It is recommended Psychology criminal responsibility, 2) jury selection process and that this course follow Psychology 678. The reading and criticism of more recent literature jury decision making, and 3) psychological Credits: 3 in psychology including significant books and treatment for crime victims and perpetrators. Annually articles on personality, perception, learning theory,

Credits: 3 theory construction, and application in such fields PSY 691A Clinical Practice V On Occasion as development psychology, clinical psychology, An intensive case seminar taken in conjunction social psychology and personality theory. with a two to two-and-a-half day per week practicum PSY 674 Psychology of Gender Credits: 3 placement. This advanced seminar utilizes student A psychological study of the traditional perspectives On Occasion of gender, the means by which psychologists practicum experiences to focus on more complex attempt to study gender, the relationship of gender clinical issues in psychodynamic psychotherapy PSY 703 Current Issues in Clinical Psychology to traditional issues in psychology, the causes of sex primarily through specific clinical case and Psychopharmacology differences and similarities, and how biological and presentations. The empirical literature on clinical A review of current readings in clinical psychology cultural factors influence the development of supervision is also discussed as are empirically and psychopharmacology. gender roles and identities. supported therapies. Pass/Fail only Credits: 1 Credits: 3 Credits: 3 On Occasion On Occasion Every Fall PSY 704 Advanced Personality Theory PSY 676 Psychological Assessment II PSY 691B Clinical Practice V A review of a variety of new empirical and The purpose of this course, which is a continuation See the description for Psychology 691A for a full theoretical developments in the psychology of of Psychology 625, is to provide participants with description of this clinical case seminar. Pass/Fail personality. Conceptual topics include neo-analytic, the theoretical knowledge and practical skills only. cognitive-developmental, and factorial models of necessary to conduct an individual, comprehensive Credits: 3 personality organization. Study of research in those psychological assessment in a mental health setting. Every Fall spheres of personality psychology is central to

Participants will learn about test selection, as well as course work, including examination of the content PSY 692A Clinical Practice VI approaches to working with a multi-method test and methodological issues that are unique to this This case seminar is a continuation of Psychology battery. Tests covered will include cognitive (e.g., area of psychology. 691A. Pass/Fail only WAIS-IV), self-report personality tests (e.g., MMPI- Credits: 3 Credits: 3 2), and projective (or performance-based) Annually Every Spring personality tests (e.g., TAT; Rorschach). While PSY 706 Statistics in Psychology II participants will learn test administration and PSY 692B Clinical Practice VI A study of correlation analysis, analysis of variance, scoring, a major goal of the course will be on This clinical case seminar is continuation of analysis of covariance, advanced multiple interpretation and integration of findings in the Psychology 691B. Pass/Fail only. regression, non-parametric methods and other context of writing a comprehensive report for use in Credits: 3 selected techniques for treatment of data. Three diverse clinical settings. The course will consist of Every Spring weekly class meetings in a composite lecture- hour lecture; one hour laboratory. Prerequisite: seminar format, and weekly lab meetings. Three PSY 699 Second Year Research Project Psychology 606 hours lecture; one hour laboratory. Prerequisite: This seminar may be enrolled in when working on Credits: 4

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Annually On Occasion PSY 760 Ego Functions PSY 707 Issues in Trauma Research and A focus on the definition of the major ego PSY 779 Special Topics Treatment functions as described in psychoanalytic literature. An intensive study in special areas of interest in A review of the theoretical and methodological Those functions include reality testing, impulse Clinical Psychology (not necessarily the same topics approaches to the investigation and treatment of control, defensive functioning, object relations and each year). Examples of topics are computer trauma. Ethical issues are discussed. synthesis. Emphasis is given to assessment, research technology, brain and behavior Credits: 3 therapeutic implications and empirical research. relationships, psychopharmacology, issues of social On Occasion stress, special statistical techniques, and the study of PSY 761 Borderline and Narcissistic Psychology anxiety. One to three credits each semester. PSY 709M Master's Thesis Supervision A review of the historical background of borderline Credits: 1 to 3 Master's degree candidates receive assistance in and narcissistic syndromes. Key literature is On Occasion completing their theses. discussed, and differential diagnostic and Prerequisite: Permission of the Chair of the therapeutic issues are extensively considered as is PSY 840 Clinical Internship Department. Pass/Fail only. the efficacy of empirically supported techniques. Each candidate for the doctorate in clinical Credits: 3 Credits: 3 psychology must spend one year full-time or two Every Semester On Occasion years half-time as an intern in an approved installation, such as a mental hospital or mental PSY 710 Psychotherapy Research PSY 765 Object Relations Theory hygiene clinic. Services performed concentrate on An examination of the history of psychotherapy An in-depth study of the contributions of the major diagnostic testing and staff conferences, and research that focuses on such major topics as British object-relations theorists and the place of supervised individual or group psychotherapy. therapeutic alliance, alliance ruptures and such theory in psychoanalytic thought. The Pass/Fail only. No credit. This course has an treatment failures, common versus specific factors, empirical support for these theories is also additional fee. and differential treatment outcome. Significant discussed. Credits: 0 psychotherapy research studies and programs (e.g., Credits: 3 Every Fall the NIMH depression study), and empirically On Occasion validated treatments are reviewed. A number of PSY 841 Clinical Internship psychotherapy research assessment instruments that PSY 771 Dynamic Psychotherapy II Each candidate for the doctorate in clinical measure different change mechanisms in therapy A study of the way in which principles of psychology must spend one year full-time or two are demonstrated using vignettes of videotaped psychodynamic psychotherapy may be applied to years half-time as an intern in an approved sessions. Students interested in pursuing severe psychopathology and to short-term therapies. installation, such as a mental hospital or mental psychotherapy research are thus provided some The application of such principles to the psychoses, hygiene clinic. Services performed concentrate on hands-on experience with a number of measures. and borderline conditions is discussed. The diagnostic testing and staff conferences, and This course is the equivalent of Research and empirical literature related to such supervised individual or group psychotherapy. Design II. Prerequisite: Psychology 600 psychotherapeutic issues is discussed as are the Pass/Fail only. No credit. This course has an Credits: 3 interactions with cultural and ethnic factors. additional fee. Every Fall Empirically supported therapies for these more Credits: 0 severe disorders are also discussed. Concurrent Every Spring PSY 750 Individual Research I supervised clinical practice is required. Individual research projects under supervision. Credits: 3 PSY 842 Second-Year Internship Pass/Fail only. Prerequisites: Psychology 600 and Annually Available to those students who wish to pursue a 700 or 710. second year of clinical internship. Not required for Credits: 3 PSY 775 Seminars in Special Topics the doctorate. Pass/Fail only. No credit. Annually An intensive study in special areas of interest in Prerequisite: PSY 840-841. This course has an Clinical Psychology (not necessarily the same topics additional fee. PSY 751 Individual Research II each year). Examples of topics are computer Credits: 0 Individual research projects under supervision. research technology, brain and behavior Every Fall Pass/Fail only. Prerequisites: Psychology 600 and relationships, psychopharmacology, issues of social 700 or 710. stress, special statistical techniques, and the study of PSY 843 Second-Year Internship Credits: 3 anxiety. One to three credits each semester. Offered Available to those students who wish to pursue a Annually every semester second year of clinical internship. Not required for Must be a student in the Doctoral Psychology the doctorate. Pass/Fail only. No credit. PSY 755 Psychopathology II program Prerequisite: PSY 840-841. This course has an A study of contemporary theory and research in Credits: 3 additional fee. psychopathology with a special emphasis on Annually Credits: 0 developmental etiological factors, biosocial Every Spring contributions, symptom formation and the PSY 776 Special Topics rationale for different interventions. An intensive study in special areas of interest in PSY 849A Dissertation Topic Seminar Psychodynamic and cognitive behavioral theories Clinical Psychology (not necessarily the same topics Students develop the conceptual rationale and are emphasized as is the interaction of each year). Examples of topics are computer methodology for their dissertation topics. Each psychopathology with cultural factors. Discussion of research technology, brain and behavior student has the opportunity to present his or her the literature related to the DSM is also considered. relationships, psychopharmacology, issues of social own research proposal, to receive feedback from Prerequisite: Psychology 655 stress, special statistical techniques, and the study of other students and the instructor, and to critique Credits: 3 anxiety. the proposals of other students. Students may Every Spring Credits: 1 to 3 register for this course for one or more semesters.

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Required of those students in their fourth year who with consent of the clinical director. The Credits: 3 are not yet in dissertation committee. Pass/Fail enrollment and fee for this course registration is Every Fall and Spring only. Psychology 849A offered every Fall; repeated as long as the study is in active progress. Psychology 849B offered every Spring; Psychology Pass/Fail only. Students received an Incomplete PSY 858 Doctoral Thesis Supervision 849C offered every Summer. until the dissertation is completed. Each doctoral candidate conducts doctoral thesis Credits: 3 Credits: 3 research under the guidance of a committee, which Every Fall Every Fall and Spring may be a standing committee or one assembled with consent of the clinical director. The PSY 849B Dissertation Topic Seminar PSY 853 Doctoral Thesis Supervison enrollment and fee for this course registration is Students develop the conceptual rationale and Each doctoral candidate conducts doctoral thesis repeated as long as the study is in active progress. methodology for their dissertation topics. Each research under the guidance of a committee, which Pass/Fail only. Students receive an Incomplete until student has the opportunity to present his or her may be a standing committee or one assembled the dissertation is completed. own research proposal, to receive feedback from with consent of the clinical director. The Credits: 3 other students and the instructor, and to critique enrollment and fee for this course registration is Every Fall and Spring the proposals of other students. Students may repeated as long as the study is in active progress. register for this course for one or more semesters. Pass/Fail only. Students receive an Incomplete until Required of those students in their fourth year who the dissertation is completed. are not yet in dissertation committee. Pass/Fail Credits: 3 only. Psychology 849A offered every Fall; Every Fall and Spring Psychology 849B offered every Spring; Psychology 849C offered every Summer. PSY 854 Doctoral Thesis Supervision Credits: 3 Each doctoral candidate conducts doctoral thesis Every Spring research under the guidance of a committee, which may be a standing committee or one assembled PSY 849C Dissertation Topic Seminar with consent of the clinical director. The Students develop the conceptual rationale and enrollment and fee for this course registration is methodology for their dissertation topics. Each repeated as long as the study is in active progress. student has the opportunity to present his or her Pass/Fail only. Students receive an Incomplete until own research proposal, to receive feedback from the dissertation is completed. other students and the instructor, and to critique Credits: 3 the proposals of other students. Students may Every Fall and Spring register for this course for one or more semesters. Required of those students in their fourth year who PSY 855 Doctoral Thesis Supervision are not yet in dissertation committee. Pass/Fail Each doctoral candidate conducts doctoral thesis only. research under the guidance of a committee, which Credits: 1 may be a standing committee or one assembled On Occasion with consent of the clinical director. The enrollment and fee for this course registration is PSY 850 Doctoral Thesis Supervision repeated as long as the study is in active progress. Each doctoral candidate conducts doctoral thesis Pass/Fail only. Students receive an Incomplete until research under the guidance of a committee, which the dissertation is completed. may be a standing committee or one assembled Credits: 3 with consent of the clinical director. The Every Fall and Spring enrollment and fee for this course registration is repeated as long as the study is in active progress. PSY 856 Doctoral Thesis Supervision Pass/Fail only. Each doctoral candidate conducts doctoral thesis Credits: 3 research under the guidance of a committee, which Annually may be a standing committee or one assembled with consent of the clinical director. The PSY 851 Doctoral Thesis Supervison enrollment and fee for this course registration is Each doctoral candidate conducts doctoral thesis repeated as long as the study is in active progress. research under the guidance of a committee, which Pass/Fail only. Students recieve an Incomplete until may be a standing committee or one assembled the dissertation is completed. with consent of the clinical director. The Credits: 3 enrollment and fee for this course registration is Every Fall and Spring repeated as long as the study is in active progress. Pass/Fail only. Students receive an Incomplete until PSY 857 Doctoral Thesis Supervision the dissertation is completed. Each doctoral candidate conducts doctoral thesis Credits: 3 research under the guidance of a committee, which Annually may be a standing committee or one assembled with consent of the clinical director. The PSY 852 Doctoral Thesis Supervison enrollment and fee for this course registration is Each doctoral candidate conducts doctoral thesis repeated as long as the study is in active progress. research under the guidance of a committee, which Pass/Fail only. Students receive an Incomplete until may be a standing committee or one assembled the dissertation is completed.

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SOCIAL SCIENCE Social Science Courses Professor Lester Wilson (History) Director

(718) 488-1041; [email protected] SSC 512 Readings in the Social Sciences Professors Halbert Barton (Anthropology), Hildi Intensive readings in themes in the social sciences. Hendrickson (Anthropology), Gustavo Rodriguez Focus is on such global issues as religion, race and (Economics), Stacey Horstmann Gatti (History), racial attitudes, class, and social change. Kimberly Faith Jones (History), Nicolas Agriat Credits: 3 (History), Simon Sheppard (Political Science), Annually Paul Ramirez (Psychology), Haesook Kim (Sociology), Jose Sanchez (Urban Studies) SSC 553 World Social Development

A consideration of the world social situation, including such subjects as health, food and M.S. in Social Science nutrition, housing and urban planning, education,

employment, and social development in developing LIU's multidisciplinary graduate social science areas. program is designed for professionals seeking to Credits: 3 enhance their career opportunities within their Cross-Listings: PM 769, SOC 553, SSC 553 respective fields. Students receive a Master of Every Spring Science in Social Science degree following completion of twelve courses (thirty-six credits) in SSC 611 Independent Study a variety of related disciplines. Depending on a Prerequisite: Approval of the Department student’s particular career aspirations, a course of Credits: 3 study, determined in consultation with the program On Demand director, will provide the appropriate academic and analytical background for professionals in the chosen field. SSC 707 Thesis Supervision The selection, supervision and completion of the M.S., Social Science thesis topic. Pass/Fail only. Three credits per [Program Code: 06953] semester. Degree requirements are as follows: Credits: 3 1. Twelve credits (four courses) in a social science Every Semester

(anthropology, economics, history, political SSC 708 Thesis Supervision science, psychology, sociology, urban studies); The selection, supervision and completion of the 2. Six credits (two courses) in a second social thesis topic. Pass/Fail only. Three credits per science; semester. 3. Fifteen credits (five courses) in electives Credits: 3 4. Three credits in research methods or statistics; Every Semester 5. Comprehensive exam. In this bulletin, social science courses are listed under departmental “Academic Offerings.” Please refer to the following departments for courses of particular interest to you: anthropology, economics, history, political science, psychology, sociology, and urban studies. Credit and GPA Requirements Minimum Credits: 36 Minimum Major GPA: 2.75

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SOCIOLOGY Sociology Courses SPEECH-LANGUAGE Professor Ali PATHOLOGY Professors Emeriti Carden, Hittman, Rosenberg SOC 526 Asian Cinema Associate Professors Hendrickson (Chair), Kim, A focus on cinema as a unique cultural product in See Communication Sciences and Disorders. Barton, Juwayeyi which artistic sensibilities are mobilized to address, Associate Professor Emeriti Gritzer, Harwood and thus reflect, significant aspects of contemporary Assistant Professor Emeritus Sherar society. Through a range of feature films from the Adjunct Faculty: 8 region, this course examines these cultural products as collective expressions of some enduring concerns The Master of Arts degree in Sociology is not in modern Asian societies. offered at this time, but graduate courses in The pre-requisite or co-requisite of MA 500 or MA sociology are offered as part of other departments 800 is required. and programs including the United Nations Credits: 3 Graduate Program, Urban Studies and Social Cross-Listings: MA 533, SOC 526 Science. On Occasion

SOC 553 World Social Development A consideration of the world social situation, including such subjects as health, food and nutrition, housing and urban planning, education, employment, and social development in developing areas. Credits: 3 Cross-Listings: PM 769, SOC 553, SSC 553 Every Spring

SOC 601 Reading in Sociology Independent reading, research and study under the guidance of a sociology faculty member; topic to be mutually agreed upon in advance. Credits: 3 On Occasion

SOC 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion

SOC 654 Methods of Social Research An examination of the range of research methods employed in social science. Topics include selection of research designs, sampling and data collection, quantitative and qualitative approaches, statistics and the ethics of social research. Students are expected to apply such research strategies throughout the semester. Credits: 3 On Occasion

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UNITED NATIONS Advanced Certificate, United Nations UN 712 Advanced Seminar: 3.00 [Program Code: 84578] Topics to be Determined GRADUATE PROGRAM Core: Twelve (12) Credits Required. UN 713 The UN and Preventive 3.00 Lester N. Wilson, Ph.D., Director POL 642 International 3.00 Diplomacy (718) 488-1041; [email protected] Organization, The United UN 714 UN and International 3.00 Rainer Braun, Ph.D., Freie Universität Berlin; Nations and Affiliated Security: Disarmament Qazi Shaukat Fareed, Special Advisor to the Agencies and Non-Proliferation Director-General of UNIDO (United Nations HIS 632 The World Since 1945 3.00 Industrial Development Organization), Phyllis J. UN 715 Seminar: The United 3.00 UN 710 Research Methods 3.00 Lee, Secretary, High-Level Committee on Nations and Programmes, UN System Chief Executives Board; UN 711 Research Seminar 3.00 Peacebuilding Joseph J. Stephanides, Director, Security Council UN 717 The United Nations and 3.00 Affairs Division, U.N. Secretariat, ret.; James Global Terrorism Sutterlin, Director, Office of the UN Secretary- Twelve (12) Credits of Electives Required. General. ELECTIVE COURSES (Offered on Occasion) UN 798 Internship in NGO's, 3.00 ECO 626 Problems of Economic 3.00 Field Experience in The Institute for the Study of International Development Central America Organizations ECO 661 International Economic 3.00 UN 799 Internship in International 3.00 The Institute for the Study of International Relations Organizations Organizations builds on the unique instructional methodology and specialized research conducted HIS 626 The United States since 3.00 Credit and GPA Requirements in the United Nations Advanced Certificate 1914 Minimum Credits: 24 Program and its related master’s degree Minimum Major GPA: 2.75 POL 547 International Human 3.00 opportunities and provides for further development Rights of advanced studies and research in international United Nations Courses organizations. The Institute coordinates research POL 605 Conflict Resolution 3.00 projects dealing with the United Nations system POL 640 Public International Law 3.00 UN 692 Modern Diplomacy and nongovernmental organizations, with regional A comprehensive overview of contemporary organizations, and with other international POL 670 Politics of Developing 3.00 international diplomacy considered as art, science, groupings. Nations craft, practice, institution and process. Topics of SOC 553 World Social 3.00 discussion include the nature and development of Development United Nations Advanced diplomacy; diplomatic practice, methods, and SOC 606 Sociology of Population 3.00 techniques; types of diplomacy (with special Certificate Program and and Demography emphasis on multilateral diplomacy); diplomatic privileges and immunities; the role and function of Related Master Degree Options UN 691 Global Issues and 3.00 diplomats; the diplomat as a foreign affairs Interdependence The United Nations Advanced Certificate offers professional; and the contribution of diplomacy a unique opportunity to students seeking to enter UN 692 Modern Diplomacy 3.00 toward maintaining world order. or advance in careers in international organizations Credits: 3 or related institutions. Because of the exceptional UN 694 Management of 3.00 On Occasion nature of the program, it appeals to students from a International UN 694 Management of International variety of disciplines—communications, health, Organizations Organizations education, political science, economics, etc. The UN 695 Statistics for the Social 3.00 A focus on structural and managerial issues within student body reflects a mix of mid-career Scientist international organizations and an examination of professionals, UN staffers, members from the tools needed to function within such an permanent missions and traditional graduate UN 700 Independent Study 3.00 environment. students. UN 701 The United Nations and 3.00 Credits: 3 The 24-graduate credit program combines an Human Security Cross-Listings: PM 761, UN 694 extensive study of the UN system and the UN 704 Issues in International 3.00 On Occasion specialized agencies, funds and programs that Labor 1919 - Present constitute the UN System with rigorous UN 700 Independent Study individualized research into its range of functions UN 706 International 3.00 Development of selected topics, in conjunction and activities ranging from peace and security to Humanitarian Assistance with faculty adviser. human rights and development. Prerequisite: Approval of the Department. UN 707 Population Displacement 3.00 In addition to the United Nations Advanced Credits: 3 and Migration Certificate, the student has the option of On Occasion completing either a Master of Science in Social UN 708 Seminar, Non- 3.00 Science, a Master of Arts in Political Science, or a Governmental UN 701 The United Nations and Human Security Master of Public Administration. All UN Program Organizations The course will focus on such global/cross border courses may be applied to the particular master’s and interrelated threats as poverty, population UN 709 Seminar, Issues in 3.00 degree program selected. growth and migration, global warming, energy and International Ethics water scarcity, "failed states," terrorism and weapons

Page 89 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 of mass destruction and the denial of human rights. Students work closely with the UN Country Team, The "new dimensions" of these threats to human UN 713 The UN and Conflict Prevention whose Resident Coordinator opens the recruitment security will be explored and assessed, along with This seminar will explore the role of the United event, and research its in-country programs. the range of global governance instruments that Nations in conflict prevention. More specifically, Students learn about the national priorities of the might be used by the international community to drawing from history and on the basis of case country and, dependent upon the interest of the meet the challenges that they pose. material, the seminar will seek to explain the Government, also meet with government officials, Credits: 3 concept and evolving practice of prevention by the at the hosted event and/or separately. The student On Occasion United Nations with particular attention to the is also expected to keep a log of all fieldwork institutions involved and the modalities and impact experience and contribute to a formal report to be UN 706 International Humanitarian Assistance of their interventions. submitted to the DPI/Executive Committee, the A review of the evolution of the concept and Credits: 3 UN Country Coordinator and the NGOs recruited practice of humanitarian assistance. The course On Occasion for association. covers the interface between humanitarian Credits: 3 UN 715 The UN and Peacebuilding assistance and peacekeeping operations, the On Demand continuum between emergency assistance and This seminar will examine the role of the United economic/social development, the role of Nations in peacebuilding, with specific reference to UN 799 Internship in International Organizations humanitarian assistance in peace building, the role selected problem areas in developing countries. A course designed to provide direct exposure to and of nongovernmental organizations in the provision Credits: 3 experience in the work of a UN department or UN- of humanitarian assistance, and the evolving On Occasion related agency. The student engages in a supervised international legal concepts of dealing with the placement activity and is expected to meet at least UN 716 United Nations and The Middle East right to humanitarian assistance. The course once every two weeks with a faculty coordinator. The seminar will examine the events that led to the focuses on case studies of actual emergency The student is also expected to keep a log of all initial involvement and continued engagement of assistance operations. fieldwork experience and complete a seminar-length the United Nations in the Middle East. Starting Credits: 3 paper analyzing a specific problem of the agency or with the Balfour Declaration through the Annually department. independence of Israel followed by the various Credits: 3 Security Council and General Assembly resolutions UN 708 United Nations Nongovernmental On Demand Organizations on the situation to the present "road map," the A study of the premises and functions of private student will explore the role of the United Nations voluntary organizations in the UN non- in the Israel/Palestine question. The seminar will governmental organizations (NGO) structure. also discuss the impact of the Gulf War, the recent Student-initiated research in the functions of intervention in Iraq, and the current challenges selected groups of NGOs is conducted. facing the United Nations in the fields of Multidisciplinary and analytical discussions of democratization, disarmament, and human rights research progress reports on NGO activities and in the region. interactions with international organizations are Credits: 3 held. On Occasion

Credits: 3 UN 717 United Nations and Global Terrorism Annually This course explores these questions with particular UN 710 Research Methods attention to the novel features of the threat posed An introduction to research techniques in the by terrorism to international peace and security, the social sciences. Students are required to research a effectiveness of applicability of traditional models major function or principal concern within the UN and mechanisms for dealing with the security system. Based on their research, students make challenges posed by terrorism and addressing its formal presentations and defend policy proposals root causes, and what can be done through the drawn from their research. United Nations to contain and suppress terrorism. Credits: 3 Credits: 3 Annually On Occasion

UN 711 Research Seminar UN 798 Internship in Non-Governmental Cornerstone of the United Nations Program, a Organizations: Field Experience in Central research seminar that provides training in policy America making and requires preparation of a major study This course is designed to provide direct exposure on a specific area of UN operations. Students write to what it means to represent the United Nations a research paper on a major function or principal abroad. The Chair of the UN DPI/NGO Executive concern within the UN system. Committee formally designates students as Credits: 3 ambassadors on the Committee's behalf to recruit Annually NGOs for association with the UN Department of Public Information. Students work closely as a UN 712 Advanced Seminar team in preparing all aspects of the field trip, An exploration of selected United Nations issues including hosting a major event with the through intensive study in a seminar format. participation of the heads of 60 or more NGOs and Credits: 3 hosting bilateral meetings with NGO's at their On Occasion headquarters and/or visiting their projects.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 90 LIU Brooklyn

URBAN STUDIES PROGRAM mostly an evening program and is designed for PM 795 Race Relations and 3.00 working professionals as well as part-time and SOC 666 Intergroup Tensions Professor Jose R. Sanchez (Political Science), full-time students. It offers a multidisciplinary URB 666 graduate course of study leading to a Master of Chair; 718-488-1057; e-mail: Of the following courses only one is required: [email protected] Arts in Urban Studies. Courses at the 500-level are PM 783 Principles and Practices 3.00 Professors: Dorinson (History), Wilson (History) available to qualified undergraduates in their URB 614 of City Planning Associate Professor: Kim (Sociology) junior and senior years. Adjunct Faculty: 4 The M.A. in Urban Studies is more than a URB 629 Community Planning and 3.00 narrow professional degree. It provides a broad Metropolitan Economic exposure to the essential elements of urban studies Development The Urban Studies Program provides students while developing skills in writing, research and with a behind-the-scenes look at urban Of the following courses only one is required: critical analytical thinking that prove necessary administration, economics, government, history, ECO 507 Quantitative Methods for 3.00 and valuable in a wide range of professional fields. management, planning and sociology. It offers a SOC the Social Sciences Graduates can look forward to a wide range of comprehensive curriculum for administrators, URB career opportunities. Planning and GIS skills are economists, managers and planners in unrelated always in demand by government and non-profit PM 780 Computer Technology 3.00 fields, who are interested in career change or in organizations as well as private companies. There URB 605 Application to working in urban agencies, in addition to those are also many opportunities in real estate, Metropolitan Affairs already employed in the field, who lack the education, non-profit management, economic academic credentials needed to advance SSC 511 Theories, Ethics and 3.00 development, international development, professionally. URB Applications of Research neighborhood/community development, health Faculty members are experts in their areas of Across Social Science care, social services, and public administration. specialization and provide fascinating insight and Disciplines Admission to Degree Program an insider's perspective into the daily business, Applicants to the program leading to the Master URB 7071 Metropolitan Areas 3.00 politics and economics of urban life and of Arts in Urban Studies, must meet these Research Methods administration. Guest lecturers from public and requirements: Seminar private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent their commentary on a wide range of urban-related • A maximum of 6 credits are permitted of • Have at least 24 semester hours of advanced topics. appropriate graduate work in related disciplines undergraduate work in the social sciences for the MA in Urban Studies. (economics, history, political science, • 18 credits in urban studies electives (6 credits psychology, sociology and anthropology) or the permitted outside urban studies, by permission M.A. in Urban Studies equivalent. of the chair) • Students who were not undergraduate social The M.A. in Urban Studies provides a general Students choose either Option A (Thesis) or science majors must have at least a B- and technical understanding of the metropolis, Option B (Project) undergraduate average in such required social surrounding regions and world urbanization for Option A: The following course is required: science courses as have been taken and may be persons interested in such areas as administration, URB 7072 Metropolitan Thesis and 3.00 required to take up to 12 credits of economics, government, history, housing, Project Research Seminar management, planning, geographic information undergraduate courses, which will not be Option B: The following course is required: systems and sociology. credited toward the degree, in order to URB 708 Thesis and Project 3.00 The program’s faculty members are drawn compensate for any deficiencies in preparation. Seminar from the fields of urban studies, economics, history, political science and sociology. They MA Urban Studies include adjunct faculty selected for their [Program Code: 06962] Credit and GPA Requirements knowledge and experience in professional practice Major Requirements: Minimum Credits (Thesis Option): 36 in such matters as administration, management, Of the following courses only one is required: Minimum Credits (Project Option): 36 geographic information systems (GIS) and HIS/ 504 The Development of the 3.00 Minimum Major GPA: 3.0 planning. Guest lecturers from public and private URB American Metropolis agencies also contribute to courses that deal with HIS/ 583 The History of the City of 3.00 specialized subjects. URB New York The program will interest persons who have varied interests and experiences: those seeking Of the following courses only one is required: new career paths in such fields as administration, PM 781 Urban Government and 3.00 management, planning and public history; those POL 604 Politics working in a city or suburban agency but without URB 604 previous concentrated academic education in the URB 601 Capital Cities and 3.00 field; those seeking an intermediate degree as a Politics: Comparative stepping-stone to further academic or professional International Urbanization goals; and those interested in a graduate degree in urban studies with elective courses exploring Of the following courses only one is required: various aspects of the metropolis including PM 787 The Role of Ethnicity in 3.00 Brooklyn studies, city planning, community URB 608 the Metropolis planning and New York City history. The master’s program in urban studies is

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Urban Studies Courses cultural ideologies that govern ghettos. Credits: 3 Credits: 3 Cross-Listings: PM 787, URB 608 On Occasion On Occasion URB 500 Introduction to Urban Theory An introductory course that centers on readings in URB 560 The City through Film URB 619 Planning in Developing Nations urban history and sociology in order to give An examination of how film has shaped the public's An exploration of the social, environmental and graduate students a grasp of the language and view of the city as well as the role the city has played cultural elements of the comprehensive planning literature of urban studies. in film. Particular films are screened and analyzed. process at various levels of government in Credits: 3 Credits: 3 developing nations. Alternate Years Alternate Years Credits: 3 On Occasion URB 503 Brooklyn's Community Tradition URB 583 The History of the City of New York A focus on the growth of Brooklyn in terms of such A chronological and topical review of the political URB 623 Independent Research specific communities as Brooklyn Heights, and social development of New York City from Selection and completion of a research project, Brownsville, Flatbush, Fort Greene and Park Slope. Dutch settlement to the present. Emphasis is placed under the supervision of a faculty member. Special emphasis is given to noted architectural and on the development of the city as a great financial, Requires approval by individual faculty and chair. environmental features of those communities. intellectual and cultural center. Credits: 3 Course is supplemented by guided walking tours of Credits: 3 On Demand related neighborhoods. Cross-Listings: HIS 583, URB 583 URB 624 Independent Research Credits: 3 On Occasion Continuation and completion of a research project, Every Summer URB 601 Capital Cities and Politics: Comparative under the supervision of a faculty member. URB 504 The Development of the American International Urbanization Requires approval by individual faculty and chair. Metropolis An examination of the political, physical, Credits: 3 A study of the development of the American economic, social and cultural aspects of On Demand metropolis from the period of earliest settlement to urbanization as a worldwide development, with URB 629 Community Planning and today. Special emphasis is placed on the particular emphasis on selected great cities and Metropolitan Economic Development relationship of physical development to the various their regions and on regional urban/suburban A study of the principles and systems of community factors that affect urban growth and change. (Same interaction. (Same as Political Science 601) planning as methods of sustaining and promoting as History 504) Credits: 3 economic growth. The course includes selected Credits: 3 Alternate Years topics such as community boards, government and Cross-Listings: HIS 504, URB 504 URB 603 Urban Ministry private agencies and departments, zoning, special Alternate Years An historical and sociological course on the special legislation, and programs pertaining to economic URB 506 The Geography of New York City role of religious institutions in cities. A broad incentives. A field-based course that explores the relationships range of literature exposes students to the religious Credits: 3 between the physical, economic and social ideologies and movements that have responded to On Occasion geography of the city's development. and defined urban problems. URB 651 Urban Economics Credits: 3 Credits: 3 An analysis of economic problems arising in the On Occasion On Occasion modern urban areas of the United States. URB 510 State Violence and Terrorism URB 604 Urban Government and Politics Discussion centers around the causes of such An examination of individual terrorism - its origins A study of the management and organization of problems and possible alternative solutions. and theories offered to explain it - and the forms of American cities; politics and changing Relationships among city and state governments state coercion known as state terror, which is often constituencies; and the impact on community and the federal government receive due prompted by perceived domestic or foreign threats participation, city management and mayoralty. consideration. to survival, authority or national interest. The role (Same as Urban Studies 604 and Public Credits: 3 of surveillance and security in urban areas are also Administration 781). Cross-Listings: ECO 651, PM 788, SOC 651, explored. Underlying conditions such as civil strife, Credits: 3 URB 651 separatist movements, racial cleavages and Cross-Listings: PM 781, POL 604, URB 604 On Occasion ideological rationales are examined. Examples of On Occasion URB 680 Education Issues for Inner-City Family both categories of terrorism are drawn from history URB 605 Computer Technology Application to This course explores the ability of New York City to and from different world regions and are analyzed Metropolitan Affairs adapt its educational policy to the growing via theories learned in the course. The use of computer technology in metropolitan economic and cultural diversity of its student Credits: 3 matters. An overview of general applications with population. The course's literature and assignments Cross-Listings: POL 510, URB 510 specific attention to geographic formation systems. allow for an in-depth exploration of social and On Occasion Credits: 3 educational issues facing urban families and URB 550 The Ghetto from Venice to Harlem Cross-Listings: PM 780, URB 605 schools. An intensive examination of the primary and On Occasion Credits: 3 secondary literature on a modern phenomenon: the On Occasion URB 608 The Role of Ethnicity in the Metropolis ghetto. The course is intended to give students a A consideration of the roles played by some of New URB 708 Thesis and Project Seminar broad understanding of the physical uses and York City's ethnic, cultural and national groups in Completion of a master's thesis or project, research processes of ghettoization on an international scale. the development of urban neighborhoods. and writing of the thesis or development and The course also examines the racial, religious and

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 92 LIU Brooklyn presentation of the project. Pass/Fail only. Prerequisite: URB 7072 and Departmental permission. Credits: 3 Annually

URB 7072 Metropolitan Thesis and Project Research Seminar Development of a research thesis or terminal project proposal, use of urban methods, demographic and other data, bibliographical research, research design, as well as writing and presentation process. Prerequisite: Departmental permission. Credits: 3 Annually

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SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES

The School of Business, Public Administration and Information Sciences at LIU Brooklyn prepares students for professional careers in business and government. In addition to excellence in teaching, the depth and variety of academic study options and professional enrichment offerings combine to create a dynamic learning environment that provides students with the stimulation, networking opportunities, diversity and inspiration required for true academic success and professional development. Students are engaged and challenged by an internationally recognized faculty. Small classroom environments allow students to better gain knowledge, skills and ethical values in their study areas, as well as to develop the ability to evaluate current and emerging global issues and opportunities. Students’ experiential learning includes multidisciplinary teamwork, case studies and consulting projects, all of which have helped our students gain national recognition and placement in top firms and government agencies. The School of Business, Public Administration and Information Sciences offers the degrees of Associate in Applied Science in Business Administration; Bachelor of Science in Accounting, Computer Science, Entrepreneurship, Finance, Healthcare Management, Management(available with a concentration in Human Resource Management), Marketing, and Technology Management; Bachelor of Science/Master of Science in Accounting; Master of Business Administration (M.B.A.) in Accounting; Master of Business Administration (M.B.A.) with concentrations in Entrepreneurship, Finance, International Business, Human Resource Management, Management, Management Information Systems, and Marketing (also available as an accelerated One-Year MBA for all concentrations); Master of Science in Accounting, Computer Science, Human Resource Management, and Taxation; Master of Public Administration (M.P.A.) with majors in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration, Human Resource Management and Non-profit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. The School consists of four academic units which offer graduate degrees: Department of Finance, Law, Accounting and Taxation; Department of Technology, Innovation and Computer Science; Department of Managerial Sciences; and Public Administration. For information, please contact the Dean’s Office at 718-488-1130, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.

Edward Rogoff Dr. Abe D. Tawil Linette Williams Dean Associate Dean of Innovation Assistant Dean [email protected] [email protected] [email protected]

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Mission Statement Academic Advisement The School of Business, Public Administration, Academic Policies The School of Business, Public Administration, and Information Sciences provides professional and Information Sciences at LIU Brooklyn is Transfer Credits academic advisement to assist all students in dedicated to advancing scholarship and preparing A maximum of 6 credits, earned at an academic planning for all programs of the school. our diverse student population to meet the accredited college or university graduate program, The School of Business, Public Administration challenges of their future. Located in the heart of may be transferred to the master programs. A and Information Sciences' Office of Advisement Brooklyn, New York, we have been both tightly maximum of 12 credits may be transferred to the can be reached by phone at 718-488-1121 or e- connected to and reflective of our community for Master of Public Administration program. Grades mail at [email protected]. The office is located almost 100 years, embracing LIU's overarching earned for transfer credits are not included in in the Humanities Building, Room H700. mission of access and excellence. calculation of the cumulative grade point average. Our mission is to provide a transformational In all instances, transfer credits will not be granted educational experience for our students based on where the grade is less than 3.00. Transfer credit the following principles: will be accepted only for courses taken within the • Our programs are relevant. Our faculty last five years preceding enrollment in a School of maintains close ties to practice and are Business, Public Administration, and Information continually updating their skills to keep up with Sciences graduate degree program. Courses taken our students' needs. Our courses apply theory to at another university after admission to LIU practice and provide a wide variety of Brooklyn may not be used for transfer credit experiential learning opportunities. unless prior written permission is obtained from • We teach our students to be entrepreneurial- the dean. they learn to create value in society through Time Limits creativity and innovation. Work for the master’s degree must be • We believe in ethical professional practices and completed within five years from the date of are committed to public and community admission to the graduate program (exclusive of service. time spent in the U.S. armed forces), unless the • We believe that all students have value. We dean approves an extension in writing. foster close ties between faculty and students M.B.A. Waiver Policy through small class sizes and faculty Students with undergraduate or graduate availability. business administration work may have courses By following these principles, we produce waived in the general business core of the M.B.A. graduates with: program. Students must have received grades of at • Marketable skills that lead to successful job least 3.0 (B) in two undergraduate courses or one placement and productive careers. graduate course with the same academic content • Critical thinking and problem solving abilities for each general business core course to be that make them into lifelong learners. waived. Students must submit transcripts at the • A commitment to ethics and civic responsibility time of application to be considered for waiver. that makes them solid global citizens. Catalog descriptions may be requested. Vision Probation/Unsatisfactory Grades In order to execute on our mission, we aspire to Students are expected to maintain at least a 3.00 the following: cumulative grade-point average in any of the • We will be a school of choice- our culture, graduate programs of the school. Students who do faculty and programs will differentiate us from not maintain this standard will be placed on our competition so that students make a probation. The Academic Standing Committee will deliberate choice to enroll here. make a recommendation to the dean concerning • We will act entrepreneurially to constantly re- the student’s potential to successfully complete the evaluate our programs and curricula and seek program. The dean will make the final disposition opportunities to grow our enrollment and of the case. improve our brand. Plagiarism • We will be innovative and creative in order to Plagiarism is a practice that is not only design programs and pedagogy that are unique, unacceptable, but which is to be condemned in the relevant, and cutting edge. strongest terms possible on the basis of moral, • We will teach our students to use the educational and legal grounds. Under university technology that they will need to succeed in policy, plagiarism may be punishable by a range of today's workplace. penalties up to and including failure in a course • We will enhance traditional modes of course and/or expulsion from the School of Business, delivery with modern tools and techniques to Public Administration and Information Sciences improve meaning and effectiveness for our and the University. students. Application for Degree A candidate for graduation is expected to apply for graduation on-line at my.liu.edu by the deadline specified in the Academic Calendar. Alternatively, degree application forms can be submitted to Office of Enrollment Services.

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DEPARTMENT OF FINANCE, Exam (GRE) unless the applicant already holds MBA 625 Management of 3.00 a master’s or a J.D. degree from an accredited Innovation and LAW, ACCOUNTING AND institution or holds a Certified Public Technology Accountant license. TAXATION MBA 626 Risk Management 3.00 3. Official transcripts from all colleges and Associate Professors Scerbinski (Chair) Chung, universities previously attended (foreign Accounting Specialization Requirements: 12 Morgan, Uzun, Zheng documents must be accompanied by a certified Credits Professor Fischman English translation). ACC 741 Budgeting and 3.00 Assistant Professor Angeli 4. Official score report of the TOEFL examination Controllership Adjunct Faculty: 11 for applicants with degrees from foreign ACC 742 Financial Statement 3.00 colleges and universities. Analysis 5. A written statement outlining applicant’s Accountants provide financial information for objectives for seeking admission into the ACC 770 International Accounting 3.00 evaluating the present and planned activities of program. companies and organizations. Accounting prepares TAX 716 Federal Income Tax 3.00 6. A current résumé. those planning a career in business with a solid, Principles 7. Two letters of recommendation. yet versatile professional background. The field 8. A completed application submitted to the Capstone Courses: 6 Credits offers employment opportunities in a wide variety Office of Admissions. MBA 800 Business Policy I 3.00 of areas. Every company, regardless of its size or Limited Matriculation Status structure, has an accounting function and employs MBA 801 Business Policy II 3.00 A student admitted with technical or academic the services of certified public accountants, deficiencies is granted limited matriculation in the Credit and GPA Requirements auditors, tax advisors, financial managers and program. A student with limited matriculation may Minimum Credits: 36-60 (depending upon course consultants. According to the U.S. Department of enroll for a maximum of six credits per semester waivers) Labor’s Bureau of Labor Statistics, accounting for the first 12 credits before being considered for Minimum Major GPA: 3.0 jobs are expected to grow nearly 22% by 2018. full matriculation. If full matriculation status is not Accountants evaluate past performances of attained after 12 credits, the student may not enroll companies and make recommendations for M.S. in Accounting for any additional credits in the degree program. improved performance. It’s the accountant’s In addition, a student admitted with pending The 36-credit M.S. in Accounting is designed responsibility to devise effective cost-cutting GMAT or GRE scores is granted limited for students and professionals who have completed strategies aimed at improving an organization's matriculation for a maximum of one semester. The an undergraduate accounting degree (or overall performance. They are essential to the receipt of the official GMAT or GRE scores by the equivalent*) and who seek to enhance their effective operations of businesses, government Office of Admissions is a prerequisite for technical and professional skills through agencies and not-for-profit organizations. continued enrollment in the program. completion of an advanced degree in accounting. The Department of Finance, Law, Accounting *To establish the equivalency requirements, and Taxation offers the accelerated Bachelor of M.B.A., Accounting applicants with degrees other than accounting must Science/Master of Science in Accounting, Master [Program Code: 06889] fulfill the following undergraduate courses: of Business Administration in Accounting General Business Core: 24 Credits • 1-year sequence of the principles of Accounting (M.B.A. Accounting), Master of Science in Must complete the following requirements: (or Graduate Financial Accounting) Accounting, and Master of Science in Taxation. • Intermediate Accounting I GBA 510 Financial Accounting 3.00 • Intermediate Accounting II GBA 511 Corporate Financial 3.00 • Managerial or Cost Accounting Master of Business Management • Advanced Accounting Administration (M.B.A.) in GBA 512 Principles of Management 3.00 • Auditing and Leadership In today’s complex world, the impact of Accounting accounting plays a crucial role in how companies GBA 513 Marketing Management 3.00 structure business transactions. The M.S. in The M.B.A. in Accounting is a master's degree Accounting provides a body of knowledge of the in business administration with an advanced GBA 514 Money Banking and 3.00 principles and the doctrines of accounting that concentration in accounting. The accounting focus Capital Markets prepare graduates to participate in the business is designed to expand the knowledge of students GBA 515 Managerial 3.00 decision-making process. The program stresses preparing to work in the fields of financial Communications real-world learning that prepares you to become a management and control to enter or to advance in knowledgeable and well-rounded accounting the field of professional accounting in corporate, GBA 516 Business Statistics 3.00 professional. Instruction is delivered by professors government and not-for-profit organizations. The GBA 517 Fundamentals of 3.00 who are experienced and respected professionals degree is ideal for career advancement in the areas Management Information and who bring their day-to-day experiences to the of accounting and financial management. Systems classroom. Students interested in becoming Admission Requirements: Advanced Business Core: 18 Credits certified public accountants should consult the The standards for admission as a fully matriculated MBA 612 Marketing Strategy 3.00 chair of the department. student in the M.B.A. program are as follows: The M.S. in Accounting is registered with the 1. A bachelor’s degree with a minimum 3.0 MBA 613 Organizational Behavior 3.00 New York State Department of Education and the cumulative grade point average from an MBA 620 Behavioral Finance 3.00 National Association of State Boards in accredited institution. Accountancy (NASBA). Certified Public 2. Results of the Graduate Management MBA 621 Service and Operations 3.00 Accountants can earn Continuing Professional Admission Test (GMAT) or Graduate Record Management Education (CPE) credits by enrolling in 700-level

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 96 LIU Brooklyn

graduate accounting courses. All 700-level ACC 766 Accounting and 3.00 accounting and taxation courses at LIU Brooklyn Reporting II M.S. in Taxation earn CPE credits. State boards of accountancy [Program Code: 06890] ACC 770 International Accounting 3.00 have final authority on the acceptance of Must complete nine (9) credits from below. individual courses for CPE credits. Complaints Must complete six (6) units from below. TAX 716 Federal Income Tax 3.00 regarding registered sponsors may be addressed to TAX 716 Federal Income Tax 3.00 Principles the National Registry of CPE Sponsors, 150 Principles TAX 722 Corporate Taxation 3.00 Fourth Avenue North, Suite 700, Nashville, TN, TAX 722 Corporate Taxation 3.00 37219-2417. Website: www.nasba.org. TAX 760 Tax Practice and 3.00 Students graduating from an approved TAX 723 Tax Planning and 3.00 Procedure undergraduate program in accounting or in Administration Must complete twentyone (21) credits from the business administration who aspire to become TAX 724 Partnership, Corporations 3.00 following courses below. CPAs in New York State are required to meet the and Limited Liability TAX 724 Partnerships, 3.00 150 hours of education which must include a total Entities Corporations and Limited of 33 credits in accounting and a total of 36 credits Liability Entities in business and one year of experience. M.S. *Plus an additional twelve (12) credits of degree courses taken should include one course in electives to be determined in conjuntion with TAX 725 Federal Estate and Gift 3.00 each of the following: economics, quantitative your departmental advisor. Taxation measurements, finance, taxation, advanced Credit and GPA Requirements TAX 729 State and Local Taxation 3.00 auditing, and accounting and reporting. In Minimum Credits: 36 consultation with an adviser, the program of study Minimum Major GPA: 3.0 TAX 730 Corporate 3.00 can be made to fulfill the above requirements. For Reorganizations those individuals who wish to sit for the New York M.S. in Taxation TAX 735 Fiduciary Icome Tax 3.00 State CPA licensing exam and who do not hold an undergraduate degree in accounting, consult with The 30-credit M.S. in Taxation provides TAX 745 International Taxation 3.00 the department chair or your adviser. students with a comprehensive understanding of TAX 746 Advanced International 3.00 Admission Requirements: the sources of federal taxes and the ways in which Taxation In addition to the admission requirements in to apply tax laws in all types of business scenarios. Section Admission Requirements for the M.B.A. Graduates of this program greatly enhance their TAX 780 Fundamentals of 3.00 Accounting degree, a bachelor’s degree with major career options, whether they are already in a tax- Qualified Employee in accounting or its equivalent; CPA license or a related position or are in any other business Benefit Plans J.D. is required. venture, by gaining a solid foundation in how to TAX 781 Advanced Problems in 3.00 comply with the rules and regulations of taxation Qualified Employee M.S., Accounting and how to apply them. Benefit Plans [Program Code: 06892] In today’s complex world, the impact of M.S. Accounting Requirements taxation plays a crucial role in how companies TAX 787 Employee Benefit 3.00 Must complete eighteen (18) units from below. structure business transactions. The M.S. in Programs ACC 712 Accounting Information 3.00 Taxation provides a body of knowledge of the Credit and GPA Requirements principles and the doctrines of taxation that Systems Minimum Credits: 30 prepare graduates to participate in the business Minimum Major GPA: 3.0 ACC 720 Not-for- 3.00 decision-making process. Profit/Governmental The program, which is registered with the New Accounting York State Education Department and the National ACC 735 Internal Auditing 3.00 Association of State Boards of Accountancy, stresses real-world learning that prepares you to ACC 737 Advanced 3.00 become a knowledgeable and well-rounded tax Cost/Managerial professional. You will learn from professors who Accounting are experienced and respected professionals and ACC 741 Budgeting and 3.00 who bring their day-to-day experiences to the Controllership classroom. In addition, CPAs can earn Continuing Professional Education (CPE) credits by enrolling ACC 742 Financial Statement 3.00 in Graduate Taxation Courses. Analysis Admission Requirements: ACC 752 Advanced Auditing 3.00 In addition to the admission requirements in Section Admission Requirements for the MBA ACC 754 Fraud Examination 3.00 Accounting degree, a bachelor’s degree; ACC 756 Fraud and White Collar 3:00 Accounting 501 and LAW 790 or equivalent; or Crime CPA license or a J.D. is required.

ACC 760 Fiduciary Accounting 3.00

ACC 765 Accounting and 3.00 Reporting I

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

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

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

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Every Spring are required. residency, domicile, and sources of income taxed in Credits: 3 each jurisdiction. New York State income, sales and ACC 770 International Accounting Every Spring general business taxes, rent taxes, and franchise Insight into the international accounting taxes are covered. (45 CPE credits) environment from the viewpoint of the U.S.-based TAX 723 Tax Planning and Administration Pre-requisites of ACC 501/GBA 510 and TAX 716 multinational organization.(45 CPE credits) An advanced course in current tax practices and are required. The pre-requisite of ACC 501 or equivalent is planning methods, with emphasis on planning, Credits: 3 required. formation, operation and liquidation of corporate Every Spring Credits: 3 entities. Some topics considered are the effects of Cross-Listings: ACC 770, IBU 770 tax-free incorporation, personal holding companies, TAX 730 Corporate Reorganizations Every Fall professional corporations, accumulated-earnings tax A study of reorganizations, recapitalizations, stock and collapsible corporations. (45 CPE credits) redemptions, acquisition and disposal of assets, Law Courses Pre-requisite of ACC 501/GBA 510, and TAX 722 mergers, divisive reorganizations, and corporate or permission of the Professor, are required. liquidations. (45 CPE credits) Credits: 3 Pre-requisite of ACC 510/GBA 510, and TAX 722 LAW 790 Commercial Law I On Occasion or the equivalent, are required. A study of the subjects required to pass the law Credits: 3 portion of the CPA examination. Introduction is TAX 724 Partnerships, Corporations and Limited Every Fall made to the law and the legal system, torts, Liability Entities contracts, agency, personal property, real property, An advanced course in the provisions governing the TAX 735 Fiduciary Income Tax partnerships and corporations. This is the first of taxation of partnerships, corporations, limited This course will facilitate the complexity of two required law courses for CPA students, and it is liability entities and their partners/shareholders. preparing fiduciary income tax returns and will recommended for all graduate business students as Tax compliance and tax reporting for such pass- provide practical step-by-step guidance on the basics an elective. through entities are covered. The tax advantages, of Form 1041 preparation as well as more complex Credits: 3 the opportunities inherent in the choice of such issues such as determining fiduciary accounting On Occasion entities, and the detriments and traps for the income and distributable net income (DNI), unwary are reviewed. (45 CPE credits) computing the distribution deduction, allocating LAW 791 Commercial Law II Pre-requisite of ACC 501/GBA 510, and TAX 722 capital gains and depreciation, calculating the net A consideration of the study of legal topics covered are required. investment income tax, reporting income in respect in the CPA examination. The course covers sales, Credits: 3 of a decedent, and filing form 1041 in the estate or secured transactions, commercial paper, estates and Every Fall trust’s final year trusts, antitrust law, securities regulation, The pre-requisite of TAX 716 is required employment law, accountants, professional TAX 725 Federal Estate and Gift Taxation Credits: 3 responsibilities, bankruptcy, suretyship and A study of tax-related factors that enter into the Every Spring insurance. planning of estates for various types of taxpayers, Pre-requisite of LAW 790 is required. such as those with closely-held businesses, investors, TAX 745 International Taxation Credits: 3 professional persons and corporate executives. A study of U.S. corporations doing business in On Occasion Included are studies of federal estate and gift taxes foreign countries; U.S. taxation of foreign income and their effects on estate planning; the role of and foreign tax credits; allocation of income among Tax Courses trusts in estate planning; and estate planning related entities; and tax treaties. (45 CPE credits) methods available to reduce tax liabilities. (45 CPE Pre-requisite of ACC 501/GBA 510, and TAX 723 credits) or the equivalent, are required. TAX 716 Federal Income Tax Principles Pre-requisite of ACC 501/GBA 510 and TAX 722 Credits: 3 A study of the determination of income, deductions are required. Cross-Listings: IBU 745, TAX 745 and exemptions in computing taxable income and Credits: 3 Every Fall tax liability of individuals, including the general On Occasion rules applicable to all tax entities. Ordinary income, TAX 746 Advanced International Taxation capital assets, gains and losses, involuntary TAX 726 Business Tax Decision The international aspects of the US tax system as it conversions and tax-free exchanges, depreciation An examination of federal income tax and other relates to cross border transactions including the methods, passive activities, portfolio income, and business taxes that influence management governmental regulatory process. Topics covered alternative minimum tax are all examined. decisions. Consideration is given to the major include anti-deferral provisions, transfer pricing, tax Credits: 3 types of business transactions affected, including treaties, cross boarder reorganizations, international Every Fall financing of a corporation, acquisitions and tax practice and procedure, state taxation of dispositions, and the purchase, leasing and international transactions, and IRS forms used in TAX 722 Corporate Taxation maintenance of plant equipment. (45 CPE credits) international taxation. A study of the following: choice of entity for Pre-requisites of ACC 501/GBA 510 and TAX 716 The pre-requisite of TAX 745 is required conducting business; taxation of corporations, are required. Credits: 3 partnerships, and S corporations; tax accounting Credits: 3 Every Spring methods and taxable years; tax credits; alternative On Occasion minimum tax, and reconciliation of book and TAX 750 Current Developments in Taxation taxable income; and corporate redemptions and TAX 729 State and Local Taxation An analysis of current trends in federal taxation. liquidations. An overview of corporate An analysis of state and local taxes affecting Tax cases, rulings and new developments are reorganizations is included. Three credits. (45 CPE individuals and businesses in the tristate area (New examined for their significance to the tax credits) York, New Jersey and Connecticut). Included is a practitioner. (45 CPE credits) Pre-requisites of ACC 501/GBA 510 and TAX 716 study of issues involving residency and non- The pre-requisite of TAX 722 or the equivalent is

Page 99 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 required. Credits: 3 TAX 783 Plan Benefit Concepts and Funding FIN 702B Financial Market Institutions, On Occasion Requirements Regulations and Innovation This course covers: design of plan benefit formulas An analysis of asset and liability management by TAX 760 Tax Practice and Procedure including actual case studies; Social Security important financial market institutions; commercial A review of the organization of the Internal integration of pension and profit sharing plans; banks, insurance companies, mutual funds, and Revenue Service. Selection of returns for audit, plan funding requirements, funding deficiencies, other financial intermediaries. The course protests and conference rights, tax fraud, statute of funding penalties and hardship waivers, role of the emphasizes the impact of such policies on money limitations, and claims for refund are studied. In enrolled actuary and actuarial concepts and and capital markets. Case studies and aggregate addition, research techniques such as the use of tax terminology; actual preparation of IRS pension economic and financial market data contained in services, court decisions and rulings are returns and an overview of financial accounting for Citibase (accessed with MicroTSP) are used. emphasized. (45 CPE credits) pension costs. (45 CPE credits) Pre-requisites of GBA 511 and GBA 514 or 520 Pre-requisites of ACC 501/GBA 510 and TAX 716 Pre-requisite of ACC 501/GBA 510 and TAX 780 are required. are required. are required. Credits: 3 Credits: 3 Credits: 3 On Occasion Every Fall On Occasion FIN 703 Corporate Financial Policy TAX 761 Tax Practice from the IRS Perspective TAX 785 Disclosure Requirements of Employee An analysis of techniques used to attain long-term An insight into IRS examination practices and an Benefit Plans corporate objectives by means of financial policy. opportunity to exchange views with IRS personnel, This course covers: plans governed by the reporting Topics include capital budgeting; cost of financial who will serve as participating faculty. The course and disclosure requirements under the Employee and capital structure; sources of long-term funds; includes topics such as auditing through the Retirement Act of 1974 (ERISA); Summary Plan dividend policies; leasing; mergers, acquisitions and corporate balance sheet, coordinated examination Descriptions, Summary Material Modification and consolidations; and the applications of the capital programs, computer audit techniques, bankruptcy, Updated Summary Plan Descriptions; annual pricing model, the arbitrage pricing model and the and IRS authority to obtain information and reports and triennial reporting, accountants'' options theory to corporate financial decisions. documents. (45 CPE credits). reports and Summary Annual Reports; disclosure Pre-requisites of GBA 511 and GBA 514 or 520 Pre-requisites of TAX 716 is required. information available to plan participants; fiduciary are required. Credits: 3 responsibility and liability; claims procedure and Credits: 3 On Occasion participant-rights prohibited transactions; On Occasion exemptions and fiduciary insurance. (45 CPE TAX 780 Fundamentals of Qualified Employee credits) FIN 704 Financial Reports Analysis Benefit Plans The pre-requisite of TAX 780 is required. A survey of the analytical tools and techniques used An introduction to employee benefit plans that Credits: 3 to evaluate the current financial position of the covers the analysis of types of plans that can be On Occasion firm. Financial reports are analyzed for growth established by the employer; reviews tax rules potential, solvency, earnings quality, investments, involving participation, vesting, deduction TAX 787 Employee Benefit Programs and forecasting implications. Topics include limitations, benefit limitations and other This course covers: non-qualified deferred business and financial trends, proper adjustments requirements for plan qualification; and considers compensation arrangements; life insurance, medical of financial data, cash flow forecasting, estimation group insurance, flexible benefit plans, IRAs and and dental plans, prepaid legal plans, stock options, of debt risk premiums, and identification of likely simplified employee pensions (SEPs). (45 CPE thrift plans, stock purchase plans, ESOPs, 401k candidates for acquisition and high bankruptcy risk credits) plans, cafeteria plans, VEBAs, Educational Benefit firms. Required of all Finance concentration Pre-requisites of ACC 501/GBA 510 and TAX 716 Trusts and other employee fringe-benefit programs. students. are required. (45 CPE credits) Pre-requisites of GBA 511 and GBA 514 or 520 Credits: 3 Pre-requisite of ACC 501/GBA 510 and TAX 780 are required. On Occasion are required. Credits: 3 Credits: 3 On Occasion TAX 781 Advanced Problems in Qualified On Occasion Employee Benefit Plans FIN 705 Securities Analysis A study of the taxation of distributions from Finance Courses An introduction to the theory and practice of qualified plans, including alternate methods of security analysis, including the valuation of payment of plan benefits; loans from plans and individual securities, with emphasis on common constructive receipt problems; advantages and FIN 702A Money and Capital Market stocks and fixed income securities, valuation of the disadvantages of lump-sum distribution from plans; Applications stock market as a whole, and portfolio management the interrelationship between plan death benefit The study of financial markets as allocators of funds and investment strategies. Investment risks are distributions and estate taxation; IRS audits of and distributors of risk. Emphasis is given to the analyzed and measurements of risk, including qualified plans; plan disqualification and its impact roles and functions of financial intermediaries. duration and convexity, are examined. An on the employer and the employee; plan Theories of financial asset pricing are considered introduction to derivative securities and termination rules and government regulation of for their role in determining risk and return in international investments is included. plan termination; and IRS rulings and tax cases competitive markets. Pre-requisistes of GBA 511, GBA 514 or 520, and involving plan distributions and plan Pre-requisites of GBA 511 and GBA 514 or 520 FIN 704 are required. disqualification. (45 CPE credits) are required. Credits: 3 Pre-requisite of ACC 501/GBA 510, and TAX 780 Credits: 3 On Occasion or the equivalent are required. On Occasion

Credits: 3

On Occasion

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FIN 709 Quantitative Analysis and Forecasting for FIN 706 Advanced Securities Analysis and the Corporate Financial Environment FIN 716 International Financial Markets Speculative Markets An investigation of the relationships between An analysis of the financial opportunities and risks A study of advanced valuation techniques and corporate financial flows and financial markets, resulting in global market investment, with a focus individual security and capital markets forecasting industry, and aggregate economic data (national on international portfolio diversification and techniques and models. Alternative models are income and product accounts and flow of funds). management. Topics include determinants of analyzed and compared. In addition, the course Methods of analysis include econometric methods, foreign exchange rate and international capital focuses on speculative markets. Price time-series analysis and smoothing techniques. Use flows; balance of payments analysis techniques; determination of futures, forward contracts and of leading indicators as a forecasting tool is foreign exchange risk management, especially options are considered. Topics include market emphasized. Econometric model building and hedging and speculation strategies; the reasons for structure; uses and price effects of hedging, forecasting are performed using MicroTSP and the and impact of official intervention; and a study of speculation and arbitrage; the relationship between associated Citibase Macroeconomic Data Bank. the Eurocurrency and Eurobond markets, as well as contingent claims and underlying cash markets; and Pre-requisite of GBA 511, GBA 516 and GBA 514 a review of leading indicators for the various foreign securities. or 520 are required. international stock markets. The pre-requisite of FIN 705 is required. Credits: 3 Pre-requisites of GBA 511 and GBA 514 or 520 Credits: 3 On Occasion are required. On Occasion Credits: 3 FIN 710 Corporate Mergers and Acquisitions Cross-Listings: FIN 716, IBU 702 FIN 707 Portfolio Management A study of business enterprise growth through On Occasion A consideration of the most effective methods of merger and acquisition. Reviewed and discussed are meeting investment objectives for individual and premerger planning and fact-finding, legal and FIN 726 International Corporate Finance institutional portfolios (specifically, pension funds, accounting considerations, financing aspects, tax An analysis of the financial opportunities, risk and endowment funds and mutual funds). Focus begins and antitrust problems, personnel issues, and decision-making processes associated with with dedicated equity and fixed income portfolios postmerger integration and valuation techniques. international operations. Topics include and then progresses to asset allocation and International and domestic mergers and management of translation, transaction, and management strategies for mixed portfolios. acquisitions are considered. Case studies are economic exposure; taxation issues; multinational Alternative techniques for managing risk, including employed. capital budgeting and current asset management; derivative securities, are explored. Portfolio Pre-requisites of GBA 511 and GBA 514 or 520 complexities of international performance management, implementation and performance are required. evaluation and control systems; comparative measurement are analyzed and appraised in terms Credits: 3 financial statement analysis; cost of capital; and of economic shifts, yield curve changes, and tax and On Occasion international financing options. The case method legal considerations. The course makes heavy use of is employed. computer programs for portfolio management and FIN 712 Capital Budgeting The pre-requisite of FIN 716 is required. analysis. Actual individual and institutional An exploration of the theory of capital budgeting Credits: 3 portfolios, managed by large and small institutions, and risk management of long-term funds. Topics Cross-Listings: FIN 726, IBU 708 are examined. include measurement of cash flows, criteria of On Occasion Pre-requisites of GBA 511 and GBA 514 or 520 investment desirability, effects of taxes and are required. inflation, risk analysis, cost of capital and capital FIN 727 Global Economic Environment of Credits: 3 structure, lease analysis, capital rationing, Business On Occasion multicriteria capital budgeting, and linear The main goal of this course is to analyze and programming. understand the global economy in which business FIN 708 Financial Engineering Derivatives The pre-requisites of GBA 516 and ACC 501/GBA operates today. Attention centers on the key policy A study of the creation of derivative securities to 510 or equivalent are required. issues and major economic forces that affect meet financing needs, as well as an exploration of Credits: 3 business activity and on the tools necessary to the rapid growth of strategic financial product On Occasion evaluate these issues and forces. The tools of innovation and securitization precipitated by analysis include the portfolio approach, post- environmental and intrafirm factors. Chiefly as a FIN 715 International Trade Keynesian and modern monetarist approaches, solution to risk management, financial engineering A review of the principles of international trade its rational expectations, and state-of-the-art analysis of is explored from both the corporate treasurer's magnitude, direction, and industrial classification saving and investment. The course also explores the perspective (modeling a firm's risk exposure and as well as the institutions (e.g., GATT) facilitating role played by U.S. and world financial markets in productizing solutions) and from the investor's and it. The course focuses on practical techniques and influencing the domestic and global economic speculator's perspectives. Recent debt, debt-related, problems of exporting and importing, with special environment. Material in the text will be heavily equity, and equity-related and derivative attention to small business. Topics include sources supplemented by, and integrated with, current innovations are examined closely. Advanced trading of marketing information, techniques of payment events. strategies and models are developed. Tactical and collections, currency fluctuation problems and Prerequisites of GBA 520, 522, MBA 621 or its trading systems are developed and analyzed using balance of payments analysis, sources and uses of equivalents are required. Student must be in probability and gambling theories. Legal protections funds to finance foreign trade, and government acceptable plan of study. and current issues are explored. The course makes assistance. Credits: 3 extensive use of computer programs and Pre-requisites of GBA 511 and GBA 514 or 520 On Occasion spreadsheets. are required. Pre-requisite of GBA 511, GBA 514 or 520, and Credits: 3 FIN 750 Financial Problems Seminar FIN 705 are required. Cross-Listings: FIN 715, IBU 703, MKT 716 An analysis of selected current foreign and Credits: 3 On Occasion domestic financial and economic developments. On Occasion Emphasis is on integrating acquired financial knowledge with the problems under study.

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Pre-requisite of GBA 511, GBA 514 or 520, and FIN 710 are required. Credits: 3 On Occasion

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DEPARTMENT OF to-face meetings on Saturdays and the remainder Preparation Courses (6 credits) of the program completed online. MANAGERIAL SCIENCES M.B.A. students are encouraged to concentrate Business Writing: their study in one of the following business areas: Effective communication in the business setting Professors Sherman (Chair), Minowa entrepreneurship, finance, human resource is a demanding task that requires a comprehensive Associate Professors Amrouche, Belliveau, Dinur management, international business, management, command of written and oral communication Assistant Professor Aditya management information systems, or marketing. skills, exacting attention to detail, good Adjunct Faculty: 7 The curriculum also emphasizes personal brand interpersonal skills, and the discipline to get work development, including career planning, done on schedule. Change is the norm for 21st century and communication and presentation skill building, This course is designed for MBA students who therefore the management of change, especially project management, team leadership and group need business communication / English for various technological change, is paramount for anyone dynamics, and social media for career success. At functional and situational purposes in non- desiring a successful career in business, LIU Brooklyn, you can make the most of your academic and academic writing. It aims at building government, and not-for-profit administration. time, your learning, your network, and your effective language and communicative Whether a student is interested in investment. competence, which are highly desirable skills in entrepreneurship, finance, human resource academic and professional pursuits. management, international business, management, Admission Requirements: It teaches students theory, practice, and management information systems or marketing as The standards for admission as a fully matriculated evaluation of business communication skills as a career path, or even starting their own business, student in the M.B.A. program are as follows: well as orientation to careers and professional knowledge is the key to successfully managing in 1. A bachelor’s degree with a minimum 3.0 concerns in academic and non-academic writing. turbulent times. The Department of Managerial cumulative grade point average from an The course includes case study, documentation Sciences therefore provides all graduates a accredited institution. style and grammar review sessions. common knowledge and skill set abilities 2. Results of the Graduate Management Through hands-on activities and in-class developed to prepare students for managing in the Admission Test (GMAT) or Graduate Record discussions involving case study and qualitative global marketplace. These skills include: Exam (GRE) unless the applicant already holds research, we will explore areas such as: the theory communication, critical thinking and analysis, a master’s or a J.D. degree from an accredited and ethics of business communication; content teamwork, appreciation of global and ethnic institution or holds a Certified Public analysis; and report writing. diversity, ethics and social responsibility, Accountant license. We will examine the role of the business functional and technical skills. 3. Official transcripts from all colleges and communicator in organizational settings and universities previously attended (foreign explore topics such as: organizational culture;

documents must be accompanied by a certified qualitative research; case study method; ethics and Master of Business English translation). legality in business communication; and preparing 4. Official score report of the TOEFL examination documents for publication. Administration (M.B.A.) for applicants with degrees from foreign Business Math:

A Master of Business Administration (M.B.A.) colleges and universities. All business functions, from finance and opens doors to career opportunities far beyond the 5. A written statement outlining applicant’s accounting through marketing and management, financial sector. In fact, information technology, objectives for seeking admission into the have essential quantitative components, and energy, pharmaceuticals, and health care are program. aspiring managers must ensure that their math among industries that saw double-digit growth in 6. A current résumé. skills will allow them to master basic business M.B.A. hiring last year and the employment 7. Two letters of recommendation. tools and techniques. The math required is not outlook for M.B.A. graduates is up worldwide, 8. A completed application submitted to the complicated, and is usually covered in high school according to the 2014 GMAC Corporate Office of Admissions. or undergraduate college math programs. Recruiters Survey. The School of Business, Public Limited Matriculation Status However, some aspiring business students have Administration and Information Sciences offers a A student admitted with technical or academic not used math in a long time. This course provides traditional M.B.A. and an accelerated One-Year deficiencies is granted limited matriculation in the graduate business students with a review of M.B.A. degree program. program. A student with limited matriculation may essential math topics along with an introduction to The 36 to 60-credit Master of Business enroll for a maximum of six credits per semester how they are applied in business contexts. Administration (number of credits is based on your for the first 12 credits before being considered for Modules undergraduate coursework) provides the full matriculation. If full matriculation status is not • Module 1: General Business Core (12 credits) knowledge base and skills that enable attained after 12 credits, the student may not enroll The general business core courses are designed professionals to become leaders in business by for any additional credits in the degree program. for students who have not had undergraduate work offering a comprehensive program which meets In addition, a student admitted with pending in business studies. A student who studied the needs of an ever-changing, global business GMAT or GRE scores is granted limited business administration as an undergraduate may environment. matriculation for a maximum of one semester. The be exempt from some or all of the general business The Accelerated One-Year MBA (OYMBA) receipt of the official GMAT or GRE scores by the core courses, reducing the total requirements of the is a 36 credit Masters of Business Administration Office of Admissions is a prerequisite for program. Further information about waivers is (M.B.A.) degree for students with an continued enrollment in the program. found in the Academic Policies Section above. undergraduate business degree or significant The general business core courses not only M.B.A. Degree Requirements academic or professional business experience. This provide a basis for advanced studies, but also offer The Master of Business Administration cohorted program is completed in one calendar an opportunity to explore the various fields of (M.B.A.) consists of two preparation courses year. Courses are taken in 8 week modules – two business before selecting an area of concentration. (pending results of entrance exam) and a 7-part modules each in fall and spring semesters, and one It is mandatory, therefore, that the students module. in the summer. Courses will be blended with face- complete these courses before starting upon the advanced portion of the program.

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• Module 2: Business Basics (9 credits) assume that the focus of entrepreneurship is on the environment of a modern organization and can • Module 3: Business Functions (9 credits) starting for-profit businesses, learning the interact with both organizational functions and • Module 4: Advanced Business Functions (10 entrepreneurial process will help you to think more computer technology. credits) strategically in all of your endeavors. Marketing • Module 5: Personal Brand (5 credits) The best way to understand the entrepreneurial The marketing concentration is designed for • Module 6: Specialization (9 credits) process is to take a hands-on, experiential students who wish to pursue careers in brand • Module 7: Capstone (3 credits) approach. In this major, students will interact management, B2B marketing, marketing research, Advanced Business Core extensively with the business community both technology marketing, new product development Beyond the general business core (Modules 1 & inside and outside the classroom and produce a or other leadership roles in sales management. 2), the M.B.A. program requires a minimum of 36 plan that is both defensible to potential investors Courses focus on the multiple dimensions of the credits, which includes 24 credits in the advanced and actionable in the real world. decision-making process in a marketing setting, core (Modules 3, 4, and 5), 9 credits of chosen Finance and the application of the analytical tools of concentration electives (Modules 6), and 3 credits The finance concentration develops technical economic behavior sciences and quantitative of capstone course work (Modules 7). and managerial skills for global financial careers. systems to problems and opportunities currently The MBA advanced core is academically Courses cover global financial instruments and facing marketing executives rigorous and responsive to the demands of the markets while developing analytical and strategic marketplace. Students are exposed to the decision-making abilities. The approach considers complexities of global business through a series of macroeconomics as well as financial aspects of M.B.A. in Business Administration courses: Marketing Strategy, Organizational individual business organizations. [Program Code: 87332] Behavior, Corporate Financial Policy, Service and Human Resource Management This program requires 36-60 credits. Upon Operations Management, Management of Proper management of human resources evaluation of your official academic transcripts, Innovation and Technology, Marketing Analytics, (human capital) has the potential to be a source of your advisor will officially communicate the Building Your Online Brand, and Career Planning. sustainable competitive advantage for high- required number of credits to fulfill the M.B.A. Internationally renowned experts are invited to performance organizations. Students develop skill degree requirements. discuss some of the most vital trends and issues in set abilities needed for managing more efficient Prerequisites: 6 Credits the areas of study. The advanced business core and effective organizational systems. Based on Prerequisites may be waived pending results of must be completed before the student starts the different assumptions about people, their entrance exam. concentration classes. motivation, how they work and what they seek out BUS 500 Business Writing 3.00 Concentrations of their work experiences. Students are required to take 9 credits of International Business BUS 502 Business Math 3.00 advanced work beyond the advanced business The international business concentration General Business Core: Up to 27 Credits core. Such courses give students the opportunity to focuses on decision-making in an international Courses may be waived subject to prior acquire advanced skills in such areas as context and prepares professionals for positions undergraduate or graduate academic coursework. accounting, entrepreneurship, finance, human within multinational organizations. Business MODULE 1: GENERAL BUSINESS CORE resource management, international business, functions are related to the socio-cultural, political, management, management information systems, or legal and labor forces that affect global GBA 510 Financial Accounting 3.00 marketing. corporations. The international business GBA 511 Corporate Financial 3.00 Accounting concentration evaluates, both theoretically and Management The accounting concentration is designed to practically, the opportunities and risks of doing expand the knowledge of students preparing to business in an increasingly complex and GBA 512 Principles of Management 3.00 work in the fields of financial management and interdependent world. and Leadership control, to enter or to advance in the field of Management GBA 513 Marketing Management 3.00 professional accounting in corporate and not-for- The management concentration focuses on the profit organizations. For more information on interrelated functions of business enterprises, large MODULE 2: BUSINESS BASICS combining the benefits of an M.B.A with an and small, which determine their viability in the GBA 516 Business Statistics 3.00 advanced accounting concentration, please consult service global marketplace of the 21st century. the section on M.B.A. in Accounting. Strategic goal setting, organizational structures, GBA 520 Managerial Economics 3.00 Entrepreneurship management philosophies and cultures, ethics, GBA 521 Legal Aspects of 3.00 Entrepreneurial thinkers create value in society production and service processes, problem analysis Business Administration using innovation under conditions of uncertainty. and decision-making techniques are explored The ability to think entrepreneurially is critical for within a range of internal and external The following twenty-four (24) credits in all students, regardless of their major or their environments. advanced core courses are required: career plans. The entrepreneurship program at LIU Management Information Systems MODULE 3: THE BUSINESS FUNCTIONS Brooklyn is designed to engage students to think The management information systems MBA 630 Marketing Strategy 1.50 entrepreneurially while they learn how to execute concentration provides the necessary information on their vision efficiently and effectively. for managing an organization, and explores how MBA 631 Organizational 1.50 Entrepreneurship majors at LIU Brooklyn learn an effective management information system Leadership how to prepare and execute a comprehensive provides decision-oriented information to assist MBA 632 Ethics in a Global 1.50 strategy for launching a new venture. The venture managers in planning, organizing and controlling can be in any organizational context – large or the organization. The management information MBA 633 Corporate Financial 1.50 small, new or existing, Nonprofit or for profit. The systems curriculum teaches information system Policy entrepreneurial process of value creation through concepts within organization functions, as well as MBA 634 Service Operations 1.50 innovation remains the same regardless of the management knowledge and technical information Management context or the ultimate goal. Although people often systems knowledge. The graduate can work within

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 104 LIU Brooklyn

MBA 635 Entrepreneurship 1.50 MAN 708 Management of 3.00 One-Year MBA (Accelerated Track) Technology and Product The following twenty-four (24) credits in

Innovations advanced core courses are required:

THE BUSINESS FUNCTIONS (9 credits) MODULE 4: ADVANCED BUSINESS MAN 709 Government and the 3.00 FUNCTIONS Management of MBA 630 Marketing 1.50 Technology Strategy MBA 650 Business Intelligence 1.00 MKT 709 New Product 3.00 MBA 631 Organizational 1.50 MBA 651 Marketing Analytics 1.50 Development Leadership MBA 652 Transformational 1.50 MKT 733 e-Marketing 3.00 MBA 632 Ethics in a 1.50 Leadership Global MKT 736 Social Media Marketing 3.00 MBA 653 Investment Analysis 1.50 MBA 633 Corporate 1.50 Finance Specialization: 9 Credits MBA 654 Decision Making 1.50 Financial Three (3) advanced (700 level) finance courses Policy MBA 655 Management of 1.50 Human Resource Management Specialization: Innovation & Technology 9 Credits MBA 634 Service 1.50 Required courses: 6 Credits Operations MBA 656 Information Systems 1.50 HRM 721 Industrial Relations 3.00 Management Development & Management HRM 722 Human Resource 3.00 MBA 635 Entrepreneursh 1.50 Management ip MODULE 5: YOUR PERSONAL BRAND and one (1) of the following courses: 3 Credits ADVANCED BUSINESS FUNCTIONS (10 MBA 640 Making Effective 1.00 credits) HRM 726 Legal and Regulatory 3.00 Presentations Environment in Human MBA 650 Business 1.00 MBA 641 Managerial 1.00 Resource Intelligence Communications HRM 797 Case Studies in Human 3.00 MBA 651 Marketing 1.50 MBA 642 Building Your Online 1.00 Resource Management Analytics Brand HRM 798 Special Topics in Human 3.00 MBA 652 Transformation 1.50 MBA 643 Working in Teams & 1.00 Resource Management al Leadership Project Management HRM 799 Advanced Topics in 3.00 MBA 653 Investment An 1.50 MBA 644 Career Planning 1.00 Human Resource alysis M.B.A. Specialization Requirements: 9 Management MBA 654 Decision 1.50 Credits International Business Specialization: 9 Credits Making Three (3) advanced (700 level) international MODULE 6: SPECIALIZATION COURSES MBA 655 Management of 1.50 business courses Three (3) advanced courses in the specialization of Innovation & Management Specialization: 9 Credits choice. Available specializations are: accounting, Technology entrepreneurship, finance, human resource Three (3) advanced (700 level) management management, international business, management courses MBA 656 Information 1.50 information systems, management, and Management Information System Systems marketing. Specialization: 9 Credits Development Required course: 3 Credits & Management

CS 601 Principles of Computer 3.00 YOUR PERSONAL BRAND (5 credits)

Science and Structured MBA 640 Making 1.00 M.B.A. Capstone Requirement: 3 Credits Programming C Effective MODULE 7: CAPSTONE COURSE and one (2) of the following courses: 6 Credits Presentations MBA 800 Business Strategy 3.00 CS 633 Structured System 3.00 MBA 641 Managerial 1.00 M.B.A. Specializations Analysis and Design Communicatio Entrepreneurship Specialization: 9 Credits CS 645 Computer 3.00 ns Required Courses: 3 Credits Communications and MBA 642 Building Your 1.00 ENT 701 Seminar in 3.00 Networking Online Brand Entrepreneurship CS 649 Database Management 3.00 MBA 643 Working in 1.00 Entrepreneurship concentrations students will Systems Teams & choose (2) additional courses from the following Project list: Marketing Specialization: 9 Credits Three (3) advanced (700 level) marketing courses Management FIN 727 New Venture Finance 3.00 Credit and GPA Requirements MBA 644 Career 1.00 MAN 707 Small Business & New 3.00 Minimum Credits: 36 - 60 Planning Venture Management Minimum Major GPA: 3.0 MBA Specialization Requirements: (9 credits) SPECIALIZATION COURSES Three (3) advanced courses in the specialization of

Page 105 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 choice. Available specializations are: accounting, The following foundation courses are required: organizations. The graduate advanced certificate is entrepreneurship, finance, human resource 6 Credits designed to provide students with a comprehensive management, international business, management GBA 515 Managerial 3.00 and broad foundation to the human resource information systems, management, and Communications management practice and profession. Proper marketing. management of human resources (human capital) GBA 517 Fundamentals of 3.00 MBA Capstone Requirement: (3 credits) is a source of sustainable competitive advantage Management Information CAPSTONE COURSE for high-performance organizations. The advanced Systems MBA 800 Business 3.00 certificate is in complete alignment with the Strategy HRM Advanced Core: 12 Credits professional competencies outlined by the Society The following courses are required: for Human Resource Management (SHRM). The Credit and GPA Requirements SHRM competency model is globally accepted as Minimum Total Credits: 36 credits HRM 721 Industrial Relations 3.00 the highest professional standard in the practice of Minimum GPA: 3.0 HRM 722 Human Resource 3.00 human resources. Management The fifteen earned credits in the advanced M.S. in Human Resource HRM 726 Legal and Regulatory 3.00 certificate can be applied towards the fulfillment Management Environment in Human of the Master of Science in Human Resource Resource Management Management. The 36-credit M.S. in Human Resource Admission Requirements: Management degree is designed to prepare HRM 797 Case Studies in Human 3.00 The admissions requirement will be the same as students to enter the profession at the generalist Resource Management those of the Master of Science in Human Resource level by providing a broad overview of the HRM Electives: 12 Credits Management with the exception of the functional areas of human resource management Please choose four (4) courses from those listed GRE/GMAT scores. The GRE/GMAT scores (HRM). The program stresses the integration of below: will not be required for admission to the the functional areas of HRM within the broader HRM 790 Compensation and 3.00 Advanced Certificate in Human Resource context of the organization and its mission, goals Benefits Management. Hence, the admissions standards and values. for full matriculation in the advanced certificate The Society for Human Resource Management HRM 791 Employee Training and 3.00 are as follows: (SHRM) has acknowledged that its Master of Development 1. A bachelor's degree with a minimum 3.0 Science in Human Resources fully aligns with HRM 792 Diversity in the 3.00 cumulative grade point average from an SHRM's HR Curriculum Guidebook and Workplace accredited institution. Templates. Throughout the world, 196 programs in 2. Official transcripts from all colleges and 165 educational institutions have been HRM 793 Workplace Safety and 3.00 universities previously attended (foreign acknowledged by SHRM as being in alignment Health documents must be accompanied by a certified with its suggested guides and templates. The HR HRM 798 Special Topics in Human 3.00 English translation). Curriculum Guidebook and Templates were Resource Management 3. Official score report of the TOEFL examination developed by SHRM to define the minimum HR for applicants with degrees from foreign content areas that should be studied by HR HRM 799 Advanced Topics in 3.00 colleges and universities. students at the undergraduate and graduate levels. Human Resource 4. A written statement outlining applicant's They are part of SHRM's academic initiative, Management objectives for seeking admission into the created in 2006 and revalidated in 2010, to help HRM 724 Organizational 3.00 advanced certificate. the society define HR education standards taught Development 5. A current résumé. in university business schools across the nation 6. Two letters of recommendation (optional). HRM 725 Work, People and 3.00 and help universities develop degree programs that 7. A completed application submitted to the Productivity follow these standards. Office of Admissions. Admission Requirements: TAX 780 Fundamentals of 3.00 Limited Matriculation Status: The admission standards are the same as those Qualified Employee A student admitted with technical or academic of the M.B.A. Program; see the section Admission Benefit Plans deficiencies is granted limited matriculation. A Requirements for the M.B.A. program. student with limited matriculation may enroll for a TAX 787 Employee Benefit 3.00 maximum of six credits per semester for the first Programs 12 credits before being considered for full HRM Capstone: 3 Credits matriculation. Students are expected to achieve a M.S., Human Resource Management HRM 750 Management Seminar 3.00 minimum GPA of 3.0 in the advanced certificate. (HRM) The advanced certificate will consist of four Credit and GPA Requirements [Program Code: 20673] required courses (12 credits) and an advanced Minimum Credits: 36 HRM elective (3 credits). The students with no HRM Foundation: 9 Credits Minimum Major GPA: 3.00 prior background in management or HRM will be Must take one (1) of the following courses: 3 required to take GBA 512 (Principles of credits* Advanced Certificate in Human Management and Leadership) in the first semester GBA 512 Principles of Management 3.00 of enrollment. and Leadership Resource Management NOTE: GBA 512 (Principles of Management MBA 613 Organizational Behavior 3.00 In today's challenging economy, human and Leadership- 3 credits) is required for *Please consult with your advisor to determine resource management is a critical and in-demand candidates with no undergraduate business which course you should take. function that continues to provide employment degrees. The candidates with an executive opportunities across a broad spectrum of experience of more than 5 years will be waived

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 106 LIU Brooklyn from taking this prerequisite. Students are expected to achieve a minimum GPA of 3.0 in the advanced certificate.

Advanced Certificate, Human Resource Management (HRM) [Program Code: 35003] The following courses are required: 12 credits HRM 721 Industrial Relations 3.00

HRM 722 Human Resource 3.00 Management

HRM 726 Legal and Regulatory 3.00 Environment in Human Resource Management

HRM 797 Case Studies in Human 3.00 Resource Management Any Advanced HRM Elective: 3 credits Credit and GPA Requirements Minimum Credits: 15 Minimum Major GPA: 3.00

Page 107 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

Business Courses reports, and advertising managerial Cross-Listings: HRM 722, MAN 722 communications. Every Fall and Spring Credits: 3 GBA 510 Financial Accounting Every Fall, Spring and Summer HRM 723 Behavior Concepts Applied to A study of basic accounting concepts and methods Management and their significance to management and to the GBA 516 Business Statistics A study of the application of behavioral concept financial analyst. Topics include an introduction to An examination of the fundamental principles, techniques to the problems of managers and financial statement analysis the measurement of concepts and techniques involved in application of supervisors in large and small enterprises. Topics income and capital, accounting for fixed assets, probability and statistics to business research and include approaches to personnel assessment, inventory costing and price level changes, managerial decisions. The range of applications development and motivation of managers, and the measuring and accounting for corporate debt, covers such various functional areas such as finance, fundamentals of executive performance. corporate investment in securities, and computer marketing, accounting, management, economics Pre-requisite of GBA 512 or MBA 613 are required. applications in accounting. This course does not and production. Topics include descriptive Credits: 3 require previous training in accounting. statistics, probability concepts and techniques On Occasion

Credits: 3 applicable in risk assessment and decision theory, HRM 724 Organizational Development Cross-Listings: ACC 501, GBA 510 and statistical inference (estimation and hypothesis A survey of contemporary training and Every Fall and Spring testing). Credits: 3 development problems, with emphasis on the GBA 511 Corporate Financial Management Every Fall and Spring relationship between development and the A study of the methods by which firms and organization's personnel decisions. Techniques of individuals in a risky global environment evaluate GBA 517 Fundamentals of Management personnel training are examined. stocks, bonds and investment projects, combine Information Systems Pre-requisite of GBA 512 or MBA 613 are required. those elements in optimal portfolios, and A survey analysis of the role of information systems Credits: 3 determine the best level of debt versus equity. The in business strategy. Information systems are shown Cross-Listings: HRM 724, MAN 724, PM 711 basic tools are risk versus return and the evaluation to be facilitators of market penetration, competitive Every Spring of future cash flows. advantage and organizational change. The material HRM 725 Work People and Productivity Pre-requisite of GBA 510 is required. is presented within an integrated framework, An analysis of the problems of the occupational Credits: 3 portraying information systems as being composed environment in small and large enterprises. Every Fall and Spring of organization, management and technology elements. Topics include: organizational and Emphasis is on the practical problem solving that is GBA 512 Principles of Management and technical foundations of information systems; of immediate concern to the participants. Topics Leadership applications of information systems in all levels of include: new approaches to motivation, attitudes, An analysis of current management theory and decision making, including operational, tactical and job satisfaction, job enrichment, monotony, fatigue, practice that includes a discussion of its historical strategic decision making; management of working conditions and conflict resolution, quality foundations and an investigation of various information as an organizational resource and circles, and productivity. approaches to the management discipline. Primary various information architectures; emerging new Pre-requisite of GBA 512 or MBA 613 are required. emphasis is on the administrative functions of information systems technologies; various Credits: 3 planning, decision making, organizing, staffing and approaches to building information systems; and Cross-Listings: HRM 725, MAN 725, PM 712 controlling. issues related to management of information Every Spring

Credits: 3 systems. HRM 726 Legal and Regulatory Environment in Every Fall and Spring Credits: 3 Human Resource Management Cross-Listings: GBA 517, PM 703 An examination, discussion and exploration of GBA 513 Marketing Management Every Fall and Spring A survey analysis of the operations of marketing laws, regulations and judicial decisions affecting the systems. The course emphasizes strategic planning, HRM 721 Industrial Relations Human Resources manager. Case studies are used coordination and adaptation of marketing A survey of federal and state laws affecting the to develop an awareness of the legal problems operations to opportunities in profit and nonprofit conduct of parties in a bargaining relationship. facing the modern manager. Emphasis is on the organizations. Focus is placed on the principal Factors in the bargaining process, strategy and federal agencies and laws, but areas of regulation decision-making components of national and tactics, principles and specifics of contract clauses, reserved to the states are also discussed. international marketing, including product and administration and enforcement of the Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 collective bargaining agreement are examined. Credits: 3 Every Fall and Spring Pre-requisite of GBA 512 or MBA 613 are required. Cross-Listings: HRM 726, MAN 726 Credits: 3 Every Fall

GBA 515 Managerial Communications Cross-Listings: HRM 721, MAN 721 HRM 750 Management Seminar An investigation into improving the way people Every Fall within organizations communicate. The course A consideration of the human problems of includes the interpretation and application of HRM 722 Human Resource Management organizational management from a organizational communication theory for the A review of the major areas of personnel multidisciplinary point of view. Concepts and working or aspiring manager. Topics include administration. Topics include selection and research from the behavioral sciences are applied to personal communication styles, media and tools for replacement, compensation, training and the personnel problems of management. Theory the manager/communicator, organizational development, labor relations, and employee and technique are integrated by using group and communications climates, one-to-one services. Such activities are viewed from the individual study projects. The course is designed to communications, meetings and conferences, position of both the large and small firm. enhance interpersonal skills related to superiors, speaking before groups, written managerial Pre-requisite of GBA 512 or MBA 613 are required. subordinates, staff specialists and peers. communications, planning and producing business Credits: 3 The pre-requisites of GBA 512 or MBA 613; GBA

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 108 LIU Brooklyn

515, GBA 517, Credits: 3 foreign exchange risk management, especially HRM 721, 722, 726, and 797 are required. On Occasion hedging and speculation strategies; the reasons for Credits: 3 and impact of official intervention; and a study of Cross-Listings: HRM 750, MAN 750 HRM 797 Case Studies in Human Resource the Eurocurrency and Eurobond markets, as well as Every Spring Management a review of leading indicators for the various This is an applications-oriented course that is international stock markets. HRM 790 Compensation and Benefits designed to provide students with the opportunity Pre-requisites of GBA 511 and GBA 514 or 520 This course focuses on employee compensation and to apply HR theory to the practical everyday are required. employee benefits. Topics considered in this course challenges faced by HR generalists. Relevant course Credits: 3 include strategic compensation policy, topics addressed during the semester include: Cross-Listings: FIN 716, IBU 702 compensation management and administration, Strategic Management: Workforce Planning, On Occasion pay-for-performance, as well as how compensation is Recruitment, Selection decisions, % & D, determined for both hourly and salaried employees. Compensation and Benefits, Labor Relations, Benefit topic will include both legally required and workplace Safety and Security. Emphasis is placed IBU 703 International Trade employer discretionary benefits, as well as how on developing and evaluating alternative solution A review of the principles of international trade its firms develop and administer employee benefit strategies. magnitude, direction, and industrial classification plans; relevant laws for both compensation and The pre-requisite of HRM 722 or MAN 722 is as well as the institutions (e.g., GATT) facilitating benefits will also be covered. required. it. The course focuses on practical techniques and The pre-requisite of HRM 722 or MAN 722 is Credits: 3 problems of exporting and importing, with special required. Every Spring attention to small business. Topics include sources Credits: 3 of marketing information, techniques of payment Alternate Semesters HRM 798 Special Topics in Human Resources and collections, currency fluctuation problems and Management balance of payments analysis, sources and uses of HRM 791 Employee Training and Development An examination of selected themes current funds to finance foreign trade, and government Training refers to a planned effort by an developments, emerging issues, and areas of assistance. organization to facilitate employee's learning of job professional specialization in the field of Human Pre-requisites of GBA 511 and GBA 514 or 520 related skills and behaviors. The purpose of this Resources Management. Topics vary. are required. course is to provide the student with the knowledge The pre-requisite of HRM 722 or MAN 722 is Credits: 3 and skills that are required to design, develop, and required. Cross-Listings: FIN 715, IBU 703, MKT 716 deliver quality employee training. Within the Credits: 3 On Occasion context of training, approaches to employee Every Summer development will also be discussed. IBU 704 Management of International Business The pre-requisite of HRM 722 or MAN 722 is HRM 799 Advanced Topics in Human Resources A focus on the management of direct international required. Management investment, commonly known as multinational Credits: 3 An in-depth study of selected themes, current corporation, that examines the nature, growth and On Occasion developments, emerging issues, and areas of new directions of direct investment and how those professional specialization in the field of Human elements are related to changing economic, social HRM 792 Diversity in the Workplace Resources Management. Topics vary. and monetary conditions. The course highlights This course employs a seminar format and The pre-requisite of HRM 722 or MAN 722 is the interplay of business and government in examines the complex and encompassing ways in required. international management. which people differ, including examining the Credits: 3 The pre-requisites of GBA 512, MBA 613 and primary dimensions (age culture/ethnicity/race, Every Summer MBA 620 are required. language, gender, physical abilities and sexual Credits: 3 orientation) and secondary dimensions (education, IBU 701 International Business On Occasion geographical location, income, marital status, An introduction to international business that parental status, religion and work experience) that examines those aspects of economics, finance, IBU 705 International Marketing formulates in many instances the view of cultural investment and trade that have an international The study and analysis of the special problems of diversity. dimension. Topics include historical development marketing in the international marketplace. The pre-requisite of HRM 722 or MAN 722 is of multinational enterprises, relations between Marketing problems of overseas subsidiaries of required. multinational corporations and host countries, and multinational firms are explored, as are the Credits: 3 special problems associated with international importing and exporting activities of domestic On Occasion operations. firms, licensing/franchising, and foreign direct Pre-requisites of GBA 511, GBA 512, GBA 514 investment, including strategic alliances. HRM 793 Workplace Safety and Health and MBA 620 are required. Pre-requisite of GBA 513 and MBA 612 are An in-depth study of issues and practices related o Credits: 3 required. workplace safety and health. Relevant topics Cross-Listings: IBU 701, MAN 780 Credits: 3 include OSHA rules and regulations, OSHA Every Fall and Spring Cross-Listings: IBU 705, MKT 717 inspections, employer requirements under the act, On Occasion the role of HR in ensuring employer and employee IBU 702 International Financial Markets compliance with the act, filing and record keeping An analysis of the financial opportunities and risks IBU 706 Comparative International Management requirements. Within the context of OSHA, resulting in global market investment, with a focus Comparisons among national managerial systems. workplace violence, domestic violence, and on international portfolio diversification and The functional inter-relationships between workplace security will also be covered. management. Topics include determinants of managers and their international environments and The pre-requisite of HRM 722 or MAN 722 is foreign exchange rate and international capital the problems of cross-national cooperation are required. flows; balance of payments analysis techniques; highlighted.

Page 109 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

The pre-requisite of MBA 613 is required. Every Fall Credits: 3 MAN 708 Management of Technology and On Occasion MAN 702 Theories of the Organization Product Innovation A survey of organizational theories with particular A survey of new technologies in society and IBU 707 Multinational Business in Developing emphasis on goal setting assessing, achievement and business. Topics include opportunities and threats, Nations displacement. Topics include the relationship of technological forecasting, evaluation of new An analysis of the opportunities and problems of authority, role responsibility, organizational products and services, the management of new operating multinational firms in developing structure, design and culture. Students diagnose research and development, stimulating creativity, nations. Consideration is given to marketing organizational functions, analyze deficiencies, and economic evaluation of research products, opportunities, national customs and mores, natural determine ways of adapting organizational structure organizational characteristics, and estimating and resource policies, tax policies, governmental to realize goals. controlling research and development costs. economic nationalism, and similar concepts Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 512, GBA 517 and MBA 613 relevant to operating in developing nations. Credits: 3 are required. Pre-requisites of GBA 512 and IBU 701 are On Occasion Credits: 3 required. On Occasion Credits: 3 MAN 703 Project Analysis and Program On Occasion Management MAN 709 Government and the Management A survey of managerial criteria for effective project Technology IBU 708 International Corporate Finance planning and management. Topics include An examination of the changing role of An analysis of the financial opportunities, risk and establishing objectives, cost benefit analysis, government in shaping and directing the decision-making processes associated with planning methods, organizational concepts, causes management of technology in the civilian sector of international operations. Topics include of conflict, conflict resolution and options in the economy. Principal themes include the management of translation, transaction, and allocation of resources. rationales, processes and mechanisms of economic exposure; taxation issues; multinational Pre-requisite of GBA 512 or MBA 613 are required. government involvement; promotion and capital budgeting and current asset management; Credits: 3 regulation of technological development and use by complexities of international performance On Occasion government; industrial policy in the United States evaluation and control systems; comparative and other countries; and the impact of government financial statement analysis; cost of capital; and MAN 704 Managerial Planning and Control on product innovation and on the national international financing options. The case method Systems economy. is employed. A study of the formulation of integrated long-range The pre-requisite of GBA 517 or PM 703 is The pre-requisite of FIN 716 is required. and strategic plans relating to organizational required. Credits: 3 objectives, expense centers, performance centers Credits: 3 Cross-Listings: FIN 726, IBU 708 and investment centers. Also studied are methods On Occasion On Occasion of measuring performance and handling information. MAN 721 Industrial Relations IBU 745 International Taxation Pre-requisite of GBA 512 or MBA 613 are required. A survey of federal and state laws affecting the A study of U.S. corporations doing business in Credits: 3 conduct of parties in a bargaining relationship. foreign countries; U.S. taxation of foreign income On Occasion Factors in the bargaining process, strategy and and foreign tax credits; allocation of income among tactics, principles and specifics of contract clauses, related entities; and tax treaties. (45 CPE credits) MAN 705 Management Decision Theory and administration and enforcement of the Pre-requisite of ACC 501/GBA 510, and TAX 723 A survey of the decision-making processes and collective bargaining agreement are examined. or the equivalent, are required. methods for examining, defining, analyzing and Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 solving complex problems. Emphasis is on defining Credits: 3 Cross-Listings: IBU 745, TAX 745 objectives, value systems, and methods for Cross-Listings: HRM 721, MAN 721 Every Fall identifying and assessing alternative courses of Every Fall action. IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. MAN 722 Human Resource Management An analysis of the decision-making processes and Credits: 3 A review of the major areas of personnel methods for defining, analyzing and resolving On Occasion administration. Topics include selection and contemporary international financial and trade replacement, compensation, training and problems. Emphasis is on assessing international MAN 707 Small Business and New Venture development, labor relations, and employee developments and trade relating to business. Three Management services. Such activities are viewed from the credits. An examination of the role of a small business in a position of both the large and small firm. The pre-requisite of GBA 512 is required. dynamic, free enterprise economy, designed to Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 stimulate a creative approach (by entrepreneurs) to Credits: 3 On Occasion the problems of a small firm. The course Cross-Listings: HRM 722, MAN 722 emphasizes establishing new enterprises, financing, Every Fall and Spring IBU 770 International Accounting organizing, planning, operating, marketing, growth Insight into the international accounting and acquisitions MAN 723 Behavior Concepts Applied to environment from the viewpoint of the U.S.-based Pre-requisite of GBA 511, GBA 512 and MBA 613 Management multinational organization.(45 CPE credits) are required. A study of the application of behavioral concept The pre-requisite of ACC 501 or equivalent is Credits: 3 techniques to the problems of managers and required. On Occasion supervisors in large and small enterprises. Topics Credits: 3 include approaches to personnel assessment,

Cross-Listings: ACC 770, IBU 770 development and motivation of managers, and the

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 110 LIU Brooklyn fundamentals of executive performance. dimension. Topics include historical development within the "pure" service sector (banking, Pre-requisite of GBA 512 or MBA 613 are required. of multinational enterprises, relations between transportation, travel and tourism, etc.) and within Credits: 3 multinational corporations and host countries, and the services functions of manufacturing (after-sales On Occasion special problems associated with international support, financing, etc.). After an introductory operations. section to provide an overview of the role of MAN 724 Organizational Development Pre-requisites of GBA 511, GBA 512, GBA 514 services in the economy and within the functioning A survey of contemporary training and and MBA 620 are required. of various enterprises, the following topics and development problems, with emphasis on the Credits: 3 more will be explored: design and delivery of relationship between development and the Cross-Listings: IBU 701, MAN 780 services, the measurement of productivity and organization's personnel decisions. Techniques of Every Fall and Spring quality, managing capacity and demand, quality personnel training are examined. management redesign of service delivery processes, Pre-requisite of GBA 512 or MBA 613 are required. MBA 612 Marketing Strategy management of technology, and managing human Credits: 3 A focus on marketing planning processes, concepts, resources. The course explores the dimensions of Cross-Listings: HRM 724, MAN 724, PM 711 methods and strategies with global orientation at successful service firms and helps students discover Every Spring the product level as well as the corporate level. The entrepreneurial opportunities.

course emphasizes the relationship between The pre-requisites of GBA 510, 511, 512, 513, 514, MAN 725 Work People and Productivity marketing and other functions and draws on 515, 516, and 517 are required. An analysis of the problems of the occupational perspectives from industrial economics, corporate Credits: 3 environment in small and large enterprises. finance and strategic management literature. Every Fall and Spring Emphasis is on the practical problem solving that is Marketing strategies and practices of contemporary of immediate concern to the participants. Topics firms are discussed as they relate to industrial and MBA 625 Management of Innovation and include: new approaches to motivation, attitudes, consumer products and services. The overall Technology job satisfaction, job enrichment, monotony, fatigue, objective of the course is to help students This course draws upon the economics of technical working conditions and conflict resolution, quality incorporate and apply the skills, methods and change -- for high technology businesses. The circles, and productivity. insights they have acquired in previous marketing emphasis is on the development and application of Pre-requisite of GBA 512 or MBA 613 are required. and other business courses to the design and conceptual models clarifying the interactions Credits: 3 implementation of marketing strategies. between competition, patterns of technological and Cross-Listings: HRM 725, MAN 725, PM 712 Pre-requisite of GBA 513 is required. market change, and the structure and development Every Spring Credits: 1.50 of internal firm capabilities. The aim of this course

Every Fall and Spring is to provide a solid foundation for managing MAN 726 Legal and Regulatory Environment in innovation in high-technology industries. Human Resource Management MBA 613 Organizational Behavior Throughout, key conceptual frameworks are linked An examination, discussion and exploration of An analysis of both the formal and informal aspects to applications in a variety of industry and case laws, regulations and judicial decisions affecting the of the administration process. Topics include settings. Human Resources manager. Case studies are used human behavior in an organizational environment, Pre-requisite of GBA 512 is required. to develop an awareness of the legal problems individual behavior patterns, superior/subordinate Credits: 1.50 facing the modern manager. Emphasis is on the relationships, group dynamics, leadership, Every Fall and Spring federal agencies and laws, but areas of regulation communication, motivation and decision making, reserved to the states are also discussed. and the impact of innovation and change on the MBA 626 Risk Management Pre-requisite of GBA 512 or MBA 613 are required. organization. This course deal with the theoretical and practical Credits: 3 Pre-requisite of GBA 512 is required. approaches to effective financial management. Cross-Listings: HRM 726, MAN 726 Credits: 3 Planning, analyzing and controlling investment and Every Fall Every Fall and Spring short and long term financing are examined for

decision-making purposes. Emphasis is placed on MAN 750 Management Seminar MBA 620 Behavioral Finance the application of Risk, the methods in today's A consideration of the human problems of Behavioral finance offers a new perspective on business environment and related industries. organizational management from a modern investing. Phenomena such as stock Topics include: Capital budgeting, risk and multidisciplinary point of view. Concepts and momentum or the tendencies of investors to hold diversification, asset liability management, financial research from the behavioral sciences are applied to on to losing stocks too long are inconsistent with derivatives and financial engineering, swaps, the personnel problems of management. Theory the notions of traditional finance market efficiency, options and financial future. and technique are integrated by using group and yet they are perfectly consistent with psychological The pre-requisites of GBA 510, 511, 512, 513, 514, individual study projects. The course is designed to human processing of information. Students will 515, 516, 517 and MBA 620 are required. enhance interpersonal skills related to superiors, gain a proficiency in learning the knowledge of Credits: 3 subordinates, staff specialists and peers. psychological factors and economics concepts, Every Fall and Spring The pre-requisites of GBA 512 or MBA 613; GBA implement this knowledge in the financial markets 515, GBA 517, and apply the behavior finance ideas in the analysis MBA 800 Business Policy I HRM 721, 722, 726, and 797 are required. of real market trading phenomena. An examination of the fields of policy making and Credits: 3 The pre-requisites of GBA 510, 511, 512, 513, 514, administration that build upon and integrate the Cross-Listings: HRM 750, MAN 750 515, 516, and 517 are required. work covered in the graduate curriculum. The Every Spring Credits: 3 viewpoint is that of senior general managers who

Every Fall and Spring set company-wide objectives and coordinate MAN 780 International Business departmental policies and activities. As an An introduction to international business that MBA 621 Service and Operations Management integrating experience, students are expected to examines those aspects of economics, finance, This course will focus on the various aspects bring their overall acquired business knowledge to investment and trade that have an international involved in the management of service operations

Page 111 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 bear on the intricacies of managerial decision MKT 702 Marketing Research MKT 707 Marketing Distribution Systems making. Through text, case analysis and a An examination of information requirements for An analysis of the competitive struggle for channel computer-based simulation, students have an marketing decisions. Particular emphasis is placed command and the utilization of economic and opportunity to test their skill in the use of financial, on the development of cost and benefit analytical analytical tools and behavioral models. The growth marketing and management variables in a tools for evaluating various marketing information of, and innovation in, vertical systems are examined competitive situation. Selected guest lecturers and systems designs. Other topics include the design of with regard to social, economic and legal assignment of a major written project round out the surveys and experiments, questionnaire constraints. The course also surveys the objectives learning experience by providing each student with construction, decision models, data analysis and decision-making processes of individual a pragmatic discussion forum, as well as research techniques and data interpretation. members at various channel levels. Cases are used and writing experience with the dynamics of a Pre-requisite of GBA 513 is required. to stress practical applications. changing business world. Credits: 3 Pre-requisite of GBA 513 is required. The following pre-requisites are required to enroll On Occasion Credits: 3 in MBA 800 or 801: On Occasion GBA 510, 511, 512, 513, 514, 515, 516, 517; MKT 703 Sales Management and Forecasting MBA 612, 613, 620, 621, 625 and 626; A focus on the management of selling activities and MKT 708 Industrial Marketing Any four 700 level MBA courses. the outside sales force as critical elements of An analysis of current marketing practices for Credits: 3 marketing operations. Includes discussion of the manufacturers and suppliers of services to industrial Every Fall and Spring administrative activities of sales force managers and government markets. Emphasis is placed on from the district manager up to the top-level sales the strategy of market selection, product planning, MBA 801 Business Policy II force executive in the firm. Organization of the pricing, distribution and buyer/seller relations An examination of the fields of policy making and sales department, operating the sales force, pertaining to industrial products. administration that build upon and integrate the planning sales force activities, and analysis and Pre-requisite of GBA 513 is required. work covered in the graduate curriculum. The control of sales operations are covered. Major Credits: 3 viewpoint is that of senior general managers who emphasis is given to determining market and sales On Occasion set company-wide objectives and coordinate potentials, forecasting sales, preparing sales budgets, departmental policies and activities. As an and establishing territories and quotas. Cases are integrating experience, students are expected to used to stress practical applications. bring their overall acquired business knowledge to Pre-requisite of GBA 513 is required. MKT 709 New Product Development bear on the intricacies of managerial decision Credits: 3 A study of the management of the product mix. making. Through text, case analysis and a On Occasion The course presents an analytical approach to new- computer-based simulation, students have an product decisions. Topics include product policy opportunity to test their skill in the use of financial, MKT 705 Consumer Behavior considerations, new-product search, development, marketing and management variables in a A multidisciplinary approach to understanding economic analysis, and the factors leading to the competitive situation. Selected guest lecturers and consumer behavior in the marketplace that decision to commercialize, test market or assignment of a major written project round out the integrates the contributions of cultural discontinue a product. learning experience by providing each student with anthropology, psychology, sociology and economics. Pre-requisite of GBA 513 is required. a pragmatic discussion forum, as well as research The course reviews the role of the behavioral Credits: 3 and writing experience with the dynamics of a sciences in marketing in such areas as determination of market segments, product choice, On Occasion changing business world. brand loyalty and switching shopping behavior. The following pre-requisites are required to enroll MKT 710 Management of Marketing Operations Topics include learning theory, motivation, in MBA 800 or 801: An analysis of the marketing process, including diffusion of innovation, reference group theory, GBA 510, 511, 512, 513, 514, 515, 516, 517; formulation of policies, and the planning, role playing, perception and attitude formation. MBA 612, 613, 620, 621, 625 and 626; organizing, directing and coordinating of activities Managerial implications are examined using case Any four 700 level MBA courses. of marketing functions. The relation of marketing studies. Credits: 3 research and consumer motivation studies as they Pre-requisite of GBA 513 is required. Every Fall and Spring relate to marketing mix elements is also examined. Credits: 3 The pre-requisite of GBA 513 or MBA 612 is MKT 701 Marketing Communication and On Occasion required. Advertising Credits: 3 A study of the role of mass and personal MKT 706 Product Planning and Marketing The use of the case study method to develop skills On Occasion communication and sales promotion in marketing of analysis and decision making as they relate to management and their social and economic MKT 712 Direct Marketing product planning, management and portfolio implications. Research findings in communication A detailed study of direct response techniques, an analysis. The effects of product design, pricing, theory behavioral sciences, and comprehensive increasingly important component of the marketing promotion, advertising, research, distribution models of buyer behavior are particularly stressed. efforts of companies of all sizes. Direct marketers channels, sales efforts and legislation are examined The course surveys the planning, implementation have developed a sophisticated awareness of the in an effort to understand their interrelationships and measurement of effectiveness of marketing exact relationship of their marketing effort to sales as they affect both volume and profit. The product communication activities. Students are required to and profits; this course familiarizes students with management organizational structure is also develop integrated promotional campaigns based the entire range of direct marketing, media and examined. Outside lecturers from industry visit, as on actual marketing information. fulfillment strategies, with special emphasis on available. Pre-requisite of GBA 513 is required. scientific database management. Pre-requisite of GBA 513 is required. Credits: 3 Pre-requisite of GBA 513 is required. Credits: 3 On Occasion Credits: 3 On Occasion On Occasion

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

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

MKT 750 Marketing Seminar An analysis of the processes that shape marketing policy to maintain profitable operations. Emphasis is on the use of planning theory, game theory and input-output analysis in devising market plans and decision making. Application of such techniques is illustrated by cases and actual marketing problems of companies. Pre-requisite of GBA 513 is required. Credits: 3 On Occasion

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DEPARTMENT OF speak with a representative from the Office of Admissions or the School of Business' Office of M.S., Computer Science TECHNOLOGY, Advisement about this option. [Program Code: 89373] INNOVATION AND Admission Requirements: Computer Science Core: 21 Credits The standards for admission to the program are as The following seven (7) courses are required: COMPUTER SCIENCE follows: CS 631 Algorithms and Data 3.00

1. A bachelor's degree from an accredited Structures Professor Rodriguez institution CS 633 Structured System 3.00 Associate Professors Ghriga (Chair), Chung, 2. An undergraduate grade point average of 3.0 Analysis and Design League 3. A written statement outlining applicant’s Assistant Professor Shang objectives for seeking admission into the CS 641 Computer Architecture 3.00 Adjunct Faculty: 9 program CS 643 Operating Systems 3.00 4. A current résumé In the global marketplace, no company or 5. Two letters of recommendation CS 645 Computer 3.00 organization can exist without computers and 6. A completed application submitted to the Communications and technology. Companies rely on highly skilled and Office of Admissions Networking technically adept people to maintain software and Candidates meeting the admission requirements CS 649 Database Management 3.00 hardware and provide support. New uses for will be placed into one of the following two tracks Systems computers emerge continuously and the potential depending upon the candidate’s undergraduate for technology is unlimited. The outlook for degree and background in fundamentals of CS 666 Artificial Intelligence 3.00 computer science and programming. Other continued technological development is positive, Computer Science Electives: 9 to 12 Credits evidence of competence may be required to grant a especially in the fields of communication, Three (3) Advanced Computer Science Courses limited matriculation status in the program. transportation, biotechnology, and service with Thesis Option Track 1 – Candidates admitted into Track 1 will industries. Wireless technology, broadband and Four (4) Advanced Computer Science have a bachelor’s degree in computer science or security technology are all growing fields and Courses with Software Development Project management information systems and will begin technology skills are still in high demand in the Thesis Option: 6 credits government and military, health care and their program with the required core courses. CS 698 Computer Science Thesis 3.00 pharmaceuticals. As computer applications Track 2 – Candidates without a bachelor’s degree expand, jobs for system analysts, computer in computer science or management information CS 699 Computer Science Thesis 3.00 scientists, and database and network administrators systems will be admitted into Track 2 and required Software Development Project Option: 3 are expected to be among the fastest growing to demonstrate proficiency in computer credits occupations. The department’s primary goal is to programming and foundations by passing the instill in students sound analytical reasoning in the competency waiver exam or completing two CS 690 Software Development 3.00 latest technologies so that they have long, preparation courses: Computer Science 601 and Project successful careers in fields that are continually 605 or their equivalents. OR evolving and that offer a broad array of Computer Science Background Requirements CS 691 Software Development 3.00 professional opportunities. A candidate who is not proficient in the C Project The department offers the Master of Science in programming language must take CS 601 (no Computer Science. credits toward computer science master’s degree). Credit and GPA Requirements A candidate who does not have sufficient Minimum Credits (Thesis Option): 36

background in computer science foundations (i.e., Minimum Credits (Project Option): 36 M.S. in Computer Science operating systems, computer architecture, discrete Minimum Major GPA: 3.0

structures, advanced programming) must take CS Blended Learning - Onsite & Online 605 (3 credits). Candidates who successfully The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three provides students with the knowledge and skills to (3) elective credits for CS 605. become successful leaders in the field of computer Transfer Credits science. It is open to students from all Students are permitted to transfer a maximum undergraduate fields. The program provides the of six (6) graduate computer science credits from foundations and advanced applications with an other institutions with the approval of the emphasis on the design and development of large department chair. Industry training courses that software systems. meet time and content requirements may, with the Required courses cover what is commonly approval of the chair, qualify for transfer credits. accepted by the Association for Computing Competency Equivalencies Machinery (ACM) as the core of graduate Students who can demonstrate competency in computer science. The inclusion of small core courses may request that the course(s) be implementation projects and/or computer waived. The student will substitute an elective programming exercises in most courses provides course, with the approval of the department chair. experience in the practical aspects of the software development cycle This program is offered in a NEW blended learning format, where nearly half of the courses will be delivered online and the balance will be offered in a traditional classroom setting. Please

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Every Fall language designs on the compilation process; Computer Science Courses compilation of ambiguous and non-deterministic CS 643 Operating Systems languages; formal languages, parse techniques; and CS 601 Principles of Computer Science and An introduction to the algorithms and data optimization techniques. Structured Programming C structures of operating systems and their Credits: 3 A study of the fundamentals of structured program performance in various environments. Topics On Occasion design using a block-structured language such as C, include CPU scheduling, memory management, functions and file organization, and processing. virtual memory, mutual exclusion and deadlock CS 666 Artificial Intelligence Students are required to design and run multiple concurrent processes, and protection and security. An examination of the concepts and methodologies programs for problem solving on a computer. Not Credits: 3 used in constructing intelligent computer programs. credited to M.S. in Computer Science. Every Spring Areas covered are state space representation,

Credits: 3 knowledge representation and reasoning CS 645 Computer Communications and Every Fall and Spring techniques, and search strategies, including Networking heuristic search and genetic algorithms. Application CS 605 Fundamentals of Computer Science and An introductory course in computer networks, with areas are selected from game playing, expert- Systems Programming emphasis on the physical and logical design of systems, natural language processing and machine A study of the fundamental concepts of machine computer networks using the OSI and TCP/IP learning. Overview of AI tools and languages is architecture and operating systems, including layered models as conceptual frameworks. The included. Students are required to implement an assembly language programming, data structures physical, data link, network, and transport layers AI project. and algorithms used in advanced C programming. are discussed in detail. Examples are provided from Pre-requisite of CS 631 is required. Students are required to design and run computer existing network architectures. The TCP/IP Credits: 3 programs. Not credited to M.S. in Computer protocol suite is studied in the contexts of the Every Fall Science. network and transport layers. Credits: 3 Credits: 3 CS 668 Advanced Topics in Data Base Technology Every Fall and Spring Every Spring A study of the following: business and industrial application development; graphical user interfaces CS 631 Algorithms and Data Structures CS 649 Database Management Systems with client/server computing distributed data bases; An intensive treatment of the application of data An examination of the concepts and practical interface of relational data bases with software structures and algorithms in Computer Science. aspects of database management systems and how packages. Topics include recursion; sequential, linked and data resources can be designed and managed to Pre-requisite of CS 649 is required. dynamic allocation of storage stacks; queues; trees; support information systems in organizations. Credits: 3 graphs; hash tables; and internal and external Topics include data models and data and storage On Demand sorting and searching. Emphasis is placed on the structures and their relation to data access; use and design, implementation and evaluation of management of database systems, data CS 669 Expert and Knowledge Base Systems algorithms. independence; and data sharing, availability, A study of the methodologies for designing and Pre-requisite of CS 601 or equivalent is required. security, integrity and consistency. Students are implementing expert and knowledge-based systems. Credits: 3 required to design and implement a database using Topics are expert and knowledge-based problem Every Spring a relational database management system, such as solving, knowledge acquisition, explanation SQL. generation, and expert system development tools. CS 633 Structured System Analysis and Design Credits: 3 Comprehensive treatment of an expert system Successful system development entails much more Every Fall design and development tool such as ECLIPSE is than just coding. We will survey various models of conducted. Students are required to implement an the software development process, learn how to CS 655 Object-Oriented Software Methodology - expert system project. elicit and analyze system requirements, and how to C++ Pre-requisite of CS 666 is required. apply various design strategies, notations, and tools. A study of object-oriented analysis and design Credits: 3 In the end, you will understand why quality is so techniques. Several case studies with C++ are used On Occasion elusive in the development of information systems, to implement the object-oriented design and you will be comfortable with a range of techniques. Topics include design of classes, class CS 673 Internet Programming with JAVA processes, methods, and tools to help achieve it. interfaces, overloading (functions and operators), A look at programming for the Internet and Pre-requisite of CS 631 is required. inheritance, polymorphism, dynamic binding, concepts that relate to Internet technologies. Topics Credits: 3 reusability and aspects of software quality include JAVA, object-related programming, CGI Every Fall modularity. Students are required to complete and Dynamic HTML. JAVA topics include classes, projects with C++. interface classes, exceptions, libraries, threads, CS 641 Computer Architecture Pre-requisite of CS 601 or knowlege of the C network programming and database access. Writing A study of computer architecture and organization, language is required. CGI code for Web servers and JDBC for database with emphasis on quantitative analysis. Boolean Credits: 3 connectivity is also covered. Students are required algebra is introduced to teach digital devices. On Occasion to complete projects with JAVA. Students are required to design and implement on The pre-requisites of CS 601 and 645, and the co- paper a simple microprocessor by the end of the CS 664 Compiler Theory and Design requisite of CS 631 are required. semester. Microprogramming and conventional A study of the following: compiler organization - Credits: 3 machine level are taught. Programming is expected symbol table, lexical analysis, syntactic analysis, On Occasion in an assembly programming language. semantic analysis, object code generation and code Pre-requisite of CS 601 or equivalent, and CS 605 optimization techniques; polish notation, triples, CS 674 Distributed Systems or equivalent, are required. trees; the translation of arithmetic expressions and A detailed treatment of distributed systems in Credits: 3 programming constructs; the impact of various applications such as databases, computer networks

Page 115 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 and communication, architecture, and operating resulting in a valid and verified software system. systems. Guiding theory, design principles, and The application domain and the course syllabus are tools for analyzing and performing system trade-offs made available in the preceding semester. The are presented. Case histories of distributed systems completion of the degree core requirements is are reviewed. required. Credits: 3 Pre-requisites of CS 631, CS 633, CS 643, CS 645, On Occasion CS649 and CS 666 are required. Credits: 3 CS 675 Parallel Programming Every Fall A study of parallel random access machine (PRAM) model, as well as processor organizations and CS 691 Software Development Project parallel architectures. Design, analysis and The development of a large software systems project implementation of parallel algorithms are studied. based on a current analysis and design paradigm Case studies of parallel algorithms in various resulting in a valid and verified software system. problem domains are examined. An introduction The application domain and the course syllabus are is made to fault tolerant computing. Students are made available in the preceding semester. The required to do assignments using a parallel completion of the degree core requirements is extension of the C language such as C*, nCUBE C required. or C-LINDA. Pre-requisites of CS 631, CS 633, CS 643, CS 645, The pre-requisites of CS 631 and CS 641 are CS649 and CS 666 are required. required. Credits: 3 Credits: 3 Every Spring On Occasion CS 695 Special Topics in Computer Science CS 676 UNIX Programming A consideration of a current topic in computer An in-depth study of the UNIX system called science not offered in any other course. interface which allows programmers to write Credits: 3 applications that take advantage of the services On Occasion provided by the UNIX kernel. Topics include file system, processes and threads, and signals. CS 696 Special Topics in Computer Science Interprocess communication: pipes, message A consideration of a current topic in computer queues, shared memory, semaphores are studied. science not offered in any other course. An introduction is made to network programming Credits: 3 using the socket interface and RPC. On Occasion

Pre-requisite of CS 601 or knowledge of the C CS 697 Special Topics in Computer Science language is required. A consideration of a current topic in computer Credits: 3 science not offered in any other course. On Occasion Credits: 3 CS 678 Data Security On Occasion

A consideration of security problems in computing, CS 698 Computer Science Thesis with emphasis on legal issues. Topics include Preparation of a thesis under the supervision of a cryptography fundamentals and data security; NP- faculty adviser. The completed thesis is evaluated by completeness and security of cryptosystems; DES; the Department's graduate Curriculum Committee. IDEA; hashes and message digests; RSA; Credits: 3 authentication of people and systems; signature Every Fall and Spring schemes; access controls, information flow controls, and inference controls; and e-mail security. CS 699 Computer Science Thesis Pre-requisite of CS 631 is required. Preparation of a thesis under the supervision of a Credits: 3 faculty adviser. The completed thesis is evaluated by On Occasion the Department's graduate Curriculum Committee.

Credits: 3 CS 679 Local Area Networks Every Fall and Spring A study of local area network (LAN) technology, including topologies, communications media, communication protocol, interfacing equipment, and hardware and software. Students work on problems of planning, designing, installing and maintaining a LAN. Credits: 3 On Occasion

CS 690 Software Development Project The development of a large software systems project based on a current analysis and design paradigm

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DEPARTMENT OF PUBLIC M.P.A. (PAD) Advanced Core: 12 Credits Master of Public Administration MPA 602 Human Resources 3.00 ADMINISTRATION Management (M.P.A) Professor Lyons MPA 603 Fundamentals of Public 3.00 Associate Professor Levine (Director) Helisse Levine, Associate Professor of Public Budgeting and Financial Assistant Professors Bennett, Elmedni, Moreno, Administration Management Saldivar Director, M.P.A. Program MPA 604 Administrative 3.00 Adjunct Faculty: 7 718-488-1071 Responsibility and [email protected] Accountability The 48-credit, N.A.S.P.A.A.-accredited Master The public administration program prepares of Public Administration prepares students for MPA 606 Law for Managers 3.00 public service professionals for managerial public service responsibilities, blending positions in government, health and nonprofit M.P.A. (PAD) Specialization: 12 Credits management theory with practical applications in sectors. It is open to students from all The following course is required: government, health and nonprofit organizations. undergraduate fields and provides the foundations PM 728 Managing Human 3.00 Students from diverse backgrounds with varying and advanced applications expected in a graduate Behavior in Public levels of professional expertise are taught by program. Organizations faculty members who are current in all aspects of The program focuses on competencies that this continuously evolving and growing field. and employers want – leadership, ethical decision- The program of study is flexible and can be Three (3) advanced (700 level) elective courses making, analytical and budgeting expertise, tailored to accommodate the professional M.P.A. Capstone: 6 Credits written communication and oral presentation requirements of the student by offering MPA 798 Capstone Seminar 3.00 skills. Specialization courses in government, specialization courses that provide them with the health and nonprofit fields with a variety of sub- MPA 799 Capstone Project 3.00 opportunity to examine a specific management topics provide depth in the student’s area of function or an area of application in greater depth. Credit and GPA Requirements interest. Focused capstone courses allow students Areas of specialization include public Minimum Credits: 48 to apply their new competencies in meaningful administration, nonprofit management, urban Minimum Major GPA: 3.00 public service projects. government management, human resources The M.P.A. program offers the Master of management, law and management, international Public Administration with tracks in Public Master of Public Administration public management and social policy management. Administration and Health Administration, the Other specializations can be developed in in Health Administration Advanced Certificate in Gerontology consultation with a faculty adviser from the broad Administration and the Advanced Certificate in Helisse Levine, Associate Professor of Public spectrum of courses available through the program Not-For-Profit Management. Administration and the school, as well as through courses Admission Requirements: Director, M.P.A. Program available across the campus. The standards for admission to the program and 718-488-1071 The program is divided into four parts: an the advanced certificates are as follows: [email protected] introductory sequence that provides 18 credits of • Official transcripts as proof of a baccalaureate The U.S. Department of Labor’s Bureau of public service sector foundations and skills, degree from an accredited institution of higher Labor Statistics predicts above-average followed by 12 credits of focused management education employment growth for healthcare administrator topics including human resources, budgeting and • Two letters of recommendation positions through 2018. “Those with the highest financial management, law and accountability. • A current résumé education, strongest business skills and health care Students then take 12 credits in an area of • A two-to-three-page typewritten statement of work experience will be well positioned to take specialization and a required six-credit integrative purpose advantage of the most coveted jobs.” capstone experience, which culminates in a project • Standardized test scores (optional) The 48-credit, N.A.S.P.A.A.-accredited Master and a formal presentation. Capstone courses can • A completed application submitted to the of Public Administration in Health Administration only be taken after all course work is completed. Office of Admissions prepares students for careers in fields that offer Note: Full matriculation admission requires an M.P.A., Public Administration numerous professional paths. Students from official transcript showing an undergraduate grade diverse backgrounds with varying levels are taught [Program Code: 81214] point average of at least 3.0 on a scale of 4.0. by faculty members who are current in all of the M.P.A. (PAD) Foundation: 18 Credits Limited matriculation may be available to latest trends and issues in health care MPA 501 Principles of 3.00 applicants who do not meet full matriculation administration. Administration requirements. Candidates with grade point The program of study is flexible and can be averages of 2.5 or less must contact the M.P.A. MPA 502 Organizational Theory 3.00 tailored to accommodate the professional program director before submitting an application. and Behavior requirements of the student by offering Such limited matriculation may require specialization courses that provide them with the MPA 503 Government and the 3.00 additional evidence of competence. Limited opportunity to examine a specific management Economy matriculation students may register for a maximum function or an area of application in greater depth. of six credits per semester for the first 12 credits. MPA 504 Computer Applications 3.00 Areas of specialization include health care Limited matriculation becomes full matriculation administration, health care management, health MPA 505 Analytic Methods 3.00 upon completion of 12 graduate credits with a 3.0 care policy and aging/long-term care. Other average or better. Transfer students are welcome; MPA 507 Public Policy Processes 3.00 specializations can be developed in consultation transfer credits will be evaluated by the program with a faculty advisor from the broad spectrum of director. courses available through the program and the school, as well as through courses available across

Page 117 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 the campus. Gerontology is designed to provide working PM 745 Health and Retirement 3.00 The program is divided into four parts: an professionals in agencies and in organizations Planning in Elder Care introductory sequence that provides 18 credits of serving aging populations with the knowledge and PM 747 Nutrition Policy Across 3.00 public service sector foundations and skills, the skills needed to ensure effective service the Lifecycle followed by 12 credits of focused management delivery to these groups. The certificate can be topics including human resources, budgeting earned through two different stand-alone tracks: Credit and GPA Requirements and financial management, law and • Track 1 – Long-Term Care Administration, Minimum Credits: 15 accountability. Students then take 12 credits in an which is approved by the New York State Minimum Major GPA: 3.00 area of specialization and a required six-credit Department of Health (NYSDOH) for the NYS integrative capstone experience, which culminates Nursing Home Administrators Licensing Advanced Certificate in Not-for- in a project and a formal presentation. Examination; and • Track 2 – Community Aging Services and Profit Management (NPM)

M.P.A.. Health Administration Administration. The field of community aging The 15-credit Advanced Certificate in Not-for- [Program Code: 86461] services is expanding since there is a greater Profit Management is designed to provide M.P.A. (HAD) Foundation: 18 Credits emphasis on helping people remain professionals with varying backgrounds who are MPA 501 Principles of 3.00 independent and in their homes. managers in nonprofit organizations with the Administration Students in the M.P.A. Program who are taking essential elements of nonprofit organization theory the advanced certificate courses as their MPA 502 Organizational Theory 3.00 and management. The certificate consists of an specialization may graduate with both the M.P.A. and Behavior overview of the nonprofit sector, the organizations degree and the advanced certificate. that carry out these important missions and the MPA 503 Government and the 3.00 management challenges they face. Courses within Economy Advanced Certificate, Gerontology the certificate also address key management [Program Code: 30250] MPA 504 Computer Applications 3.00 functions of human resources, finance and (Select Track I or Track II) decision-making. MPA 505 Analytic Methods 3.00 Students may apply certificate courses to the Track I: Long-Term Care Administration MPA 507 Public Policy Processes 3.00 M.P.A. degree by taking courses for graduate Required Course: 3 Credits M.P.A. (HAD) Advanced Core: 12 Credits credit. PM 738 Gerontology, The Process 3.00 MPA 602 Human Resources 3.00 of Aging* Advanced Certificate, Not-for-Profit Management Of the following, four (4) courses are required: Management MPA 613 Health Systems Finance 3.00 12 Credits [Program Code: 30249] MPA 614 Healthcare Responsibility 3.00 MPA 602 Human Resources 3.00 The following courses are required: 12 Credits and Accountability for Management* MPA 602 Human Resources 3.00 Administrators MPA 613 Health Systems Finance* 3.00 Management

MPA 616 Legal Aspects of Health 3.00 MPA 616 Legal Aspects of Health* 3.00 MPA 603 Fundamentals of Public 3.00 M.P.A. (HAD) Specialization: 12 Credits Budgeting and Financial PM 739 Long Term Care 3.00 Management PM 730 Health, Disease and 3.00 Administration* Medical Care MPA 624 Nonprofit Management 3.00 PM 743 Aging Policy in the 3.00 and Community MPA 626 Legal, Ethical and 3.00 Three (3) advanced (700 level) elective courses Governance Issues in Note: Courses marked with * are required to sit for M.P.A. Capstone: 6 Credits Nonprofit Organizations the New York State Nursing Home MPA 798 Capstone Seminar 3.00 Administrator's Licensing Examination. Of the following, one course is required: 3 MPA 799 Capstone Project 3.00 Credits PM 741 Fund Raising 3.00 Credit and GPA Requirements Track II: Community Aging Services and Minimum Credits: 48 Administration PM 742 Grant/Proposal 3.00 Minimum Major GPA: 3.00 Required Course: 6 Credits Preparation PM 738 Gerontology, The Process 3.00 Credit and GPA Requirements of Aging Advanced Certificate in Minimum Credits: 15 Gerontology PM 743 Aging Policy in the 3.00 Minimum Major GPA: 3.00

Community Social services for older adults will play an Of the following, three (3) courses are required: increasingly important role in the health care 9 Credits community as the baby boomer generation ages. PM 714 Policy Analysis and 3.00 Nursing homes, hospitals, senior centers and Program Evaluation public health agencies, as well as other facilities and organizations that care for older adults, will PM 744 Bereavement: 3.00 require many more employees who specialize in Psychological, Cultural dealing with the needs and the issues of the aging and Institutional population. Perspectives The 15-credit Advanced Certificate in

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United Nations Certificate/M.P.A. Degree

As the world becomes more globalized and interconnected, the need for public administration professionals who are grounded in international affairs will increase. LIU Brooklyn offers a collaborative program, which makes it possible for students to complete both a United Nations Advanced Certificate and an M.P.A. This unique combination of programs provides a comprehensive background in public administration with an in-depth overview of the United Nations system and its specialized agencies. Students begin this fascinating educational journey by earning the United Nations Advanced Certificate and subsequently transfer into the M.P.A. Program when the certificate is completed or near completion. The United Nations Advanced Certificate consists of 24 credits of graduate-level courses that cover a broad range of topics including “Population Displacement and Migration,” “International Human Rights,” “Modern Diplomacy” and “World Social Development.” The M.P.A. Program consists of 48 credits, of required (36 credits) and specialization (12 credits) courses. A designated list of course matches or equivalencies is located in the course of study area and is approved by LIU and by the New York State Department of Education. For more information on the United Nations Advanced Certificate, please consult the degree offerings of Richard L. Conolly College.

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Credits: 3 Public Administration Courses MPA 614 Healthcare Responsibilities and Every Fall and Spring Accountability for Administrators MPA 501 Principles of Administration MPA 602 Human Resources Management This course considers the ethical dilemmas that An introduction to public and not-for-profit sector An exploration of theories and practices of human confront modern health service agencies and administration, including organization and resources management as they apply to the public institutions in the exercise of administrative management administration concepts and political and not-for-profit sectors. Includes a review of authority. Coursework includes analysis of the processes in the context of public policy, recruitment, civil service, training, performance problems of accountability, rights, equity, ethics intergovernmental relations, and policy impacts on evaluation, job development, compensation and the reconciliation of administrative processes public and not-for-profit agencies. systems, teamwork, empowerment, unionism, equal with medial, constitutional, regulatory and social Credits: 3 employment opportunity, employee rights, privacy mandates encountered and utilized by government Every Fall and Spring and occupational health and safety. organization in the administration of health systems Credits: 3 and public affairs. MPA 502 Organizational Theory and Behavior Every Fall and Spring Credits: 3 An examination of theories of organization, Every Spring administrative processes, and formal and informal MPA 603 Fundamentals of Public Budgeting and relationships in organizations. Includes the Financial Management MPA 616 Legal Aspects of Health environment, leadership, structure, networks, An examination of public sector revenue An examination of legal issues in health-care outputs and outcomes of organized action. generation, budgeting, accounting and auditing and services, including governance; consents and Credits: 3 their effects on managerial decisions. Includes a patient rights; admission and discharge; malpractice Every Fall and Spring review of budget systems, processes and politics, and liability of hospitals, physicians, nurses, and the preparation and justification of financial emergency crews; management duties and liabilities; MPA 503 Government and the Economy information and reports. medical records; immunity; medical staff rights and An examination of the role of the public sector in Credits: 3 privileges; end of life decisions; moral and ethical economic decision making. The nature of public Every Fall dilemmas. goods as they relate to allocation, stabilization, and Credits: 3 distribution functions of economic systems is MPA 604 Administrative Responsibility and Every Fall studied, as are the role of private investment, Accountability relations between government and private sectors, A review of legal and ethical issues facing MPA 624 Nonprofit Management privatization of public services, and the use of administrators as they seek to balance This course focuses on the formation, financing national income accounts. An analysis of fiscal professionalism and responsiveness with the and management of nonprofit organizations, federalism, and the fiscal crises of the state are competing demands of diverse constituencies and including: the board of directors, the workforce, included. Three credits. Offered every Spring and the realities of their task environments. marketing, financial management, fund raising, alternate summers Credits: 3 planning, leadership and the methods and Credits: 3 Every Fall strategies that have been used successfully to

Every Fall and Spring manage nonprofit organizations. The course also MPA 606 Law for Managers examines the role of nonprofits in the delivery of MPA 504 Computer Applications An introduction to the basic skills and perspectives public services through fee for service, contracts and A review of computer applications that provides of the legal environments of the public, private not- reimbursement arrangements. students with knowledge, hands-on experience and for-profit, and quasi-public sectors. The objective of Credits: 3 understanding of how computers and data provide the course is student understanding of the legal Every Fall support for management decisions. Students learn obligations, responsibilities and liabilities facing spreadsheets, database management, query, and managers in the three sectors. Important topics MPA 626 Legal, Ethical and Governance Issues in statistical skills. Students demonstrating proficiency include basic provisions of the United States Nonprofit Organizations may waive the course and select an additional Constitution, the exercise of delegation and This course examines the laws affecting the elective. discretionary authority rule-making and regulatory establishment and operation of nonprofit Credits: 3 processes and their economic impacts), contract, organization, including incorporation and tax Every Fall and Spring tort, employment, duties and liabilities of managers exempt status, general liability, regulatory and professionals in health-care organizations, compliance/reporting and contracts. The courses MPA 505 Analytic Methods environmental law and privacy. explores the roles, responsibilities, liabilities and An introduction to the methods, tools and uses of Credits: 3 powers of directors, board members, trustees, research as it applies to policy and administrative Every Spring officers and employees of nonprofit organizations. problems. Includes a review and application of In addition to the legal aspects, the nonprofit research design, data gathering and analytical MPA 613 Foundations of Health Systems Finance agent's advocacy responsibilities and opportunities concepts and techniques. An examination of health-care finance topics, and ethical issues are examined and discussed in The pre-requisite of MPA 504 is required. including government and private health insurance, detail. Credits: 3 reimbursement, fees, service contracts, rate-setting, The pre-requisite of MPA 624 is required. Every Fall and Summer DRGs, capitated payments, managed care and Credits: 3 multiple entities. Includes a review of financial Every Spring MPA 507 Public Policy Processes strategies and characteristics of various health An examination of the political system and the organizations. Three credits. MPA 787 Independent Study political, administrative and delivery processes that Credits: 3 Students taking independent study are expected to yield public services. Includes agenda development, Every Spring research an aspect or phase of a problem under the the role of special interests, policy formation, supervision of a faculty adviser. The product of analysis, implementation and evaluation. study is an evaluative report containing a thorough

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 120 LIU Brooklyn literature review and student assessment of the All course work must be completed before PM 705 U.S. Social Policy significance and impact of the substantive issue. capstone. An analysis of government health and welfare With permission of director and dean. The following pre-requisites are required for MPA policies affecting an individual's income level and Credits: 3 798-799: life opportunities, including an analysis of policy On Occasion MPA 501, 502, 503, 504, 505, 507 formation, implementation, and impact on social MPA 602 problems. MPA 788 Graduate Internship MPA 603 or 613 Credits: 3 An opportunity for supervised work in a public, MPA 604 or 614 or 624 Every Fall health, or nonprofit agency based on a plan MPA 606 or 616 or 626 approved by the faculty advisor and host agency Four 700 level PM courses PM 706 Comparative Administration supervisor. The product is a substantial research Credits: 3 The class is designed to provide an introduction to paper or management analysis of the host agency Every Fall and Spring the field of comparative public administration. The and the student's performance in it. Recommended class will examine the varying approaches to for students lacking substantive experience in PM 700 Modern Management Issues bureaucracy, administrative structure, policy relevant organizations. An examination of current management strategies formulation and implementation in the light of Credits: 3 in the context of their genesis, antecedents, variations in social, cultural, and political contexts. Every Fall strengths and weaknesses, methods of application This will include an overview of basic theories of in public, health and not-for-profit settings, and bureaucracy and how they function and theoretical MPA 789 Graduate Internship comparisons with other management strategies. approaches to comparative analyses of performance An opportunity for supervised work in a public, All course work must be completed before based on changing variables. The course will also health, or nonprofit agency based on a plan capstone. touch upon understanding variations in efforts for approved by the faculty advisor and host agency Credits: 3 administrative reform. The impact of government supervisor. The product is a substantial research Every Spring structure on diverse constituencies will be examined paper or management analysis of the host agency to better understand the effectiveness of varying and the student's performance in it. Recommended PM 702 Managerial Communication approaches to public management and for students lacking substantive experience in This course examines how people communicate organizational development. relevant organizations. within public organizations. The course will cover Credits: 3 Credits: 3 the theory and application of organizational Alternate Fall On Occasion communication for the working public sector manager. Topics include personal and managerial PM 708 Labor Relations MPA 790 Graduate Internship communication styles, and how to use the media A study of the interaction of the labor movement An opportunity for supervised work in a public, for effective communication. Specific types of and management in the public and not-for-profit health, or nonprofit agency based on a plan communications include one on one and group sectors. Collective bargaining impacts on policy and approved by the faculty advisor and host agency communications, written and verbal managerial, budget are examined. Strategies and public opinion supervisor. The product is a substantial research and communications for conferences, business and are considered. paper or management analysis of the host agency advertising environments. This course will serve as Credits: 3 and the student's performance in it. Recommended an important tool for any aspiring or current public Every Fall for students lacking substantive experience in sector manager. relevant organizations. Credits: 3 PM 709 Administrative Law Credits: 3 Every Spring A look at public law concepts that affect public and Every Summer not-for-profit sector managers: legislative delegation PM 703 Fundamentals of Management of power, administrative investigation, rulemaking, MPA 798 Capstone Seminar Information Systems the relationship between citizens and the states, An integrative seminar using a team approach. A survey analysis of the role of information systems adjudication, judicial review of administrative Students develop a framework and design for in business strategy. Information systems are shown action. systematic analysis of a subject in their area of to be facilitators of market penetration, competitive Credits: 3 concentration. The framework includes problem advantage and organizational change. The material Every Fall background and environmental analysis, as well as is presented within an integrated framework, an action plan for data collection and analysis. portraying information systems as being composed PM 710 Issues in Administration The following pre-requisites are required for MPA of organization, management and technology An examination of selected themes, current 798-799: elements. Topics include: organizational and developments and emerging issues in the study of MPA 501, 502, 503, 504, 505, 507 technical foundations of information systems; administration. Topics vary. MPA 602 applications of information systems in all levels of Credits: 3 MPA 603 or 613 decision making, including operational, tactical and Every Fall

MPA 604 or 614 or 624 strategic decision making; management of PM 711 Organizational Development MPA 606 or 616 or 626 information as an organizational resource and A survey of contemporary training and Four 700 level PM courses various information architectures; emerging new development problems, with emphasis on the Credits: 3 information systems technologies; various relationship between development and the Every Fall and Spring approaches to building information systems; and organization's personnel decisions. Techniques of issues related to management of information MPA 799 Capstone Project personnel training are examined. systems. Students carry out the plan proposed in MPA 798 Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 using a combination of data collection methods Credits: 3 Cross-Listings: GBA 517, PM 703 and analytic techniques. Teams prepare and present Cross-Listings: HRM 724, MAN 724, PM 711 Every Fall and Spring a report of their analysis and results. Every Spring

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managers and responsive to citizens. Credits: 3 PM 712 Work People and Productivity Credits: 3 Cross-Listings: ACC 741, PM 724 An analysis of the problems of the occupational Alternate Fall Every Spring environment in small and large enterprises. Emphasis is on the practical problem solving that is PM 716 Public Administration and Citizen PM 726 Internal Auditing of immediate concern to the participants. Topics Participation An examination of the principles of internal include: new approaches to motivation, attitudes, This course will explore public participation in auditing as they apply to large corporate enterprise. job satisfaction, job enrichment, monotony, fatigue, association with public administration processes in (45 CPE credits) working conditions and conflict resolution, quality a time of concurrent criticism, pressure, and apathy The pre-requisite of ACC 501 or equivalent is circles, and productivity. directed towards existing institutions. The required. Pre-requisite of GBA 512 or MBA 613 are required. engagement of citizens in public administration will Credits: 3 Credits: 3 be examined as a potential challenge and as a Cross-Listings: ACC 735, PM 726 Cross-Listings: HRM 725, MAN 725, PM 712 potential support for public management. Different On Occasion Every Spring forms and degrees of participation will be looked at in case studies included in our texts. Students will PM 727 Financial Statement Analysis PM 714 Policy Analysis and Program Evaluation be encouraged to relate course topics to everyday An analysis of financial trends and corporate Policy analysis and program evaluation are more life and work experience. reports for solvency, quality of earnings and steps in a process than separate endeavors. Policies Credits: 3 forecasting implications. Analytical techniques for are chosen on the basis of forecasts of needs and Alternate Fall financial analysis and their use in development of expected results, then selected policies are capital markets and instruments are reviewed and implemented. Implementation then is evaluated PM 720 Public Finance and Fiscal Policy discussed, as are the principles and practices of the to determine actual effects, and these results are This course applies basic microeconomics to study Securities and Exchange Commission. (45 CPE used to adjust policy goals and implementation the theory and practice of governmental taxation, credits) (processes ranging from regulations to programs) to expenditure and debt within the framework of a The pre-requisite of ACC 501 or GBA 510 or better achieve desired results and ensure modern market economy. equivalent is required. accountability. Policy processes are iterative Credits: 3 Credits: 3 and interactive. This course provides students with Cross-Listings: ECO 636, PM 720 Cross-Listings: ACC 742, FIN 742, PM 727 basic understanding of needs assessment, policy Alternate Years Every Spring analysis and program evaluation, as well as practice in applying tools used in each type of analysis, or PM 722 Advanced Cost/Managerial Accounting PM 728 Managing Human Behavior in Public applicable to all of them. Through Selected cases and problems provide the forum for Organizations use of text material, cases and both quantitative and the discussion of current cost concepts and their The course examines the range of issues concerning qualitative assignments, students will hone their applications and limitations. The aim is to develop managing people in the workplace. It reviews knowledge of policy processes and limitations, and students¿ ability to analyze business problems and current theories and the latest research concerning develop assessment skills. to make decisions concerning the appropriateness human relations in organizations. Students gain an Credits: 3 of cost-accounting methods in specific situations. understanding of the "people skills" necessary to be Every Summer (45 CPE credits) successful in the world of work. The course The pre-requisite of ACC 501 or equivalent is explains the major theories of workplace human PM 715 Privatization and the Contracting-Out of required. relations and behavior and the application of Public Services Credits: 3 psychology to management in the public sector. Governments, through elected officials, make Cross-Listings: ACC 737, PM 722 The permanent focus is on understanding the self decisions concerning which services should be On Occasion and others; role of perception and personality; provided by the public and the private sectors. This leadership versus management; effective course provides students with both the economic PM 723 Not-for-Profit/Governmental Accounting group/team collaborations; the need for flexibility and social basis for making judgments about the A study of budgetary and fund accounting systems; and adaptation to change. Additionally, the potential effectiveness of privatizing services in preparation of significant reports for nonprofit courses will highlight interviewing strategies, self- different policy areas, such as education and health organizations; and case studies and problem marketing, oral presentations, and finding ways t care. The course provides general guidelines as to materials to use in governmental entities such as enhance personal strengths and minimize the nature of the services that are most municipalities or school districts. (45 CPE credits) weaknesses. appropriately provided by the private sector. When The pre-requisite of ACC 501 or equivalent is Credits: 3 the public sector is determined to be the required. Every Fall and Spring appropriate provider of a service, then government Credits: 3 must determine whether to provide these services Cross-Listings: ACC 720, PM 723 PM 730 Health Disease and Medical Care itself or contract-out for the service. The course also Every Spring An overview of the political, economic, social and examines the principles and practices in the epidemiological characteristics of health and PM 724 Budgeting and Controllership government contracting-out process ? the decision medical care. The forms of health services An examination of the practice of controllership in whether to contract-out a government service, the financing, organization and delivery systems in the general and of dealing with budgets and business preparation of the Request For Proposals, the United States and other industrialized nations, costs in particular. The installation and operation evaluation of the submitted proposals for the processes of health and disease in individuals and of budget systems for managerial control is selection of the contractor, the preparation of the societies, and the moral and ethical issues facing considered as is the advance planning of operating contract document and the monitoring of the health-care decision makers are examined. goals with subsequent study of actual results. (45 selected contractors. Understanding the issues of Credits: 3 CPE credits) privatization and the contracting-out of public Every Fall and Spring The pre-requisite of ACC 501 or equivalent is services enables students to be more effective required.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 122 LIU Brooklyn

of the current "state-of-the-art" and the critical issues Credits: 3 PM 731 Managed Health-Care Systems and controversies that confront individuals as they Every Spring An examination of the various forms of managed grow older. The course examines the theories, health-care plans and organizations that addresses processes and consequences of aging from both the PM 744 Bereavement: Psychological, Cultural and the financing, organization and delivery aspects of individual and societal perspectives. A range of Institutional Perspectives each form from a management perspective. The issues are presented, including: physical, social, This course is designed to explore the stages and purpose is to provide students with a knowledge psychological, health, family, race, ethnicity, gender, issues related to dying and grieving. Cultural base from which to develop and implement sexuality, retirement, economics, social work and diversities in the grieving process will be identified. effective management processes for managed care social policy. Comparisons among African Myths and ideas that inhibit, isolate and interfere services. Among the topics covered are the legal and American, White, Hispanic, Asian, and Native with the bereavement experience will be examined. regulatory environment, public opinion, product American are offered especially in view of unequal Political, medical, legal and ethical issues will be development and marketing, pricing and delivery treatment and multiple disparities among analyzed. Students' values, attitudes and fears will strategies, reimbursement methods, utilization minorities. be explored in order to inform their interventions. review, quality assurance and control, management Credits: 3 Social, cultural and personal issues that govern a information systems, Medicare and Medicaid, and Every Fall person's reaction to death and dying will be trends. highlighted. In addition, students will learn to Credits: 3 PM 739 Long-Term Care Administration design organizational structures for interdisciplinary Alternate Fall This course examines the special administrative and assessments and service delivery in settings serving organizational methods, social systems and the dying and bereaved. PM 732 Public Health and Regulation population that are attributable to all kinds of Credits: 3 An analysis of the role of government in the health residential and long term care facilities, as separate Every Summer field, including concepts and practices in health entities from acute care hospitals. It includes an policy and regulation, especially the overview of the long term care continuum, PM 745 Health and Retirement Planning in Elder implementation of regulatory policy as it affects including community care, management issues, Care health providers. Medicare and Medicaid, finance, pertinent laws and The course addresses critical issues affecting health Credits: 3 regulations, and patient/resident requirements and and retirement among older adults, and the Alternate Spring needs. Care and treatment standards will be relationship between gerontology and legal estate

reviewed and discussed, as well as policy changes planning issues at the core of our discussions. This PM 733 Economics of Health and government trends associated with the new course examines estate, disability and retirement An examination of health-care delivery as an paradigm of aging in the 21st Century. planning tools used by elder law attorneys with economic activity. Focus is on determination of The pre-requisite of PM 738 is required. analyses of laws, regulations and programs upon demand for health care and supply of services Credits: 3 which planning is based. Topics include advanced available. Consideration of various methods for Every Spring directive, power of attorney, long-term care and achieving equilibrium in health care and Medicaid, long term care insurance, and planning government's role via licensure, regulation, PM 741 Fund Raising for asset distribution on death. financing, and planning. An examination of revenue strategies for non-profit Credits: 3 Credits: 3 organization fund-raising, including membership, Every Spring Alternate Spring donations, programs, foundations and government

agencies. The focus is on which strategies work for PM 747 Nutrition Policy Across the Lifecycle PM 736 Quality Performance Management what organizations, how to identify organizational The purpose of this course is to examine the The course includes a study of external methods of needs and appropriate funding sources, and how to relationships among food, nutrition and health for quality review, internal methods of assessing quality successfully petition funding support. adults in the context of public policy formation and (process and outcomes measurement and Credits: 3 implementation at federal, state and local monitoring criteria), strategies for developing the Every Fall government levels. Of particular interest in this quality infrastructure and integrating it into a examination are intended and unintended quality management program, the use of PM 742 Grant/Proposal Preparation consequences for individuals of public policies on management information systems in quality, and An introduction to the process of developing and food availability, prices, consumption and health. the balancing of quality and costs. writing a proposal for project funding and an The course reviews major areas of food and Credits: 3 examination of key management techniques and nutrition policy at various levels of government as On Occasion decision tools needed to coordinate successfully the well as social and political forces that result in

process of proposal development and particular policies and in major changes in policy, PM 737 Mission-Based Marketing implementation within an organization. for example recent revisions in the food pyramid. An examination of planning and marketing in Credits: 3 Credits: 3 health-care, human service and non-profit Every Spring Every Summer organizations, including market research and forecasting, application of research information and PM 743 Aging Policy in the Community PM 761 Management of International planning principles, translation of goals into action This course examines the options including social Organizations priorities, development of action plans, and supports, health care, housing and recreation that A focus on structural and managerial issues within evaluation of results. older community dwelling residents have. international organizations and an examination of Credits: 3 Psychology, personality, gender, personal history, the tools needed to function within such an On Occasion gentrification, residential segregation and policy environment.

issues including economics are presented. Credits: 3 PM 738 Gerontology: The Process of Aging Additionally, data pertaining to the aforementioned Cross-Listings: PM 761, UN 694 The course examines the multidisciplinary field of items are examined. On Occasion gerontology and provides students with an overview The pre-requisite of PM 738 is required.

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PM 767 International Organization, The United Nations and its Affiliated Agencies PM 780 Computer Technology Application to A study of the theories, origins, functions and Metropolitan Affairs operations of international organizations. The The use of computer technology in metropolitan principal organs of the United Nations, with matters. An overview of general applications with emphasis on the General Assembly and the Security specific attention to geographic formation systems. Council, are examined. (Same as PM 767.) Credits: 3 Credits: 3 Cross-Listings: PM 780, URB 605 Cross-Listings: PM 767, POL 642 On Occasion

On Occasion PM 781 Urban Government and Politics PM 768 Contemporary Nationalism A study of the management and organization of An analysis of the phenomenon of nationalism: its American cities; politics and changing historical roots in Europe; the emergence of new constituencies; and the impact on community states in the Third World and the post-Cold War participation, city management and mayoralty. period; and the struggle of states to achieve national (Same as Urban Studies 604 and Public identities and cultural, economic and political Administration 781). independence. Nonviolent as well as revolutionary- Credits: 3 nationalist patterns are discussed as are the Cross-Listings: PM 781, POL 604, URB 604 difficulties of achieving viable state-directed On Occasion national societies in the global order. PM 787 The Role of Ethnicity in the Metropolis Credits: 3 A consideration of the roles played by some of New Cross-Listings: PM 768, POL 668 York City's ethnic, cultural and national groups in On Occasion the development of urban neighborhoods. PM 769 World Social Development Credits: 3 A consideration of the world social situation, Cross-Listings: PM 787, URB 608 including such subjects as health, food and On Occasion nutrition, housing and urban planning, education, PM 788 Urban Economics employment, and social development in developing An analysis of economic problems arising in the areas. modern urban areas of the United States. Credits: 3 Discussion centers around the causes of such Cross-Listings: PM 769, SOC 553, SSC 553 problems and possible alternative solutions. Every Spring Relationships among city and state governments PM 770 International Economics and the federal government receive due This course provides a unified introduction to consideration. international trade and finance. It first focuses on Credits: 3 the concept of comparative advantages to examines Cross-Listings: ECO 651, PM 788, SOC 651, the causes and consequences of trade among URB 651 nations, and then provides an introduction to On Occasion open-economy macroeconomics, focusing on capital PM 793 Criminology flows across international financial markets and the A systematic analysis of crime in modern society, effects of exchange rate and monetary policy on including discussion of the major types of crime, those flows. the theories that help explain such crimes, and the Credits: 3 procedures for dealing with offenders. Cross-Listings: ECO 624, PM 770 Credits: 3 On Occasion Cross-Listings: PM 793, SOC 600 PM 773 Comparative Economic Systems On Occasion

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 124 LIU Brooklyn

SCHOOL OF EDUCATION

LIU Brooklyn's School of Education prepares teachers, counselors, administrators and school psychologists for the challenges and the rewards of working in urban settings. Through rigorous and stimulating programs of study, students have the opportunity to work in urban schools and in a broad range of educational and/or mental health settings to: develop an inquiry stance toward practice; integrate theory and practice; and achieve high standards of practice. Graduates of our programs acquire the experiential knowledge that is essential for interacting with and guiding children and families in urban communities. All specialties, undergraduate and graduate, within the Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC). Our programs are designed to ensure that our graduates keep pace with changes and innovations in their chosen fields. The School’s KEEPS Mission, its urban location and its nationally recognized faculty, make it an exciting place to study! Structures Within the School of Education The School of Education comprises two departments: Teaching, Learning and Leadership (TLL) and Counseling and School Psychology (CSP) departments. These departments provide educational opportunities leading to rewarding careers serving urban youth and families. TLL offers undergraduate and graduate degree programs in multiple teacher certification areas and educational leadership. CSP offers graduate programs in school counseling, mental health counseling, marriage and family therapy, and school psychology, and applied behavior analysis. Our professors are experts in these fields, with a range of experience that enables them to bring best practices into the classroom. All programs incorporate fieldwork throughout the curriculum and draw upon long-term relationships with schools and organizations in New York City that offer placements that are well suited to students' needs and interests. Please consult the sections below describing in detail each department and its offerings. For information, please contact the dean’s office at 718-488-1055, fax 718-488-3472, or visit the website at www.liu.edu/brooklyn/soe.

Amy Ginsberg Acting Dean [email protected]

Valerie Lava Associate Dean [email protected]

Shinelle Romeo-Walcott Office Manager [email protected]

Marizaldy Mercedes Certification Officer [email protected]

Zalika Taylor Enrollment Services Counselor [email protected]

Page 125 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 126 LIU Brooklyn participation that enable us to gain understanding replicated in the classrooms of the teachers and the and practicing for health and democracy. The of the complex and dynamic pluralism of future classrooms of the pre-service teachers. The Center puts diverse perspectives alongside each communities. faculty work to make it a place where theory and other with the aim of getting beyond convention The curriculum of the School of Education what it means to become a teacher converge with and creating new possibilities for teaching and advances this value by recognizing ethnic, racial, practice in a supportive risk-free environment. The serving children, families and communities. In gender, language, and ability differences, and by students engage in inquiry-based study in the order to create these opportunities, CUE supports framing issues of child development, language and reading, science, math and social studies methods the use of observation, description, and story as literacies, and teaching and learning within classes that meet at LCEF. ways of generating understanding out of lived sociocultural and sociohistorical contexts. All LCEF has a state of the art computer lab as well experiences. CUE incorporates descriptive inquiry courses in the School of Education's curriculum as Smart Boards thus enabling faculty and students to enact its values. pay particular attention to the education of learners to use technology in meaningful ways in their own In its efforts to further its mission, CUE has with disabilities and those who are bilingual, studies as well as developing relevant curriculum developed a multi-faceted community of future bidialectal, or learning English. While developing for their own classrooms. teachers, university professors, and teachers and knowledge of specific skills and approaches The Family University (FUN) After School administrators in public schools. CUE works with needed to educate different groups of learners, for Program for the children of LIU Brooklyn students New York City public schools, forms different purposes, and in different contexts, we is housed at LCEF and provides a setting for collaborations with educators both within and also develop strategies for inclusion of all learners. teacher education students to see creative arts and beyond LIU Brooklyn and supports publications SOCIAL COMMITMENT and the building of community-building activities in action. It is used and the annual CUE conference. a just and democratic society. as a fieldwork site for students in education, social LIU Brooklyn educators are committed to work, music and art programs. The children’s making sure that all students, regardless of race, presence in the building alongside the teacher class, gender, language, sexual orientation or education students serves as a reminder that theory abilities, receive equitable educational services. and practice can and must be integrated to We value the importance of inclusion in education maximize learning. For further information, and the merits of children from diverse educational contact Guinevere Ellsworth, Director, FUN After and ethnic backgrounds learning together. We School Program, at [email protected], understand the relationship between our 718-246-6488. educational and social roles, as we advocate for Academic Support children and learners and the transformation of The School of Education offers academic support classrooms and schools, toward the building of a to students through workshops to help students better and more just world. In addition, we require prepare for teacher certification exams and writing that students demonstrate academic integrity, tutoring. For more information, contact Martha professional responsibility and ethical behavior in Rosas, Director, Academic Support Services, at their scholarship and practice. [email protected], 718-488-3452. The School of Education's curriculum has Teacher Resource Center strong field-based practices and develops The Teacher Resource Center (located at democratic plural communities of learners and LCEF), part of LIU Brooklyn's School of educators who are actively engaged in the Education. The Teacher Resource Center was transformation of urban schools and classrooms. created to provide the resources and workshops to The curriculum prepares educators for social help new teachers feel more successful in their action, empowering them to transform practices, classrooms. Materials are available to instructors curricula, and schools, so as to build a more just as well. world. The Center, open Monday through Thursday, from 3 p.m. to 7 p.m. (Fall/Spring/Summer School of Education Resources semesters), welcomes students and instructors to come in and browse, get work done, use the Learning Center for Educators & Families computers, have a cup of tea or coffee, and meet (LCEF) with other teachers. For more information, contact The Learning Center for Educators & Families Shoshana Wolfe, Director, Teacher Resource (LCEF), located at 9 Hanover Place on the 3rd Center, at shoshana@[email protected], 718-780- floor, is an extension of LIU Brooklyn's School of 8549. Education, which is on the 4th floor. LCEF Center for Urban Educators (CUE) provides a supportive environment for prospective CUE’s mission is the development of and practicing teachers, which allows them to hone culturally relevant and effective practices for the their skills. In service of these aims, LCEF work of teaching, learning, and mental health and provides meeting space for the School of well-being in schools and communities in the Education faculty and for groups of teachers from urban context. The vision of teaching and practice the NYC schools to collaborate and work on guiding the Center’s work is one that supports various projects together. For further information, teachers and mental health practitioners as socially contact Charlotte Marchant, Director, LCEF, at responsible people who are intellectually engaged [email protected], 718-246-6496. and act as advocates of children, families, and The classrooms at LCEF are used exclusively communities. by education faculty members, so they can create CUE’s core values are beliefs in human positive learning environments, which can be capacity and worth in the importance of educating,

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DEPARTMENT OF be accepted on a limited matriculation basis and Interview permitted to take up to 12 credits (a full load of After a thorough examination of application COUNSELING AND SCHOOL courses) during their first semester. During that materials, program faculty interview selected PSYCHOLOGY semester, these students are interviewed and their applicants, often in small groups. Interviews take applications more thoroughly assessed to place throughout most months of the fall and Professor Nass determine if they will be accepted for full spring semesters and in early summer. Morning, Associate Professors Ginsberg (Acting Dean), matriculation. Late applicants with an afternoon, evening and weekend interviews are Jacobs, Lieberman, Livanis, Short, Williams undergraduate or previous graduate grade point arranged. Interviews are one hour in length. (Chair) average below 3.0 will be eligible for limited Interviews typically consist of two parts, each Assistant Professors Arora, Mulligan matriculation and permission to register for up to 6 approximately 30 minutes in length: Field Coordinator Scheinberg credits during their first semester. During that • Applicants respond to questions pertaining to Adjunct: 15 semester, these students are interviewed and their their individual, relational, educational, and The Department of Counseling and School applications more thoroughly assessed to vocational experiences that have contributed to Psychology strives to inspire graduates to become determine if they will be accepted into the their desire to pursue graduate study in effective and compassionate professionals who program, either for limited for full matriculation. counseling and questions pertaining to their bring positive change to the communities they When a student’s status is changed, the department educational and career goals. serve. The Department is committed to affording notifies the Admissions office. • Applicants are provided with clinical vignettes access to professional graduate study to Application Materials and asked questions pertaining to their thinking individuals of all backgrounds; to providing All candidates must submit the following: about them. quality education and training that prepare students • A completed LIU Brooklyn graduate Time is also allotted for applicants to ask to work in a variety of settings, primarily in the admissions application, including a personal questions of the faculty about the program and the urban community; and to tailoring instruction and statement University. providing individual assistance to help students • Official transcripts of all undergraduate and Applicants are evaluated on verbal and non- meet high standards of knowledge, skills and graduate study. To be considered for admission verbal communication skills, interpersonal dispositions. These three pillars — access, quality to an advanced certificate program, students interaction, and appropriateness of responses. and tailored instruction — are the foundation upon must have a master's degree in counseling or a The Review and Notification Process which the Department rests. related field from a regionally accredited Graduate applications are submitted to the LIU The Department of Counseling and School college or university. Brooklyn Admissions Office and forwarded to the Psychology offers the following programs: • A current resume (curriculum vitae) department once they are complete. The • School Counseling (M.S.Ed., Advanced • Two letters of recommendation from persons application form, personal statement, all Certificate) familiar with the applicant’s work or academic transcripts, letters of recommendation, and resume • Bilingual School Counseling (M.S.Ed., performance (i.e., employer, supervisor, former must be received by Admissions before the Advanced Certificate) professor). applicant review process begins. • Mental Health Counseling (M.S., Advanced Application Review Criteria On a monthly basis, the program faculty Certificate) GPA: A minimum grade point average of 3.0 reviews completed applications that have been • Marriage and Family Therapy (M.S., Advanced from undergraduate or previous graduate study is forwarded from admissions to the department. The Certificate) required for full matriculation. Applicants with a department then contacts applicants whom they • School Psychology (M.S.Ed., optional 2.50 – 3.0 GPA are considered for limited have selected to be interviewed and interviews are specializations in early childhood and bilingual) matriculation. If admitted with limited scheduled. The remaining applicants are notified • Applied Behavior Analysis (Advanced matriculation status, students may take a that they are not accepted. Applicants who are not Certificate) maximum of 6 credits each semester for two accepted may request recommendations for semesters and must attain an overall grade point strengthening their application for future average of 3.0 to continue in the program and submission. Applicants who seek to be COUNSELING PROGRAMS become fully matriculated. After 12 credits on reconsidered for acceptance in a future semester limited matriculation status, students with under a may submit an updated application at that time, ADMISSIONS REQUIREMENTS 3.0 grade point average may not be permitted to with indication in the personal statement of how Deadlines & Important Dates continue in the program. the applicant responded to the direction provided Applications are considered through a modified Writing: A personal statement of 500 words or by the faculty when not previously accepted to the rolling admissions process. To be considered for less is analyzed in terms of both content and prose. program. full matriculation in the fall semester, applications The successful applicant demonstrates an Within approximately one month after being must be submitted by June 1st of the previous understanding of what has led them to pursue interviewed, applicants are informed of their spring. To be considered for full matriculation in graduate study in counseling. Educational and acceptance status. the spring semester, applications must be career goals are expected to be consistent with our Submitting an Application for Admission submitted by November 1st of the previous fall. program mission and curriculum. Organization, All applicants must apply for admission to LIU These deadlines permit the review process to occur cogency, and grammar are taken into Brooklyn. Please apply online at My LIU or use in its entirety, which includes both a thorough consideration, with a well organized, well- the Apply Now link in the top navigation bar of examination of the application materials and an reasoned, grammatically accurate written the campus’ website. For more information on the applicant interview. presentation required for admission. admissions process, visit the Office of Admissions Applications that are received after these dates Resume/Vitae: Applicants’ experiences website or call 718-488-1011. (i.e., June 1 for fall admission; Nov. 1 for spring (including volunteer work and training in addition PROGRAM REQUIREMENTS admission) are considered for limited to employment experience) should demonstrate in Continued enrollment in this program is matriculation on a provisional basis. Late breadth and/or depth a developed commitment to contingent upon: applicants with an undergraduate and/or previous serving others in a helping capacity. • Maintenance of a 3.0 Grade Point Average graduate grade point average of 3.0 or above may • Prompt resolution of any INC or UW Grades

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• Satisfactory student disposition in the areas of relationships, group work, and assessment. attendance, preparedness, attitude toward M.S.Ed., School Counselor Building upon these core content areas, the school learning, response to feedback, reflectiveness, [Program Code 06904] counseling advanced certificate program focuses classroom engagement and participation, All of the following core courses are required: specifically on the development of knowledge and expressive coherence, and professionalism. CSP 615 Professional Issues and 3.00 skills necessary to work in today’s schools: Each of these requirements is addressed in Ethics in Counseling contemporary practice of school counseling, greater depth in the Counseling Student Handbook school-based research, program development and CSP 649 Counseling Theories and 3.00 provided to all students upon enrollment in the evaluation, advocacy, leadership, collaboration Applications program. These requirements are also addressed in and consultation. As with our master’s degree in a student orientation that occurs at the start of each CSP 652 Human Development 3.00 school counseling, our 24-credit Advanced fall and spring semester. Across the Lifespan Certificate in School Counseling is registered with the New York State Education Department as CSP 654 Counseling Skills & 3.00 satisfying the educational requirements for SCHOOL COUNSELING AND Processes provisional certification as a school counselor. BILINGUAL SCHOOL CSP 659 Counseling and A 3.00 Permanent certification requires a total of 60 COUNSELING Pluralistic Society credits and two years experience as a school counselor. CSP 660A Group Work 3.00 JOB OPPORTUNITIES AND CAREER TRENDS CSP 668A Assessment and 3.00 Advanced Certificate, School State-certified school counselors and bilingual Diagnosis in Counseling Counselor school counselors are uniquely qualified to address Diverse Populations [Program Code 33163] students’ academic, personal/social and career CSP 682 Career Development and 3.00 All of the following courses are required: development needs by designing, implementing, Counseling CSP 661A School Counseling 3.00 evaluating and enhancing a comprehensive school Practicum counseling program that promotes and enhances All of the following specialty courses are student success. School counselors are essential required: CSP 665A School Counseling 6.00 members of the education community. School CSP 705 Foundations of School 3.00 Internship I counselors help students achieve academically, Counseling CSP 666A School Counseling 6.00 develop both personally and socially, and consider CSP 708 School Counseling 3.00 Internship II future educational and career avenues. If you are Research, Program interested in a challenging career within the CSP 705 Foundations of School 3.00 Development and educational system outside of the classroom, and Counseling Evaluation you want to make a real difference in the lives of CSP 708 School Counseling 3.00 CSP 711 Advocacy, Leadership, 3.00 young people, you will find a career in school Research, Program Collaboration and counseling to be enjoyable and gratifying. Development and Consultation in School Professional school counselors are employed in Evaluation all levels of K-12 school systems. According to the Counseling CSP 711 Advocacy, Leadership, 3.00 Occupational Outlook Handbook, 2014-2015 All of the following specialty practice courses Collaboration and Edition, employment for school counselors is are required: expected to grow by 12 percent between 2012 and Consultation in School CSP 661A School Counseling 3.00 2022. Counseling Practicum Credit and GPA Requirements M.S.Ed. in School Counseling CSP 665A School Counseling 6.00 Minimum Total Credits: 24 Credits Internship I Minimum GPA: 3.0 The 48-credit M.S.Ed. program in school CSP 666A School Counseling 6.00 counseling provides students with core knowledge Internship II M.S.Ed. in Bilingual School in professional issues and ethics, counseling theories, human development, counseling skills, Credit and GPA Requirements Counseling group work, assessment, and career development. Minimum Total Credits: 48 Credits The 51-credit M.S.Ed. in Bilingual School Building upon these core content areas, the school Minimum GPA: 3.0 Counseling provides students with core knowledge counseling program focuses specifically on the in professional issues and ethics, counseling development of knowledge and skills necessary to Advanced Certificate in School theories, human development, counseling skills, work in today’s schools: contemporary practice of Counseling group work, assessment, and career development. school counseling, school-based research, program Building upon these core content areas, the development and evaluation, advocacy, leadership, The 24-credit Advanced Certificate in School bilingual school counseling program focuses collaboration and consultation. Our 48-credit Counseling is for students who already have a specifically on the development of knowledge and M.S.Ed. program in school counseling is master’s degree in counseling and wish to meet the skills necessary to work in today’s schools: registered with the New York State Education educational requirements to become certified as a contemporary practice of school counseling, Department as satisfying the educational school counselor. To enter this program, students’ school-based research, program development and requirements for provisional certification as a graduate transcript in counseling must reflect evaluation, advocacy, leadership, collaboration, school counselor. coursework in professional issues and ethics, consultation, and counseling ethno-linguistically social and cultural diversity, human growth and diverse students and families. Our 51-credit development, career development, helping M.S.Ed. in Bilingual School Counseling is

Page 129 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 registered with the New York State Education CSP 711 Advocacy, Leadership, 3.00 CSP 665B Bilingual School 6.00 Department as satisfying the educational Collaboration and Counseling Internship I requirements for provisional certification as a Consultation in School CSP 666B Bilingual School 6.00 school counselor and the bilingual extension for Counseling Counseling Internship II practice as a bilingual school counselor. CSP 726 Counseling 3.00 The New York City Department of Education CSP 705 Foundations of School 3.00 Ethnolinguistically has created a Graduate Scholarship Program to Counseling Diverse Students and address the staffing needs in critical shortage areas Families CSP 708 School Counseling 3.00 and to improve the delivery of service to New Research, Program York City Public School students. This scholarship All of the following specialty practice courses Development and program prepares participants to serve in the areas are required: Evaluation of Bilingual Special Education, Monolingual and CSP 661B Bilingual School 3.00 Bilingual Speech Language Pathology/Audiology, Counseling Practicum CSP 711 Advocacy, Leadership, 3.00 Monolingual and Bilingual Visually Impaired, Collaboration and CSP 665B Bilingual School 6.00 Bilingual Guidance Counselor, Bilingual School Consultation in School Counseling Internship I Psychology, and Bilingual Social Worker. The Counseling scholarship program offers uncertified candidates CSP 666B Bilingual School 6.00 CSP 726 Counseling 3.00 a traditional path to certification by way of a Counseling Internship II Ethnolinguistically master's degree in a traditional teaching or clinical Credit and GPA Requirements Diverse Students and shortage area. The primary objective of the Minimum Total Credits: 51 Credits Families scholarship program is to provide full tuition Minimum GPA: 3.0 payments to eligible students enabling them to Credit and GPA Requirements obtain New York State certification and to seek a Minimum Total Credits: 27 Credits rewarding career in education. Successful program Advanced Certificate in Bilingual Minimum GPA: 3.0 candidates are required to provide service in a School Counseling high-need New York City Public Schools upon MENTAL HEALTH completion of the program. Two (2) years of The 18-27-credit Advanced Certificate Program service is required for every year the scholarship is in Bilingual School Counseling is for students who COUNSELING awarded. Additional information on the Graduate already have a master’s degree in counseling and JOB OPPORTUNITIES AND CAREER Scholarship Program is available at wish to meet the educational requirements to TRENDS www.teachnycprograms.net. become certified as a school counselor with the Mental Health Counseling is a distinct bilingual extension. To enter this program, profession with national standards for education, students’ graduate transcript in counseling must M.S.Ed., Bilingual School Counselor training and clinical practice. The New York [Program Code 33530] reflect coursework in professional issues and Mental Health Counselors Association is the state All of the following core courses are required: ethics, social and cultural diversity, human growth organization that represents the interests of the and development, career development, helping CSP 615 Professional Issues and 3.00 clinical counselors of New York State. Mental relationships, group work, and assessment. Ethics in Counseling health counselors work with individuals, families, Building upon these core content areas, the and groups to address and treat mental and CSP 649 Counseling Theories and 3.00 bilingual school counseling advanced certificate emotional disorders and to promote mental health. Applications program focuses specifically on the development They are trained in a variety of therapeutic of knowledge and skills necessary to work in CSP 652 Human Development 3.00 techniques used to address issues such as today’s schools: contemporary practice of school Across the Lifespan depression, anxiety, addiction and substance counseling with ethno-linguistically diverse abuse, suicidal impulses, stress, trauma, low self- CSP 654 Counseling Skills & 3.00 students and families, school-based research, esteem, and grief. They also help with job and Processes program development and evaluation, advocacy, career concerns, educational decisions, mental and leadership, collaboration and consultation. Along CSP 659 Counseling and A 3.00 emotional health issues, and relationship problems. with a master’s degree in counseling, our 18-27- Pluralistic Society In addition, they may be involved in community credit Advanced Certificate Program in Bilingual outreach, advocacy, and mediation activities. CSP 660A Group Work 3.00 School Counseling is registered with the New Some specialize in delivering mental health York State Education Department as satisfying the CSP 668A Assessment and 3.00 services for the elderly. Mental health counselors educational requirements for provisional Diagnosis in Counseling often work closely with other mental health certification as a school counselor and the Diverse Populations specialists, such as psychiatrists, psychologists, bilingual extension for practice as a bilingual CSP 682 Career Development and 3.00 clinical social workers, psychiatric nurses, and school counselor. Permanent certification requires Counseling school counselors. a total of 60 credits and two years experience as a Mental health counselors work in community All of the following specialty courses are school counselor. health and social service organizations, day required: treatment programs, outpatient mental health CSP 705 Foundations of School 3.00 Advanced Certificate, Bilingual clinics, hospitals, or private practice. Mental health Counseling School Counseling counselors are highly skilled professionals who CSP 708 School Counseling 3.00 [Program Code 33165] provide a full range of services including: Research, Program All of the following courses are required: assessment and diagnosis, psychotherapy, Development and CSP 661B Bilingual School 3.00 treatment planning and utilization review, brief Evaluation Counseling Practicum and solution-focused therapy, alcoholism and

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substance abuse treatment, psycho-educational and prevention programs, and crisis management. If Advanced Certificate, Mental Health All of the following specialty practice courses you are interested in a challenging career working Counseling with individuals, groups, couples, families, the are required: [Program Code 33446] young and the elderly, and you want to help people CSP 661M Mental Health Counseling 3.00 All of the following courses are required: lead more fulfilling lives, you will find a career in Practicum CSP 661M Mental Health Counseling 3.00 mental health counseling to be enjoyable and CSP 665M Mental Health Counseling 6.00 Practicum gratifying. Internship I According to the Occupational Outlook CSP 665M Mental Health Counseling 6.00 Handbook, 2014-15 Edition, employment for CSP 666M Mental Health Counseling 6.00 Internship I mental health counselors is expected to grow by 29 Internship II CSP 666M Mental Health Counseling 6.00 percent between 2012 and 2022, which is much All of the following specialty courses are Internship II faster than the average for all occupations. required: CSP 706 Foundations of Mental 3.00 CSP 706 Foundations of Mental 3.00 Health Counseling M.S. in Mental Health Health Counseling CSP 709 Research, Evidence- 3.00 Counseling CSP 709 Research, Evidence- 3.00 Based Practice and Based Practice and The 60-credit M.S. in Mental Health Program Evaluation Program Evaluation Counseling provides students with core knowledge CSP 712 Psychopathology and 3.00 in professional issues and ethics, counseling CSP 712 Psychopathology and 3.00 Psychopharmacology theories, human development, counseling skills, Psychopharmacology group work, assessment, and career development. A total of 12 credits of electives is required. Building upon these core content areas, the mental Credit and GPA Requirements Credit and GPA Requirements health counseling program focuses specifically on Minimum Total Credits: 60 credits Minimum Total Credits: 24 Credits the development of knowledge and skills Minimum GPA: 3.0 Minimum GPA: 3.0 necessary to work in a variety of clinical settings: foundations of mental health counseling, research, evidence-based practice, program evaluation, Advanced Certificate in Mental psychopathology, and psychopharmacology. Our Health Counseling 60-credit M.S. in Mental Health Counseling satisfies the educational requirements for the New The 24-credit Advanced Certificate Program in York State mental health counselor license Mental Health Counseling is for students who (LMHC). Upon completion of these educational already have a master’s degree in counseling and requirements, 3,000 hours of supervised wish to meet the educational requirements to experience in the practice of mental health become licensed as a mental health counselor. To counseling and a passing grade on the National enter this program, students’ graduate transcript in Clinical Mental Health Counseling Examination counseling must reflect coursework in professional (NCMHCE) are required for licensure. issues and ethics, counseling theories, human development, counseling skills, group work, M.S. in Mental Health Counseling assessment, and career development. Building [Program Code 79432] upon these core content areas, the mental health All of the following core courses are required: counseling advanced certificate program focuses CSP 615 Professional Issues and 3.00 specifically on the development of knowledge and Ethics in Counseling skills necessary to work in a variety of clinical settings: foundations of mental health counseling, CSP 649 Counseling Theories and 3.00 research, evidence-based practice, program Applications evaluation, psychopathology, and CSP 652 Human Development 3.00 psychopharmacology. Along with a master’s Across the Lifespan degree in counseling, our 24-credit Advanced Certificate Program in Mental Health Counseling CSP 654 Counseling Skills & 3.00 satisfies the educational requirements for the New Processes York State mental health counselor license CSP 659 Counseling and A 3.00 (LMHC). Upon completion of these educational Pluralistic Society requirements, 3,000 hours of supervised experience in the practice of mental health CSP 660A Group Work 3.00 counseling and a passing grade on the National CSP 668A Assessment and 3.00 Clinical Mental Health Counseling Examination Diagnosis in Counseling (NCMHCE) are required for licensure.

Diverse Populations

CSP 682 Career Development and 3.00 Counseling

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Marriage and Family Therapy License. To receive MARRIAGE AND FAMILY M.S., Marriage and Family Therapy licensure, students must complete the educational [Program Code 36003] requirements, 1,500 hours of supervised THERAPY Marriage and Family Therapy Prerequisite experience in the practice of marriage and family

Core Courses therapy and a passing grade on the Examination in JOB OPPORTUNITIES AND CAREER Marital and Family Therapy developed by the TRENDS CSP 615 Professional Issues and 3.00 Association of Marital and Family Therapy Our graduates practice marriage and family Ethics in Counseling Regulatory Boards. therapy in accordance with the scope of practice CSP 649 Counseling Theories and 3.00 delineated by the Office of the Professions of the Applications Advanced Certificate, Marriage and New York State Education Department: CSP 652 Human Development 3.00 • Marriage and family therapists provide Family Therapy Across the Lifespan individual, couple, family, relational and group [Program Code 36004] Marriage and Family Therapy Specialty therapy. They assess, treat and implement CSP 654 Counseling Skills & 3.00 Courses change in the overall, long-term well-being of Processes individuals, couples, families and those in other CSP 657A Marriage and Family 3.00 Marriage and Family Therapy Common Core relationships. The traditional emphasis on the Counseling: Theoretical Courses individual is expanded to include consideration Foundations CSP 659 Counseling and A 3.00 of the nature and roles of individuals in relation Pluralistic Society CSP 657B Marriage and Family 3.00 to others, particularly in the family system. Counseling: Clinical • Marriage and family therapy focuses not only CSP 660A Group Work 3.00 Knowledge and Skill on the individual patient—even if it is a single CSP 668A Assessment and 3.00 person seeking therapy—but on the context and CSP 700 Family Law 3.00 Diagnosis in Counseling relationships in which the person participates. Diverse Populations CSP 709 Research, Evidence- 3.00 All relationship contexts are considered, Based Practice and including the married or committed couple, Marriage and Family Therapy Specialty Program Evaluation family, school, work, social, community and Courses other relational systems. CSP 657A Marriage and Family 3.00 CSP 712 Psychopathology and 3.00 • Marriage and family therapists treat a wide Counseling: Theoretical Psychopharmacology range of clinical problems including: Foundations Marriage and Family Therapy Practice depression, marital problems, anxiety, nervous Courses CSP 657B Marriage and Family 3.00 and mental disorders, as well as relationship, Counseling: Clinical CSP 661F Marriage and Family 3.00 couple, family and child-parent problems. Knowledge and Skill Counseling Practicum • Marriage and family therapy is often brief and solution-focused and it is designed to achieve CSP 700 Family Law 3.00 CSP 665F Marriage and Family 6.00 specific therapeutic goals of individuals and Counseling Internship I CSP 709 Research, Evidence- 3.00 families. Based Practice and CSP 666F Marriage and Family 6.00 According to the Occupational Outlook Handbook, Program Evaluation Counseling Internship II 2014-15 Edition, employment for marriage and Marriage and Family Therapy Elective Courses family therapists is expected to grow by 29% CSP 712 Psychopathology and 3.00 between 2012 and 2022, which is much faster than Psychopharmacology CSP ###** Elective CSP Courses 9.00 *** the average for all occupations. Marriage and Family Therapy Practice

Courses Credit and GPA Requirements Minimum Total Credits: 39 Credits M.S. in Marriage and Family CSP 661F Marriage and Family 3.00 Minimum GPA: 3.0 Counseling Practicum Therapy CSP 665F Marriage and Family 6.00 Our 60-credit M.S. in Marriage and Family SCHOOL PSYCHOLOGY Counseling Internship I Therapy provides students with the core ABOUT THE FIELD OF SCHOOL knowledge necessary to work with individuals, CSP 666F Marriage and Family 6.00 PSYCHOLOGY couples and families in a variety of settings. The Counseling Internship II School psychologists work with students program requires extensive clinical training and Marriage and Family Therapy Elective Courses individually and in groups. They also develop satisfies the educational requirements for the New CSP ###** Elective CSP Courses 9.00 programs to train teachers and parents about York State Marriage and Family License. To *** effective teaching and learning strategies, receive licensure, students must complete the Credit and GPA Requirements techniques to manage behavior at home and in the educational requirements, 1,500 hours of Minimum Total Credits: 60 Credits classroom, working with students with disabilities supervised experience in the practice of marriage Minimum GPA: 3.0 or with special talents, addressing abuse of drugs and family therapy and a passing grade on the and other substances, and preventing and Examination in Marital and Family Therapy managing crises. In addition, most school developed by the Association of Marital and Advanced Certificate in Marriage psychologists provide the following services: Family Therapy Regulatory Boards. and Family Therapy Consultation

• Collaborate with teachers, parents, and This 39-credit Advanced Certificate program administrators to find effective solutions to in Marriage and Family Therapy satisfies the learning and behavior problems. educational requirements for the New York State

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• Help others understand child development and SUBMITTING AN APPLICATION FOR population. how it affects learning and behavior. ADMISSION 2. Bilingual Specialization prepares school • Strengthen working relationships between All applicants must apply for admission to LIU psychologists to work with linguistically teachers, parents, and service providers in the Brooklyn. Please apply online at My LIU or use diverse children and their families. It includes community. the Apply Now link in the top navigation bar of two three-credit courses: a course in bilingual the campus’ website. For more information on the education and a course in bilingual assessment. Evaluation admissions process, visit the Office of Admissions Students who wish to be certified as bilingual • Evaluate eligibility for special services. website. school psychologists must also receive passing • Assess academic skills and aptitude for PROGRAM REQUIREMENTS scores on the Bilingual Education Assessment learning. Continued enrollment in this program is Test (BEA) of the New York State Teacher • Determine social-emotional development and contingent upon: Certification Exams (NYSTCE), or the mental health status. • Maintenance of a 3.0 Grade Point Average previously administered Target Language • Evaluate learning environments. • Prompt resolution of any INC or UW Grades Proficiency Assessment (TLPA). Information Intervention • Satisfactory professional dispositional reviews regarding the BEA exam can be found at: • Provide psychological counseling to help in the areas of attendance, preparedness, www.nystce.nesinc.com/NY_viewSG_opener.a resolve interpersonal or family problems that attitude toward learning, response to feedback, sp. (It is recommended that students take the interfere with school performance. reflectiveness, classroom engagement and exam after they have taken and completed TAL • Work directly with children and their families participation, expressive coherence, and 823.) to help resolve problems in adjustment and professionalism. learning. Each of these requirements is addressed in greater M.S.Ed., School Psychologist • Provide training in social skills and anger depth in the School Psychology Student Handbook [Program Code 06905] management. provided to all students upon enrollment in the The following courses are required: • Help families and schools manage crises such program. These requirements are also addressed in Developmental Sequence - 6 credits as death, illness, or community trauma. a Student Orientation that occurs at the start of CSP 633 Developmental 3.00 Prevention each fall and spring semester. Psychology • Design programs for children at risk of failing TAL xxx TAL graduate-level 3.00 at school. M.S.Ed. in School Psychology elective • Promote tolerance, understanding, and appreciation of diversity within the school The 60-credit M.S.Ed. Program in School Diagnostic Sequence - 9 credits community. Psychology provides students with core CSP 650 Developmental 3.00 • Develop programs to make schools safer and knowledge and skills necessary to work in today’s Psychopathology more effective learning environments. schools. Specifically our program has outlined ten CSP 651 School Neuropsychology 3.00 • Collaborate with school staff and community competencies based on what was delineated by the agencies to provide services directed at National Association of School Psychologists CSP 702 Diagnosis of Learning 3.00 improving psychological and physical health. (NASP). Those include: data-based decision- Problems • Develop partnerships with parents and teachers making; consultation and collaboration; effective

to promote healthy school environments. instruction; socialization and the development of

Research and Planning life-skills; student diversity in development and Assessment Sequence - 15 credits • Evaluate the effectiveness of academic and learning; school and systems organization; policy CSP 704 Research and 3.00 behavior management programs. development and the development of appropriate Measurement in • Identify and implement programs and strategies school climate; prevention, crisis intervention and Education to improve schools. mental health interventions; home-school • Use evidence-based research to develop and/or collaboration; research and program evaluation; CSP 721A Cognitive Asssessment I 3.00 recommend effective interventions. and information technology. Our 60-credit M.S.Ed CSP 721B Cognitive Assessment II 3.00 For more information on the field of school Program in School Psychology is registered with psychology, visit the National Association of the New York State Education Department as CSP 722A Personality Assessment I 3.00 School Psychologist's website at satisfying the educational requirements for CSP 722B Personality Assessment II 3.00 www.nasponline.org. provisional certification as a school psychologist. ADMISSIONS REQUIREMENTS In addition to the requirements for the general Intervention Sequence - 15 credits • B.A. or B.S. degree from an accredited college, School Psychology degree, students may elect to CSP 655 Applied Behavior 3.00 with a 2.75 GPA. take one or both of two specializations, each of Analysis I • Individuals with or without a background in which entails another 6 credits of course work: CSP 703 Parent Consultation and 3.00 psychology or education are encouraged to 1. Early Childhood Specialization prepares school Intervention apply. psychologists to work with infants, toddlers and • A written statement of professional goals, preschoolers and their families. This sequence CSP 714 Educational Consultation 3.00 including rationale for why the candidate has consists of two three-credit courses: one that in Multicultural School chosen the field of school psychology. covers the administration and interpretation of Settings • Two professional letters of reference from infant assessment instruments, and one that CSP 720 Community School 3.00 academic instructors or professional explores current theory and research in infant Psychology supervisors. development. This specialization does not lead Based on the information that the candidate to a separate New York State certification, but CSP 799 Individual and Group 3.00 provides, as well as space limitations, a select is designed to help our graduate students Counseling Practices in number of students will be interviewed. acquire the knowledge base and practical skills School Settings for working with a particularly sensitive

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Fieldwork and Professional Issues Sequence - school-based certification, who attend this applied 15 credits behavior analysis program, develop a more refined CSP 680A Issues in School 3.00 skill set to deal with children who evidence Psychology emotional, behavioral and neurological issues within the school setting. ??Licensed mental health CSP 680B Fieldwork in School 3.00 and health care professionals (e.g., mental health Psychology I counselors, physician assistants, psychologists, CSP 680C Fieldwork in School 3.00 clinical social workers, nurses or marriage and Psychology II family therapists), or individuals who are license- eligible such that they have satisfied the CSP 781A, Internship in School 3.00 educational requirements for licensure in these 781B, Psychology I - General, fields and are completing experience and/or or Biingual or Early examination requirements, who attend this applied 781C Childhood behavior analysis program work skillfully with CSP 782A, Internship in School 3.00 both children and adults with emotional, 782B, Psychology II - General, behavioral and neurological issues in a variety of or Bilingual or Early mental health and health care settings. 782C Childhood

Students who wish to specialize in bilingual Applied Behavior Anlysis Advanced school psychology should take the bilingual internship courses (CSP 781B and CSP 782B) and Certificate Requirements are also required to take TAL 823 and CSP 724. [Program Code 36570] Total credits = 66. Applied Behavior Analysis Required Students who wish to specialize in early Courses childhood school psychology should take the early Required Courses childhood internship courses (CSP 781C and CSP CSP 655 Applied Behavior 3.00 782C) and are also required to take CSP 723 and Analysis I: Principles and CSP 733. Total credits = 66. Procedures Credit and GPA Requirements Minimum Total Credits: 60 Credits CSP 714 Academic Consultation in 3.00 Minimum GPA: 3.0 Multicultural School Settings

Advanced Certificate, Applied CSP 801 Applied Behavior 3.00 Behavior Analysis Analysis II: Behavior Therapy The 24-credit Advanced Certificate program in CSP 802 Applied Behavior 3.00 Applied Behavior Analysis provides students with Analysis III: ABA and the knowledge base and skills stipulated by Developmental the Behavior Analyst Certification Disabilities Board (BACB©) as constituting basic competence for behavior analysts. These competences include CSP 803 Applied Behavior 3.00 the following: Knowledge of professional issues Analysis IV: Academic and ethics; basic characteristics of the science of Interventions behavior analysis; principles, processes and CSP 804 Special Topics in 3.00 concepts; behavioral assessment; measurement of Behavior Analysis behavior; experimental evaluation of interventions; CSP 805 ABA Internship 3.00 interpretation of data; selection of intervention Supervision I outcomes and strategies; behavior change procedures; and, systemic work with agencies and CSP 806 ABA Internship 3.00 institutions. Supervision II

Credit and GPA Requirements The purpose of the program is to educate and Minimum Total Credits: 24 Credits train behavior analysts who will serve children and Minimum GPA: 3.0 adults who present with a wide array of emotional, behavioral, and neurological issues (e.g., intellectual disabilities, autism spectrum disorders), particularly in complex, urban settings. This program is a natural extension for individuals who are currently on one on the following two career paths: Certified school-based professionals (e.g., classroom teachers, administrators, or pupil personnel providers), or individuals who are in a program that leads to

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Counseling and School CSP 607 Independent Research in Counseling CSP 649 Counseling Theories and Applications Psychology Courses Under the guidance of a faculty member, students Counseling theories and techniques and their select a topic or question of interest to investigate application within a diverse society are presented. in depth. Students conduct a thorough literature Students will explore the major theories of CSP 502 Substance Abuse: Prevention and review and devise a qualitative or quantitative study counseling and psychotherapy, including Intervention that would contribute to existing knowledge in the psychoanalytic, person-centered, existential, reality, A course is designed to equip the counselor with area. The submission of a complete proposal, behavioral, cognitive, multicultural, racial identity, the knowledge to help persons with substance abuse including rationale, literature review, sample feminist, and family systems, amongst others. problems. The course reviews the historical population chosen, methods, and procedure, is Credits: 3 background of substance abuse and dependency; required. Every Fall and Spring studies the psychological, social, pharmacological The pre-requisites of CSP 615, 649, 652 and 654 and legal aspects of substance abuse; recognizes that are required as well as CSP 657A or CSP 706; and CSP 650 Developmental Psychopathology alcohol dependency can become an adaptive CSP 708 or CSP 709. The major mood disorders in children and response; and develops an awareness in the student Credits: 3 adolescents will be reviewed, with a specific focus of the important role of prevention. Rotating Basis on anxiety, depression and bipolar conditions. The pre-requisites of CSP 615, 649, 652, 654, and There will be an emphasis on specific school related 657A or 706, are required. CSP 615 Professional Issues and Ethics in problems, such as social withdrawal, school phobia, Credits: 3 Counseling eating disorders, social adjustment and peer Rotating Basis An overview of professional orientation and ethical problems, and suicide. Attention will also be given practice. Introduction to the history and to reviewing other interfering behaviors such as CSP 503 Counseling Women philosophy of the profession, professional roles and selective mutism, suicidal ideation, and gang A consideration of the issues involved in counseling organizations, and credentialing issues and violence. Consideration will be given to cultural women in our contemporary, diverse society. processes. An exploration of ethical standards of and social factors in making diagnoses and The pre-requisites of CSP 615, 649, 652 and 654 the ACA and related entities and applications of developing therapeutic interventions. The role of are required as well as CSP 657A or CSP 706. ethical and legal considerations in professional the school psychologist will be explored as well as Credits: 3 counseling. assessment issues inherent in diagnosing Rotating Basis Credits: 3 psychopathology.

Every Fall and Spring TARGETED FIELDWORK REQUIREMENT: CSP 504 Approaches to Human Sexuality Students are expected to administer the following An examination of the origins, forms and CSP 633 Developmental Psychology instruments: Conners Comprehensive Behavior applications of human sexuality; alternative sexual This course is intended to review the different Rating Scales, Reynolds Child Manifest Anxiety preferences and lifestyles, psychological and stages of human development from birth to age 21. Scale, the Reynolds Child Depression Inventory, sociological implications of the sexual drive, sexual It includes a review of different perceptions and Reynolds Suicide Scale, Beck Youth Inventories, dysfunction, research in human sexuality, and conceptions of development and an exploration of and Piers-Harris Self-Concept Scale, Symptom applications to counseling and mental health the historical evolution of such perspectives. The Checklist-90-R (SCL-90-R) as well as other service settings. emotional, cognitive, social and physical challenges assessment methods. After these scales are The pre-requisites of CSP 615, 649, 652 and 654 that children face as they grow older will be administered, students will be required to are required as well as CSP 657A or CSP 706. reviewed. Major developmental theories and incorporate theories and research findings from Credits: 3 research findings will be presented such as Neo- reading and will be expected to set socio-emotional Rotating Basis Piagetian theory, racial identity development goals, and develop sample treatment plans. 40 theory, developmental theories based on LGBT CSP 518 Play Therapy hours. issues, immigration issues and second language A survey of methods, materials and techniques for Credits: 3 issues. Theorists such as Bronfenbrenner, Kohlberg, working with children. Consideration of different Annually Gardner, and Erickson will also be reviewed. approaches and the therapeutic use of play. Three credits. CSP 651 Educational Neuropsychology The pre-requisites of CSP 615, 649, 652, 654 are Credits: 3 This course will provide an examination of neural required as well as CSP 657A or CS 706. Annually anatomy and brain functions that are most Credits: 3 important in the acquisition of reading, writing and Rotating Basis CSP 639 Youth Culture and the Urban math skills. Mechanisms such as attention, Environment CSP 605 Domestic Violence: Violence and the executive functions, and working memory will be A contextual exploration of today's youth in the Family explored, and their neurological brain bases will be urban environment with attention to the process of This course examines the nature of violence, discussed. Developmental neuropsychological identity development. Focus on issues such as especially against women and children. Three research will be examined for principles that can substance use and abuse, gang involvement, teen major areas are covered: spouse abuse, child enhance psychoeducational assessment and pregnancy, sexually transmitted diseases, HIV, and physical abuse and child sexual abuse. Prevalence, remedial practices. The neural bases of bilingualism the role of the media, technology and music. factors that foster and mitigate the tendency toward and second language acquisition will also be Consideration of socio-economics and the violence, and treatment issues are discussed. discussed. Neurological disorders will be discussed influences of race, ethnicity, gender and sexual The pre-requisites of CSP 615, 649, 652 and 654 in relationship to modifications in educational orientation. Discussion of the counselor's role as are required as well as CSP 657A or CSP 706. placement, classification and practice. an advocate for urban youth. Credits: 3 The pre-requisite of CSP 721A is required. The pre-requisites of CSP 615, 649, 652 and 654 Rotating Basis Credits: 3 are required as well as CSP 657A or CSP 706. Annually Credits: 3 Rotating Basis

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problems and appropriate interventions. Attention responsibilities of the school counseling program. CSP 652 Human Development Across the to the impact of human sexuality on families and A minimum of 40 hours of direct service is Lifespan couples. Consideration of preventative methods to required. Audio-taping, videotaping, or live An overview of theories of individual and family encourage family wellness. Study of societal trends supervision. development, transitions across the lifespan, and and treatment issues related to working with Pre-requisites of CSP 615, 649, 652, 654.705 and theories of learning and personality development. multicultural and diverse family systems. ALCX 702, 703, 705 are all required. Exploration of internal and external influences Concentration on principles and methods of case Credits: 3 upon normal and abnormal development, conceptualization and assessment with couples and Annually disability, and exceptional behavior. Investigation families. of strategies for facilitating optimum development The pre-requisites of CSP 615, 649, 652, 654 and CSP 661B Bilingual School Counseling Practicum and wellness over the lifespan. 657A are required. Students work 75 hours in a K-12 school under the Credits: 3 Credits: 3 supervision of a certified and experienced bilingual Every Fall and Spring Annually school counselor, being exposed to and performing varied responsibilities of the school counseling CSP 654 Counseling Skills & Processes CSP 659 Counseling and A Pluralistic Society program. A minimum of 40 hours of direct service Counselor characteristics and behaviors that An exploration of the context of relationships, and to children with limited English language influence helping processes are addressed. Focus is issues and trends in a culturally and linguistically proficiency is required. Audio-taping, videotaping, on interviewing methods, counseling skills, goal diverse society. Focus on theories of identity or live supervision. setting, treatment planning, assessment, diagnosis, development in multiple domains, and Pre-requisites of CSP 615, 649, 652, 654, 705 and documentation and report writing. Both direct multicultural counseling theories and ALCX 702, 703, 705 are all required. service and consultation skills are discussed. The competencies. Investigation into the nature of Credits: 3 importance of self-awareness and analysis toward biases, prejudices, oppression, and discrimination Annually counselor effectiveness is highlighted. and their effects. Credits: 3 The pre-requisites of CSP 615, 649, 652 and 654 CSP 661F Marriage and Family Counseling Every Fall and Spring are required as well as CSP 657A, or CSP 705, or Practicum

CSP 706. Students work 75 hours in a setting that provides CSP 655 Applied Behavior Analysis I: Principles Credits: 3 marriage and family counseling under the and Procedures Annually supervision of a licensed professional, observing This course will provide an in-depth analysis of the and performing various direct and indirect services principles upon which applied behavior analysis is CSP 660A Group Work including but not limited to intake interviewing; based, as well as an introduction to procedures that An introduction to principles of group dynamics, marriage and family counseling; record keeping; can be used to improve social and academic approaches to group leadership and authority, attending treatment team meetings and professional behaviors in all children. Students will review theories and methods of group counseling. Issues development events; and engaging in testing and single subject design as well as other issues of culture, diversity, and identity in groups will be assessment. Students complete a minimum of 40 necessary to document interventions. Emphasis is addressed. Instructional videos and/or media hours in direct service to clients. Audiotaping, placed on the application of the principles to representations of group dynamics will be included. videotaping, or live supervision is required. environmental, functional and ecological analyses Includes an experiential group experience of at least Pre-requisites of CSP 615, 649, 652, 654, 657A and of behavior in a responsible ethical manner. 10 hours and the study of different types and ALCX 702 are all required. CSP 712 is pre or co- TARGETED FIELDWORK REQUIREMENT: settings of group work, including psychoeducational requisite Students are expected to observe in schools and groups and therapeutic groups with various clinical Credits: 3 develop behavior intervention plans to improve populations. Annually specific social or academic behaviors in a classroom. The pre-requisites of CSP 615, 649, 652 and 654 A certified school psychologist will supervise are required as well as CSP 657A, or CSP 705, or CSP 661M Mental Health Counseling Practicum students. 30 hours. CSP 706. Students work 75 hours in a mental health setting Credits: 3 Credits: 3 under the supervision of a licensed mental health Annually Annually professional, observing and performing various direct and indirect services including but not CSP 657A Family Counseling in the Urban CSP 660B Advanced Group Work limited to intake interviewing; individual, group, Setting A continuation of the study of group dynamics in and family counseling; record keeping; attending Marriage and family counseling theories and an advanced context. The impact of social system treatment team meetings and professional techniques and their application within a diverse phenomena such as race/ethnicity, gender, and development events; and engaging in testing and society are presented. Students will explore the culture on groups will be assessed. Systemic and assessment. A minimum of 40 hours in direct major theories of marriage and family counseling organizational dynamics related to the counselor''s service is required. Audio-taping, videotaping, or and psychotherapy, including psychodynamic, role will be explored. Instructional videos and/or live supervision. Bowenian, experiential, structural, systemic, and media representations of group dynamics will be Pre-requisites of CSP 615, 649, 652, 654, 706 and strategic theories, amongst others. included. An intensive experiential group ALCX 702 are all required. Pre- or Co-requisite of The pre-requisites of CSP 615, 649, 652 and 654 experience of at least 10 hours will be required. CSP 712 is required. are required. The pre-requisites of CSP 615, 649, 652, 654 and Credits: 3 Credits: 3 660A are required as well as CSP 657A, or CSP Annually Annually 705, or CSP 706. CSP 665A School Counseling Internship I CSP 657B Marriage and Family Counseling: CSP 661A School Counseling Practicum Students work 300 hours each of two semesters in a Clinical Knowledge and Skill Students work 75 hours in a K-12 school under the K-12 school under the supervision of a certified and Focus is on healthy and unhealthy family supervision of a certified and experienced school experienced school counselor, being exposed to and functioning, including the recognition of specific counselor, being exposed to and performing varied performing varied responsibilities of the school

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 136 LIU Brooklyn counseling program. A minimum of 120 hours performing varied responsibilities of the school statistical concepts; reliability and validity; social, each semester in direct service is required. Audio- counseling program. A minimum of 120 hours cultural, and linguistic factors in assessment and taping, videotaping, or live supervision. each semester in direct service is required. Audio- diagnosis; ethical issues in instrument selection, The pre-requisite of CSP 661A is required and taping, videotaping, or live supervision. administration, and interpretation of assessments. approval from the Department. The pre-requisite of CSP 665A is required and Introduction to the DSM classification system. Credits: 6 approval from the Department. The pre-requisites of CSP 615, 649, 652, 654 are Annually Credits: 6 required as well as CSP 657A, or CSP 705, or CSP Annually 706. CSP 665B Bilingual School Counseling Credits: 3 Internship I CSP 666B Bilingual School Counseling Annually Students work 300 hours each of two semesters in a Internship II K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a CSP 679 Substance Abuse and High Risk experienced bilingual school counselor, being K-12 school under the supervision of a certified and Behaviors exposed to and performing varied responsibilities of experienced bilingual school counselor, being An overview of substance use, abuse and high-risk the school counseling program. A minimum of exposed to and performing varied responsibilities of behaviors, and their interrelatedness in the contexts 120 hours each semester in direct service to the school counseling program. A minimum of of the helping professions of psychology and children with limited English language proficiency 120 hours each semester in direct service to counseling. Substance abuse counseling theories, is required. Audio-taping, videotaping or live children with limited English language proficiency practices, and treatment will be explored. supervision. is required. Audio-taping, videotaping, or live The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 661B is required and supervision. are all required and CSP 657A or CSP 706. Departmental approval. The pre-requisite of CSP 665B is required and Credits: 3 Credits: 6 Departmental approval. Rotating Basis Annually Credits: 6 Annually CSP 682 Career Development and Counseling CSP 665F Marriage and Family Counseling Study of the meaning of work in people's lives, Internship I CSP 666F Marriage and Family Counseling career development theories, decision-making Students work 300 hours each of two semesters in a Internship II models, and programming. Consideration of print setting that provides marriage and family Students work 300 hours each of two semesters in a and electronic career information systems. counseling under the supervision of a licensed setting that provides marriage and family Exploration of multiple roles and identities in professional, observing and performing various counseling under the supervision of a licensed career development. Analysis of educational and direct and indirect services including but not professional, observing and performing various career counseling processes, techniques, and limited to intake interviewing; marriage and family direct and indirect services including but not resources. counseling; record keeping; attending treatment limited to intake interviewing; marriage and family The pre-requisites of CSP 615, 649, 652, and 654 team meetings and professional development counseling; record keeping; attending treatment are required as well as CSP 705 or CSP 706. events; and engaging in testing and assessment. team meetings and professional development Credits: 3 Students complete a minimum of 130 hours each events; and engaging in testing and assessment. Annually semester in direct service to clients. Audiotaping, Students complete a minimum of 130 hours each videotaping, or live supervision is required. semester in direct service to clients. Audiotaping, CSP 700 Family Law The pre-requistes of CSP 661F and 712 are videotaping, or live supervision is required. An overview of federal and state law with regard to required and departmental approval. The pre-requisite of CSP 665F is required and marriage and family relationships. Focus on the Credits: 6 Departmental approval. counselor’s role in working with various types of Annually Credits: 6 families in confronting important life decisions, Annually resolving disputes and planning for the future. CSP 665M Mental Health Counseling Internship Attention to issues of consultation with legal I CSP 666M Mental Health Counseling Internship professionals and the interaction of the counselor Students work 300 hours each of two semesters in a II with the federal and state legal systems. clinical setting under the supervision of a licensed Students work 300 hours each of two semesters in a The pre-requisites of CSP 615, 649, 652 and 654 mental health professional, observing and clinical setting under the supervision of a licensed are required as well as CSP 657A or CSP 706. performing various direct and indirect services mental health professional, observing and Credits: 3 including but not limited to intake interviewing; performing various direct and indirect services Annually individual, group and family counseling; record including but not limited to intake interviewing; keeping; attending treatment team meetings and individual, group and family counseling; record CSP 702 Diagnosis of the Learning Problems of professional development events; and engaging in keeping; attending treatment team meetings and Students testing and assessment. A minimum of 120 hours professional development events; and engaging in This course will review the diagnostic and learning each semester in direct service is required. Audio- testing and assessment. A minimum of 120 hours issues of students with learning disabilities, such as taping, videotaping, or live supervision. each semester in direct service is required. Audio- dyslexia, math and writing disabilities, nonverbal The pre-requisite of CSP 661M and 712 are taping, videotaping, or live supervision. disabilities, attention deficit and executive function required and Departmental approval. The pre-requisite of CSP 665M is required. difficulties. Profiles, assessment batteries, Credits: 6 Credits: 6 differential diagnoses, and specific measures that Annually Annually facilitate the diagnosis of such disabilities will be reviewed. Research findings along with theoretical CSP 666A School Counseling Internship II CSP 668A Assessment and Diagnosis in and etiological issues will be discussed Students work 300 hours each of two semesters in a Counseling Diverse Populations TARGETED FIELDWORK REQUIREMENT: K-12 school under the supervision of a certified and Focus on the nature and meaning of assessment; Students are expected to administer various experienced school counselor, being exposed to and standardized and non-standardized testing methods; assessments such as (but not limited to): Ravens

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Progressive Matrices, S-TOPP, Stroop, BRIEF, CSP 706 Foundations of Mental Health leadership in educational systems. Ten hour field Achenbach, Conners to help in ruling out Counseling component. conditions described within the course description Introduction to the history, philosophy, and The pre-requities of CSP 615, 649, 652, 654 and to children in school settings. Supervision by a current trends in mental health counseling. 705 are required. school psychologist is required. The results of Exploration of the role, function, and professional Credits: 3 these assessments will be used to write social, identity of the mental health counselor, including Annually emotional and academic goals. 40 hours. issues of credentialing, collaboration, and The pre-requisite of CSP 651 is required. consultation with other treatment providers. CSP 712 Psychopathology and Credits: 3 Instruction in ethical and legal issues specific to the Psychopharmacology Annually practice of mental health counseling. Ten hour An overview of the major diagnostic categories of field component. psychopathology according to the current DSM CSP 703 Parent Consultation and Intervention in The pre-requisites of CSP 615, 649, 652 and 654 classification system. An understanding of Multicultural Settings are required. disorders in terms of diagnostic features, associated This course will focus on the shifts that have Credits: 3 features, demographic features, prevalence, course, occurred in child therapy, and how these changes Annually familial pattern, differential diagnosis, and cultural can inform and affect consultation work with contexts. Basic understanding of commonly parents in a variety of multicultural settings. Topics CSP 708 School Counseling Research, Program prescribed psychopharmacological medications, such as developmental and attachment theory, the Development and Evaluation including uses and side effects. interactional nature of personality development and Introduction to quantitative and qualitative The pre-requities of CSP 615, 649, 652 and 654 are a relational understanding of emotional problems research methods; the use of technology and required as well as CSP 657A or CSP 706. Student will be emphasized to highlight how interactions statistics, inquiry, and analyses in conducting must be active in the Mental Health Counseling between parent and child become prototypes for research in the development, evaluation and plan. later relational experiences. The premise of parent- modification of school counseling programs. Focus Credits: 3 focused treatment rests on an understanding of the on understanding the investigative process from Annually regulatory processes and attachment between needs assessment through the interpretation of parent and child; through parent consultation, the findings and the implementation of change for CSP 714 Academic Consultation in Multicultural parent-child relationship is reconfigured to mitigate improved counseling effectiveness. Exploration of School Settings issues in child development. Three credits. the use of data to inform decision making, with This course will review instructional issues inherent Credits: 3 attention to both internal and external effects upon in school systems necessary to facilitate changes on Annually students learning and development. Ten hour field the individual, team and programmatic level. component. Emphasis is on reviewing instructional and learning CSP 704 Research and Measurement In The pre-requisites of CSP 615, 649, 652, 654 and theory as well as exploring the role of school Education and Psychology 705 are required. psychologists in assisting teachers and staff to This course will provide a presentation of basic Credits: 3 develop and monitor curriculum. Emphasis will be statistical and measurement concepts such as Annually placed on assisting and training staff and parents to central tendency, variability, correlation and factor implement evidence-based curricula as well as analysis used to interpret test scores and understand CSP 709 Research, Evidence-Based Practice and understanding the context and cultural background test construction. Concepts of validity, reliability Program Evaluation of different students. Parent training programs will and the use of derived scores are presented through Introduction to quantitative and qualitative be reviewed and discussed and methods of crisis an analysis of the assessments used in school research methods; the use of technology and intervention will be elaborated upon, as well as how psychology as well as research used to inform school statistics, inquiry and analysis in research and issues of diversity may warrant that interventions be psychology. Major statistical and measurement program evaluation. A review and analysis of tailored to particular backgrounds. Consultation concepts will be applied in order to understand evidence-based practices in mental health projects will be completed in which trainees assess how research problems are systematically counseling with a variety of populations and clinical student strengths and weaknesses, develop investigated using experimental quasi-experimental issues. The use of needs assessment and outcomes interventions collaboratively with staff, and train and qualitative designs. Surveys and qualitative research in program development, implementation, staff to implement these interventions, monitor research are also discussed. and evaluation will be explored. Ten hour field these interventions and assess overall effectiveness. Credits: 3 component. TARGETED FIELDWORK REQUIREMENT: Annually The pre-requisites of CSP 615, 649, 652 and 654 Students will be required to go into schools and are required as well as CSP 657A or CSP 706. consult with teachers and/or administrators CSP 705 Foundations of School Counseling Student must be active in the Mental Health regarding children with academic difficulties. A Introduction to the history, philosophy, and Counseling plan. certified school psychologist will supervise students. current trends in school counseling and Credits: 3 40 hours. educational systems. Exploration of the role, Annually The pre-requisite of CSP 655 is required. function, and professional identity of the school Credits: 3 counselor. Investigation into internal and external CSP 711 Advocacy, Leadership, Collaboration and Annually factors that influence student learning and Consultation in School Counseling development. Instruction in ethical and legal issues Introduction to educational policy and school CSP 721A Cognitive Assessment I specific to the practice of school counseling. Ten reform related to diversity, equity and excellence in This course is designed to teach students to hour field component. student learning. Exposure to modes and methods administer, score and interpret standardized The pre-requisites of CSP 615, 649, 652 and 654 of collaboration and consultation with family, intelligence tests as part of the cognitive assessment are required. school, and community to enhance student process. This course focuses on the three Wechsler Credits: 3 development and achievement. Understanding of Intelligence Scales. Psychometric properties of those Annually the characteristics and strategies of effective instruments are related to issues of interpretation.

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 138 LIU Brooklyn

Psychological issues in intelligence testing as well as tests, make case presentations, and write reports. expert speakers on the topic. ethical and legal considerations are reviewed. Students will interpret data by integrating clinical The pre-requisites of CSP 615, 649, 652, and 654 Students are required to administer tests and write findings so that specific intervention plans can be are required as well as CSP 657A or CSP 706. assessment reports based on the results. Additional developed. Additional laboratory hours are Credits: 3 laboratory hours are required. required. Rotating Basis Credits: 3 The pre-requisites of CSP 721A and 721B are Annually required. CSP 781A Internship School Psychology I - Credits: 3 General CSP 721B Cognitive Assessment II On Demand Students complete a 1200 hour internship A continuation of 721A. Students learn how to throughout the academic year in a University- assess the cognitive functioning of children by CSP 724 Assessing the Bilingual Child approved setting under the dual guidance of an on- administering, scoring and interpreting measures of In this course, students will engage in an site staff psychologist and a University-based clinical cognitive ability as well as academic functioning examination of issues in the assessment of bilingual supervisor. At least half of the hours should be in a used by school psychologists Integration of findings children, including the appropriate use of school setting. Participation in the intake and with educational and other evaluation results is standardized measures, nondiscriminatory screening process, individual evaluations, examined so that individual education plans can be assessment, and alternative approaches to the interdisciplinary staff conferences, parent developed. Students are required to administer assessment of cognitive functioning and social conferences and professional meetings is required. tests, write assessment reports, and make case adaptive behavior of linguistically diverse children. Students evaluate children, write reports, and presentations. Additional laboratory hours are Students will learn when and how to conduct practice short-term counseling and consultation required. evaluations in the child''s first or second language under the supervision of the on-site psychologist. The pre-requisite of CSP 721A is required. (or both). Students administer tests, make case Students also attend weekly meetings with the Credits: 3 presentations, and write reports. Interpretation of University clinical supervisor in which professional Annually data focuses on integrating clinical findings so that and ethical issues related to the practice of school individual educational plans can be developed. psychology in multicultural settings are discussed. CSP 722A Personality Assessment I Additional laboratory hours are required. Students must apply for the internship in the This course aims to teach students how to The pre-requisites of CSP 721A and 721B are semester before registration. administer, score and interpret the Rorschach test, required. The pre-requisites of CSP 721A, 721B, 722A, 722B through the use of the Exner Comprehensive Credits: 3 and a total of 48 credits completed are required. Scoring System. The history of projective tests Annually Credits: 3 along with their strengths and shortcomings will be Every Fall reviewed. Cultural, ethnic and language CSP 726 Counseling Ethnolinguistically Diverse considerations will be discussed as related to the Students and Families CSP 781B Internship School Psychology I - administration and interpretation of the test. An exploration of the experiences of culturally and Bilingual Extension Additional laboratory hours are required. ethnolinguistically diverse families in the context of Students complete a 1200 hour internship The pre-requisite of CSP 721A is required. an English-predominant society. The impact of throughout the academic year in a University- Credits: 3 linguistic fluency, immigration, acculturation, and approved setting under the dual guidance of an on- Annually assimilation upon family dynamics and related site staff psychologist and a University-based clinical systems will be analyzed. Considerations such as supervisor. At least half of the hours should be in a CSP 722B Personality Assessment II parentification of English-speaking children of school setting. Participation in the intake and This course is a continuation of 722A. It aims to linguistic minority parents, management of bi- screening process, individual evaluations, teach students how to administer, score and cultural stress, trends in bilingual education, and interdisciplinary staff conferences, parent interpret thematic apperceptive, figure drawing and cultural resiliency will be addressed. Ten hour field conferences and professional meetings is required. sentence completion tests. Throughout the course component. Students evaluate children, write reports, and students will be practicing report writing and will The pre-requisites of CSP 615, 649, 652, 654 and practice short-term counseling and consultation develop the ability to integrate information from 705 are required. under the supervision of the on-site psychologist. the various personality assessments, including the Credits: 3 Students also attend weekly meetings with the Rorschach. Quantitative and qualitative Annually University clinical supervisor in which professional interpretations will be reviewed. Additional and ethical issues related to the practice of school laboratory hours are required. CSP 733 Development in Infancy and Early psychology in multicultural settings are discussed. The pre-requisite of CSP 722A is required. Childhood Students must apply for the internship in the Credits: 3 This course presents an in-depth review of current semester before registration. Students must be Annually research and theory in perceptual, cognitive, social, placed in a setting where bilingual and

emotional and physical aspects of development multicultural populations are in place and must CSP 723 Assessing Infants, Toddlers and from birth to age 3. Particular attention is paid to receive supervision from a bilingual field-based Preschoolers the influence of culture and environment on early supervisor. Students will learn to administer, score and development. Implications of developmental The pre-requisites of CSP 721A, 721B, 722A, 722B interpret the tests used to assess development in theories for assessment and early intervention and a total of 48 credits completed are required. infants, toddlers and preschoolers. This course will practices are included. Credits: 3 focus on the psychometric properties as they relate Credits: 3 Every Fall to assessments of development, cognitive On Demand functioning and adaptive behavior. Play assessment CSP 781C Internship School Psychology I - Early and observational techniques for such age groups CSP 745 Special Topics in Counseling Childhood are presented. Techniques for assessing children Each year the faculty identifies critical areas of Students complete a 1200 hour internship with vision and hearing impairments are also interest in counseling. Institutes are planned for throughout the academic year in a University- addressed. Students will be required to administer intensive study related to those issues, featuring

Page 139 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 approved setting under the dual guidance of an on- under the supervision of the on-site psychologist. Credits: 3 site staff psychologist and a University-based clinical Students also attend weekly meetings with the Annually supervisor. At least half of the hours should be in a University clinical supervisor in which professional school setting. Participation in the intake and and ethical issues related to the practice of school CSP 802 Applied Behavior Analysis III: ABA and screening process, individual evaluations, psychology in multicultural settings are discussed. Developmental Disabilities interdisciplinary staff conferences, parent Students must apply for the internship in the The primary focus of this course is to provide conferences and professional meetings is required. semester before registration. Students must be students with a thorough review of assessment and Students evaluate children, write reports, and placed in a setting where bilingual and intervention models that are used within ABA- practice short-term counseling and consultation multicultural populations are in place and must based programs serving individuals with under the supervision of the on-site psychologist. receive supervision from a field-based supervisor developmental disabilities, including, but not Students also attend weekly meetings with the with a bilingual certificate. limited to: autism, pervasive developmental University clinical supervisor in which professional The pre-requisite of HDL 781B is required. disorders, and intellectual disabilities. Students will and ethical issues related to the practice of school Credits: 3 review the ABA procedures, as well as the principles psychology in multicultural settings are discussed. Every Spring on which they are based, to assess the needs of Students must apply for the internship in the individuals with developmental disabilities, design semester before registration. Students must be CSP 782C Internship School Psychology II - Early interventions that meet the needs of these placed in a setting where early childhood Childhood individuals, monitor progress, and evaluate populations are in place and must receive This course is a continuation of CSP 781C. effectiveness. This course will provide an in-depth supervision from a field-based supervisor with Students will complete a 1200 hour internship analysis of the principles upon which applied expertise in early childhood assessment. throughout the academic year in a University- behavior analysis is based, as well as an The pre-requisites of CSP 721A, 721B, 722A, 722B approved setting under the dual guidance of an on- introduction to procedures that can be used to and a total of 48 credits completed are required site staff psychologist and a University-based clinical improve social and academic behaviors in all Credits: 3 supervisor. At least half of the hours should be in a children. Students will review single subject design Every Fall school setting. Participation in the intake and as well as other issues necessary to document screening process, individual evaluations, interventions. Emphasis is placed on the CSP 782A Internship School Psychology II - interdisciplinary staff conferences, parent application of the principles to environmental, General conferences and professional meetings is required. functional and ecological analyses of behavior in a This course is a continuation of CSP 781A. Students evaluate children, write reports, and responsible ethical manner. Students complete a 1200 hour internship practice short-term counseling and consultation The pre-requisite of CSP 655 is required. throughout the academic year in a University- under the supervision of the on-site psychologist. Credits: 3 approved setting under the dual guidance of an on- Students also attend weekly meetings with the Annually site staff psychologist and a University-based clinical University clinical supervisor in which professional supervisor. At least half of the hours should be in a and ethical issues related to the practice of school CSP 803 Applied Behavior Analysis IV: school setting. Participation in the intake and psychology in multicultural settings are discussed. Academic Interventions screening process, individual evaluations, Students must apply for the internship in the This course will focus on the extension of interdisciplinary staff conferences, parent semester before registration. Students must be functional analytic methods as applied to the conferences and professional meetings is required. placed in a setting where early childhood assessment, intervention and evaluation of students Students evaluate children, write reports, and populations are in place and must receive with academic disorders. Response to Intervention practice short-term counseling and consultation supervision from a field-based supervisor with models will be reviewed as well as curriculum based under the supervision of the on-site psychologist. expertise in early childhood assessment. measurements as applied to reading interventions, Students also attend weekly meetings with the The pre-requisite of CSP 781C is required. such as Direct Instruction. Students will be University clinical supervisor in which professional Credits: 3 exposed to progress monitoring assessment and ethical issues related to the practice of school Every Spring packages such as AIMSWeb and DIBELS, as well as psychology in multicultural settings are discussed. fundamentals of single-subject design as applied to Students must apply for the internship in the CSP 801 Applied Behavior Analysis II: Behavior reading behaviors. semester before registration. Therapy The pre-requisite of CSP 655 is required. The pre-requisite of CSP 781A is required. This course will introduce students to the practice Credits: 3 Credits: 3 of behavior therapy, in relation to the principles Annually

Every Spring and procedures of applied behavior analysis. A major goal of this course is to teach students to CSP 804 Special Topics in Behavior Analysis CSP 782B Internship School Psycholgy II - effectively utilize behavioral techniques in the This course will focus on a variety of topics in ABA Bilingual Extension treatment of emotional disorders and the covert that are relevant to the field and the general New This course is a continuation of CSP 781B. verbal behaviors that are unique to this spectrum of York City area. Although topics may vary from year Students complete a 1200 hour internship disorders. Emphasis will be placed on to year, specific focus will be placed on the ethical throughout the academic year in a University- understanding how basic ABA principles inform applications and implementation of behavior approved setting under the dual guidance of an on- the application of procedures and the importance analysis. site staff psychologist and a University-based clinical of implementing these procedures within the The pre-requisite of CSP 655 is required. supervisor. At least half of the hours should be in a context of a carefully considered behavioral case Credits: 3 school setting. Participation in the intake and conceptualization. Students will expand their use of Annually screening process, individual evaluations, functional analysis as well as numerous behavioral CSP 805 ABA Internship Supervision I interdisciplinary staff conferences, parent intervention strategies (e.g., contingency This course is meant to provide supervision to conferences and professional meetings is required. management, relaxation training, systematic students in the first semester of full-time internship Students evaluate children, write reports, and desensitization, exposure, response substitution). as applied behavior analytic interns. Emphasis will practice short-term counseling and consultation The pre-requisite of CSP 655 is required. be placed on the review of service delivery models

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 140 LIU Brooklyn and especially on the development and CSP 931A Administrative Core II: Community CSP 933 School Business Administration implementation of antecedent based, consequent Relations This course will focus on the business-related based, and educative methods of intervention to This course broadens the focus from aspects of school and district/regional enhance students’ success in a variety of settings. school/district/regional-related theories and administration as they support the improvement of The application of the principles and procedures of practices to those that define the nature of public the instructional program. Emphasis will be given behavior analysis will be monitored throughout the schooling and interrelationships between the to business management practices, i.e., funding duration of the course. Students will begin an educational agency and local, state, federal and sources, budgeting, automated accounting systems, integrated case study project in this course, which community forces as they impact on teaching, and federal, state, and municipal mandates. In will include assessment information, diagnostic learning and achievement. Emphasis is put on addition, strategic human resource planning formulations, proposed intervention(s), and gaining support for safe and secure learning including recruiting and selection techniques will implementation of the intervention(s) as well as the environments. Legal frameworks with respect to be explored. Students will review the collective monitoring of the intervention. Students will be community needs and their right to know are bargaining process and understand the application expected to take and pass the ABA comprehensive addressed. Students will use technological, of technology to the human resource field. exam. interpersonal and research skills to explore The pre-requisite of TLL 930 is required or The pre-requisites of CSP 655, 714, 801, 802, 803 community, understand the relationship between Department consent. and 804 are all required. school and community, and plan for the Credits: 3 Credits: 3 involvement of community in the life of the school Annually Annually and the district/region. The pre-requisite of TLL 930 is required or CSP 935 Education and the Law CSP 806 ABA Internship Supervision II Department consent. This course will explore, from a historical This course is meant to provide supervision to Credits: 3 perspective, legal and ethical issues as they impact students in the second semester of full-time Annually education in a internship as applied behavior analytic interns. multicultural/multilingual/multiracial and Discussions will emphasize the role of the behavior CSP 931B Research Methods In Administration economically diverse society. Students will study analyst as a change agent in the school system and The focus of this course is to help administrators issues such as teachers', students' and parents' rights culture. Students will discuss plans for personal become lifelong consumers and producers of and responsibilities, separation of church and state, growth in the field. Supervision will continue in research. Students will develop technological skill in censorship, freedom of speech, affirmative action, the development and implementation of locating research materials from varied sources. and educational equity and access. Special attention antecedent based, consequent based, and educative Students will learn to read, analyze, and evaluate will be given to the implications of the No Child methods of intervention to enhance clients’ success qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies in a variety of settings. The application of the use the information gained to inform decision- will be used as they relate to policy development. principles and procedures of behavior analysis will making in order to support teaching/learning/ Credits: 3 be monitored throughout the duration of the achievement. Students will also learn to critically Annually course. Students will begin an integrated case study evaluate published research, formulate research project in this course, which will include assessment questions, write research reports, and develop CSP 936 Curriculum Development information, diagnostic formulations, proposed research proposals that will become the bases for A review of learning theory, human development, intervention(s), and implementation of the internship projects. Strategies for sharing and motivation as they relate to teaching, learning intervention(s) as well as the monitoring of the information with teachers and parents, and achievement. Principles of curriculum intervention. Students will be expected to take and disseminating research data, and understanding the development, design, and assessment to enhance pass the ABA comprehensive exam. impact of research on practice will be explored. teacher practice in standard-based and The pre-requisites of CSP 655, 714, 801, 802, 803 The pre-requisite of TLL 930 is required or constructivist classrooms will be studied. Students and 804 are all required. Department consent. will focus on the learning standards and analyze, Credits: 3 Credits: 3 critically evaluate, utilize, and develop strategies for Annually Annually engaging teachers in the process of assessing academic needs, implementing and adapting CSP 930 Administrative Core I: An Overview CSP 932 Assessment in Administration curriculum, and evaluating outcomes. The This course will focus on organizational This course will focus on understanding assessment importance of technology in student learning will development and systems theory. It deals with the theory. Students will become knowledgeable about be included. Organizational decision-making and structural, cultural, political, business, human obtaining assessment data from automated problem-solving skills needed in the development of relations, and policy elements of traditional and informational links and using those data in order to appropriate curricula will be discussed. Connecting non-traditional schools as social systems concerned make administrative decisions about students, the curriculum to the world of work will be with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be explored. outcomes. Students will be expected to identify placed on the ways in which administrators use Credits: 3 personal leadership, supervisory, and administrative standardized and alternative assessments of Annually abilities and demonstrate skills in the functions and students, formative and summative assessments of processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability CSP 937 The Supervisor in the School Setting communication, and motivation for school change and validity and their relationship to the decision- This course focuses on the elements of effective by linking theory and practice in classroom-based making process will be explored. The effects of supervisory practice in the school. Students will and field-based activities. Strategies for the diversity in language, culture, gender, and consider the learning standards relative to the implementation of initiatives and the evaluation of ability/disability on the use of assessment data will principles of supervision, supervisory leadership their impact on schools are discussed. be investigated. styles, and the assessment of teacher performance. Credits: 6 Credits: 3 Important topics include effective instructional Every Fall Annually practices, adult learning theories, organizing and planning professional staff development, and

Page 141 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually

CSP 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Annually

CSP 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually

CSP 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of TLL 951A is required. Credits: 3 Annually

CSP 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion

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DEPARTMENT OF of Admissions (see below) Students will be advised of any additional • Have a bachelor's degree from an accredited coursework that they will need to complete before TEACHING, LEARNING AND institution graduation to fulfill these requirements. LEADERSHIP • Have 2.75 minimum undergraduate grade-point average Fieldwork Professors Kesson, Rivera • Submit two letters of recommendation Fieldwork is required in almost all TLL Professors Emeriti Berkowitz, Kazlow, Long, • Submit a statement of professional goals courses. Students need to have at least one day a Nathanson, Pascale Students who have not passed the Academic week available to be in a school placement during Associate Professors Bains, Dyasi, Lava Literacy Skills Test (ALST) of the NYS Teacher school hours. (Associate Dean), Lehman (chair), Lemberger Certification Exam and do not have prior teaching Student Teaching Associate Professor Emeriti Floyd, Zinar certification are also required to take the TLL Student teaching is usually completed in the Assistant Professors Black, Pregot, Shuttleworth Department Assessment, a measure of writing last semester of the teacher education programs. It Instructors McLaughlin skill, upon admission and before registration. is a full-time experience that consists of all-day Fellows Program Administrators Harris, Walsh Students who do not achieve a passing score student teaching in selected schools. Field Experiences and School Relations Assistant (Level 3) on the assessment must enroll in TAL To be admitted to Student Teaching, multiple Director Marchant 088 Textual Strategies for Educators, a non-credit criteria include: Adjunct: 30 course to develop reading and writing skills at the • Passing score on ALST The Department of Teaching, Learning and graduate level, during the first semester. They are • 3.0 GPA Leadership offers programs on both the also required to meet with the Director of • Interview with Director of School Relations & undergraduate and graduate level, all leading to Academic Support Services early in the semester Field Experience and/or Program Coordinator. NYS teaching and leadership certification. The to discuss the results of the assessment. In Students who have not passed the ALST do not program prepares new teachers and administrators addition, students scoring at Level 1 are limited to student teach but may graduate from the Non- who are just starting out in their field and helps 3 credits in the first semester; students scoring at Certification Track. practicing professionals enhance their careers with Level 2 are limited to 6 credits. Degree Requirements additional specializations. All programs emphasize Waiver of Courses for Students with an To graduate with a major in teaching students hands-on learning in a multicultural context. Undergraduate Degree in Urban Education must have: Classes are small, fostering an atmosphere of from LIU • Completion of all program requirements with a inquiry and reflection. Fieldwork, student Students who have completed the minimum GPA of 3.0 teaching, and internship placements are in schools undergraduate teacher education curriculum at • Descriptive Review of Practice especially selected for excellence and diversity. LIU Brooklyn, including TAL 201 and TAL • Capstone Portfolio With an emphasis on practice, students will be out 301/302, may waive TAL 801 and TAL 830 in the To graduate from the Certification Track, in the schools – observing, learning, and doing – graduate curriculum, reducing the total credit students must also: from the very beginning. Students will graduate requirement by six credits. In the event that this • Pass the ALST, EAS, and CST eligible for state certification – and ready to get a results in a program of fewer than 30 credits, • Fulfill NYS general education and content area job! students are required to take an elective to bring requirements Job Opportunities and Career Trends their program to at least 30 credits. The elective • Complete state-mandated training in (1) child Education is an ever-growing field. As the must be approved by a faculty adviser. abuse identification and reporting, (2) violence population continues to grow, so will the need for Submitting an Application for Admission prevention, and (3) fire safety, substance abuse quality teachers and administrators to work in All applicants must apply for admission to LIU prevention, and abduction prevention. schools. Learning the theory in classrooms and Brooklyn. Please apply online at My LIU or use Students who do not meet the criteria for being involved in the practice of teaching through the Apply Now link in the top navigation bar of graduation from the Certification Track will fieldwork and student teaching is the beginning of the campus’ website. For more information on the graduate from the Non-Certification Track. a journey. The New York City Department of admissions process, visit the Office of Admissions Certification Education is the primary employer of our website or call 718-488-1011. All TAL graduate certification-track programs graduates and there are high need areas such as: Program Requirements in teaching fulfill the academic requirements for Early Childhood, Special Education and English as Continued enrollment in this program is the following certificates: a Second Language. In addition, teachers and contingent upon: • Initial Certification, for students with less than administrators are also employed in a range of • Maintaining a 3.0 grade-point average 3 years of experience in the certification area educational settings, including pre-schools, • Satisfactory review by faculty at each stage of • Professional Certification, for students with a private, independent and charter schools, private the program year of mentored teaching and two years of tutorial companies and after-school and literacy The School of Education Certification Officer teaching experience in the certification area programs. Educators are also sought at non-profit reviews the transcripts of all new students seeking To obtain initial or professional certification, organizations with a community service and/or 1st initial certification for evidence of students must: educational focus, including those that are undergraduate or graduate study that fulfills the • Fulfill all requirements for graduation from a internationally-based. Having a degree in following NYS teacher certification requirements: certification track program, including: - education opens up other career options including: • General education requirements, including Completion of student teaching, internship, positions in educational media, such as in study in artistic expression, communication, and/or practicum requirements - Passing scores publishing and television development, curriculum information retrieval, history and social on the ALST and EAS - Completion of state- development, market research and human sciences, humanities, language other than mandated training in child abuse identification resources, notably the training function. English, scientific processes, mathematical and reporting; school violence prevention; fire Admission Requirements processes, and written analysis and expression. safety; substance abuse prevention, and To be admitted into this program, you must: • Content area requirements, including a 30 abduction and, harassment, bullying and • Submit an application to LIU Brooklyn's Office credit concentration or major in one of the discrimination prevention and intervention. Liberal Arts and Sciences. • Be a U.S. citizen or sign a Declaration of Intent

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• Pass the Content Specialty Test (CST) in the professional teaching experience, you can apply credit course early in their program: certification area for the Professional Certificate to continue to be TAL 099 Preparing for the NYSTCE (0 credits) • Pass the edTPA certified in New York State. All teacher-training Another optional non-credit course, TAL 088 • For students seeking the Bilingual Education bachelor’s and master’s programs in the School of Textual Strategies for Educators, is recommended Extension: pass the Bilingual Education Education at LIU Brooklyn lead to Initial for students wishing to improve their writing skills Assessment (BEA) in the target language of Certification. for graduate study as well as in preparation for the instruction Professional Certification is the second-level NYSTCE. The School of Education (SOE) Certification teaching certificate. A holder of an Initial The following workshops are required for all Officer helps students apply for certification when certificate must apply to the New York State programs leading to state certifications: all requirements are met. Students interested in Department of Education (SED) for the The Child Abuse Identification and Reporting Internship Certification before graduation should Professional certificate upon completion of Workshop is required or completion of the course consult the Certification Officer. requirements. Professional Certification is ALCX 702. Progression awarded to students with a year of mentored The Violence Prevention and Intervention All of the M.S.Ed. programs in teaching are teaching and 2 years of teaching experience in the Workshop is required or completion of the course divided into four Tiers: certification area. Please note that when you ALCX 703. • Tier I: Diversity, Language and Literacies in possess this certificate you must complete 175 The Fire Safety, Substance Abuse and Urban Education hours of professional development every five years Abduction Prevention Workshop is required or • Tier II: Observation and Description of Urban to keep this certificate valid. completion of the course ALCX 704. Learners In addition, students in the following M.S.Ed. The Harassment, Bullying and Discrimination • Tier III: Inquiry of Urban Classrooms and programs leading to 1st initial certification may be Prevention and Intervention Workshop is required Teaching Practices eligible to apply for Internship Certification after or completion of the course ALCX 705. • Tier IV: Advanced Inquiry and Practice completing half the required credits: To progress from one Tier to the next, students • Childhood Urban Education The Department of Teaching, Learning and must maintain a minimum 3.0 GPA In addition • Early Childhood/Childhood Urban Education Leadership offers the following specializations: students must meet the following criteria, • Early Childhood Urban Education • Early Childhood and Childhood Education • To progress from Tier 1 to Tier II: satisfactory • Adolescence Urban Education • Adolescence Education completion of first six credits, including TAL • Teaching Urban Children with Disabilities • Special Education 801. • Teaching Urban Adolescents with Disabilities • TESOL • To progress from Tier II to Tier III: satisfactory • TESOL • Bilingual Education completion of TAL 830 and other Tier II Internship Certificates are valid for two years • Educational Leadership courses. and permit students to begin teaching while

• To progress from Tier III to Tier IV: completing their degrees and other certification satisfactory completion of TAL 880 and other requirements. Please see the Certification Officer Tier III courses. for more information about this option. At each stage of progression, faculty teams To obtain initial or professional certification, review students’ work to insure that all criteria are students must: met. In some cases, students who do not meet 1. Graduate from the Certification Track criteria are permitted to progress to the next Tier 2. Complete state-mandated training in (1) child on probation. abuse identification and reporting, (2) violence Teaching Certification Requirements prevention, (3) fire safety, substance abuse Requirements for teacher certification in New prevention, and abduction prevention, and, (4) York includes successful completion of a harassment, bullying and discrimination bachelor’s or master’s degree; passing of prevention and intervention. certification examinations, completing workshops 3. Pass the following portions of the NYSTCE. in (1) child abuse identification and reporting, (2) • Academic Literacy Skills Test (ALST) violence prevention, (3) fire safety, substance • Educating All Students Test (EAS) abuse prevention, and abduction prevention, and, • edTPA (4) harassment, bullying and discrimination • Content Specialty Test (CST) in the prevention and intervention. LIU Brooklyn's certification area programs in teacher education are designed to • For students seeking a Bilingual Extension: prepare students to meet these certification The Bilingual Education Assessment (BEA) requirements. in the target language of instruction. The teacher education programs in the School 4. Fingerprint Clearance of Education at LIU Brooklyn prepare students for Applications for certification are submitted two levels of certification in New York State — electronically. Students who have completed all Initial and Professional: requirements of the registered New York State Initial Certification is the minimum Teacher Certification program at LIU Brooklyn certification required to teach in New York State. should see the SOE certification officer, Ms. Initial Certification, for students with less than Marizaldy Mercedes, 2nd floor, Pratt Building, to three years of teaching experience in the complete their application. certification area.The entry-level certificate is Preparing for New York State Teacher valid for 5 years and is issued in a specific subject Certification Examinations and/or grade level. Initial Certification leads to the Students who have not passed the ALST are Professional Certificate. After three years of strongly encouraged to take the following non-

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 144 LIU Brooklyn

EARLY CHILDHOOD AND TAL 844 Environments, Practices 3.00 TAL 881B Student Teaching for the 1.00 and Play (15 Fieldwork Practicing Teacher: Early CHILDHOOD EDUCATION hours) Childhood (20 days)

TAL 846 Family Literacy and 3.00 TAL 971 Capstone Seminar 3.00 M.S.Ed. in Early Childhood Parental Collaboration Credit and GPA Requirements (10 Fieldwork hours) Urban Education (Birth - Gr 2) Minimum Total Credits: 34-36 Credits Tier III: Inquiry into Urban Classrooms and Minimum GPA: 3.0

The 36 -credit M.S.Ed. in Early Childhood Teaching Practices ( 9 credits) Urban Education (Birth-Grade 2) is for students TAL 845 Math and Science in 3.00 Early Childhood Urban without prior certification and leads to the degree Early Childhood (15 Fieldwork hours) Education - Non Certification of Master of Science and eligibility for initial NYS certification in Early Childhood Education. It TAL 873 Early Literacy (15 3.00 M.S.Ed., Early Childhood Urban prepares students to teach children from birth to Fieldwork hours) second grade. There is also a 34 credit M.S.Ed. in Education (B-2) (Non-Certification) Early Childhood Urban Education (Birth-Grade 2) TAL 880 Classroom Inquiry II (30 3.00 [Program Code 32377] for students who already have certification in Fieldwork hours) Non-credit pre-requirement determined by TAL Assessment or ALST another area. Students graduating from this Tier IV: Advanced Inquiry and Practice (6 program are eligible for teaching certification once credits) TAL 088 Textual Strategies for 0.00 Educators they have passed all required portions of the New TAL 881A Student Teaching: Early 3.00 York State Teacher Certification Exam Childhood (Full-time) TIER I: Diversity, Language and Literacies in (NYSTCE). Students may also apply for Urban Education (9 credits) Internship Certification after completing the first TAL 971 Capstone Seminar 3.00 TAL 801 Issues in Urban Education 3.00 18 credits. Internship Certification permits students to begin teaching while they complete TAL 802 Language and Literacy 3.00 M.S.Ed., Early Childhood Urban their degrees. Students with prior initial TAL 810 Early Development (15 3.00 Education (B-2) - 2nd Initial certification in another area will, upon completing Fieldwork hours) this program, also be eligible for professional Certification TIER II: Observation and Description of certification in their original certification area. A All of the following courses must be completed. Urban Learners (12 credits) 34-credit non-certification track is available for TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on 3.00 students who are not interested in or who do not Urban Education (9 credits) qualify for certification. Disability TAL 801 Issues in Urban Education 3.00

TAL 830 Classroom Inquiry I (30 3.00 TAL 802 Language and Literacy 3.00 Early Childhood Urban Fieldwork hours) TAL 810 Early Development (15 3.00 Education 1st Initial & 2nd TAL 844 Environments, Practices 3.00 fieldwork hours) and Play (15 Fieldwork Initial Certification TIER II: Observation and Description of hours) Urban Learners (12 credits) M.S.Ed., Early Childhood Urban TAL 846 Family Literacy and 3.00 TAL 803 Perspectives on Disability 3.00 Education (B-2) - 1st Initial Parental Collaboration TAL 830 Classroom Inquiry I (30 3.00 (10 Fieldwork hours) Certification Fieldwork hours) [Program Code 32376] TIER III: Inquiry of Urban Classrooms and Non-credit pre-requirement determined by TAL 844 Environments, Practices 3.00 Teaching Practices (9 credits) TAL Assessment or ALST and Play (15 Fieldwork TAL 845 Math and Science in 3.00 TAL 088 Textual Strategies for 0.00 hours) Early Childhood (15 Fieldwork hours) Educators TAL 846 Family Literacy and 3.00 All of the following courses must be completed. Parental Collaboration TAL 873 Early Literacy (15 3.00 (10 Fieldwork hours) Fieldwork hours) TIER I: Diversity, Language and Literacies in Tier III: Inquiry into Urban Classrooms and TAL 880 Classroom Inquiry II (30 3.00 Urban Education (9 credits) Teaching Practices ( 9 credits) Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TAL 845 Math and Science in 3.00 TIER IV: Advanced Inquiry and Practice (4 TAL 802 Language and Literacy 3.00 Early Childhood (15 credits) Fieldwork hours) TAL 810 Early Development (15 3.00 TAL 890 Overview of Teaching in 1.00 fieldwork hours) TAL 873 Early Literacy (15 3.00 Alternative Settings Fieldwork hours) TIER II: Observation and Description of TAL 971 Capstone Seminar 3.00 Urban Learners (12 credits) TAL 880 Classroom Inquiry II (30 3.00 Credit and GPA Requirements TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Minimum Total Credits: 34 Credits Tier IV: Advanced Inquiry and Practice (4 Minimum GPA: 3.0 TAL 830 Classroom Inquiry I (30 3.00 credits) Fieldwork hours)

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TAL 854 Classroom as Community 3.00 M.S.Ed. in Childhood Urban TIER III: Inquiry of Urban Classrooms and (10 Fieldwork hours) Teaching Practices (18 credits) TAL 880 Classroom Inquiry II 3.00 Education (Grades 1-6) TAL 831 Teaching Social Studies 3.00 (30 Fieldwork hours) The 42-credit M.S.Ed. in Childhood Urban 1-6 (10 Fieldwork TIER IV: Adv Inquiry & Practice (3 credits) Education (Grades 1-6) is for students without hours) TAL 971 Capstone Seminar 3.00 prior certification and leads to the degree of TAL 832 Teaching the Arts 1-6 3.00 Master of Science and eligibility for initial NYS Credit and GPA Requirements TAL 833 Teaching 3.00 certification in Childhood Education, grades 1-6. It Minimum Total Credits: 33 Credits Science/Technology 1-6 prepares students to teach in elementary school Minimum GPA: 3.0 (10 Fieldwork hours) classrooms. There is also a 33-credit M.S.Ed. in Childhood Urban Education (Grades 1-6) for TAL 834 Teaching 3.00 Childhood Urban Education - students who already have certification in another Math/Technology 1-6 area. (10 Fieldwork hours) Non Certification

Optional extensions are available for students TAL 854 Classroom as Community 3.00 who wish to teach in middle schools (6 credits) or M.S.Ed., Childhood Urban Education (10 Fieldwork hours) bilingual classrooms (9 credits). (1-6) (Non-Certification) Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 [Program Code 24899] eligible for teaching certification once they have (30 Fieldwork hours) Non-credit pre-requirement determined by passed all required portions of the New York State TAL Assessment or ALST TIER IV: Adv Inquiry & Practice (6 credits) Teacher Certification Exam (NYSTCE). Students TAL 088 Textual Strategies for 0.00 TAL 882A Student Teaching: 3.00 may also apply for Internship Certification after Educators Childhood (Full-time) completing the first 21 credits. Internship All of the following courses must be completed. Certification permits students to begin teaching TAL 971 Capstone Seminar 3.00 TIER I: Diversity, Language and Literacies in while they complete their degrees. Students with Credit and GPA Requirements Urban Education (6 credits) prior initial certification in another area will, upon Minimum Total Credits: 42 Credits TAL 801 Issues in Urban Education 3.00 completing this program, also be eligible for Minimum GPA: 3.0 professional certification in their original TAL 802 Language and Literacy 3.00 certification area. Childhood Urban Education 2nd A 40-credit non-certification track is available for students who are not interested in or who do Initial Certification TIER II: Observation and Description of not qualify for certification. Urban Learners (12 credits) M.S.Ed., Childhood Urban Education TAL 803 Perspectives on 3.00 Childhood Urban Education 1st (1-6) - 2nd Initial Certification Disability Initial Certification [Program Code 24900] TAL 811 Lives of Children (14 3.00 All of the following courses must be completed. Fieldwork hours) TIER I: Diversity, Language and Literacies in M.S.Ed. in Childhood Urban TAL 816 Teaching Literacy K-6 3.00 Urban Education (3 credits) Education (1-6) - 1st Initial (15 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 Certification TAL 830 Classroom Inquiry I (30 3.00 TIER II: Observation and Description of [Program Code 24898] Fieldwork hours) Urban Learners (9 credits) Non-credit pre-requirement determined by TIER III: Inquiry of Urban Classrooms and TAL Assessment or ALST TAL 803 Perspectives on Disability 3.00 Teaching Practices (18 credits) TAL 088 Textual Strategies for 0.00 TAL 816 Teaching Literacy K-6 3.00 TAL 831 Teaching Social Studies 3.00 Educators (15 Fieldwork hours) 1-6 (10 Fieldwork All of the following courses must be completed. TAL 830 Classroom Inquiry I (30 3.00 hours) TIER I: Diversity, Language and Literacies in Fieldwork hours) TAL 832 Teaching the Arts 1-6 3.00 Urban Education (6 credits) TIER III: Inquiry of Urban Classrooms and TAL 801 Issues in Urban Education 3.00 TAL 833 Teaching 3.00 Teaching Practices (18 credits) Science/Technology 1-6 TAL 802 Language and Literacy 3.00 TAL 831 Teaching Social Studies 3.00 (10 Fieldwork hours) TIER II: Observation and Description of 1-6 (10 Fieldwork TAL 834 Teaching 3.00 Urban Learners (12 credits) hours) Math/Technology 1-6 TAL 803 Perspectives on Disability 3.00 TAL 832 Teaching the Arts 1-6 3.00 (10 Fieldwork hours) TAL 811 Lives of Children (14 3.00 TAL 833 Teaching 3.00 TAL 854 Classroom as Community 3.00 Fieldwork hours) Science/Technology 1-6 (10 Fieldwork hours) (10 Fieldwork hours) TAL 816 Teaching Literacy K-6 3.00 TAL 880 Classroom Inquiry II 3.00 (15 Fieldwork hours) TAL 834 Teaching 3.00 (30 Fieldwork hours) Math/Technology 1-6 TAL 830 Classroom Inquiry I (30 3.00 (10 Fieldwork hours) Fieldwork hours)

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TIER IV: Adv Inquiry & Practice (4 credits) All of the following courses are required. TAL 890 Overview of Teaching in 1.00 TIER I: Diversity, Language and Literacies in Childhood/Early Childhood Alternative Settings Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 Urban Education - 2nd Initial TAL 971 Capstone Seminar 3.00 TAL 802 Language and Literacy 3.00 Certification

TIER II: Observation and Description of M.S.Ed., Childhood and Early Credit and GPA Requirements Urban Learners (15 credits) Minimum Total Credits: 40 Credits Childhood Urban Education (B-6) - TAL 803 Perspectives on 3.00 Minimum GPA: 3.0 2nd Initial Certification Disability [Program Code 24904] M.S.Ed. in Childhood/Early TAL 810 Early Development (15 3.00 TIER I: Diversity, Language and Literacies in Fieldwork hours) Urban Education (3 credits) Childhood Urban Education TAL 811 Lives of Children (14 3.00 TAL 801 Issues in Urban Education 3.00 (Birth - Grade 6) Fieldwork hours) TIER II: Observation and Description of

Urban Learners (12 credits) The 52-credit M.S.Ed. in Childhood/Early TAL 816 Teaching Literacy K-6 3.00 Childhood Urban Education (Birth – Grade 6) is (15 Fieldwork hours) TAL 803 Perspectives on 3.00 for students without prior certification and leads to Disability TAL 830 Classroom Inquiry I (30 3.00 the degree of Master of Science and eligibility for Fieldwork hours) TAL 810 Early Development (15 3.00 initial NYS certification in Early Childhood Fieldwork hours) Education, birth to grade 2, and Childhood TIER III: Inquiry of Urban Classrooms and Education, grades 1–6. It prepares students to Teaching Practices (24 credits) TAL 816 Teaching Literacy K-6 3.00 teach in pre-schools, kindergartens, and TAL 831 Teaching Social Studies 3.00 (15 Fieldwork hours) elementary school classrooms. There is also a 44- (1-6) (10 Fieldwork TAL 830 Classroom Inquiry I (30 3.00 credit M.S.Ed. in Childhood/Early Childhood hours) Fieldwork hours) Urban Education (Birth – Grade 6) for students TAL 832 Teaching the Arts (1-6) 3.00 TIER III: Inquiry of Urban Classrooms and who already have certification in another area. Teaching Practices (24 credits) Optional extensions are available for students TAL 833 Teaching of 3.00 who wish to teach in middle schools, grades 7–9 (6 Science/Technology (10 TAL 831 Teaching Social Studies 3.00 credits) or bilingual classrooms (9 credits). Fieldwork hours) (1-6) (10 Fieldwork hours) Students graduating from this program are TAL 834 Teaching of 3.00 eligible for teaching certification once they have Math/Technology (10 TAL 832 Teaching the Arts (1-6) 3.00 passed all required portions of the New York State Fieldwork hours) TAL 833 Teaching of 3.00 Teacher Certification Exam (NYSTCE). Students Science/Technology (10 may also apply for Internship Certification after TAL 844 Environments, Practices 3.00 Fieldwork hours) completing the first 24 to 26 credits. Internship and Play (15 Fieldwork Certification permits students to begin teaching hours) TAL 834 Teaching of 3.00 while they complete their degrees. Students with TAL 846 Family Literacy and 3.00 Math/Technology (10 prior initial certification in another area will, upon Parental Collaboration Fieldwork hours) completing this program, also be eligible for (10 Fieldwork hours) TAL 844 Environments, Practices 3.00 professional certification in their original OR and Play (15 Fieldwork certification area. hours) A 49-credit non-certification track is available TAL 854 Classroom as Community 3.00 for students who are not interested in or who do (10 Fieldwork hours) TAL 846 Family Literacy and 3.00 not qualify for certification. TAL 873 Early Literacy (15 3.00 Parental Collaboration

Fieldwork hours (10 Fieldwork hours) Childhood/Early Childhood TAL 880 Classroom Inquiry II (30 3.00 OR Urban Education - 1st Initial Fieldwork hours) TAL 854 Classroom as Community 3.00 (10 Fieldwork hours) Certification TIER IV: Advanced Inquiry and Practice (7 credits) TAL 873 Early Literacy (15 3.00 M.S.Ed., Childhood and Early TAL 882A Student Teaching: 3.00 Fieldwork hours) Childhood Urban Education (B-6) - Childhood (Full-Time) TAL 880 Classroom Inquiry II (30 3.00 1st Initial Certification TAL 881B Student Teaching for the 1.00 Fieldwork hours) [Program Code 24901] Practicing Teacher: Early TIER IV: Advanced Inquiry and Practice (4-5 Non-credit pre-requirement determined by Childhood (20 days) credits) TAL Assessment or ALST TAL 971 Capstone Seminar 3.00 TAL 882B Student Teaching for the 1.00 TAL 088 Textual Strategies for 0.00 Practicing Teacher: Credit and GPA Requirements Educators Childhood * (20 days) Minimum Total Credits: 52 Credits

Minimum GPA: 3.0

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TAL 881B Student Teaching for the 1.00 TAL 846 Family Literacy and 3.00 Practicing Teacher: Early Parental Collaboration Childhood (20 days) (10 Fieldwork hours)

TAL 971 Capstone Seminar 3.00 OR *May be waived for students who hold initial TAL 854 Classroom as Community 3.00 certification in another area. (10 Fieldwork hours) Credit and GPA Requirements TAL 873 Early Literacy (15 3.00 Minimum Total Credits: 43-44 Credits Fieldwork hours) Minimum GPA: 3.0 TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) Childhood/Early Childhood TIER IV: Advanced Inquiry and Practice (4 Urban Education - Non credits) Certification TAL 890 Overview of Teaching in 1.00 Alternative Settings

M.S.Ed., Childhood and Early TAL 971 Capstone Seminar 3.00 Childhood Urban Education (B-6) Credit and GPA Requirements (Non-Certification) Minimum Total Credits: 52 Credits [Program Code 24903] Minimum GPA: 3.0 Non-credit pre-requirement determined by TAL Assessment or LAST Advanced Certificate in Early TAL 088 Textual Strategies for 0.00 Educators Childhood Urban Education All of the following courses are required. (Birth - Grade 2) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) The Advanced Certificate in Early Childhood is for students with prior certification only. It leads TAL 801 Issues in Urban Education 3.00 to a 2nd Initial Certification in Early Childhood TAL 802 Language and Literacy 3.00 Education, preparing students to teach in TIER II: Observation and Description of preschool, kindergarten, and primary classrooms Urban Learners (15 credits) through grade 2.

TAL 803 Perspectives on 3.00 Advanced Certificate, Early Disability Childhood Urban Education (B-2) TAL 810 Early Development (15 3.00 [Program Code 24905] Fieldwork hours) Must complete all courses listed below. TAL 811 Lives of Children (14 3.00 TAL 810 Early Development 3.00 Fieldwork hours) TAL 844 Environments Practices 3.00 TAL 816 Teaching Literacy K-6 3.00 and Play in Early (15 Fieldwork hours) Childhood

TAL 830 Classroom Inquiry I (30 3.00 TAL 846 Family Literacy and 3.00 Fieldwork hours) Parental Collaboration

TIER III: Inquiry of Urban Classrooms and TAL 873 Early Literacy 3.00 Teaching Practices (24 credits) TAL 881B Student Teaching for the 1.00 TAL 831 Teaching Social Studies 3.00 Practicing Teacher: Early (1-6) (10 Fieldwork Childhood hours) Credit and GPA Requirements TAL 832 Teaching the Arts (1-6) 3.00 Minimum Total Credits: 13 Credits TAL 833 Teaching of 3.00 Minimum GPA: 3.0

Science/Technology (10 Fieldwork hours)

TAL 834 Teaching of 3.00 Math/Technology (10 Fieldwork hours)

TAL 844 Environments, Practices 3.00 and Play (15 Fieldwork hours)

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ADOLESCENCE EDUCATION TAL 817 Teaching Literacy: 3.00 TAL 842A Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Fieldwork hours) Biology (15 Fieldwork hours) M.S.Ed. in Adolescence Urban TAL 830 Classroom Inquiry I (30 3.00 Education (Grades 7-12) Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) The 39-45-credit M.S.Ed. in Adolescence Teaching Practices (15-21 credits) TIER IV: Advanced Inquiry and Practice (3 Urban Education (Grades 7-12) is for students A minimum of 6 graduate credits are required credits) without prior certification and leads to the degree in the area of concentration: Biology TAL 971 Capstone Seminar 3.00 of Master of Science in Education and eligibility TAL 841A Curriculum in the 3.00 for initial NYS certification in Adolescence Credit and GPA Requirements Secondary Classroom: Education, grades 7-12. It prepares students to Minimum Total Credits: 30-36 Credits Biology (15 Fieldwork teach one of the content areas (Biology, Minimum GPA: 3.0 hours) Chemistry, English, Math or Social Studies) at the secondary level. Prior coursework in the intended TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: content area is required. There is also a 33-39- Secondary Classroom: Biology (15 Fieldwork Biology - Non Certification credit M.S.Ed. in Adolescence Urban Education hours) (Grades 7-12) for students who already have M.S.Ed., Adolescence Urban certification in another area. TAL 880 Classroom Inquiry II (30 3.00 Education: Biology (7-12) (Non- Optional extensions are also available for Fieldwork hours) students wishing to teach in middle schools (6 Certification) TIER IV: Advanced Inquiry and Practice (6 credits) or in bilingual classrooms (9 credits). [Program Code 24880] credits) Students graduating from this program are Non-credit pre-requirement determined by eligible for teaching certification once they have TAL 883A Student Teaching: 3.00 TAL Assessment or ALST: passed all required portions of the New York State Adolescence (Full-time TAL 088 Textual Strategies for 0.00 Teacher Certification Exam (NYSTCE). Students classroom fieldwork) Educators may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 All of the following courses are required: completing the first 18 to 21 credits. Internship Credit and GPA Requirements TIER I: Diversity, Language and Literacies in Certification permits students to begin teaching Minimum Total Credits: 39-45 Credits Urban Education (6 credits) while they complete their degrees. Minimum GPA: 3.0 TAL 801 Issues in Urban 3.00 Students with prior initial certification in Education another area will, upon completing this program, also be eligible for professional certification in Adolescent Urban Education: TAL 802 Language and Literacy 3.00 their original certification area. Biology 2nd Initial Certification TIER II: Observation and Description of A non-certification track is available for Urban Learners (12 credits) students who are not interested in or who do not M.S.Ed., Adolescence Urban TAL 803 Perspectives on Disability 3.00 qualify for certification. Education: Biology (7-12) - 2nd TAL 812 Lives of Adolescents 3.00 Adolescent Urban Education: Initial Certification (14-20 Fieldwork hours) [Program Code 24893] TAL 817 Teaching Literacy: 3.00 Biology 1st Initial Certification All of the following courses are required: Grades 5-12 (10 TIER I: Diversity, Language and Literacies in Fieldwork hours) M.S.Ed., Adolescence Urban Urban Education (6 credits) Education: Biology (7-12) - 1st Initial TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Certification TAL 803 Perspectives on Disability 3.00 [Program Code 24879] TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Non-cedit pre-requirement determined by TAL Teaching Practices (15-21 credits) Urban Learners (6 credits) Assessment or ALST A minimum of 6 graduate credits are required in TAL 817 Teaching Literacy: 3.00 TAL 088 Textual Strategies for 0.0 the concentration area: Biology Grades 5-12 (10 Educators TAL 841A Curriculum in the 3.00 Fieldwork hours) All of the following courses are required: Secondary Classroom: TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 Biology (15 Fieldwork Urban Education (6 credits) Fieldwork hours) hours) TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and TAL 842A Teaching Methods in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required Biology (15 Fieldwork TIER II: Observation and Descripton of in the concentration area: Biology hours) Urban Learners (12 credits) TAL 841A Curriculum in the 3.00 TAL 880 Classroom Inquiry II (30 3.00 Secondary Classroom: TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Biology (15 Fieldwork TAL 812 Lives of Adolescents (14 3.00 hours) Fieldwork hours)

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TIER IV: Advanced Inquiry and Practice (4 TAL 971 Capstone Seminar 3.00 Non-credit pre-requirement determined by TAL Assessment or ALST: credits) Credit and GPA Requirements Minimum Total Credits: 39-45 Credits TAL 088 Textual Strategies for 3.00 TAL 890 Overview of Teaching in 1.00 Minimum GPA: 3.0 Educators Alternative Settings All of the following courses are required: TAL 971 Capstone Seminar 3.00 Adolescent Urban Education: TIER I: Diversity, Language and Literacies in Credit and GPA Requirements Urban Education (6 credits) Minimum Total Credits: 37-43 Credits Chemistry 2nd Initial TAL 801 Issues in Urban Education 3.00 Minimum GPA: 3.0 Certification TAL 802 Language and Literacy 3.00

Adolescent Urban Education: M.S.Ed., Adolescence Urban TIER II: Observation and Description of Urban Learners (12 credits) Education: Chemistry (7-12) - 2nd Chemistry 1st Initial TAL 803 Perspectives on Disability 3.00 Initial Certification Certification [Program Code 24892] TAL 812 Lives of Adolescents 3.00

All of the following courses are required: (14-20 Fieldwork hours) M.S.Ed., Adolescence Urban TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 Education: Chemistry (7-12) - 1st Urban Education (6 credits) Grades 5-12 (10 Initial Certification TAL 801 Issues in Urban Education 3.00 Fieldwork hours) [Program Code 24881] TAL 803 Perspectives on 3.00 TAL 830 Classroom Inquiry I (30 3.00 Non-credit pre-requirement determined by Disabilities Fieldwork hours) TAL Assessment or ALST TIER II: Observation and Description of TAL 088 Textual Strategies for 0.00 TER III: Inquiry of Urban Classrooms and Urban Learners (6 credits) Educators Teaching Practices (15-21 credits) TAL 817 Teaching Literacy: 3.00 A minimum of 6 graduate credits are required in All of the following courses are required: Grades 5-12 (10 the concentration area: Chemistry TIER I: Diversity, Language and Literacies in Fieldwork hours) TAL 841B Curriculum in the 3.00 Urban Education (6 credits) Secondary Classroom: TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Chemistry (15 TAL 802 Language and Literacy 3.00 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Teaching Practices (15-21 credits) TAL 842B Teaching Methods in the 3.00 Urban Learners (12 credits) A minimum of 6 graduate credits are required Secondary Classroom: TAL 803 Perspectives on Disability 3.00 in the concentration area: Chemistry Chemistry (15 Fieldwork hours) TAL 812 Lives of Adolescents 3.00 TAL 841B Curriculum in the 3.00 (14 Fieldwork hours) Secondary Classroom: TAL 880 Classroom Inquiry II 3.00 Chemistry (15 (30 Fieldwork hours) TAL 817 Teaching Literacy: 3.00 Fieldwork hours) Grades 5-12 (10 TIER IV: Advanced Inquiry and Practice (4 Fieldwork hours) TAL 842B Teaching Methods in the 3.00 credits) Secondary Classroom: TAL 890 Overview of Teaching in 1.00 TAL 830 Classroom Inquiry I (30 3.00 Chemistry (15 Alternative Settings Fieldwork hours) Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TAL 971 Capstone Seminar 3.00 TAL 880 Classroom Inquiry II (30 3.00 Teaching Practices (15-21 credits) Credit and GPA Requirements Fieldwork hours) A minimum of 6 graduate credits are required in Minimum Total Credits: 37-43 Credits the area of concentration: Chemistry TIER IV Advanced Inquiry and Practice (3 Minimum GPA: 3.0

TAL 841B Curriculum in the 3.00 credits) Secondary Classroom: TAL 971 Capstone Seminar 3.00 Adolescent Urban Education: Chemistry (15 Credit and GPA Requirements Fieldwork hours) English 1st Initial Certification Minimum Total Credits: 30-36 Credits TAL 842B Teaching Methods in the 3.00 Minimum GPA: 3.0 M.S.Ed., Adolescence Urban

Secondary Classroom: Education: English (7-12) - 1st Initial Chemistry (15 Adolescent Urban Education: Certification Fieldwork hours) Chemistry - Non Certification [Program Code 24883]

TAL 880 Classroom Inquiry II 3.00 Non-credit pre-requirement determined by (30 Fieldwork hours) M.S.Ed., Adolescence Urban TAL Assessment or ALST TIER IV: Advanced Inquiry and Practice (6 Education: Chemistry (7-12) (Non- TAL 088 Textual Strategies for 0.00 credits) Certification) Educators TAL 883A Student Teaching: 3.00 [Program Code 24882] All of the following courses are required:

Adolescence (Full-time TIER I: Diversity, Language and Literacies in classroom fieldwork) Urban Education (6 credits)

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 150 LIU Brooklyn

TAL 801 Issues in Urban Education 3.00 Tier III: Inquiry of Urban Classrooms and TAL 842C Teaching Methods in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required English (15 Fieldwork f Urban Learners (12 credits) in the concentration area: English hours) TAL 803 Perspectives on 3.00 TAL 841C Curriculum in the 3.00 TAL 880 Classroom Inquiry II 3.00 Disabilities Secondary Classroom: (30 Fieldwork hours) English (15 Fieldwork TAL 812 Lives of Adolescents 3.00 hours) TIER IV: Advanced Inquiry and Practice (4 (14 Fieldwork hours) credits) TAL 842C Teaching Methods in the 3.00 TAL 817 Teaching Literacy: 3.00 TAL 890 Overview of Teaching in 1.00 Secondary Classroom: Grades 5-12 (10 Alternative Settings English (15 Fieldwork Fieldwork hours) hours) TAL 971 Capstone Seminar 3.00 TAL 830 Classroom Inquiry I (30 3.00 TAL 880 Classroom Inquiry II 3.00 Credit and GPA Requirements Fieldwork hours) (30 Fieldwork hours) Minimum Total Credits: 37-43 Credits TIER III: Inquiry of Urban Classrooms and Minimum GPA: 3.0 TIER IV: Advanced Inquiry and Practice (3 Teaching Practices (15-21 credits) credits) A minimum of 6 graduate credits are required in Adolescent Urban Education: the area of concentration: English TAL 971 Capstone Seminar 3.00 TAL 841C Curriculum in the 3.00 Credit and GPA Requirements Mathematics 1st Initial Secondary Classroom: Minimum Total Credits: 30-36 Credits Certification English (15 Fieldwork Minimum GPA: 3.0 hours) M.S.Ed., Adolescence Urban TAL 842C Teaching Methods in the 3.00 Adolescent Urban Education: Education: Mathematics (7-12) - 1st Secondary Classroom: English - Non Certification Initial Certification English (15 Fieldwork [Program Code 24886] hours) M.S.Ed., Adolescence Urban Non-credit pre-requirement determined by TAL 880 Classroom Inquiry II 3.00 Education: English (7-12) (Non- TAL Assessment or ALST (30 Fieldwork hours) Certification) TAL 088 Textual Strategies for 0.00 Educators TIER IV: Advanced Inquiry and Practice (6 [Program Code 24884] credits) Non-credit pre-requirement determined by All of the following courses are required: TAL 971 Capstone Seminar 3.00 TAL Assessment or ALST: TIER I: Diversity, Language and Literacies in TAL 088 Textual Strategies for 0.00 Urban Education (6 credits) TAL 883A Student Teaching: 3.00 Educators TAL 801 Issues in Urban Education 3.00 Adolescence (Full-time classroom fieldwork) All of the following courses are required: TAL 802 Language and Literacy 3.00 TIER I: Diversity, Language and Literacies in Credit and GPA Requirements TIER II: Observation and Description of Urban Education (6 credits) Minimum Total Credits: 39-45 Credits Urban Learners (12 credits) TAL 801 Issues in Urban Education 3.00 Minimum GPA: 3.0 TAL 803 Perspectives on Disability 3.00 TAL 802 Language and Literacy 3.00 TAL 812 Lives of Adolescents 3.00 Adolescent Urban Education: TIER II: Observation and Description of (14 Fieldwork hours) Urban Learners (12 credits) English 2nd Initial Certification TAL 817 Teaching Literacy: 3.00 TAL 803 Perspectives on Disability 3.00 Grades 5-12 (10 M.S.Ed., Adolescence Urban TAL 812 Lives of Adolescents 3.00 Fieldwork hours) Education: English (7-12) - 2nd (14 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Initial Certification TAL 817 Teaching Literacy: 3.00 Fieldwork hours) [Program Code 24890] Grades 5-12 (10 TIER III: Inquiry of Urban Classrooms and All of the following courses are required: Fieldwork hours) Teaching Practices (15-21 credits) TIER I: Diversity, Language and Literacies in A minimum of 6 graduate credits are required in Urban Education (6 credits) TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) the area of concentration: Mathematics TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and TAL 841D Curriculum in the 3.00 TAL 803 Perspectives on Disability 3.00 Teaching Practices (15-21 credits) Secondary Classroom: Mathematics (15 TIER II: Observation and Description of A minimum of 6 graduate credits are required Urban Learners (6 credits) in the concentration area: English Fieldwork hours) TAL 817 Teaching Literacy: 3.00 TAL 841C Curriculum in the 3.00 TAL 842D Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Secondary Classroom: Fieldwork hours) English (15 Fieldwork Mathematics (15 hours) Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours)

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TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) Adolescent Urban Education: Adolescent Urban Education: TIER IV: Advanced Inquiry and Practice (6 Mathematics - Non Certification Social Studies 1st Initial credits) TAL 883A Student Teaching: 3.00 Certification M.S.Ed., Adolescence Urban Adolescence (Full-time Education: Mathematics (7-12) (Non- M.S.Ed., Adolescence Urban classroom fieldwork) Certification) Education: Social Studies (7-12) - 1st TAL 971 Capstone Seminar 3.00 [Program Code 24888] Initial Certification Credit and GPA Requirements [Program Code 24885] Minimum Total Credits: 39-45 Credits Non-credit pre-requirement determined by Non-credit pre-requirement determined by Minimum GPA: 3.0 TAL Assessment or ALST TAL Assessment or ALST: TAL 088 Textual Strategies for 0.00 TAL 088 Textual Strategies for 0.00 Adolescent Urban Education: Educators Educators Mathematics 2nd Initial All of the following courses are required: All of the following courses are required: TIER I: Diversity, Language and Literacies in Certification TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 Education: Mathematics (7-12) - 2nd TAL 802 Language and Literacy 3.00 TAL 802 Language and Literacy 3.00 Initial Certification TIER II: Observation and Description of TIER II: Observation and Description of [Program Code 24889] Urban Learners (12 credits) Urban Learners (12 credits) All of the following courses are required: TAL 803 Perspectives on Disability 3.00 TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on Disability 3.00 TAL 812 Lives of Adolescents 3.00 Urban Educatin (6 credits) TAL 812 Lives of Adolescents 3.00 (14 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 (14 Fieldwork hours) TAL 817 Teaching Literacy: 3.00 TAL 803 Perspectives on Disability 3.00 TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 Grades 5-12 (10 TIER II Observation and Description of Urban Fieldwork hours) Learners (6 credits) Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 TAL 817 Teaching Literacy: 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Grades 5-12 (10 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and Fieldwork hours) TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) Teaching Practices (15-21 credits) TAL 830 Classroom Inquiry I (30 3.00 A minimum of 6 graduate credits are required A minimum of 6 graduate credits are required Fieldwork hours) in the area of concentration: Social Studies in the concentration area: Mathematics TIER III: Inquiry of Urban Classrooms and TAL 841E Curriculum in the 3.00 TAL 841D Curriculum in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: Secondary Classroom: A minimum of 6 graduate credits are required Social Studies (15 Mathematics (15 in the concentration area: Mathematics Fieldwork hours) Fieldwork hours) TAL 841D Curriculum in the 3.00 TAL 842E Teaching Methods in the 3.00 Secondary Classroom: TAL 842D Teaching Methods in the 3.00 Secondary Classroom: Mathematics (15 Secondary Classroom: Social Studies (15 Fieldwork hours) Mathematics (15 Fieldwork hours) Fieldwork hours) TAL 842D Teaching Methods in the 3.00 TAL 880 Classroom Inquiry II 3.00 Secondary Classroom: TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) Mathematics (15 (30 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (6 Fieldwork hours TIER IV: Advanced Inquiry and Practice (4 credits) TAL 880 Classroom Inquiry II 3.00 credits) TAL 883A Student Teaching: 3.00 (30 Fieldwork hours) TAL 890 Overview of Teaching in 1.00 Adolescence (Full-time Alternative Settings TIER IV: Advanced Inquiry and Practice (3 classroom fieldwork) credits) TAL 971 Capstone Seminar 3.00 TAL 971 Capstone Seminar 3.00 TAL 971 Capstone Seminar 3.00 Credit and GPA Requirements Credit and GPA Requirements Credit and GPA Requirements Minimum Total Credits: 37-43 Credits Minimum Total Credits: 39-45 Credits Minimum Total Credits: 33-39 Credits Minimum GPA: 3.0 Minimum GPA: 3.0 Minimum GPA: 3.0

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All of the following courses are required: Adolescent Urban Education: TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Social Studies 2nd Initial TAL 801 Issues in Urban Education 3.00

Certification TAL 802 Language and Literacy 3.00

M.S.Ed., Adolescence Urban TIER II: Observation and Description of Urban Learners (12 credits) Education: Social Studies (7-12) - 2nd TAL 803 Perspectives on Disability 3.00 Initial Certification [Program Code 24895] TAL 812 Lives of Adolescents 3.00 All of the following courses are required: (14-20 Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 Urban Education (6 credits) Grades 5-12 (10 TAL 801 Issues in Urban Education 3.00 Fieldwork hours)

TAL 803 Perspectives on Disability 3.00 TAL 830 Classroom Inquiry I (30 3.00 TIER II: Observation and Description of Fieldwork hours) Urban Learners (6 credits) TIER III: Inquiry of Urban Classrooms and TAL 817 Teaching Literacy: 3.00 Teaching Practices (15-21 credits) Grades 5-12 (10 A minimum of 6 graduate credits are required Fieldwork hours) in the concentration area: Social Studies

TAL 830 Classroom Inquiry I (30 3.00 TAL 841E Curriculum in the 3.00 Fieldork hours) Secondary Classroom: Social Studies (15 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) Teaching Practices (15-21 credits) A minimum of 6 graduate credits are required TAL 842E Teaching Methods in the 3.00 in the concentration area: Social Studies Secondary Classroom: TAL 841E Curriculum in the 3.00 Social Studies (15 Secondary Classroom: Fieldwork hours) Social Studies (15 TAL 880 Classroom Inquiry II 3.00 Fieldwork hours) (30 Fieldwork hours) TAL 842E Teaching Methods in the 3.00 TIER IV: Advanced Inquiry and Practice (4 Secondary Classroom: credits) Social Studies (15 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Alternative Settings

TAL 880 Classroom Inquiry II 3.00 TAL 971 Capstone Seminar 3.00 (30 Fieldwork hours) Credit and GPA Requirements TIER IV: Advanced inquiry and Practice (3 Minimum Total Credits: 37-43 Credits credits) Minimum GPA: 3.0 TAL 971 Capstone Seminar 3.00

Credit and GPA Requirements Minimum Total Credits: 33-39 Credits Fast-Track M.S.Ed. in Minimum GPA: 3.0 Adolescence Urban Education

(Grades 7-12) Adolescent Urban Education: Social Studies - Non Certification Designed for career-changers and others who have a background in one of the academic content M.S.Ed., Adolescence Urban areas (Biology, Chemistry, English, Math or Social Studies). This is a Fast-Track program Education: Social Studies (7-12) leading to certification in Adolescence Education, (Non-Certification) grades 7-12. After one intensive fall and spring (24 [Program Code 24887] credits), you will be qualified for NYS Internship Non-credit pre-requirement determined by Certification, which will permit you to seek a TAL Assessment or ALST teaching position at the secondary level. After TAL 088 Textual Strategies for 0.00 obtaining the Internship Certificate, students have Educators up to two years to complete the M.S.Ed. degree

(15 credits) and first initial certification. Student must have at least 24 credits in their content area to qualify for this program.

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SPECIAL EDUCATION TAL 816 Teaching Literacy K-6 3.00 TAL 851 Curriculum Theory and 3.00 (15 Fieldwork hours) Practice in Special Education: Childhood TAL 822 Assessment and Special 3.00 (10 Fieldwork hours) M.S.Ed. in Teaching Urban Education TIER III: Inquiry of Urban Classrooms and Children with Disabilities TAL 830 Classroom Inquiry I (30 3.00 Teaching Practices (16 credits) Fieldwork hours) (Grades 1-6) TAL 852 Strategies for Teaching 4.00

TAL 851 Curriculum Theory and 3.00 Learners with Diverse The 43-credit M.S.Ed. in Teaching Urban Practice in Special Needs: Childhood (10 Children with Disabilities (Grades 1-6) is for Education: Childhood Fieldwork hours) students without prior certification and leads to the (10 Fieldwork hours) degree of Master of Science and eligibility for TAL 853 Collaboration and 3.00 TIER III: Inquiry of Urban Classrooms and initial NYS Certification in Teaching Urban Consultation: Family Teaching Practices (13 credits) Children with Disabilities, grades 1-6. It prepares School, and Community students to teach in inclusive or self-contained TAL 852 Strategies for Teaching 4.00 (10 Fieldwork hours) special education classrooms and resource rooms Learners with Diverse TAL 854 Classroom as Community 3.00 at the elementary school level. There is also a 35 Needs: Childhood (10 (10 Fieldwork hours) credit M.S.Ed. in Teaching Urban Children with Fieldwork hours) TAL 871 Introduction to Reading 3.00 Disabilities (Grades 1-6) for students who already TAL 853 Collaboration and 3.00 Difficulties have certification in another area. Consultation: Family Optional extensions are available for students School, and Community TAL 880 Classroom Inquiry II 3.00 who wish to teach in middle schools (6 credits) or (10 Fieldwork hours) (30 Fieldwork hours) bilingual classrooms (9 credits). Students TIER IV: Advanced Inquiry and Practice (4-6 graduating from this program are eligible for TAL 854 Classroom as Community 3.00 credits) teaching certification once they have passed all (10 Fieldwork hours) TAL 884A Student 3.00 required portions of the New York State Teacher TAL 880 Classroom Inquiry II 3.00 Teaching:Childhood Certification Exam (NYSTCE). Students may also (30 Fieldwork hours) apply for Internship Certification after completing Special Education (full- Tier IV: Advanced Inquiry and Practice (6 the first 21 credits. Internship Certification permits time classroom credits) students to begin teaching while they complete fieldwork) special their degrees. TAL 884A Student Teaching: 3.00 permission required OR Childhood Special Students with prior initial certification in TAL 884B Student Teaching for the 1.00 Education (full-time another area will, upon completing this program, Practicing Teacher: classroom fieldwork) also be eligible for professional certification in Childhood Special their original certification area. TAL 971 Capstone Seminar 3.00 Education (full-time A non-certification track is available for Credit and GPA Requirements classroom fieldwork) students who are not interested in or who do not Minimum Total Credits: 43 Credits special permission qualify for certification. required Minimum GPA: 3.0

Teaching Urban Children with TAL 971 Capstone Seminar 3.00 Teaching Urban Children with Credit and GPA Requirements Disabilities - 1st Initial Minimum Total Credits: 35 Credits Disabilities - 2nd Initial Minimum GPA: 3.0 M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children with Disabilities (1-6) - 1st Initial with Disabilities (1-6) - 2nd Initial Teaching Urban Children with Certification Certification Disabilities - Non Certificaiton [Program Code 24909] [Program Code 24911] Non-credit pre-requirement determined by TIER I: Diversity, Lanaguage and Literacies in M.S.Ed., Teaching Urban Children TAL Assessment or ALST Urban Education (6 credits) TAL 088 Textual Strategies for 0.00 with Disabilities (1-6) (Non- TAL 801 Issues in Urban Education 3.00 Educators Certification) [Program Code 24910] Must Complete All Courses: TAL 803 Perspectives on Disability 3.00 Non-credit pre-requirement determined by TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of TAL Assessment or ALST Urban Education (6 credits) Urban Learners (9 credits) TAL 088 Textual Strategies for 0.00 TAL 801 Issues in Urban Education 3.00 TAL 822 Assessment and Special 3.00 Educators Education TAL 803 Perspectives on Disability 3.00 Must Complete All Courses Below: TAL 830 Classroom Inquiry I (30 3.00 TIER II Observation and Description of Urban TIER I: Diversity, Language and Literacies in Fieldwork hours) Learners (18 credits) Urban Educatin (6 credits) TAL 802 Language and Literacy 3.00 TAL 801 Issues in Urban Education 3.00

TAL 811 Lives of Children (14 3.00 TAL 803 Perspectives on Disability 3.00

Fieldwork hours)

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TIER II: Observation and Description of • A major, concentration, or the equivalent, in TAL 880 Classroom Inquiry II 3.00 Urban Learners (18 credits) one of more of the liberal arts and sciences; Only one of the following courses must be • Completed a minimum of six semester hours in TAL 802 Language and Literacy 3.00 completed in Part 2 of Tier III: each of the following subject areas (total 24 TAL 811 Lives of Children (14 3.00 TAL 871 Introduction to Reading 3.00 semester hours): mathematics, English Fieldwork hours) Difficulties language arts, social studies, and science. TAL 816 Teaching Literacy K-6 3.00 Optional extensions are also available for TAL 875 Adolescent and Young 3.00 (10 Fieldwork hours) students wishing to teach in middle schools (6 Adult Basic Literacy credits) or in bilingual classrooms (9 credits). TAL 822 Assessment and Special 3.00 The following courses must be completed in Students graduating from this program are eligible Education Tier IV: for teaching certification once they have passed all TAL 971 Capstone Seminar 3.00 TAL 830 Classroom Inquiry I (30 3.00 required portions of the New York State Teacher Fieldwork hours) Certification Exam (NYSTCE). Students may also TAL 885A Student Teaching: 3.00 apply for Internship Certification after completing Adolescence Special TAL 851 Curriculum Theory and 3.00 the first 18-21 credits. Internship Certification Education Practice in Special permits students to begin teaching while they Education: Childhood Credit and GPA Requirements complete their degrees. (10 Fieldwork hours) Minimum Total Credits: 43 Credits Students with prior initial certification in Minimum GPA: 3.0 TIER III: Inquiry of Urban Classrooms and another area will, upon completing this program, Teaching Practices (13 credits) also be eligible for professional certification in TAL 852 Strategies for Teaching 4.00 their original certification area. Teaching Urban Adolescents Learners with Diverse A non-certification track is available for with Disabilities - 2nd Initial Needs: Childhood (10 students who are not interested in or who do not Fieldwork hours) qualify for certification. M.S.Ed., Teaching Urban Adolescents

TAL 853 Collaboration and 3.00 with Disabilities (7-12) - 2nd Initial Consultation: Family Teaching Urban Adolescents Certification School, and Community with Disabilities - 1st Initial [Program Code 24897] (10 Fieldwork hours) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 854 Classroom as Community 3.00 M.S.Ed., Teaching Urban Adolescents (10 Fieldwork hours) with Disabilities (7-12) - 1st Initial TAL 801 Issues in Urban Education 3.00

TAL 880 Classroom Inquiry II 3.00 Certification TAL 803 Perspectives on 3.00 (30 Fieldwork hours) [Program Code 24894] Disability All of the following courses must be completed TIER IV: Advanced Inquiry and Practice (4 TIER II: Observation and Description of in Tier I: credits) Urban Learners (9 credits) TAL 801 Issues in Urban Education 3.00 TAL 890 Overview of Teaching in 1.00 TAL 822 Assessment and Special 3.00 Alternative Settings TAL 803 Perspectives on Disability 3.00 Education

TAL 971 Capstone Seminar 3.00 All of the following courses must be completed TAL 830 Classroom Inquiry I (30 3.00 in Tier II: Fieldwork hours) Credit and GPA Requirements TAL 802 Language and Literacy 3.00 Minimum Total Credits: 41 Credits TAL 856 Curriculum Theory and 3.00 Minimum GPA: 3.0 TAL 812 Lives of Adolescents 3.00 Practice in Special Education: Middle TAL 822 Assessment and Special 3.00 Childhood/Adolescence M.S.Ed. in Teaching Urban Education (10 Fieldwork hours) Adolescents with Disabilities TAL 830 Classroom Inquiry I 3.00 TIER III: Inquiry of Urban Classrooms and Generalist (Grades 7-12) TAL 856 Curriculum Theory and 3.00 Teaching Practices (16 credits)

Practice in Special TAL 857 Strategies for Teaching 4.00 The 43-credit M.S.Ed. in Teaching Urban Education: Middle Learners with Diverse Adolescents with Disabilities, Generalist (Grades Childhood / Adolescence Needs: Adolescence (10 7-12) is for students without prior certification and Fieldwork hours) leads to the degree of Master of Science in All of the following courses must be completed Education and eligibility for initial NYS in Tier III: TAL 853 Collaboration and 3.00 Certification in Teaching Urban Adolescents with TAL 853 Collaboration and 3.00 Consultation: Family, Disabilities, Generalist, grades 7-12. It prepares Consultation: Family School and Community students to teach in inclusive or self-contained School, and Community (10 Fieldwork hours) special education classrooms and resource rooms TAL 854 Classroom as Community 3.00 TAL 854 Classroom as Community 3.00 at the secondary school level. There is also a 35- (10 Fieldwork hours) credit M.S.Ed. in Teaching Urban Adolescents TAL 857 Strategies for Teaching 4.00 with Disabilities, Generalist (Grades 7-12) for Learners with Diverse TAL 875 Adolescent and Young 3.00 students who already have certification in another Needs: Middle Childhood Adult Basic Literacy area. / Adolescence OR Candidates for these degrees must have:

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TAL 871 Introduction to Reading 3.00 TAL 880 Classroom Inquiry II 3.00 Difficulties Only one of the following courses must be TAL 880 Classroom Inquiry II (30 3.00 completed in Part 2 of Tier III: Fieldwork hours) TAL 871 Introduction to Reading 3.00 TIER IV: Advanced Inquiry and Practice (4-6 Difficulties credits) TAL 875 Adolescent and Young 3.00 TAL 885A Student Teaching: 3.00 Adult Basic Literacy Adolescence Special All of the following courses must be completed Education (Full-Time in Tier IV: Classroom Fieldwork) TAL 890 Overview of Teaching in 1.00 OR Alternative Settings TAL 885B Student Teaching for the 1.00 TAL 971 Capstone Seminar 3.00 Practicing Teacher: Adolescence Special Credit and GPA Requirements Education (Full-Time Minimum Total Credits: 41 Credits Classroom Fieldwork) Minimum GPA: 3.0

TAL 971 Capstone Seminar 3.00 Credit and GPA Requirements Minimum Total Credits: 35 Credits Minimum GPA: 3.0

Teaching Urban Adolescents with Disabilities - Non Certification

M.S.Ed., Teaching Urban Adolescents with Disabilities (7-12) (Non- Certification) [Program Code 24896] All of the following courses must be completed in Tier I: TAL 801 Issues in Urban Education 3.00

TAL 803 Perspectives on Disability 3.00 All of the following courses must be completed in Tier II: TAL 802 Language and Literacy 3.00

TAL 812 Lives of Adolescents 3.00

TAL 822 Assessment and Special 3.00 Education

TAL 830 Classroom Inquiry I 3.00

TAL 856 Curriculum Theory and 3.00 Practice in Special Education: Middle Childhood/Adolescence All of the following courses must be completed in Tier III: TAL 853 Collaboration and 3.00 Consultation: Family School, and Community

TAL 854 Classroom as Community 3.00

TAL 857 Strategies for Teaching 4.00 Learners with Diverse Needs: Middle Childhood / Adolescence

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 156 LIU Brooklyn

TESOL TAL 825 First and Second 3.00 TAL 867 Sociolinguistics and 3.00 Language Acquisition and Teaching Classroom Practice TAL 868 Second Language 3.00 M.S.Ed. in Teaching English to TAL 826 Curriculum and TESOL 3.00 Literacy and Biliteracy Pedagogy Speakers of Other Languages TAL 880 Classroom Inquiry II 3.00 TAL 827 ESOL and Content Area 3.00 (TESOL, K-12) TAL 886B Student Teaching for the 1.00 Instruction: Childhood K- Practicing Teacher: The 42-credit M.S.Ed. in Teaching English to 6 TESOL Speakers of Other Languages (TESOL, K-12) is TAL 828 ESOL and Content Area 3.00 for students without prior certification and leads to TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence the degree of Master of Science in Education and TESOL 6-12 eligibility for initial NYS Certification in TESOL, Credit and GPA Requirements preparing students to teach English to speakers of TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits other languages in K through 12 classrooms. There TAL 867 Sociolinguistics and 3.00 Minimum GPA: 3.0 is also a 40-credit M.S.Ed. in Teaching English to Teaching Speakers of Other Languages (TESOL, K-12) for Teaching English to Speakers of students who already have certification in another TAL 868 Second Language 3.00 area. Literacy and Biliteracy Other Languages M.S.Ed. - Non Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 Certification eligible for teaching certification once they have TAL 886A Student Teaching: 3.00 passed all required portions of the New York State M.S.Ed., TESOL (Teaching English to Teacher Certification Exam (NYSTCE). Students TESOL Speakers of Other Languages) (K-12) may also apply for Internship Certification after TAL 975 Final Inquiry Seminar: 3.00 completing the first 21 credits. Internship TESOL (Non-Certification) Certification permits students to begin teaching [Program Code 24875] Credit and GPA Requirements while they complete their degrees. All of the following courses must be completed: Minimum Total Credits: 42 Credits In order to meet the New York State Education TAL 801 Issues in Urban Education 3.00 Minimum GPA: 3.0 Department's licensing requirements, students TAL 802 Language and Literacy 3.00 must have taken as part of their general education course work 12 semester hours or the equivalent of Teaching English to Speakers of TAL 803 Perspectives on Disability 3.00 study of a language other than English. If this Other Languages M.S.Ed. - 2nd TAL 805 Linguistics and the 3.00 requirement is not met on admission to the Structure of English for program, it can be met concurrent to the student's Initial Teachers completing program requirements. Students with prior initial certification in another area will, upon M.S.Ed., TESOL (Teaching English to TAL 825 First and Second 3.00 completing this program, also be eligible for Speakers of Other Languages) (K-12) - Language Acquisition and professional certification in their original 2nd Initial Certification Classroom Practice certification area. [Program Code 24876] TAL 826 Curriculum and TESOL 3.00 A 40-credit non-certification track is available All of the following courses must be completed: Pedagogy for students who are not interested in or who do TAL 801 Issues in Urban Education 3.00 not qualify for certification. TAL 827 ESOL and Content Area 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- 6 Teaching English to Speakers of TAL 803 Perspectives on Disability 3.00 TAL 828 ESOL and Content Area 3.00 Other Languages M.S.Ed. - 1st TAL 805 Linguistics and the 3.00 Instruction: Adolescence Structure of English for Initial 6-12 Teachers TAL 830 Classroom Inquiry I 3.00 M.S.Ed., TESOL (Teaching English to TAL 825 First and Second 3.00 Speakers of Other Languages) (K-12) - Language Acquisition and TAL 867 Sociolinguistics and 3.00 1st Initial Certification Classroom Practice Teaching [Program Code 24874] TAL 826 Curriculum and TESOL 3.00 TAL 868 Second Language 3.00 All of the following courses must be completed: Pedagogy Literacy and Biliteracy TAL 801 Issues in Urban Education 3.00 TAL 827 ESOL and Content Area 3.00 TAL 880 Classroom Inquiry II 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- TAL 890 Overview of Teaching in 1.00 6 TAL 803 Perspectives on Disability 3.00 Alternative Settings TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence Structure of English for TESOL 6-12 Teachers Credit and GPA Requirements TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits Minimum GPA: 3.0

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estimated 360,000 are recently arrived immigrants. I-START Program Their window of opportunity to successfully complete high school is quite narrow, given that The I-START-LIU program, the first urban they are faced with learning a new language in teacher residency in New York City, is a which they must comprehend rigorous academic collaboration among Internationals Network for materials and acculturate into a new society, all Public Schools, LIU, the NYC Teaching Fellows within four years. and the Department of Education's Empowerment How to Apply Schools. The I-START program is designed to Go to the School of Education website for provide pre- and post-program placement, information on the special application process for induction and support activities to prepare highly the I-START program: qualified teachers of English Language Learners http://liu.edu/Brooklyn/Academics/Schools/SOE/S (ELL) through a cohesive program that meets New pecProg/I-START/How-to-Apply.aspx. York State Learning Standards for English as a Second Language and integrates empirically-based practice and scientifically valid research. Rather than considering research-based knowledge and practitioner knowledge as separate domains, this urban teacher residency model requires a unified, project-based approach to both areas. Coursework builds on and extends the highly successful project-based model utilized in the Internationals High Schools and embeds this model in a theoretical framework. The program combines university coursework with a residency at one of the International High Schools. In the first year, residents work alongside an experienced mentor teacher at an International High School. The university courses serve as the context in which residents have opportunities to reflect on the work of the schools in view of theory, practice and research. During the second year of the program, residents are teachers of record either at an International or other public school serving high populations of ELLs, while continuing their coursework and mentorship. I-START's two overarching program goals are to: • Develop highly qualified and competent ESL teachers equipped to improve student academic achievement. • Create a New York City Department of Education sponsored program that partners Internationals Network, high needs Empowerment schools with large populations of English language learner students and LIU. The leveraging of expertise developed and implemented through I-START extends the successful education model used in the International High Schools and the LIU TESOL teaching preparation program positively impacting the quality of new teachers who are able to expertly address the needs of NYC English Language Learners. The Need and Opportunity There is a profound shortage of highly qualified and effective teachers of English Language Learners (ELLs) in New York City, and currently, only 23.5% of ELLs in NYC graduate in four years. More ELLs graduate after five and six years, but the results are still very low. The ELL population is one of the fastest growing K-12 populations in the United States – currently there are 900,000 high school age ELLs and an

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BILINGUAL EDUCATION TAL 866 Native Language 3.00 ITI office, but these guidelines will assist you in Teaching in the Bilingual deciding whether or not to apply for this funding. Classroom • You are a certified special education teacher (initial or preferably professional/permanent) Advanced Certificate in Bilingual Credit and GPA Requirements working out-of-license with bilingual students Minimum Total Credits: 15 Credits Education in your class. You must currently teach in the Minimum GPA: 3.0 native language and English, but you do not Offered Fully Online have the approved certification to do so. If you The 15-credit Advanced Certificate in Bilingual Cross-Campus Online Bilingual teach at the secondary level, you may be a Education is for individuals with prior teaching bilingual content area teacher (e.g., social certification and proficiency in a language besides Education Extension Programs studies, math or science), but not a Spanish English. The Advanced Certificate, also known as teacher. the Bilingual Education Extension, certifies Information for Bilingual Education Teachers • You are bilingual in a language other than students to teach in their original certification area The online bilingual extension programs are a English. You must be proficient enough to pass in bilingual classrooms. Students completing the collaborative effort between LIU Brooklyn and the NYSTCE Bilingual Education Assessment program are eligible for the extension once they LIU Hudson designed, implemented, and (BEA), the required exam for the NYS have passed the New York State Teacher administered by full time faculty at both campuses. Bilingual Education Extension. The BEA Certification Exam, the Bilingual Education All programs are approved by the New York State includes speaking, reading, writing and Assessment (BEA) in the target language of Education Department. LIU Brooklyn administers listening components in the non-English instruction. Please note, the Advanced Certificate the bilingual general education extension, and language and other content from the bilingual in Bilingual Education is offered online as a LIU Hudson administers the bilingual special extension courses. Bilingual Extension through our Cross Campus education extension. • Your administrator (principal and/or Online Extension program and meets weekly via To determine whether or not the online superintendent) must recommend you for the videoconferencing. programs are appropriate for you, ask yourself if ITI scholarship by signing the ITI application The following options are also available to you can answer YES to the following: and verifying your teaching placement in a students with prior certification: • You are a self-motivated learner who can keep bilingual program and stating the need for your • M.S.Ed. leading to 2nd initial certification up with readings and assignments. credential by providing numbers of students along with optional Bilingual Extension in one • You have sufficient computer skills (e.g., and staff currently at your school. of the following areas: advanced word-processing, PowerPoint, • After obtaining the extension, you must commit - Childhood Urban Education discussion forums, videoconferencing, etc.) to work for two years in a bilingual education - Early Childhood Urban Education • You have updated computer equipment (no setting; otherwise you may be asked to repay - Early Childhood/Childhood Urban Education more than three years old) at home and high- the tuition scholarship. - Adolescence Urban Education speed internet access. For information about the ITI tuition - Teaching Urban Children with Disabilities • You will be required to purchase additional scholarship and to download the application, go to - Teaching Urban Adolescents with Disabilities equipment including: a headset and webcam, if www.emsc.nysed.gov/biling/bilinged/iti.html or • Individuals without prior teaching certification you do not have one built-in. call 631-244-4016. who are interested in bilingual education may Tuition Support, Costs, and Reimbursement pursue the M.S.Ed. leading to 1st initial LIU and the NYSED Intensive Teacher Admissions certification along with the optional Bilingual Institute (ITI) program offer significant tuition You must be fully admitted to LIU to Extension in one of the following areas: support to eligible bilingual special education participate in the online program. For admissions - Childhood Urban Education applicants. information, visit - Early Childhood Urban Education Note: liu.edu/Brooklyn/Admissions/Graduate.aspx - Early Childhood/Childhood Urban Education • ITI funding covers ONE 3-credit course per For Consideration and Information - Adolescence Urban Education semester. You must take courses in consecutive To be considered by LIU for this special - Teaching Urban Children with Disabilities semesters, including summers. You will be program, please click this link to fill out the - Teaching Urban Adolescents with Disabilities given a course sequence, which must be questionnaire at: followed. http://studentvoice.com/liu/onlineprogrameligibilt Advanced Certificate, Bilingual • NYCDOE scholarship recipients, such as NYC y. Upon receipt of your questionnaire, you will be Education Teaching Fellows or Teachers of Tomorrow, contacted promptly about next steps. are not eligible to receive New York State ITI [Program Code 24878] funding. Must complete all courses below. • If you are not eligible for ITI funding and you TAL 804 Fundamentals of 3.00 still want to take the program, you are most Linguistics welcome to do so at full cost. Financial aid is TAL 823 Bilingualism and 3.00 available for students taking a minimum of 6 Bilingual/Multicultural credits per semester. See Education liu.edu/Brooklyn/Financial-Services.aspx • Please note tuition reimbursement is paid by TAL 862 ESL Curriculum and 3.00 LIU and ITI upon completion of the course, so Methodology: Teaching a grade must be posted first in order for the Literacy K-12 reimbursement to be credited to your account. TAL 863 ESL Curriculum and 3.00 Intensive Teacher Institute (ITI) Scholarship Methodology: Teaching and Eligibility Criteria Content Areas K-12 Determination of ITI eligibility rests with the

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learning with traditional classroom studies, performance components of the New York State EDUCATIONAL LEADERSHIP significantly reducing the amount of time you’ll assessment in school district leadership. spend on campus and maximizing interaction with PROGRAM REQUIREMENTS PROGRAM faculty members and fellow students. The blended Continued enrollment in this program is

learning format is perfect for busy working contingent upon: JOB OPPORTUNITIES AND CAREER professionals who want to earn an advanced • Progression to the Professional Stage (12 TRENDS degree but don’t have the time to attend on-site credits) President Obama’s Blue Print for reform, U.S. classes on a weekly basis, particularly at the end of • Interview with area coordinator who will assess Office of Education, March 15, 2010, states that: a long workday. The online component of these quality of coursework, portfolio entries, overall “the effort to improve schools will require the blended courses enables you to attend class on performance, and critical characteristics for skills and talents of many but especially our your own schedule, virtually anywhere there is an leadership nation’s principals, and other school leaders. Our Internet connection, while reaping the rewards of • GPA of 3.0 must be maintained to continue in goal must be to have a great teacher in every face-to-face contact with professors on scheduled the program. classroom and a great principal in every school.” Saturdays. All of the courses in the Advanced There are many job opportunities for assistant Certificate in Educational Leadership are taught in Advanced Certificate, Educational principals and principals in New York City. Since this blended format. This is an opportunity to 2006, 500 new public schools have opened. There Leadership expand your career as an educational leader, while are public, portfolio, charter, parochial and [Program Code 32774] also continuing to fulfill your personal and independent schools that seek competent leaders in The following courses are required: professional responsibilities. the New York area. The Department of Education TLL 930 Administrative Core I: An 6.00 ADMISSIONS REQUIREMENTS seeks qualified educators to become assistant Overview To be admitted to this program you must: principals and principals who are proficient in the • Have a master’s degree from an accredited TLL 931A Administrative Core II: 3.00 Department of Education’s five school leadership university with a minimum grade point average Community Relations competencies. Our successful graduates are of 3.0. prepared to complete state exams and to enter the TLL 931B Research Methods In 3.00 • Submit two letters of reference, one from a NYC pool for assistant principals and principals. Administration field-based supervisor and one from a university professor, indicating leadership TLL 932 Assessment in 3.00 Advanced Certificate in qualities. Administration Educational Leadership • Submit a written statement of professional TLL 933 School Business 3.00 goals, assessed for leadership qualifies and Administration Blended Learning - Onsite & Online communication skills. The 36-credit Advanced Certificate in • Possess certification as a teacher or pupil TLL 935 Education and the Law 3.00 Educational Leadership is a post-graduate program personnel service provider or in an appropriate TLL 936 Curriculum Development 3.00 that leads to NYS Certification as a School District specialty. TLL 937 The Supervisor in the 3.00 Leader and a School Building Leader. • Submit evidence of completion of training in School Setting The program responds to the need for high child abuse identification and reporting, quality educational leaders committed to creating violence prevention, substance abuse and TLL 941 School District 3.00 excellent schools. Participants in the program abduction prevention. Administrator develop the core competencies in leadership which • Have completed three years of full-time TLL 951A Internship in 3.00 include: (1) a deep understanding of curriculum, teaching or pupil personnel experience in Administration and instruction and assessment to improve student schools (N-12) or the equivalent. Supervision I: Building learning; (2) use of data to set goals and improve • A completed graduate admissions application Level achievement; (3) developing staff, sharing (see below). leadership and building strong school SUBMITTING AN APPLICATION FOR TLL 951B Internship in 3.00 communities; (4) personal leadership that fosters a ADMISSION Administration and culture of excellence and (5) managing resources All applicants must apply for admission to LIU Supervision II: and operations to improve student learning. The Brooklyn. Please apply online at My LIU or use District/Regional Level curriculum includes research, theory, fieldwork, the Apply Now link in the top navigation bar of Credit and GPA Requirements and learning opportunities offered by faculty and the Campus’ website. For more information on the Minimum Total Credits: 36 credits distinguished practitioners who prepare candidates admissions process, visit the Office of Admissions Minimum GPA: 3.0 to become efficient, effective and caring website. educational leaders determined to promote equity CERTIFICATION REQUIREMENTS and excellence for diverse populations. Initial: School Building Education Leader Our Educational Leadership program stands out A total of 30 credits including twenty-seven for its small classes, experienced faculty, credits of course work, and a three-credit, 400 hour individualized attention and clearly identified building-level internship, along with successful competencies that practitioners have verified as completion of the New York State school building critical to being successful in bringing about education leadership certification examination. effective and productive schools. Professional: District/Regional Education BLENDED LEARNING AND SATURDAY Leader FORMAT A total of 36 credits including thirty-three LIU Brooklyn’s new BLENDED LEARNING credits of course work, and a three-credit, 400 hour AND SATURDAY FORMAT Advanced district/regional level internship, along with Certificate in Educational Leadership fuses online successful completion of the written and

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Teaching and Learning Courses disability. Students will explore the history of consider different theories of early development Special Education legislation and litigation that and their implications for understanding children. have influenced the field, attitudes toward people Attention will be given to physical, cognitive, socio- TAL 088 Textual Strategies for Educators with disabilities, images in the media, and different emotional, and moral domains of development, A course that focuses on improving school perspectives on the meaning of disability. Major and their relation to learning and socialization. professionals' abilities to write academic essays and issues in the fields of Special Education and Students will also examine the role of culture, developing reading strategies to be applied to the Disability Studies as well as topics central to the gender, disability, race, class, language, and ability comprehension of complex texts in the field of lives of people with disabilities such as transition, in the process of learning and development. The education. Students will be involved in writing, employment, and self-determination will be lives of children with typical and atypical editing and rewriting, as well as doing close reading emphasized. development will be explored through observations of texts. Pass/Fail only. This course has an The pre-requisite or co-requisite of TAL 801 is and readings. Fifteen hours of structured fieldwork additional fee. required or membership in NYC Teaching Fellows required. Credits: 0 Student Group 1 or Group 2, or in the I-START The pre-requisite or co-requisite of TAL 801 is Every Fall and Spring Student Group. required. Credits: 3 Credits: 3 TAL 607 Independent Study Every Fall and Spring Annually Content is developed by faculty and student. Credits: 1 to 3 TAL 804 Fundamentals of Linguistics TAL 811 Lives of Children On Demand An introduction to the basic concepts of linguistics A course focusing on the experience of childhood needed to understand second language acquisition, from infancy to preadolescence using TAL 801 Issues in Urban Education language variation in urban settings, and ESL developmental, non-developmental, historical, and Using the School of Education KEEPS mission as a pedagogy for diverse learners. Students will become cultural approaches. Students will consider context, this course examines the intersection of familiar with the main components of language different theories of development as well as individuals, families, schools, communities, and structure (phonological, morphological, syntactic, physical, cognitive, socio-emotional and moral society as they exist and interact in urban settings. and lexical) and will learn their significance from a domains of development, with implications for Through readings and class discussion, students will psycholinguistic perspective. They will analyze data learning and socialization. Consideration will be examine schooling from historical, philosophical, from languages spoken in New York City. given to the role of culture, gender, disability, race, sociological, economic, and political perspectives. Credits: 3 class, language, and sexual orientation in the Factors such as language, ability, socioeconomic Annually process of learning and development. The lives of class, ethnicity, race, gender and sexuality will be children with typical and atypical development will introduced through a critical perspective in order to TAL 805 Linguistics and the Structure of English be explored through observations and readings. understand how they influence and shape urban for Teachers Fourteen hours of structured fieldwork required. education. Students will have the opportunity to This course addresses the structural components of The pre-requisite of TAL 801 is required or engage in field-based research related to issues language. Students develop and apply the membership in NYC Teaching Fellow Group. studied. knowledge of phonology, morphology, and syntax Credits: 3 Credits: 3 to understand the structure of the English Annually Every Fall and Spring Language and their students' development of oral and written fluency in English. Teaching TAL 812 Lives of Adolescents TAL 802 Language and Literacy candidates learn to design and implement A course that focuses on the experience of pre- A course focusing on the relationship between oral contextualized activities and instructional adolescents and adolescents from diverse language and literacy, highlighting the techniques to assist their students in developing backgrounds with a range of abilities using psycholinguistic and social foundations of reading. phonemic awareness, using their knowledge of developmental, non-developmental, historical, and Principles of first and second language acquisition, morphology, building vocabulary and using the cultural approaches. Theories of development will dialectal differences, and the development of syntactic structures of English in oral and written be studied as they apply to the adolescent learner in literacy in English Language Learners and bilingual communication. The course prepares students to families, communities, peer groups and schools. children will be addressed. Students will be analyze and describe the language spoken by Physical, cognitive, socio-emotional and moral introduced to different philosophical approaches to learners at different stages of language acquisition domains of development with implications for teaching reading and will explore the connection and to instruct their students to contrast their learning will be studied. Throughout the course, between reading and writing. They will examine the native language and English. Attention to the attention will be given to ways in which culture, cognitive and sociolinguistic processes involved in teaching of formal and informal English and the gender, disability, race, class, language, ethnicity making meaning from text, including the use of English for a variety of purposes, including and sexual orientation play a role in the process of importance of background knowledge, as well as the use of academic language is also provided. learning and development. The lives of adolescents processes underlying word recognition. The role of The pre-requisite or co-requisite of TAL 801 is with typical and atypical development will be multicultural literature for children will be required or membership in the NYC Teaching explored through observations and readings. highlighted. Students will be introduced to a variety Fellow Student Group or in the ISTART Student Fourteen hours of structured fieldwork required. of literacy resources, including children's libraries Group. For students pursuing the middle childhood and relevant Web sites. Credits: 3 extension, 20 hours of fieldwork at the middle The pre-requisite or co-requisite of TAL 801 is Annually school level will be required. required. The pre-requisite of TAL 801 is required or Credits: 3 TAL 810 Early Development membership in NYC Teaching Fellow Group. Every Fall and Spring An examination of the experience of young Credits: 3

children from infancy through early childhood Annually TAL 803 Perspectives on Disability using developmental, non-developmental, Provides an overview of the social, political, historical, and cultural approaches. Students will historical, cultural and educational contexts of

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TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of TAL 816 Teaching Literacy K-6 Bilingual/Multicultural Education structured fieldwork required. A course that addresses the teaching of literacy in Introduction to the individual, social, cognitive and The pre-requisite or co-requisite of TAL 801 or 802 grades K-6 from the emergent to the fluent reader. linguistic nature of bilingualism, including second is required or membership in either NYC Teaching Students will be introduced to a variety of language acquisition, sociology of language, and the Fellow Student Group 1 or Group 2, or in the approaches for teaching reading and writing, relationship between language and culture. ISTART Student Group. including strategies for teaching word recognition, Students will examine the socio-political, historical, Credits: 3 phonics, vocabulary, and comprehension through and legal foundations that have shaped bilingual Annually the use of multicultural literature and and multicultural education policies, program incorporation of multiple literacies. The use of models, and teaching and assessment practices. TAL 827 ESOL and Content Area Instruction: reading for content area knowledge development Issues pertaining to second language learners with Childhood K-6 will be examined as well as reading assessment and diverse learning needs will be addressed. Students This course prepares students to plan and evaluation. This course will approach reading from will develop an understanding of the distinction implement instruction that develops language, a developmental perspective, using strategies for between language differences and language literacy and content knowledge in English. adaptation of instruction for children with diverse disability. Fifteen hours of structured fieldwork Students become knowledgeable of how to design abilities and language backgrounds within a required. Students pursuing the bilingual extension classroom activities and use resources to teach the collaborative, inclusive model. Approaches to will have an additional twenty hours of fieldwork. content areas through units that provide remediation of difficulties in literacy will also be Credits: 3 opportunities to use language in meaningful addressed. Ten hours of structured fieldwork Annually contexts. Students learn to integrate subject matter required. and language learning objectives and engage their The pre-requisite of TAL 801 is required or TAL 825 First and Second Language Acquisition students in problem-solving inquiries in science, membership in NYC Teaching Fellow Group. and Classroom Practice math and social studies. They are prepared to Credits: 3 Students become knowledgeable of different create print-rich classroom environments in which Annually theories of language acquisitions as well as the role their students can use print regardless of their that individual differences such as age, literacy, developmental stage in English and formal TAL 817 Teaching Literacy: Grades 5-12 motivation, and personality play in L1 and L2 accuracy. Ways to plan instruction to meet diverse A course that addresses the teaching of literacy at learning. Teaching candidates learn to recognize developmental and learning needs as well as the middle childhood and adolescent levels from a different stages of acquisition and understand the cultural styles are included. The use of educational developmental perspective, building upon the nature of typical second language errors. Students resources, including technology and children''s foundations of literacy established in early design instructional strategies and classroom literature is addressed. The course also attends to childhood and childhood. Emphasis will be on the environments to support their students' oral and family and community involvement and the use of development of fluent mature reading, including written first and second language development. the home language to support literacy. English strategies for teaching vocabulary, critical thinking, These strategies include the use of technology, acquisition and content knowledge development. reading in the content areas, and study skills. literature, and opportunities for linguistic Fifteen hours of structured fieldwork required. Various approaches to the teaching of writing will interaction. The course prepares students to use The pre-requisite or co-requisite of TAL 802 is be presented, and students will become familiar language proficiency assessments to plan required or memebership in either NYC Teaching with a diverse range of multicultural literature for curriculum, modify instruction and monitor Fellow Student Group or in the ISTART Student middle-school children and adolescents. Practices students' progress. Group. related to assessment and the organization of The pre-requisite or co-requisite of TAL 802 is Credits: 3 instruction will be introduced. Strategies for required or membership in either NYC Teaching Annually adaptation of instruction for children of diverse Fellow Student Group or in the ISTART Student abilities and language backgrounds will also be Group. TAL 828 ESOL and Content Area Instruction: addressed. Fifteen hours of structured fieldwork Credits: 3 Adolescence 6-12 required. Annually This course prepares students to create learning The pre-requisite of TAL 801 is required. environments that allow ELLs to access the core Credits: 3 TAL 826 Curriculum and TESOL Pedagogy curriculum by integrating language and content Annually This course prepares teaching candidates to design instruction and choosing and adapting educational learning environments for ELLs by examining a resources, including technology. Teaching TAL 822 Assessment and Special Education wide range of approaches, practices and materials candidates learn to assess students' background The historical, political and social context of the for the ESL classroom. Issues in second language knowledge and consider their language proficiency testing and standards movements and their relation pedagogy and varied approaches and methods in to plan and implement student-centered and to assessment practices in Special Education will be second language teaching such as Sheltered culturally-relevant instruction to teach math, critically examined. The concepts of reliability and Instruction, Community Language Learning, Total science and social studies. The use of reading and validity will be explored and their relevance to Physical Response, and the Natural and writing to promote language and content standardized and teacher-made tests, as well as Comprehension Approaches are included. knowledge learning in English and the use of alternative assessment techniques, will be discussed. Students design and present lesson and curriculum linguistic and nonlinguistic support to enhance Emphasis will be given to the underlying plans and use classroom-based assessments of comprehension are addressed. Students become assumptions of the tests and to race, class, language, children's learning. They practice using technology knowledgeable on how to plan and manage and gender implications in using the tests. The and electronic media as well as participatory instruction for diverse groups of learners and process by which students receive special education techniques, theater, role playing, games, visual arts, various developmental needs, including students services will be investigated. and music to teach ELLs. The integration of these with disabilities and those with limited or The pre-requisite of TAL 803 is required. approaches and techniques with content area and interrupted formal schooling. They become Credits: 3 literacy instruction is emphasized. Strategies to acquainted with strategies for school-home Annually differentiate instruction and teach in multi-level communication that are linguistically and culturally

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 162 LIU Brooklyn appropriate. Fifteen hours of structured fieldwork movement, music, drama, and visual arts activities enriching multiple representations of content and required. appropriate for the elementary school classroom. multicultural materials to their classroom The pre-requisite of TAL 827 is required or Through active exploration of various media and instruction. The use of literature, technology, membership in NYC Teaching Fellow Group 1 or materials students will learn how to integrate the audio-visual material, and the resources of New Group 2, or in ISTART Group. arts into their classroom teaching. Course York City will be highlighted so that students can Credits: 3 experience will include field trips to art museums become resourceful teachers who understand Annually and performances appropriate for elementary curriculum design and know how to access and school children. utilize a range of materials for adolescents of TAL 830 Classroom Inquiry I The pre-requisite or co-requisite of TAL 830 is varying interests, abilities, and language The course aims to develop and improve aspects of required. backgrounds. Fifteen hours of structured fieldwork teaching practice through inquiring about students Credits: 3 required. work with children and adolescents in classrooms Annually The pre-requisite or co-requisite of TAL 801 is and other educational settings from a required. phenomenological perspective. Through TAL 833 Teaching Science/Technology 1-6 Credits: 3 collaborative inquiry, students will learn disciplined A course that focuses on the development and Annually modes of observation and description and a range implementation of inquiry-based curricula to of ways to document aspects of Teaching and promote in-depth scientific literacy. Emphasis will TAL 841B Curriculum in the Secondary Learning. They will complete a child study be placed on raising questions, planning and Classroom: Chemistry including the collecting and describing of the developing solutions for open-ended science A course with students as researchers of the child's work and a Descriptive Review of the Child. problems, formative assessment, and the use of secondary curriculum in the student's particular In addition, students will investigate the technology as a teaching tool. While reinforcing discipline with a focus on teaching students with assumptions about persons and knowledge-making knowledge of basic scientific concepts and inquiry diverse backgrounds and needs. Students will underlying the phenomenological modes of inquiry skills, students will construct unit plans as a become familiar with NYS/Common Core basic to the child study. Students will begin to mechanism for integrating learning. Attention will Learning Standards as well as ways to bring develop a conceptual understanding of the nature be paid to developing strategies for helping children enriching multiple representations of content and of inquiry, documentation, evidence, questions, with diverse learning needs to meet NYS/Common multicultural materials to their classroom and knowledge. Thirty hours of structured Core Learning Standards. Ten hours of structured instruction. The use of literature, technology, fieldwork required. fieldwork required. audio-visual material, and the resources of New Pre or co -requisite of TAL 801, ALCX 702, 703, The pre-requisite or co-requisite of TAL 830 is York City will be highlighted so that students can 704 and 705 is required or membership in NYC required. become resourceful teachers who understand Teaching Fellow Group or in ISTART Group. Credits: 3 curriculum design and know how to access and Credits: 3 Annually utilize a range of materials for adolescents of Every Fall and Spring varying interests, abilities, and language TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to required. Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is multicultural approach to teaching and learning demonstrate how these ideas are evident across required. social studies. The course focuses on the teaching of cultures. The following questions will be raised: Credits: 3 social studies through literacy, critical thinking, and What is the teacher's role in children's learning of Annually an inquiry approach using student-centered mathematics? What abilities do children develop projects. Students will learn to look at their own through the learning of mathematics? How do TAL 841C Curriculum in the Secondary classrooms as places where inclusive community teachers know what children need? How do Classroom: English living can be practiced and where children can teachers organize their work to address those needs A course with students as researchers of the begin to explore values like community in the classroom? Students will be introduced to the secondary curriculum in the student's particular responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of discipline with a focus on teaching students with preparation for democratic citizenship. They will mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will design instruction and assessments to help diverse strategies for helping children with diverse learning become familiar with NYS/Common Core learners meet NYS/Common Core Learning needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards. Relevant uses of technology will be Standards within a collaborative, inclusive model. enriching multiple representations of content and explored. Ten hours of structured fieldwork Approaches to addressing difficulties in math will multicultural materials to their classroom required. be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, The pre-requisite or co-requisite of TAL 830 is required. audio-visual material, and the resources of New required. The pre-requisite of TAL 830 is required. York City will be highlighted so that students can Credits: 3 Credits: 3 become resourceful teachers who understand Annually Annually curriculum design and know how to access and utilize a range of materials for adolescents of TAL 832 Teaching the Arts 1-6 TAL 841A Curriculum in the Secondary varying interests, abilities, and language A course that introduces students to the role of the Classroom: Biology backgrounds. Fifteen hours of structured fieldwork arts and movement in elementary education as a A course with students as researchers of the required. means of helping children make sense of the world, secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is express understanding of their experience, and discipline with a focus on teaching students with required. develop aesthetic appreciation. Students will diverse backgrounds and needs. Students will Credits: 3 explore the importance of developing creativity and become familiar with NYS/Common Core Annually self-expression in children. They will participate in Learning Standards as well as ways to bring

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TAL 841D Curriculum in the Secondary structured fieldwork required. students' learning needs and/or Individualized Classroom: Mathematics The pre-requisites of TAL 801 and 841A are Educational Programs (IEPs). Fifteen hours of A course with students as researchers of the required. structured fieldwork required. secondary curriculum in the student's particular Credits: 3 The pre-requisites of TAL 801 and 841D are discipline with a focus on teaching students with Annually required. diverse backgrounds and needs. Students will Credits: 3 become familiar with NYS/Common Core TAL 842B Teaching Methods in the Secondary Annually Learning Standards as well as ways to bring Classroom: Chemistry enriching multiple representations of content and A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary multicultural materials to their classroom the practice of teaching and co-teaching on the Classroom: Social Studies instruction. The use of literature, technology, secondary level. Topics to be explored will include A course in which students will actively learn about audio-visual material, and the resources of New lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the York City will be highlighted so that students can and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include become resourceful teachers who understand project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum curriculum design and know how to access and assessment, and classroom management. Students and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of will develop and implement unit plans to meet project-based classroom instruction, methods of varying interests, abilities, and language NYS/Common Core Standards for adolescents of assessment, and classroom management. Students backgrounds. Fifteen hours of structured fieldwork varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of The pre-requisite or co-requisite of TAL 801 is differentiate lessons and assessments based on varying abilities and language backgrounds. required. students' learning needs and/or Individualized Students will explore ways to develop and Credits: 3 Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on Annually structured fieldwork required. students' learning needs and/or Individualized The pre-requisites of TAL 801 and 841B are Educational Programs (IEPs). Fifteen hours of TAL 841E Curriculum in the Secondary required. structured fieldwork required. Classroom: Social Studies Credits: 3 The pre-requisites of TAL 801 and 841E are A course with students as researchers of the Annually required. secondary curriculum in the student's particular Credits: 3 discipline with a focus on teaching students with TAL 842C Teaching Methods in the Secondary Annually diverse backgrounds and needs. Students will Classroom: English become familiar with NYS/Common Core A course in which students will actively learn about TAL 843 Curriculum in Middle School Learning Standards as well as ways to bring the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, enriching multiple representations of content and secondary level. Topics to be explored will include and implement middle school curriculum by asking multicultural materials to their classroom lesson and unit planning, multicultural curriculum questions about language arts, math, science, and instruction. The use of literature, technology, and teaching, student-centered teaching strategies, social studies. Students will become familiar with audio-visual material, and the resources of New project-based classroom instruction, methods of NYS/Common Core Learning Standards and how York City will be highlighted so that students can assessment, and classroom management. Students to integrate these standards into the curriculum become resourceful teachers who understand will develop and implement unit plans to meet they develop for diverse learners. In-depth curriculum design and know how to access and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will utilize a range of materials for adolescents of varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle varying interests, abilities, and language Students will explore ways to develop and school learners will be explored. Pedagogical backgrounds. Fifteen hours of structured fieldwork differentiate lessons and assessments based on approaches will include student centered teaching required. students' learning needs and/or Individualized and learning, group work, project-based learning, The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will required. structured fieldwork required. explore how to select and adapt appropriate Credits: 3 The pre-requisites of TAL 801 and 841C are materials for adolescents. Thirty hours of structured Annually required. fieldwork required. Credits: 3 Credits: 3 TAL 842A Teaching Methods in the Secondary Annually On Demand Classroom: Biology A course in which students will actively learn about TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in the practice of teaching and co-teaching on the Classroom: Mathematics Early Childhood secondary level. Topics to be explored will include A course in which students will actively learn about This course studies the relationship between play lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the and learning for young children and the and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include significance of providing opportunities for choices project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum in their interactions with the world. Students will assessment, and classroom management. Students and teaching, student-centered teaching strategies, learn how to create safe and stimulating classroom will develop and implement unit plans to meet project-based classroom instruction, methods of environments that provide positive behavior NYS/Common Core Standards for adolescents of assessment, and classroom management. Students support for a multicultural, inclusive and anti-bias varying abilities and language backgrounds. will develop and implement unit plans to meet approach to learning. The focus will be on the Students will explore ways to develop and NYS/Common Core Standards for adolescents of whole child in learning contexts that enhance differentiate lessons and assessments based on varying abilities and language backgrounds. physical cognitive, social, and emotional students' learning needs and/or Individualized Students will explore ways to develop and development and aesthetic appreciation. Particular Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on consideration will be given to the role of the group

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 164 LIU Brooklyn in individual learning. A variety of early childhood individual needs. Strategies and instructional communities that support children and adolescents curricula will be reviewed. Fifteen hours of technology for modifying and adapting curricula for in developing communication and social skills structured fieldwork required. students with varying abilities will be presented. leading to satisfying interpersonal relationships. The pre-requisite or co-requisite of TAL 830 is Students will investigate the impact of Students will explore various ways of thinking required. NYS/Common Core Learning Standards and about behavior. They will also learn approaches Credits: 3 Individualized Educational Programs (IEPs) on grounded in person-centered values, including Annually development and implementation of curriculum for collaborative problem-solving processes to develop students with disabilities. Trends and issues in the individualized interventions. Theoretical TAL 845 Math and Science in Early Childhood field of curriculum will be discussed in relation to foundations and methods for supporting students This course will prepare students to design the delivery of special education services. Ten hours with disabilities and documenting and interpreting environments and curriculum for the development of structured fieldwork required. their behaviors will be addressed. Various of math and science knowledge in early childhood. The pre-requisite of TAL 803 is required or the perspectives on constructing classroom Students will learn to create learning centers for student must be active in the NYC Teaching environments such as Positive Behavior Support, young children based on principles of discovery, Fellows Student Group. Responsive Classrooms, and conflict resolution will hands-on experience, and reasoning to reinforce Credits: 3 be explored. basic math and science concepts and inquiry skills. Annually The pre-requisite or co-requisite of TAL 830 is They will also learn to develop instruction to meet required or membership in NYC Teaching Fellow diverse needs, including those of English Language TAL 852 Strategies for Teaching Learners with Group. Learners and children who present development Diverse Needs: Childhood Credits: 3 variations. Students will construct unit plans as Characteristics of children with particular disability Annually mechanisms for integrating learning and meeting classifications, as well as cultural, linguistic, gender, state learning standards. The role of formal and and ability differences, will be studied as a basis for TAL 856 Curriculum Theory and Practice in informal assessment as a teaching tool will be considering strategies for teaching. Ideas, methods, Special Education: Middle Childhood / examined. Fifteen hours of structured fieldwork and strategies for assessing student needs and for Adolescence required. designing, adapting, implementing, and evaluating An exploration of the role of curriculum in schools The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas with an emphasis on teaching learners with diverse required. will be considered. Emphasis will be placed on learning needs. Students will learn to evaluate the Credits: 3 developing the ability to teach through a variety of appropriateness of existing curricula for children Annually teaching methods, including new technologies and with disabilities while developing curricula based on effective utilization of time, space, materials, and an assessment of learner's interests, strengths, and TAL 846 Family Literacy and Parental equipment. Consideration will be given to teaching individual needs. Strategies and instructional Collaboration learners content in academic subject areas based on technology for modifying and adapting curricula for This course will prepare students to design the NYS/Common Core Learning Standards. students with varying abilities will be presented. environments and curriculum for the development Teaching methods which support a collaborative Students will investigate the impact of the of language and literacy at home and the early learning environment, such as cooperative learning NYS/Common Core Learning Standards and childhood center. Collaborative and inclusive groups and co-teaching, will be explored. Ten hours Individualized Education Programs (IEPs) on approaches to family literacy will be emphasized. of structured fieldwork required. development and implementation of curriculum for These include how to work with diverse families on The pre-requisite of TAL 851 is required. students with disabilities. Trends and issues in the issues of child development, including Credits: 3 field of curriculum will be discussed in relation to developmental variations, the role of first and Annually the delivery of special education services. Ten hours second language acquisition, bilingualism and of structured fieldwork required. culture in child rearing. Students will be TAL 853 Collaboration and Consultation: Family The pre-requisite of TAL 803 is required or the introduced to a variety of activities and materials to School, and Community student must be active in the NYC Teaching promote family literacy such as children''s books as An exploration of various team approaches and the Fellows Student Group. well as materials on parenting, adult literacy and roles of team members in the delivery of special Credits: 3 English as a Second Language. They will learn to education services. Professional and family Annually create systems for referral and collaboration with perspectives will be examined in relation to the other agencies, including Early Intervention education of students with disabilities. Attention TAL 857 Strategies for Teaching Learners with Programs, to provide comprehensive services to will be paid to the student within the context of a Diverse Needs: Middle Childhood / Adolescence families. Ten hours of structured fieldwork family system. Emphasis will be on fostering skills Characteristics of pre-adolescent and adolescent required. that facilitate on-going and productive students with particular disability classifications, as The pre-requisite or co-requisite of TAL 830 is communication among all team members. Students well as cultural, linguistic, gender, and ability required. will become familiar with community agencies that differences, will be studied as a basis for considering Credits: 3 provide support and services to children and strategies for teaching. Ideas, methods, and Annually adolescents with disabilities and their families and strategies for assessing student needs and for will learn to advocate on their behalf. Ten hours of designing, adapting, implementing, and evaluating TAL 851 Curriculum Theory and Practice in structured fieldwork required. instructional practices in academic content areas Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is will be considered. Emphasis will be placed on An exploration of the role of curriculum in schools required. developing the ability to teach through a variety of with an emphasis on teaching learners with diverse Credits: 3 teaching methods, including new technologies and learning needs. Students will learn to evaluate the Annually effective utilization of time, space, materials, and appropriateness of existing curricula for children equipment. Consideration will be given to teaching with disabilities while developing curricula based on TAL 854 Classroom as Community learners content in academic subject areas based on an assessment of learner's interests, strengths, and Students learn to create respectful classroom the NYS/Common Core Learning Standards.

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Teaching methods that support a collaborative ethnicity, age, and gender in language teaching and the significance of providing a language-rich learning environment, such as cooperative learning learning is considered. Students examine the environment at home and in formal educational groups and co-teaching, will be explored. Ten hours multiple ways in which children are positioned in settings that offers children opportunities to engage of structured fieldwork required. terms of language, ability, disability and learning. in meaningful acts of communication and social The pre-requisite of TAL 856 is required. The ethnography of communication, classroom interaction as they construct their own ideas and Credits: 3 discourse, conversational analysis, and intercultural theories about the principles of language. The Annually communication as well as the pragmatics of importance of children's participation in literacy communication, linguistic variation, bilingualism, events with other children and adults will be TAL 862 ESL Curriculum and Methodology: and code-switching are studied. Pidgins and emphasized. The role of play, sensory manipulation, Teaching Literacy K-12 Creoles, World Englishes, the politics of teaching music, movement, story telling, children's literature A study of different approaches to teaching ESL in English, and the role of the profession are and the arts in the development of language and an urban classroom with a focus on all aspects of addressed. literacy will be explored. Fifteen hours of structured language and literacy, including listening, speaking, The pre-requisite of TAL 802 is required or fieldwork required. reading, and writing, at different levels of membership in the NYC Teaching Fellow Student The pre-requisite or co-requisite of TAL 830 is proficiency in English. Students will learn to Group. required. develop literacy through the content areas. They Credits: 3 Credits: 3 will also become familiar with uses of technology in Annually Annually an ESL setting and with literacy and language proficiency assessment. Students will learn how to TAL 868 Second Language Literacy and Biliteracy TAL 875 Adolescent and Young Adult Basic help English Language Learners of varying ability This course addresses the connection between Literacy meet NYS/Common Core Learning Standards in literacy and second language acquisition A course that addresses the language and literacy literacy. Fifteen hours of structured fieldwork highlighting the theory and research on the needs of adolescents and young adults who have required. development of literacy in the native language, had uneven or poor schooling. Students will learn Credits: 3 second language literacy, and biliteracy. Taking an how to adapt instruction, develop materials, and Annually additive approach, the course examines the design appropriate curricula to meet the literacy linguistic and sociocultural foundations in the needs of adolescents and young adults. The specific TAL 863 ESL Curriculum and Methodology: development of literacy among English Language needs of English language learners, speakers of a Teaching Content Areas K-12 Learners and the relationships between biliteracy second dialect, and those with learning difficulties An examination of the practices of teaching the and content knowledge development. Students will be considered. Students will become familiar content areas of science, mathematics, social studies learn to teach for the development of academic with reading materials and other educational and language arts through English. Strategies for language as well as for the development of language resources for this population. The use of specialized implementing sheltered instruction, adapting for a variety of purposes. Approaches to teaching technology and media will be explored. materials, and developing vocabulary in specific reading and writing in the second language as well The pre-requisite or co-requisite of TAL 830 is content areas will be introduced. Attention is given as ways to develop biliteracy are addressed. required. to the teaching of content areas to second language Students examine curricula and literature for Credits: 3 learners with disabilities. The use of technology in children and adolescents as well as available On Occasion teaching ESL is presented along with assessment technology to teach literacy to ELLs. tools for measuring progress in specific subject The pre-requisites of TAL 802 and 828 are TAL 879 Special Topics in Education areas. Students learn to develop their own required. An in-depth and intensive study of specific critical curriculum and materials in a workshop setting. Credits: 3 areas of interest in education, as identified by Fifteen hours of structured fieldwork required. Annually faculty. With approval of program faculty, students Credits: 3 may apply a maximum of three credits to their Annually TAL 871 Introduction to Reading Difficulties degree program. Ten hours of fieldwork may be A course that prepares students to instruct children required. TAL 866 Native Language Teaching in the with a variety of reading difficulties. Current Credits: 3 Bilingual Classroom research into the nature and origin of reading On Occasion An exploration of theories of literacy and related difficulties, including dyslexia, will be reviewed. teaching practices to develop native language Students will learn how to identify reading TAL 880 Classroom Inquiry II reading, writing, speaking, and listening skills, and difficulties, determine instructional needs, and use A course that aims to develop and improve aspects to use native language in teaching the content areas diagnostic information for instructional planning. of teaching practice by deepening students' (mathematics, science, and social studies). Strategies for preventing and ameliorating understanding of inquiry, documentation, Techniques of assessing native literacy skills will be difficulties in word identification, comprehension, evidence, questions, and knowledge as introduced examined. Students will become familiar with and written language will be introduced. in Classroom Inquiry I. Students will extend their native language resources in the community The pre-requisite or co-requisite of TAL 830 is learning of collaborative modes of classroom through evaluating culturally appropriate curricula, required. inquiry by formulating a question and completing children's literature and media. Students will also Credits: 3 an inquiry into a school or classroom issue, a analyze and strengthen their own biliteracy skills. On Demand curricular activity, or an aspect of their teaching Fifteen hours of structured fieldwork required. practice. Students will explore a range of literature Credits: 3 TAL 873 Early Literacy related to the questions being investigated. They On Occasion A course that focuses on the importance of will investigate and compare assumptions about language development as a precursor to literacy in persons and knowledge-making underlying various TAL 867 Sociolinguistics and Teaching children from birth to five years of age, including modes of inquiry through exposure to a range of This course addresses the relationship between children who grow up in a bilingual environment research designs. Thirty hours of structured language and society and their role in mediating and those with developmental delays. It will address fieldwork required. educational success. The interplay of social class,

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 166 LIU Brooklyn

The pre-requisite of TAL 830 is required. complexities, and consequences of what they do as who work to create excellent elementary classrooms Credits: 3 teachers in order to learn from their experiences. and schools for all urban students. Students apply Every Fall and Spring Students are supervised by a university faculty concepts acquired throughout the program to plan, member and a cooperating teacher in the school implement, and assess instruction in their own TAL 881A Student Teaching: Early Childhood and meet in regularly sccheduled seminars. teaching practice. Students currently teaching This course is designed for students seeking 1st Students currently employed as elementary school children with disabilities complete the student Initial certification. It prepares reflective early teachers (grades 1-6) may, with faculty approval, teaching in their own classrooms with guidance childhood teachers who work to create excellent complete the experience in their place of from college faculty. Students not currently early childhood classrooms, environments and employment. 75 days. Pass/Fail only. Program teaching children with disabilities complete a 20- schools for young children. Students participate in approval required. day student teaching experience under the every aspect of practice, including planning, Credits: 3 supervision of a cooperating teacher and college implementation, and assessment of curriculum and Every Fall and Spring faculty. The setting must be approved by special instruction. They immerse themselves in the life of education faculty. Pass/Fail only. Program approval a school, recording and thinking about the TAL 883A Student Teaching: Adolescence required. purposes, complexities, and consequences of what This course is designed for students seeking 1st Credits: 1 they do as teachers in order to learn from their initial certification. It prepares reflective teachers Every Fall and Spring experiences. Students are supervised by a university who work to create excellent secondary classrooms faculty member and a cooperating teacher in a and schools for all urban students. Students TAL 884C Student Teaching: Alternative school or early childhood center and meet in participate in every aspect of practice, including Childhood Special Education I regularly scheduled seminars. Students currently planning, implementation, and assessment of This course is designed for students in an employed as early childhood teachers (birth-second curriculum and instruction. They immerse alternative certification program. It prepares grade) may, with faculty approval, complete the themselves in the life of a school, recording and reflective teachers who work to create excellent experience in their place of employment. 75 days. thinking about the purposes, complexities, and elementary classrooms for urban children with Pass/Fail only. Program approval required. consequences of what they do as teachers in order disabilities. Students participate in every aspect of Credits: 3 to learn from their experiences. Students are practice, including planning, implementation, and Every Fall and Spring supervised by a university faculty member and a assessment of curriculum and instruction. They cooperating teacher in the school and meet in immerse themselves in the life of a school, TAL 881B Student Teaching for the Practicing regularly scheduled seminars. Students currently recording and thinking about the purposes, Teacher: Early Childhood employed as secondary school teachers (grades 7- complexities, and consequences of what they do as This course is designed for students seeking 2nd 12), teaching in the subject area in which they are teachers in order to learn from their experiences. initial certification. It prepares reflective teachers seeking certification, may, with faculty approval, Students are supervised by a university faculty who work to create excellent early childhood complete the experience in their place of member and meet in regularly scheduled seminars. classrooms, environments, and schools for young employment. 75 days. Pass/Fail only. Program Students currently employed as childhood special children. With guidance from college faculty, approval required. education teachers (grades 1- 6) complete the students apply concepts acquired throughout the Credits: 3 experience in their place of employment. program to plan, implement, and assess instruction Every Fall and Spring Membership in NYC Teaching Fellow Group or in in their own teaching practice. Students currently ISTART Group is required. teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special Credits: 3 complete student teaching in their own classrooms Education On Demand with guidance from college faculty. Students not This course is designed for students seeking 1st currently employed in an early childhood setting initial certification. It prepares reflective teachers TAL 884D Student Teaching: Alternate complete a 20-day student teaching experience who work to create excellent elementary classrooms Childlhood Special Education II under the supervision of a cooperating teacher and for urban children with disabilities. Students This course is designed for students in an college faculty. Students seeking and Advanced participate in every aspect of practice, including alternative certification program. It prepares Certificate in Early Childhood or Dual planning, implementation, and assessment of reflective teachers who work to create excellent Certification in Early Childhood and another area curriculum and instruction. They immerse elementary classrooms for urban children with must complete the student teaching required in themselves in the life of a school, recording and disabilities. Students participate in every aspect of their first certification before enrolling in TAL thinking about the purposes, complexities, and practice, including planning, implementation, and 881B. The setting must be approved by early consequences of what they do as teachers in order assessment of curriculum and instruction. They childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are immerse themselves in the life of a school, Program approval required. supervised by a university faculty member and a recording and thinking about the purposes, Credits: 1 cooperating teacher in the school and meet in complexities, and consequences of what they do as Every Fall, Spring and Summer regularly scheduled seminars. Students currently teachers in order to learn from their experiences. employed as childhood special education teachers Students are supervised by a university faculty TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete member and meet in regularly scheduled seminars. This course is designed for students seeking 1st the experience in their place of employment. 75 Students currently employed as childhood special Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. education teachers (grades 1- 6) complete the elementary school teachers who work to create Credits: 3 experience in their place of employment. excellent elementary classrooms and schools for all Every Fall and Spring Membership in NYC Teaching Fellow Group or in urban students. Students participate in every aspect ISTART Group is required. of practice, including planning, implementation, TAL 884B Student Teaching for the Practicing Credits: 3 and assessment of curriculum and instruction. Teacher: Childhood Special Education On Demand They immerse themselves in the life of a school, This course is designed for students seeking 2nd recording and thinking about the purposes, initial certification. It prepares reflective teachers

Page 167 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

currently employed as adolescent special education teachers in order to learn from their experiences. TAL 884E Student Teaching for the Practicing teachers (grades 7-12) may, with faculty approval, Students are supervised by a university faculty Teacher: Alternate Childhood Special Education I complete the experience in their place of member and meet in regularly scheduled seminars. This course is designed for students in an employment. 75 days. Pass/Fail only. Program Students currently employed as adolescent special alternative certification program. It prepares approval required. education teachers (grades 7-12) complete the reflective teachers who work to create excellent Credits: 3 experience in their place of employment. elementary classrooms for urban children with Every Fall and Spring Membership in NYC Teaching Fellow Group or in disabilities. Students participate in every aspect of ISTART Group is required. practice, including planning, implementation, and TAL 885B Student Teaching for the Practicing Credits: 3 assessment of curriculum and instruction. They Teacher: Adolescence Special Education Annually immerse themselves in the life of a school, This course is designed for students seeking 2nd recording and thinking about the purposes, initial certification It prepares reflective teachers TAL 885E Student Teaching for the Practicing complexities, and consequences of what they do as who work to create excellent elementary classrooms Teacher: Alternate Adolescence Special Education teachers in order to learn from their experiences. and schools for all urban students. Students apply I Students are supervised by a university faculty concepts acquired throughout the program to plan, This course is designed for students in an member and meet in regularly scheduled seminars. implement, and assess instruction in their own alternative certification program. It prepares Students currently employed as childhood special teaching practice. Students currently teaching reflective teachers who work to create excellent education teachers (grades 1- 6) complete the adolescents with disabilities complete the student secondary classrooms for urban adolescents with experience in their place of employment. teaching in their own classrooms with guidance disabilities. Students participate in every aspect of Membership in NYC Teaching Fellow Group or in from college faculty. Students not currently practice, including planning, implementation, and ISTART Group is required. teaching adolescents with disabilities complete a 20- assessment of curriculum and instruction. They Credits: 0 day student teaching experience under the immerse themselves in the life of a school, On Demand supervision of a cooperating teacher and college recording and thinking about the purposes, faculty. The setting must be approved by special complexities, and consequences of what they do as TAL 884F Student Teaching for the Practicing education faculty. Pass/Fail only. Program approval teachers in order to learn from their experiences. Teacher: Alternate Childhood Special Education required. Students are supervised by a university faculty II Credits: 1 member and meet in regularly scheduled seminars. This course is designed for students in an Every Fall and Spring Students currently employed as adolescent special alternative certification program. It prepares education teachers (grades 7-12) complete the reflective teachers who work to create excellent TAL 885C Student Teaching: Alternate experience in their place of employment. 75 days. elementary classrooms for urban children with Adolescence Special Education I Pass/Fail only. disabilities. Students participate in every aspect of This course is designed for students in an Membership in NYC Teaching Fellow Group or in practice, including planning, implementation, and alternative certification program. It prepares ISTART Group is required. assessment of curriculum and instruction. They reflective teachers who work to create excellent Credits: 0 immerse themselves in the life of a school, secondary classrooms for urban adolescents with Annually recording and thinking about the purposes, disabilities. Students participate in every aspect of complexities, and consequences of what they do as practice, including planning, implementation, and TAL 885F Student Teaching for the Practicing teachers in order to learn from their experiences. assessment of curriculum and instruction. They Teacher: Alternate Adolescence Special Education Students are supervised by a university faculty immerse themselves in the life of a school, II member and meet in regularly scheduled seminars. recording and thinking about the purposes, This course is designed for students in an Students currently employed as childhood special complexities, and consequences of what they do as alternative certification program. It prepares education teachers (grades 1- 6) complete the teachers in order to learn from their experiences. reflective teachers who work to create excellent experience in their place of employment. Students are supervised by a university faculty secondary classrooms for urban adolescents with Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. disabilities. Students participate in every aspect of ISTART Group is required. Students currently employed as adolescent special practice, including planning, implementation, and Credits: 0 education teachers (grades 7-12) complete the assessment of curriculum and instruction. They On Demand experience in their place of employment. immerse themselves in the life of a school, Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, TAL 885A Student Teaching: Adolescence Special ISTART Group is required. complexities, and consequences of what they do as Education Credits: 3 teachers in order to learn from their experiences. This course is designed for students seeking 1st Annually Students are supervised by a university faculty initial certification. It prepares reflective teachers member and meet in regularly scheduled seminars. who work to create excellent secondary classrooms TAL 885D Student Teaching: Alternate Students currently employed as adolescent special for urban students with disabilities. Students Adolescence Special Education II education teachers (grades 7-12) complete the participate in every aspect of practice, including This course is designed for students in an experience in their place of employment. 75 days. planning, implementation, and assessment of alternative certification program. It prepares Pass/Fail only. curriculum and instruction. They immerse reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in themselves in the life of a secondary school, secondary classrooms for urban adolescents with ISTART Group is required. recording and thinking about the purposes, disabilities. Students participate in every aspect of Credits: 0 complexities, and consequences of what they do as practice, including planning, implementation, and Annually teachers in order to learn from their experiences. assessment of curriculum and instruction. They Students are supervised by a university faculty immerse themselves in the life of a school, TAL 886A Student Teaching: TESOL member and a cooperating teacher in the school recording and thinking about the purposes, This course is designed for students seeking 1st and meet in regularly scheduled seminars. Students complexities, and consequences of what they do as initial certification. This experience prepares

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 168 LIU Brooklyn reflective TESOL teachers who work to create Annually employment. 75 days. Pass/Fail only. student-centered and challenging classrooms and Membership in NYC Teaching Fellow Group or in supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II ISTART Group is required. Teaching candidates participate in every aspect of This course is designed for students in an Credits: 0 practice, including planning, implementation, and alternative certification program. It prepares Annually assessment of curriculum and instruction. They reflective teachers who work to create excellent immerse themselves in the life of a TESOL elementary and secondary classrooms for urban TAL 890 Overview of Teaching in Alternative classroom, recording and thinking about the emerging bilingual learners. Students participate in Settings purposes, complexities, and consequences of what every aspect of practice, including planning, Analyzes the history and development of education they do as teachers in order to learn from their implementation, and assessment of curriculum and in alternative settings. Special attention is paid to experiences. Students are supervised by a university instruction. They immerse themselves in the life of the difference between teaching ESOL in public faculty member and a cooperating teacher in the a school, recording and thinking about the schools and the kind of teaching that takes place in school and meet in regularly scheduled seminars. purposes, complexities, and consequences of what museums, parks, community-based organizations, Candidates student-teach in an elementary and a they do as teachers in order to learn from their schools other than public ones, homes, and clinical secondary setting for a total of 75 days. Students experiences. Students are supervised by a university settings. During the first half of the course, currently employed as a TESOL teacher in an faculty member and meet in regularly scheduled students visit a variety of alternative settings. appropriate setting may, with faculty approval, seminars. Students currently employed as TESOL During the second half of the course, students complete the experience in their place of teachers complete the experience in their place of select a setting and participate in planning, employment. Pass/Fail only. Program approval employment. 75 days. Pass/Fail only. implementation, and assessment of an educational required. Membership in NYC Teaching Fellow Group or in plan. Pass/Fail only. Credits: 3 ISTART Group is required. Credits: 1 Every Fall and Spring Credits: 3 On Demand Annually TAL 886B Student Teaching for the Practicing TAL 971 Capstone Seminar Teacher: TESOL TAL 886E Student Teaching for the Practicing In this seminar, students meet graduation This course is designed for students seeking 2nd Teacher: Alternate TESOL I requirements with the creation and submission of a initial certification. It prepares reflective teachers This course is designed for students in an portfolio that demonstrates their attainment of the who work to create student-centered and alternative certification program. It prepares TAL program standards in the areas of Knowledge, challenging classrooms and supportive schools for reflective teachers who work to create excellent Enquiry, Empathy, Pluralism and Social English Language Learners. Teacher candidates elementary and secondary classrooms for urban Commitment (the KEEPS Claims). Through the apply concepts acquired throughout the program to emerging bilingual learners. Students participate in selection and examination of prior coursework in plan, implement, and assess instruction in their every aspect of practice, including planning, the context of readings from the contemporary and own teaching practice. Students currently teaching implementation, and assessment of curriculum and historical field of education, students reflect on the English as a second language complete the student instruction. They immerse themselves in the life of knowledge and skills gained through the program teaching in their own classrooms with guidance a school, recording and thinking about the and the implications for their teaching practice. from college faculty. Students not currently purposes, complexities, and consequences of what The pre-requisite of TAL 880 is required and the teaching English as a second language complete a they do as teachers in order to learn from their pre-requisite or co-requisite from one of the 20-day student teaching experience under the experiences. Students are supervised by a university following courses is required; TAL 881A, 881B, supervision of a cooperating teacher and college faculty member and meet in regularly scheduled 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL or 890. faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of Credits: 3 Credits: 1 employment. 75 days. Pass/Fail only. Every Fall, Spring and Summer

Every Fall, Spring and Summer Membership in NYC Teaching Fellow Group or in ISTART Group is required. TAL 974 Advanced Topics in TESOL and TAL 886C Student Teaching: Alternate TESOL I Credits: 0 Bilingual Education This course is designed for students in an Annually A capstone seminar that helps students gain an in- alternative certification program. It prepares depth understanding of some of the issues that are reflective teachers who work to create excellent TAL 886F Student Teaching for the Practicing at the forefront of current research on bilingualism, elementary and secondary classrooms for urban Teacher: Alternate TESOL II second language acquisition and pedagogy. emerging bilingual learners. Students participate in This course is designed for students in an Students will critically examine relevant research in every aspect of practice, including planning, alternative certification program. It prepares selected areas. They will write a major paper implementation, and assessment of curriculum and reflective teachers who work to create excellent synthesizing the research in an area of particular instruction. They immerse themselves in the life of elementary and secondary classrooms for urban interest and integrating it with their own teaching a school, recording and thinking about the emerging bilingual learners. Students participate in practice. purposes, complexities, and consequences of what every aspect of practice, including planning, The pre-requisite of TAL 880 is required. they do as teachers in order to learn from their implementation, and assessment of curriculum and Credits: 3 experiences. Students are supervised by a university instruction. They immerse themselves in the life of On Occasion faculty member and meet in regularly scheduled a school, recording and thinking about the TAL 975 Final Inquiry Seminar: TESOL seminars. Students currently employed as TESOL purposes, complexities, and consequences of what This capstone seminar uses the knowledge and teachers complete the experience in their place of they do as teachers in order to learn from their skills gained through the program to write and employment. 75 days. Pass/Fail only. experiences. Students are supervised by a university present an in-depth study on an aspect of second Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled language acquisition and teaching practice. ISTART Group is required. seminars. Students currently employed as TESOL Students continue the work begun in Classroom Credits: 3 teachers complete the experience in their place of Inquiry I and II and complete a project that looks

Page 169 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 closely at an English language or bilingual learner become lifelong consumers and producers of and responsibilities, separation of church and state, or TESOL curriculum/instructional activity. research. Students will develop technological skill in censorship, freedom of speech, affirmative action, Students complete a comprehensive portfolio of locating research materials from varied sources. and educational equity and access. Special attention their work throughout the TESOL program that Students will learn to read, analyze, and evaluate will be given to the implications of the No Child demonstrates their attainment of the KEEPS claim. qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies In this seminar students share their works in use the information gained to inform decision- will be used as they relate to policy development. progress and work together on issues of making in order to support teaching/learning/ Credits: 3 documentation, literature review, methodology and achievement. Students will also learn to critically Annually writing. evaluate published research, formulate research The pre-requisites of TAL 868 and 880 are required questions, write research reports, and develop TLL 936 Curriculum Development and the pre-requisites or co-requisites of TAL 886A, research proposals that will become the bases for A review of learning theory, human development, 886B and or 890 are required, or membership in internship projects. Strategies for sharing and motivation as they relate to teaching, learning the I-START Student Group or Chancellor Fellow's information with teachers and parents, and achievement. Principles of curriculum Student Group. disseminating research data, and understanding the development, design, and assessment to enhance Credits: 3 impact of research on practice will be explored. teacher practice in standard-based and Annually The pre-requisite of TLL 930 is required or constructivist classrooms will be studied. Students Department consent. will focus on the learning standards and analyze, Educational Leadership Courses Credits: 3 critically evaluate, utilize, and develop strategies for Annually engaging teachers in the process of assessing academic needs, implementing and adapting TLL 930 Administrative Core I: An Overview TLL 932 Assessment in Administration curriculum, and evaluating outcomes. The This course will focus on organizational This course will focus on understanding assessment importance of technology in student learning will development and systems theory. It deals with the theory. Students will become knowledgeable about be included. Organizational decision-making and structural, cultural, political, business, human obtaining assessment data from automated problem-solving skills needed in the development of relations, and policy elements of traditional and informational links and using those data in order to appropriate curricula will be discussed. Connecting non-traditional schools as social systems concerned make administrative decisions about students, the curriculum to the world of work will be with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be explored. outcomes. Students will be expected to identify placed on the ways in which administrators use Credits: 3 personal leadership, supervisory, and administrative standardized and alternative assessments of Annually abilities and demonstrate skills in the functions and students, formative and summative assessments of processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability TLL 937 The Supervisor in the School Setting communication, and motivation for school change and validity and their relationship to the decision- This course focuses on the elements of effective by linking theory and practice in classroom-based making process will be explored. The effects of supervisory practice in the school. Students will and field-based activities. Strategies for the diversity in language, culture, gender, and consider the learning standards relative to the implementation of initiatives and the evaluation of ability/disability on the use of assessment data will principles of supervision, supervisory leadership their impact on schools are discussed. be investigated. styles, and the assessment of teacher performance. Credits: 6 Credits: 3 Important topics include effective instructional Every Fall Annually practices, adult learning theories, organizing and planning professional staff development, and TLL 931A Administrative Core II: Community TLL 933 School Business Administration coaching and mentoring models, as well as team Relations This course will focus on the business-related and consensus-building approaches that include This course broadens the focus from aspects of school and district/regional parents and other constituents. Strategies for the school/district/regional-related theories and administration as they support the improvement of development of school/district/regional practices to those that define the nature of public the instructional program. Emphasis will be given comprehensive plans for the continuous schooling and interrelationships between the to business management practices, i.e., funding professional growth of all staff will be examined. educational agency and local, state, federal and sources, budgeting, automated accounting systems, Credits: 3 community forces as they impact on teaching, and federal, state, and municipal mandates. In Annually learning and achievement. Emphasis is put on addition, strategic human resource planning gaining support for safe and secure learning including recruiting and selection techniques will TLL 941 School District Administrator environments. Legal frameworks with respect to be explored. Students will review the collective This course will explore the complex role of today's community needs and their right to know are bargaining process and understand the application school district/regional administrator as an effective addressed. Students will use technological, of technology to the human resource field. leader in the broader, urban-inclusive educational interpersonal and research skills to explore The pre-requisite of TLL 930 is required or community intent on enhanced student community, understand the relationship between Department consent. achievement. Students will explore district/regional school and community, and plan for the Credits: 3 composition and understand strategies and develop involvement of community in the life of the school Annually skills for: building and articulating a system-wide and the district/region. vision; coordinating groups for achieving The pre-requisite of TLL 930 is required or TLL 935 Education and the Law district/regional short-range and long-range goals Department consent. This course will explore, from a historical and objectives; developing procedures and policies; Credits: 3 perspective, legal and ethical issues as they impact generating and allocating resources; developing a Annually education in a research-based approach to building safe and multicultural/multilingual/multiracial and effective schools; developing leadership in school TLL 931B Research Methods In Administration economically diverse society. Students will study and community groups; working with governance The focus of this course is to help administrators issues such as teachers', students' and parents' rights groups; capacity building; negotiating; and program

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 170 LIU Brooklyn planning and accountability. Credits: 3 Annually

TLL 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually

TLL 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of TLL 951A is required. Credits: 3 Annually

TLL 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion

Page 171 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

SCHOOL OF HEALTH PROFESSIONS

The School of Health Professions at LIU Brooklyn is dedicated to providing superior quality education in the health professions to a diverse student body. With strong ties to the community and to many health care facilities that support educational efforts as well as research, our programs address clinical health care, community-based health and social issues. The school prepares students for careers in the areas of respiratory care; diagnostic medical sonography; physician assistant; occupational therapy; athletic training, health and exercise science (including sport management and exercise physiology); physical therapy; social work; and public health. The programs also introduce students to interprofessional practice. The programs span the undergraduate, graduate and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand will continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which greatly contributes to the learning experience of their students and to their own professional growth. The School of Health Professions offers a three year post-baccalaureate Doctor of Physical Therapy (DPT) degree. The school offers the B.S./M.S. degree program in Occupational Therapy; the B.S./M.S. in Athletic Training; the M.S. in Physician Assistant Studies; the M.S.W. in Social Work; and a Master of Public Health degree with a concentration in Health Education, Advocacy and Communications. The school also offers the M.S. degree in Exercise Science with tracks in: • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations For information, please contact the Dean’s Office at 718-780-6578, fax 718-780-4561, or visit the website at www.liu.edu/brooklyn/shp.

Barry S. Eckert, Ph.D., FASAHP Dean [email protected]

Terry Macon Administrative Assistant [email protected]

Nathalia Berger Administrative Assistant [email protected]

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 172 LIU Brooklyn

Criminal Background Checks and Drug Testing

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

Page 173 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

DIVISION OF ATHLETIC least two letters of reference (preferably one EXS 615 Performance 3.00 academic and one personal) Enhancement Specialist TRAINING, HEALTH AND To qualify for acceptance into any of the three Prepartion concentrations students must: EXERCISE SCIENCE EXS 645 Sport Nutrition and 3.00 • Must have a bachelor’s degree from an Pharmacology Division Director and Associate Professor: Eugene accredited college Spatz, M.S. • Attain a grade point average of 2.5 or above ELECTIVE COURSES Associate Professor: David Spierer, Ed.D. • Undergo an interview with the director of the Students are required to take 12 credits of Assistant Professors: Tracye Rawls-Martin, M.S., concentration electives. For students interested in completing a

ATC; Amerigo Rossi, B.A., M.S.; Kevin Duffy, Master's thesis EXS 799 and EXS 899 are M.S., ATC, CSCS, CES, PES, Director, Athletic M.S., Exercise Science required. Students should discuss their plan of Training Education Program; Melissa Lent, [Program Code: 06922] study and elective options with their advisor. M.S.Ed., Associate Director of the B.S. in Health Must Complete All Core Courses Listed Below. Courses will be offered occasionally depending Science Program; Scott Westervelt, M.S., Director EXS 501 Exercise Physiology in 3.00 upon demand. of Practicum for the Health Science Program; Chronic Disease I EXS 527 Grant Writing for Health 3.00 Nikki Carosone Russo, M.S., ACSM cPT, Student & Fitness Professionals EXS 510 Nutrition and Wellness in 3.00 Service Advisor for the B.S. in Health Science Physical Activity EXS 507 Corrective Exercise 3.00 Program; Joe Branch, Director of Sport Specialist (CES) Management Concentration Program; Leeja EXS 524 Exercise and Fitness for 3.00 Preparation Carter, Ph.D.; Bryn Van Patton, MS Ed, ATC, People with Disabilities EMT, Clinical Coordinator, Athletic Training EXS 750 Alternative Therapies in 3.00 EXS 535 Field Experience I 3.00 Education Program; Anthony Ricci, MS, CNS Health Adjunct Faculty: 30 EXS 540 Research Methods in 3.00 Psycho-Social Cultural & Exercise Science EXS 581 Political Aspects of 3.00 Fitness for Special Populations Track Disability M.S. in Exercise Science Select 9 Credits for Fitness for Special EXS 799 Research Thesis I 3.00 Populations Track Requirements. The Masters of Science in Exercise Science EXS 899 Research Thesis H 3.00 offers a comprehensive educational experience EXS 592 Physiology of Exercise 3.00 for Healthy and Aging including lectures and laboratories on the EXS 593 Functional Movement, 3.00 constructs and applications of advanced exercise EXS 530 Adapted Physical Activity 3.00 Assessment & Program physiology. Specific concentrations serve to for Individuals with Design position graduates and career professionals in an Autism EXS 605 Nutritional Biochem 3.00 ever-changing health care environment. The EXS 600 Exercise Physiology in 3.00 program is designed to enhance students’ EXS 705 Individual Problems 3.00 Chronic Disease II marketability by combining sports nutrition with EXS 700 Biomechanics of Human 3.00 three well-established and popular areas of study: EXS 620 Analytical Approach to 3.00 Performance exercise physiology, strength and conditioning and Exercise Prescription fitness for special populations. Although there are Physical Training & Exercise Physiology and Sports Nutrition EXS 630 3.00 three distinct areas of study, the program also Conditioning offers academic flexibility with several elective Track EXS 591 Entrepreneurship in 3.00 courses. In addition, an active research laboratory Select 9 credits for Exercise Physiology and Sport Fitness & Health allows students the opportunity to pursue their Nutrition Track Requirements. own data collection or get involved as a volunteer EXS 600 Exercise Physiology in 3.00 EXS 650 Cardipulmonary Health & 3.00 or graduate assistant. The M.S. curriculum has an Chronic Disease II Disease overall credit requirement of 36 credits with the EXS 653 Advanced Laboratory 3.00 EXS 670 Research in Health, 3.00 intention of developing graduates that can be Techniques in Exercise Exercise & Sport competitive across the academic and career Physiology landscape while providing students with an Technology in Health & EXS 518 3.00 education that is both satisfying and valuable. EXS 620 Analytical Approach to 3.00 Disease The concentrations for the M.S. in Exercise Exercise Prescription Personal Training Science include: EXS 500 3.00 EXS 645 Sport Nutrition and 3.00 Certification Preparation • Exercise Physiology and Sports Nutrition Pharmacology • Strength and Conditioning and Sports Nutrition Inclusive Fitness EXS 502 3.00 • Fitness for Special Populations Strength and Conditioning and Sport Certification Admission Requirements Nutrition Track Clinical Exercise To qualify for acceptance into the M.S. in Exercise Select 9 credits for Strength and Conditioning and EXS 680 Specialist Certification 3.00 Science program: Sport Nutrition Track Requirements. Preparation • Entering students (including transfer students) EXS 507 Corrective Exercise 3.00 must have an undergraduate GPA of 2.5 or Specialist Preparation Advanced Laboratory higher EXS 653 Techniques Exercise 3.00 EXS 508 Certified Strength and 3.00 • Submit a general application for admission Physiology I Conditioning Specialist through My LIU Prepartaion • The application must be accompanied by at

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 174 LIU Brooklyn

Advanced Laboratory Athletic Trainer to earn the ATC® credential. supervision of a certified athletic trainer EXS 654 Techniques Exercise 3.00 Hallmarks of the ATP include clinical learning • Completed at least 91 credits prior to Physiology II experiences with opportunities for students to application into professional phase. work side-by-side with highly experienced • Meet the technical standards of the program EXS 545 Field Experience II 3.00 certified athletic trainers; state-of-the-art (see technical standards below) Psychology of Exercise laboratory facilities that allow students to gain Transfer Student Policy EXS 565 3.00 and Physical Activity significant experience in all areas of clinical Students from other colleges and universities practice; individualized instruction provided by who satisfy the prerequisite requirements may EXS 560 Sports Psychology 3.00 advanced teaching fellows; and a mentorship apply for admission to the pofessional phase of the Entrepreneurship in program that promotes further sharing of B.S./M.S. degree program. However, the student EXS 591 3.00 Fitness and Health knowledge and experience. must first be accepted to LIU Brooklyn as an Program Goals undergraduate transfer student through the Office Neuroscience and EXS 720 3.00 • To prepare student to pass the BOC of Admissions application process. Once Office of Physical Development examination for athletic trainers through Admissions accepts the student, the application to Program Design in required GPA and competency/proficiency the professional phase will then be evaluated. At EXS 520 Adapted Physical 3.00 evaluation minimum this time, students may petition the program for Education • To offer clinical experiences in appropriate acceptance of the following professional phase settings that provide adequate exposure to courses from their previous institution: SPS EXS 575 Fitness Management 3.00 required clinical education competencies and 151,152,189. No other professional phase SPS or Psychology of Flow, Peak proficiencies EXS courses are eligible for transfer. EXS 571 Performance, and Peak 3.00 • To provide network opportunities for possible Technical Standards for the Athletic Training Exp. future employment Program Accreditation The Athletic Training Program (ATP) at LIU is Sport Psychology EXS 701 3.00 The program is registered with the New York a rigorous and intense program that places specific Seminar State Education Department and is accredited by requirements and demands on the students enrolled Credit and GPA Requirements the Commission on Accreditation of Athletic in the program. An objective of this program is to Minimum Total Credits: 36 Training Education (CAATE). prepare graduates to enter a variety of employment Minimum Major GPA: 3.0 Athletic Training Candidacy settings and to render care to a wide spectrum of

Prior to entering the professional phase of the individuals engaged in physical activity. The B.S./M.S. in Athletic Training Athletic Training program, students can attend technical standards set forth by the ATP establish LIU Brooklyn on a part- or a full-time basis, the essential qualities considered necessary for The 158-credit dual B.S./M.S. degree in Athletic completing their courses in the pre-professional students admitted to this program to achieve the Training, offered by the Athletic Training Program phase of the program. Students have at least three knowledge, skills, and competencies of an entry- (ATP), prepares students to take the Board of years to explore their career choice, complete the level athletic trainer, as well as meet the Certification (BOC) exam to enter the field as a required athletic training volunteer experience, expectations of the program’s accrediting agency certified athletic trainer (ATC®). One of only four demonstrate their academic ability and complete (Commission on Accreditation of Athletic B.S./M.S. programs offered in the United States, their prerequisite work. Training Education [CAATE]). Please refer to the the ATP is accredited by the Commission on At the end of their pre-professional course of Athletic Training Student Handbook regarding the Accreditation of Athletic Training Education study, students apply for admission into the ability to meet the technical standards. (CAATE), and provides entry-level students with professional phase of the program. Admission to Student Health Records learning experiences in the classroom setting, that the professional phase is both competitive and Students must annually present a completed are supplemented by a broad array of professional selective. A limited number of students will be LIU Health Examination Form. This includes the field experiences. admitted annually. Enrollment in the pre- requirement of providing proof of immunization, The comprehensive curriculum is divided into professional phase and meeting minimum including HBV. Please refer to the Athletic two phases: a three-year, pre-professional phase application criteria does not by itself guarantee Training Student Handbook for the specific and a two-year, professional phase. Students entrance into the professional phase of study. details, including cost, as well as the form. entering without a bachelor’s or an associate’s Application to the Professional Phase degree are required to complete the full five years All pre-athletic training candidates, LIU of study. Those holding a previous degree are students and transfer applicants seeking admission B.S. / M.S., Athletic Training required to complete two years professional phase to the program’s professional phase must: [Program Code 24403} of study, providing there are adequate credits in • Have a cumulative college grade point average Graduation Requirements liberal arts and sciences for the bachelor’s portion of at least 2.75 or better Students must satisfy the Placement, Proficiency, of the degree. • Have satisfactorily completed all prerequisite Orientation and Core Curriculum criteria outlined The expanded, two-year professional phase work in the Graduation Requirements section of this offers students the chance to take more advanced • Submit official transcripts from all colleges and bulletin. courses, train with mentors, and the opportunity to universities attended (Grades more than 10 Core Curriculum requirements for this major integrate a variety of clinical education years old cannot be accepted.) are summarized below: experiences. Students will also have the • Submit two letters of recommendation from Core Seminar 3 credits opportunity to earn additonal professional individuals involved in the field of athletic Humanities credentials including the CSCS, CES, and ISSN. training (at least one from an ATC) English Composition 3 credits At the end of the professional phase, students will • Submit a completed Athletic Training English Literature 6 credits receive a combined Bachelor of Science/Master of professional phase program application Science degree and will be eligible to sit for the • Have completed a minimum of hours of Philosophy 6 credits Board of Certification examination for Certified volunteer work experience under the Foreign Language Not Required

Page 175 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

Social Sciences EXS 540 Research Methods in 3.00 History 6 credits Exercise Science Psychology 3 credits EXS 576 Therapeutic Exercise in 3.00 Social Sciences 3 credits Athletic Training (ANT, ECO, POL, SOC) EXS 577 Therapeutic Modalities in 3.00 Science and Mathematics Athletic Training Mathematics 3-4 credits Laboratory Science 4 credits EXS 645 Sports Nutrition and 3.00 (BIO 3) Pharmacology in Sports

EXS 655 Pathology and Illness in 3.00 Sport and Physical Communication, Visual & Performing Arts Activity Speech 3 credits EXS 660 Clinical Education in 4.00 Visual & Performing Arts Not Required Athletic Training II (ART, DNC, MUS, THE) Ancillary Course Requirements: EXS 709 Clinical Education in 5.00 Must complete the following science courses. Athletic Training III

BIO 137 Human Anatomy and 4.00 EXS 710 Organization and 3.00 Physiology I Administration in Athletic BIO 138 Human Anatomy and 4.00 Training Physiology II EXS 711 Clinical Education in 4.00 CHM 3X General Chemistry 4.00 Athletic Training IV EXS 721 Seminar: Current Issues 3.00 Choose one of the following Math courses. and Topics in Athletic MTH 100 Introductory Statistics 3.00 Training PSY 150 Statistics in Psychology 3.00 Credit and GPA Requirements PHY 20 The Physical Universe 4.00 Minimum Total Credits: 158 Minimum Liberal Arts and Sciences Credits: 64 Major Requirements Elective Credits: 27 Must Complete All Undergraduate Courses Minimum Major AT Credits Undergraduate: 27 Below. Minimum Major AT Credits Graduate: 40 SPS 143 Responding to 3.00 Minimum Credits of Courses > 100 Level: 48 Emergencies in Sport and Ancillary Course Requirements: See Above Physical Activity Minimum Major GPA: 2.75 SPS 144 Principles of Taping, 2.00 Minimum Overall GPA: 2.75

Bracing and Protective Athletic Equipment

SPS 147 Concepts in Athletic 2.00 Training

SPS 151 Functional Kinesiology 3.00

SPS 152 Exercise Physiology I 3.00

SPS 162 Introduction to Clinical 3.00 Education in Athletic Training

SPS 172 Clinical Assessment of 4.00 the Lower Extremity

SPS 173 Clinical ssessment of the 4.00 Head, Neck & Upper Extremity

SPS 189 Basic Biomechanics and 3.00 Motion Analysis Must Complete All Graduate Courses Below. EXS 507 Corrective Exercise 3.00 Specialist Prep

EXS 508 Strengh and Conditioning 3.00 Certification Preparation

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 176 LIU Brooklyn

Exercise Science Courses Strength and Conditioning Association (NSCA). EXS 527 Grant Writing for Health and Fitness Credits: 3 Professionals Every Fall This course will provide an introduction to the EXS 500 Personal Training Certification basic skills, principles, and techniques of successful Preparation EXS 510 Nutrition and Wellness in Physical grant writing. Students completing the course will This course will provide students with the most Activity work to gain an understanding of fundamental current state-of-the art fitness education. Students A course designed to expose students to basic components of a grant proposal such as the abstract will be expected to have a firm grasp of the theories concepts of nutrition for non-athletic and athletic or summary, background and significance, specific and facts involved with practical fitness testing and populations. Students will be introduced to daily aims/goals and objectives, project design and programming. Students will apply this information requirements for macro-nutrients and will also methods, sustainability, assessment, broader in a practical setting through the performance of analyze a nutritional recall. Emphasis is also placed impacts, budget, and budget justification. Students laboratory exercises. Each lab will address the on current nutrition and exercise guidelines will further learn how to locate available funding knowledge and skills that a fitness professional essential for a healthy quality of life. This course opportunities from Federal and private institutions, must possess to safely implement effective fitness has an additional fee. focus on skills needed to develop competitive grant programs. Students will be prepared to take Credits: 3 proposals and finally prepare a complete grant personal training certification exam offered by the Every Fall proposal to an agency of their choice. If the

National Academy of Sports Medicine (NASM). student is planning to continue their education EXS 518 Technology in Health and Disease This course has an additional fee. onto the doctoral level in any biomedical related This course will explore the use of new devices and Credits: 3 discipline will be encouraged to submit to the NIH technologies currently utilized to monitor, assess, Every Fall, Spring and Summer Ruth L. Kirchstein MRSA Service Award. and evaluate healthy and disease states. Students Applications will be reviewed prior to submission will learn the theory behind the engineering of such EXS 501 Exercise Physiology in Chronic Disease I by a mixed board of internal and external reviewers devices as heart rate monitors, pedometers, A course designed to provide students with an in- to enhance competitiveness of applications and to accelerometers, and automated systems. Students depth understanding and appreciation of the effect provide feedback for further development of a will also have the opportunity to experience these of exercise in chronic illness. Class activities include competitive application. items in real-time setting. theory-based lectures; group case studies and role- Credits: 3 Credits: 3 play using standardized patients. Students will learn On Occasion how to analyze and interpret exercise and medical On Occasion data as it relates to disease, and prescribe EXS 530 Adapted Physical Activity for Individuals EXS 520 Program Design in Adapted Physical appropriate exercise parameters. This course has an with Autism Activity additional fee. This course provides students with the opportunity An examination of the methods and techniques Credits: 3 to learn applied behavior analysis (ABA) and its applicable to the planning and design of Every Fall and Spring application to teaching exercise and fitness skills to individualized adapted physical activity and daily people with autism. Topics include exercise living programs for people with developmental EXS 507 Corrective Exercise Specialist (CES) physiology adaptations of balance, coordination, disabilities. Skills are developed in designing rubric Preparation strength and endurance, task analysis of exercises, assessments, data collection, identification of This course is designed to enable fitness prompting continuum, environmental equipment appropriate goals and objectives, task analysis, professionals to expand their knowledge and and instructional modifications, reinforcement, modification of equipment and activities, picture abilities in human movement science. Students discrete trial communication and rubrics rehearsals, prompts and program evaluation. develop an expertise in injury prevention and assessment of exercise skills. Credits: 3 recovery working with deconditioned and Credits: 3 conditioned populations. Specifically students On Occasion Every Spring learn the movement assessment process using the EXS 524 Exercise and Fitness for Special Functional Movement Screen, gait analysis etc., and EXS 535 Field Experience I Populations develop an individualized correct exercise program. An opportunity for the student to gain experience This course provides didactic and practical Common conditions include low back pain, ACL in his or her chosen track by spending a minimum experiences in developing exercise programs for injuries and muscle imbalance. The course of 125 hours at a public or private organization. individuals who have a specific disability or health prepares students for the well-recognized NASM Students will be placed in areas related to their limitation including aging, arthritis, diabetes, Corrective Exercise Specialist (CES) exam. This selected track: Exercise Physiology and Sports intellectual disabilities, spinal cord injuries and course has an additional fee. Nutrition, Strength and Conditioning, or Fitness asthma. This course covers applied methods of Credits: 3 for Special Populations. exercise prescription for individuals who require Every Fall The pre-requisite of EXS 501 is required. adaptations and modifications to an exercise Credits: 3 program. This course covers a brief summary of the EXS 508 Certified Strength and Conditioning Every Semester Specialist (CSCS) Preparation physiology and pathophysiology of each condition, This course covers topics such as sports physiology, selected research on each disability or health EXS 540 Research Methods in Exercise Science sport specific conditioning and training, exercise condition and translation of the research in An introduction to various types of research designs physiology, instructional techniques, pediatric practical exercise guidelines and functional fitness and statistical methods relating to physical activity sports, functional movement training and activities to facilitate effective program within the disciplines of exercise physiology, fitness developing balance, mobility, agility, speed, strength development. Class activities will include theory- for special populations, strength and conditioning, and power of an athlete. Students will learn based lecture and practical experiences in the and athletic training. The student also learns to program design variables for improving these areas. functional training lab. work with basic statistical research in the Students will be prepared to sit for the CSCS Credits: 3 formulation of the various study designs. The Certification exam administered by the National Every Fall and Spring student is able to apply the above to solve a

Page 177 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 particular research problem in their respective EXS 591 Entrepreneurship in Fitness and Health the basic components of fitness and their relation profession. This course aims to provide the student with a to assessment and evaluation of athletes, non- Credits: 3 hands-on introduction to the venture creation athletes and special populations. This course will Every Fall and Spring process of business with a strong influence and consist of a strong practical component where direction toward fitness/wellness entrepreneurship. under the supervision of a faculty member, students EXS 545 Field Experience II This course is designed for a variety of student develop a model program of exercise prescription An opportunity for the student to gain additional interests and backgrounds. It directly addresses the focused on current recommendations for fitness experience in his or her chosen track by spending a concerns of students wanting to become and health, emphasizing metabolic equations set minimum of 90 hours at a public or private entrepreneur in the future. This course will take the forth by governing bodies such as the American institution. Students will be placed in areas related student from the innovation stage to the expanding Heart Association and the American College of to selected track: Exercise Physiology and Sports or ending the venture. Sports Medicine. This course is appropriate for Nutrition, Strength and Conditioning, or Fitness Credits: 3 students interested in clinical work upon for Special Populations. Alternate Spring graduation. Credits: 3 Credits: 3 Every Semester EXS 592 Physiology of Exercise for Healthy and Every Spring Aging EXS 560 Sports Psychology This course applies the science of exercise EXS 645 Sports Nutrition and Pharmacology in This course will enable students to apply the basic physiology to an analysis of the aging process. It Sports principles of sport psychology directly to identifies the positive effects that regular exercise This course will cover content related to competitive athletes. By understanding the and physical activity have on longevity, delaying pharmacology and supplementation and is designed relationship between sport psychology and athletic specific diseases, decreasing morbidity and to meet specific athletic training competencies in performance, students will be better prepared to increasing quality of life. Course content focuses pharmacology. Course content will provide achieve professional goals in the areas of coaching, on three groups found in the aging and health students with a strong foundation in the area of exercise science and strength and conditioning for spectrum; average aging individuals, frail elderly sports nutrition and supplementation. The impact athletes. and master athletes. of supplementation, nutrition and pharmacological Credits: 3 The pre-requisite of EXS 524 is required. agents on athletic performance will be discussed. Every Spring Credits: 3 The content of this course is designed to equip

Alternate Spring students with the knowledge, skills and abilities EXS 576 Therapeutic Exercise in Athletic necessary to become certified sports nutritionists via Training EXS 600 Exercise Physiology in Chronic Disease the International Society of Sports Nutrition A review of the knowledge and skills in therapeutic II (ISSN). Course activities will include current topic exercise required of the entry-level athletic trainer, Lecture topics in this course will focus on debates, theoretical concepts and analysis of current including planning, implementing, documenting, pathophysiological content related to chronic research in the areas of pharmacology and sports and evaluating the efficacy of therapeutic exercise disease. Students will learn how to apply testing and nutrition. programs for the rehabilitation/reconditioning of training techniques used in chronic disease Credits: 3 injuries and illnesses of the physically active. populations through role play and simulated Every Spring The pre-requisite of HS 577 is required or environments. The latest concepts of the role of permission exercise, fitness, and physical activity on diseases EXS 650 Cardiopulmonary Health and Disease Credits: 3 such as asthma, type II diabetes, obesity, heart This course is designed to provide the student with Every Spring failure, osteoporosis, and aging will be discussed. a basic understanding of current topics in

There will also be a laboratory focus on diagnostic cardiovascular health, the pathophysiology of EXS 577 Therapeutic Modalities in Athletic testing (e.g., ECG) in chronic conditions (i.e., disorders limiting exercise, the significance in Training asthma, COPD, CAD). athletes and those with such conditions/disease, A review of the knowledge and skills in therapeutic The pre-requisite of EXS 501 is required. and management of these disorders through modalities required by an entry-level athletic Credits: 3 exercise and nutrition. Topics to be addressed trainer, including planning, implementing, Every Spring include, cardiomyopathies, ischemia, infarction, documenting, and evaluating the efficacy of the coronary artery disease, valvular diseases, peripheral modalities used in the treatment and rehabilitation EXS 615 Performance Enhancement Specialist arterial diseases, and atheroslcerosis. Special topics of injuries/illnesses of athletes. Preparation to be covered include; the affects of obesity, The pre-requisite of SPS 173 is required or Students will learn progressive integrated training metabolic syndrome, diabetes mellitus, and permission of the Division. techniques and programs to enable athletes to endocrine disorders on the cardiovascular systems. Credits: 3 perform at the highest level. Utilizing National Additionally an emphasis on the affects of nutrition Every Fall and Spring Academy of Sports Medicine (NASM) optimum and exercise on cardiovascular health and disease performance training methodology, students will EXS 581 Psycho-Social, Cultural and Political will pervade each discussion and will be also learn how to individualize training programs and Aspects of Disability addressed as independent topics. deliver consistent results in performance This course examines basic principles and The pre-requisite of HS 501 is required. enhancement and reconditioning. Additional philosophies of disability in relationship to Credits: 3 course fees will cover review materials and institutionalization, normalization, inclusion, Every Fall registration for the NASM PES Certification exam. diversity and disability rights movement, Credits: 3 EXS 652 Overview of Diagnostic Testing employment, government policies and international Every Spring Students will be introduced to theoretical and perspectives. practical aspects of diagnostic testing, including x- Credits: 3 EXS 620 Analytical Approach to Exercise ray, MRI, CT Scan, Cardiopulmonary testing, On Occasion Prescription electrocardiography. Class discussions will focus on Students will undergo informative discussion on

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 178 LIU Brooklyn the use of these tools and their impact in medicine will be assigned to a Preceptor in a clinical situation site (minimum of 200 hours) and the standard in past, present, and future. according to each individual plan of study. The meeting times listed in the schedule of classes. Credits: 3 focus of this course will be on the collection of Open only to Athletic Training Students. On Occasion knowledge, skills, and values required of the entry- The pre-requisite of EXS 661 is required. level Certified Athletic Trainer to plan, implement, Credits: 3 EXS 653 Advanced Laboratory Techniques in document, and evaluate the efficacy of therapeutic Every Fall Exercise Physiology rehabilitation program for injuries and illnesses of An exploration of new techniques to test the limits the physically active. Open only to the Athletic EXS 710 Organization and Administration in of exercise science. Students will participate in class Training Students. This course requires additional Athletic Training discussions related to venous occlusion time at the clinical site (minimum of 200 hours) in This course will cover the organization and plethysmography, isokinetic assessment, and lactate addition to class meeting schedule. administration of an athletic training facility. threshold testing. Practical applications in the The pre-requisites of EXS 577 and 660 are Review of topics include: written and electronic laboratory will allow for students to experience first required. medical record keeping, medico-legal aspects, hand, how these techniques can be used by an Credits: 3 preparation of budgets, purchasing, facility design, exercise physiologist for teaching and research Every Spring personnel management, public relations, liability purposes. and health insurance. The pre-requisite of EXS 501 is required. EXS 670 Research in Health, Exercise and Sport: Credits: 3 Credits: 3 Reading Between the Lines Every Fall Every Fall Past and current literature in health, exercise and sport will be discussed. Didactic and practical EXS 720 Neuroscience and Exercise EXS 655 Pathology and Illness in Sport and experience will encourage students to inquire as to A study of the gross and microscopic structures and Physical Activity what is truth and what is fluff. Students will also functions of the human nervous system, including The study of disease processes associated with a learn the techniques and process of writing a the spinal cord and peripheral and autonomic variety of systems of the human body including, but research paper, specific aspects such as nervous systems as the they pertain to physical not limited to cardiovascular, neurological, introduction, methods, results and discussion will activity and disease. Laboratory examinations of musculoskeletal, gastrointestinal, renal, hepatic, be explored. human models are offered. A sequence of lectures and respiratory systems. Special emphasis is placed The pre-requisite of EXS 540 is required. is given with laboratory work. on the relationship between a variety of such Credits: 3 Credits: 3 diseases and how they may affect human On Occasion On Occasion performance and rehabilitation. Demonstration and laboratory reinforced material presented in EXS 700 Biomechanics of Human Performance EXS 721 Seminar: Current Issues and Topics in lecture. The use of recently developed instrumentation to Athletic Training Credits: 3 study applied anatomy and kinesiology of the Students will participate in and lead discussions Every Spring human body. Analyses of normal and pathological regarding current issues and topics (legislature, conditions are studied and compared with insurance, credentialing, etc.) in Athletic Training. EXS 660 Clinical Education in Athletic Training emphasis on biomechanics of human performance. It is designed to meet specific athletic training II Demonstration and laboratory reinforce material competencies in professional development. This course requires the student to apply their presented. Recommended background in physics Students will also be required to develop healthcare knowledge in a hands-on, practical environment and kinesiology. educational programming specific to a target suitable for athletic training student. Each student Credits: 3 audience (i.e. poster presentations, lecture, etc.) in a is assigned to a Preceptor in a clinical situation Every Spring professional forum. according to each individual plan of study. The Credits: 3 focus of this course is on the head, neck, and spine, EXS 705 Individual Problems Every Spring as well as the upper extremity, including the The course provides an opportunity to select and shoulder, elbow, forearm, wrist and hand. research a topic of interest. The student must EXS 746 Multidisciplinary Approaches to Autism Additionally, the student will be responsible for present and orally defend his or her research This course will review autism spectrum disorders skin condition recognition. The student is findings. (ASD). There will be an emphasis on etiology, responsible for the recognition, evaluation, and Credits: 3 symptomology (i.e., social, communicative, motor, immediate care of athletic injuries to this region, Every Fall, Spring and Summer and stereotypical issues), identification, and while under the direct supervision of a qualified appropriate supports for individuals with autism. certified athletic trainer/Preceptor. This course EXS 709 Clinical Education in Athletic Training The National Autism Council National Standards requires additional hours (minimum of 150 hrs) in IV Project Report will be reviewed and discussed as a the clinical setting in addition to the standard An opportunity for the student to apply his or her basis for developing evidence-based practice meeting times listed in the schedule of classes. This knowledge in a hands-on, practical environment guidelines in working with individuals with ASD. course has an additional fee. Open only to Athletic suitable for athletic training student. Each student Students will have an opportunity to be exposed to Training students. will be assigned to a Preceptor in a clinical situation current research regarding ASD, as well as current The pre-requisite of SPS 165 and 173 are required. according to each individual plan of study and legal issues, legislations and movements that define Credits: 4 fulfill all exposure requirements. The focus will be current practice in the field. Every Fall on the collection of knowledge, skills, and values Credits: 3 required of the entry-level Certified Athletic Cross-Listings: CSP 746, EXS 746 EXS 661 Clinical Education in Athletic Training Trainer to plan, implement, document, and On Occasion III evaluate the efficacy of therapeutic modality This course will require the students to apply their programs for the rehabilitation/ reconditioning of EXS 750 Alternative Therapies in Health knowledge in a hands-on, practical environment injuries to and illnesses of the physically active. A course designed to expand the knowledge of suitable for athletic training students. Each student This course requires additional hours at the clinical sports medicine practitioners in alternative

Page 179 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 approaches to health care. Students have the opportunity to learn and experience specific hands- on techniques used to enhance sports performance and activities of daily living. The students will be introduced to alternative modalities including Acupuncture, Herbal Medicine, Massage Therapy, Qui Kung exercise, Meridian Therapy and the concept of Yin-Yang. A review of both old and new case studies are used throughout the course to illustrate advances in the field of sports medicine. Credits: 3 On Occasion

EXS 798 Research Thesis I Students choosing this option will select a research topic in their field of study in consultation with a faculty advisor. Students enrolled for Thesis I will complete a written thesis proposal for faculty to review. The proposal should include the purpose, hypothesis, methodology and literature review. Implementation of their proposed research is contingent upon faculty and IRB approval. This course has an additional fee. Pass/Fail. Credits: 3 On Demand

EXS 899 Research Thesis II Students enrolled in this course will complete their research begun in Thesis I and writing a dissertation and oral defense. Issues regarding the statistical analyses and interpretation of research findings are of primary concern. The completion of the thesis is contingent upon faculty approval and meeting university guidelines for thesis submission. This course has an additional fee. Pass/Fail. Credits: 3 On Demand

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DEPARTMENT OF from disability and the aging process, focus on www.liu.edu/Brooklyn/Admissions. Upon illness and injury prevention, and promote healthy acceptance students need to complete 64 pre- OCCUPATIONAL THERAPY and satisfying lifestyles for people of all ages. requisites and then apply for the professional Our faculty is actively involved in promoting phase of the program (please see details below). In Chairperson: Supawadee Cindy Lee, Ph.D., community health and wellness through funded order to maintain status as a pre-occupational OTR/L, Assistant Professor research and programs assisting people to achieve therapy candidate and to apply to the professional Academic Fieldwork Coordinators: Dale Coffin, their highest level of functioning within the phase of the program, students must maintain a M.S., OTR/L, Assistant Professor; Michelle context of their own communities. Our students minimum cumulative grade-point average of 3.0 in Collins, M.S., OTR/L are involved in these activities as part of their liberal arts and sciences courses. Grades below Associate Professors: Michael Saraceno, M.A., training since their first year in our program. Using a C - are not acceptable in prerequisite courses. OTR/L, CHT; Doris Obler, Ph.D. M.S.W., OTR/L a variety of teaching methods and the integration Please note that LIU pre-occupational therapy Assistant Professors: Marta Daly, MA, OTR/L; of technology in the coursework, our students students do not automatically enter the Lisa Gordon-Handler, MA, Ph.D., OTR; develop a comprehensive understanding of professional phase of the program. All students go Evening/Weekend Program Coordinators: Holly practice and build their research skills. Embedded through the application and selection process Wasserman, M.S. OTR/L Associate Professor in our curriculum are activities that enhance outlined below. Adjunct Faculty: 17 students’ communication and critical thinking Application and Selection Process for College The Occupational Therapy Program offers a skills contributing to personal and professional Students and Graduates: dual B.S./M.S. degree. It is designed to educate growth. Our students are prepared for successful The Department of Occupational Therapy entry-level occupational therapists whose skills clinical careers and leadership roles within their accepts transfer students with or without a degree. and training prepare them to practice competently professional community. Pre-OT and/or other majors (LIU) students can in the rapidly changing urban health care ADMISSIONS apply directly to the Department of OT at LIU (no environment and to equip patients and clients with Our program presents an excellent opportunity OTCAS application is necessary). All students are skills for the workplace and for home. The for high school students who want to pursue a required to submit 3 recommendation letters, occupational therapy curriculum offers students degree in occupational therapy. High school personal statement, verification of a minimum of the opportunity to focus on individual professional students can complete a B.S./M.S. degree in 50 hours of observation or volunteer work with a growth, to participate in community-service Occupational Therapy in 5 years (2 years for the licensed occupational therapist; 50 hours is the learning, to refine cultural sensitivity and practice completion of the pre-requisites and 3 years for the minimum requirement and should be completed by skills, to use health promotion in community professional phase of the program). Our program the application deadline. It is recommended that settings, to utilize activity to promote health and also presents a great opportunity for college candidates engage in more than the minimum independence, and to develop the skills required to students and college graduates with a degree in hours and in more than one setting. . Admission treat the whole person. another field who want to pursue a career in application and reference letter forms can be The Occupational Therapy Program is approved occupational therapy. obtained from the OT Department (2nd Floor, by the New York State Education Department and Students seeking the entrance into health and Pratts Building, Room 224, 718-780-4508).00000 the Accreditation Council for Occupational human service professions should be aware that Transfer students need to apply via the OTCAS Therapy Education. Occupational therapy is an the presence of a criminal record can result in the system: www.otcas.org. If you choose this system upper-division professional program, spanning refusal of licensing/certification/registration you do not need any additional applications or three years of full-time professional academic agencies to issue the credential needed to practice documents other than what the OTCAS requires. courses and clinical work that is integrated with in the field of study. Prospective students are Please follow the directions that the OTCAS several community-service learning experiences. urged to contact the pertinent state and/or federal system provides and complete their on-line The professional phase of the program also may be licensing board to inquire whether a criminal application. Our department has direct access to completed on a part-time basis over four years. record will have an impact on your eligibility to those records. Students must complete the liberal arts and obtain licensure or certification. A criminal 1. Students are required to provide the following sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may items when submitting their application, or your of sciences, humanities and social sciences, before impede licensure in New York State. Students who application cannot be processed. entering the professional phase of the program; a have had a prior conviction are advised to contact • 3 letters of recommendation minimum of 64 credits in the liberal arts and NBCOT (www.nbcot.org) for clearance before • Your application will not be considered sciences for the baccalaureate degree are required. beginning their academic program. For a fee, complete until all three reference letters are Occupational therapy is a vital health-care and NBCOT will review the circumstances which led on file with OTCAS by the deadline rehabilitation profession whose practitioners help to a conviction and the individual’s personal • We REQUEST that letters of clients to develop or restore and sustain the highest record and render a decision concerning whether recommendation be completed by people quality of productive life to persons recovering or not the individual would qualify to work as an who know you well; for example, college from illness or injury. Occupational therapy is the occupational therapist. professors, academic counselors, and/or therapeutic use of self-care, work/productive tasks Application Policies and Procedures employers and by at least one occupational and play/leisure activities to increase independent Both high school graduates and college transfer therapist. function, enhance development and prevent students may apply for admission to the • Personal Statement disability. The term occupation refers to activities Occupational Therapy Program, to which the • In your personal statement explain your that are meaningful to the individual within the following criteria apply: career goals, your interest in occupational environments in which the person lives and Application Process for High School Students: therapy, past work/volunteer experience that functions. Occupational therapy promotes healthy Students must have a minimum high school is relevant, and if there is a specialized area lifestyles, prevents disability and facilitates active average of 85 and a minimum combined of occupational therapy that interests you participation through occupation. It includes Scholastic Aptitude Test score of 1000 to apply as most. You may also wish to describe your adapting tasks and the environment to maximize a pre-occupational therapy candidate. They need to experience with illness and disability, independence and quality of life. Occupational apply using the LIU main application system from whether the experience is your own or that therapists help people adapt to changes resulting our Admissions office: of a family member or close friend.

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• Verification of a minimum of 50 hours of Physiology (Bio 132 or Bio 3 credits English Composition 6 credits volunteer work with a licensed occupational 138) and/or Literature therapist.50 hours is the minimum requirement Finite Math (Math 16) 3 credits Intro Sociology or 3 credits and should be completed by the application Anthropology deadline. It is recommended that candidates Statistics (Math 100, 3 credits engage in more than the minimum hours and in Psy 150) *39 credits more than one setting. We are requiring that General (Psy 3) 3 credits *The total prerequisite credit requirement for entry verification of these hours are provided. Psychology into the program is *64 credits. Completion of the OTCAS has a function that allows applicants to 25 additional required prerequisite credits of have their hours verified by either uploading a Developmental (Psy 107) 3 credits Liberal Arts or Science course work must be document or electronically requesting Psychology evident on your transcript. Computer Science, verification from the OT. Please make sure Abnormal (Psy 110) 3 credits Education, and Physical Education courses are not verification is submitted for all hours for Psychology acceptable for completion of the Liberal Arts and consideration. Science requirement. All prerequisite course work English (Eng 16) 3 credits must be completed prior to initiation of Composition • Curriculum Vitae professional phase course work. INTERVIEW Core Seminar (formerly 3 credits For more information about our program visit 2. Due the competitive nature of the program, Eng 17) our website: unfortunately, only eligible students will be invited www.liu.edu/Brooklyn/Academics/Schools/SHP/ English (Eng 61-64) 6 credits for an interview. The following criteria will be Dept/Occupational-Therapy Literature considered to determine eligibility for an Academic Standards interview: Intro Sociology 3 credits Once accepted into the Occupational Therapy • Meeting application deadline with a verified or Program, students must maintain a cumulative application Anthropology professional-phase grade point average of at least • Cumulative GPA as well as Science GPA 3.0 each semester. Students also must meet History (His 1, 2) 6 credits • Volunteer experience and extracurricular standards of professional behavior with faculty, activities Philosophy (Phil 61, 62) 6 credits peers and clinical instructors. Upon completion of • Writing competency (personal statement, the curriculum, students are awarded a dual Oral Commun- (Spe 3) 3 credits curriculum vitae) Bachelor of Science/Master of Science Degree in ication • Letters of recommendation Occupational Therapy and are eligible to take the The Department of Occupational Therapy Liberal Arts 4 credits NBCOT exam. publishes the application deadline on the Occupational Therapy Curriculum *64 credits website. All students accepted begin the program The Occupational Therapy Program curriculum in the fall semester of each academic year. All includes 122 credits in the professional phase of prerequisite courses and volunteer work must be * Each Applicant is required to complete an the program. Occupational therapy course completed prior to entering the program in additional 4 credits of Liberal Arts or Science offerings provide 23 credits of basic and medical September. We encourage students to meet with course work and will accept OS 1 for one credit science classes, 82 credits in occupational therapy faculty in the Department of Occupational Therapy and 3 credits from an elective course. Computer theory and practice, and 17 credits of clinical to prepare their application and to make sure that Science, Education, and Physical Education education. prerequisites are completed. courses are not acceptable for completion of the The developmental nature of our curriculum Pre-requisites Liberal Arts and Science requirement. The total # allows students to be introduced, practice and College students wishing to transfer into the of prerequisite credits required for graduation is * master, core competencies pertaining to the professional phase of the program must have a 64 credits. All prerequisite course work must be clinical practice of Occupational Therapy. The minimum cumulative grade point average of 3.0. completed prior to initiation of professional phase curriculum is brought to life through organizing A 3.0 minimum cumulative grade point average is course work. strands, which serve to infuse the mission and also required in both liberal arts and sciences Prerequisite Courses for LIU Graduates and philosophy of the program into each course. The courses. An average GPA of 3.0 in the four Transfer Students With a Degree (Associate or courses are organized into sequences that aim to biology pre-requisite courses is preferred (BIO 3, Bachelor Degree) gradually enable students' learning and 4, 131 or 137, 13 or 138). Science grades more General Biology 8 credits professional competency. than 10 years old are not acceptable. Official (with lab) The organizing strands for the curriculum are: transcripts from all colleges and universities 1. Clinical reasoning/evidence-based Anatomy 4 credits attended are required. practice/research (with lab) Below are the prerequisite courses for current 2. Engagement in meaningful occupation LIU students, LIU graduates, and transfer students Physiology 3 credits 3. Health promotion, prevention and wellness from other colleges/universities: 4. Professional socialization/community service Algebra 3 credits Prerequisite Courses for LIU Students and The occupational therapy program will allow you Transfer Students Without a Degree Statistics 3 credits to: Biology (Bio 1 or 3, 2 8 credits • Focus on your individual professional growth General Psychology 3 credits (with lab) or 4) and development Developmental 3 credits • Participate in community service learning Anatomy (Bio 131 or Bio 4 credits Psychology • Enhance cultural sensitivity and practice skills (with lab) 137) • Use health promotion in community settings Abnormal Psychology 3 credits • Develop skills to treat the whole person

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including physical, cognitive and psychosocial health care settings, and develop your professional needs competence. B.S./M.S. in Occupational • Use purposeful activity to promote health and The clinical practice component begins with a independence ten week clinical experience in the fall of the Therapy

• Prepare for a successful career and leadership second professional year. The following clinical roles within the Occupational Therapy practice experiences gradually become more B.S. / M.S., Occupational Therapy profession. demanding and varied in nature. The program {Program Code: 21843] Students spend their first year completing 72 concludes in clinical internships with a minimum Graduation Requirements hours of community service that introduces them of 28 weeks in the fall/spring/summer semesters of Students must satisfy the Placement, Proficiency, to service learning experiences related to life-span your final graduate year at LIU Brooklyn (at which Orientation and Core Curriculum criteria outlined development and understanding of occupations. time students will be responsible for providing all in the Graduation Requirements section of this During the second of the curriculum students occupational therapy services to their own bulletin. participate in an enriched clinical component caseload, under the supervision of licensed Core Curriculum requirements for this major (Fieldwork I) that includes several supervised part- occupational therapists). are summarized below: time experiences with clients and patients of all Many of our clinical/field experience affiliates Core Seminar 3 credits ages, located in a variety of medical, educational now require the completion of criminal Humanities and community-based organizations. In the third background checks and/or drug testing for English Composition 3 credits year, students participate for seven months in full- employees, volunteers and students affiliated with English Literature 6 credits time fieldwork (Fieldwork II) that includes 3 the site. Therefore, the LIU Brooklyn students who Philosophy 6 credits rotations of 8-10 or 12 weeks in a variety of plan to participate in a clinical/field experience Foreign Language Not Required clinical, educational, or community settings (focus may be asked to undergo a criminal background is on: mental health, physical disabilities, check and/or drug screen. A criminal conviction Social Sciences pediatrics). Students also have the unique and/or the use of illegal drugs may impede or bar History 6 credits opportunity to design and implement a four-credit your entry into your chosen field of study. Psychology 3 credits research project in which they conduct a faculty Students desiring entrance into the School of Social Sciences 3 credits mentored research project. Health Professions should be aware that our (ANT, SOC) Community Service clinical/field affiliates can reject or remove a Science and Mathematics Students will be prepared to ultimately work in student from the site if criminal record is Mathematics 3 credits the urban environment, which presents unique discovered or if a drug test is positive. In the event Laboratory Science 7-8 credits challenges to health care provision. Consistent that a student is rejected from a clinical/field site with the mission of LIU Brooklyn to provide due to information contained in the criminal Communication, Visual & Performing Arts service to the community, occupational therapy background check, or drug screen, you may be Communication 3 credits students will participate in the Common Ground, a unable to complete a required clinical/field Visual & Performing Arts Not Required unique community service-learning program experience. If you are unable to complete program (ART, DNC, MUS, THE) sponsored by the university. The curriculum requirements, you may be advised to withdraw Ancillary Requirements: Must complete both emphasizes the importance of community service from the program. courses learning, cultural competence and the relationship Accreditation PSY 107 Developmental 3.00 of the environment to health and illness. It is The Occupational Therapy program is Psychology I critical that students have early and consistent accredited by the Accreditation Council for exposure to the community facilitated through Occupational Therapy Education (ACOTE) of the PSY 110 Abnormal Psychology 3.00 developmental learning activities. The community- American Occupational Therapy Association Must complete one of the following courses based learning experiences will foster a deep (AOTA) located at 4720 Montgomery Lane, P.O. MTH 100 Introductory Statistics 3.00 appreciation of the broad spectrum of social, Box 31220, Bethesda, MD 20824-1220; (301) cultural, political, and economic forces that shape 652-AOTA. The program is registered with the PSY 150 Statistics in Psychology 3.00 this environment and influence the individual in New York State Education Department. Graduates Occupational Therapy Pre-Professional his/her daily activities and valued occupations. will be eligible to sit for the national certification Science Requirements During the course of the curriculum, students examination by the National Board for Choose 1 of the following: will have three placements in the community, and Certification in Occupational Therapy (NBCOT). BIO 131 Human Anatomy 4.00 will participate in a capstone project in which they After successful completion of that examination, will develop a research project that promotes the individual will be an Occupational Therapist BIO 137 Anatomy and Physiology 4.00 occupational therapy in a community setting or Registered (OTR). Most states require licensure in I emerging practice area. This project will order to practice; however, state licenses are Choose 1 of the following: contribute to the goal of the occupational therapy usually based on the results of the NBCOT BIO 132 Human Physiology 3.00 educational program to prepare students who can Certification Examination. effectively work in traditional and nontraditional BIO 138 Anatomy and Physiology 4.00

II settings (including health, social, and community agencies addressing health promotion, disease Occupational Therapy Professional Phase prevention and rehabilitation needs). Requirements Fieldwork Education Occupational Therapy Professional Phase Year Clinical practice constitutes an integral part of 1 Requirements the course of study. It provides an excellent opportunity for students to acclimate themselves to OT 100 Introduction to 2.00 the health care setting, practice selected aspects of Occupational Therapy occupational therapy, observe various types of

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OT 106 Therapeutic Skills 1: 2.00 OT 215 Fieldwork Level I: 1.00 Credit and GPA Requirements Interpersonal Skills Physical Disability Minimum Total Credits: 150 Practice: Adolescents and Minimum Liberal Arts and Sciences Credits: 64 OT 110 Human Development and 3.00 Adults Minimum Major Credits Undergraduate: 84 Occupation 1: Pediatrics Minimum Major Credits Graduate: 33 OT 303 Skills for Living 3: Self 3.00 OT 111 Human Development and 2.00 Minimum Credits of Courses > 100 Level: 48 Care Occupation 2: Ancillary Course Requirements: See Above Adolescence/Adults OT 306 Therapeutic Skills 3: 2.00 Minimum Major GPA: 3.0 Teamwork and Minimum Overall GPA: 3.0 OT 112 Human Development and 2.00 Leadership Occupation 3: Geriatrics OT 320 Theory 3: Comprehensive 4.00 OT 119 Anatomy - Kinesiology 5.00 Models and Mental OT 120 Theory 1: Introduction 2.00 Health Sets of Guidelines for Practice OT 121 Medical Conditions 1: 3.00 Physical Disabilities in OT 330 Practice 1: Mental Health 5.00 Adolescents, Adults and - Adolescents, Adults and Geriatrics Geriatrics

OT 129 Kinesiology 2 4.00 OT 420 Theory 4: Physical 5.00 Disabilities Sets of OT 140 Neuroscience 5.00 Guidelines for Practice OT 201 Professional 2.00 OT 430 Practice 2: 5.00 Development 1: Neurorehabilitation Occupational Therapy Adolescents, Adults and Student Academic Geriatrics Experience OT 431 Practice 3: Orthopedic 4.00 OT 202 Professional 1.00 Rehabilitation and Development 2: Orthotics: Adolescents Communication Skills Adults and Geriatrics OT 203 Professional 1.00 OT 432 Practice 4: Medical and 2.00 Development 3: Surgical Rehabilitation: Advocacy and Disability Adolescents Adult and Perspectives Geriatrics OT 206 Therapeutic Skills 2: 3.00 OT 506 Therapeutic Skills 5: 2.00 Group Process Technology and Assistive OT 220 Theory 2: Learning 2.00 Devices Theories Applied to Occupational Therapy Professional Phase Year Practice 3 Requirements OT 301 Skills for Living 1: Play 3.00 OT 510 Level II: Fieldwork I 5.00 and Leisure OT 511 Level II: Fieldwork II 5.00 OT 302 Skills for Living 2: Work 3.00 OT 512 Level II: Fieldwork III 4.00 Occupational Therapy Professional Phase Year 2 Requirements OT 513 Level II: Fieldwork IV 2.00 (Elective) OT 122 Medical Conditions 2: 3.00 Mental Health in OT 520 Theory 5: Research 3.00 Adolescents, Adults and OT 533 Medical Sciences 3: 3.00 Geriatrics Clinical Conditions in OT 200 Fieldwork Level I: 1.00 Pediatrics Geriatric Practice OT 535 Fieldwork Level I: 1.00 OT 205 Professional 1.00 Practice 3: Pediatrics Development 5: Health OT 620 Theory 6: Research 2.00 Promotion Proposal Development OT 210 Fieldwork Level I: 1.00 OT 720 Theory 7: Community 2.00 Mental Health Practice: Practice Education and Adolescents and Adults Health Promotion

OT 820 Theory 8: Community 4.00 Practice Research Project

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 184 LIU Brooklyn

Occupational Therapy Courses and development including the family, the social process of adaptation in elders. and physical environment, daily life experience, and The pre-requisite of OT 111 is required. the unique individual characteristics of the child Credits: 2 OT 100 Introduction to Occupational Therapy will be incorporated throughout the course. The Every Summer Introduction to the profession of occupational role of the occupational therapist in prevention and therapy including the history, philosophy, promotion of health and well being with pediatric OT 119 Anatomy - Kinesiology knowledge, skills and attitudes reflective of past, populations will be introduced. Through volunteer This course is an in depth study of the human body current and future practice. The course content work in a community service agency, students will structure, functions and abnormal motion, with introduces students to the nature of theory and the have opportunities to develop observation and emphasis on the neuro-musculoskeletal systems. evolution of the profession related to practice, interaction skills with children in a naturalistic Structural interrelationships shall be examined as standards of practice, core values and attitudes, setting. A comprehensive understanding of the basis for normal functions and as a means to ethical and legal issues, roles and tasks of childhood occupations is achieved through class understand structural and functional dysfunctions occupational therapists and certified occupational activities and community service.Community of body structures that affect body functions and therapy assistants, the organizational structure of service and course assignments also provide the occupational performance. The course facilitates the professional association and accreditation and opportunity for students to link classroom learning students'' understanding of neuro-motor substrates credentialing bodies and international resources. to both home and community practice settings. of human performance skills required to participate Trends are examined in health care and models of The pre-requisites of PSY 107, PSY 110 and in meaningful occupations. Directed laboratory practice including wellness and health maintenance admissions to the OT program are required. experiences are comprised of cadaver dissection, and health promotion in the context of social, Credits: 3 study of skeletal materials and anatomical models, economic, political, demographic and cultural Every Fall surface anatomy, palpation, joint, and muscle factors that influence the delivery of services are function as well computer-assisted learning and addressed. OT 111 Human Development and Occupation 2: video-tape presentation. Students obtain the The pre-requisites of PSY 107, 110 and COS 50 are Adolescence/Adults background knowledge that assists them to required. This course addresses human growth and understand, analyze and interpret neuro-motor Credits: 2 development for adolescents and adults in the areas body structures and functions that hinder Every Fall of neurosensory, motor, visual, perceptual, occupational performance. All students must cognitive, physical, physiological and psychosocial participate in cadaver dissection lab. OT 106 Therapeutic Skills 1: Interpersonal Skills skills. Principles of health promotion and disability Pre-requisite of OT 140 is required. This course will introduce the students to prevention and the influences of culture and Credits: 5 professional interpersonal skills and techniques diversity are examined as they interface with the Every Spring used by Occupational Therapists across treatment age-related needs and risks of this cohort. Students settings and age groups. Students will both learn will examine the influence age-related life stages and OT 120 Theory 1: Introduction and practice skills including: therapeutic use of self, development on occupations within the framework This course will provide the opportunity for interviewing/counseling skills, assertive professional of performance skills and patterns and contexts. students to learn about the theoretical foundations communication and therapeutic interaction. Students will be exposed to current research of the profession. Students will examine how Students will begin to appreciate factors relevant to protocols and findings related to adolescents/adults theoretical information largely developed by the disability perspectives, cultural sensitivity, client- development and their relationship to occupations disciplines is used to support the development of (a) centered care and advocacy. Students will develop and healthy lifestyle. This course is coupled with a sets of guidelines for occupational therapy practice in their identity as a "Helping Professional" and will community service learning experience in which and (b) screening and assessment tools. Both non- show sensitivity when using new interpersonal kills students have the opportunity to integrate course occupational therapy theories and occupational in the experiential setting. content through lectures, seminar discussions, and therapy theories will be explored. Students will also Prerequisites: PSY 107 and 110, 1 Sociology or community service experiences. Students also learn how to read, critique, interpret and Anthropology course and Admissions to the OT examine designated cultures and health related summarize research (basic and applied) regarding program. issues in depth using a problem based learning the reliability and validity of theories, and the The pre-requisites of PSY 107 and 110; one (PBL) approach. effectiveness of guidelines for occupational therapy Sociology or Anthropolgy course; and Admissions The pre-requisite of OT 110 is required. practice and screening assessment tools.The course to the OT program are required. Credits: 2 has a writing intensive component in which Credits: 2 Every Spring students develop professional writing skills related Every Fall to documenting evidence for practice. Language OT 112 Human Development and Occupation 3: structure, format and argument development are OT 110 Human Development and Occupation 1: Geriatrics empasized. Students complete progressive Pediatrics Human development and occupation for elders is assignments that are gradually revised using the This course focuses on bio-psycho-social the core interest of this course. Development in the professor's feedback, the assistance of writing tutors, development from infancy through childhood. areas of sensory, motor, perceptual, physical, and the use of googledocs. Finally students are Concepts and theories of typical human growth cognitive, physiological and psychosocial skills is introduced to clinical reasoning and decision and development across the life span will be examined. Principles of health promotion, disease making skills by assessing a client's occupational presented as a context for understanding behavior prevention and the influences of culture and role dysfunction identify the impact of cultural, and occupation. Age related occupations in infancy diversity are examined in depth. Assignments and socioeconomic and political factors on their and childhood will be examined in the context of community service experiences integrated in this disability and determine an appropriate developmental theories. Current research findings course examine the role of age-related occupations theoretically based OT intervention. Opportunities will be integrated in the course to inform on maturity, aging, death and dying, quality of life, to practice clinical reasoning, professional writing occupational therapists about human growth and and well-being. The course integrates performance and decision making skills are provided through development in sensory, motor, cognitive and skills, patterns and contexts as key factors in case studies, media (e.g., books, film, and video) psychosocial domains. Factors influencing growth understanding changing occupational roles and the and scientific literature.

Page 185 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

The pre-requisite of OT 100 and 201 are required. understanding of the neuroanatomical and occupational profile/evaluation in order to create Student must be admitted into the Occupational neurophysiologic substrates of normal and long /short-term goals, formulate an evidence based Therapy Program abnormal human behavior. The study of cortical treatment plan, progress note and discharge note. Credits: 2 and subcortical anatomy and physiology includes: The pre-requisites of OT 112, 121 and 129 are Every Spring cranial and peripheral nerves; the ventricular required. system; vascular brain anatomy; the neuron and The co-requisites of OT 303 and 420 are required. OT 121 Medical Conditions 1: Physical neural activity; neurotransmitters, enzymes, and Credits: 1 Disabilities in Adolescents, Adults and Geriatrics other neurochemicals; the autonomic nervous Every Fall This course is a study of the medical, neurological, system; spinal cord tracts; and proprioceptors and orthopedic conditions that commonly occur (muscle spindles and golgi tendon organs). The OT 201 Professional Development 1: during the life span of adolescents, adults, and the neuroanatomical and physiologic functions of Occupational Therapy Student Academic elderly. An understanding of the etiology, special senses include: the vestibular system, vision, Experience pathology, signs and symptoms, treatment, audition, olfaction, gustation, and proprioception. This course focuses on foundation skills to support psychosocial issues, and prognosis of common The neurologic substrates of motor control, professional education and personal development conditions and diseases are promoted. The stress/emotions/motivation, learning and memory, as an occupational therapy student. Course influence of culture, diversity, environmental the aging of the brain, and neuroplasticity is also content will include student work with self- context, and the impact of occupation and health reviewed. Students will learn to use their knowledge management and health promotion, learning styles promotion are considered. of neuroanatomical and physiologic functions of and learning skills, learning contracts, study skills, The co-requisites of OT 129 and 112 are required. the central nervous system (CNS) to understand test-taking skills, use of support groups and The pre-requisite of OT 119 is required. CNS disease, dysfunction, and injury (e.g., spinal refinement of active listening, and goal setting. Credits: 3 cord injury, traumatic brain injury, schizophrenia, Students develop e-portfolios and begin to Every Summer coma, Parkinson's, sensory integrative disorders). recognize themselves in their new professional

Students will also use their knowledge of roles. Students develop and expand skills in OT 122 Medical Conditions 2: Mental Health in neuroanatomy and physiology to begin to computer literacy, improve utilization of library and Adolescents, Adults and Geriatrics understand the neurologic theories underlying data bases for review of professional literature, and This course presents an overview of the medical, specific occupational therapy practices (e.g., NDT - start to develop experience with scientific and neurological and psychiatric conditions which Neurodevelopmental Treatment, PNF - professional writing and speaking. Students will commonly occur during the life span of Proprioceptive Neuromuscular Facilitation, SI - participate in writing groups with tutors from the adolescents, adults and the elderly, building upon Sensory Integration, and splinting and casting). Lab Writing Center to identify areas for skill prior course work in the basic science curriculum will provide the opportunities for students to development in writing and refine written and growth and development. Students develop an directly examine human brain specimens, practice communication skills, critical thinking and problem understanding of medical and psychiatric clinical neurologic exams, and develop clinical solving.This course is part of our enrichment conditions, the etiology, signs, symptoms and problem identification skills through case program. prognosis. Implication for the person's studies.During lab sessions students are also The pre-requisites of COS 50, ENG 16, SOC 3; occupational roles and performance are examined. exposed to real life clients with neurological Two from ENG 61, 62, 63 and or 64; and the Occupational therapy practice is discussed with damages and learn the functional impact of the student must be in the Occupation Therapy major focus on the process of screening, assessment, neurological problems (using the "clinic in the are required in order to register for this course. treatment and reassessment. In addition, the classroom" approach). Credits: 2 influence of culture, ethnicity, health care policies The pre-requisites of BIO 3, 4, 131 and 132 are Every Fall and gender and its impact on occupation and required and the student must be in the health promotion are examined across the life span. OT 202 Professional Development 2: Occupational Therapy major in order to register for The pre-requisite of OT 112 is required. The co- Communication Skills this course, requisite of OT 320 is required. Students will continue to refine professional Credits: 5 Credits: 3 communication skills in the areas of written, Every Fall Every Fall graphic, and oral presentation. Students will

OT 200 Fieldwork Level I: Geriatric Practice identify areas for refining professional behavior, OT 129 Kinesiology 2 This course provides the opportunity for students ongoing professional development, and continuing This lecture/lab course provides an introduction to to directly experience occupational therapy practice competency in academic and community contexts. the analysis of the human motion. It includes the with a geriatric population in a clinical or Students continue to assemble an ePortfolio study of muscle function and biomechanics of the community setting. Through fieldwork experience, reflective of their ongoing professional human body. The course content integrates students will begin to integrate and apply the development. They will formulate a professional principles of kinesiology with muscle testing and theoretical knowledge, and professional development goal and continue to identify their goniometry. Changes in movement patterns across behaviors/attitudes and clinical skills learned in the focus for personal wellness, study skills and stress the life span are included. It provides didactic and classroom. An integrative clinical reasoning management. Students will also review how to practical experience with examination of movement fieldwork seminar both in person and on-line present themselves in professional interviews for principles. The impact of biomechanics on accompanies the fieldwork experience to provide employment, scholarship applications, fieldwork functional performance is also discussed. Students students with an opportunity to analyze the experiences and to promote the profession through learn to apply principles of kinesiology, muscle professional and clinical practices observed in the community and legislative advocacy. Students will testing and goniometry in clinical cases. clinic/ community setting, and integrates this with expand knowledge of resources to research The pre-requisite of OT 119 is required. the clients' cultural background, health status, and professional and current literature content, broaden Credits: 4 valued occupations. Students will complete understanding of evidence-based practice and Every Summer literature reviews, further develop skills in using intensive documentation assignments that will help media, and creative arts for professional, patient, OT 140 Neuroscience facilitate their understanding and ability to analyze consumer, client and community education, This course provides students with an and synthesize a client's information in an

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 186 LIU Brooklyn practice and advocacy. promotion and quality of life. A range of The pre-requisites of OT 320 and 122 are required. The pre-requisite of OT 201 is required and the approaches supporting health promotion and The co-requisite of OT 330 is required. student must be in the Occupational Therapy disease prevention in various populations, in Credits: 1 major in order to register for this course. institutional, community and home settings will be Every Spring Credits: 1 examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 215 Fieldwork Level I: Physical Disability enhance the quality of life and well-being. A variety Practice: Adolescents and Adults OT 203 Professional Development 3: Advocacy of health-related occupations using traditional, This course provides the opportunity for students and Disability Perspectives alternative and complementary activities will be to directly experience occupational therapy practice The course provides principles of advocacy for demonstrated and practiced. Areas of focus include in adolescents/adults with physical disability in a Occupational Therapy and Advocacy for our enhancing coping and adaptation with stress clinical or community setting. Through fieldwork clients. Professional issues related to State and management, time management, pain management, experience, students will begin to integrate and National Advocacy groups for OT as well as, smoking cessation, and withdrawal from substances. apply the theoretical knowledge, and professional current professional topics for advocacy are Patterns of diet, physical activity, psychological behaviors/attitudes and clinical skills learned in the discussed. Students learn the importance and the states and attitude, social activities, and the role of classroom. An integrative clinical reasoning nature of participation in professional advocacy. In spirituality in practice reflecting fieldwork seminar accompanies the fieldwork this course students also examine psychosocial sociocultural/economic, diversity, cultural and life experience to provide students with an opportunity factors, stereotypes, and negative attitudes affecting span factors are examined. to analyze the professional and clinical practices people with disabilities, their families and The pre-requisites of PSY 107, 100 and COS 50 are observed in the clinic/community setting, and caregivers. Methods of instruction include required. The student must be admitted into the integrates this with the clients' cultural background, literature review, media resources, narratives, and Occupational Therapy Program. health status, and valued occupations. Students will in-class interviews with people with a range of Credits: 1 complete intensive documentation assignments that stigmatizing conditions. Major civil rights legislation Every Spring will help facilitate their understanding and ability and the disability rights movement will be explored to analyze and synthesize a client's information in and different models of viewing disability will be OT 206 Therapeutic Skills 2: Group Process an occupational profile/evaluation in order to reviewed. Students will enhance their A group process course for treatment, teamwork, create long /short-term goals, formulate an evidence understanding of the importance of practitioner, and community interventions. Introduction and based treatment plan, progress note and discharge consumer and patient advocacy to promote application of theories of group dynamics, task, and note. empathy and skills in client-centered practice. activity groups, including evaluation of The co-requisite of OT 430 is required. The pre- Students will increase sensitivity and skills required interpersonal style and group roles, therapeutic requisites of OT 121, 129, 303 and 420 are in the implementation of client-centered practice interaction and leadership skills, collaborative and required. with people with a wide range of physical, professional communication skills. Students learn Credits: 1 psychological, and socially stigmatizing conditions. to carry out groups, reflect on their experiences and Every Spring The pre-requisites of OT 100 and 201 are required. provide feedback to each other on the group Credits: 1 process. OT 220 Theory 2: Learning Theories Applied to Every Spring The pre-requisites of OT 100, 106 and 201 are Practice required and the student must be admitted into the This course provides students with an OT 204 Professional Development 4: Occupational Therapy Program. understanding of teaching and learning processes. Independent Study (Elective) Credits: 3 Students are prompted through class activities and An in-depth exploration of a topic of study through Every Spring the discussion of theories of learning (such as review of literature, field visits or community Bloom's) to reflect on their own learning process as service learning under the guidance of a faculty OT 210 Fieldwork Level I: Mental Health they pursue the OT degree. In addition students are mentor. Professional writing development is Practice: Adolescents and Adults introduced in how learning theories are used to emphasized. Students, with the instructor, define This course provides the opportunity for students support the development of occupational therapy the scope of the study, methods, and outcomes. to directly experience occupational therapy practice interventions that are designed to facilitate personal Professional development will be fostered through in mental health with adolescent/adult populations change. Learning theories that are studied include the identification of learning objectives for the in a clinical or community setting. Through Social Learning Theory (Bandura), The Health experience that will be assessed/monitored during fieldwork experience, students will begin to Belief Model (Becker), PRECEDE-PROCEED the course of the independent study process. integrate and apply the theoretical knowledge, Model, Theory of Reasoned Action (Fishbein & The pre-requisite or co-requisite of OT 100 is professional behaviors/attitudes and clinical skills Ajzen), Stages of Change Theory-Transtheoretical required. learned in the classroom. An integrative clinical Model (Prochaska & DiClemete), Theory of Credits: 1 reasoning fieldwork seminar accompanies the Multiple Intelligences (Gardner), Learning Styles On Demand fieldwork experience to provide students with an Model (Dunn & Dunn), Motor Learning, opportunity to analyze the professional and clinical Behaviorism and Model of Human Occupation OT 205 Professional Development 5: Health practices observed in the clinic/community setting, (MOHO). Characteristics of therapists and Promotion and integrates this with the clients' cultural environments that facilitate positive change are Consideration of current public health initiatives background, health status, and valued occupations. examined. Learning styles and learning contracts designed to improve the quality of health, eliminate Students will complete intensive documentation that are sensitive to multicultural concerns and disparities, and explore occupation-based assignments that will help facilitate their literacy levels of patients, clients, and caregivers are interventions to address major indicators of poor understanding and ability to analyze and synthesize explored. The course is also focused on professional health, to prevent disorders and to maintain a client's information in an occupational writing and the ability of the students to review wellness. The course will examine evidence-based profile/evaluation in order to create long/short- literature and summarize it in a logical and practice, intervention programs, evaluation and term goals, formulate an evidence based treatment comprehensive manner. outcome assessments for wellness, health plan, progress note and discharge note. The pre-requisite of OT 120 is required.

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Credits: 2 clinical techniques of grading and adaptation of practice is also presented. Each comprehensive Every Summer self-care activities in accordance with an individual's model will be examined with respect to its (a) disability status. There will be opportunity to author/source, (b) origin, (c) populations OT 301 Skills for Living 1: Play and Leisure practice grading and adaptation self-care skills, addressed, (d) theoretical foundations, (e) concepts This course has a dual focus: play and leisure across through case studies and problem-based learning and assumptions, (f) sensitivity to multicultural the life span and activity analysis and synthesis. activities. Students will have the opportunity to concerns of patients/clients, (g) principles of Meaningful occupation, with a specific focus on identify a variety of screenings, assessments, and assessment, (h) client-therapist relationship, and (i) play and leisure will be examined in a social and intervention methods for clients who have principles of intervention. These comprehensive cultural contexts and temporal contexts of age, disabilities, which interferes with self-care activities. models will be explored, analyzed and critiqued for developmental and life cycle stages, and disability The students will have the opportunity to practice the purpose of determining their adequacy as a status. Content includes the role of play and leisure documentation skills (goal and note writing) basis for practice. Health promotion and wellness in health promotion and disability prevention, and through case studies and problem-based learning. models are also presented and analyzed. Current the screening and assessment of play and leisure. The pre-requisites of OT 121 and 129 are required. practice issues such as reimbursement for services, Students develop skills in task and activity analysis, The co-requisite of OT 420 is required. the professions domain of concern, and research activity modification and adaptation based on an The student must be in the Occupational Therapy priorities will be discussed relative to contrasting occupational performance model. major in order to register for this course. assumptions about the way in which comprehensive The pre-requisites of COS 50; PSY 107 and 110; Credits: 3 models should be used to guide occupational and SOC 3 are required in order to register for this Every Fall therapy practice course. The co-requisites of OT 122 is required. The pre- Credits: 3 OT 306 Therapeutic Skills 3: Teamwork and requisites of OT 111 and 112 are required. The Every Fall Leadership student must be in the Occupational Therapy

This course will introduce students to the major in order to register for this course. OT 302 Skills for Living 2: Work conceptual, interpersonal and self-knowledge Credits: 4 This course focuses on the role of work/productive components of teamwork and leadership. Practice Every Fall activities across the life span and in occupational in applying theory and skills to teamwork will therapy. Content includes vocational and prepare students for developing competence in OT 330 Practice 1: Mental Health - Adolescents, functional capacity evaluation, work related interdisciplinary collaboration, client and family Adults and Geriatrics assessment tools, work programs for clients with centered intervention and health promotion. Roles This course addresses the sequence of practice in injury, developmental disabilities, cognitive deficits and contribution of the full range of participants occupational therapy: screening, evaluation, and mental health concerns. The influence of from various practice domains in institutional, reevaluation, formulation and implementation of unique client characteristics, the environment, professional and community settings will be intervention and discharge planning in mental culture, social, economic and political factors explored. Students will examine approaches to health practice with adolescents, adults and impacting work and work programs will be problem solving, ethical challenges and conflict- geriatrics in traditional and non-traditional settings. considered throughout the semester. Students will handling styles in leadership. Students will be The influence of culture and diversity, environment be introduced to ergonomics, cumulative work introduced to mentorship models and strategies context and psychological issues, as well as the injury and work hardening. Skill in activity analysis that support effective supervision. Students will impact of occupation and health promotion in will be expanded through a job analysis, analysis of design and implement wellness/health promotion practice are examined. Reflections on clinical work related behaviors and skills, tool analysis, and groups for a variety of populations in the reasoning are applied to practice via clinical an ergonomic seating evaluation. Lab activities link community (non-traditional settings). Students will fieldwork and field visits.Students are exposed to theory to clinical application. play an active role in developing educational health promotion, wellness and quality of life The pre-requisite of OT 119 is required. The co- presentations using technology for educational principles and practices. requisites of OT 129 and 121 are required. presentations on the reading material pertaining to The co-requisites of OT 210 is required. The pre- Credits: 3 teamwork and leadership. Work from this course requisites of OT 122 and OT 320 are required. Every Summer will be used to enrich students' e-portfolios The student must be in the Occupational Therapy

reflecting their continues professional development. major in order to register for this course. OT 303 Skills for Living 3: Self Care The pre-requisites of OT 106 and 206 are required Credits: 5 This course provides students with the opportunity and the student must be in the Occupational Every Fall to examine the meaning of self-care activities Therapy major in order to register for this course. throughout the life span and across various Credits: 2 OT 420 Theory 4: Physical Disabilities Sets of cultures. The course content emphases clinical Every Fall Guidelines for Practice reasoning/evidence-based practice research as it This course provides the opportunity for students relates to the engagement in self-care skills as part of OT 320 Theory 3: Comprehensive Models and to examine the primary theoretical information meaningful occupation, health promotion, Mental Health Sets of Guidelines for Practice underlying occupational therapy practice in physical prevention and wellness. The specific performance This course provides students with the opportunity disabilities (i.e., biomechanical, sensory processing, components of self-care activities (i.e., sensorimotor, to study the underlying theories of occupational neurodevelopmental, neurobehavioral, and cognitive and psychosocial components) will be therapy comprehensive models with an emphasis cognitive-perceptual). Each set of guidelines (or analyze. The way in which various performance on adaptation and the environment. The structure frame of reference) is studied with regard to (a) its contexts (i.e., age group, developmental stage, and content of theories, models, and frames of theoretical base, (b) the predominant screening and disability status, environmental conditions, and reference/sets of guidelines for practice in mental evaluation assessments used by therapists, (c) socio-cultural factors) influence self-care activities health will be described. The delineation between principles of intervention, (d) reassessment and will be explore. Students will have the opportunity basic and applied scientific inquiry will also be revision of treatment plans, (e) applicability to to practice activity analyses of self-care tasks (for presented. The role of occupation as described by specific client populations, and (f) studies reporting specific populations, age groups, socio-cultural occupational science, occupational adaptation, the the degree of efficacy of the practice approach. environments, etc.). Students will also practice the Model of Human Occupation, and client-centered Students are exposed to the theoretical

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 188 LIU Brooklyn underpinnings of occupational performance and in opportunity to apply modalities, such as, thermal, health promotion and wellness strategies that ultrasound, TENS, NMES, light and laser therapy. OT 507 Therapeutic Skills 6: Organization and promote engagement in meaningful occupation. Finally, students will focus on hand on evaluation Administration The co-requisite of OT 303 is required. The pre- and treatment skills for common hand problems. Application of the principles of management in the requisites of OT 129 and 121 are required. The co-requisites of OT 215 and 430 are required. provision of occupational therapy services to Credits: 5 The pre-requisites of OT 121, 303 and 420 are individuals and organizations including: planning, Every Fall required. marketing, organizing, fiscal management, Credits: 4 maintaining staffing, coordination, directing, OT 430 Practice 2: Neurorehabilitation Every Spring controlling, and evaluating programs. Students will Adolescents, Adults and Geriatrics develop an understanding of a variety of service This course addresses neurorehabilitation practice OT 432 Practice 4: Medical and Surgical delivery models and knowledge of the broad with adolescents, adults, and geriatrics within a Rehabilitation: Adolescents Adult and Geriatrics spectrum of influences that impact on health care variety of healthcare and community related This course addresses current occupational therapy delivery and ethical practice. Completion of a grant settings. Students will learn about the sequence of practice methods for clients having general medical application or business plan complete with a rehabilitative practice in occupational therapy and/or surgical diagnoses- in adolescent, adult, and literature review that includes evidence-based and specific to addressing the needs of clients with geriatric populations. Students will learn about the best practice, background/need, mission statement, neurological impairment, including: screening and most commonly seen medical/surgical diagnoses project description/implementation/evaluation, evaluation, reevaluation, intervention planning and treated by occupational therapists, as well as some budget, sources of income, foundation support, implementation, and discharge planning. The specialty diagnoses. The sequence of practice for staffing and job descriptions. course also acknowledges the influence of culture, this diagnostic population will be covered-including The pre-requisites of OT 430, 432, 432, 330 and diversity, environmental context, and their impact screening and evaluation, observation of 533 are required. The co-requisites of OT 530 and on occupation and health promotion in clients with contraindications and safety protocol, formulation 535 are required. neurological damages. Students will be expected to of treatment plans, implementation of treatment, Credits: 3 reflect on the clinical reasoning processes required family/caregiver education, re-evaluation, and Every Fall to provide competent and evidence based practice discharge planning. The impact of multicultural to this client population via class discussions, case sensitivity, cultural diversity, and environmental OT 510 Level II: Fieldwork I based assignments, and clinical fieldwork context ¿as they affect treatment will be explored. This course provides 10 to 12 weeks of full-time experiences. Students will be expected to appropriately grade supervised fieldwork. It provides in-depth initial The co-requisites of OT 215 and 431 are required. and analyze activities in the process of developing experience in delivering occupational therapy The pre-requisites of OT 121, 303 and 420 are treatment plans for patients having general services to various groups of clients across the life required. medical/surgical rehabilitation needs as well as span, persons with a variety of psychosocial and Credits: 5 some complex and less common diagnoses. physical performance deficits, in various service Every Spring Students will also enhance their clinical reasoning delivery models reflective of current and emerging and decision-making skills as they apply treatment practice and trends in the profession. Through this OT 431 Practice 3: Orthopedic Rehabilitation methods via review of fieldwork experiences and fieldwork experience, students will integrate and and Orthotics: Adolescents Adults and Geriatrics case studies.Students are asked to integrate the apply the theoretical knowledge, and professional This course is designed to provide students with the client's health status, occupational performance and behaviors/attitudes and clinical skills learned in the background and experience in splint fabrication develop treatment plans that take under classroom. A peer supervision process via and orthotic management for orthopedic consideration the client's values & routines and the Blackboard discussions will be incorporated for conditions. Furthermore, students will learn context of care. additional supervision amongst students and from evaluation and intervention principles with The pre-requisites of OT 430 and 431 are required. the faculty. adolescents, adults, and geriatrics. The lecture Credits: 2 The pre-requisites of OT 205, 430, 431, 432 and component will incorporate biological principles, Every Summer 330 are required. The co-requisites of OT 533, anatomical, kinesiological concepts, and bio- 530, 507 and 716 are required. mechanics relating to orthopedics and splinting. OT 506 Therapeutic Skills 5: Technology and Credits: 5 The class will be divided into two sections; a two- Assistive Devices Every Fall hour lecture followed by a four-hour lab. The The course provides a close look (hands on lecture component will incorporate biological experiences, clinical visits, in-class equipment OT 511 Level II: Fieldwork II principles, anatomical, kinesiological concepts, and presentations) at assistive devices, assistive This course provides 10 to 12 weeks of full-time bio- mechanics relating to orthopedics and technology, compensatory strategies and supervised fieldwork. It provides in-depth initial splinting. Common diagnoses and indications for environmental adaptations used in the treatment of experience in delivering occupational therapy selected splints will be reviewed as well as common children,adoloscents, adults and elders with a wide services to various groups of clients across the life protocols. In addition, students will be learning range of disabilities to promote functional span, persons with a variety of psychosocial and about the sequence of practice in occupational: adaptation and accessibility in the client's physical performance deficits, in various service screening and evaluation, reevaluation, formulation environment. Students explore the use of adaptive delivery models reflective of current and emerging of intervention plans and implementation, and equipment and the processes of assessment and practice and trends in the profession. Through this discharge planning. The lab portion will focus on intervention using adaptive equipment for clients fieldwork experience, students will integrate and splint design and fabrication as well as modality with a variety of disabilities. The role of adaptive apply the theoretical knowledge, and professional application. Students will be exposed to a variety of equipment in promoting occupational performance behaviors/attitudes and clinical skills learned in the splinting equipment, tools, supplies, and low and participation is integral to the course. classroom. A peer supervision process via temperature thermoplastics used in clinical settings, The pre-requisites of OT 430 and 431 are required. Blackboard discussions will be incorporated for and develop basic splinting skills. Furthermore, The co-requisites of OT 432 and 533 are required. additional supervision amongst students and from students will understand and demonstrate electrical Credits: 2 the faculty. safety standards. In addition, students will have the Every Summer The pre-requisite of OT 510 is required.

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Credits: 5 opportunity to implement and evaluate a research to directly experience occupational therapy practice Every Spring project. in children/adolescents with a variety of disabilities The pre-requisite of OT 205, 430, 431 and 330 are a clinical or community setting. Through fieldwork OT 512 Level II: Fieldwork III required. The co-requisites of OT 533, 520 and experience, students will begin to integrate and This course provides 8 to 12 weeks of full-time 620 are required. apply the theoretical knowledge, and professional supervised fieldwork. It provides in-depth initial Credits: 3 behaviors/attitudes and clinical skills learned in the experience in delivering occupational therapy Every Summer classroom. An integrative clinical reasoning services to various groups of clients across the life fieldwork seminar accompanies the fieldwork span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics experience to provide students with an opportunity physical performance deficits, in various service A comprehensive review of best practices related to to analyze the professional and clinical practices delivery models reflective of current and emerging clinical decision making, interdisciplinary observed in the clinic/community setting, and practice and trends in the profession. Through this collaboration, client-centered practice and integrates this with the clients' cultural background, fieldwork experience, students will integrate and supervision is discussed in this course. The focus is health status, and valued occupations. Students will apply the theoretical knowledge, and professional primarily in pediatric practice. The role of complete intensive documentation assignments that behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are will help facilitate their understanding and ability classroom. A peer supervision process via extensively discussed. The students are exposed to to analyze and synthesize a client's information in Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice an occupational profile/evaluation in order to additional supervision amongst students and from settings. The occupational therapy process of create long /short-term goals, formulate an evidence the faculty. screening, assessment, reassessment, formulation of based treatment plan, progress note and discharge The pre-requisite of OT 511 is required. intervention plans, implementation and discharge note. Credits: 4 is carried out, while addressing the influence of The co-requisites of OT 530, 507 and 716 are Every Spring culture, diversity, and environment on occupation required. The pre-requisite of OT 533 is required.

and health promotion. Hands-on experiences Credits: 1 OT 513 Level II: Fieldwork IV (Elective) provide students with challenges in observation, Every Fall This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, time supervised fieldwork. The number of credits professional writing and documentation skills. OT 620 Theory 6: Research Proposal awarded is prorated on the length of the fieldwork Students bring in examples from their clinical Development experience. It provides in-depth fourth experience experiences with children and their families. The course exposes the students to the process of in delivering occupational therapy services to Evidence based practices are reinforced through research proposal development. Students engage in various groups of clients across the life span, assigments and class activities, to support clinical mentored research projects with their faculty persons with a variety of psychosocial and physical decision making and advocacy needs of clients advisors. They are asked to development research performance deficits. It is taken place in various (pediatrics). questions and/or hypothesese pertaining to the service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. research problem of interest. They explore plausible emerging practice and trends in the profession with The pre-requisite of OT 533 is required. theoretical frameworks that provide the conceptual a concentration in practice focus substantially Credits: 5 context of their research project. They complete a different than the setting and population in OT Every Fall research proposal that includes methods of 510, OT 511 & OT 512. Through this fieldwork assessment, relevant literature and theoretical base, experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions program implementation and evaluation. The theoretical knowledge, and professional in Pediatrics course has writing intensive component and behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, requires advance library skills. classroom. A peer supervision process via neurological, psychiatric, orthopedic and The pre-requisites of OT 205, 430, 431 and 330 are Blackboard discussions will be incorporated for developmental conditions that occur in childhood required. The co-requisites of OT 533 and 520 are additional supervision amongst students and from and adolescence. Students develop an required. the faculty. understanding of the etiology, pathology, signs and Credits: 2 The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of Every Summer Credits: 2 common conditions and the influence of the Every Spring clinical conditions on development, occupational OT 716 Professional Development 6: Student performance and adaptation of the child, and the Clinical Experience OT 520 Theory 5: Research client's family. The role of the occupational This course prepares for the transition from This course provides the opportunity for students therapist and the occupational therapy assistant in academic to clinical student roles and from student to learn the primary approaches of research design, assessment, intervention and ongoing management, to practitioner. Ethics, supervision, conflict methods, data collection, and analysis. Students will health promotion, and prevention relative to the resolution, documentation, evolution of clinical study (a) quantitative research designs conditions covered in the course,extensively reasoning skills, scientific inquiry, teamwork, and (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos collaboration with certified occupational therapy experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning assistants will be covered. Students will have a phenomenology, grounded theory, etc.); and (c) skills. better understanding of national and state quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and regulatory bodies and their effects on practice. The analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, course gives students knowledge related to national research question based on the health promotion 520, 620 and 720 are required. and state requirements for credentialing and needs of individuals within a community service Credits: 3 licensing. Tools and information are also given to setting, and will begin the process of writing a Every Summer the students to prepare them for becoming research/grant proposal that will be refined fieldwork educators. throughout the remainder of the curriculum (in OT OT 535 Fieldwork Level I: Practice 3: Pediatrics The pre-requisites of OT 205, 430, 431, 330 and 620, 720, and 820). Students may also have the This course provides the opportunity for students 533 are required. The co-requisites of OT 530, 507

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OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis on needs assessment and outcome evaluation. Students will participate in the process of identifying potential grant funding sources and understanding the requirements for grant submission. Occupational therapists and other professionals will present their experience with consultation, marketing, grant writing, implementation and evaluation. The co-requisites of OT 533, 520 and 620 are required. The pre-requisite of OT 205, 430, 431 and 330 required. Credits: 2 Every Summer

OT 820 Theory 8: Community Practice Research Project This course provides students with the opportunity to refine their research proposals (from OT 620) and carry out their project under the supervision of their research mentor. Students will continue to refine skills in professional and scientific writing through the production of successive drafts leading to the final manuscript. Students will expand knowledge of resources to research professional and current literature resources, expand understanding of evidence based practice and literature review, further develop skills in applying principles of theory and practice to formulating and implementing a viable capstone research project. Students will be guided in data coding, analysis, results and intepretation of findings as well as development of discussion that describes the scientific and clinical contributions of their projects. Students are asked to produce a manuscript and present their project in a poster format during OT research day. The pre-requisites of OT 520, 620 and 720 are required. Credits: 4 Every Spring

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DEPARTMENT OF PHYSICAL • Value individual diversity and respect the outpatient setting, with at least 18 hours in each human dignity of patients, family members and setting. THERAPY professional associates • Submit two completed recommendation forms • Provide physical therapy services as an (available at www.PTCAS.org after starting the Professors: Rebecca States, Ph.D., M.A. autonomous practitioner, who is able to PTCAS application – see below): Associate Professors: Department Chair and competently serve as a point of entry to, and - One from a physical therapist Associate Professor Ellen M. Godwin PT, Ph.D, collaborate within, the health care environment - One academic reference from an instructor of PCS, 718-488-1498, Fax 718-780-4002; Michael • Integrate theory, academic knowledge and an upper division course in the undergraduate Masaracchio, PT, Ph.D., D.P.T., OCS, SCS, Peggy clinical skills to practice physical therapy major Lynam PT, DPT, NCS within the complexities of the current health • Submit an application for the D.P.T. Program Assistant Professors: Christiana Kahl Collins, PT, care environment through the Physical Therapist Centralized Ph.D., NCS, CFMT; Rosa Elena Torres- • Assess the physical therapy or health care needs Application Service (see Submitting an Panchame, PT, DPT, OCS, Director of Physical of a patient; establish optimum patient Application to the PTCAS) Therapy Admissions; Megan Freeland, PT, DPT, outcomes based on examination, evaluation, All international and non-native applicants PCS, Director of Clinical Education diagnosis and prognosis; and plan and must take the TOEFL examination. The minimum Adjunct Faculty: 16 implement interventions to address the total score accepted is 79 on the Internet-based identified needs test, 213 on the computer-based test, or 550 for the The professional-level Doctor of Physical • Communicate clearly and effectively with paper-based test. All international students who Therapy (D.P.T.) program at LIU Brooklyn is patients, families, colleagues, policy makers, attended colleges and universities outside of the designed for the student seeking a career as a reimbursement representatives and community United States will need to submit a course-by- physical therapist. The D.P.T. program prepares members course evaluation of their transcript(s) from autonomous practitioners who can provide a full • Apply critical thinking strategies and self- World Education Services Inc. (www.wes.org) to range of physical therapy services, including directed learning to the role of physical PTCAS. screening and referral, evaluation, diagnosis, therapist All applications will be reviewed and screened. intervention, consultation and education in diverse • Pursue and apply knowledge of the underlying Quality applicants will be notified and scheduled health care settings. Our faculty members are science on which physical therapy practice is for an interview. nationally recognized for excellence in their based *Due to the fact that basic sciences form the clinical specializations. Our state-of-the-art • Understand the contributing economic, foundation for clinical decisions by physical teaching facilities include the Center for Physical medical, cultural and psychosocial issues that therapists, proficiency in all prerequisite science Rehabilitation, an out-patient physical therapy impact delivery of health care services. courses is paramount. In addition to an applicant's clinic, and a therapeutic pool. The department’s Application Requirements ability to demonstrate competency in the critical diverse student body has a tradition of excellence All requirements must be fulfilled prior to the science disciplines, the Admissions Committee and achievement on national licensing start date of the program. Applicants to the D.P.T. takes into consideration their ability to do so examinations. Merit-based scholarships are program must: without having to repeat courses. As a result, available for students in the D.P.T. program. • Hold a baccalaureate degree in any major applicants must be aware that while a minimum • Have a cumulative undergraduate grade point grade of C or better is mandatory for each and

average (GPA) of at least 3.0 on a scale of 4.0 every science prerequisite, the Admissions Doctor of Physical Therapy • Have successfully completed the following Committee also reviews an "average" science prerequisite science courses with a GPA of at grade for any prerequisite course taken multiple (D.P.T.) least 3.0 and no grades lower than C:* times. In addition, any science prerequisite course

The 118-credit Doctor of Physical Therapy — 1 semester of general biology with lab taken more than 10 years prior to the application (D.P.T.) is a professional entry-level degree (designed for science majors; at least 4 credits) will not be accepted. program for students seeking a career as a physical — 2-semester sequence of general chemistry **Visit www.gre.org for more information therapist. The D.P.T. program has been designed with lab (preferably designed for science or about the GRE. The LIU Brooklyn Doctor of to prepare highly competent professionals to act as health-related majors; at least 4 credits each) Physical Therapy PTCAS GRE code is 0333. This autonomous practitioners in health care settings — 2-semester sequence of general physics with code is needed for the Department of Physical that include direct access by the public to physical lab (preferably designed for science or health- Therapy to receive your GRE results. Applicants therapy services. Graduates will be prepared to related majors; at least 4 credits each) applying for the early decision cycle must have provide a full range of physical therapy services — 1 semester of human anatomy or part 1 of a taken the GRE general test or revised general test including screening and referral, evaluation, 2-semester sequence of combined anatomy- prior to July 31, 2015. Those who are applying for diagnosis, intervention, consultation and physiology (at least 4 credits; lab required) the regular decision cycle must have taken the test education. — 1 semester of human physiology or part 2 of by March 1, 2016. The D.P.T. program is fully accredited by the a 2-semester sequence of combined anatomy- Submitting an Application to the PTCAS Commission on Accreditation in Physical Therapy physiology (at least 3 credits; lab preferred, but The Department of Physical Therapy at LIU Education (CAPTE) and is registered with the not required for human physiology; lab Brooklyn participates in the Physical Therapist New York State Education Department. It is a 3- required for combined anatomy-physiology) Centralized Application Service, known as year, full-time program that spans over 11 — 1 semester of statistics (at least 3 credits) PTCAS. In addition to submitting an application academic terms and includes 35 weeks of clinical • Submit an official score report for the GRE for admission to LIU Brooklyn, those applying to education. The program is a clinical doctorate that general test. ** A minimum composite (verbal the DPT program for the 2016 entering class requires candidates to possess a baccalaureate and quantitative) of 290 for the GRE revised must: degree upon entrance. The 1st year of the test is recommended. • Visit www.ptcas.org to begin the PTCAS program begins in July. • Provide evidence of a minimum of 36 hours of application process The D.P.T. program enables the graduate to: work experience in 2 different physical therapy • Read the instructions available at the PTCAS settings, including an inpatient and an Web site carefully

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• Logon to the 2015-16 PTCAS application to is applied toward tuition charges (fees are not PT 775 Clinical Seminar I 2.00 complete the application process covered) provided that the recipient is registered as PT 780 Research Methods 3.00 • Select “LIU Brooklyn” as a designated physical a full-time D.P.T. student, taking at least 12 credits therapy program. per term. The Award is renewable for up to six (6) PT 877 Teaching and Learning 2.00 PROGRAM REQUIREMENTS semesters of study and is applied during the fall or Strategies In order for a student to progress within the spring semesters only (summers excluded). PT 890 Foundations of 3.00 program, the following criteria must be met: The selection of award recipients is based on Therapeutic Exercise • Each course must be completed with a grade of undergraduate cumulative grade point average “C” or better (GPA), GRE scores and interview performance. A Professional Phase Year 2 • Each semester grade point average (GPA), must minimum 3.2 undergraduate cumulative GPA at All Courses Required. Students Required to equal 2.75 or greater throughout the program the time of application to the D.P.T. program is Pass Annual Exam II • Each semester cumulative grade point average required for consideration. PT 785 Evidence-Based Practice 3.00 (GPA) must equal 3.00 or greater throughout Award recipients who have not yet completed the program the baccalaureate degree will receive a provisional PT 790 Musculoskeletal Physical 4.00 • Pass annual and final comprehensive exams award. The provisional award will be activated Therapy I • Successfully complete clinical practice courses upon receipt of the final transcript, indicating PT 810 Physical and Mechanical 4.00 As indicated in the LIU Brooklyn Graduate conferral of the baccalaureate degree with a final Modalities Bulletin, “a B average or a minimum 3.00 undergraduate cumulative GPA of 3.2 or above. PT 820 Pulmonary: Pathology, 3.00 cumulative grade point average (GPA) is required Students who are not eligible for federal student Diagnosis and for awarding of the graduate degree or any aid will not be considered for the award. Management graduate certificate.” Students not selected for the award upon Curricular Coursework admission, or those who are not eligible based on PT 822 Cardiac: Pathology, 3.00 The Doctor of Physical Therapy curricular their undergraduate GPA may be reconsidered for Diagnosis and coursework includes learning in respect to: the award on a merit basis, should scholarship Management • The foundational sciences (anatomy, monies remain available after the start of the PT 830 Neuromuscular Pathology 3.00 physiology, pharmacology, psychology, program. For these students, a D.P.T. cumulative neuroscience and movement analysis) with GPA of at least 3.5 is required for consideration. PT 832 Pediatric Neuromuscular 3.00 emphasis on the human movement system to In order to remain eligible for the award during the Diagnosis and increase the knowledge required by the program, all recipients are required to complete the Management physical therapist as the primary provider of Free Application for Federal Student Aid (FAFSA) PT 834 Adult Neuromuscular 5.00 health care intervention for movement each year, must maintain a minimum cumulative Diagnosis and dysfunction GPA of 3.0 and fulfill criteria for maintaining Management • The clinical sciences (musculoskeletal, good academic standing. Award recipients will cardiopulmonary, neuromuscular, lose their eligibility for the award, and any PT 850 Clinical Practice I 4.00 integumentary, urogenital, endocrine opportunity of reinstating it, if they are placed on PT 875 Clinical Seminar II 3.00 pathology, nature of illness and movement academic probation and/or fail any course or dysfunction through the lifespan) clinical practice experience in the D.P.T. program. PT 880 Physical Therapy Across 2.00 • Evidence-based physical therapy examination, Note: No combination of tuition awards may the Lifespan diagnosis and intervention with emphasis on exceed 100% of the cost of tuition each semester. PT 892 Musculoskeletal Physical 3.00 clinical decision making Tuition awards include Physical Therapy Scholars Therapy II • A clinical education model including 35 weeks Award, graduate assistantship and any other of full-time clinical experience in diverse award (from any source) covering tuition. PT 995 Musculoskeletal Physical 4.00 practice settings. Participation of LIU Brooklyn Therapy III faculty members in the clinical education D.P.T., Physical Therapy Professional Phase Year 3 program promotes a teaching/learning model [Program Code: 27657] All Courses Required. Students Required to that facilitates self-directed and collaborative Professional Phase Year 1 Pass Comprehensive Exam student learning and communication All Courses Required. Students Required to PT 879 Health Promotion and 2.00 • Emphasis on the new and expanding roles for Pass Annual Exam I Wellness physical therapists in cultural competence; PT 750 Anatomy I 2.00 health promotion and wellness; administration PT 885 Specific Systems 4.00 and management; health care financing; PT 752 Anatomy II 3.00 Diagnosis and consultation in health care; and client education PT 755 Human Physiology 3.00 Management on individual, community and public levels PT 915 Clinical Reasoning 5.00 • Preparation for critical consumption of PT 757 Pharmacology 2.00 scientific and clinical literature in support of PT 759 Neuroscience 3.00 PT 950 Clinical Practice II 5.00 evidence-based practice and future participation PT 955 Clinical Practice III 8.00 in research PT 760 Movement Analysis I 2.00 Physical Therapy Scholars Award Program PT 762 Movement Analysis II 2.00 PT 956 Clinical Practice IV 8.00 For the Doctor of Physical Therapy (D.P.T.) PT 764 Movement Analysis III 4.00 PT 960 Instrumented Movement 1.00 professional class entering in summer 2016, a Analysis considerable number of Physical Therapy Scholars PT 766 Tests and Measurements 4.00 Awards will be granted on a merit basis. Each PT 975 Health Care Delivery 3.00 PT 770 Psychological Issues 3.00 award provides an annual scholarship of up to $10,000 per year ($5,000 per semester). The award

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Credit and GPA Requirements Minimum Total Credits: 118 Minimum Major GPA: 3.0

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Physical Therapy Courses palpation lab is part of this course where students Credits: 3 will use their understanding of anatomy to palpate Every Fall various structures on each other, which will PT 697 Independent Study subsequently prepare students for the examination PT 760 Movement Analysis I Under the guidance of a faculty advisor, a student and treatment courses in the upcoming semesters. The first part of a two-course sequence designed for may pursue a topic or project of special interest. The pre-requisites of PT 750, 755 and 760 are a detailed regional study of human This course may also be used for remediation of an required. The co-requisites of PT 759, 762, 770, arthrokinematics and osteokinematics. Course area of deficit as identified by the physical therapy 775 and 780 are required. materials include biomechanics of human tissue program, with faculty advisement also provided. Credits: 3 and neurological regulation of movement with an Departmental approval required for registration, Every Fall emphasis on the clinical relationship of joint choice of topic and advisor. structure and muscle function at individual joints. Student must be a Physical Therapy major in order PT 755 Human Physiology Lectures and laboratory sessions supplement to register for this course. The microscopic anatomy (histology) and function problem-oriented learning exercises that cover Credits: 1 (physiology) of the cardiovascular, integumentary, palpation of anatomical structures, observation of On Demand nervous, pulmonary, skeletal, muscular, human movement with an emphasis on clinical genitourinary, gastrointestinal, metabolic, and problems, and their relationship to the mechanical PT 698 Independent Study endocrine systems are studied. Emphasis is on the and physiological concepts that direct foundations Under the guidance of a faculty advisor, a student interaction of all systems relative to human of human movement. may pursue a topic or project of interest. This movement and particularly as applied to exercise, The co-requisites of PT 750 and 755 are required. course may also be used for remediation of an area rest, and immobility. Additional emphasis includes Credits: 2 of deficit as determined by the physical therapy the principles of healing, the inflammatory process, Every Summer program, with faculty advisement provided. tissue plasticity, repair, and regeneration. Lectures Departmental approval required for registration, are supplemented by problem-oriented learning PT 762 Movement Analysis II topic and advisor. exercises in a clinical context. A continuation of a two-course sequence for Student must be a Physical Therapy major in order The co-requisites of PT 750 and 760 are required. detailed study of human arthrokinematics and to register for this course. Credits: 3 osteokinematics using a regional approach as Credits: 2 Every Summer described for PT 760 (Movement Analysis I). An in- On Demand depth discussion of normal and pathological gait is PT 757 Pharmacology presented towards the end of the course with PT 699 Independent Study Course content emphasizes the physiologic and principles solidified in a lab-based format. Under the guidance of a faculty advisor, a student metabolic responses of the human body to The co-requisites of PT 752, 759, 770, 775 and 780 may pursue a topic or project of interest. This commonly used medications. Classroom are required. The pre-requisites of PT 750, 755 and course may also be used for remediation of an area presentations reinforce prerequisite information in 760 are required. of deficit as determined by the physical therapy anatomy and physiology and include a focus on a Credits: 3 program, with faculty advisement provided. problem-oriented instruction to encourage active Every Fall Departmental approval required for registration, student involvement. Course content will provide topic and advisor. the student with a theoretical knowledge base that PT 764 Movement Analysis III Student must be a Physical Therapy major in order can be used as a framework for understanding the This course continues the analysis of functional to register for this course. effects of various medications on a variety of movements from Movement Analysis I and II, and Credits: 3 normal and pathologic conditions through critical introduces students to foundational issues in motor On Demand analyses of clinical problems. learning and motor control of basic skills through The co-requisites of PT 764, 766, 877 and 890 are problem-oriented exercises, lab activities, and PT 750 Anatomy I required. The pre-requisites of PT 752, 759, 762, traditional lectures. Additional course content The first part of a two-course sequence for the 770, 775 and 780 are required. includes theoretical perspectives on how to analyze detailed study of human structure using a regional Credits: 2 movements, cognitive skills underlying motor approach with an emphasis on various systems, Every Spring learning and performance, and theoretical issues including nervous, pulmonary, endocrine, regarding the relationship between motor skills and integumentary, muscular, skeletal, genitourinary, PT 759 Neuroscience the disablement model. Upon course completion, gastrointestinal, and cardiovascular. The focus of The basic structure, organization, and function of students should demonstrate an understanding of the course pertains to the relationship between the nervous system within the context of the fundamental skills and challenges required to anatomical structure and normal human movement rehabilitation are presented in classroom setting perform movement in both healthy and disabled with lectures that supplement human dissection with an emphasis on problem-oriented learning to populations. laboratories and problem-oriented exercises. An encourage active student participation and clinical The co-requisites of PT 757, 766, 877 and 890 are introduction to the clinical reasoning process by decision-making. An emphasis is placed on required. The pre-requisites of PT 752, 759, 762, applying anatomy to clinical cases will be discussed. neuroanatomy and neurophysiology of the sensory 770, 775 and 780 are required. The co-requisite of PT 760 is required and the and motor systems that govern posture and Credits: 3 student must be a PT major. movement. A rehabilitation framework is built on Every Spring Credits: 2 the fundamental relationship between normal Every Summer structure and function, damage and dysfunction, PT 766 Tests and Measurements sensory processing and integration, motor control, Tests and Measurements is a 4-credit course during PT 752 Anatomy II posture and balance. the third semester of the first year of the Doctorate Continuation of a two-course sequence for the The co-requisites of PT 752, 762, 770, 775 and 780 of Physical Therapy (DPT) curriculum and is detailed study of the structures of the human body are required. The pre-requisites of PT 750, 775 and designed to provide the student an introduction using a regional approach as described for PT 750 760 are required. and overview to the tests and measures used in (Anatomy I). In addition, a 15 hour surface patient examination in order to determine the need

Page 195 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 for physical therapy intervention. The pedagogical an introduction to the Guide to Physical therapist orthopedic physical therapy, independent learning, approach of the course includes an emphasis on Practice and the Disablement Model, use of and problem solving through traditional lectures, problem-oriented learning in an effort to encourage portfolios, core values and generic abilities to foster lab practice, and small group discussions. Upon active student involvement in the educational professional development, and communication completion of the course, students will be able to process. Course content has been organized to skills, including documentation. The pedagogical safely examine and treat individuals with upper provide the student with theoretical knowledge that approach for the course will include didactic extremity musculoskeletal pathologies. can be used for administration, analysis, and lecture, discussion, student presentation and The co-requisites of PT 810, 830 and 875 are interpretation of tests and measures. demonstration. required. The pre-requisites of PT 757, 764, 766, Administration encompasses the development of The co-requisites of PT 752, 759, 762, 770 and 780 877 and 890 are required. psychomotor skills; analysis includes measurement are required. The pre-requisites of PT 750, 755 and Credits: 4 theory; and interpretation involves the 760 are required. Every Summer implementation of foundational clinical decision- Credits: 2 making skills. Students will be expected to recall Every Fall PT 810 Physical and Mechanical Modalities and apply information from the prerequisite This course is designed to provide students with a courses in a clinically relevant manner to critically PT 780 Research Methods theoretical knowledge base and the psychomotor analyze problems covering a variety of clinical This course presents the theoretical and practical skills required for the therapeutic application of scenarios. Upon completion of the course, foundations of research design and measurement, commonly used physical and mechanical students will be expected to utilize a problem- including descriptive and inferential statistical modalities. Clinical reasoning and evidence-based solving approach to the selection and application techniques common to clinical research studies practice will be fostered through traditional of tests and measures. through lectures, problem sets, problem-oriented lectures, group discussions, hands-on laboratory The co-requisites of PT 757, 764, 877 and 890 are learning experiences, and student presentations. activities, case studies and review of literature. required. The pre-requisites of PT 752, 759, 762, Upon course completion, students should have a Students will be expected to apply information 770, 775 and 780 are required. clear understanding of a basic set of research from previous coursework in a relevant manner to Credits: 4 designs and statistical tests common to clinical critically analyze a variety of clinical scenarios. Every Spring research studies. Upon completion of the course, students will be The co-requisites of PT 752, 759, 762, 770 and 775 expected to demonstrate sound clinical decision PT 770 Psychological Issues are required. The pre-requisites of PT 750, 755 and making and competency in selecting, justifying and This course integrates the psychosocial, economic, 760 are required. administering physical and mechanical modalities. vocational, cultural, familial, religious, sexual, and Credits: 3 The co-requisites of PT 830, 790 and 875 are illness/disability specific factors that may be Every Fall required. The pre-requisites of PT 757, 764, 766, encountered by a professional physical therapist. 877 and 890 are required. An emphasis is placed on small group discussions, PT 785 Evidence-Based Practice Credits: 4 problem-oriented learning, role-playing, simulation This course focuses on improving student skills Every Summer activities, and structured experiential learning regarding reading, understanding, and applying outside the classroom. The content will provide clinical research literature in physical therapy. theoretical and practical knowledge that can be Classroom experiences include lecture, group used during care of individuals with acute and discussion, Socratic questioning, group projects, chronic disabilities, stress-related disorders, victims and student presentations. Students will practice of domestic violence, and mental disorders and develop skills in the formulation of clinical requiring intervention and/or appropriate referral. research questions, search for evidence related to Students are expected to recall and apply those questions through various media, critically information from previous and concurrent and systematically evaluate and write about current coursework in psychology, ethics and literature and clinical research studies, and draw communication and synthesize course content to conclusions from the literature with regard to the demonstrate competency in the professional implications for physical therapy practice. behaviors. The pre-requisites of PT 820, 834, 880 and 892 are The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 834, and are required. The pre-requisites of PT 750, 755 and 995 are required. 760 are required. Credits: 3 Credits: 3 Every Spring

Every Fall PT 790 Musculoskeletal PT I PT 775 Clinical Seminar I The first of three courses designed to help students Clinical Seminar I is a 2 credit course during the apply the theory and skills used by physical Fall of the first year of the Doctorate of Physical therapists to assess, evaluate, diagnose, and manage therapy curriculum and is designed to provide the movement-related patient problems of individuals student with an introductory exploration of with musculoskeletal pathologies. This course will professional issues including the history, philosophy focus on the joints of the upper extremity and and present status of the profession of physical incorporate the pathology, diagnosis, and therapy, the role of the physical therapist in health management of non-operative and operative care delivery, the examination of human behavior conditions of the shoulder, elbow, wrist, and hand. as a basis for interaction between therapist and Presentations will take place in both the classroom client, including skills of cultural competence. and laboratory settings, and will foster critical Course content will include ethics, patient rights, thinking, practice of new techniques pertinent to

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encourage active student participation and clinical Facilitation (PNF), and Motor Relearning PT 820 Pulmonary: Pathology, Diagnosis and decision-making. Course materials reinforce earlier Programme (MRP) as a basis for clinical decision- Management course work in neuroanatomy and neurophysiology making. This course is designed to provide the student an to provide students with an understanding of Pre-requisites of PT 850,820, 832, 880, and 892 are introduction and overview of commonly neuromuscular disorders such as multiple sclerosis, required encountered pulmonary conditions. Course spinal cord injury, peripheral neuropathy, Guillain- Co-requisites of PT 875, 822 and 995 are required content has been organized to provide the student Barre Syndrome, cerebrovascular disease, Credits: 5 with a theoretical knowledge base that can be used Parkinson's Disease, Alzheimer's Disease, muscular Every Spring to understand the pathophysiology of common dystrophy, amyotrophic lateral sclerosis, cerebral pulmonary disorders and to promote clinical palsy, and the neurological implications of aging. PT 850 Clinical Practice I decision making skills in the examination, The co-requisites of PT 810, 790 and 875 are Clinical Practice I is a 6-week, full time clinical evaluation, and intervention design for required. The pre-requisites of PT 757, 764, 766, practice course under the supervision of a licensed patients/clients with pulmonary dysfunction. 877 and 890 are required. physical therapist clinical instructor (CI). The Students will be expected to recall and apply Credits: 3 student attends a clinical practice facility for six information from previous coursework including Every Summer consecutive weeks with specific hours arranged by the basic sciences of anatomy, physiology, and each facility. This clinical experience is designed to pharmacology in a clinically relevant manner to PT 832 Pediatric Neuromuscular Diagnosis and provide the student an opportunity to develop critically analyze problems covering a variety of Management professional behaviors and communication skills, clinical scenarios. The pedagogical approach of the This course presents the patient management apply the patient management model, develop gross course will include didactic lectures enhanced by model of examination, evaluation, diagnosis, and specific examination and intervention skills, the use of case studies with a problem oriented prognosis, intervention, and outcomes related to develop documentation skills, and begin to develop approach to encourage active student involvement neuromuscular disabilities of children and clinical decision-making and critical thinking skills in the educational process. Laboratory sessions will adolescents. Course expectations include problem- within the content of evidence-based practice. focus on psychomotor skills, examination and oriented learning, literature review for evidence- Emphasis during this clinical practice is on the treatment techniques. Clinical documentation based practice, and live video demonstrations. evaluation and treatment of patients, including the skills and professional behaviors will also be Principles of motor development, motor learning areas of basic examination and evaluation skills, reinforced. and motor control are explored as students become ambulation training, transfer training, the Pre-requisites of PT 790, 810,830, and 875 are familiar with different practice settings including administration of modalities, and in administering required the Neonatal Intensive Care Unit, early therapeutic exercise. Students are expected to recall Co-requisites of PT 850, 832, 880, and 892 are intervention, and the school setting. Laboratory and apply information from previous coursework in required sessions enable students to learn assessment and a clinically relevant manner to critically analyze Credits: 3 intervention strategies consisting of standardized problems within a variety of clinical settings. Upon Every Fall tests, outcome measures, handling techniques, and completion of the clinical experience, students are neurophysiological and neurodevelopmental expected to synthesize course content in such a way PT 822 Cardiac: Pathology, Diagnosis and treatment techniques. Upon completion, students as to demonstrate development of the generic Management will have entry-level clinical knowledge and skills to abilities and core values necessary for becoming a This course will review normal and abnormal manage a client with a developmental disability. physical therapist. cardiopulmonary and cardiovascular anatomy and Pre-requisites of PT 790,810, 830, and 875 are The pre-requisites of PT 790, 810, 830 and 875 are physiology. Disease pathologies and their relevance required required. to clinical settings will be discussed. Additionally, Co-requisites of PT 820, 850, 880, and 892 are Credits: 4 diagnostic procedures will be reviewed as they relate required Every Fall to specific disease processes. Both medical and Credits: 3 surgical management will be discussed. The role of Every Fall PT 857 Current Physical Therapy Practice the health care team will be discussed as well as This course is designed to provide the student an integration of data from the patient chart review, PT 834 Adult Neuromuscular Diagnosis and introduction to recent fundamental changes that objective assessment and creation of a Management have occurred in physical therapy practice relative comprehensive plan of care including, goals, This course presents assessment procedures and to patient management model and the roles and frequency setting and discharge recommendations. therapeutic management techniques of adult responsibilities of the physical therapist including Laboratory sessions will focus on psychomotor patients with neurological dysfunction and spinal relevance and procedures of medical screening, skills, examination and treatment techniques. cord injuries through the use of case study systems review, and theories and concepts of The co-requisites of PT 785, 834 and 995 are presentations with an emphasis on problem- clinical decision-making and diagnosis. The student required. The pre-requisites of 820, 832, 880 and oriented learning to encourage active student will also be oriented to the scientific basis of the 892 are required. participation and clinical decision-making. The physical therapy profession and instructed in the Credits: 3 presentation of course materials reinforces earlier methods of evidence-based practice. Students will Every Spring course work in neuroanatomy, neurophysiology and be instructed in the relevance and basic skills of neuromuscular pathology. Laboratory sessions cultural competence in patient management. The PT 830 Neuromuscular Pathology emphasize the development of specific psychomotor expanding role, responsibility, and accountability of This course presents pathophysiology related to skills necessary for assessment and treatment of the the physical therapist as a doctoring level profession neuromuscular disorders with an emphasis on the adult neurological client. Course content also will be introduced and discussed. This course serves mechanisms of injury, surveys of epidemiology and provides an eclectic theoretical treatment rationale as a prerequisite or corequisite for all other courses. etiology, symptomology, pathology, acute based on normal sensorimotor development, Offered every Fall and Spring. Three credits. management, and prognosis of specific neurophysiology, and motor control to include Student must be a Physical Therapy major in order neuromuscular disorders. Lecture and case study Neurodevelopmental Treatment (NDT), to register for this course. presentations focus on problem-oriented learning to Brunnstrom, Proprioceptive Neuromuscular

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PT 875 Clinical Seminar II Pre-requisites of PT 885 and 950 are required clinically relevant manner to critically analyze Clinical Seminar II is a 3-credit course during the Co-requisites of PT 915, 960 and 975 are required problems covering a variety of clinical scenarios. Summer semester of the second year of the Credits: 2 Upon completion of the course, students will be Doctorate of Physical Therapy curriculum and is Every Fall expected to synthesize course content in such a way designed to provide the student with the essential as to demonstrate clinical decision-making in regard skills basic to the practice of physical therapy. The PT 880 Physical Therapy Across the Lifespan to individuals with specific system pathologies. psychomotor component of these essential skills Physical Therapy Across the Lifespan is a 2-credit Pre-requisites of PT 785, 822, 834, and 995 are include: body mechanics, positioning and draping, course during the fall semester of the second year of required bed mobility, transfers, wheelchair mobility and the Doctorate of Physical Therapy curriculum and Co-requisites of PT 950 is required management, and gait training. Patient safety will is designed to explore concepts of human growth Credits: 4 be strongly emphasized. This course will also and development from conception to senescence Every Summer provide the student with an overview of the HIPPA including physical, cognitive, social and emotional and OSHA requirements for clinical practice. development. Theories of aging including somatic PT 890 Foundations of Therapeutic Exercise There will be a strong focus on professional and other factors that influence wellness and This course will introduce students to the scientific behavior and communication skills. Clinical disability across the lifespan will be addressed. and theoretical basis as well as the clinical documentation skills will also be reinforced. The Course content has been organized to provide the application of therapeutic exercises commonly used pedagogical approach for the course will include student with a theoretical knowledge base that can by physical therapists such as range of motion, lecture, demonstration, case study, and discussion. be used in the diagnosis, prognosis, examination, stretching, resistance, and aerobic exercises. Specific The co-requisites of PT 810, 830 and 790 are and intervention of individuals with metabolic, course content will include indications, required. The pre-requisites of PT 757, 764, 766, endocrine, gastrointestinal, genitourinary, and precautions, contraindications, principles and 877 and 890 are required. other pathologies. Students will be expected to procedures for applying various types of therapeutic Credits: 3 recall and apply information from previous exercise interventions. Clinical reasoning, evidence Every Summer coursework in a clinically relevant manner to based practice, and independent learning will be critically analyze problems covering a variety of fostered through traditional lectures, group PT 877 Teaching and Learning Strategies clinical scenarios. Upon completion of the course, discussions, laboratory activities, and case This course presents an overview of the process of students will learn to understand and apply lifespan presentations. In order to critically analyze clinical teaching in settings relevant to physical therapy theory to the examination, evaluation and scenarios presented in this course, students will be practice. Presentation of the course materials treatment of various patient types and conditions expected to integrate and apply information learned reinforces earlier coursework from Psychological based on information acquired in prior courses in from any preceding physical therapy coursework in Issues, and Clinical Seminar with an emphasis on the curriculum and their clinical practice addition to those learned from this course. At the problem-oriented learning, small group discussions, experiences. completion of the course, students will be expected and simulation activities, and instructional unit Pre-requisites of PT 790, 810,830, and 875 are to be able to design an exercise program aimed at development. Course content has been organized to required improving physical impairments and functional provide the student with theoretical and practical Co-requisites of PT 850, 832, 880, and 892 are limitations. knowledge of curriculum design, as well as the required The co-requisites of PT 757, 764, 766 and 877 are clinician as an educator in the academic, clinical, Credits: 2 required. The pre-requisites of PT 752, 759, 762, and community settings. Every Fall 770, 775 and 780 are required. The co-requisites of PT 757, 764, 766 and 890 are Credits: 3 required. The pre-requisites of PT 752, 759, 762, PT 885 Specific System Diagnosis and Every Spring 770, 775 and 780 are required. Management Credits: 2 Specific Systems Diagnosis and Management is a 4- PT 892 Musculoskeletal PT II Every Spring credit course offered during the summer semester The second of three courses designed to help of the third year of the Doctorate of Physical students apply the theory and skills used by physical PT 879 Health Promotion and Wellness Therapy curriculum. The course is designed to therapists to assess, evaluate, diagnose, and manage Health Promotion and Wellness is a 2-credit course provide the student an overview of the pathology, movement-related patient problems of individuals designed to provide students with the theoretical examination, evaluation, and interventions of with musculoskeletal pathologies. This course will and practical aspects of maintaining and promoting patients with specific system pathologies. focus on the joints of the lower extremity and health. Students will examine theories of wellness Presentation of course material will reinforce earlier incorporate the pathology, diagnosis, and as well as the effects of lifestyle and the course work from anatomy, physiology, and management of non-operative and operative environment on wellness. The patient-practitioner previous examination, evaluation, and intervention conditions of the hip, knee, foot, and ankle. collaborative model and approaches to facilitating courses. This course will also cover content related Presentations will take place in both the classroom adherence to healthy lifestyle behavior changes will to the use of orthotics and prosthetics and the and laboratory settings, and will foster critical be explored. Emphasis will be placed on social, management of patients with amputations. The thinking, practice of new techniques pertinent to epidemiological, and behavioral and environmental pedagogical approach of the course will include an orthopedic physical therapy, independent learning, assessment as well as educational and ecological emphasis on problem-oriented learning in an effort and problem solving through traditional lectures, assessment of factors affecting health-related to encourage active student involvement in the lab practice, and small group discussions. Upon behavior and environments. Students will also education process. Course content has been completion of the course, students will be able to become knowledgeable about patient education and organized to provide the student with a theoretical safely examine and treat individuals with lower participation in community activities in the knowledge base that can be used in the diagnosis, extremity musculoskeletal pathologies. promotion of health and healthy lifestyles and the prognosis, examination, and intervention of Pre-requisites of PT 790, 810,830, and 875 are prevention of illness and injury. Upon completion individuals with metabolic, endocrine, required of the course students are expected to understand gastrointestinal, genitourinary, and integumentary Co-requisites of PT 820, 850, 832, and 880 are wellness theories and implement programs on the pathologies. Students will be expected to recall and required individual and community levels. apply information from previous coursework in a Credits: 3

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Every Fall experience, students are expected to synthesize instrumentation typically found in a human course content in such a way as to demonstrate movement laboratory such as electromyography, PT 915 Clinical Reasoning competency in the professional behaviors necessary two-dimensional and three-dimensional motion Clinical Reasoning is offered in the fall semester of for becoming an effective physical therapist. analysis, metabolic gas analysis, and dynamometry. the 3rd year of the Doctor of Physical Therapy Pre-requisites of PT 850 is required Upon course completion, students are expected to program. The course is intended to foster and Co-requisites of PT 885 is required describe the use of advanced instrumentation in the enhance students’ clinical reasoning in managing Credits: 5 analysis of human movement, and be able to various types of patient populations. The majority Every Summer perform basic setups using the equipment. of classes will be case-based. Students will use a The co-requisites of PT 785, 822, 834 and 885 are comprehensive clinical reasoning framework to PT 955 Clinical Practice III required. The pre-requisites of PT 820, 834, 880 perform in-depth case analyses throughout the five Clinical Practice III is a 10-week, full time clinical and 892 are required. elements of the patient management model. practice course under the supervision of a licensed Credits: 1 Emphasis is placed on the pillars of evidence-based physical therapist. This clinical experience is Every Fall practice – clinical expertise, patient’s values and designed to provide the student opportunities to preferences, as well as best research evidence. improve clinical decision-making and critical PT 975 Health Care Delivery Students will need to apply and synthesize didactic thinking skills through use of the patient Health Care Delivery is a 3-credit course offered knowledge covered in previous and concurrent management model, evidence-based practice, during the fall semester of the third year of the physical therapy courses as well as clinical collaboration with patients, family members and Doctorate of Physical Therapy curriculum and is knowledge gained from prior clinical education other health professionals, and develop designed to provide the student with the experiences. At the completion of this course, consultation, education, and administration skills. management theory and skills to use human students are expected to demonstrate sound clinical Students may also have the opportunity to engage resources effectively, understand the concepts reasoning throughout the patient management in prevention/wellness programs, participate at behind cost control, finance, and entrepreneurship. process. Grand Rounds/Team Conference, and outcome The pedagogical approach of the course includes The pre-requisites of PT 950 and 995 are required. assessments. Students are expected to recall and case studies and didactic lectures. Course content The co-requisites of 879, 910 and 975 are required. apply information from previous coursework in a includes introducing the theory and practice of Credits: 4 clinically relevant manner to critically analyze managing and developing employees, interviewing, Every Fall problems covering a variety of clinical settings. developing job position descriptions, performance Pre-requisites of PT 850 and 950 are required evaluations, conflict resolution, budgeting practices, PT 940 Alternative and Complementary Co-requisites of PT 956 required financial reports, reimbursement concepts, guiding Therapies Credits: 8 employees through change, marketing, business This course is designed to introduce the student to Every Spring plan, quality assurance, outcomes management, risk the theories, application, assumptions, and management, and federal/state laws and legal outcomes of a wide variety of alternative and PT 956 Clinical Practice IV issues. complementary therapies, including homeopathy, Clinical Practice IV is a 10 week, full time clinical The prerequisite of PT 950 is required and the co- chiropracty, naturopathy, Tai Chi, yoga, and practice course under the supervision of a licensed requisites of PT 879, 915 and 995 are required. acupuncture, among others. This course addresses physical therapist. The student attends a clinical Credits: 3 the importance of these therapies within the larger practice facility for 10 consecutive weeks with Every Fall framework of the current health care system. specific hours arranged by each facility. This clinical Students will discuss the expected growth of these experience is designed to provide the student PT 995 Musculoskeletal PT III therapies for the foreseeable future as well as the opportunities to improve clinical decision-making The third and final course designed to help impact of these therapies on the profession of and critical thinking skills through use of the students apply the theory and skills used by physical physical therapy. patient management model, evidence-based therapists to assess, evaluate, diagnose, and manage Student must be a Physical Therapy major in order practice, collaboration with patients, family movement-related patient problems of individuals to register for this course. members and other health professionals, and with musculoskeletal pathologies. This course will develop consultation, education, and focus on the temporomandibular joint, cervical, PT 950 Clinical Practice II administration skills. Students may also have the thoracic, and lumbosacral spine and incorporate The student is supervised by the clinical instructor opportunity to engage in prevention/wellness the pathology, diagnosis, and management of non- while applying the knowledge and skills acquired in programs, participate at Grand Rounds/Team operative and operative conditions of the various previous coursework. This 9-week clinical Conference, and outcome assessments. Students are spinal regions. Presentations will take place in both experience is designed to provide the student expected to recall and apply information from the classroom and laboratory settings, and will opportunities to improve clinical decision-making previous coursework in a clinically relevant manner foster critical thinking, practice of new techniques and critical thinking skills through use of the to critically analyze problems covering a variety of pertinent to orthopedic physical therapy, patient management model, evidence-based clinical settings. independent learning, and problem solving through practice, collaboration with patients, family Pre-requisites of PT 850 and 950 are required traditional lectures, lab practice, and small group members and other health professionals, and Co-requisites of PT 955 required discussions. Upon completion of the course, develop consultation, education, and Credits: 8 students will be able to safely examine and treat administration skills. Students also have the Every Spring individuals with spinal musculoskeletal pathologies. opportunity to engage in prevention/wellness The pre-requisites of PT 790 and 892 are required. programs, participate at Grand Rounds/Team PT 960 Instrumented Movement Analysis Credits: 3 Conference, and outcome assessments. Students are This course provides an opportunity for students to Every Spring expected to recall and apply information from become familiar with instruments used in the study previous coursework in a clinically relevant manner of human movement. In addition to lecture to critically analyze problems covering a variety of presentations, this course includes discussions, clinical settings. Upon completion of the clinical demonstrations, and hands-on practice of

Page 199 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

DIVISION OF PHYSICIAN Certifying Examination administered by the prerequisite courses of 3.0. National Commission on the Certification of • A personal statement as to why the applicant ASSISTANT STUDIES Physician Assistants (NCCPA). wishes to become a physician assistant. The highest ethical and professional standards • Breadth and amount of patient care experience. Professor: Joanna Shulman, MD, FACOG are expected to be upheld throughout the physician • Three satisfactory recommendations included (Medical Director) assistant course of study. The program is in the CASPA application. Assistant Professor: Sharon Verity, PA-L, MPAS challenging and requires dedication, a high ethical • Completion of course work and above criteria (Division Director) standard, and professionalism in addition to within a specified time limit. Assistant Professors: Marion Masterson, PA-C, intelligence, skill and medical knowledge. • Successful completion of the GRE. There is not MPAS; Maria Compte, MD, MPH; James Eckert, Program Requirements currently a minimum score set by the Division PA-C, MA Students may attend LIU Brooklyn on a part- of Physician Assistant Studies for this Instructor: Camile Kiefer, RN, PA-C; Dwayne A. time or full-time basis while completing their examination. Williams, PA-C prerequisite courses. During this phase students • A recommendation for acceptance from the Adjunct Faculty: 14 are expected to: Division of Physician Assistant Studies

• Complete a minimum of 500 hours of direct Admissions Committee, based upon all entities patient care experience. Of these 500 hours, a as described above. M.S. in Physician Assistant minimum of 300 hours must be completed by Some applicants are selected for personal Studies the time of submission of CASPA application. interviews based on the strength of the written Acceptable types of direct patient care application. If an applicant is invited for a personal The 86-credit M.S. in Physician Assistant experience include: medical assistant; surgical interview, the interview itself is evaluated on the Studies is an intense, 28-month professional technologist; licensed practical or registered criteria of satisfactory performance based on program that prepares health practitioners to work nurse; dental assistant; dental hygienist; assessment of qualities such as interpersonal in a wide variety of clinical settings. Physician certified nursing assistant; home health aide; relations, concern for others, integrity, and an assistants take medical histories and perform residential aide; emergency medical technician; ability to communicate effectively and maturely. physical examinations, select and interpret paramedic; physical therapist; occupational The division is accredited to have 84 students diagnostic tests and manage the health problems of therapist; physical therapy assistant; physical enrolled in the curriculum, e.g., 42 students in the patients under the supervision of a physician. In therapy aide; occupational therapy assistant; didactic year and 42 students in the clinical year. general, PAs may perform 80-90% of the care occupational therapy aide; respiratory therapist; Course work and above criteria must be provided by physicians. Additionally, they may perfusionist; electrocardiographic (EKG) completed within a specified time limit. Applicants specialize in any area of medicine or surgery and technician; phlebotomist; ophthalmologic meeting all of the criteria above may be enjoy lateral mobility, meaning that they may technician; volunteer work involving direct considered for an interview. move from specialty to specialty without patient care; shadowing a physician, physician Initial application to the professional phase of additional formal training. assistant or dentist. Other types of experiences the program for transfer students should be made LIU Brooklyn's Physician Assistant Studies may be acceptable. If you are interested in through the Centralized Application Service for program was the first such program to be approved clinical experience that differs from those listed Physician Assistants (CASPA) by visiting by the New York State Education Department. The above, please contact the Division of Physician www.caspaonline.org. CASPA will collect and Accreditation Review Commission on Education Assistant Studies to determine if the proposed summarize all of the applicant's data (application for the Physician Assistant, Inc. (ARC-PA) has experience is acceptable. form, transcripts, recommendations), which will be granted Accreditation-Continued to the Physician • Obtain at least a baccalaureate degree from an forwarded to the Physician Assistant Studies Assistant Studies Program sponsored by LIU accredited college or university no later than at Program. When all materials have been received Brooklyn. Accreditation-Continued is an the time of matriculation to the Division of and reviewed, selected applicants will be invited to accreditation status granted when a currently Physician Assistant Studies. a personal interview. If the candidate is accepted accredited program is in compliance with the • Maintain a grade point average of 3.0 or above to the program, a deposit of $500 is required to ARC-PA Standards. (overall and in prerequisites) in courses taken at hold a seat in the incoming class. Accreditation remains in effect until the an accredited college or university. A supplemental application also must be filed program closes or withdraws from the • Demonstrate acceptable academic performance. through the Office of Admissions. Please apply accreditation process or until accreditation is • Complete all prerequisite coursework, which online at My LIU or use the Apply Now link in the withdrawn for failure to comply with the includes: one year (two courses) of not less top navigation bar. For more information on the Standards. The approximate date for the next than 4 credits each in general biology, with admissions process, visit the Office of Admissions validation review of the program by the ARC-PA laboratory; one year (two courses) of not less Web site. will be March 2020. The review date is contingent than 4 credits each in general chemistry, with Advanced Standing upon continued compliance with the accreditation laboratory; one semester (one course) of not The Division of Physician Assistant Studies Standards and ARC-PA policy. The program is a less than 4 credits in human anatomy, with does not offer advanced standing to any applicants, member of the Physician Assistant Education laboratory; one semester (one course) of not including those who have prior experience as a Association. less than 3 credits in human physiology, with or medical student or physician assistant student or During the didactic year, medical courses are without laboratory; one semester of who are foreign medical graduates. augmented with clinical experiences. During the microbiology; one semester of statistics. Technical Standards clinical year, students are assigned to clinical • Sit for the Graduate Record Examination Observation - The ability to observe is rotations for twelve months on a full-time basis, (GRE). The code for LIU Brooklyn is 2369. required for demonstrations, visual presentations returning to the program once every five weeks. The application to the Division of Physician in lectures and laboratories, laboratory evidence After meeting all campus and degree Assistant Studies is evaluated on the following and microbiological cultures, microscopic studies requirements, a certificate and the Master of criteria: of microorganisms and tissues in normal and Science degree are conferred upon the candidate. • A cumulative grade point average of 3.0. pathological states. A candidate must be able to This enables the candidate to sit for the National • A cumulative grade point average in the observe patients accurately and completely, both

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 200 LIU Brooklyn closely and from a distance. Observation requires health forms. The division’s health forms will be Clinical Year Courses (Year 2) functional vision and somatic sensation and is sent along with the package of materials that is MS 601 Internal Medicine 2.00 enhanced by a sense of smell. mailed out in May of the year in which the student Communication - A candidate should be able will enter the program, after the student is MS 602 Surgery 2.00 to speak, hear and observe patients in order to accepted into the program and after the student MS 603 Pediatrics 2.00 elicit information, perceive non-verbal submits the deposit to hold the seat. Additional communications and describe changes in mood, health forms are required for entry into the clinical MS 604 Family Medicine 2.00 activity and posture. The candidate must be able to year of the division’s curriculum. MS 605 Emergency Medicine 2.00 communicate effectively and sensitively with Clinical Year Clerkships patients through speech, and through reading and Each clinical year student completes ten (10) MS 606 Obstetrics and 2.00 writing. Communication in oral and written form clerkships of five (5) weeks in length. The faculty Gynecology with the health care team must be effective and creates an individual rotation schedule for each MS 607 Behavioral Medicine 2.00 efficient. clinical year student. The student must return to MS 608 Medical Elective 2.00 Motor - A candidate should have sufficient LIU Brooklyn campus at the end of each clerkship motor function to elicit information from patients for a two-day End-of-Rotation Meeting with the MS 609 Surgical Elective 2.00 by palpation, auscultation and percussion, as well faculty. MS 610 Clinical Elective 2.00 as to carry out diagnostic maneuvers. A candidate Students must rotate in each of the following should have motor function sufficient to execute clerkships during the clinical year: internal MS 611 Clinical Seminar I 1.00 movements reasonably required to provide general medicine, surgery, family medicine, emergency MS 612 Clinical Seminar II 1.00 care and emergency treatment to patients. Such medicine, pediatrics, obstetrics and gynecology, skills require coordination of gross and fine psychiatry, internal medicine elective, surgical MS 613 Clinical Seminar III 1.00 muscular movements, equilibrium and sensation. elective and clinical elective. MS 614 Summative Evaluation 1.00 Intellectual-Conceptual, Integrative and Quantitative Abilities - Problem solving is a M.S, Physician Assistant Studies MS 615 Capstone Project 2.00 critical skill demanded of physician assistants; this Program Code: 06928 Credit and GPA Requirements skill requires all of these abilities. The candidate Must complete all of the following courses: Minimum Total Credits: 86 must also be able to comprehend three- Didactic Year Courses (Year 1) Minimum Major GPA: 3.0 dimensional relationships as well as the spatial MS 500 Anatomy 3.00 relationship of structures. Behavioral and Social Attributes - A MS 501 Physiology 1.00 candidate must have sufficient emotional health to MS 502A Pharmacology I 3.00 fully use his or her intellectual ability, to exercise good judgment, to complete all responsibilities, MS 503A Art and Science of 4.00 and to attend to the diagnosis and care of patients. Medicine I A candidate must be able to develop mature, MS 504A Clinical Medicine I 4.00 sensitive and effective relationships with patients and colleagues. A candidate must be able to MS 505 Psychosocial Aspects of 1.00 tolerate physical and emotional stress and continue Medicine to function effectively. A candidate must possess MS 506 Pathology 2.00 qualities of adaptability, flexibility and be able to MS 502B Pharmacology II 3.00 function in the face of uncertainty. He/she must have a high level of compassion for others, MS 503B Art and Science of 2.00 motivation to serve, integrity and a consciousness Medicine II of social values. A candidate must possess MS 504B Clinical Medicine II 6.00 sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic MS 507 Role Socialization 1.00 backgrounds and all belief systems. The MS 508A Research Methods I: 1.00 administration of the Physician Assistant Studies Epidemiology program recognizes its responsibility to present candidates who have the knowledge and skills to MS 509 Preventive Medicine 1.00 function in a broad variety of clinical situations MS 510 Clinical Laboratory 1.00 and to render a wide spectrum of patient care. The Science responsibility for these technical standards is primarily placed on the Physician Assistant MS 504C Clinical Medicine III 3.00 Admissions Committee to select entering MS 508B Research Methods II: 1.00 Physician Assistant Studies students who will be Evidence-Based Medicine the candidates for the degree. Health Requirements MS 511 Introduction to Medical 1.00 All students entering or re-entering the Literature professional phase of the M.S. degree in Physician MS 512 Medical Informatics 1.00 Assistant Studies must complete and submit a Health Examinations/Vaccinations form located in MS 513 Surgery 2.00 the Forms & Documents section of the Office of MS 514 Emergency Medicine 1.00 Admissions website, as well as the division’s

Page 201 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 202 LIU Brooklyn level, including cellular dynamics; modes of death; The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 1 the cardiovascular, pulmonary, gastrointestinal, 508A, 509 and 510 are all required. Every Summer humoral, renal, neurological, endocrine and Credits: 1 reproductive systems. Genetic disorders are also Every Summer MS 513 Surgery considered. This course considers the approach to the surgical Prerequisites: admission to the graduate program in MS 509 Preventive Medicine patient. The focus is on clinical diagnoses requiring Physician Assistant Studies. Two credits. This course examines health promotion and disease a surgical management. Topics include: anesthesia; In order to register for this course, the student must prevention; infectious disease control and preoperative, intra-operative and postoperative care; be a graduate student in the Physician Assistant prevention; prevention of disease resulting from disorders of the upper gastrointestinal tract; plan. contaminated food sources and from poor disorders of the stomach, liver, spleen, pancreas, Credits: 2 nutrition; occupational health; international health; and gallbladder; colorectal disorders; cardiothoracic Every Fall preventable injuries; and the importance of the role surgery; orthopaedic surgery; vascular surgery; of behavior, culture and society in the perception of urology; transplant surgery. Prerequisites: successful MS 507 Role Socialization health. completion of the spring semester of the didactic This course examines the physician assistant Prerequisites: successful completion of the fall year of the graduate program in Physician Assistant profession from its inception in the mid-1960s to semester of the didactic year of the graduate Studies. Two credits. the present. Topics to be considered include: program in Physician Assistant Studies. One The pre-requisites of MS 502B, 503B, 504B, 507, history of the profession; state licensure and Credit. 508A, 509 and 510 are all required. regulation; maintenance of professional license and The pre-requisites of MS 500, 501, 502A, 503A, Credits: 2 certification; regulation of physician assistant 504A, 505 and 506 are all required. Every Summer education; types of reimbursement through health Credits: 1 insurance plans; the physician-physician assistant Every Spring MS 514 Emergency Medicine relationship; other types of health care professionals This course considers the approach to the emergent and their roles in caring for patients; interacting MS 510 Clinical Laboratory Science patient. Emphasis is placed on stabilization and with other health care professionals; and This course is designed to introduce students to the emergent care. Topics include: stabilization; professionalism. science of clinical laboratory medicine. Topics to be emergency ophthalmology; acute coronary Prerequisites: successful completion of the fall considered include but are not limited to: syndrome; myocardial infarction; heart failure; semester of the didactic year of the graduate hematologic laboratory studies, chemistries, poisoning; hyper- and hypothermia; fractures and program in Physician Assistant Studies. One credit. urinalysis, cardiac enzymes, blood gases, and the sprains; animal bites; burns; sexual assault; The pre-requisites of MS 500, 501, 502A, 503A, ways in which these laboratory tests inform the pneumonia; trauma; and other concerns. 504A, 505 and 506 are all required. understanding of the disease state. Prerequisites: successful completion of the spring Credits: 1 Prerequisites: successful completion of the fall semester of the didactic year of the graduate Every Spring semester of the didactic year of the graduate program in Physician Assistant Studies. One credit. program in Physician Assistant Studies. One credit. The pre-requisites of MS 502B, 503B, 504B, 507, MS 508A Research Methods I: Epidemiology The pre-requisites of MS 500, 501, 502A, 503A, 508A, 509 and 510 are all required. This course is designed to give students an 504A, 505 and 506 are all required. Credits: 1 introduction to the fundamentals of clinical Credits: 1 Every Summer epidemiology: measuring health statistics, how vital Every Spring statistics are used in public health research and MS 601 Internal Medicine interventions, concepts of causality and risk. The MS 511 Introduction to Medical Literature This clinical course is a clinical clerkship in internal relevance of epidemiologic concepts to public This course considers methods of conducting medicine. All clinical clerkships are five (5) weeks in health and clinical work will be highlighted through medical database searches; the use of a personal length. Each student is assigned a clinical site and the use of case studies and the examples of current computer in clinical medicine for data storage and preceptor at the inception of the clinical year. health research. access to medical databases; the variety of medical Please see the Division of Physician Assistant Prerequisites: successful completion of the fall databases currently in use; use of medical Studies Clinical Year Handbook for further semester of the didactic year of the graduate references; formulation and development of a information. Prerequisites: successful completion of program in Physician Assistant Studies. One credit. research topic. Prerequisites: successful completion the didactic year of the Physician Assistant Studies The pre-requisites of MS 500, 501, 502A, 503A, of the spring semester of the didactic year of the curriculum. Two credits. 504A, 505 and 506 are all required. graduate program in Physician Assistant Studies. The pre-requisites of MS 504C, 508B, 511, 512, Credits: 1 One credit. 513 and 514 are all required. Every Spring The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 2 to 4 508A, 509 and 510 are all required. Every Fall, Spring and Summer MS 508B Research Methods II: Evidence-Based Credits: 1 Medicine Every Summer MS 602 Surgery Part two of a two-semester sequence in research This clinical course is a clinical clerkship in surgery. methodology. This is a course in evidence-based MS 512 Medical Informatics All clinical clerkships are five (5) weeks in length. medicine. Topics include: study design, diagnostic This course considers electronic medical records; Each student is assigned a clinical site and and screening tests, assessment of diagnostic medical insurance, including Medicaid and preceptor at the inception of the clinical year. studies, and medical practice as seen through the Medicare; billing and coding; health insurance Please see the Division of Physician Assistant lens of evidence-based medicine. A component in fraud; and health literacy. Studies Clinical Year Handbook for further clinical problem-solving is also included. Prerequisites: successful completion of the spring information. Prerequisites: successful completion of the spring semester of the didactic year of the graduate Prerequisites: successful completion of the didactic semester of the didactic year of the graduate program in Physician Assistant Studies. One credit. year of the Physician Assistant Studies curriculum. program in Physician Assistant Studies. One credit. The pre-requisites of MS 502B, 503B, 504B, 507, Two credits. 508A, 509 and 510 are all required. The pre-requisites of MS 504C, 508B, 511, 512,

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513 and 514 are all required. MS 611 Clinical Seminar I Credits: 2 MS 607 Behavioral Medicine In this seminar, students will draw on their clinical Every Spring This clinical course is a clinical clerkship in clerkship(s) in Internal Medicine and/or the behavioral medicine. All clinical clerkships are five Internal Medicine elective as well as all material MS 603 Pediatrics (5) weeks in length. Each student is assigned a previously learned in the entire PA Studies This clinical course is a clinical clerkship in clinical site and preceptor at the inception of the curriculum to produce and deliver a detailed pediatrics. All clinical clerkships are five (5) weeks clinical year. Please see the Division of Physician patient case presentation from Internal Medicine or in length. Each student is assigned a clinical site Assistant Studies Clinical Year Handbook for an Internal Medicine elective before a group of and preceptor at the inception of the clinical year. further information. Prerequisites: successful clinical year PA students and faculty member(s). Please see the Division of Physician Assistant completion of the didactic year of the Physician Prerequisites: successful completion of the didactic Studies Clinical Year Handbook for further Assistant Studies curriculum. Two credits. year of the Physician Assistant Studies curriculum. information. The pre-requisites of MS 504C, 508B, 511, 512, One credit. Prerequisites: successful completion of the didactic 513 and 514 are all required. The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. Credits: 2 513 and 514 are all required. Two credits. Every Fall, Spring and Summer Credits: 1

The pre-requisites of MS 504C, 508B, 511, 512, Every Fall 513 and 514 are all required. MS 608 Medical Elective Credits: 2 This clinical course is a clinical clerkship in a MS 612 Clinical Seminar II Every Fall, Spring and Summer particular discipline of internal medicine. All In this seminar, students will draw on their clinical clinical clerkships are five (5) weeks in length. Each clerkship(s) in General Surgery and/or the Surgical MS 604 Family Medicine student is assigned a clinical site and preceptor at elective as well as all material previously learned in This clinical course is a clinical clerkship in family the inception of the clinical year. Please see the the entire PA Studies curriculum to produce and medicine. All clinical clerkships are five (5) weeks Division of Physician Assistant Studies Clinical deliver a detailed patient case presentation from in length. Each student is assigned a clinical site Year Handbook for further information. General Surgery or a Surgical elective before a and preceptor at the inception of the clinical year. Prerequisites: successful completion of the didactic group of clinical year PA students and faculty Please see the Division of Physician Assistant year of the Physician Assistant Studies curriculum. member(s). Studies Clinical Year Handbook for further Two credits. Prerequisites: successful completion of the didactic information. Prerequisites: successful completion of The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. the didactic year of the Physician Assistant Studies 513 and 514 are all required. One credit. curriculum. Two credits. Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, Every Fall, Spring and Summer 513 and 514 are all required.

513 and 514 are all required. Credits: 1 MS 609 Surgical Elective Credits: 2 Every Fall Every Fall, Spring and Summer This clinical course is a clinical clerkship in a particular discipline of surgery. All clinical MS 613 Clinical Seminar III MS 605 Emergency Medicine clerkships are five (5) weeks in length. Each In this seminar, students practice the techniques This clinical course is a clinical clerkship in student is assigned a clinical site and preceptor at that will lead to successful completion of the emergency medicine. All clinical clerkships are five the inception of the clinical year. Please see the Physician Assistant National Certifying (5) weeks in length. Each student is assigned a Division of Physician Assistant Studies Clinical Examination (PANCE). Each student will draw on clinical site and preceptor at the inception of the Year Handbook for further information. all material previously learned in the entire PA clinical year. Please see the Division of Physician Prerequisites: successful completion of the didactic Studies curriculum and additional PANCE Assistant Studies Clinical Year Handbook for year of the Physician Assistant Studies curriculum. materials to prepare for this examination, which is a further information. Prerequisites: successful Two credits. prerequisite for PA licensure. Prerequisites: completion of the didactic year of the Physician The pre-requisites of MS 504C, 508B, 511, 512, successful completion of MS 601, 602, 603, 604, Assistant Studies curriculum. Two credits. 513 and 514 are all required. 605, 606, 607, 608, 609, 610, 611, and 612. The pre-requisites of MS 504C, 508B, 511, 512, Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Every Fall, Spring and Summer 513 and 514 are all required.

Credits: 2 Credits: 1 MS 610 Clinical Elective Every Fall, Spring and Summer Every Fall This clinical course is a clinical clerkship in a MS 606 Obstetrics and Gynecology particular clinical discipline of the student¿s choice. MS 614 Summative Evaluation This clinical course is a clinical clerkship in All clinical clerkships are five (5) weeks in length. In this laboratory course, students will draw on all obstetrics and gynecology. All clinical clerkships are Each student is assigned a clinical site and material previously learned in the entire PA Studies five (5) weeks in length. Each student is assigned a preceptor at the inception of the clinical year. curriculum to complete a summative evaluation. clinical site and preceptor at the inception of the Please see the Division of Physician Assistant This evaluation will take place in the Division's clinical year. Please see the Division of Physician Studies Clinical Year Handbook for further Simulation Laboratory. The student will Assistant Studies Clinical Year Handbook for information. demonstrate his or her ability to evaluate, stabilize, further information. Prerequisites: successful completion of the didactic examine, diagnose, perform relevant clinical Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. procedures, and treat the simulated patient (Sim- year of the Physician Assistant Studies curriculum. Two credits. Man 3G). The student will also demonstrate the Two credits. The pre-requisites of MS 504C, 508B, 511, 512, ability to work well with other members of the The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. health care team and to provide culturally 513 and 514 are all required. Credits: 2 competent care. Prerequisites: successful Credits: 2 Every Fall, Spring and Summer completion of . MS 601, 602, 603, 604, 605, 606, Every Fall, Spring and Summer

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607, 608, 609, 610 ,611, and 612. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Fall

MS 615 Capstone Project Students will draw on all material previously learned in the entire PA Studies curriculum to complete a capstone project in partial fulfillment of the requirements of the Master's degree. The student will formulate a research paper based on a clinical issue of interest to the student from one of the student's clinical clerkships. The student will also use techniques learned in Research Methods I and II and in Introduction to Medical Literature in the didactic year. Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. Two credits. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 2 Every Fall

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DEPARTMENT OF PUBLIC working adults, seniors, hospital inpatients), on a Master of Public Health program faculty to particular setting (see above), the use of many or discuss particular aspects of their applications. HEALTH one or two particular skills (e.g., education, Applicants who are not able to participate in training, advocacy, community assessment, person, will be asked to call in or to Skype the Associate Professor and Chair: Bojana Beric, program planning, program evaluation, research, Master of Public Health program representative M.D., Ph.D. media campaign development), and/or a specific who is requesting the interview. Assistant Professor: Brian Gilchrist, Ph.D. health issue (e.g., infant mortality, pollution, Submitting an Application for Admission Undergraduate Practicum Coordinator: Scott obesity, HIV/AIDS, depression and suicide, All applicants must apply for admission to LIU Westervelt, M.S. terrorism, natural disasters). The challenges are Brooklyn. Please apply online at My LIU or use Director of Practicum: Joyce Hall, M.P.H. many, and change constantly. Public health the Apply Now link in the top navigation bar of Adjunct Faculty: 5 promotion is a dynamic and exciting profession the campus’ website. For more information on the with a myriad of traditional and “out-of-the box” admissions process, visit the Office of Admissions Public Health is the science of protecting and options for well-prepared professionals. website. improving the health of communities through In addition to earning the internationally Important Dates education, promotion of healthy lifestyles, and recognized M.P.H. degree, at the time of Application deadlines can be found on the research to prevent disease, injury, disability, and graduation, students are also eligible to apply for program website, www.liu.edu/brooklyn/mph premature death. Public health professionals the Certified Health Education Specialist Program Requirements analyze how genetics, personal choice, policies, examination administered by the National Continued enrollment in this program is systems and the natural and built environment Commission for Health Education Credentialing, contingent upon: effect health; then we work with the communities Inc. We urge students to take that exam in their • A cumulative 3.0 GPA must be maintained affected to develop products, programs, services, last semester or within six months of graduation. throughout the program policies, and messages that protect the health of Application Requirements • Completion of 30 credits of required courses people who are or could be affected. In traditional To apply for this program, prospective • Completion of 6 credits of an elective course clinical medicine, health care professionals candidates must submit all of the following to the • Completion of 6 credits of capstone and diagnose and treat one sick person at a time. In Office of Admissions: • Practicum experiences (MPH 798 and 799) public health, professionals focus on protecting • Official transcripts from all accredited entire communities or populations from becoming undergraduate and graduate institutions sick in the first place. Our three goals are to (1) attended; degrees from institutions earned Master of Public Health keep well people healthy, (2) keep people who are outside of the United States or Canada must be at-risk from becoming sick or disabled, and (3) to evaluated by an agency recommended by LIU M.P.H., Public Health prevent the reoccurrence of health problems Brooklyn [Program Code: 33024] among people who are already sick or injured. • Personal statement following the specific Required core courses: The 42-credit LIU Brooklyn Master of Public Master of Public Health Program guidelines. MPH 600 Foundations of Public 3.00 Health (M.P.H.) is a very practical/applied The guidelines are available on the Website. Health and Health professional degree program. The mission of the Standard/generic personal statements will not Education program is to inspire and prepare future public be accepted. MPH 610 Principles of 3.00 health practitioners for careers that focus on • At least two (2) current letters of Epidemiology collaborating with people and communities reference on agency/institutional letterhead affected to prevent illness, disability and completed by individuals who are qualified to MPH 615 Principles of Biostatistics 3.00 premature death. Our course work includes comment on MPH 620 Social and Behavioral 3.00 service-learning opportunities so that students (1) your academic background/achievements Sciences in Public Health have “real-world” experience long before they and potential and graduate. (2) your volunteer or paid community or health- MPH 625 Environmental Health 3.00 Our area of specialization, our “concentration,” related experience Issues in Public Health is Health Education, Policy and Communications, • A current resume. Highlight any health, MPH 735 Research Methods in 3.00 often referred to as Health Promotion. The health public health, medical, or community paid or Public Health and Health promotion and disease prevention strategies volunteer work experience, studies, or training. Education emphasized in our program are policy change, • Current Graduate Record Exam (GRE) test environmental change, education, and mass media scores. Test scores more than five years old MPH 740 Public Health Planning, 3.00 campaigns. In combination, these are very will NOT be accepted. Implementation and effective methods for improving the health status EXCEPTION: Applicants with official Evaluation of communities and populations at large. transcripts showing completed graduate degrees MPH 745 Principles and Methods of 3.00 People trained in public health have many are NOT required to submit GRE scores, though Health Education and career options. There is a great demand for public they are strongly urged to do so. Promotion health promotion specialists in local, state, federal • TOEFL test score: If you are an international and international government agencies (not all applicant who does not have an undergraduate MPH 750 Public Health Policy, 3.00 with “health” in their names), community-based degree from a regionally accredited US college Advocacy and Leadership organizations, schools and universities, not-profit or university, or if English is not your native MPH 755 Public Health Planning, 3.00 organizations, workplaces, health care settings, language, submit official scores for Test of Implementation and foundations, branches of the military, and English as a Foreign Language (TOEFL) Evaluation professional associations. exam or accepted equivalent tests. Graduates can find fascinating and challenging, • Interviews: Interviews are not required but are and meaningful public health work focusing on a desirable. Applicants may be invited to the particular population (e.g., school-age children, university for a personal interview with

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MPH 798 Public Health Capstone 3.00 Seminar: Promoting Health Equity

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

MPH 510 Public Health 3.00 Preparedness

MPH 515 Public Health 3.00 Implications of HIV/AIDS

MPH 520 Public Health Nutrition 3.00

MPH 525 Social Marketing 3.00 Strategies for Improving Public Health

MPH 530 Global Public Health 3.00 Challenges

MPH 535 Infectious Diseases and 3.00 Public Health Practice Credit and GPA Requirements Minimum Total Credits: 42 Minimum Major GPA: 3.00

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Public Health Courses history of social marketing applications to public interventions; and they will meet public health and health, differentiates social marketing from related health promotion leaders in these arenas and learn but significantly different strategies, and analyzes about their challenges and achievements. MPH 500 Public Health Applications of social marketing campaign requirements, Credits: 3 Informatics limitations, tips for success, typical challenges, and On Demand This course provides a basic understanding of expected outcomes. Three credits. public health informatics and its application in a Credits: 3 MPH 600 Foundations of Public Health and public health setting. The goal is for students to On Occasion Health Education understand the basic technological tools and This course is an introduction to public health and building blocks needed to develop and manage MPH 530 Global Public Health Challenges health education, specifically: academic public health data collection systems to meet This course is designed to give the student and foundations; key principles; priorities; values; analytical needs. introduction to the issues of global health and the concepts; vocabulary; key document; historic The pre-requisite of MPH 600 is required. factors controlling it. The basic principles of global milestones; pioneers and leaders; codes of ethics; Credits: 3 health, including measurement, determinants and professional organizations and associations; career On Occasion the relationship to socio-economic development and professional development options; future will be explored. The evolution of epidemics and trends. MPH 510 Public Health Preparedness the phenomena of endemic and pandemic disease Credits: 3 This course introduces students to major concepts will be considered. The understanding of burden Every Fall relevant to past and potential future disease of and determinants of morbidity and mortality are outbreaks including acts of bioterrorism. Students examined. MPH 610 Principles of Epidemiology receive a brief review infectious disease In order to register for this course, the student must This course introduces the distribution and epidemiology including investigation, control, be active in the Public Health plan. determinants of health and disease in defined prevention and surveillance. These fundamentals Credits: 3 populations. It also emphasizes the skills necessary are then used to construct a framework for assessing On Occasion to research, produce, utilize and critique threats to public health and recommending an epidemiologic literature. appropriate response. MPH 535 Infectious Diseases and Public Health In order to register for this course, the student must Credits: 3 Practice be active in the Public Health plan. On Occasion This is an introduction to the epidemiology and Credits: 3 control of infectious diseases. The course is taught Every Fall and Spring MPH 515 Public Health Implications of from the perspective of public health HIV/AIDS communicable disease containment: detection, MPH 615 Principles of Biostatistics This course will focus on public health issues investigation, control, and prevention of infectious This course is an introduction to the field of related to HIV/AIDS with an emphasis on diseases in communities. The course emphasizes biostatistics. Emphasis is on key concepts and HIV/AIDS epidemiology and prevention. Lectures core concepts in infectious disease transmission health data interpretation. Includes an will cover primary prevention (preventing HIV mechanisms, dynamics, and containment; evidence- introduction to data and data types; tools for infection in those who are uninfected), secondary based approaches to designing and implementing describing central tendency and variability in data; prevention (preventing development of HIV disease infectious disease control and prevention measures, methods for performing inference on population in those who are HIV-infected), and tertiary and an overview of epidemiologic methods for means and proportions via sample data; statistical prevention (preventing morbidity and mortality in investigating infectious disease transmission and hypothesis testing and its application to group those with HIV disease). containment. comparisons; issues of power and sample size in Credits: 3 The pre-requisite of MPH 710 is required. study designs; and random sample and other study On Occasion Credits: 3 types. Students are also taught the statistical On Occasion software SPSS. MPH 520 Public Health Nutrition In order to register for this course, the student must This course is an introduction to public health MPH 540 Current Issues in Public Health I be active in the Public Health plan. nutrition. It covers the prevention and solutions to The purpose of this course is to expose students to Credits: 3 diet-related conditions at the population level up to three current critical public health challenges. Every Fall and Spring rather than the individual level, with a focus on Students will learn about the epidemiology of current problems such as obesity and type 2 selected contemporary issues; the interdisciplinary MPH 620 Social and Behavioral Sciences in diabetes. It emphasizes the determining factors of workforce involved; key research findings; efforts to Public Health food intake and nutritional status including: integrate research findings into practice; current, This course introduces the role of well established economic, environmental, societal and institutional new, and emerging interventions. Students also and new and emerging social and behavioral factors. It introduces current nutrition programs will meet public health and health promotion science theories in shaping research and practice in and policies for improving the nutrition status of leaders in these arenas and learn about their on-the- public health and health promotion and education. various populations. Three credits. job challenges and achievements. Students will analyze and compare theories and Credits: 3 Credits: 3 review research that supports and/or challenges On Occasion On Demand different theories' contributions to health promotion and disease prevention at the individual, MPH 525 Social Marketing Strategies for MPH 545 Current Issues in Public Health II group, organizational, community, and public Improving Public Health This course exposes students to up to three current policy levels. Social marketing, the use of marketing principles, critical public health challenges. Students will learn In order to register for this course, the student must concepts, and theories to facilitate socially about the epidemiology of selected contemporary be active in the Public Health plan. beneficial behavior change, is an increasingly issues; the interdisciplinary workforce involved; key Credits: 3 popular though often misunderstood public health research findings; efforts to integrate research Every Fall and Spring intervention. This overview course reviews the findings into practice; current, new, and emerging

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MPH 625 Environmental Health Issues in Public policy levels. The pre-requisite of MPH 600 is required. Health In order to register for this course, the student must Credits: 3 The study of biological, physical, chemical, be active in the Public Health plan. Every Fall economic, political, and social factors that cause Credits: 3 environmental health problems, and traditional Every Fall and Spring MPH 755 Public Health Planning, and new and emerging approaches to help prevent Implementation and Evaluation and manage/control these problems. MPH 735 Research Methods in Public Health This course provides an overview of health In order to register for this course, the student must and Health Education promotion planning frameworks and issues in be active in the Public Health plan. This course is an introduction to publication-based planning, implementing and evaluating health Credits: 3 research design and methods, including the logic of promotion programs in a variety of settings. Every Spring scientific research, research ethics, causal inference, Students participate in a service learning project to hypothesis formation, measurement theory, survey assist a community-based organization or public MPH 710 Foundations of Public Health and research, experimental design, qualitative methods, health agency in developing an evidence-based Health Education sampling and data analysis applications. The public health promotion program. This course is an introduction to public health and bridges and barriers to the diffusion and The pre-requisites of MPH 600, 610 and 615 are health education, specifically: academic application of research results to practice will be required. The pre-requisite or co-requisite of MPH foundations; key principles; priorities; values; discussed. 615 is also required. concepts; vocabulary; key document; historic The pre-requisites of MPH 600, 610 and 620 are Credits: 3 milestones; pioneers and leaders; codes of ethics; required. The pre-requisite or co-requisite of MPH Every Spring professional organizations and associations; career 615 is also required. and professional development options; future Credits: 3 MPH 760 Global Public Health Challenges trends. Every Spring This course is designed to give the student and Credits: 3 introduction to the issues of global health and the Every Fall MPH 740 Public Health Planning, factors controlling it. The basic principles of global Implementation and Evaluation health, including measurement, determinants and MPH 715 Principles of Epidemiology This course provides an overview of health the relationship to socio-economic development This course introduces the distribution and promotion planning frameworks and issues in will be explored. The evolution of epidemics and determinants of health and disease in defined planning, implementing and evaluating health the phenomena of endemic and pandemic disease populations. It also emphasizes the skills necessary promotion programs in a variety of settings. will be considered. The understanding of burden to research, produce, utilize and critique Students participate in a service learning project to of and determinants of morbidity and mortality are epidemiologic literature. assist a community-based organization or public examined. In order to register for this course, the student must health agency in developing an evidence-based In order to register for this course, the student must be active in the Public Health plan. public health promotion program. be active in the Public Health plan. Credits: 3 The pre-requisites of MPH 600, 610 and 615 are Credits: 3 Every Fall and Spring required. The pre-requisite or co-requisite of MPH On Occasion 615 is also required. MPH 720 Principles of Biostatistics Credits: 3 MPH 765 Infectious Diseases and Public Health This course is an introduction to the field of Every Spring Practice biostatistics. Emphasis is on key concepts and This is an introduction to the epidemiology and health data interpretation. Includes an MPH 745 Principles and Methods of Health control of infectious diseases. The course is taught introduction to data and data types; tools for Education and Promotion from the perspective of public health describing central tendency and variability in data; This course examines the design, production and communicable disease containment: detection, methods for performing inference on population evaluation of health promotion and disease investigation, control, and prevention of infectious means and proportions via sample data; statistical programs and services rooted in health education diseases in communities. The course emphasizes hypothesis testing and its application to group theory, research, and best practices. Includes core concepts in infectious disease transmission comparisons; issues of power and sample size in support and work group facilitation; group mechanisms, dynamics, and containment; evidence- study designs; and random sample and other study presentations; community and professional group based approaches to designing and implementing types. Students are also taught the statistical training; community organizing; and coalition infectious disease control and prevention measures, software SPSS. building. Emphasizes the benefits of and and an overview of epidemiologic methods for In order to register for this course, the student must techniques for coordinating multiple, well- investigating infectious disease transmission and be active in the Public Health plan. integrated, and well-coordinated interventions. containment. Credits: 3 The pre-requisite of MPH 600 is required. The pre-requisite of MPH 710 is required. Every Fall and Spring Credits: 3 Credits: 3 Every Fall On Occasion MPH 725 Social and Behavioral Sciences in Public Health MPH 750 Public Health Policy, Advocacy and MPH 798 Public Health Capstone Seminar: This course introduces the role of well established Leadership Promoting Health Equity and new and emerging social and behavioral This course provides an overview of effective A culminating academic experience in which science theories in shaping research and practice in leadership principles that contribute toward students design a public health health promotion public health and health promotion and education. creating a shared vision among individuals, groups, program/strategy/intervention that involves the Students will analyze and compare theories and organizations and communities; the role of public application and integration the review research that supports and/or challenges health practitioners in advocating for programs and perspective/mindset, knowledge and skills acquired different theories' contributions to health policies that improve the public's health; strategies from the Program of Study to a local public health promotion and disease prevention at the individual, and techniques for participating effectively in the problem. Projects focus on the application of group, organizational, community, and public legislative process. health education, advocacy, and communication

Page 209 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 strategies and reducing health disparities. The pre-requisites of MPH 600, 610, 615, 740 and 745 required. Credits: 3 Every Fall and Spring

MPH 799 Public Health Field Practicum A 200-hour field practicum/placement at a local health organization that involves the performance of health education, health advocacy, and health communication functions, and the collection and analysis of data as appropriate, under the supervision of a qualified health professional to determine or assess a response to an actual public health challenge. A practicum report is completed and presented in the form of an oral presentation and scientific poster. The pre-requisite or co-requisite of MPH 798 is required. Credits: 3 Every Fall and Spring

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DEPARTMENT OF SOCIAL introduces the student to the principles of in health and personal management. The long-term interdisciplinary collaboration, preparing them for care administration track meets most of the WORK work in interdisciplinary fields of practice. academic requirements for eligibility for the The second-year curriculum builds upon the Nursing Home Administrator’s licensing Professor and Chair: Susanna Jones, M.S.W., first year by deepening the student’s understanding examination in New York State. Ph.D. and demonstrated mastery of psychosocial As an added benefit, graduates of either Professor: Ilene Nathanson, M.S.W., D.S.W. assessment, administrative theory and practice, Gerontology track may also qualify for a New Program Director, LIU Post and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one Associate Professor: Donna Wang, M.S.W., Ph.D. specific area of concentration – not-for profit additional course, which is offered by LIU. Associate Professor: Samuel C. Jones, D.S.W., management, substance abuse, gerontology, child Non-Profit Management Concentration LIU Brooklyn and family welfare or forensic social work – for The concentration in non-profit management Professor: Elissa Giffords, M.S.W., D.S.W.; LIU more specialized education in a particular area of provides students with the knowledge, the values Post practice. The research curriculum in the second and the skills to work effectively and to administer Associate Professor: Orly Calderon, M.S., Psy.D.; year supports the concentrated study by programs in virtually any segment of the social LIU Post demonstrating application of research service community – from child welfare to health Associate Professor: Amandia Speakes-Lewis, methodology to the student’s specialized area of and mental health – and in a variety of programs M.S.W., Ph.D. (Chair); LIU Brooklyn concentration. Field experience in the second year that address a broad range of social issues from Assistant Professors: Kathryn Krase, M.S.W., provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon Ph.D., J.D.; Sheila Vakharia, PhD, LMSW generalist and specialized knowledge in the completion of the concentration in non-profit Assistant Professor: Jo Rees, Ph.D.; LIU Brooklyn selected area of concentration. The curriculum is management, graduates may also qualify for an Field Work Coordinators: Iris Mule, M.S.W. (LIU consistent with program goals insofar as the Advanced Certificate in Not-For-Profit Brooklyn), Renie Rondon Jackson, M.S.W. (LIU student receives a generalist background that Management by taking just one additional course, Brooklyn), Pamela Brodlieb, M.S.W. (LIU Post) includes a conception of generalist practice, an which is offered by the School of Business. Adjunct Faculty (LIU Brooklyn and LIU Post): 32 eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration the relationship of values, diversity, populations at The alcohol and substance abuse concentration LIU is the first university to offer a fully risk and promotion of social justice to the social incorporates various methods and systems of accredited social work program in Brooklyn on work professional role with systems of all sizes. practice to prepare students to work with both the undergraduate and the graduate level. The An Interdisciplinary Approach individuals, families, groups and the community at Department’s Common Ground Service Learning The M.S.W. program brings an large. This concentration prepares graduates to Program provides students from all disciplines interdisciplinary approach to graduate social work work in settings ranging from school to with the opportunity to gain valuable volunteer studies, combining coursework not only across community-based organizations and from mental experience in a wide range of service venues campuses but also across departments within health clinics to the criminal justice system. throughout the greater New York area. Social campuses and across traditional social work Graduates of this program will have the work as a profession is an exciting growth area disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver that offers professional flexibility, longevity and Work degree from LIU will have the skills, alcohol and substance abuse counseling and to personal satisfaction. knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment care to a broad population as well as in the field of planning; case management; and client, family and

their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The alcohol and substance abuse concentration different concentrations: gerontology, nonprofit Gerontology Concentration has been designed in conjunction with the New management, alcohol and substance abuse, child Students in the gerontology concentration will York State Department of Education’s and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate requirements for the Certificate in Alcohol and program is collaboration between LIU Brooklyn the professional ability to competently respond to Substance Abuse Counseling (CASAC). Students and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual can complete the requirements for CASAC by available at both locations. It is accredited by the needs of older people and the major issues, fulfilling additional internship hours after Council of Social Work Education (CSWE), concepts and theories related to late-age completing the M.S.W. degree. signifying that it meets the highest standards of functioning. Students who choose this Child and Family Welfare Concentration academic excellence. concentration may choose one of two tracks: direct The child and family welfare concentration will The program is integrated to provide a step- client service through senior community service, provide educational curriculum to students wise progression in student understanding of or leadership in long-term care administration. interested in working in an interdisciplinary generalist and specialized practice. The first-year The senior community service track context with children and their families. This curriculum includes content in the eight foundation incorporates both clinical and administrative concentration was developed with input from the areas of policy, practice, human behavior, field, content areas. Students in this track will learn to Nassau County Department of Social Services, the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Coalition Against Domestic social justice and values. It introduces the student adults; perform intervention, develop treatment Violence, the Family and Children’s Association to the components of generalist practice with plans and understand and manage issues of death, and other community-based organizations’ systems of all sizes and provides an understanding bereavement and loss. personnel. It incorporates knowledge, values and of generalist practice that distinguishes between Those who take the long-term care skills that professionals need to effectively work generalist and advanced content while supporting administration track will gain an in-depth with children and their families across a broad the integration of specialized knowledge and understanding of health care facility range of social issues and in multiple programs. technologies into a generalist perspective. It also administration, health care financing, legal issues After completing their first-year M.S.W.

Page 211 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 coursework, students will develop their Admissions Requirements SWK 602 Policy II: Social Welfare 3.00 understanding about policies and services specific To be admitted to this program, you must: Policies and Services: to children and families, family violence across the • Hold a bachelor of arts degree from a Social Provisions & lifespan, community-based practice with children regionally accredited university Framework and families, and community mental health. • Have a minimum overall grade-point average SWK 611 Social Work Practice I: 3.00 Forensic Social Work Concentration of 2.8 or better Working with Individuals Forensic social workers perform a vital public • Have a B average or better in courses taken and Groups service in guiding their clients through the during the final four semesters of daunting and ever-changing legal system. These undergraduate study SWK 612 Social Work Practice II: 3.00 professionals possess a firm grasp of the civil, • Submit a minimum of three recommendations Working with Families criminal and juvenile justice systems, along with a • Submit a personal narrative/autobiographical SWK 613 Social Work Practice III: 3.00 profound understanding of how socioeconomic, statement Social Work Practice with cultural, religious, and other aspects of their • Submit an undergraduate transcript from all Organizations and clients’ lives may impact access to legal services. colleges or universities previously attended Communities To meet a growing national interest in forensics • Possess the personal characteristics and (the application of physical science, mental health, qualifications essential for professional work SWK 621 Human Behavior/Social 3.00 technology and the legal system) and a growing with vulnerable individuals and with Environment I: Birth recognition of the complex interplay between populations at risk through Adolescence social, clinical, and legal services, the Department • Submit an application to the Office of SWK 622 Human Behavior/Social 3.00 of Social Work offers a forensics social work Admissions (see Submitting an Application for Environment II: Young concentration within the 60-credit Master of Social Admission) through Late Adulthood Work (M.S.W.) program. Submitting an Application for Admission As a graduate of the Master of Social Work All applicants must apply for admission to LIU SWK 623 Human Service 3.00 program with the concentration in forensic social Brooklyn. Please apply online at My LIU or use Organizations and work, students will be exceptionally prepared to the Apply Now link in the upper right-hand corner Administrative Behavior: apply the principles of social work to the legal of the campus’ website. A context for Soc Work system, including applicable local, state and In addition to completing the graduate SWK 650 Psychopathology 3.00 federal laws; civil and criminal courts and the application, we request that you collect all required juvenile justice system; law enforcement agencies; documents needed for admission and mail them SWK 701 Field Instruction I 3.00 and correctional facilities. Clients may be children together in a single envelope to: SWK 702 Field Instruction II 3.00 or adults, individuals or families, organizations or LIU Brooklyn communities. Their legal difficulties may involve Admissions Processing Center SWK 703 Field Instruction III: 3.00 child custody and parental rights issues due to P.O. Box 810 Specialization domestic violence and neglect and crimes relating Randolph, MA 02368-0810 SWK 704 Field Instruction IV: 3.00 to mental illness and substance abuse. They may Please note that the program admits students for Research II and three face arrest and incarceration, be imprisoned or the fall semester only. All applications and courses in the hospitalized, or be on probation or parole. supporting documentation must be submitted by concentration. The forensic social work concentration prepares April 1st. students to serve all of these populations, by Program Requirements SWK 790 Capstone Seminar 3.00 identifying societal issues and their impact on your Continued enrollment in this program is SWK 798 Research Methods I: 3.00 clients; screening, assessing and counseling your contingent upon: Introduction to Social clients; planning and implementing interventions; • Earning a grade of B or better in all field Research making client referrals; and otherwise serving as education courses effective advocates for diverse and at-risk clients, • Maintaining a minimum grade-point average of SWK 799 Social Work Research II: 3.00 who may range from individual children or adults 3.0 Advanced Research to organizations or communities. • Being in compliance with all program and Methods for Practice Admissions Criteria CSWE standards including Education Policy Child and Family Welfare Concentration The admissions criteria reflect the program’s 2.1.1, which requires that students “Identify as Must Complete All Courses Listed Below: goals and objectives and support LIU’s mission of a professional social worker and conduct SWK 660 Families and Children: 3.00 Access and Excellence. The program seeks oneself accordingly.” Policy and Services students from varied backgrounds who reflect the • Earning the required 60 credits within a four- diversity of the populations its graduates will year period. SWK 661 Family Violence Across 3.00 serve, including the suburban population of the Lifespan Nassau County and the multiethnic, urban M.S.W., Social Work SWK 662 Community Based 3.00 population of Brooklyn and New York City, as Program Code: 29207 Practice with Children well as the greater tri-state area. Through direct Must Complete All Courses Listed Below. and Families care or leadership roles in the field of social work, SWK 601 Policy I: History and 3.00 students who apply to this program should be Philosophy of Social SWK 663 Child Psychopathology 3.00 interested in working with populations at risk. Work Social Welfare Alcohol & Substance Abuse The program seeks applicants who have a broad Policy and Services Concentration liberal arts education consisting of the humanities; Must Complete All Courses Listed Below: the social and behavioral sciences; the natural SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 sciences including biology and courses reflective of a basic interest in human services.

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SWK 675 Intr:Tch Sub Ab Cnsl 3.00

SWK 677 Soclg/Psylg Aspects 3.00

SWK 678 Phys/Pharmlg Effects 3.00 Gerontology Concentration Must Complete All Courses Listed Below: MPA 602 Human Resources 3.00 Management

MPA 616 Legal Aspects of Health 3.00

PM 738 Gerontology: The Process 3.00 of Aging Must Complete One Course (3 Credits) Listed Below: MPA 616 Legal Aspects of Health 3.00

PM 739 Long-Term Care 3.00 Administration

PM 743 Aging Policy in the 3.00 Community Non-Profit Management Concentration Must Complete All Courses Listed Below: PM 741 Fundraising 3.00

MPA 624 Non Profit Management 3.00

MPA 602 Human Resource 3.00 Management

MPA 626 Legal, Etincal & Gov. 3.00 Issues Forensic Social Work Concentration Must Complete All Courses Listed Below: SWK 630 Forensic Social Work & 3.00 the Criminal and Juvenile Justice Systems

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

SWK 632 Forensic Social Work 3.00 with Drug and Alcohol Populations in the Criminal and Juvenile Justice Systems

SWK 633 Forensic Social Work and 3.00 Domestic Violence - Legal, Cultural, Ethnic and Religious Issues in the Criminal and Juvenile Justice Systems

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

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 214 LIU Brooklyn the focus on early, middle, and late adulthood, the the forensic social work role, e.g. tasks and potential Ed. (DSM-IV) classified maladaptive behaviors that social work values that are emphasized in the course ethical conflicts. The principles of generalist and are exhibited by many social work clients. It embrace larger systems such as family relationships, clinical practice are applied to the assessment and provides an in-depth study of the etiology, course, communities, organizations, and socioeconomic treatment of individuals charged with a range of prognosis, and resolution of major psychological policies. criminal and juvenile offenses with special attention and psychiatric conditions. The DSM-IV multi-axial The pre-requisites of SWK 611, 621 and 701 are to the specific issues associated with sentencing, system will serve as a backdrop and context in required. diagnosis, incarceration, and release. Macro tasks which these conditions will be presented and The co-requisites of SWK 612, 613 and 702 are related to mediating the needs of individuals and studied. The Competency Based- Assessment required. the purposes of institutions are also addressed. Model, which follows a process of reviewing and Credits: 3 The student must be active in the graduate Social understanding an individual¿s past in order to Every Spring Work plan in order to register for this course. distinguish and interpret present concerns, (Zide & Credits: 3 Grey, 2001) is the theoretical and philosophical SWK 623 Human Service Organizations and Every Fall framework through which the course¿s information Administrative Behavior: A context for Soc Work will flow. Student will become familiar with DSM- This course provides students with a conceptual SWK 632 Forensic Social Work with Drug and IV diagnostic criteria and the empirical and framework for understanding human service Alcohol Populations in the Criminal and Juvenile epidemiological data that supports each diagnosis. organizations with a special emphasis on the social Justice Systems The course will also look at the behaviors that are work field. It explores the role and function of the This course focuses on the role of the forensic evaluated in the process of arriving at a differential agency-based social work practitioner and manager social worker in drug and alcohol related treatment diagnosis. The cultural context will play a major through the study of organizational behavior and and crime. Heroin, cocaine, marijuana, role in understanding these conditions. structural theory. Students also consider the prescription drugs, "club drugs" (i.e. MDMA, etc.), The pre-requisites of SWK 602, SWK 612, SWK function of human service organizations within the and alcohol will be placed under a clinical 613, SWK 622 and SWK 702 are required. context of economic, political, social and microscope. Different drugs are sought by different Credits: 3 technological factors and the ways in which they populations of people which generally lead to Every Fall influence administration and service delivery. The different types of criminal activity. The impact of course provides an overview of the responsibilities drugs and alcohol abusing ofenders'' behavior on SWK 660 Families and Children: Policy and necessary to support effective and efficient quality their children will also be explored. The legal and Services services to clients including how to manage ethical issues associated with the forensic social This course enables students to build upon their information, finances and people. work population are explored. Attention is focused knowledge of social welfare policy and services and The pre-requisites of SWK 601, 602, 611, 612, 613, on the relationship and potential role conflicts apply this knowledge t othe needs of children and 621, 622 701, 702 and 798 are required. between social work practice and 12 step self-help their families. It presents students with knowledge Credits: 3 programs. of concepts, policies and practices, which Every Spring The student must be active in the graduate Social characterize child welfare services in American Work plan in order to register for this course. society. It provides historical and legal information SWK 630 Forensic Social Work & the Criminal Credits: 3 about various policies and programs within family and Juvenile Justice Systems Every Spring and children''s services at the federal, state and local The course provides an overview of the specialty of levels and examines the multiple systems that forensic social work and its interface with the SWK 633 Frnsc SWK & Domstc Viol- influence the life of children and their families. In criminal justice systems, from arrest to sentencing Legl,Cultrl,Ethnc & Religious Issues in Criminl addition, it explores current trends, controversial and conviction. Legal and ethical aspects of & Juvenle Justice Systms and topical issues in child welfare and family professional practice, including issues associated the The course focuses on the role of the forensic social services and the social worker''s role in an competency of the accused as well as the worker in understanding, assessing, preventing, and interdisciplinary approach, and how to advocate for preparation of the presentence forensic evaluatio. managing domestic violence. The cyclical nature of individuals and families. The debate regarding punishment versus domestic violence and its association with alcohol The pre-requisites of SWK 602, SWK 612, SWK rehabilitation is explored along with a multi- and substance abuse is addressed with special 613, SWK 622 and SWK 702 are required. systemic perspective on the causes and prevention attention to the needs of adult children of Credits: 3 of crime and juvenile misconduct. Their interface alcoholics who often perpetuate a pattern of violent Every Fall with sexual, religious, racial and other sub-group behavior which leads to intergenerational involvement will also be discussed and realized. involvement with criminal and juvenile justice SWK 661 Family Violence Across the Lifespan The student must be active in the graduate Social systems. The course incorporates a multi-systemic This course examines the problem and Work plan in order to register for this course. perspective with an emphasis on assessing and consequences of family violence across the lifespan Credits: 3 treating the perpetrator, as well as the victims of and its impact on children. It presents theoretical, Every Fall domestic violence and also focuses on the forensic research, policy and practice issues involving intra- social worker''s role in impacting the institutions familial child abuse and neglect, intimate partner SWK 631 Interviewing, Evaluation, and Offering associated with the efforts to reduce domestic violence, child witnessing of intimate partner Treatment as a Forensic Social Worker violence. violence, and elder abuse. it explores individual The clinical overview leading to an accurate The student must be active in the graduate Social and group level interventions, structural influences understanding of the underpinnings of the Work plan in order to register for this course. on family violence, and policy implications in the pathology which led to the involvement in the Credits: 3 field of social work. In addition, the course will judicial system is a critical part to the successful Every Spring emphasize rights to safety and safety planning for practice of forensic social work. This course populations at-risk within the context of social scrutinizes this vital component of the forensic SWK 650 Psychopathology justice with an emphasis of how interdisciplinary social work process. The course also focuses on This course provides a bio-psycho-social perspective approach can assist in the empowerment of separating the various components associated with to a range of Diagnostic and Statistical Manual, 4th survivors of abuse.

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The pre-requisites of SWK 602, SWK 612, SWK population. Students will receive a comprehensive The co-requisites of SWK 611 and 798 are 613, SWK 622 and SWK 702 are required. The co- overview of chemical dependency treatment and required. requisite of SWK 660 is required. explore various counseling intervention methods. Credits: 3 Credits: 3 The qualities and professional skills for competent Every Fall Every Fall and effective practice will also be thoroughly examined. SWK 702 Field Instruction II SWK 663 Social Work Practice with At-Risk The pre-requisites of SWK 602, 612, 613, 622 and Field Instruction II is the second course in the field Children & Youth 702 are required. practicum sequence and represents the culmination This course provides a bio-psycho-social Credits: 3 of the Foundation year. Field Instruction II developmental perspective to a range of childhood Every Fall provides students with the opportunity to further disorders as they are classified in the Diagnostic and integrate and build upon the knowledge, values and Statistical Manual, 4th Ed Text Revised. (DSM-IV- SWK 677 Sociological and Psychological Aspects skills assimilated during the previous semester. TR). It provides an in-depth study of the etiology, of Substance Abuse Students further their proficiency in intervening course, prognosis, and resolution of major This course will offer students a comprehensive with diverse problems and multiple sized systems, psychological and psychiatric conditions that are view of alcohol and drug use and alcohol and develop more intensive interactive helping skills, encountered by children with an emphasis on a addiction from a historical perspective. Utilizing become better adept at writing process records and family and system approach to the cultural attitudes, legal sanctions and normative other agency records, assume more responsibility in conceptualization and treatment of such values regarding alcohol and drug use, students will supervision and inter-professional collaboration, conditions. The DSM-IV multiaxial system will analyze what addiction is and who is an addict by and utilize research and the skills of policy practice serve as a backdrop and context in which these various disciplines (i.e., medicine, sociology, to benefit clients. They are increasingly expected to conditions will be presented and studies. A psychology, etc.) and systems 9i.e., family, criminal apply a multilayered understanding of generalist developmental-systems (Marsh and Barkley, 1996) justice, social services, etc.). Students will examine practice concepts and skills to their work with approach will guide the theoretical and ethnicity and its role in substance abuse and clients. Students gain greater awareness of their philosophical framework of this course as the counseling. Students should be prepared to think own value base and its compatibility to professional students become familiar with DSM-IV-TR critically and engage in a dialogue regarding the social work values, and can utilize more diagnostic criteria for childhood psychopathology complex bio-psycho-social issues that impact sophisticated expression of their dilemmas through and the empirical and epidemiological data that alcoholics and/or addicts as well as the substance the supervisory and self-evaluative process. They supports each diagnosis. The course will look at abuse counselor. must also demonstrate greater professional internalizing and externalizing disorders of The pre-requisites of SWK 674 and 675 are responsibility by preparing supervisory agendas; childhood that social workers are likely to required. monitor both learning and client goals by encounter in various settings of practice (e.g., Credits: 3 evaluating progress made toward both. Learning schools, hospitals, community centers, adoption Every Spring contracts are further refined, and tasks are agencies, ACS and DSS agencies). The students operationalized and tethered to the mid-semester will learn to consider issues such as adaptations, age SWK 678 Physical and Pharmacological Effects of field evaluation. Again, students are required to appropriateness, clusters and patterns of symptoms Substance Abuse participate in the self-evaluation process continually and behaviors that are instrumental in the process This course will examine how the abuse of alcohol throughout the semester both in oral and written of differential diagnosis. The cultural context will and other drugs affect the body with emphasis on evaluation sessions, as well as evaluating their field play a major role in understanding these conditions the central nervous system, organ systems and experience and supervisor. and the differential validity, to the extent to which general physical health. The physiological basis for The pre-requisites of SWK 611, 621 and 701 are it exists, in assessment and treatment of children. the disease concept of addiction will be reviewed. required. The co-requisites of SWK 612 and 613 The pre-requisites of SWK 660 and 661 are Psychoactive drug categories will be explored in are required. required. relation to the history of use, routes of Credits: 3 Credits: 3 administration and how the body processes licit Every Spring Every Spring and illicit substances. The effects of drugs and pharmacological interactions on metabolic SWK 703 Field Instruction III SWK 674 Theories and Principles of Alcohol and processes and neuropsychological functioning will This is the third course in a four semester Field Substance Abuse Counseling be discusses. Instruction sequence in the Master''s in Social This course will introduce students to the basic The pre-requisites of SWK 674 and 675 are Work program. The first two semesters of Field theories and principles of alcoholism and substance required. Instruction provide the Foundation and the second abuse counseling, as well as techniques for Credits: 3 two semesters provide the Specialization. The motivating the chemically dependent client to Every Fall Specialization year prepares students (1) to gain engage in treatment. Emphasis will be placed on expertise in gerontology, not-for-profit management the theories of vocational counseling and the SWK 701 Field Instruction I or substance and alcohol abuse (2) to function at an relationship between work, self-esteem, and This is the first course in a four semester Field advanced level of competence in a social service recovery. Instruction sequence in the Master''s in Social delivery system (3) to continue to practice problem- The pre-requisites of SWK 602, 612, 613, 622 and Work program. The first two semesters of Field solving and relationship-building skills, (4) and to 702 are required. Instruction provide the Foundation and the second continue to integrate and apply knowledge from Credits: 3 two semesters provide the Specialization. The Practice, Policy, HBSE and Research to work with Every Spring Foundation prepares students (1) to function at a client systems. beginning level of competence in a social service The prerequisites of SWK 602, SWK 612, SWK SWK 675 Introduction to the Techniques of delivery system (2) to develop generalist problem- 613, SWK 622 and SWK 702 are required. Substance Abuse Counseling solving and relationship-building skills and (3) to Credits: 3 This course provides students with a foundation in integrate and apply knowledge from Practice, Every Fall basic techniques of counseling the substance abuse Policy, HBSE and Research to work with clients.

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SWK 704 Field Instruction IV ethical in an effort to help the student realize that a Field Instruction IV is the second course in the personal moral code is the best defense against Advanced Curriculum/ Specialization Year. It unacceptable and unethical conduct. The student is shares its objectives with Field Instruction III. encouraged to ponder the question of ethics with Applying social work knowledge, skills and values guidance from social work values and guiding in the practicum is understood as a developmental principles, and the NASW Code of Ethics. process. Students make a solid beginning in the Students are presented with practical examples of Foundation Year, continue to work towards these ethical dilemmas and required to address the objectives in the Specialization Year and continue situation using critical thinking skills, technical to grow and develop as master''s level practitioners training, and social work values. This course aims after earning their degree. In this spirit, in Field to improve students understanding of the place Instruction IV, students further their developing research plays and has played in social work expertise in their specialization as described above practice. Using the Code of Ethics as a foundation and deepen their understanding of allied for all research ventures, students will be taught the disciplines. Collaborations with professional basic concepts of research question formation, colleagues across disciplinary lines have the psychometrics and use of measurement opportunity to develop and mature over time. instruments. The course will introduce key The pre-requisite of SWK 703 is required. components of research including research design, Credits: 3 data collection, appropriate communication of Every Spring research findings, and its relevance to the evaluation of practice, programs, and policies. SWK 726 Interdisciplinary Assessment The co-requisites of SWK 611 and SWK 701 are The first half of this course will cover assessing required. mental health conditions commonly found in many Credits: 3 older adults, such as depression, dementia, Every Spring delirium, and anxiety. Caregiver and family roles will also be covered. The second half of the course SWK 799 Social Work Research II: Advanced will promote a clarification of the roles of different Research Methods for Practice practitioners and the purpose of different health, Social work values and ethics continue to guide the financial legal and social services organizations student¿s development of technical skills for serving the elderly in the community. generating social work knowledge and the Credits: 3 evaluation of social work practice. With a greater Every Fall emphasis on the sensitive development and use of technology with populations-at-risk, social work SWK 790 Capstone Seminar values and ethics continue to be the primary This course is intended to provide students with the components in the content of this course. academic framework within which they design and Accessing secondary data and the judicious and implement the capstone project. Students review ethical use of the data coupled with cultural their knowledge about role conflict within sensitivity will be woven into the fabric of the interdisciplinary setting that is related to their course and frequently discussed and practiced. This respective areas of concentration studies. course aims to develop students ability to apply Students then choose a topic related to the qualitative and quantitative research design to their concentration area and design and carry out a area of concentration. By offering students an research project that examines role conflict within opportunity to design appropriate measurement an interdisciplinary context of social work. Finally, instruments, identify appropriate sampling method students design a solution to the role conflict that is and differences between group research design and embedded in interdisciplinary collaborative practice case research design, students will gain knowledge of social work. The course focuses on application needed to evaluate research and apply its tenets to of skills that have been taught in previous semesters social work. Moreover, this course gives students an within a particular area of concentration. Such opportunity to practice implementing research by skills include: Critical thinking, ethical practice, familiarizing students with various data collection practice skills in systems of all sizes, research skills, methods, encouraging their use of secondary data, communication skills, organizational skills and and teaching them basic psychometric and data interdisciplinary collaboration. analysis processes. The pre-requisite of SWK 799 is required. The pre-requisites of SWK 602, SWK 612, SWK Credits: 3 613, SWK 622, SWK 702 and SWK 798 are Every Spring required.

Credits: 3 SWK 798 Research Methods I: Introduction to Every Fall Social Research This course places significant emphasis on the adherence to social work values and ethical standards in research and in practice evaluation. It requires the students to ask themselves Why be

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HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING

The Harriet RothKopf Heilbrunn School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse educator or a nurse practitioner. Advanced certificate programs are available for the Master (in nursing) prepared registered nurse interested in practice as a nurse practitioner or as a nurse educator. The registered nurse with an associate degree is eligible for admission to one of the two dual degree programs culminating with a Master of Science degree. The graduate program is fully accredited by the Commission on Collegiate Nursing Education (C.C.N.E.) and all of its programs are registered with the New York State Education Department. Graduates of the Nurse Practitioner Program are eligible for New York State certification as either an adult or family nurse practitioner. For information, please contact the School of Nursing at 718-488-1059 fax 718-780-4019, email us at [email protected], or visit the website at www.liu.edu/brooklyn/son.

Dr. Judith M. Erickson Dr. Anna Acee Dean Director Graduate Programs [email protected] [email protected]

Dr. Hazel Sanderson Marcoux Ms. Corinne Reilly RN-BS & Off-Campus Coordinator Administrative Assistant to the Graduate Programs [email protected] [email protected]

Ms. Latrice Solomon Administrative Assistant to the Dean [email protected]

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 218 LIU Brooklyn

School of Nursing Program can be accepted without the minimum Submitting an Application for Admission 1-year of clinical experience. All applicants must apply for admission to LIU Professors: Levine-Brill • Three professional references on School of Brooklyn. Please apply online at My LIU. For Associate Professors: Acee, Carr, Cleary, Nursing form. more information on the admissions process, visit D'Antonio, Dobal, Dropkin, Ma, Marrone, • A personal statement of professional goals. the Office of Admissions website or call 718-488- Marsala-Cervasio, Sanderson-Marcoux, Sweeny • A personal interview, analytical writing and 1011. Assistant Professors: Baldwin, Biray, Brennan, basic computer competency tests. Program Requirements Broholm, Corda, Elie, Lall, Hauck, Maydick, • Research and statistics courses and a health Completion of this program is contingent upon: Paoletti, Valenti assessment course or certificate are pre- 1. Maintaining a grade of B or better in all Adjunct Faculty: 85 requisites for the nurse practitioner programs. graduate nursing courses. Pre-requisites may be completed during the 2. Completion of the prescribed course of study. Graduates of the Master of Science or advanced first year of graduate work. 3. Adhere to the Essential Abilities and Behaviors certificate program will be prepared to • Read and sign the Essential Behaviors and the of the Graduate Nursing Program and the Code demonstrate mastery of the following objectives: School of Nursing Code of Honor document. of Honor of the School of Nursing. • Synthesize knowledge from conceptual Criteria for acceptance into any of the Post 4. Maintaining a current membership in a frameworks and empirical sciences relevant to Master’s Certificate programs: professional organization approved by the the advanced-practice nursing role. • M.S. from a CCNE or NLN accredited School director of their program. • Evaluate relevant data in the planning and of Nursing with a 3.0 GPA 5. Attending at least one meeting of the approved implementation of health care. • New York State R.N. License professional organization each semester. • Utilize the research process in the systematic • One-year current clinical experience, two years 6. Completing the online course Nurses on the investigation of factors that influence the health preferred. Front Line: Preparing for and Responding to and adaptation of client populations. • Three professional references on the School of Emergencies and Disasters at • Assume a collegial role in consultation with Nursing form. learning.nnepi.org/default.asp. other care providers to enhance the quality and • A personal statement of professional goals. Clinical Clearance accessibility of health care services to • A personal interview, analytical writing and Students must submit all of the following consumers. basic computer competency tests. documentation prior to starting the internship • Utilize the advanced practice role to exercise • Read and sign the Essential Behaviors and the experience: leadership responsibility, professional School of Nursing Code of Honor document. 1. A health history and physical examination on a accountability and scholarly approach to health Criteria for acceptance into the dual B.S./M.S. School of Nursing form. care. programs: 2. Up to date immunization requirement • Generate a personal philosophy and role • Registered Nurse with an associate degree in 3. Current New York State license to practice as a definition that reflects commitment to human nursing. registered professional nurse. values and contributes to the evolution of • Licensed in the U.S., eligible for licensure in 4. Malpractice insurance for graduate nursing nursing as a profession. New York State students with minimum coverage of $1,000,000 • Utilizes oral and written communication skills • Minimum GPA of 3.0 in science and nursing per claim and $6,000,000 aggregate. It is the to actualize the advanced practice of the courses. student’s responsibility to check with their nursing role. • A personal statement of professional goals. insurance carrier to confirm that their Dual Degree Programs • Three professional references on School of malpractice coverage includes activities as a • B.S./M.S. in Nursing/Adult Nurse Practitioner* Nursing form. nurse practitioner, nurse executive or nurse Graduate Programs • Personal interview, analytical writing and basic educator student. • M.S. in Adult Nurse Practitioner* computer competency tests. 5. Current basic life support certificate. • M.S. in Family Nurse Practitioner* • Read and sign the Essential Behaviors and the 6. Verification that mandatory fire, safety and • M.S. in Nurse Educator* School of Nursing Code of Honor document. infection control requirements have been met • Advanced Certificate in Adult Nurse Application for Admission within the past year. Practitioner* Applications are not considered until all of the 7. Current HIPPA privacy/confidentiality • Advanced Certificate in Family Nurse following have been received: certificate. Practitioner* • Completed LIU Brooklyn application form 8. Current health care insurance certificate. • Advanced Certificate in Education for Nurses* • A current resume 9. Background investigation within the past year. *These programs are presented in a blended • Three completed recommendation forms 10.Drug screen within the past year. format. • An official transcript. 11.Current résumé. • A copy of the applicant’s current New York 12.If a student is pregnant, she must have written Admission to the Degree and State registration/license as a Registered Nurse permission from her health care provider to • A 1-2 page personal statement of professional practice where there are infectious diseases Advanced Certificate Programs goals. 13.Current address, email address, mobile Deadlines for Submission of Application telephone number, home and work telephone Criteria for acceptance into any of the Master Students are accepted for classes starting in numbers on file with the clinical coordinator. of Science degree programs: September in the Nurse Educator Program and the • B.S. degree from a School of Nursing Nurse Practitioner Program and September and accredited by a nationally recognized January in the Executive Program for Nursing. The

accrediting body with a 3.0 GPA in the Nursing deadline for submitting a completed application to major and 3.0 overall GPA the Nurse Educator and the Nurse Practitioner • New York State R.N. License. programs is August 1st. The deadlines for • One-year current clinical experience, two years admission to the Executive Program for Nursing preferred. Applicants to the Nurse Educator are August 1st and December 1st.

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The program is approved by the New York foundational knowledge that is required of all

State Education Department and is fully accredited graduate nursing students. It is designed for the Nurse Practitioner Programs by the Commission on Collegiate Nursing registered nurse with a B.S. in nursing, who Education (CCNE). Graduates are eligible for New wishes to acquire the clinical knowledge and skills The Nurse Practitioner programs are designed York State certification as an adult nurse needed for advance-practice nursing roles in the to prepare the Registered Nurse for an advanced practitioner and for national certification through care of families in a variety of primary care practice role in a primary care setting. The master the American Nurses Credentialing Center settings. of science degree programs and the post-master’s (ANCC) or the American Academy of Nurse This program is presented in a blended format. certification programs prepare students to meet the Practitioners (AANP). All courses are web-enhanced using Blackboard. requirements for New York State certification to Up to 49% of the content in any one course may practice as an adult or family nurse practitioner. M.S., Adult Nurse Practitioner be online. Basic computer skills are required. Graduates also will be eligible for national [Program Code: 20000] The program is approved by the New York certification by professional organizations. Must complete all courses below: State Education Department and is fully accredited The course of study for Adult Nurse NUR 610 Nursing Research 3.00 by the Commission on Collegiate Nursing Practitioner may be completed in six or seven Education (CCNE). Graduates are eligible for New semesters of part time study; the Family Nurse NUR 612 Pathophysiology of the 3.00 York State certification as a family nurse Practitioner may be completed in eight to nine Adult for Advanced practitioner and for national certification through semesters of part time study. Practice Nursing the American Nurses Credentialing Center The primary focus of both the Master of (ANCC) or the American Academy of Nurse NUR 614 Primary Health Care of 2.00 Science degree and the post-master’s certificate Practitioners (AANP). program for nurse practitioners is expertise in the the Adult clinical role. The course of study for both has been NUR 615 Health Care of the Older 2.00 M.S., Family Nurse Practitioner developed with that goal in mind. Graduates of the NUR 620 Adult 3.00 [Program Code: 24686] any of the nurse practitioner programs will be able The Theoretical Basis of Must complete all courses below: to: Advanced Practice NUR 610 Nursing Research 3.00 • Use a wide range of theory and research from Nursing nursing, medicine and the social and physical NUR 611 Advanced Medical 3.00 sciences in formulating health care NUR 630 The Advanced Practice 2.00 Physiology management plans for individuals. Role NUR 612 Pathophysiology of the 3.00 • Assess, diagnose, monitor, coordinate and NUR 634 Advanced Physical 3.00 Adult for Advanced manage the health care of selected clients of all Assessment Practice Nursing ages in both primary and acute care settings. • Perform and interpret physical examinations NUR 644 Pharmacology 4.00 NUR 614 Primary Health Care of 2.00 the Adult and laboratory tests in both the primary and NUR 670 Healthcare Issue Policies 2.00 acute care setting. and Ethics NUR 620 The Theoretical Basis of 3.00 • Select and recommend appropriate diagnostic Specialty requirement: Advanced Practice and therapeutic interventions and regimes with Nursing attention to safety and cost in keeping with NUR 650 Diagnosis and 4.00 collaborative protocols. Management of Illnesses NUR 630 The Advanced Practice 2.00 • Select and prescribe appropriate drug therapy and Physical Conditions Role of the Adult I for common acute and chronic disorders in NUR 634 Advanced Physical 3.00 keeping with collaborative protocols. NUR 654 Preceptored Practicum in 4.00 Assessment • Prepare and submit practice protocols in order Primary and Acute Care NUR 644 Pharmacology 4.00 to meet the certification requirements of the of the Adult I New York State Education Department. NUR 670 Healthcare Issue Policies 2.00 NUR 660 Diagnosis and 4.00 • Articulate the role of the nurse practitioner as a and Ethics Management of Illnesses collaborative member of the health care team. and Physical Conditions Specialty requirement: of the Adult II M.S. in Adult Nurse Practitioner NUR 690 Diagnosis and 4.00 Management of Illness NUR 664 Preceptored Practicum in 4.00 and Physical Conditions Blended Learning - Onsite & Online Adult Primary and Acute of Family I The 43-credit M.S. in Adult Nurse Practitioner Care II program prepares nurse practitioners by Credit and GPA Requirements NUR 691 Preceptored Practicum in 4.00 integrating extensive clinical practice with Minimum Total Credits: 43 Primary Care of the foundational knowledge that is required of all Minimum Major GPA: 3.0 Family I graduate nursing students. It is designed for the NUR 692 Diagnosis and 4.00 registered nurse with a B.S. in nursing, who M.S. in Family Nurse Management of Illness wishes to acquire the clinical knowledge and skills and Physical Conditions needed for advance-practice nursing roles in the Practitioner of Family II care of adults in a variety of primary care settings. This program is presented in a blended format. Blended Learning - Onsite & Online NUR 693 Preceptored Practicum in 4.00 All courses are web-enhanced using Blackboard. The 49-credit M.S. in Family Nurse Primary Care of the Up to 49% of the content in any one course may Practitioner program prepares nurse practitioners Family II be online. Basic computer skills are required. by integrating extensive clinical practice with

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NUR 694 Diagnosis and 4.00 Management of Illness Advanced Certificate in Family M.S. in Nurse Educator and Physical Conditions of Family III Nurse Practitioner Blended Learning - Onsite & Online

The Master of Science Nurse Educator program NUR 695 Preceptored Practicum In 4.00 Blended Learning - Onsite & Online is a 36-credit program presented in a blended Primary Care of the The 41-credit Advanced Certificate in Family learning format and provides the baccalaureate Family III Nurse Practitioner offers master’s-prepared nurses graduate with a strong foundation in the the opportunity to qualify for New York State Credit and GPA Requirements knowledge and skills needed for a position in certification as a family nurse practitioner. Minimum Total Credits: 49 academic teaching or staff development: Nurse practitioners certified by New York State Minimum Major GPA: 3.0 curriculum development, theories of teaching and who wish to expand into another specialty can learning, teaching methodologies, use of have their academic preparation evaluated and an stimulation and testing and outcomes Advanced Certificate in Adult individualized program developed for them. measurements. Nurse Practitioner The curriculum includes advanced studies of Advanced Certificate, Family Nurse pathophysiology, physical assessment and Blended Learning - Onsite & Online Practitioner (Post-Masters) pharmacology to assure the level of understanding The 33-credit Advanced Certificate in Adult [Program Code: 24687] of these subjects to teach in a baccalaureate Nurse Practitioner offers master’s-prepared nurses Must complete all courses below: nursing program. the opportunity to qualify for New York State NUR 611 Advanced Medical 3.00 Graduates of this program will be able to: certification as an adult nurse practitioner. Physiology • Use a wide range of theory and research from Nurse practitioners certified by New York State both general and nursing education to facilitate who wish to expand into this specialty can have NUR 612 Pathophysiology of the 3.00 learning in various educational environments. their academic preparation evaluated and an Adult for Advanced • Develop and implement strategies to facilitate individualized program developed for them. Practice Nursing learner development and socialization in NUR 614 Primary Care of the Adult 2.00 Advanced Certificate, Adult Nurse various educational environments. • Design courses and participate in curriculum NUR 630 The Advanced Practice 2.00 Practitioner (Post-Masters) development and evaluation of program Role [Program Code: 20001] outcomes. Must complete all courses below: NUR 634 Advanced Physical 3.00 • Utilize the nurse educator role to exercise Assessment NUR 612 Pathophysiology of the 3.00 leadership, professional accountability and a Adult for Advanced NUR 644 Pharmacology 4.00 scholarly approach to nursing and healthcare. Practice Nursing • Select and develop appropriate assessment tools NUR 690 Diagnosis and 4.00 to evaluate classroom and clinical performance NUR 614 Primary Health Care of 2.00 Management of Illness of nursing students and/or clinical staff. the Adult and Physical Conditions • Use a wide range of modalities in classroom of Family I NUR 615 Health Care of the Older 2.00 and clinical teaching. NUR 630 Adult 2.00 NUR 691 Preceptored Practicum in 4.00 • Articulate the role of the nurse educator as a The Advanced Practice Primary Care of the collaborative member of the academic and Role Family I healthcare teams.

NUR 634 Advanced Physical 3.00 NUR 692 Diagnosis and 4.00 M.S., Nurse Educator Assessment Management of Illness [Program Code: 33599] and Physical Conditions NUR 644 Pharmacology 4.00 Must complete all courses below: of Family II NUR 610 Nursing Research 3.00 NUR 650 Diagnosis and 4.00 NUR 693 Preceptored Practicum in 4.00 Management of Illnesses NUR 612 Pathophysiology for 3.00 Primary Care of the and physical Conditions NUR 620 Advanced Practice 3.00 Family II of the Adult I Theoretical Basis of NUR 694 Diagnosis and 4.00 Advanced Practice NUR 654 Preceptored Practicum in 4.00 Management of Illness Nursing Primary and Acute Care and Physical Conditions of the Adult I NUR 634 Advance Physical 3.00 of Family III NUR 645 Assessment 3.00 NUR 660 Diagnosis and 4.00 NUR 695 Preceptored Practicum in 4.00 NUR 670 Pharmacology 2.00 Management of Illnesses Primary Care of the Health Care Policy, Issues and Physical Conditions Family III and Ethics of the Adult II Credit and GPA Requirements NUR 710 Theories of Teaching and 3.00 NUR 664 Preceptored Practicum in 4.00 Minimum Total Credits: 41 Learning Primary Care of the Adult Minimum GPA: 3.0 II NUR 715 Role of the Nurse 2.00 Credit and GPA Requirements Educator Minimum Total Credits: 35 NUR 720 Curriculum Development 3.00 Minimum GPA: 3.0

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NUR 730 Teaching Strategies and 2.00 Methodologies

NUR 735 Use of Technology and 3.00 NUR 740 Simulation 2.00 NUR 745 Testing and Outcomes 2.00 Measurement Academic Teaching Seminar

NUR 750 Teaching Practicum 2.00 Credit and GPA Requirements Minimum Total Credits: 36 Minimum GPA: 3.0

Advanced Certificate in Education for Nurses (Blended Format)

The 12-credit Advanced Certificate in Education for Nurses offers master’s-prepared nurses the opportunity to augment their advanced practice degrees with core nursing education courses that will prepare them for the role of nurse educator in an academic or clinical setting.

Advanced Certificate, Education for Nurses [Program Code: 30684] Must complete all courses below. NUR 710 Theories of Teaching and 3.00 Learning

NUR 720 Curriculum Development 3.00

NUR 730 Teaching strategies and 2.00 Methodologies

NUR 740 Teaching and Outcomes 2.00 Measures

NUR 750 Teaching Practicum 2.00 Credit and GPA Requirements Minimum Total Credits: 12 Minimum GPA: 3.0

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Nursing Courses Credits: 2 Ethical considerations and cultural and financial Every Summer issues related to medication are also discussed. Students have the opportunity to apply knowledge NUR 610 Nursing Research NUR 620 The Theoretical Basis of Advanced and gain critical thinking skills with a variety of case The purpose of the course is to teach Practice Nursing studies. The course includes three hours of content knowledgeable consumers of nursing research at the The purpose of the course is to provide students on both New York State and Federal laws and graduate level to develop a basic research proposal with an in-depth examination of conceptual nursing regulations related to prescribing and record or state-of-the-science paper based on a topic of and behavioral models applicable to advanced keeping. interest and/or concern to the nursing profession. practice nursing. The course includes the discussion Pre-requisites of NUR 610 and NUR 612 are Additionally, it is stressed that critical evaluation of and comparison of various theoretical models from required. the scientific merit of nursing research and nursing and other disciplines with a major focus on Credits: 4 incorporation of relevant evidence-based findings their relevance and application to nursing practice, Every Spring into their practice will facilitate the integrity of research and theory development. practice as well as client health outcomes. The Credits: 3 NUR 645 Pharmacology importance of evidence-based practice and the Every Fall This course is designed for non-prescribing research process to the development of nursing advanced practice nursing students. The focus of NUR 630 The Advanced Practice Role knowledge and subsequent practice is discussed. this course is the acquisition of knowledge of The seminar provides an opportunity to critically Emphasis is placed on the application of advanced pharmacology as the basis for teaching examine the advanced practice role within the appropriate research methodology, and basic nursing pharmacology. The course provides context of a rapidly changing health care delivery development of a research proposal or state-of-the- the student with an advanced understanding of system. The role of the primary care nurse science paper from critically evaluated evidence in pharmaceutics, pharmacokinetics and practitioner is explored from historic, legal and the literature. This process occurs within a pharmacodynamics. The major classifications of professional perspective. The processes of culturally-diverse and collegial atmosphere. drugs used across the lifespan are emphasized. interdisciplinary collaboration and policy Pre-requisite of NUR 620 is required. Ethical considerations and cultural and financial development are discussed. Strategies for proactive Credits: 3 issues related to medication are also discussed. leadership and decision-making are also examined. Every Spring Students have the opportunity to apply knowledge Critical thinking, group dynamics, leadership skills, and gain critical thinking skills through the use of NUR 612 Pathophysiology of the Adult for and role of the APN as educator are studied and case studies and other online and classroom Advanced Practice Nursing modeled in classroom experiences, field activities. This course reviews the pathophysiology of disease experiences, and course assignments. Credits: 3 entities and foster the development of critical Pre-requisite of NUR 611 is required. Every Fall and Spring thinking in interpreting changes in function that Credits: 2 result in symptoms indicative of illness. Every Spring NUR 650 Diagnosis and Management of Illnesses

Pre-requisite of NUR 611 is required. and Physical Conditions of the Adult I NUR 634 Advanced Physical Assessment Credits: 3 This course is one of two courses that focus on The student is provided with knowledge, methods Every Fall clinical decision-making skills. Knowledge of and laboratory practicum experience to build upon advanced physical assessment, pathophsiology and NUR 614 Primary Health Care of the Adult and to refine physical assessment skills. pharmacology are the underpinnings for the course This course is an overview of common issues in Comprehensive physical examination of adults and content. Critical thinking and diagnostic reasoning primary care, including principles of screening, children as well as psychosocial, developmental, are reinforced as the basis of practice. The use of prevention, anticipatory guidance, patient occupational and cultural aspects of health evidence based practice protocols and guidelines is education techniques, multicultural issues, assessment is studied in depth, using an evidence- an integral part of this course. Common acute and occupational and alternative medicine. All issues based approach. Emphasis is placed on the chronic conditions of adolescents and adults in the are related to current best evidence as well as the collaborative aspects of being a member of an collaborative practice primary care setting are impact of health literacy on specific populations. interdisciplinary health care team in a primary care emphasized. The Healthy People 2020 goals are the basis for all setting. A laboratory practicum is incorporated into Pre-requisites of NUR 611, 612, 614, 630, 634 and discussions. this course to give students the opportunity to 644 are required. The pre-requisites of NUR 610, NUR 612 and integrate theoretical content into clinical Credits: 4 NUR 630 are required. experience. Emphasis is placed on developing a Every Fall Credits: 2 comprehensive and problem-oriented health Every Spring assessment of clients. NUR 654 Preceptored Practicum in Primary and NUR 614 must be taken as a pre-requisite or co- Acute Care of the Adult I NUR 615 Health Care of the Older Adult requisite This preceptored practicum provides an This course introduces the theories of aging, the Credits: 3 opportunity to practice skills and develop developmental tasks of the elderly, the normal Every Fall and Spring competency in the diagnosis and management of physiological changes that occur with aging and the common acute and chronic conditions of various assessment tools available for use with older NUR 644 Pharmacology adolescents and adults. Students, with the adults. The content provides students with the This course is designed for nurse practitioner supervision of their preceptor, develop skills in knowledge needed to apply the principles of students. The course provides the student with an diagnostic reasoning, learn to develop plans of care, primary care and diagnoses and management as advanced understanding of pharmaceutics, and gain experience in the selection and covered in other courses in the curriculum to the pharmacokinetics and pharmacodynamics. The prescription of drug therapy using practice care of the older adult client. major classifications of drugs used across the protocols. Students also focus on the health The pre-requisites of NUR 614 and NUR 630 are lifespan in primary care settings are emphasized in education needs of individual clients in their required. terms of therapeutic effects, adverse effects, clinical site. interactions, and patient and family teaching.

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

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 224 LIU Brooklyn

Every Fall, Spring and Summer and develop competency in the diagnosis and adolescents and adults. Students, with the management of common acute and chronic supervision of their preceptor, continue to refine NUR 691B Preceptored Practicum in Family conditions of infants, children, adolescents and their skills in diagnostic reasoning, developing plans Primary Care I adults. Emphasis is on adolescents and adults. of care, and to gain experience in the selection and This segment, of a two segment preceptored Students, with the supervision of their preceptor, prescription of drug therapy using practice practicum, provides an opportunity to practice skills continue to refine their skills in diagnostic protocols. Students also focus on the health and develop competency in the diagnosis and reasoning, developing plans of care, and to gain education needs of individual clients as well as the management of common acute and chronic experience in the selection and prescription of drug needs of the community served by the clinical site conditions of infants, children, adolescents and therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is adults. Emphasis is on pediatrics and women’s focus on the health education needs of individual required. health. Students, with the supervision of their clients as well as the needs of the community served Credits: 4 preceptor, develop skills in diagnostic reasoning, by the clinical site Every Fall, Spring and Summer learn to develop plans of care, and gain experience The pre-requisite or co-requisite of NUR 692 is in the selection and prescription of drug therapy required. NUR 695A Preceptored Practicum in Primary using practice protocols. Students also focus on the Credits: 2 Care of the Family III health education needs of individual clients in their Every Fall, Spring and Summer This segment, of a two segment preceptored clinical site. practicum, provides an opportunity to practice skills The pre-requisite or co-requisite of NUR 690 is NUR 693B Preceptored Practicum in Primary and develop competency in the diagnosis and required. Care of the Family II management of common acute and chronic Credits: 2 This segment, of a two segment preceptored conditions of infants, children, adolescents and Every Fall, Spring and Summer practicum, provides an opportunity to practice skills adults. Emphasis is on adolescents and adults. and develop competency in the diagnosis and Students, with the supervision of their preceptor, NUR 692 Diagnosis and Management of Illness management of common acute and chronic continue to refine their skills in diagnostic and Physical Conditions of Family II conditions of infants, children, adolescents and reasoning, developing plans of care, and to gain This course is one of three courses that focus on adults. Emphasis is on adolescents and adults. experience in the selection and prescription of drug clinical decision-making skills in family oriented Students, with the supervision of their preceptor, therapy using practice protocols. Students also practice. Knowledge of advanced physical continue to refine their skills in diagnostic focus on the health education needs of individual assessment, pathophsiology and pharmacology are reasoning, developing plans of care, and to gain clients as well as the needs of the community served the underpinnings for the course content. Critical experience in the selection and prescription of drug by the clinical site thinking and diagnostic reasoning are reinforced as therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is the basis of practice. The use of evidence based focus on the health education needs of individual required. practice protocols and guidelines is an integral part clients as well as the needs of the community served Credits: 2 of this course. Common acute and chronic by the clinical site Every Fall, Spring and Summer conditions of adolescents and adults in the The pre-requisite or co-requisite of NUR 692 is collaborative practice primary care setting are required. NUR 695B Preceptored Practicum in Primary emphasized. Credits: 2 Care of the Family III The pre-requisites of NUR 612, 614, 630, 634 and Every Fall, Spring and Summer This segment, of a two segment preceptored 644 are required. practicum, provides an opportunity to practice skills Credits: 4 NUR 694 Diagnosis and Management of Illness and develop competency in the diagnosis and Every Fall and Physical Conditions of Family III management of common acute and chronic This course is one of three courses that focus on conditions of infants, children, adolescents and NUR 693 Preceptored Practicum in Primary Care clinical decision-making skills in family oriented adults. Emphasis is on adolescents and adults. of the Family II practice. Knowledge of advanced physical Students, with the supervision of their preceptor, This preceptored practicum provides an assessment, pathophsiology and pharmacology are continue to refine their skills in diagnostic opportunity to practice skills and develop the underpinnings for the course content. Critical reasoning, developing plans of care, and to gain competency in the diagnosis and management of thinking and diagnostic reasoning are reinforced as experience in the selection and prescription of drug common acute and chronic conditions of infants, the basis of practice. The use of evidence based therapy using practice protocols. Students also children, adolescents and adults. Emphasis is on practice protocols and guidelines is an integral part focus on the health education needs of individual adolescents and adults. Students, with the of this course. Common acute and chronic clients as well as the needs of the community served supervision of their preceptor, continue to refine conditions of adolescents and adults in the by the clinical site their skills in diagnostic reasoning, developing plans collaborative practice primary care setting are The pre-requisite or co-requisite of NUR 694 is of care, and to gain experience in the selection and emphasized. required. prescription of drug therapy using practice The pre-requisites of NUR 612, 614, 630, 634 and Credits: 2 protocols. Students also focus on the health 644 are required. Every Fall, Spring and Summer education needs of individual clients as well as the Credits: 4 needs of the community served by the clinical site Every Spring NUR 700 Independent Study The pre-requisite or co-requisite of NUR 692 is An opportunity for students to do advanced work required. NUR 695 Preceptored Practicum In Primary under the guidance of the faculty. Pass/Fail only. Credits: 4 Care of the Family III Open to graduate nursing students with the Every Fall, Spring and Summer This preceptored practicum provides an permission of their Program Director opportunity to practice skills and develop Credits: 1 NUR 693A Preceptored Practicum in Primary competency in the diagnosis and management of On Demand Care of the Family II common acute and chronic conditions of infants, This segment, of a two segment preceptored children, adolescents and adults. Emphasis is on NUR 700P Independent Study - Practicum practicum, provides an opportunity to practice skills This one credit independent study allows adult

Page 225 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016 nurse practitioner students who have not progression of curriculum are discussed. Every Spring completed the clinical hours for a practicum Curriculum, which is evidence-based and grounded experience in the semester in which they are in professional standards, is explored. Use of NUR 750 Preceptored Practicum in Nursing registered to continue to work under the technology in the development of high-order Education supervision of their preceptor and their practicum thinking skills is considered. Students have the opportunity to practice teaching- advisor during the following semester. Credits: 3 learning techniques. Students develop, plan, teach Credits: 1 Every Spring and evaluate teaching-learning projects appropriate On Demand to their assigned practicum setting. Each student NUR 730 Teaching Strategies and Methodologies has a mentor in the practice environment and an NUR 701 Independent Study This course discusses a variety of teaching instructor coordinating and overseeing the An opportunity for students to do advanced work modalities and strategies including lecture, experience. under the guidance of the faculty. Open to graduate discussion, seminar, small group, one-to-one and Credits: 2 nursing students with permission of their Program online methods. Writing behavioral objectives Every Spring Director. (affective, cognitive and psychomotor) and selecting Credits: 1 congruent teaching methods is stressed. Fostering On Demand creativity and critical thinking skills are discussed. The student develops teaching-learning plans for NUR 701P Independent Study - Practicum learners in diverse settings. The student learns to This one credit independent study allows family use slide shows, chat rooms, learning management nurse practitioner students who have not systems, Internet resources and educational completed the clinical hours for a practicum software with hands-on experiences. experience in the semester in which they are Credits: 2 registered to continue to work under the Every Fall supervision of their preceptor and their practicum advisor during the following semester. NUR 735 The Utilization of Technology and Credits: 1 Simulations in Nursing Education On Demand This course focuses on informatics and the role of technology and simulation in nursing education. NUR 710 Theories of Teaching and Learning Online databases as resources for evidence-based This course introduces the student to the theories practice and social media as tools in healthcare and principles of adult learning as applied to delivery are explored. The use of computer based nursing and client education. Theories of adult teaching platforms, such as Blackboard, and learning, as well as basic principles of learning learning modules are explored with hands-on theory, are the focus. Formal teaching in the experiences. The use of simulation as a primary and classroom setting, as well as client teaching, is adjunctive teaching tool is discussed. Students emphasized. Assessing learned needs, individual develop an information system and teaching plans teaching strategies, cultural implications and the based on technology and stimulation. place of technology are all discussed. Learning styles Credits: 3 are analyzed and tools for assessing learning skills Every Fall are discussed. Credits: 3 NUR 740 Testing and Outcomes Measurements Every Fall This course explores the use of evaluation techniques to assess student learning. Standardized NUR 715 The Role of the Nurse Educator tests, teacher made tests and other forms of This course is designed to explore the multiple roles measurement such as return demonstrations are of the nurse educator in the academic and clinical explored. Statistical analysis of testing and settings. The roles of teacher, counselor, group measurement data, use of technology to both create member, evaluator, curricular designer, advisor and and evaluate testing and measurement tools are informatics expert are among those reviewed. The discussed. Students have the opportunity to design complexity of the role of the nurse educator is and evaluate test and measurement tools. discussed using case study and real-life scenarios. Credits: 2 The process of academic progression to tenure is Every Fall also considered. Credits: 2 NUR 745 Academic Teaching Seminar Every Spring The seminar serves as a capstone course for the student to synthesize the information and skills NUR 720 Curriculum Development acquired in other courses. Students discuss This course focuses on developing curricula for problems encountered in practicum and issues nursing education programs. Mission statements, related to academic and clinical teaching. A journal philosophy, terminal outcomes, course club approach is used to provide a common basis outcomes/objectives, are examined and students for discussion. Case studies both published and critique curriculum examples as well as develop from students' experiences are used. The seminar is their own model curriculum. Student projects may student directed with the instructor serving as a be focused on the student's area of teaching facilitator and clarifier. interest. The developmental process and the Credits: 2

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 226 LIU Brooklyn

LIU PHARMACY

LIU Pharmacy (Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers graduate curricula leading to the Master of Science degree in the following fields, as registered with the New York State Education Department: Pharmaceutics (with specializations in Industrial Pharmacy and Cosmetic Sciences), Pharmacology/Toxicology, and Drug Regulatory Affairs. The college also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree as well as an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree. Detailed information on the pharmacy programs is provided in the LIU Pharmacy bulletin. For information, please contact the Dean’s Office at [email protected] or call 718-488-1004, or visit the website at www.liu.edu/pharmacy. For additional information: Doctor of Pharmacy Professional Program Phone: 718-488-1234 Email: [email protected] Graduate Programs Phone: 718-488-1062 Email: [email protected] Continuing Professional Education Phone: 718-488-1065 Email: [email protected] Alumni Relations Phone: 718-780-6562 Email: [email protected]

John M. Pezzuto Dean

Martin E. Brown Associate Dean

Kenza Benzeroual Assistant Dean for Academic & Student Affairs

Page 227 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

LIU BROOKLYN APPROVED PROGRAMS Studio Art 1002 BFA

Visual Arts 1099 BA New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Teacher of Visual Arts in Urban Schools 0831 BFA jeopardize a student’s eligibility for certain student aid awards. Social Science 2201 MS

Honors College Social Science 4903 BA, BS Social Science 5622 AA Major Hegis Code Degree United Nations 2210 Adv. Crt. Interdisciplinary Major 4901 BA, BS Urban Studies 2214 MA

Richard L. Conolly College of Liberal Arts and Writing & Producing for Television 0605 MFA

Sciences School of Business, Public Administration and Major Hegis Code Degree Information Sciences

Biology 0401 BS, MS Major Hegis Code Degree Biochemistry 0414 BS Accounting 0502 BS, BS/MS, Chemistry 1905 BS, MS MS, MBA

Communication Sciences and Disorders 1220 BS Business Administration 5004 AAS

Communication Sciences and Disorders / 1220 BS/MS Business Administration 0506 MBA Speech-Language Pathology Business Finance 0504 BS Speech-Language Pathology 1220 MS Business Management 0506 BS (Bilingual Extension) Computer Science 0701 BS, MS Computer Art 1009 BFA Entrepreneurship 0501 BS Creative Writing 1507 MFA Gerontology 2104 Adv. Crt. Dance 1008 BFA, BS Health Administration 1202 MPA Economics 2204 BA Healthcare Management 1202 BS English 1501 BA, MA Human Resources Management 0515 MS, Adv. Crt. History 2205 BA Marketing 0509 BS Humanities 5649 AA Not-for-Profit Management 2102 Adv. Crt. Humanities 4903 BA Public Administration 2102 MPA Journalism 0602 BA Taxation 0502.1 MS Mathematics 1701 BS Technology Management 0507 BS Media Arts 0601 BA

Media Arts 1009 MA School of Education Media Arts 0605 MFA Major Hegis Code Degree Medical Technology 1223 BS Adolescence Urban Education: Biology 0401 BS Music – Applied Music 1004 BA Adolescence Urban Education: Biology 7-12: 0401.01 MSEd Music (Jazz Studies) 1004 BFA 1st Initial Music Education in Urban Schools 0832 BS Adolescence Urban Education: Biology 7-12: 0401.01 MSEd Modern Languages – French, Spanish 1101 BA 2nd Initial

Philosophy 1509 BA Adolescence Urban Education: Biology 7-12: 0401.01 MSEd Political Science 2207 BA, MA Non-certification

Psychology 2001 BA, MA Adolescence Urban Education: Chemistry 1905.01 BS

Clinical Psychology 2003 Ph.D. Adolescence Urban Education: Chemistry 7- 1905.01 MSEd 12: 1st Initial Sociology-Anthropology 2208 BA Adolescence Urban Education: Chemistry 7- 1905.01 MSEd Speech 1506 BA 12: 2nd Initial

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 228 LIU Brooklyn

Adolescence Urban Education: Chemistry 7- 1905.01 MSEd Early Childhood Urban Education 0823 Adv. Crt. 12: Non-certification Teacher of Physical Education in Urban 0835 BS Adolescence Urban Education: English 1501.01 BA Schools

Adolescence Urban Education: English 7-12: 1501.01 MSEd Teacher of Visual Arts in Urban Schools 0831 BFA 1st Initial Music Education in Urban Schools 0832 BS Adolescence Urban Education: English 7-12: 1501.01 MSEd Teaching Urban Adolescents with 0808 MSEd 2nd Initial Disabilities: 1st Initial Adolescence Urban Education: English 7-12: 1501.01 MSEd Teaching Urban Adolescents with 0808 MSEd Non-certification Disabilities: 2nd Initial Adolescence Urban Education: Mathematics 1701.01 BS Teaching Urban Adolescents with 0808 MSEd Adolescence Urban Education: Math 7-12: 1st 1701.01 MSEd Disabilities: Non-certification Initial Teaching Urban Children with Disabilities: 0808 MSEd Adolescence Urban Education: Math 7-12: 1701.01 MSEd 1st Initial 2nd Initial Teaching Urban Children with Disabilities: 0808 MSEd Adolescence Urban Education: Math 7-12: 1701.01 MSEd 2nd Initial Non-certification Teaching Urban Children with Disabilities: 0808 MSEd Adolescence Urban Education: Social Non-certification 2201.01 BA Studies TESOL: 1st Initial 1508 MSEd Adolescence Urban Education: Social Studies 2201.01 MSEd TESOL: 2nd Initial 1508 MSEd 7-12: 1st Initial TESOL: Non-certification 1508 MSEd Adolescence Urban Education: Social Studies 2201.01 MSEd 7-12: 2nd Initial Bilingual Education 0899 Adv. Crt.

Adolescence Urban Education: Social Studies 2201.01 MSEd Educational Leadership 0828 Adv. Crt. 7-12: Non-certification Applied Behavior Analysis 2099 Adv. Crt. Adolescence Urban Education: Spanish 1105.01 BA School Counselor 0826.01 MSEd Middle Childhood & Adolescence Urban Ed: 0401.01 BS School Counselor 0826 Adv.Crt. Biology Bilingual School Counselor 0826.01 MSEd Middle Childhood & Adolescence Urban Ed: 1905.01 BS Chemistry Bilingual School Counseling 0899 Adv. Crt.

Middle Childhood & Adolescence Urban Ed: School Psychologist 0826.02 MSEd 1501.01 BA English Marriage & Family Therapy 2104.1 MS, Adv. Crt. Middle Childhood & Adolescence Urban Ed: 1701 BS Mental Health Counseling 2104.1 MS, Adv. Crt. Mathematics

Middle Childhood & Adolescence Urban Ed: 2201.01 BA LIU Global Social Studies Childhood Urban Education 0802 BS Major Hegis Code Degree

Childhood Urban Education: 1st Initial 00802 MSEd Global Studies 2210 BA

Childhood Urban Education: 2nd Initial 0802 MSEd School of Health Professions Childhood Urban Education: Non- 0802 MSEd certification Major Hegis Code Degree Childhood/Early Childhood Urban Education: 0802 MSEd Athletic Training 1299.3 BS/MS 1st Initial Diagnostic Medical Sonography 1225 BS Childhood/Early Childhood Urban Education: 0802 MSEd 2nd Initial Exercise Science 1201 MS

Childhood/Early Childhood Urban Education: 0802 MSEd Health Sciences 1201 BS Non-certification Health Sciences / 1201 / 1214 BS/MPH Early Childhood Urban Education: 1st Initial, 0802.00 MSEd Public Health 2nd Initial Occupational Therapy 1208 BS/MS Early Childhood Urban Education: Non- 0802.00 MSEd Physical Therapy 1212 DPT certification

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Physician Assistant Studies 1299.1 MS

Public Health 1214 MPH

Respiratory Care 1299 BS

Social Work 2104 BA, MSW

Sport Management 0599 BS

Sports Science 1299.3 BS

School of Nursing

Major Hegis Code Degree

Nursing 1203 BS

Adult Nurse Practitioner 1203.1 BS/MS, MS

Adult Nurse Practitioner 1203.12 Adv. Crt.

Family Nurse Practitioner 1203.1 MS

Family Nurse Practitioner 1203.12 Adv. Crt.

Nurse Educator 1203.1 MS

Education for Nurses 1203.12 Adv. Crt.

LIU Pharmacy

Major Hegis Code Degree

Pharmacology/ 0409 MS Toxicology

Pharmaceutics 1211 MS, Ph.D.

Drug Regulatory Affairs 1211 MS

Pharmacy 1211 PharmD

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 230 LIU Brooklyn

LIU TRUSTEES AND SENIOR LEADERSHIP TEAM

Board of Trustees

CHAIRMAN Abraham M. Lackman TRUSTEES EMERITI Eric Krasnoff Brian K. Land ’86 William F. de Neergaard ’47, H’98 Sarabeth Levine ’64, H’14 Donald H. Elliott H’85 SECRETARY Howard M. Lorber ’70, ’91, H’01 Eugene H. Luntey H’98 Steven J. Kumble H’90 Frank Lourenso John M. May Michael Melnicke Theresa Mall Mullarkey MEMBERS Salvatore Naro ’83 Thomas L. Pulling Linda Amper ’78, ’85 Richard P. Nespola ’67, ’73 Richard Stark Rao Subba Anumolu William R. Nuti ’86 Edward Travaglianti H'14 Roger L. Bahnik Audrey Schein Rosalind P. Walter H’83 Stanley F. Barshay ’60 Cherie D. Serota Mark A. Boyar ’65 Daniel Simmons Jr. ’85, H’12 EX OFFICIO John R. Bransfield Jr. Harvey Simpson Kimberly R. Cline Michael N. Emmerman ’67 Sharon Sternheim Daniel B. Fisher ’67 Ronald J. Sylvestri ’66 H - indicates honorary doctorate from LIU Peter W. Gibson ’82 Charles Zegar ’71 Michael P. Gutnick ’68 Steven S. Hornstein ’80 Alfred R. Kahn ’84, H’05 Leon Lachman H’12

Senior Leadership Team

Kimberly R. Cline Michael S. Glickman ’99, ’01 Joseph L. Schaefer B.S., M.B.A., Ed.D., J.D. B.A., M.A. B.B.A., M.S. President Vice President for University Advancement and Chief of Chief of Administration and Student Affairs Strategic Partnerships George Baroudi Jeffrey Kane B.S. Gale Stevens Haynes ’72, ’76 (M.S.) B.A., M.A., Ph.D. Vice President for Information Technology & B.A., M.S., J.D., L.L.D. Vice President for Academic Affairs Chief Information Officer Vice President, Chief Operating Officer, and Legal Counsel Jackie Nealon Christopher Fevola Mary M. Lai ’42, H’86 B.A., M.S., Ed.D. B.S., M.B.A. B.S., M.S., D.H.L., D.B. Vice President of Enrollment Vice President and Chief Financial Officer Senior Advisor and Treasurer Emerita

Page 231 LIU Brooklyn Graduate Bulletin 2015 - 2016 Bulletin 2015 - 2016

LIU BROOKLYN FACULTY Melissa Antinori Robert Barry Associate Director of the Honors-Promise Division Coordinator, of Communications, Anna Acee Initiative; Visual and Performing Arts; Associate Professor of Nursing Assistant Professor of English Associate Professor of Visual Arts B.S., M.A., New York University; B.A., Wittenberg University; B.A., Pitzer College; Ed.D., Columbia Teacher’s College M.A., Pennsylvania State University M.F.A., University of Delaware M.S.L.I.S., LIU Post M. Radh Achuthan Halbert Barton Professor of Physics Michael E. Arons Associate Professor of Sociology-Anthropology B.E., M.S., University of Madras (India) Department Chair; B.A., University of California at Santa Cruz; M.S., University of Missouri; Professor of Physics M.A., Ph.D., Cornell University Ph.D., Union Graduate School B.E.E., Cooper Union; Ph.D., University of Rochester Fern Baudo Sutapa Aditya Visiting Professor of Nursing Assistant Professor of Marketing Kiran Shahreen Kaur Arora A.S., Ulster County Community College B.B.A., University of Dhaka, Bangladesh; Associate Professor of Counseling and School B.A., SUNY New Paltz M.B.A., Simon Fraser University; Psychology M.S., Colombia University Ph.D., York University (Canada) B.A., Simon Fraser University; M.A., City University; Kenyatta Beaseley Nicholas Agrait Ph.D., Syracuse University Associate Professor of Media Arts Associate Professor of History B.F.A.,The New School for Social Research; B.A., Yale University; Almas Babar M.F.A., New York University M.A., Ph.D., Fordham University Professor of Pharmaceutics B.S., University of Punjab (Pakistan); Debe Bednarchak Akash J. Alexander M.S., Ph.D., St. John’s University Department Chair; Assistant Professor of Pharmacy Practice Associate Professor of Mathematics Pharm.D., University of the Sciences in Lorna Baez B.A., Lehman College, CUNY; Philadelphia Director, International Research & Internship Ph.D., Graduate Center, CUNY Semester; Syed Ali Assistant Director, Costa Rica Center Robert A. Bellantone Professor of Sociology/Anthropology B.A., Florida State University; Professor of Pharmaceutics B.A., Binghamton, SUNY; Ph.D., Universidad Nacional de Costa Rica B.S., Ph.D., University of Connecticut M.A., Ph.D., University of Virginia Gurprit S. Bains Maura Belliveau James A. Allan Associate Professor of Teaching, Learning and Associate Professor of Management Associate Professor of Mathematics Leadership B.A., Mount Holyoke College B.Sc., University of Durham (United Kingdom); B.A., M.A., Punjab University (India); M.S., Ph.D., University of California, Berkeley M.S., New York University; Dip. TEFL, University of Wales, Institute of M.S., Ph.D., Polytechnic University of New York Science and Technology; Jeffrey Belnap Dip. Ed., Nottingham University; Dean, LIU Global; Carol Allen M.A., Ph.D., New York University University Dean of International Education Professor of English B.A., M.A., Brigham Young University; B.A., M.A., University of Virginia; Barbara Baldwin Ph.D., University of California, Irvine Ph.D., Rutgers University Assistant Professor of Nursing B.S., SUNY New Paltz Lamar V. Bennett Jason Altilio M.S., Pace University Assistant Professor of Public Administration Assistant Professor of Philosophy D.NP, Brandman University B.A., M.P.A., Rutgers University; B.A. LIU Ph.D., American University Master of Philosophy; Ph.D., Graduate Center, Larry Banks CUNY Department Chair; Michael Bennett Associate Professor of Media Arts Professor of English Naoual (Nawel) Amrouche B.A., Rutgers University; B.A., Whitman College; Associate Professor of Marketing M.F.A., LIU Post M.A., Ph.D., University of Virginia B.B.A., IHEC, Carthage, Tunisia; M.S., Ph.D., HEC (Montreal, Canada) Isabelle Barriere Azzedine Bensalem Associate Professor Communication Sciences & Professor of Chemistry and Biochemistry Angelos Angeli Disorders B.S., École Supérieure de Mécanique; Assistant Professor of Accounting & Taxation Ph.D., University of London M.S., Ph.D., Université de Nantes B.S., Lehman College, CUNY;

M.B.A., St. John's University; CPA

LIU Brooklyn Graduate Bulletin 2015 - 2016 Page 232 LIU Brooklyn

Kenza E. Benzeroual Cindy Bravo-Sanchez Denise Chung Assistant Dean for Academic and Student Affairs, Director of Clinical Education, Respiratory Care Professor of Biology; LIU Pharmacy; B.S., LIU Brooklyn; Professor of Chemistry and Biochemistry Assistant Professor of Pharmacology M.P.H., Marist College; B.A., M.S., Ph.D., New York University B.S., Paul Sabatier University (France); Licensed Respiratory Therapist M.S., Toulouse Polytechnic Institute (France); Ping-Tsai Chung Ph.D., Montreal University (Canada) Donna Brennan Associate Professor of Computer Science Assistant Professor of Nursing Diploma, National Taipei University of Bojana Beric-Stojsic Co-Director Clinical Practica Technology (Taiwan); Department Chair; A.S.N., Nassau Community College; M.S., Stevens Institute of Technology; Associate Professor of Public Health B.S, Adelphi University; Ph.D., Polytechnic University of New York M.A., Montclair State University; M.S.N., University of Phoenix Ph.D., New York University; Sam Y. Chung M.D., University of Novi Sad (Yugoslavia) Cindy Broholm Associate Professor of Finance Assistant Professor of Nursing B.A., Kyung Hee University (South Korea); Mrinal K. Bhattacharjee B.S.N., University of Massachusetts; M.B.A., Illinois State University; Associate Professor of Chemistry and M.S., M.P.H., Columbia University M.S.F., Boston College; Biochemistry Ph.D., University of Massachusetts (Amherst) B.S., M.S., The Indian Institute of Technology Martin E. Brown (Kharagpur, India); Associate Dean, LIU Pharmacy; Lorraine A. Cicero Ph.D., Ohio State University Adjunct Associate Professor of Social and Associate Professor of Pharmacy Practice Administrative Sciences B.S., St. John’s University; Soenke Biermann B.S., M.S., University of Iowa M.S., LIU Pharmacy; Director, Australia Program Pharm.D., St. John’s University B.A., Southern Cross University (SCU); Sabrina Brown Graduate Certificate in Higher Education; Director of B.A. Social Work Field Ann Cleary Ph.D. (ABD), Southern Cross University (SCU) B.S., Buffalo State College, SUNY; Associate Professor of Nursing M.S.W., Stony Brook University, SUNY B.S.N., University of The State of New York; Evelyn Biray M.S., Colombia University Assistant Professor of Nursing Nicole Cain D.N.S., The University of Adelaide (Australia) B.S., Philipine Women’s University; Assistant Professor of Psychology M.S., Pace University B.A., Cornell University; Dale A. Coffin M.S., Ph.D., Penn State University Academic Field Work Coordinator; Mark G. Birchette Assistant Professor of Occupational Therapy Associate Professor of Biology Nikki Carosone-Russo B.A., Stony Brook, SUNY B.A., Yale College; Student Services Advisor, Division of Athletic M.S., Springfield College; M.A., Ph.D., Harvard University Training, Health and Exercise Science Registered Occupational Therapist B.S., M.S., LIU Brooklyn Donald Allport Bird David Cohen Department Chair; Suzanne M. Carr Dean, Richard L. Conolly College; Professor of Journalism and Communication Associate Professor of Nursing Professor of Biology Studies Co-Chair Student Affairs B.S., M.S., LIU Brooklyn; A.B., Rutgers University; B.S., Georgetown University; Ph.D., New York University M.A., Ph.D., Indiana University M.S., Texas Women’s University; Ph.D., University of Texas at Arlington Henry Cohen Felicia Black Professor of Pharmacy Practice Assistant Professor of Teaching, Learning & Leeja Carter B.S., M.S., LIU Pharmacy; Leadership Assistant Professor of Athletic Training, Health Pharm.D., St. John’s University B.S., Cleveland State University; and Exercise Science M.S.Ed., Ph.D., Kent State University B.A., M.A., Fairleigh Dickinson University; Victor Cohen Ph.D., Temple University Associate Professor of Pharmacy Practice Julia Bock B.S., Bouvé College of Pharmacy and Health Acquisitions Librarian; Agnes Cha Sciences, Northeastern University; Associate Professor, Library Associate Professor of Pharmacy Practice Pharm.D., St. John’s University B.A., M.A., Ph.D., Eötvös Loránd University Pharm.D., University of Illinois at Chicago (Hungary); Mechelle Collins M.L.S., Columbia University Tempii Champion Academic Field Work Coordinator; Department Chair; Assistant Professor of Occupational Therapy Michael Bokor Associate Professor of Communication Sciences & BS/MS., Dominican College, AAS, Associate Professor of English Disorders LaGuardia Community College; B.A., University of Cape Coast (Ghana); B.S., Northeastern University; Registered Occupational Therapist M.A., Ph.D., Illinois State University M.S., Hampton University; Ph.D., University of Massachusetts

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Maria Compte Robert V. DiGregorio Rebecca E. Dyasi Assistant Professor of Physician Assistant Studies Professor of Pharmacy Practice Associate Professor of Teaching, Learning, and M.P.H., Tulane University; B.S., St. John’s University; Leadership M.D., University of Buenos Aires (Argentina) Pharm.D., School of Pharmacy, Virginia B.Sc., University of Sierra Leone (West Africa); Commonwealth University M.S., Ph.D., University of Illinois at Gloria Cooper Urbana-Champaign Associate Professor of Music Leah Dilworth B.S., M.M.Ed., University of Missouri; Professor of English Barry S. Eckert Ed.D., Teachers College, Columbia University B.A., Oberlin College; Dean and Professor, School of Health Professions M.A., Ph.D., Yale University B.S., M.S., University of Albany, SUNY; Marguerite Corda Ph.D., University of Miami, School of Medicine Assistant Professor of Nursing Adva Dinur B.S., Hunter College Associate Professor of Management James Eckert M.S., Adelphi University B.A., Hebrew University of Jerusalem; Assistant Professor of Physician Assistant Studies Ph.D., Temple University B.A., Theological Seminary of Saint Charles Margaret Cuonzo Borromeo; Division Coordinator of Humanities; May Dobal B.A., Hahnemann University; Professor of Philosophy Associate Professor of Nursing M.A., Loyola University; B.A., Barnard College; A.A.S., Queens College, CUNY; Certified Physician Assistant M.Phil., Ph.D., Graduate Center, CUNY B.S., LIU Brooklyn; M.N., Louisiana State University; John Ehrenberg Anthony J. Cutie Ph.D., University of Texas, Austin Department Chair; Professor of Pharmaceutics Senior Professor of Political Science B.S., Brooklyn College of Pharmacy; Edward Donahue B.A., Dartmouth College; M.S., Ph.D., Rutgers University Division Coordinator of Science; M.A., Ph.D., Stanford University Associate Professor of Chemistry and Jocelyn D’Antonio Biochemistry Magalie Elie Associate Professor of Nursing B.S., St. Joseph’s College; Assistant Professor of Nursing B.S., Molloy College; Ph.D., Polytechnic Institute of New York A.A.S., Marymount University; M.S., Adelphi University; B.S., College for Unique and Interdisciplinary Ph.D., Walden University Joseph Dorinson Studies, CUNY Professor of History M.A., Pace University; Marta Daly B.A., M. Phil., Columbia University Ed.D., Nova Southeastern University Assistant Professor of Occupational Therapy B.S., Thomas Jefferson University; Emily Drabinski Bakry M. Elmedni M.A., New York University; Assistant Professor; Assistant Professor of Public Administration Registered Occupational Therapist Reference and Instruction Librarian B.S., University of Khartoum B.A., Columbia University; M.P.A., American University Cynthia Dantzic M.L.S. Syracuse University; Ph.D., University of Delaware Senior Professor of Visual Arts M.A., LIU Brooklyn B.F.A., Yale University; Ralph Engelman M.F.A., Pratt Institute Kevin Duffy Senior Professor of Journalism & Communication Director, Athletic Training Program; Studies Rutesh Dave Assistant Professor of Athletic Training, Health B.A., Earlham College; Director, Division of Pharmaceutical Sciences; and Exercise Science M.A., Ph.D., Washington University in St. Louis Associate Professor of Pharmaceutics B.S., Brooklyn College; B.S., K.L.E’s College of Pharmacy (India); M.S., LIU Brooklyn Judith M. Erickson Ph.D., LIU Pharmacy Dean & Professor, School of Nursing Joan Duncan B.S., Skidmore College Marla Del Collins Professor of Psychology M.A.; Ph.D., New York University Associate Professor of Journalism & B.A., Howard University; Communication Studies M.A., Ph.D., Clark University Kristin L. Fabbio B.F.A., West Virginia University; Assistant Professor of Pharmacy Practice M.A., Ph.D., New York University Bridget M. Dwyer Pharm.D., St. John’s University Speech Clinic Administrator; Anthony DePass Assistant Professor of Communication Sciences Dalia Fahmy Professor of Biology and Disorders (adjunct) Assistant Professor of Political Science B.S., University of Connecticut; B.A., M.S., Brooklyn College, CUNY B.A., M.A., New York University; M.S., Ph.D., University of Massachusetts Ph.D., Rutgers University

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Stanley Feifer Ellen M. Godwin Betsy Hall Professor of Pharmacy; Department Chair, Instructor of English B.S., Brooklyn College of Pharmacy; Associate Professor of Physical Therapy B.A.; M.A., University of Illinois M.S., St. John’s University B.S. Hunter College, M.S. LIU Brooklyn, PhD, Nova Southeastern University Joyce Y. Hall Brooke D. Fidler Licensed Physical Therapist, Pediatric Clinical Director of Practicum and Career Development, Assistant Professor of Pharmacy Practice Specialist Masters of Public Health Pharm.D., University of Rhode Island B.A., Wesleyan University; Tamara Goldberg M.P.H., University of Rochester Joseph D. Filonowicz Associate Professor of Pharmacy Practice Department Chair; Pharm.D., LIU Pharmacy Lana T. Hareez Professor of Philosophy Assistant Professor of Pharmacy Practice B.A., Hope College; Lisa Gordon-Handler Pharm.D.; University of North Carolina at Chapel M.A., M. Phil., Ph.D., Columbia University Assistant Professor of Occupational Therapy Hill B.A., Albany, SUNY; Myrna L. Fischman M.A.,, University of Southern California; Neil Harris Professor of Accounting; Ph.D., North Central University (Minnesota); Director, NYC Teaching Fellows Program; B.S., M.S., The City College, CUNY; Registered Occupational Therapist Assistant Professor of Teaching, Learning & Ph.D., New York University; Leadership CPA Claire Goodman B.S., Philadelphia Biblical University; Associate Professor of Media Arts M.S.Ed., Cambridge College; Stuart Fishelson B.A., Exeter University (U.K.); M.S.Ed., LIU Brooklyn Professor of Media Arts M.A., LIU Post B.A., M.A., LIU Brooklyn Dana Hash-Campbell Carole Griffiths Department Chair; Performing Arts; Megan I. Freeland Professor of Biology Associate Professor of Dance Director of Clinical Education, Department of B.A., Sarah Lawrence College; B.F.A., LIU Brooklyn; Physical Therapy M.A., Ph.D., The City College, CUNY M.F.A., University of Wisconsin (Milwaukee) B.A., B.S., Alma College; D.P.T., New York University; Stacy Jaffee Gropack Antoinette Hauck Licensed Physical Therapist Acting Dean, School of Health Professions and Assistant Professor of Nursing Pediatric Clinical Specialist School of Nursing; LIU-Post A.A.S., Bronx Community College; Associate Professor of Physical Therapy B.S., Hunter College, CUNY Mohammed Ghriga B.S., M.S., LIU Brooklyn; M.S., Adelphi University; Chair, Department of Technology, Innovation & Ph.D., New York University D.N.P., Case Western University Computer Science; Associate Professor of Computer Science Nancy Grove Gale Stevens Haynes Dipl. d’Ingénieur d’état, University of Sciences Director of Galleries; Vice President and Chief Operating Officer, Legal and Technology (Algiers); Associate Professor of Visual Arts Counsel; M.S., Ph.D., Polytechnic University of New York B.A., Sarah Lawrence College; Professor of Political Science M.A., University of Chicago; B.A., M.A., LIU Brooklyn; Brian Gilchrist Ph.D., Graduate Center, CUNY J.D., LL.D., St. John’s University Assistant Professor of Public Health B.S., Winston-Salem University; Charles Guarria Janet L. Haynes M.P.H., New York University; Chair of the Brooklyn Library Associate Professor of Biology Ph.D., University of Maryland, College Park Acquisitions Librarian; B.S., M.S., LIU; Assistant Professor, Library M.Phil., Ph.D., New York University Sealy Gilles B.A., Stony Brook University, SUNY; Associate Professor of English M.L.I.S., Queens College, CUNY; Jonathan Haynes B.A., Carleton College; M.S., LIU Brooklyn Professor of English M.Phil., Ph.D., Graduate Center, CUNY B.A. McGill University; Sara Haden M.A., Ph.D., Yale University Suzanna Gim Associate Professor of Psychology Associate Professor of Pharmacy Practice B.A., University of Virginia; Hildi Hendrickson B.A., M.P.H., New York University; M.A., University of Massachusetts, Dartmouth; Department Chair; Pharm.D., University of Maryland Ph.D., Virginia Polytechnic Institute & State Associate Professor of Sociology/Anthropology University B.A., M.A., M.Phil., Ph.D., New York University Amy Patraka Ginsberg Marshall Hagins Acting Dean, School of Education; Professor Emeritus of Physical Therapy John High Associate Professor of Counseling & B.S., M.S., Ph.D., New York University; Associate Professor of English School Psychology D.P.T., St. Augustine University; B.A., M.A., San Francisco State University B.A., Tufts University; Licensed Physical Therapist; M.A., M.Ed., Ph.D., Columbia University Orthopedic Clinical Specialist

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Patrick Horrigan Michael Kavic Cecilia Kovac Associate Professor of English Assistant Professor of Physics Director of Molecular Biology; B.A., Catholic University of America; B.S., University of Minnesota, Twin Cities Associate Professor of Biology M.A., Ph.D., Columbia University M.S., University of North Carolina, Chapel Hill B.S., St. John’s University; Ph.D., Virginia Tech M.S., New York University; Stacey Horstmann-Gatti M.Ph., Ph.D., Columbia University Associate Professor of History Edward Keane B.A., Hamilton College; Reference and Instruction Librarian; Kathryn S. Krase M.A., Ph.D., Emory University Assistant Professor, Library Assistant Professor of Social Work B.A., Syracuse University; B.S., Cornell University; Difei Vivian Hu M.A., Stony Brook University, SUNY; M.S.W., J.D., Ph.D., Fordham University Director, China Center M.L.A., Queens College, CUNY B.A., M.A., Zhejiang University; Elizabeth Kudadjie-Gyamfi M.P.A., Columbia University Patricia Keogh Department Chair; Head of Cataloging; Associate Professor of Psychology Linda Jacobs Assistant Professor, Library B.Sc., University of Ghana (Africa); Associate Professor of Counseling & School B.A., University of Virginia; M.A., Ph.D., Stony Brook University, SUNY Psychology M.L.S., University of Texas; B.A., Brooklyn College, CUNY; M.A., St. Mary’s University Su-Hwan Kwak M.S., Ph.D., New York University Assistant Professor of Biology Kathleen Kesson B.S., M.S., Ph.D., Yonsei University (South Thomas J. Johnson Professor of Teaching, Learning, and Leadership Korea) Division Director of Respiratory Care M.S.Ed., Ed.D., Oklahoma State University B.A., Fordham University; Dong Kwon M.S., LIU Brooklyn; Camille Kiefer Associate Professor of Biology L.A.P., Respiratory Therapist, New York; Assistant Professor of Physician Assistant Studies B.S., M.S., Kangwon National University (Korea); L.R.C.P.., Registered Respiratory Therapist, New A.A.S., Farmingdale State College, SUNY; Ph.D., Georgia State University Jersey B.S., LIU Brooklyn; R.N., Certified Physician Assistant Seema Lall Kimberly Jones Assistant Professor of Nursing Associate Professor of History John Killoran B.S., University of Delhi (India); B.A., Trinity College; Associate Professor of English B.S.N., RAK College of Nursing, University of M.A., Ph.D., University of California at Los B.A., Concordia University; Delhi (India); Angeles M.A., Ph.D., University of Waterloo M.S.N., Lehman College, CUNY

Samuel C. Jones Haesook Kim Kevin Lauth Associate Professor of Social Work Associate Professor of Sociology/Anthropology Associate Dean, Richard L. Conolly College; B.A., Stony Brook, SUNY; B.A., M.A., Ewha University (Korea); Professor of Media Arts M.S.W., D.S.W., Hunter College, CUNY M.A., M.Phil., Ph.D., Columbia University B.A., Lehman College, CUNY; M.S., Brooklyn College, CUNY Susanna Jones Rachel King Professor of Social Work Head of Library Media Center; Valerie Lava B.A., California State University, Northridge; Assistant Professor, Library Associate Dean, School of Education; M.S.W., San Jose State University B.A., Wellesley College; Associate Professor of Teaching, Learning, and Ph.D., Graduate Center, CUNY M.A., Columbia University; Leadership M.S.I.S; Albany State College, SUNY B.A., Brooklyn College, CUNY; Cecil K. Joseph M.S., Hunter College, CUNY; Assistant Professor of Biochemistry (Pharmacy) Troy Kish Ed.D., Teachers College, Columbia University B.S., University of Toronto (Canada); Assistant Professor of Pharmacy Practice Ph.D., Hunter College, CUNY Pharm.D., University of Toledo Glen D. Lawrence Professor of Chemistry and Biochemistry Yusuf McDadlly Juwayeyi Laura L. Koenig B.S., Pratt Institute; Associate Professor of Sociolology/Anthropology Professor of Communication Sciences and M.A., Plattsburgh State University, SUNY; B.Soc.Sci., University of Malawi (Africa); Disorders Ph.D., Utah State University M.A., C.Phil., Ph.D. University of California, B.A., University of Chicago; Berkeley M.A., University of Pennsylvania; Christopher League Ph.D., Graduate Center, CUNY Associate Professor of Computer Science Cristiana Kahl-Collins B.S., Johns Hopkins University; Assistant Professor of Physical Therapy Gary Kose M.S., University of Maryland; B.S., M.A., New York University; Director, M.A. Program; Ph.D., Yale University Ph.D., Nova Southeastern University; Professor of Psychology Licensed Physical Therapist B.A., Temple University; Neurologic Clinical Specialist Ph.D., Graduate Center, CUNY

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Supawadee Cindy Lee Matthew Lippert Carole Maccotta Department Chair; Assistant Professor of Physics Assistant Professor of Foreign Languages and Assistant Professor of Occupational Therapy B.S. Yale University Literature B.S., Chiang Mai University (Thailand); M.A.; Ph.D. University of California, Santa B.A., M.A., Universite Paul Velery (France); M.S., Mahidol University (Thailand); Barbara P.D., University of North Carolina M.A., Ph.D., New York University; Registered Occupational Therapist Andrew Livanis Fraidy N. Maltz Associate Professor of Counseling & School Assistant Professor of Pharmacy Practice Laurie Lehman Psychology B.S., M.S., Pharm.D., LIU Pharmacy Department Chair; B.A., M.S., St. John’s University Associate Professor of Teaching, Learning, and Ph.D., Graduate Center, CUNY Stephen Marrone Leadership Associate Professor of Nursing; B.A., Clark University; John M. Lonie B.S., LIU Brooklyn; M.A., Arizona State University; Associate Professor of Social and Administrative M.S., University of Delaware; Ph.D., New York University Sciences Ed.D., Teachers College, Columbia University B.S., LIU Pharmacy; Nancy Lemberger M.A., The New School for Social Research; Kathleen A. Marsala-Cervasio Associate Professor of Teaching, Learning, and Ed.D., Teachers College, Columbia University Associate Professor of Nursing Leadership Co-Chair Faculty Affairs B.A., M.S., California State University; Carlos Lopez B.S., Staten Island College, CUNY; Ed.M., Ed.D., Teachers College, Columbia Director, Europe Program M.S., Hunter College, CUNY; University B.A., M.A., Florida State University; Ph.D., Kennington University; Ph.D., Harvard University Ed.D., Northcentral University Melissa Lent Associate Director of B.S., in Health Science Hilary Lorenz Lorraine Marsh B.A., Stony Brook University, SUNY; Department Chair; Professor of Biology M.S. Ed., LIU Brooklyn Associate Professor of Visual Arts and Media Arts A.B., University of California at Santa Cruz; B.S., Western Michigan University; M.A., San Francisco State College; Timothy Leslie M.A., M.F.A. University of Iowa Ph.D., Massachusetts Institute of Technology Associate Professor of Biology B.S., Ph.D., Penn State Ping Lu Nino Marzella Assistant Professor of Chemistry Associate Professor of Pharmacy Practice Helisse Levine B.S.; M.S., Donghua University B.S., M.S., Pharm.D., LIU Pharmacy Director, M.P.A. Program Ph.D. University of California Davis Associate Professor of Public Administration Michael Masaracchio B.A., M.A., Fairleigh Dickinson University; Hannia Lujan-Upton Associate Professor of Physical Therapy Ph.D., Rutgers University Associate Professor of Chemistry and B.S., M.S., LIU Brooklyn; Biochemistry DPT, Creighton University; Esther Levine-Brill B.S., St. Francis College; Ph.D., Nova Southeastern University; Professor of Nursing Ph.D., Polytechnic University of New York Licensed Physical Therapist; B.S., M.S., Hunter College, CUNY; Orthopedic Clinical Specialist; Post Master's Certificate, LIU Brooklyn; Peggy Lynam Sports Clinical Specialist Ph.D., New York University Associate Professor of Physical Therapy B.S. Ithaca College, M.S. LIU Brooklyn, DPT Marion Masterson Aaron Lieberman A.T. Still University of Health Sciences, Arizona Assistant Professor of Physician Assistant Studies Associate Professor of Counseling & School School of Health Science B.S., LIU Brooklyn; Psychology Licensed Physical Therapist M.P.A.S., University of Nebraska; B.S., Brooklyn College, CUNY; Neurological Clinical Specialist Certified Physician Assistant M.S.W., D.S.W., Yeshiva University Beverly Lyons Nikita Matsunaga Jocelyn Lieu Professor of Public Administration Professor of Chemistry and Biochemistry Coordinator of the Senior Thesis Program, New B.A., Queens College, CUNY; B.A., American International College; York Center M.A., New York University; Ph.D., Iowa State University B.A., Yale; Ph.D., Fordham University M.F.A., Warren Wilson College Charles Matz Amy Ma Professor of English Kathleen Lieu Associate Professor of Nursing B.A., Rutgers University; Assistant Director of Clinical Education, A.A.S., Kishwaukee College M.A., Columbia University; Department of Physical Therapy B.S., M.S., East China University of Science and Ph.D., University of Notre Dame M.S., D.P.T. SUNY Downstate Medical Center Engineering (Shanghai); Licensed Physical Therapist M.S., Medical University of South Carolina; Certified Lymphedema Therapist DNP, Case Western Reserve University

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Diane R. Maydick Maxine Morgan Joseph Nathan Assistant Professor of Nursing Assistant Professor of Business Law Director, International Drug Information Center B.S., Rutgers University; B.A., Queens College, CUNY; Associate Professor of Pharmacy Practice M.S., Hunter College, CUNY; J.D., Columbia Law School, Columbia University; B.S., M.S., LIU Pharmacy; Ed.D., Columbia University CPA Pharm.D., University of Arkansas for Medical Sciences Donald McCrary Joseph Morin Associate Professor of English Department Chair; Samuel Newsome B.A., M.A., University of Massachusetts at Professor of Biology Associate Professor of Music Boston; B.S., Southeastern Massachusetts University; B.A., Berklee College of Music; Ph.D., New York University Ph.D., University of Wisconsin M.A., Purchase College, SUNY

Maria McGarrity Kenneth R. Morris Timothy V. Nguyen Professor of English Director of the Lachman Institute for Associate Professor of Pharmacy Practice B.A., Rutgers University; Pharmaceutical Analysis & University Professor B.S. in Pharm., Rutgers University, SUNJ; M.A., University of New Orleans; B.S., Eastern Michigan University; Pharm.D., University of the Sciences in Ph.D., University of Miami M.S., Ph.D., University of Arizona Philadelphia

Kate McLaughlin Nelson Moses Anna I. Nogid Instructor of Teaching, Learning & Leadership Professor of Communication Sciences and Director, Division of Pharmacy Practice; B.A., LaSalle University; Disorders Associate Professor of Pharmacy Practice M.A., Teachers College, Columbia University; B.A., M.A., The City College, CUNY; B.S., Pharm.D., LIU Pharmacy ABD, Syracuse University Ph.D., New York University Doris Obler Kevin Meehan Iris Mule Associate Professor of Occupational Therapy Associate Professor of Psychology Director of Master of Social Work Field Education B.S., Downstate Medical Center, SUNY; B.A., New York University; B.S.W., Virginia Commonwealth University, M.S.W., Adelphi University; M.A., John Jay College of Criminal Justice, M.S.W., New York University Ph.D., Trident University; CUNY; Registered Occupational Therapist Ph.D., Graduate Center, CUNY Christy Mulligan Assistant Professor of Counseling & School Joann Paoletti Yuko Minowa Psychology Assistant Professor of Nursing Professor of Marketing B.S., Kutztown University; B.S., St. Joseph's College; B.S., Ph.D., Rutgers University M.S., Eastern College; M.S., Wagner College Psy.D., Philadelphia College of Osteopathic Kerry Mitchell Medicine Nicholas Papouchis Director, Comparative Religion and Culture Professor of Psychology Program Deborah Mutnick B.S., Queens College, CUNY; Global Director of Academic Affairs Professor of English Ph.D., Graduate Center, CUNY B.A., Indiana University; B.A., University of Michigan; Ph.D., University of California, Santa Barbara M.F.A., University of North Carolina; Louis Parascandola Ph.D., New York University Professor of English Diana Mitrano B.A., Brooklyn College, CUNY; Cataloging Librarian; Russell Myers M.A., LIU Brooklyn; Assistant Professor, Library Professor of Mathematics M.L.S., Pratt Institute; B.A., New York University; B.S., Ph.D., Penn State University; Ph.D., Graduate Center, CUNY M.L.S., M.S.Ed., LIU Brooklyn M.S., Stony Brook University, SUNY Barbara Parisi Marjan Moghaddam Jadwiga S. Najib Professor of Communication Studies Professor of Media Arts Professor of Pharmacy Practice B.A., Hunter College, CUNY; B.A., Empire State College, SUNY B.S., St. John’s University; M.A., New York University; M.F.A., LIU Post Pharm.D., University of Minnesota, Twin Cities M.A., Brooklyn College, CUNY; M.A., Graduate Center, CUNY; Jeanmaire Molina Maureen Nappi Ph.D., New York University Assistant Professor of Biology Associate Professor of Media Arts B.S., University of the Philippines B.F.A., M.A., Ph.D., New York University Samuel Park Ph.D., Rutgers University Professor of Mathematics Stanley Nass B.S., West Virginia Wesleyan College; Sarah Moran Professor of Counseling & School Psychology M.A., Ph.D., University of Pittsburgh Assistant Dean, LIU Global B.A., The City College, CUNY; Director, Costa Rica Center M.A., New York University; B.A., University of Michigan; M.A., Ed.D., Columbia University M.S., Northern Illinois University

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Sarsvatkumar Patel Elaena Quattrocchi Jose Rodriguez Assistant Professor of Pharmaceutical Sciences Associate Professor of Pharmacy Practice Professor of Computer Science B.Pharm., Shri BM Shah College of Pharmacy, B.S., Pharm.D., St. John’s University B.A., Rutgers University; North Gujarat University (India); M.S., New York University; M.Pharm., Ph.D., National Institute of Gregary J. Racz Ph.D., Stevens Institute of Technology Pharmaceutical Education and Research (India) Department Chair; Professor of Foreign Languages & Literature Renie Rondon-Jackson Robert Pattison B.A., Rutgers University; Director, M.S.W. Field Education Weekend & Professor of English M.A., Ph.D., Princeton University Evening Programs A.B., Yale University; M.S.W., Hunter College, CUNY; M.A., University of Sussex (United Kingdom); Paul Michael Ramirez Ph.D., New York University Ph.D., Columbia University Professor of Psychology B.A., Herbert Lehman College, CUNY; Jessica M. Rosenberg Ximara Peckham M.A., New York University; Professor of Social Work Instructor of Biology M.A., The City College, CUNY; B.A., Sarah Lawrence College; M.D., Caldas University (Colombia) M.Phil., Ph.D., Graduate Center, CUNY M.S.W., Hunter College, CUNY; Ph.D., Yeshiva University Linda S. Penn Warren Ratna Professor of Psychology Professor of Pharmacology Amerigo Rossi B.A., University of Michigan; B.Sc. Hons., University of Colombo (Sri Lanka); Assistant Professor of Athletic Training, Health Ph.D., Adelphi University M.S., University of South Carolina; and Exercise Science Ph.D., Stony Brook University, SUNY B.A., Columbia University; Richard Perry M.S., California State University; Assistant Professor of Pharmacy Practice Jennifer Rauch Ed.D, Columbia University Pharm.D., University of Rhode Island Associate Professor of Journalism B.A., Penn State University; Elizabeth A. Rudey Natalie J. Peters M.J., Temple University Professor of Visual Arts Assistant Director of Clinical Education, B.A., New York University; Department of Physical Therapy Tracye Rawls-Martin M.A., M.Ed., Ed.D., Teachers College, Columbia B.S., Florida A & M University; Assistant Professor of Athletic Training, University D.P.T., Rocky Mountain University of Health Health and Exercise Science Professions; B.S., M.S., LIU Brooklyn Peter Salber Licensed Physical Therapist Coordinator of User Services; Jo Rees Associate Professor, Library John M. Pezzuto Assistant Professor of Social Work B.A., Canisius College; Dean, LIU Pharmacy; B.Sc., University College (London); M.A., New York University; Professor of Pharmaceutical Sciences Dip.S.W., University of Bristol (UK); M.S.L.I.S, Pratt Institute A.B., Rutgers University; M.S.C., London School of Economics (UK); Ph.D., University of Medicine and Science of New Ph.D., New York University Karina Moreno Saldivar Jersey Assistant Professor of Public Administration Anthony Ricci B.A., M.P.A., Texas A & M International Anthony Q. Pham Assistant Professor of Athletic Training, Health University Assistant Professor of Pharmacy Practice and Exercise Science Ph.D., Rutgers University B.S., University of California, Irvine; B.S., LeTourneau University; Pharm.D., University of California, Los Angeles M.S., United States Sports Academy; Lisa Samstag M.S., University of Bridgeport Professor of Psychology Roda Plakogiannis B.A., Queen’s University (Ontario, Canada); Associate Professor of Pharmacy Practice Klaudia Rivera M.A., M.Phil., Ph.D., The City College, CUNY B.S., Pharm.D., LIU Pharmacy Professor of Teaching, Learning, and Leadership B.S., Central America University (Managua, Jose Ramon Sanchez Dovenia S. Ponnoth Nicaragua); Director, Urban Studies Department; Assistant Professor of Pharmaceutical Sciences M.S., Bank Street College of Education; Professor of Political Science B.S., Bharati Vidyapeeth's College of Pharmacy, Ed.D., Teachers College, Columbia University B.A., Columbia University; University of Mumbai (India); M.A., University of Michigan; Ph.D., West Virginia University Gustavo Rodriguez Ph.D., New York University Department Chair; Michael Pregot Associate Professor of Economics Hazel Sanderson-Marcoux Assistant Professor of Counseling & School B.S., Universidad de Buenos Aires (Argentina); Associate Professor of Nursing; Psychology M.A., Ph.D., New York University B.S., LIU Brooklyn; B.A., M.A.T., Assumption College; M.Ed., Ed.D., Columbia University M.A., Framingham State College; Ed.D., Boston University

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John Sannuto Roopali Sharma Michael Sohn Associate Professor of Communication Studies, Associate Professor of Pharmacy Practice Assistant Professor of English Performance Studies and Theatre B.S., University of Rhode Island; B.A., M.A., Ph.D., New York University B.A., Brooklyn College, CUNY; Pharm.D., St. John’s University M.A., D.A., New York University Eugene Spatz Alexander Shedrinsky Division Director of Athletic Training, Health, & Michael Saraceno Professor of Chemistry and Biochemistry Exercise Science; Associate Professor of Occupational Therapy M.S., Leningrad University (U.S.S.R.); Coordinator, Adapted Physical Education Track B.A., M.S., Touro College; M.S., Ph.D., New York University and Coaching and Conditioning Track Registered Occupational Therapist B.S., University of Michigan; Simon Sheppard M.S., LIU Brooklyn Benjamin Saunders Associate Professor of Political Science Assistant Professor of Psychology B.A., Auckland University (New Zealand); Amandia Speakes-Lewis B.A., University of Michigan; M.A., Victoria University of Wellington (New Associate Professor of Social Work; M.A., Ph.D., University of Illinois Zealand); Department Chair; Ph.D., Johns Hopkins University B.A., M.S.W., Stony Brook University, SUNY; Vincent Scerbinski Ph.D., Adelphi University Chair, Department of Finance, Law, Accounting Herbert Sherman and Taxation; Chair, Department of Managerial Sciences; David Spierer Associate Professor of Accounting Professor of Management Associate Professor of Athletic Training, Health B.A., Fairfield University; B.A., The City College of New York, CUNY; and Exercise Science M.B.A., St. Johns University; M.S., Polytechnic University; M.A., Ph.D., Columbia University CPA, New York and New Jersey Ph.D., The Union Institute and University (Cincinnati, OH) Grazia Stagni Wayne Schnatter Professor of Pharmaceutics Associate Professor of Chemistry and Lu Feng Shi B.S., Università Degli Studi di Bologna (Italy); Biochemistry Associate Professor of Communication Sciences & M.S., Ph.D., University of Texas at Austin B.S. in Chemistry, B.S. in Biology, Rensselaer Disorders Polytechnic Institute; B.M. Shanghai Medical University (China); Rebecca A. States M.A., Ph.D., Princeton University M.S., Ph.D., Syracuse University Professor of Physical Therapy B.A., Barnard College, Columbia University; Elliott P. Schuman Ellen L. Short M.A., Teachers College, Columbia University; Professor of Psychology Associate Professor of Counseling & School Ph.D., Columbia University B.S., United States Naval Academy; Psychology M.A., Ph.D., Columbia University B.A., Lawrence University; Patricia Stephens M.A., Northwestern University; Associate Professor of English Bernard Schweizer Ph.D., New York University B.A., The City College, CUNY; Professor of English; M.A., Graduate Center, CUNY; B.A., University of Minnesota; Joanna Shulman Ph.D., New York University Ph.D., Duke University Medical Director, Physician Assistant Studies B.S., Swarthmore College; Brook Stowe Vikas Sehdev M.S., Massachusetts Institute of Technology; Coordinator of Library Instruction; Assistant Professor of Pharmacology M.D., New York Medical College Assistant Professor, Library B.S., M.J.P., Rohilakand University (India); B.A., Vermont College; Ph.D., Idaho State University Jay Shuttleworth M.L.S., Queens College, CUNY; Assistant Professor of Teaching, Learning & M.A., LIU Brooklyn Keith Serafy Leadership Professor of Biology B.A., University of California, Davis Meiyu Su B.A., University of South Florida; M.A., Ph.D., Teachers College, Columbia Associate Professor of Mathematics M.A., Ph.D., University of Maine University B.S., M.S., Henan Normal University (China); Ph.D., Graduate Center, CUNY Bupendra K. Shah Madiha B. Sidhom Associate Professor of Pharmaceutical Sciences Associate Professor of Pharmaceutics Srividhya Swaminathan B.S., Poona College of Pharmacy (India); B.S., M.S., University of Assiut (Egypt); Department Chair; M.S., University of Toledo; Ph.D., Moscow First Medical Institute (U.S.S.R.) Associate Professor of English Ph.D., University of Wisconsin, Madison B.A., University of Texas, Austin; Alvin Siegel M.A., Ph.D., Pennsylvania State University Di (Richard) Shang Professor of Chemistry and Biochemistry Assistant Professor of Management Information B.S., The City College of New York, CUNY; Theresa Sweeny Systems Ph.D., Rutgers University Associate Professor of Nursing B.S., Shenyang University (China); A.A.S., Excelsior College; M.S., Ph.D., Baruch College, CUNY Billy Sin B.A., University of California; Assistant Professor of Pharmacy Practice M.S., Excelsior College; Pharm. D., St. John's University M.S., D.P.H., University of California;

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David R. Taft Nadarajah Vasanathan Joram Warmund Professor of Pharmaceutics Department Chair; Division Coordinator Social Sciences; B.S., University of Rhode Island; Professor of Chemistry Department Chair; Ph.D., University of Connecticut B.Sc., University of Jafna (Sri Lanka); Professor of History M.A., Ph.D., City College of New York, CUNY B.A., Queens College, CUNY; Jose Tello M.A., Columbia University; Associate Professor of Biology Gail-Ann G. Venzen Ph.D., New York University B.Sc., Universidad Ricardo Palma (Peru); Associate Professor of Communication Studies, M.Sc., University of Missouri, St. Louis; Performance and Theatre Lewis Warsh Ph.D., University of Illinois at Chicago B.A., M.A., Brooklyn College, CUNY; Director of MFA Program; Ph.D., Howard University Professor of English Theologia Ternas B.A., M.A., City College of New York, CUNY Assistant Professor of Pharmacy Practice Sharon Verity Pharm.D., College of Pharmacy, St. John’s Division Director, Assistant Professor of Holly Wasserman University Physician Assistant Studies Evening and Weekend Program Coordinator; B.A., Binghamton University, SUNY; Associate Professor of Occupational Therapy; Arpi Siran Terzian B.S., Stony Brook University, SUNY; B.S., Brooklyn College, CUNY; Assistant Professor of Athletic Training, Health M.P.A.S., University of Nebraska; M.S., Boston University and Exercise Science Certified Physician Assistant Registered Occupational Therapist B.A., Brown University; M.P.H., Emory Rollins School of Public Health; Susan Cunha Villegas Samuel Watson Ph.D., John Hopkins Bloomberg School of Public Assistant Professor of Pharmacy Practice Professor of Chemistry and Biochemistry Health Pharm.D., West Virginia University B.S., Stanford University; M.S., San Francisco University; Yuliana Toderika Maria Vogelstein Ph.D., Princeton University Assistant Professor of Pharmacy Practice; Assistant Dean, Richard L. Conolly College; Pharm D., LIU Pharmacy Assistant Professor of Biology Kerry Weinberg B.S., St. Joseph’s College; Associate Professor of Diagnostic Medical Rosa Torres M.S., New York University Sonography Certificate., Maryland Institute of Director of Physical Therapy Admissions Ultrasound; B.S., M.S., D.P.T., LIU Brooklyn Valerie C. Walker B.A., Fordham University; Licensed Physical Therapist Professor of Public Health M.P.A., New York University Orthopedic Clinical Specialist B.S., Hunter College, CUNY; M.A. Fielding Graduate University M.S., M.P.H., Columbia University; Registered Diagnostic Medical Sonographer Martha Tyrone R.N., C.N.M. Assistant Professor of Communication Sciences & Scott Westervelt Disorders Colleen Walsh Practicum Director, B.S. in Health Science B.A., M.S., University of Chicago; Assistant Director, Teaching Fellows Program; B.S. Sienna College; M.S., Rutgers University; Instructor of Teaching, Learning, and Leadership M.S. Canisius College Ph.D., City University (London) B.A., University of Southern California; M.P.A., University of Pittsburgh Dwayne A. Williams Hatice Uzun Assistant Professor of Physician Assistant Studies Associate Professor of Finance Amy Z. Wang B.S., LIU Brooklyn; B.S., Hacettepe University (Turkey); Assistant Professor of Pharmacy Practice Certified Physician Assistant M.B.A, Ph.D., Drexel University Pharm.D., M.B.A., University of Kentucky Shalonda Williams Sheila P. Vakharia Donna Wang Assistant Professor of Pharmacy Practice Assistant Professor of Social Work Associate Professor of Social Work B.S., Pharm D., University of North Carolina at B.A., University of Rochester; B.S., Shippensburg University; Chapel Hill M.S.W., Binghamton University, SUNY; M.S.W., Temple University; Ph.D., Florida International University Ph.D., Fordham University Wendi Williams Department Chair; Michael Valenti Ingrid Wang Associate Professor of Counseling & School Assistant Professor of Nursing Director of the Brooklyn Library; Psychology A.A.S., Long Island College Hospital; Associate Professor, Library B.S., University of California, Davis; B.S., St. Francis College; B.A., Nanjing Normal University (China); M.A., Pepperdine University; M.S. , New York University M.S.L.S., Clarion University of Pennsylvania; Ph.D., Georgia State University M.S., Brooklyn College, CUNY Bryn Van Patten Assistant Professor of Athletic Training, Health and Exercise Science B.S., Syracuse University; M.S., Cortland University, SUNY

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Lester Wilson Yudan Zheng Director of United Nations Graduate Certificate Associate Professor of Finance Program; B.A., M.A., Xiamen University (China); Professor of History M.B.A., Ph.D., Rutgers University A.B., University of Chicago; B.S., Roosevelt University; Martin Zimerman M.A., Ph.D., University of Illinois Electronic Services Librarian; Assistant Professor B.A., City College, CUNY; Constance Woo M.L.S., Queens College, CUNY; Professor, Library M.P.A., LIU Brooklyn B.F.A., New York Institute of Technology; B.A., M.A., C.Phil, Ph.D., University of Hyam L. Zuckerberg California, Los Angeles; Professor of Mathematics C.A.S., M.L.S., LIU Post B.A., B.H.L., M.A., Ph.D., Yeshiva University

Elaine Wong Associate Professor of Pharmacy Practice Pharm.D., LIU Pharmacy

Philip Wong Director of Clinical Psychology Ph.D. Program; Professor of Psychology B.Sc., Brown University; M.A., Ph.D., University of Michigan

Yafeng Xia Professor of History B.A., M.A., Nanjing Normal University (China); Ph.D., University of Maryland

Jun-Yen (Eric) Yeh Assistant Professor of Pharmaceutical Sciences B.S., Taipei Medical University (China); M.S., National Taiwan University (Taiwan); M.S., Ph.D., University of Texas at Austin

Gina Youmans Associate Professor of Communication Sciences and Disorders B.S., M.S., Ph.D., Florida State University; M.S. University of North Carolina

Scott Youmans Associate Professor of Communication Sciences and Disorders B.S., College of Saint Rose; M.Ed., North Carolina Central University; Ph.D., Florida State University

Joel Zablow Assistant Professor of Mathematics B.S., Reed College; M.S., University of Oregon; Ph.D., Graduate Center, CUNY

Andreas A. Zavitsas Senior Professor of Chemistry and Biochemistry; B.S., City College of New York, CUNY; M.A., Ph.D., Columbia University

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

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