ROCKLAND GRADUATE CAMPUS R O LONG ISLAND UNIVERSITY C K L A N D

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- U 70 ROUTE 340 2 ORANGEBURG, NEW YORK 10962 0 D 1 A www.liu.edu/rockland 1 (845) 359-7200 • Fax (845) 359-7248 R [email protected] 10-09 – 5,000 G Rockland Graduate Campus

LONG ISLAND UNIVERSITY 170,000 living alumni are a testament to the success of its In its ninth decade of providing access to the American mission – providing the highest level of education to dream through excellence in higher education, Long people from all walks of life. The University’s NCAA Island University is a multicampus, diverse, doctoral Division I and II athletic teams, nationally renowned institution of higher learning. One of the largest and most George Polk Awards in journalism, Tilles Center for the comprehensive private universities in the country, Long Performing Arts and Long Island University Public Radio Island University offers 590 undergraduate, graduate and Network (WLIU-FM and WCWP-FM) provide doctoral degree programs and certificates, and educates enrichment for students and the community. over 24,000* students in degree-credit and continuing education programs in Brooklyn, Brookville (C.W. Post), *This number includes high school students enrolled in one or more degree-credit courses. Brentwood, Riverhead, Rockland and Westchester. The Arnold & Marie Schwartz College of Pharmacy and Accreditation and program registration. Health Sciences prepares students for successful careers in Long Island University is accredited by the Commission the fields of pharmacy and health care. The University’s on Higher Education of the Middle States Association of Global College offers a wide range of study abroad options Colleges and Schools, 3624 Market Street, Philadelphia, at overseas centers in Australia, China, Costa Rica PA 19104, (215) 662-5606. The Commission on Higher and India. Education is an institutional accrediting agency Long Island University’s nearly 650 full-time faculty recognized by the U.S. Secretary of Education and the members provide outstanding instruction, which is Council for Higher Education Accreditation. The degree supplemented by internships and cooperative education and certificate programs also are approved and registered opportunities. The accomplishments of more than by the New York State Department of Education.

ii Long Island University Rockland Graduate Campus Bulletin 2009-2011 Table of Contents

ROCKLAND GRADUATE CAMPUS BULLETIN 2009-2011

Table of Contents

Long Island University ...... ii Campuses of Long Island University ... 1 Overview ...... 3 Mission Statement ...... 3 Graduate Degree Programs ...... 4 Academic Calendar 2009-2011 ...... 5 Admission ...... 6 Registration ...... 8 Academic Policy ...... 10 Requirements for Degrees ...... 11 Tuition and Fees ...... 13 Scholarships and Financial Aid ...... 15 Student Life/Campus Policies and Procedures ...... 18 Facilities and Services ...... 19 Graduate Degree Programs ...... 21-52 Business Administration ...... 20 Education ...... 26 Counseling and Development ...... 29 Curriculum and Instruction ...... 37 Adolescence Education ...... 38 Special Education and Literacy ...... 42 Educational Leadership and Administration ...... 46 Health Administration and Public Administration ...... 50 Pharmaceutics ...... 56 Approved Programs ...... 61 Rockland Graduate Campus Administration ...... 62 Rockland Graduate Campus Faculty ...... 63 Long Island University Board of Trustees and Administration ...... 66 Directions to the Rockland Graduate Campus ...... 70

Long Island University Rockland Graduate Campus Bulletin 2009-2011 iii Rockland Graduate Campus

iv Long Island University Rockland Graduate Campus Bulletin 2009-2011 Campuses of Long Island University

CAMPUSES OF LONG ISLAND UNIVERSITY

C.W. Post Campus The Residential The C.W. Post Campus is distinguished The Regional Campuses by programs of excellence with small Campuses classes in accountancy, business, Brooklyn Campus information and computer science, Brentwood Campus The Brooklyn Campus is distinguished education, public service, health The Brentwood Campus of Long Island by dynamic curricula reflecting the great professions and nursing, visual and University has been offering undergraduate urban community it serves. Distinctive performing arts, and liberal arts and and graduate programs to residents of programs encompass the arts and media, sciences. The wooded suburban campus, Suffolk County, Long Island since 1959. the natural sciences, business, social only 20 miles from New York City, is home The Campus, which serves a total of nearly policy, urban education, the health to the renowned Tilles Center for the 1,100 graduate, undergraduate and non- professions, pharmacy and the health Performing Arts, Hillwood Art Museum credit students, is located on Second sciences, all on a pluralistic campus that and WCWP-FM, a Long Island University Avenue in Brentwood, on 172 acres of draws insight and strength from Public Radio Network station. C.W. Post tree-lined property owned by the Sisters of differences. The Campus offers Ph.D. offers the Ph.D. in information studies, the St. Joseph. programs in clinical psychology and Psy.D. in clinical psychology and the Ed.D. The Brentwood Campus has been an pharmaceutics, the D.P.T. in physical in interdisciplinary educational studies. innovator in developing Fast-Track Master’s therapy and the Pharm.D. in pharmacy. The Campus was established on the Degree programs for working professionals In the past year, the Brooklyn Campus former estate of cereal heiress Marjorie who wish to accelerate their studies. These has received $3,505,012 in new external Merriweather Post in 1954 to accommodate programs offer a set schedule of courses and funding to support a variety of programs the growing educational needs of Nassau a reduced tuition rate. Qualified applicants including faculty research, community County following World War II. Named enroll as a cohort and proceed to earn the outreach and student-centered projects. for breakfast cereal magnate Charles M.S. in criminal justice. A Master of Founded in 1926, the Brooklyn William Post, C.W. Post offers its 11,031 Business Administration (M.B.A.) also is Campus is the original unit of Long full-time, part-time and non-credit offered. Island University and its only one in students a comprehensive range of 261 The Campus offers M.S. degrees in New York City. The 11-acre site in associate, undergraduate, graduate, and early childhood education B-2, childhood downtown Brooklyn is convenient to doctoral degree programs and certificates. education 1-6, childhood education/special all subway lines, many bus lines and the In addition, the Campus offers college- education, childhood education/literacy Long Island Rail Road. credit courses to more than 2,000 high education B-6, mental health counseling The Brooklyn Campus offers 212 school students in area schools. and school counselor, as well as the associate, undergraduate, graduate, The Campus is recognized as one of the M.S.Ed. in literacy B-6 and special doctoral and certificate programs. Serving nation’s most beautiful academic settings. education 1-6. nearly 11,200 students, its academic units Modern buildings range from an acclaimed Graduate courses are offered in include the Richard L. Conolly College student union to an elegant library. conjunction with a number of different of Liberal Arts and Sciences; the School Beautiful red-brick academic buildings, programs at the C.W. Post Campus, of Business, Public Administration and including Humanities Hall, Pell Hall/Life including library and information science. Information Sciences; the School of Science and the Kahn Discovery Center, The Campus also offers an undergraduate Education; the School of Nursing; the are outfitted with wireless classrooms, program in criminal justice. School of Health Professions; and the major-specific laboratories and computer Classes are small and personalized. Arnold & Marie Schwartz College of centers. C.W. Post’s award-winning Students take advantage of a full range of Pharmacy and Health Sciences. It is cooperative education program is nationally computer and library facilities by known for its nationally recognized renowned for its extensive career networking with the University’s Honors Program. counseling and job placement services. mainframe systems. The Campus schedules In 2006, a $45-million Wellness, Fifteen NCAA men’s and women’s most of its courses during late afternoons, Recreation and Athletic Center was sports teams take advantage of C.W. Post’s evenings and weekends. opened to serve the Campus and the 70 acres of playing fields. Clubs, fraternities surrounding community. In 2007, the and sororities provide many other outlets Cyber Café was launched, providing a for student activities. C.W. Post’s high-tech hot spot for students and $18 million Pratt Recreation Center is a faculty members to meet and eat. state-of-the-art health and fitness facility featuring an eight-lane swimming pool, three full-size basketball courts, racquetball courts and an elevated jogging track. Tilles Center for the Performing Arts, Long Island’s premier concert facility, brings Carnegie Hall and Lincoln Center to the Campus with world-class jazz, rock, folk music, dance, mime, orchestral and chamber music performances.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 1 Rockland Graduate Campus

Rockland Graduate Campus Long Island University at Riverhead Westchester Graduate Campus The Rockland Graduate Campus offers Long Island University at Riverhead Since 1975, Long Island University courses that are diverse and classes that offers high-quality graduate courses and has been offering graduate degree and are small. For nearly three decades, the programs to residents of Long Island’s certificate programs in Westchester Campus has been providing residents in East End. Conveniently located on County. The Westchester Graduate the Lower Hudson Region and New Suffolk County Community College’s Campus is located in a state-of-the art Jersey with access to master’s degrees and Eastern Campus, just 10 minutes from facility on the grounds of Purchase advanced certificates from Long Island exit 70 on the Long Island Expressway, it College of the State University of New University, a recognized and respected provides working adults and recent York. The facility features high-tech institution of higher education. baccalaureate graduates with the classrooms designed for adult learners, Conveniently located near the opportunity to pursue a private technologically advanced library Palisades Parkway in Orangeburg, N.Y., education during the evenings and facilities, mainframe-networked just two miles from the New Jersey bor - weekends. Offerings include the B.S. in computer labs and other resources. der, the Campus offers personalized childhood education (1-6) Students enroll as degree candidates instruction delivered by a full-time facul - (upperdivision), M.S. in childhood or as non-degree students who wish to ty and adjunct professors drawn from the education, the M.S. in literacy pursue graduate courses for personal top ranks of their professions. Most cours - education, the M.S. in teaching students enrichment or professional advancement. es are offered during the evenings and with disabilities and an advanced Most classes are held in the late weekends to accommodate the busy certificate in applied behavior analysis. afternoons, in the evenings and on schedules of working professionals. In addition, an M.S. and an advanced weekends to meet the scheduling needs The Rockland Graduate Campus certificate in homeland security of working adults. Program offerings library features an online catalog that management (HSM) are offered fully include business (M.B.A.); education lists holdings across the Long Island online. The HSM program features (M.S.Ed., advanced certificate) in the University campuses. In addition, access comprehensive curricula designed by areas of childhood education – to Internet resources provide high-tech professionals for professionals. Faculty 1-6, early childhood, middle childhood delivery of full-text databases. members and guest lecturers include and adolescence – 5-12, special Information is instantly available through some of the top names in law education, literacy, bilingual, TESOL, two IBM compatible Pentium computer enforcement, counterterrorism and writing and reading, school counseling, labs, which are connected through the government. All programs are accredited and school psychology; marriage and University’s network. by the Commission of Higher Education family therapy (M.S.); and mental health A bachelor’s degree from an accredited of the Middle States Association of counseling (M.S.). institution is required for admission. Colleges and Secondary Schools. These diverse courses are taught in Many of the graduate programs permit small classes by distinguished full-time changes in major from undergraduate and adjunct faculty members who are studies. committed to personalized instruction The Rockland Graduate Campus and who bring practical experience to offers master’s degrees and programs the classroom. in business administration (M.B.A.), The C.W. Post Campus’ Palmer with concentrations in finance and School of Library and Information management; health administration Science also offers graduate-level courses (M.P.A.); public administration (M.P.A.); at the Westchester Graduate Campus. gerontology (advanced certificate); mental health counseling (M.S.); school counselor (M.S.); education including adolescence education (M.S.Ed.), special education (M.S.Ed.), special education – autism (M.S.Ed.), literacy – B-6 (M.S.Ed.), childhood education – 1-6 (M.S.), childhood/childhood special education (M.S.), childhood/literacy – B- 6 (M.S.), school building leader (M.S.Ed.), and educational leadership (advanced certificate); and pharmaceutics (M.S.) with specializations in industrial pharmacy and cosmetic science.

2 Long Island University Rockland Graduate Campus Bulletin 2009-2011 General Information

Graduate Campus is primarily a teaching tation, race, color, creed, national origin, OVERVIEW campus, offering academic and profes - religion, age, handicap or political belief, sional programs of study that address the in any of its educational programs and The Rockland Graduate Campus of personal and career needs of the resi - activities, including employment prac - Long Island University is recognized as dents of Rockland and Orange Counties, tices and policies relating to recruitment Rockland County’s premier provider of the lower Hudson Valley and bordering and admission of students. Additionally, master’s degree programs for adults, with New Jersey counties. the Rockland Graduate Campus takes course offerings in education, business This specialized and tailored approach affirmative action to recruit applicants administration, school and mental health to education has been made possible from among women, members of protect - counseling, public and health adminis - through the Rockland Graduate Campus’ ed minority groups, handicapped individ - tration, and pharmaceutics. Flexible ability to utilize and incorporate the uals and veterans, including disabled course schedules play an integral role in resources of a major university while pro - veterans and Vietnam-era veterans. the tradition of success at the Rockland viding the atmosphere and personal ser - Graduate Campus. Courses are offered in vices of a small college. Each program the late afternoons, evenings and on was designed to help the student acquire Mission Statement weekends to afford working adult stu - and refine professional skills, as well as to dents the opportunity to balance their increase appreciation and understanding As a regional campus of Long Island educational pursuits with family and of cultural values. University, the Rockland Graduate business responsibilities. Central to the continued success and Campus shares the University’s mission The Campus is one of six campuses evolution of the Rockland Graduate to provide access to the American dream that comprise Long Island University, Campus has been the consistent avail - through excellence in higher education. one of the largest and most comprehen - ability of a distinguished and seasoned The offering of quality graduate pro - sive private universities in the country. faculty who challenge our students and grams – relevant in content and accessi - Today’s full-service Rockland Graduate enrich their educational experience. ble in delivery to the adult populations Campus evolved from the original exten - Faculty are drawn from Long Island we serve – is the focus of our endeavors. sion site that opened in 1980 to meet the University’s C.W. Post Campus and the This is accomplished through our status emerging educational needs of the grow - business and professional communities. as a regional campus within a multi-cam - ing Hudson River Valley area. The Many faculty members have given more pus University, a result of our access to Campus is dedicated to maintaining and than a decade of service to the programs accomplished faculty, high-quality course enhancing its present programs, while at the Rockland Graduate Campus. A offerings and cutting-edge technologies. concurrently assessing the future educa - strong and consistent governance, the A small college community atmosphere tional needs of area residents. The participation of a diverse faculty, is developed and encouraged through an Campus offers 13 graduate degrees, four University-wide support and the over - emphasis on communication, accessibili - graduate certificate programs and a con - whelming enthusiasm of our students and ty, convenience, flexibility and personal tinuing education program to over 500 our alumni have each contributed to and attention. A priority of the Campus, students. shaped its growth. The Campus offers consistent with the mission of the larger The Rockland Graduate Campus academic counseling, a modern library University, is to provide individualized steadfastly adheres to the University’s with extensive access to online full-text attention for each student. commitment to educate each of its stu - and abstract databases, up-to-date com - At the Rockland Graduate Campus, dents one at a time in an experience- puter facilities and a substantial scholar - academic program offerings are geared to enriched environment conducive to ship program for part-time graduate enhance the intellectual and professional personal growth and professional devel - study. development of our students. In addition, opment. Classes are small and intimate; The Rockland Graduate Campus of the Campus reaches out to local resi - students receive considerable personal Long Island University does not discrimi - dents, business communities, school dis - attention and advisement. The Rockland nate on the basis of gender, sexual orien - tricts and other organizations to encourage lifelong intellectual growth and career enhancement, and to partici - pate fully as a contributing member of the local community.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 3 Rockland Graduate Campus

GRADUATE DEGREE PROGRAMS The graduate degree programs provide qualified college graduates with the opportunity to work with faculty members in formal courses, seminars and research projects that encourage sound independent thought and the maximum development of each student’s intellectual capacities. Each course is designed to help the student acquire and refine professional skills as well as to increase appre - ciation and understanding of cultural values. The Rockland Graduate Campus of Long Island University offers degree programs and certificates in business, education, health administration, school counseling, nonprofit management, mental health counseling and pharmaceutics.

Business Programs Health Administration Programs Business Administration (M.B.A.) Gerontology (Advanced Certificate) Business Administration (Advanced Certificate) Non-Profit Management (Advanced Certificate) Health Administration (M.P.A.) Public Administration (M.P.A.) Education Programs Adolescence Education (M.S.Ed.) Pharmacy Program English 7-12 Earth Science 7-12 Pharmaceutics (M.S.) Biology 7-12 Chemistry 7-12 Mathematics 7-12 Physics 7-12 Social Studies 7-12 Childhood Education (M.S.) Childhood/Childhood Special Education (M.S.) Childhood/Literacy B-6 (M.S.) Educational Leadership (M.S.Ed.), (Advanced Certificate) Gifted Education (Certificate Extension) Literacy Birth - Grade 6 (M.S.Ed.) Mental Health Counseling (M.S.) School Counselor (M.S.) Special Education (M.S.Ed.) Special Education (Autism Concentration) (M.S.Ed.)

4 Long Island University Rockland Graduate Campus Bulletin 2009-2010 Academic Calendar

ACADEMIC CALENDAR

Academic Calendar 2009-2010 Fall 2009 - Summer 2010 Academic Calendar for Rockland Graduate Campus. M.B.A. and Pharmacy classes follow a different schedule. Please consult the schedule of classes each semester. This schedule is subject to change. Please consult the Rockland Campus Web site for updates.

On-Line Registration Begins For FALL 2009 Summer & Fall 2010 ...... April 5** MBA Fall and MBA Fall I Begin ...... August 31 Last Day to Opt P/F or W ...... April 9 All other Classes Begin ...... September 8 Weekend College IV ...... April 10, 11; May 1, 2; Add/Drop and Late Registration ...... September 8 - 21 May 22, 23 Conferral of September Degrees ...... September 18 Study/Snow Day Rosh Hashanah - No Classes ...... September 19 - 20 (CLASSES MAKE UP DAYS) ...... April 28 - 29 Weekend College I ...... September 26, 27; Final Examinations ...... April 30 - May 6 Oct. 17, 18; Nov. 7, 8 MBA Spring and MBA Spring II End ...... May 7 Columbus Day - No Holiday - Classes Meet ...... October 12 Term Ends ...... May 14 MBA Fall I Ends ...... October 23 Commencement ...... May 20 MBA Fall II Begins ...... October 27 On-Line Registration Begins For Spring 2010 ...... November 2** Last Day To File For January 2010 Degrees ...... October 16 SUMMER 2010 Summer I Election Day - No Holiday - Classes Meet ...... November 3 MBA Summer and MBA Summer I Begin ...... May 10 Last Day To Opt P/F Or W ...... November 13 All other Classes Begin ...... May 17 Weekend College II ...... Nov. 21, 22, Dec. 19, 20; Late Registration Drop/Add ...... May 17 - 18 Jan 16, 17 2010 Weekend College IV ...... May 22 - 23 Thanksgiving Recess - No Classes ...... November 25 - 29 Memorial Day - Holiday - No Classes Tuesday Classes Suspended ...... December 8 (Make-up 6/4) (MBA may meet) ...... May 29 - 31 Study/Snow Day Make-up day for 5/31 ...... June 4 (CLASSES MAKE UP DAYS) ...... December 11 and 14 Last Day to Opt P/F or W ...... June 11 Final Examinations ...... December 15 - 21 Classes End ...... June 18 MBA Fall and MBA Fall II End ...... December 21 Term Ends ...... December 23 Summer II Classes Begin ...... June 21 WINTER 2009 - 2010 Late Registration Drop/Add ...... June 21 - 22 Classes Begin ...... December 28 MBA Summer I Ends ...... July 2 Late Registration & Add/Drop ...... December 28 Independence Day Weekend - Holiday – New Year’s Holiday - No Classes ...... December 31 - January 1 No Classes (MBA may meet) ...... July 3 - 5 Classes End ...... January 12 MBA Summer II Begins ...... July 5 Make-up day for 7/5 ...... July 9 SPRING 2010 Last Day To File For September 2010 Degrees ...... July 16 Conferral of January Degrees ...... January 15 Last Day to Opt P/F or W ...... July 16 MBA Spring and MBA Spring I Begins ...... January 18 Classes End ...... July 23 All other Classes Begin ...... January 19 Add/Drop and Late Registration ...... January 19 - February 1 Summer III Weekend College III ...... Jan. 30, 31; Classes Begin ...... July 26 Feb. 27, 28; Mar. 20, 21 Late Registration Drop/Add ...... July 26 - 27 Last Day To File For May 2010 Degrees ...... February 12 Last Day to Opt P/F or W ...... August 20 Presidents Weekend- No Classes MBA Summer I & II Ends ...... August 27 (MBA may meet) ...... February 13 - 15 Term Ends ...... August 27 Monday Classes Meet Tuesday Classes Suspended ...... February 16 ** Online Registration dates are subject to change. MBA Spring I Ends ...... March 12 MBA Spring II Begins ...... March 15 Spring Recess - No Classes (MBA may meet) ...... March 29 - April 4 This calendar is subject to change. Please consult the schedule of classes and the Web site each semester.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 5 Rockland Graduate Campus

considered for full matriculation. the student obtaining matriculated status ADMISSION Typically, limited matriculant students and satisfying all requirements. will only be permitted to register for a maximum of 12 credits , unless otherwise An application for admission may be stated by the academic department. If the Re-Admission obtained by writing to the Rockland conditions for limited matriculation are Graduate Campus Admissions Office, not satisfied, the student may be perma - calling (845) 359-7200, via email: rock - Students who have not registered for nently reclassified as a non-matriculant. two consecutive major semesters (summer [email protected] or through the Web site at Once all deficiencies are removed, the www.liu.edu/rockland. The completed semester not included) and who have not student must petition the Office of maintained matriculation should reapply application must be submitted to the Academic Advisement to be reclassified Admissions Office along with two official to the degree program through the as a full matriculant. The student does so Admissions Office. Unless otherwise stip - transcripts from each university that the by filling out an application which can be student has attended, undergraduate and ulated, students who are re-admitted must obtained in the Rockland Graduate meet the program degree or certificate graduate, and completed six or more Campus Main Office or Office of credits. A bachelor’s degree (or its equiv - requirements in effect at the time of their Academic Advisement. re-admission. alent) from an accredited institution, 3.) A Non-Matriculant is a student indicating a strong record, is necessary to who has a bachelor’s degree but is not a be considered for admission to the gradu - candidate for a graduate degree and is ate programs. Letters of recommendation taking a limited number of courses for New York State and test scores must be submitted, if certification, professional advancement or Immunization Law required by the specific academic disci - personal enrichment. Admission as a pline. A nonrefundable fee of $30 must non-matriculant student is usually for one The New York State Health accompany the application. semester only. Students must sign a non- Department requires college and universi - Applicants should file their applica - matriculant registration waiver which ty students born on or after January 1, tions and supporting materials as early as permits registration for a maximum of six 1957 to be immunized against measles, possible. Applicants who wish to be credits. A non-matriculated student is mumps and rubella. All students attend - accepted as matriculated (degree-seeking) expected to complete all assignments and ing the University, including matriculants students before beginning their studies is graded on the same scale as a matricu - and non-degree students, must show must file the application and supporting lated student. If a student subsequently proof of immunity if they wish to register credentials no later than one month wishes to matriculate, a new application for classes. For information on student before the opening of the semester in must be filed with the Admissions Office. procedures for complying with this law, which they expect to enroll. Upon review of the student’s application please contact the Registration Office at International students must provide an and supporting credentials, the appropri - (845) 359-7200, ext. 5405. New York application and all supporting informa - ate department will decide if all require - State requires that Long Island University tion to be received no later than May 1 ments for matriculation have been met. maintains a record of each student’s for September admission and November 1 Courses completed by non-matriculated response to the meningococcal disease for January admission. For information students, if pertinent to the degree pro - and vaccine information. The form must concerning specific programs, see individ - gram in which the student has matricu - be signed by the student and contain ual sections in this bulletin. Applications lated and if completed within the either a record of meningitis immuniza - can be mailed to: five-year time limit, may be credited tion within the past 10 years or an Admissions Office toward the degree. acknowledgement of meningococcal dis - Long Island University All students admitted to a master’s pro - ease risk and refusal of meningitis immu - Rockland Graduate Campus gram will be classified as matriculated or nization signed by the student. Students 70 Route 340 limited matriculated students. who do not sign and return this form will Orangeburg, NY 10962 Matriculants must submit evidence of a be blocked from registration. bachelor’s degree. They must have an acceptable record in undergraduate and Admission Status other studies as reflected in official tran - Transfer Credits scripts of all colleges and universities A student may be admitted to a attended. A 2.75 average in the under - Graduate courses pertinent to the plan Rockland Graduate Campus program in graduate major is required for certain pro - of study, and taken at other institutions one of the following categories: grams. Attention is given to overall grade prior to admission to the Rockland 1.) A Full Matriculant is a student averages, grade trends during undergradu - Graduate Campus, may be credited to the who has submitted all required documen - ate study, and areas of scholastic graduate degree. Permission to transfer tation and meets all eligibility require - strengths. Individual departments may such credit must be requested at the time ments for his or her degree program. have additional requirements. of admission and official transcripts must 2.) A Limited Matriculant is a student be submitted to the Admissions Office. who plans to apply for full matriculation Only credits earned during the five years but does not currently meet all academic Admission to Courses immediately prior to registration at the requirements. Any student accepted as a Rockland Graduate Campus will be con - limited matriculant because of technical Admission to graduate classes does not sidered. The total number of transfer deficiencies (e.g., awaiting final transcript imply that the student has been accepted credits is normally limited to six semester stating degree conferred) or academic as a candidate for a degree. Acceptance hours and are not recorded as part of the deficiencies must satisfy all conditions to a degree candidacy is contingent upon quality-point average. In all instances, outlined in the acceptance letter to be

6 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Admission

transfer credit will not be allowed for any Upon submission and acceptance of all graduate course in which the grade was International Students required financial documentation each less than B, including a grade of B-. eligible student is sent a “Certificate of Transfer credit is not recorded until the Admission Criteria Eligibility for Non-Immigrant (F-1) student has completed 15 semester hours An international student applicant Student Status” (also called Form I-20). of credit in residence. Courses taken at must submit an Application for This form may be used to apply for an F-1 other universities after admission to a International Admission and the follow - entrance visa to the U.S. issued by master’s program at the Rockland ing supporting documents to the Office of American Embassies abroad. Graduate Campus may not be used for Admissions by June 1 for September Applications from international stu - transfer credit unless prior permission is admission or by November 15 for January dents must be accompanied by a non- obtained from the major department. admission (except where other depart - refundable $30 application fee. Upon mental deadlines apply as outlined in notification of admission, the student will departmental requirements). be required to send a nonrefundable Admission of 1. Original, official records of completed deposit of $100 which will be applied university work and verification of toward the first semester’s tuition and Undergraduate earned degrees. Official certified trans - fees. Upon receipt of the deposit and of a Students lations are required if the records are sponsor’s or bank’s statement of financial not in English. support, an I-20AB form will be issued Qualified college seniors who need less 2. Test of English as a Foreign Language which will enable the student to apply for than a full program to meet the require - (TOEFL) or International English a student visa. Students should not make ments for a bachelor’s degree may apply Language Testing System (IELTS) plans to come to the United States until for admission to the Rockland Graduate results. they receive appropriate non-immigrant Campus. The student must fill out an 3. Statement of intended major or field of forms. application for admission, submit all offi - interest. Health insurance coverage is required cial transcripts to date, and meet all 4. GMAT or GRE results, if required by for all international students and for their admission requirements of the program. program (see specific program require - dependents. The student may then be accepted into ments). Students holding F-1 (student) visas the program on a provisional limited 5. Letters of recommendation and/or are required by law to be fully matriculat - matriculant basis. other documentation required for ed and must be registered for at least nine The student must then submit the final specific programs as outlined in depart - credit hours per semester. official undergraduate transcript stating mental admissions requirements. degree conferred prior to being eligible to Language Proficiency enroll in courses. Upon receipt of the Immigration Requirements An international student who demon - final official transcript (with degree con - An international applicant who strates an insufficient level of English lan - ferred statement), the student may be intends to apply for an F-1 student visa guage proficiency may be granted reclassified as either a full matriculant or must submit a “Financial Affidavit of conditional acceptance if his/her TOEFL limited matriculant, depending on acade - Support” from a sponsor who is willing score is at least 425. Once his or her lan - mic qualifications. and able to undertake the student’s guage ability demonstrates the required Qualified seniors at any Long Island approximated costs of education and liv - proficiency level, he or she will be offered University campus who need less than a ing expenses. Financial documents must full acceptance and will be eligible to full program to meet the requirements for be submitted in support of the Financial enroll in Rockland Graduate Campus the bachelor’s degree may take, concur - Affidavit of Support. academic programs and courses. rently with their undergraduate program, a limited number of graduate courses and reserve these semester hours of credit toward a master’s degree. These students must: fill out an application for admission (as outlined above); be accepted provi - sionally into the department or school (if accepted, the graduate department or school must notify the Records Office to establish a graduate transcript for these students); declare their intention to take such courses and reserve them for gradu - ate credit at the time of registration, while simultaneously registering for the undergraduate courses needed to com - plete the bachelor’s degree; and have their registration cards signed by both their undergraduate and graduate advi - sors, as well as their department chair and deans. Depending on the program, other requirements may apply.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 7 Rockland Graduate Campus

Visiting Students REGISTRATION Procedure for A graduate student in good standing at Registration Once the Schedule of Classes is made another college or university may register Registration can be made online, for courses at the Rockland Graduate available several months prior to each semester, registration officially begins and in person or by mail at the Rockland Campus by filing an application as a visit - Graduate Campus. Please consult the ing student and submitting authorization continues through the first week of class - es. Registration rules and regulations academic calendar on page 5 for from the graduate school where he or she additional information regarding the is pursuing a degree. apply equally to all students. For the convenience of students, the dates and times of registration for each Registration Office, located in the Main semester. Registrations are approved by Office, is open Monday-Thursday, 9 a.m. - the Academic Advisor. Approved registra - Veterans 8:30 p.m., on Friday, 9 a.m.-5 p.m. and on tions are processed by the Registration Saturday 8:30 a.m.-3:30 p.m. (Summer Office at the Rockland Graduate Campus. The Rockland Graduate Campus wel - office hours are different.) For further comes applications from veterans and information call (845) 359-7200, ext. encourages them to take full advantage of 5405. their G.I. Bill benefits. Candidates are Program Changes required to submit a copy of DD Form Students may drop and/or add courses 214, Report of Separation, to the Advisement with the Academic Advisor’s permission, Registration Office. or change from a credit to an audit status Students are assigned an Academic (or vice versa), by filing an official Advisor for advisement purposes. change of program form with the Auditing of Courses Although advisement in course selection Registration Office. The deadline for all is provided in the initial interview, stu - such program changes is specified in the In order to gain necessary background dents should arrange to see their desig - academic calendar; changes cannot be or enhance general knowledge, students nated advisor for approval of their made after these dates. For any voluntary may audit graduate courses for no credit. program plan in their first semester of change of program, the student will be Audited courses cannot be taken later for enrollment. A plan of study will be charged a fee. credit. The permission of the instructor is signed by the advisor and copies will be required in every case. Laboratory cours - kept in the Academic Advisement office. es, field work practicum and certain other Course registration forms require the Withdrawal courses may not be audited. The student advisor’s signature. In addition, each aca - pays half the regular tuition and full fees demic department provides Program Students may wish to withdraw from a for the course, and his or her transcript Directors who assist students in academic course in which they are doing satisfacto - reflects that the course has been audited. planning and course selection. The ry work. To withdraw, students must com - Students who audit must complete audit Academic Advisement Office can be plete the official Enrollment Change forms in the Registration Office at the reached by calling (845) 359-7200 ext. Form and submit it to the Registration time of registration. 5420. Office prior to the established deadline. Students who do so will be given the grade of W. If the deadline has passed, Center for Professional the student must obtain the approval of Development and Lifelong Learning

The mission of the Center for Professional Development and Lifelong Learning is to provide an opportunity for continued growth and development for adults by tak - ing non-credit courses. For information on any of our Continuing Education programs, contact the Center for Professional Development and Lifelong Learning at (845) 359-7200, ext. 5434.

8 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Tuition and Fees

the instructor and dean of the school. Students who are failing the course when they request authorization to withdraw, or cease to attend classes without obtain - ing such authorization, may be given the grade WF. See page 14 for the tuition lia - bility schedule.

Payment of Tuition and Fees Each semester the Bursar’s Office mails a bill for the tuition and fee charges to the home address of students who regis - ter. It is the responsibility of students to notify the bursar if a bill is not received. One copy of the bill must be returned to the Bursar’s Office with a payment by the due date shown on the mailer. Students on scholarship, tuition assis - grams. Weekend College also provides tance or financial aid programs are also Change of Address the opportunity for concentrated study in required to return their copies to the several academic areas, course work for Bursar’s Office with the applicable expla - It is the responsibility of the student to certification, and in-service training for nation noted. inform the Registration Office in writing educators and professionals. Please note Failure to return any bill by the end of of a change of address. A change of not all classes are offered in the weekend the first week of classes may result in an address form may be obtained from the format. official withdrawal, although the finan - Registration Office, which is located in cial obligation will remain. No registra - the Main Office. tion will be considered completed Class Size without payment or an arrangement acceptable to the Bursar. Class Schedules Every effort is made to restrict the num - Any student who has outstanding ber of students in a section of a course to indebtedness to the University will not Most courses convene once a week ensure maximum learning. Most courses be allowed to register or re-register, during fall and spring semesters for a are limited to no more than 25 students. receive a transcript of his or her record, minimum of 14 class sessions. Each ses - have academic credits certified, be grant - sion lasts for approximately two hours. ed a leave of absence, or have a degree Specifically scheduled days and times are Course Load conferred. outlined in the Schedule of Classes booklet and on our Web site at Full-time students must register for at www.liu.edu/rockland. Weekend classes least nine graduate credits each semester. University Limited are available in some academic areas. Financial aid eligibility for direct subsi - Deferred Payment Plan dized and unsubsidized loans from the federal government requires half-time Students may defer up to half of their Weekend College enrollment, which is equivalent to tuition and fees provided their account is in enrollment in a minimum of six credits good standing with the bursar. Deferments Weekend College is an intensive edu - per semester. Eligibility for some finan - are available for the fall and spring semes - cational program and is designed for stu - cial aid programs (i.e, New York State ters only. There is a $35 service charge on dents who are unable to attend classes Tuition Assistance Program) may require all deferment s. during the week or who prefer a weekend enrollment in a minimum of 12 credits If students wish to use the deferment format. Courses offered are the equiva - per semester. For additional information, plan, they must submit, with their bill, a lent in content and credit to courses check with the Office of Financial Aid, payment for 50 percent of their tuition. offered during the regular academic year. located in the Admissions Office. Students must indicate that they wish to The intensive classroom format, com - defer payment and they must sign the bined with independent study and indi - payment agreement on the reverse side vidual consultations, provides students Maintenance of of the bill. with a beneficial and rewarding educa - A confirmation of the deferment will tional challenge. Standing be sent indicating the balance due and Most weekend college courses at the Rockland Graduate Campus follow a A student is expected to fulfill graduate the due dates (usually three payments degree requirements by registering throughout the semester). schedule which consists of three inten - sive, nonconsecutive weekends. It is pos - for consecutive semesters (excluding sum - sible to earn graduate credits through mer sessions) either by attending class or Weekend College in our Education pro - maintaining matriculation. A degree candidate who does not register for

Long Island University Rockland Graduate Campus Bulletin 2009-2011 9 Rockland Graduate Campus

classes and who wishes to continue under written request to the appropriate faculty the requirements in effect when admitted member, department chairperson and the Absence from Final must apply to his or her academic advisor dean of the department for an extension. for maintenance of matriculation prior to After completion of a course following a Examination or during the registration period. A $50 grade of INC , the grade I will be Students who are absent from a final fee must be paid during the registration retained on the transcript along with the examination must: period of each inactive semester, exclud - final earned grade and the date the work 1. Notify their professor and the depart - ing summer sessions. Students should be was completed. ment chair by letter or fax of the rea - aware that their financial aid status may Quality-Point Index : The University’s son for the absence within 24 hours of be impacted. quality-point index is employed to deter - the final examination. The maintenance of matriculation sta - mine the average grade of a student. (A) 2. Request permission from the professor tus is limited to two semesters. Beyond corresponds to an index number of 4.00, to take a deferred final examination. the two-semester time frame, a student (A-) to 3.67, (B+) to 3.33, (B) to 3.00, The deferred final examination is must apply for re-admission to his or her (B-) to 2.67, (C+) to 2.33, (C) to 2.00, granted as a privilege, not as a right. program. All rules regarding requests for (C-) to 1.67, and (F) to 0.00. It may be permitted only to a student re-admission apply. Under extenuating The grades W, UW, P, and INC are who complies with the notification circumstances, a student may appeal to not counted in the computation, nor are regulations indicated above, whose his or her dean for extension of the two- the grades for courses taken at another work during the semester has been semester limit. college or university. satisfactory, and whose reason for miss - Students who have applied for mainte - Unsatisfactory Grades: The average of ing the scheduled examination is nance are entitled to use University grades attained in the approved program accepted by the department chairper - facilities. of study may be no less than B (equiva - son or dean. Maintenance of matriculation does lent to a quality point index of 3.00). not extend the time limits specified Students who receive below B in two under “Requirements for Degrees.” graduate courses are considered to have an academic deficiency. A third grade Academic Conduct below B may cause the student to lose matriculated status or be dismissed from Student Conduct ACADEMIC the graduate program. All Rockland Graduate Campus stu - Academic standards vary and may be dents are expected to conduct them - POLICY more stringent in select departments, selves within the bounds of accepted especially in cases involving the course social behavior. Behavior that interferes grade of F. Complete information is with the educational effectiveness of a found in the department listings. class is not tolerated and will be consid - ered sufficient cause for suspension of a Program-Specific student from class. A student who is sus - Degree Requirements pended from class for disciplinary reasons Attendance must first attempt to resolve the problem Beyond admission to candidacy for the with the faculty member. If this is not It is expected that students will attend degree and completion of the specified possible, the problem will be referred first all class sessions scheduled for the courses general requirements for that degree, a to the program director, then the depart - in which they are enrolled. Regulations student must satisfy the various addition - ment chairperson, and finally to the aca - concerning attendance in a particular al requirements and restrictions that demic dean. course are at the discretion of the instruc - appear under the respective school and In cases of classroom misconduct, a tor. Responsibility for class attendance departmental headings in this Bulletin. student may be charged with a violation rests with the student. of the Rockland Graduate Campus Code Absences from classes or laboratories of Conduct. In such cases, that matter is may affect the final grade. Permission to handled by the associate provost of the Grading make up work missed through absence is Rockland Graduate Campus. not automatic and is given at the discre - Grades: Credit is granted for courses tion of the instructor. completed with the grade A, A-, B+, B, The University reserves the right to Academic Irregularities B-, C+, C, C- or P. P signifies pass. The exclude a student whose attendance is Responsibility for disciplinary action grade of F signifies failure. W indicates a unsatisfactory to his/her instructors or to in cases of academic irregularities or dis - student-initiated withdrawal from a the dean, from an examination, course or honesty in examinations or class work is course after the change of program peri - program. Students exhibiting an excessive assigned to the appropriate academic od through the last day for grade change rate of unexcused absences may receive a dean. Plagiarism and cheating are not options (as noted in each semester’s grade of F or UW for the semester. only serious violations of the rules but, schedule of classes.) UW indicates an also may reflect adversely on the unauthorized withdrawal. student’s reputation on the Campus. A grade of INC is assigned at the Faculty, administrators and the student discretion of the professor and indicates body share the responsibility for academ - that some of the course requirements ic integrity. A student in violation of have not been completed. A student has accepted academic procedures may be until the end of the following semester to subject to disciplinary action, up to and make up incomplete coursework, in including expulsion from the Campus. which case the student must submit a Faculty members will report to the

10 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Academic Policy

academic dean any case of irregular or Graduate Campus. dishonest behavior that occurs in the REQUIREMENTS Courses taken at another university class that is observed by the professor. after admission to Long Island University Students may likewise make such a FOR DEGREES may not be used for transfer credit unless report to the faculty member or dean. prior permission is obtained from the The dean shall decide what disposition is The responsibility for properly fulfill - major department chairperson and the student’s dean. The sum total of transfer to be made of the charges. Requests ing the requirements for degrees rests credit granted on admission or authorized for appeals may be made to the entirely with the student. Students gen - erally meet the requirements announced subsequently towards the master’s degree Student/Faculty Appeals Board. is normally limited to six semester hours In the case of a minor infraction that in the Graduate Bulletin for the academ - ic year in which they were matriculated of credit and is not recorded as part of is the students first disciplinary offense, the quality-point average. In all the dean may authorize the faculty mem - or readmitted. Students for whom gradu - ation requirements change during their instances, transfer credit will not be ber to dispose the charges, and limit the allowed for any graduate course in which maximum penalty to failure in the progress to a degree may, with their dean’s permission, choose requirements the grade was less than B. Courses with a course. The faculty member will make a grade of less than B are not transferable. report of the incident and the action in effect at the time of admission or those in effect at the end of the course of Time limits on transferability are out - taken to the academic dean and the asso - lined below. ciate provost. study. Exceptions to the provisions of this section of this Bulletin may be made only with the prior written sanction of the Time Limit Course Frequency appropriate dean or the recommendation of the appropriate department chair. Degree requirements for a master’s The frequency with which courses are In addition to the requirements listed degree must be completed within five offered is indicated after every course in this section, students must satisfy the years from the term during which the description under Academic Programs in various additional requirements and con - candidate is admitted and enrolled this bulletin. Most courses are offered on ditions which appear in the respective (exclusive of time spent in military ser - rotation. departmental sections in this Bulletin. vice). Any request for extension must be made in writing and submitted to the appropriate dean for approval. Course Numbers Residency Course numbers 500 and above are Requirements generally open only to those who qualify Thesis A candidate for the master’s degree for graduate standing. Courses numbered The thesis requirement or thesis option must complete at least one year of work, 600 to 700 are designed primarily for required in some of the graduate programs equaling 24 credits at the Rockland those who qualify for graduate standing, is intended to test the candidate’s ability Graduate Campus. A candidate for the but may be taken by advanced under - to engage in original research, organize M.B.A. program must complete 30 cred - graduate students with permission from and evaluate source materials, and express its of advanced work at the Rockland the dean of the school in which the grad - him/herself cre atively in the area of uate course is offered.

Change of Major A student transferring from one major department to another must be formally accepted by the chairperson of the department to which the application is being made. The student is expected to notify the chairperson of the department from which he/she is leaving. If the stu - dent has a grade point average of less than 3.0, the proposed change must be approved by the dean. Application forms are available in the Main Office at the Rockland Graduate Campus. Please see the sections of the individual schools for additional academic policies. An exception to the provisions of this section of the Bulletin may be made only with written permission of the appropriate dean.

Mary Eppolito, ‘03 SDL Alumna and School Principal

Long Island University Rockland Graduate Campus Bulletin 2009-2011 11 Rockland Graduate Campus

specialization. (See each program for spe - cific requirements.) A course in research methods is required of all candidates writing a thesis. The interim grade for thesis courses is INC. This grade will be replaced by the letter P or a letter grade only upon acceptance of the approved thesis. Completion of the required courses and matriculated status are among the prerequisites which must be met before a candidate’s thesis will be accepted for consideration. An oral defense of the thesis is normally required. Candidates are assigned a thesis mentor by the department chair.

Oral Qualifying or Comprehensive Examination Some departments require students to take examinations in their major field. These examinations include: Qualifying Examination This type of examination is usually given in departments that require stu - Graduation and Transcript Requests dents to complete a common core of Diplomas There are three ways in which a courses. Degree candidacy status and student may obtain a transcript. assignment of a thesis project are A graduation candidate is required to deferred until the examination is success - file a degree application well in advance of Option 1- Online Request fully completed. Commencement and to notify the Order a transcript online through Comprehensive Examination Academic Advisor of his or her anticipat - Transcripts Plus. You can request a tran - Some departments give a comprehen - ed graduation date by the deadline date script 24 hours/day, 7 days/week. The Web sive examination after the student com - found in the Academic Calendar included site is https://www.credentials-inc.com/tpo pletes a minimum of 30 semester credit in the Schedule of Classes. A student who Select the C.W. Post Campus. The cost of hours. This examination is designed to meets all requirements for his or her a transcript, including the processing fee, test the candidate’s knowledge of both degree in September or January will be in is $7. All fees must be paid by a major general concepts and his or her area of the following May’s graduating class. credit card. Diplomas are dated three times a year: concentration. The examination may be Option 2- Customer Service oral or written. September, January and May. Assuming they are approved for graduation, students Telephone Request Oral Examination (and defense of the Call Credentials, the academic record thesis): Departments that require a who file their degree applications after the specified graduation date will automatical - service provider, at (800) 646-1858 to degree candidate to write a thesis may request a transcript over the phone. An require the candidate to defend his or ly have their degrees awarded at the fol - lowing conferral. additional $5 processing fee will be added her thesis through oral examination. The to your order. examination is designed to test the can - didate not only on the thesis project but Option 3- In person also on ancillary areas. Come to the Rockland Graduate To be admitted into these examina - Campus Main Office, fill out a transcript tions a student must be fully matriculated request form, pay the fee, and the tran - and complete the minimum number of scripts will be mailed directly to you. The semester credit hours indicated under the cost is $5 per official copy. Two student or respective departmental headings. A stu - unofficial copies are free. dent must attend Rockland Graduate Transcript requests will not be processed Campus classes or maintain matricula - if a student’s University account is in tion for the semester during which he or arrears. she applies for graduation.

12 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Requirements for Degrees

Tuition and other fees are payable as specified above. Checks TUITION AND FEES and money orders should be drawn to the order of Long Island University for the exact amount of the tuition and fee payment. Students failing to fulfill all non-academic requirements Special Note: Tuition and fee schedules below are the prevailing (tuition, fees, library obligations, etc.) will be denied subsequent rates for the 2009-2010 academic year. The Rockland Graduate services until these requirements have been met. These services Campus accepts payment by check, money order, Discover, VISA or include, but are not limited to, withholding of diplomas, tran - MasterCard. There are many scholarship programs available to scripts, letters of certification or licensure eligibility. Rockland Graduate Campus students. See “Scholarships and Financial Aid” section.

Tuition is subject to change each year. Tuition per credit ...... $930*

Registration Fee, per semester: 12 or more credits ...... $400 11.9 credits or less ...... $200

Other: Application Fee (non-refundable) ...... $30 Audit fee (half tuition and full tees), per credit ...... $465 Computer access for select courses ...... varies Late Registration Fee (not applicable to new or re-entering students) ...... $10 Program Change Fee ...... $15 Transcript (per request) ...... $5** I.D. Card Replacement ...... $10 Reinstatement Fee ...... $100*** Delayed Registration Fee ...... $200*** Returned Check Fee...... $50 Late Payment Fee ...... $50 Maintenance of Matriculation, per semester ...... $50

*Tuition per credit, Pharmacy students $107 9

** $5 for each transcript up to ten and $4 each for the 11th and further transcripts issued at the same time.

*** Registered students who have not cleared the Bursar by the due date indicated on the bill will be obligated to pay the Late Payment Fee of $50. Bills not cleared by mid-point of semester will be assessed an additional late fee of $50. In addition, students will be notified that if they fail to clear the Bursar, their registration may be cancelled and they will be assessed a $100 Reinstatement Fee. Any student who deliberately fails to register, but attends classes with the intention of registering late in the term, will be responsible for paying a Delayed Registration Fee of $200.

Repayments of returned checks and all future payments to the University from a student who has presented a bad check must be tendered via bank check, certified check or money order. Course fees listed in this Bulletin are for the 2009-10 academic year.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 13 Rockland Graduate Campus

Three-Week Session Special Programs Withdrawal prior to beginning of session ...... None Day 1 of session ...... None Senior Adults Day 2 through 8 of session ...... 40 percent The following rates apply to adults who have reached age 65 After Day 8 of session ...... 100 percent before the first day of the semester. No Application Fee, University Fee or Special Course Fees will be charged. Senior adult students may not register prior to the week before the Seven- or Eight-Week Session beginning of a semester. These rates are not applicable to insti - tutes, workshops, reading courses, continuing education pro - Withdrawal prior to beginning of session ...... None grams, per capita classes, individual courses of instruction and Day 1 through 2 of session ...... None Studio Art classes. Day 3 through 9 of session ...... 30 percent Graduate Tuition per credit ...... $465.00 Day 10 through 16 of session ...... 70 percent Audit Tuition per credit ...... $232.50 After Day 16 of session ...... 100 percent Lifetime of Learning Program This program is for Rockland Graduate Campus alumni and Ten-Week Session enables graduates to audit courses for pleasure and enrichment. Withdrawal prior to beginning of session ...... None These courses will not appear on official transcripts. Day 1 through 2 of session ...... None Stipulations apply. Please contact the Admissions Office at Day 3 through 9 of session ...... 20 percent (845) 359-7200 for further details. Day 10 through 16 of session ...... 40 percent Lifetime of Learning Program Fee (per semester) ...... $100.00 Day 17 through 23 of session ...... 75 percent After Day 23 of session ...... 100 percent Refunds Weekend College A student may make a written request to withdraw from one Withdrawal prior to beginning of session ...... None or more courses before the end of the semester by completing Day 1 through 2 of session ...... None an Enrollment Change Form. The Enrollment Change Form also requires the approval of the student’s advisor and instruc - Day 3 through 9 of session ...... 30 percent tor. Once the appropriate form is submitted to the registrar and Day 10 through 16 of session ...... 70 percent processed, the student bill (i.e., the student liability) will be After Day 16 of session ...... 100 percent adjusted as indicated in the following schedule. The official withdrawal date shall be the date on which the registrar receives the properly completed form. (Refer to withdrawal pol - Short Term Institutes (Three Weeks or Less) icy in registration section.) Withdrawal prior to beginning of session ...... None The percentage of tuition refunded is computed based upon Day 1 of session ...... None the number of weeks elapsed in the semester when the student Day 2 session ...... 20 percent withdraws from the class. After Day 2 of session ...... 100 percent If the withdrawal from the course occurs prior to the begin - ning of the semester, the student is entitled to apply for a full tuition refund. Registration fees are non-refundable. Continuing Education - Refund Policy Fees for individual courses will be refunded to students who formally withdraw from classes based on the number of sessions Tuition Liability a class is scheduled to meet, according to the schedule below:

Fall and Spring Term One-Session Courses - No refund unless withdrawal is made at Withdrawal prior to beginning of term ...... None least three days prior to the first class meeting. During the first calendar week ...... None During the second calendar week ...... 25 percent Two-Session Courses - Prior to start of class - full refund; after During the third calendar week ...... 50 percent first class meeting but before the second class 50 percent; after During the fourth calendar week ...... 75 percent second class meeting, no refund. After the fourth week ...... 100 percent Three or More Session Courses - Prior to start of class, full refund; after first class meeting, 75 percent refund; after second class, 50 percent refund; after third class, no refund. Summer Sessions (Five- or Six- Week Session) Withdrawal prior to beginning of session ...... None Day 1 through 2 of session ...... None Day 3 through 9 of session ...... 40 percent Day 10 through 16 of session ...... 75 percent After Day 16 of session ...... 100 percent

14 Long Island University Rockland Graduate Campus Bulletin 2009-2010 Tuition and Fees

rent rate of tuition. A 3.2 cumulative to the Rockland Graduate Campus and SCHOLARSHIPS index of all undergraduate studies is the recruitment effort leads to a recom - required, or a score in the 75th percentile mended friend or colleague completing AND in all categories within the previous at least six credits with a grade of B or seven years on the above mentioned stan - higher toward a degree as a matriculated FINANCIAL AID dardized test. Previous graduate work may student. In order to qualify for the FEF also be considered. Scholarship, the FEF application must be The Rockland Graduate Campus offers submitted along with the application for many different scholarship programs for Graduate Scholarship- admission of the new student. One FEF professionals and students. Whether Two-credit award Scholarship award is equivalent to one you’re returning to graduate school after Tuition charges will be waived for a free course (three graduate tuition cred - several years or are a recent college grad - total of two graduate credits at the cur - its) and must be taken at the Rockland uate, chances are you will be eligible for rent rate of tuition. A 3.0 cumulative Campus. There is no limit to the number one of the scholarships listed below. Most index of all undergraduate studies or a of nominees a current student can recom - scholarships do not require an income score in the 65th percentile in all cate - mend or the number of FEF Scholarships test or other evidence of financial need. gories within the past seven years on the he/she may be eligible to receive. FEF However, all students are required to above mentioned standardized tests is application requirements apply and must complete a Free Application for Federal required. Previous graduate work may also be followed. The FEF eligibility require - Student Aid (FAFSA) at FAFSA.ed.gov be considered. ments can be found on the FEF applica - for each year in order to receive a schol - tion form. Please contact the Admissions arship. Please use LIU School Code Office to obtain an FEF application form 002751 when completing the FAFSA. Eligibility Criteria and for additional information. All Please note that the FAFSA year begins for Credit Bank University financial aid policies apply. with each summer semester and includes Scholarships the following fall and spring semesters. Dominican/Concordia For any questions about these scholar - Credit Bank Scholarships do not ship programs, please call the Admissions require income tests or other evidence of Alumni Scholarship Office at (845) 359-7200 ext. 5415. financial need. A special application form Please note: Students are eligible for is not required. In order to be considered Students who graduated from only one University-funded scholarship eligible, a student must be newly admit - Dominican College in Rockland County program, with the exception of the Friends ted to a program at the Rockland or Concordia College in Westchester Educating Friends (FEF) Scholarship Graduate Campus as a matriculated, County with a cumulative grade point Program. For most scholarships, students degree-seeking student. Students are average of 3.0 or higher may be eligible must be fully matriculated. assessed automatically by the Admissions for the Dominican/Concordia Alumni Office upon acceptance into the degree Scholarship. This scholarship is a one- program and then notified of the award. third reduction in tuition at the Credit Bank Awards are based on information includ - Rockland Graduate Campus for the Scholarships ed in the application at the time of duration of the student’s graduate degree admission only. program. It becomes effective once a stu - Award recipients should return their dent is fully accepted and fully matricu - This program is a merit-based academic lated in a degree granting program. Please scholarship program. Scholarship awards bills to the Bursar’s Office with an expla - nation of their scholarship status. As the contact the Rockland Graduate Campus are made based on the cumulative grade Admissions Office for eligibility require - point average of all official college tran - student progresses through his/her studies, the Bursar’s Office applies all awards to ments. scripts submitted. The scholarship may be Long Island University and Dominican used anytime within your first three years the student’s account at a rate of one scholarship credit per three credits regis - and Concordia Colleges have a strong affili - of graduate study. There are three levels of ation and commitment to promote pro - Credit Bank Scholarships: tered. However, no more than three scholarship credits will be issued during grams that enable graduates to further their Merit Bank Scholarship- any one semester. education and reach their professional goals. Six-credit award Please note that only one University- Tuition charges will be waived for a funded grant or scholarship can be issued total of six graduate credits at the current per person, per program, with the exception Long Island University tuition rate. A 3.4 cumulative index of all of the Friends Educating Friends (FEF) Alumni Scholarship undergraduate studies is required, or a Scholarship Program. score in the 85th percentile in all cate - Residents of Bergen, Rockland, or gories within the previous seven years on Orange counties who graduated from the any of the following standardized tests: Friends Educating C.W. Post Campus or Brooklyn Campus GMAT, GRE general subject, NTE, Friends Scholarship of Long Island University between 1995 LSAT, MCAT, or the MAT. Previous and present who are new students, may graduate work may be also considered. Program (FEF) be eligible for a one-third tuition reduc - tion scholarship for any of the Rockland Incentive Scholarship- A current student who is matriculated Graduate Campus master’s degree, Four-credit award in a Rockland Graduate Campus degree advanced certificate or non-degree pro - Tuition charges will be waived for a program may be eligible to receive an FEF grams. Please contact the Admissions total of four graduate credits at the cur - Scholarship if he/she refers a new student Office for further information.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 15 Rockland Graduate Campus

dependent child who is accepted into a Rockland Graduate degree granting program at the Rockland All Scholarships Graduate Campus. Please contact the Campus Alumni Rockland Graduate Campus Admissions Students are required to indicate on the Scholarship Office to receive an application for this back of the tuition bill whether they are scholarship and for further eligibility receiving any scholarships or financial aid. Graduates of the Rockland Graduate requirements. Proof of employment each Employers that are billed directly by the Campus of Long Island University are semester is required to process an award. University will receive a bill which reflects awarded a one-third tuition reduction all scholarships and financial assistance scholarship when they are enrolled as a that the employee is receiving and will be full or limited matriculated or non- School Leaders notified of any scholarship awarded after degree student in any program at the billing. Scholarships require acceptance Rockland Graduate Campus. This Scholarship into a degree program. Most scholarship tuition reduction scholarship may be commitments will be honored for three used to study in another graduate area or Students who are employed full-time years from the date of award. Students may to earn an advanced certificate in the in education in either Rockland County take courses at their own pace. There is no same degree area. In order to be eligible or Bergen County public or private minimum number of credits which must for an Alumni Scholarship, alumni stu - schools are eligible to receive a one-third be taken each semester, nor are recipients dents must complete a new application tuition reduction scholarship for all required to attend every session in order to for admission and submit it to the courses, when enrolling in the maintain the scholarship. Admissions Office. Additionally, stu - Educational Leadership Advanced dents must file the Free Application for Certificate program. A limited number of Federal Student Aid (FAFSA). Please educators from each county will be award - contact the Admissions Office for further ed this scholarship each year. Please see FINANCIAL AID information. the Admissions Office for further details about the scholarship and to apply. The following information is provided in summary form. Detailed information Rockland County regarding application procedures, selection Employee Scholarship Rockland Non-Profit of recipients, award schedules, and rights Scholarship and responsibilities of recipients should be Long Island University and the Offices obtained from the Rockland Graduate of Rockland County Government have This scholarship offers a one-third Campus Admissions/Financial Aid Office. forged a unique affiliation to encourage tuition reduction for all courses and is Full-time enrollment status for graduate and promote the advanced education of available for all those matriculated students for all federal and state financial Rockland County Government employ - in the M.P.A. in health or public admin - aid programs is defined as 12 credits per ees. The Rockland Graduate Campus of istration or the mental health counsel - semester. For international students, nine Long Island University offers a one-third ing program. Eligibility requires that the credits per semester is considered full-time. tuition scholarship for the duration of a student is an employee of an approved Half-time enrollment status for graduate master’s degree program for any Rockland Rockland County-based nonprofit orga - students for some loan eligibility is six County Government employee who is nization. Students must complete an credits per semester. accepted into a degree-granting program. application for this scholarship. Other Additionally, entry awards are available eligibility requirements apply. for spouses and dependent children of these County employees. Entry awards will provide a one-third tuition reduction scholarship for the first six credits of graduate study taken by a spouse or Standard of Satisfactory Academic Progress for the Purpose of Determining Eligibility for State TAP Awards

Before being certified for this TAP 1st 2nd 3rd 4th 5th 6th 7th 8th payment, a student must: 1. Have earned this minimum number 0612 18 30 45 60 70 of credits 2. Have earned this minimum 0 .6 1.2 1.8 2.5 2.5 2.5 2.5 Cumulative Grade Point Average 3. Be registered for 12 credits 12 12 12 12 12 12 12 12 4. Complete each term this number of 0669912 12 12 credits without withdrawals

16 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Scholarships and Financial Aid

Full-time Master’s Candidate Length of Program – Six Years, Half-Yearly Increments

Year Equivalents 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5

Number of credits per year 4.0 4.0 4.0 4.0 4.0 4.0 5.0 5.0 5.0 5.0 5.0

Cumulative credits 4812 16 20 24 29 34 39 44 49

U.S. citizenship or permanent resident Aid Office. Deferment benefits are avail - New York State status is required. Matriculated students able for those students who qualify. in a degree granting program who are Contact the Federal Direct Student Loan Assistance registered for at least six credits per Servicer at 1-800-FED AID. Tuition Assistance Program (TAP) semester are eligible to apply for direct loans. Repayment begins six months To qualify for this grant, a student after graduation or termination of at least must be a legal resident of New York Academic Standards part-time studies. Should you have any State, be a United States citizen or eligi - for Federal Programs questions, please call (845) 359-7200 ble non-citizen, be enrolled full-time (at ext. 5415 or (516) 299-3215. least 12 credits per semester), be fully Students receiving Title IV financial Federal direct loans may be subsidized matriculated in an approved degree pro - aid assistance are required to meet stan - or unsubsidized. When a loan is subsi - gram and be in good academic standing. dards of satisfactory progress toward their dized, the federal government will pay Awards are based on the student’s family degree objective. the interest on the loan while the stu - (and spouse, if applicable) net taxable In addition to maintaining the yearly dent is in school. The borrower has to New York State income of the previous increments of credits earned, students demonstrate financial need in order to fiscal year. For further information, must also satisfy the average require - qualify for this type of loan. please contact the Long Island ments as detailed in this bulletin. The Financial Aid Office determines University, C.W. Post Campus Office of Students studying business admin- this status based on the student’s estimat - Financial Assistance at (516) 299-3215. istration and health administration must ed family contribution. If a student does maintain a 2.5 grade point average. All not qualify for a subsidized direct loan, other students who have earned 13 cred - Federal Assistance he/she may apply for the unsubsidized its or more must maintain a 3.0 GPA. direct loan. It offers the same terms and Title IV probation status will be con - conditions as the subsidized loan, except Students will be considered for the fol - sidered in the following manner: first, a that the borrower is responsible to pay lowing types of federal assistance on the review is made at the end of each semes - the interest, or the interest may be capi - basis of information provided on the Free ter to determine if a student’s average is talized while the student is in school. Application for Federal Student Aid satisfactory. A review is made at the end (FAFSA). of each semester of each year for evalua - Maximum loan amounts for gradu - tion of work completed. If a student has Federal William D. Ford Direct ate students are as follows: failed to meet the minimum require - Student Loan Annual Limit $20,500 ments, the student is placed on proba - All students receiving a scholarship Aggregate Limit $138,500 tion for the following year. At the end of and/or financial assistance must complete the following year, after the spring the FAFSA. Please note that you must For each academic year, a graduate stu - semester, a determination is made. As file a new FAFSA every year. The steps dent may borrow up to the annual limit defined below, if progress toward mini - to filing this are: of $20,500, based on a review of their mum standards has still not been made, 1. File your free application for Federal annual cost of attendance. At least the student will lose eligibility for the Student Aid online at $12,000 of this amount may be in unsub - third year. www.fafsa.ed.gov . (Please use LIU sidized Direct Loans. Progress toward the minimum stan - school code #002751. Students who drop below six credits dards is defined as: (1) completing the Helpline: 1-800-4FED-AID) before loan disbursement will not be minimum number of credits required for 2. Complete the Direct Loan Entrance allowed any portion of the loan, which that year or cumulative increments; or Counseling Interview at must be returned to the federal loan (2) showing improvement in the grade www.dlssonline.com (Please use LIU servicer. Students withdrawing following point average. school code #002751-00: G02751 loan disbursement are subject to a P grades will be reviewed for grade Helpline: 1-800-848-0979) Return of Title IV funds review. Future point requirements by the dean. U, F, 3. Sign the Electronic Master Promissory federal loan assistance may be rescinded W, WF , INC , ABS , UW , NGR , AUD Note (E-MPN) for Direct Loans for if the student is not making satisfactory grades do not count toward successful Subsidized/Unsubsidized Loans at progress towards their degree. Students completion requirements. In addition, http://dlenote.ed.gov (Please use LIU receiving aid through any of the federal repeated courses count only once toward school code #G02751 programs receive verification of their eli - credits earned. Helpline: 1-800-848-0979) gibility for this loan from the Financial

Long Island University Rockland Graduate Campus Bulletin 2009-2011 17 Rockland Graduate Campus

Part-time students should simply pro - process. First talk to the person with rate the full-time chart requirements. whom you have the problem or with a Campus Security A student must conform to the stan - representative of that area. If that proves dards of good academic standing pub - unsatisfactory, try to speak to the director Annual Campus Security Report lished in this University bulletin. The of that department. If that fails, report A copy of the Rockland Graduate records of a student who is either on the problem to the associate provost. Campus Annual Security Report probation or who fails to make adequate includes statistics for the previous three progress toward his or her degree are What if I have a problem of a years concerning reported crimes that subject to review for mitigating circum - personal nature? occurred on Campus; in certain off-cam - stances based upon professional judg - If you have a problem and don’t know pus buildings or property owned by or ment. A student will remain in good where to turn, speak to your academic controlled by the Rockland Graduate standing and eligible to receive Title IV advisor, a faculty member with whom you Campus; and on public property within, funds until he or she is declared ineligi - are comfortable, or the associate provost. or immediately adjacent to and accessi - ble. The determination will be made at ble from, the Campus. The report also the end of each semester. includes institutional policies concerning Alumni Ambassadors campus security, such as policies con - cerning alcohol and drug use, crime pre - The Rockland Graduate Campus has vention, the reporting of crimes, sexual STUDENT LIFE/ invited a select group of its alumni to assault, and other matters. Copies of this CAMPUS represent the campus at recruitment report are available at the Rockland events and outside social activities. The Graduate Campus Main Office. POLICIES AND alumni help to promote the campus to prospective students by sharing their own PROCEDURES experiences as students. Ambassadors are Students with Special volunteers who devote the amount of Needs The responsibility for compliance with time and effort that they feel comfortable expending. academic and campus policies rests New York State guidelines indicate entirely with the student. that recent federal and state laws require colleges and universities to provide quali - Public Information fied individuals with special needs “the Solving Problems Policy opportunity to participate in all programs and services, curricular and extracurricu - To settle a dispute of any kind, The Family Educational Rights and lar, which are available to non-disabled remember to always follow the chain of Privacy Act of 1974 specifically states individuals, including test programs and command, whether academic or non- that a school may provide what is termed examinations. In order to permit individ - academic. “directory information,” and only this uals with disabilities the opportunity to information, without the student’s con - benefit from such participation, reason - sent except as otherwise required by law. able accommodations, including appro - Academic Disputes Directory information includes the fol - priate adjustments and modifications of lowing: the student’s name, address, tele - examinations, must be implemented.” If you are involved in an academic dis - phone number, date and place of birth, Under the law, reasonable accommo - pute, always attempt to resolve it with major field of study, participation in offi - dations will be offered at the Rockland your professor first. Often, the professor cially recognized activities and sports, Graduate Campus of Long Island may not be aware of the problem and weight and height of members of athletic University for individuals with special can help you solve it. If that fails, con - teams, dates of attendance, degrees and needs. Students with special needs will tact the Rockland Graduate Campus pro - awards received, and the most recent receive basic academic accommodations gram director or appropriate department previous educational agency or institu - by their individual professors and their chairperson. If you still feel that you tion attended. academic departments. Accommodations must further pursue the matter, contact Any student who wishes any or all of will be made by other departments as the dean for that area. He or she can his/her directory information to remain required for non-academic matters. help you or suggest a method for resolv - confidential may inform the Main Office Students with special needs who desire ing your problem. If you are concerned manager of his/her request in writing at accommodations must submit appropri - with program requirements, graduation any time. In addition, The Family ate documentation of their disabilities to requirements, academic standing, or aca - Educational Rights Privacy Act guaran - the Coordinator of Services for Students demic suspension, the person to see first tees all students access to their own aca - with Special Needs whose office is locat - is the academic advisor. demic records. Detailed information ed at the C.W. Post Campus of Long regarding confidentiality of specific por - Island University in the Office of tions of a student’s record is available Student Health and Counseling. through the Registration Office (Main In most cases, appropriate documenta - Non-Academic Office). tion should be no older than three years, Disputes and should include a diagnosis of disabil - ity, testing and results that explain the The procedure for resolving a non-aca - nature of the disability, the way it cur - demic dispute is similar to the above rently impacts the student academically

18 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Campus Policies and Procedures

or otherwise, and suggestions of accom - modations that might work for the stu - dent. Professional staff will review and eval - uate the documentation and establish a confidential file. Information regarding the student with a disability is considered confidential and will not be released to anyone without written permission of the student. Once the documentation has been evaluated and accepted, the Coordinator of Services for Students with Special Needs will discuss with the student the appropriate accommodations and provide the student with letters that notify facul - ty of these necessary accommodations. Other campus departments will be noti - includes the book collections of other fied, as necessary, of the needs for addi - Long Island University campus libraries. Computer Facilities tional accommodations noted in the Materials from all Long Island University student’s documentation. campuses are made available to students The Rockland Graduate Campus has To contact the Coordinator of through courier service among campuses. two computer labs. The labs are equipped Services for Students with Special In addition, full-text databases such as with IBM-compatible computers. Needs: LEXIS-NEXIS, PROQUEST, and INFO- Appropriate software is available for stu - Phone: (516) 299-2345 TRAC are available on and off-campus. dent and faculty use. The Long Island Fax: (516) 299-3539 Up-to-date index searching is offered via University network spans six campuses Or send mail to: computers in the areas of education, and provides our students with access to Coordinator of Services for Students health, business, sociology and psychology. additional software, as well as on-line with Special Needs The Rockland Graduate Campus searches of all databases available in the C.W. Post Campus Library has been designated as a New Long Island University system. Long Island University York State Document Research The first floor computer lab is available Student Health and Counseling Depository, and houses in excess of for student use every day. The second Life Sciences Building – Room 154 60,000 state documents. The library is floor lab is a classroom lab; this room is Brookville, NY 11548-1300 located on the second floor of the used mostly for classes and special work - Rockland Campus building. A valid stu - shops. Students should consult the posted Students also have the option of iden - dent identification card is required to schedule for hours of operation of both tifying their special need through their borrow materials from the library or to labs. academic advisor who will assist them in access the online database. The Rockland Graduate Campus has reaching the coordinator of Services for distance-learning technologies, which Students with Special Needs. may be utilized for courses given else - Students are strongly encouraged to Career Resource Center where in the University. contact the coordinator or their academ - ic advisor well in advance so appropriate The Career Resource Center at the accommodations can be arranged. Rockland Graduate Campus offers stu - Virtual Bookstore dents and alumni a variety of career- related services. Located on the second To purchase textbooks students should floor in the Library, the Career Resource visit our Virtual Bookstore (MBS Direct). FACILITIES AND Center has many useful handouts, books MBS is one of the largest online sellers of SERVICES and Internet resources to assist you with college textbooks in the U.S. A link can be your job search and career planning. found online at www.liu.edu/rockland by Numerous job announcements from local clicking on the “Current Students” “Buy and area schools, agencies and corpora - Books” tab. Students can also access MBS Library tions, as well as applications and materi - directly at als on fellowships, scholarships, grants, http://bookstore.mbsdirect.net/liurockland.htm The Rockland Graduate Campus and research opportunities are posted on If a student does not have Internet library is an open stack library that pro - the Center’s Career Information Board. access, they may call (800)-325-3252 to vides the resources to support the acade - To learn more about the Career Resource place an order. Several options are avail - mic programs at the Campus. It is staffed Center contact Christy Wrightington, able for the shipment of textbooks. by library and information science pro - director of advisement at (845) 359-7200, Students should purchase textbooks at least fessionals and is open Monday through ext. 5420. two weeks prior to the beginning of each Saturday (and occasional Sundays) for semester. MBS Direct also offers many used student use. Equipped with six computer textbooks to reduce the cost of buying text - terminals, the library allows students books and also offers to buy back textbooks immediate access to the on-line database if students wish to sell them. which lists not only the Rockland Campus book collection, but also

Long Island University Rockland Graduate Campus Bulletin 2009-2011 19 BUSINESS ADMINISTRATION PROGRAMS

Program Director Lynn Johnson , B.A., M.S., Ph.D. (845) 359-7200 ext. 5436 [email protected]

20 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Business Administration

beneficial for career advancement. sional employment after completing an BUSINESS Inquiries may be directed to: undergraduate degree M.B.A. Program Director • Two letters of recommendation ADMINISTRATION (914) 831-2711 • A written statement outlining the applicant’s objective for seeking admis - (M.B.A.) sion to the M.B.A. Program Admissions • Current resume Rockland Campus Program Director • Official score report of the TOEFL Lynn Johnson , B.A., M.S., Ph.D. Requirements examination required of all applicants (845) 359-7200 ext. 5436 with degrees from foreign colleges or Full Matriculant Status universities [email protected] Requirements The standards for admission as a full Applications and information regarding the The M.B.A. program is for men and matriculant student into the graduate GMAT can be obtained through the Office women who wish to upgrade their profes - program are the following: of Admissions, by visiting the GMAT Web sional credentials, increase their knowl - • Bachelor’s degree from an accredited site at www.GMAT.org/GMAT or by edge of business disciplines, and enhance institution calling 1-800-GMAT-NOW. their competencies as effective managers. • Minimum undergraduate GPA of 3.0 Long Island University’s M.B.A. pro - • Official transcripts from all colleges Limited Matriculant Status gram in Rockland meets the highest and universities previously attended Requirements standards in curriculum and instruction, (foreign documents must be accompa - A student admitted with technical or and its schedule and delivery make it a nied by a certified English translation) academic deficiencies will be classified as practical undertaking for the student • Results of the Graduate Management a limited matriculant student. A limited with other work or family responsibilities. Admissions Test (GMAT). The matriculant student may enroll for a GMAT will be waived for applicants maximum of 12 credits before applying (1) Rapid Completion: Known as “The who hold a previous master’s or doctor - for full matriculation. If full matricula - Fast-Track M.B.A.,” the program can al degree and for applicants with pro - tion status is not attained after nine be completed in 24 months, owing to fessional credentials such as CPA, credits, the student may not enroll for the intensive eight-week semesters CMA, CFA, etc. The GMAT may also any additional credits in the degree pro - and innovative cohort schedule. be waived for applicants with signifi - gram. The standards for admission as a (2) Practical Orientation: Students have cant business experience, which limited matriculant are as follows: extensive and direct contact with includes at least seven years of profes - experienced faculty practitioners, who bring a real-world orientation to the classroom. (3) Critical Competencies: The M.B.A. program focuses on the mastery of skills in communication, teamwork, diversity management, financial analysis, strategic thinking, and lead - ership—the kinds of vital skills required for effective managerial performance. (4) Cohort System: Students entering the program at the same time will take courses together throughout the 24-month period. This cohort system affords mutual support while fostering team leadership and project management skills. Individual arrangements are made to accommo - date different entry points or special scheduling needs. Prospective students are invited to meet with the M.B.A. program director in a personal interview on-site. A careful assessment of each candidate’s education - al background, professional experience, and career goals is part of the admissions process and ensures that enrollment is a sound decision for each applicant. While most M.B.A. students are cur - rently employed in business, those in other fields such as health, government, education, non-profit organizations and the arts have also found the program

Long Island University Rockland Graduate Campus Bulletin 2009-2011 21 Rockland Graduate Campus

• Bachelor’s degree from an accredited General Business Core institution MASTER OF Course Credits • Minimum undergraduate GPA of 2.5 GBA 510 Financial Accounting for • Official transcripts from all colleges BUSINESS Managers ...... 3 and universities previously attended GBA 511Corporate Financial (foreign documents must be accompa - ADMINISTRATION Management ...... 3 nied by a certified English translation) • Results of the Graduate Management GBA 512 Principles of Management Admissions Test (GMAT). However and Leadership ...... 3 the GMAT will be waived for appli - Degree Requirements GBA 515 Managerial cants who hold a previous master’s or Communications ...... 3 doctoral degree and for applicants with Structure of the Program GBA 516 Business Statistics ...... 3 professional credentials such as CPA, The M.B.A. curriculum has four levels: GBA 517 Fundamentals of Management CMA, CFA, etc. The GMAT may also General Business Core Information Systems ...... 3 be waived for applicants with signifi - Six courses (18 credits) at the 500 level cant business experience, which Advanced Business Core Five courses (15 credits) at the 600 level Advanced Business Core includes at least seven years of profes - Course Credits sional employment after completing an Electives MBA 611 Global Economic undergraduate degree. Four advanced courses (12 credits) at • Two letters of recommendation the 700 level Environment ...... 3 • A written statement outlining the Capstone Courses MBA 614 Operations Management ...... 3 applicant’s objective for seeking admis - One Business Policy course (3 credits), MBA 630 Financial Services and sion to the M.B.A. Program. 800 level Capital Markets ...... 3 • Current resume The general business core courses are MBA 632 Marketing Management • Official score report of the TOEFL particularly important for students who and Strategy ...... 3 examination – required of all appli - have not had previous work in econom - MBA 633 Organizational Behavior ics or business, or who lack comparable cants with degrees from foreign col - and Global Society ...... 3 leges or universities business experience. Students who com - pleted business courses as an undergradu - ate may qualify for a reduction of some Special Competencies Reclassification From Limited to Full Course Credits Matriculant Status or all of the general business core cours - Four 700-Level Courses in A student admitted as a limited es, reducing the total requirements of the matriculant may achieve full matriculant program. Information about course Management ...... 12 status by: waivers is found below. Four 700-Level Courses in 1. Maintaining a 3.0 cumulative GPA in Finance ...... 12 9 credits of graduate level courses as a limited matriculant student Waivers Capstone 2. Submitting all required documentation. Course Credits Students with undergraduate and/or MBA 821 Business Policy graduate business administration training and Strategy ...... 3 Post Master’s may petition the program director to Program Total ...... 48 Advanced Certificate waive courses in the general business core. Students must have received grades All courses at the 500 level (except for in Business of at least 3.0 (B) in two courses for each waivers) and at the 600 level are Administration general business core course to be required of all students. Some of these waived. They must also submit college courses have prerequisites, as indicated The post master’s advanced certificate catalogue course descriptions. If courses in the course descriptions. in business administration is designed to are waived for students, their perfor - The four courses at the 700 level may provide M.B.A. graduates the opportuni - mance in the remaining general business vary somewhat from year to year, depend - ty to acquire additional expertise in core courses will be used to assess eligi - ing on the size and characteristics of each either finance or management. This bility for M.B.A. matriculation. cohort, but will be drawn from the list advanced certificate may be earned by below. All 700 courses have prerequisites, successfully completing 12 credits (four as indicated in the course descriptions. 700-level advanced courses) in a specific The capstone course (MBA 821) is concentration offered in the M.B.A. pro - The Cohort also required of all students and is taken gram and earning a grade of B or better. Framework when all other courses have been satis - With the approval of an advisor, students factorily completed. An application to may develop a plan of study specifically Courses at each level of the M.B.A. enroll in capstone course must be sub - tailored to their career objectives. To be are offered within a framework provided mitted to the program director or the admitted into the post master’s program, to each entering cohort of students. The advisor at least one month before course applicants must provide an official tran - curriculum for the M.B.A. program con - begins. script of a conferred M.B.A. from an sists of the following courses: accredited institution.

22 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Business Administration

sion making; management of information as an organizational resource; informa - tion architectures; emerging technolo - gies; various approaches to building and management of information systems. 3 credits

Advanced Business Core: 18 Credits

MBA 611 Global Economic Environment The main goal of this course is to analyze and understand the global economy in which business operates. Attention cen - ters on the key policy issues and major economic forces that affect business activity and on the tools necessary to evaluate these issues and forces. The for - GBA 515 Managerial Communications mer include unemployment, inflation, MBA Course This course is concerned with improving fiscal policy, budget deficits, monetary the way people within organizations policy, the changing financial environ - Descriptions communicate. It includes the interpreta - ment, the roles of the U.S. dollar, pro - Business Courses tion and application of organizational ductivity, and international trade. The communication theory for the working tools of analysis include the portfolio General Business Core: 24 Credits or aspiring manager. Topics include: per - approach, post-Keynesian and modern sonal communication styles, media and monetarist approaches, rational expecta - GBA 510 Financial Accounting for tools for the manager/communicator, tions and state-of-the-art analysis of sav - Managers organizational communications climate, ing and investment. The course also Study of basic accounting concepts and one-to-one communications, meetings explores the role played by U.S. and methods and their significance to man - and conferences, speaking before groups, world financial markets in influencing agement and to the financial analyst. written managerial communications, the domestic and global economic envi - Topics include an introduction to finan - planning and producing business reports, ronment. cial statement analysis, the measurement advertising managerial communications. Prerequisites: GBA 510, GBA 511 of income and capital, accounting for 3 credits 3 credits fixed assets, inventory costing and price- level changes, measuring and accounting GBA 516 Business Statistics MBA 614 Operations Management for corporate debt, corporate investment This course is designed to give funda - Analysis and synthesis of important in securities, and computer applications mental knowledge of principles, concepts problems encountered in the manage - in accounting. This course does not and techniques involved in application ment operations of a business organiza - require previous training in accounting. of probability and statistics to business tion. Analytical methods employed in 3 credits research and managerial decisions. The solving problems such as inventory, range of applications covers various func - queuing, network models, linear pro - GBA 511 Corporate Financial tional areas such as finance, marketing, gramming and PERT are explored. Management accounting, management, economics and Emphasis is on problem-solving and deci - sion-making in such areas as investment In a risky global environment, methods are production. Topics include descriptive in operations, production planning, studied by which firms and individuals: statistics, probability concepts, risk scheduling and control, reliability and 1) evaluate stocks, bonds and investment assessment techniques, decision theory, maintenance. projects, 2) combine them in optimal and statistical inference (estimation and Prerequisites: GBA 512, GBA 516 portfolios, and 3) determine the best level hypothesis testing). 3 credits of debt versus equity. The basic tools are 3 credits risk versus return, and the evaluation of MBA 630 Financial Services and future cash flows. GBA 517 Fundamentals of Capital Markets Prerequisite: GBA 510 Management Information Systems This course is a survey of money markets, 3 credits This is a survey course analyzing the role of information systems in business strate - the banking function, investments, and new corporate financing techniques in GBA 512 Principles of Management gy. Information systems are shown to be relation to global macroeconomic activi - and Leadership facilitators of market penetration, com - ty. Emphasis will be given to understand - Analysis of current management theory petitive advantage and organizational ing the principal forces that shape U.S. and practice. Discussion of its historical change. The material is presented within and global money and capital markets. foundations and investigation of various an integrated framework of organization, Money creation, the demand for money, approaches to the management discipline. management and technology. Topics and the relation of money to inflation Primary emphasis on administrative func - include: organizational and technical and financial flows will be reviewed in a tions of planning, decision-making, orga - foundations of information systems; national and international context. nizing, staffing and controlling. applications of information systems to Interest rates and their behavior will be 3 credits operational, tactical and strategic deci -

Long Island University Rockland Graduate Campus Bulletin 2009-2011 23 Rockland Graduate Campus

examined carefully within the context of test their skill in the use of financial, portfolios (specifically pension funds, offering a broad based introduction to marketing, and management variables in endowment funds and mutual funds). the financial world, the changing role of competition with other student teams on Focus will begin with dedicated equity competitive financial institutions and the campus and in other universities. and fixed income portfolios and then the effects of these changes on fiscal and Selected guest lecturers and a major writ - progress to asset allocation and manage - monetary policy. ten project complement the learning ment strategies for mixed portfolios. Prerequisites: GBA 510, GBA511 experience. Alternative techniques for managing 3 credits 3 credits risk, including derivatives, will be explored. Portfolio management, imple - MBA 632 Marketing Management and Advanced Courses, Finance mentation and performance measure - Strategy Concentration: 12 Credits ment will be analyzed and appraised in This course focuses on strategic plan - The student may choose either finance terms of economic shifts, yield curve ning, problem-solving, and management or management as a field of concentra - changes, tax and legal considerations. of the marketing function. The principal tion. Four finance concentration courses The course makes heavy use of computer components of marketing operations, may be drawn from the following: programs for portfolio management and including product development, promo - analysis. Actual individual and institu - tion, pricing, and distribution, will be Finance 702 Money and Capital tional portfolios, managed by large and discussed, as well as the processes, con - Market Applications small institutions, will be examined. cepts, and methods of marketing strategy Study of financial markets as allocators Prerequisites: GBA 510, GBA 511, at both the product level and the corpo - of funds and distributors of risk. Finance 704, Finance 705 rate level. The marketing strategies and Emphasis is given to the roles and func - 3 credits management practices of contemporary tions of financial intermediaries. firms will be examined as they relate to Theories of financial asset pricing are Finance 710 Corporate Mergers and industrial and consumer products and considered as they help to determine risk Acquisitions services. The relation between marketing and return in competitive markets. Study of business enterprise growth and other business functions will be Prerequisites: GBA 510, GBA 511 through merger and acquisition. Topics reviewed as well. 3 credits include pre-merger planning and fact 3 credits finding, legal and accounting considera - Finance 704 Financial Reports tions, financing aspects, tax and antitrust MBA 633 Organizational Behavior in Analysis problems, personnel issues, post-merger Global Society Survey of the analytical tools and tech - integration and valuation techniques. This course analyzes both the formal and niques used to evaluate the current International and domestic mergers and informal aspects of organizational behav - financial position of the firm. Financial acquisitions are considered. Case studies ior as well as the ethical demands on the reports are analyzed for growth potential, are employed. business organization for social responsi - solvency, earnings quality, investments, Prerequisites: GBA 510, GBA 511 bility. Topics cover issues of human and forecasting implications. Topics 3 credits behavior in an organizational context, include: business and financial trends, such as individual patterns of motivation proper adjustments of financial data, Finance 715 International Trade and behavior, norms and values, ethical cash flow forecasting, estimation of debt Includes a review of international trade, dilemmas, communication, teamwork, risk premiums, and identification of like - its magnitude, direction, and industrial collaboration versus conflict, and group ly candidates for acquisition and high classification, as well as the institutions dynamics. Organization-wide issues such bankruptcy risk firms. Required of all (GATT, etc) facilitating it. The course as leadership, superior/subordinate rela - finance concentration students. focuses on practical techniques and prob - tionships, and organizational change are Prerequisites: GBA510, GBA 511 lems of exporting and importing with also explored. The moral, legal, and 3 credits special attention to small business. political challenges which arise as a Topics include: sources of marketing result of conducting business in a global Finance 705 Securities Analysis information, techniques of payment and society are discussed. Introduction to the theory and practice of collections, currency fluctuation prob - Prerequisite: GBA 512 security analysis, including the valuation lems and balance of payments analysis, 3 credits. of individual securities, valuation of the sources and uses of funds to finance for - stock market as a whole, portfolio manage - eign trade, and government assistance. MBA 821 Business Policy and Strategy ment and investment strategies. Prerequisites: GBA 510, GBA 511 An examination of the fields of policy Investment risks will be analyzed and mea - 3 credits making and management that integrates surements of risk, including duration and the work covered in the graduate busi - convexity, will be examined. An introduc - Finance 750 Financial Problems ness curriculum. The viewpoint is that of tion to derivative securities and interna - Seminar senior general managers who set compa - tional investments will be included. Selected foreign and domestic financial ny-wide objectives and coordinate Prerequisites: GBA 510, GBA 511, and economic developments are ana - departmental policies and activities. As Finance 704 lyzed. Emphasis is upon integrating an integrating experience, students are 3 credits acquired financial knowledge with the expected to bring their acquired business problems under study. knowledge to bear on managerial deci - Finance 707 Portfolio Management Prerequisites: GBA 510, GBA 511 sion making. Through readings in strate - This course considers the most effective 3 credits gic management, case analyses, and a methods of meeting investment objec - computer-based simulation, students take tives for individual and institutional the role of executive team members to

24 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Business Administration

Advanced Courses, Management Management 724 Organizational Concentration: 12 Credits Development The student may choose either finance or Survey of contemporary training and management as a field of concentration. development problems with emphasis on Four management concentration courses the relationship between development may be drawn from the following: and the organizations personnel deci - sions. Techniques of personnel training Management 702 Theories of the are examined. Organization Prerequisites: GBA 512, MBA 633 Survey of organizational theories with 3 credits particular emphasis on goal setting, assessing, achievement and displacement. Management 725 Work, People and Topics include: the relationship of Productivity authority, role responsibility, organiza - Analysis of the problems of the occupa - tional structure, design and culture. tional environment in small and large Students will diagnose organizational enterprises. Emphasis on the practical functions, analyze deficiencies and deter - problem-solving that is of immediate mine ways of adapting organizational concern to the participants. Topics structure to realize goals. include: survey of new approaches to Prerequisites: GBA 512, MBA 633 motivation, attitudes, job satisfaction, 3 credits job enrichment, monotony, fatigue, working conditions and conflict resolu - Management 703 Project Analysis and tion, quality circles and productivity. Program Management Prerequisites: GBA 512, MBA 633 Survey of managerial criteria for effective 3 credits project planning and management. Topics discussed: establishment of objec - Management 750 Management Seminar tives, cost benefit analysis, planning The human problems of organizational methods, organizational concepts, causes management considered from a multi- of conflict, conflict resolution and disciplinary point of view. Concepts and options in allocation of resources. research from the behavior sciences are Prerequisites: GBA 512, MBA 633 applied to the personnel problems of 3 credits management. Theory and technique will Management 704 Managerial Planning be integrated by using group and individ - and Control Systems ual study projects. Course is designed to Formulation of integrated long-range and enhance interpersonal skills related to strategic plans relating to organizational superiors, subordinates, staff specialists, objectives, expense centers, performance and peers. centers and investment centers. Also Prerequisites: GBA 512, MBA 633 studied are methods of performance mea - 3 credits suring and information handling. Prerequisites: GBA 512, MBA 633 Capstone Course: 3 Credits 3 credits MBA 821 Business Strategy and Policy Management 705 Management An examination of the fields of policy- Decision Theory making and administration that builds Survey of the decision-making processes upon and integrates the work covered in and methods for examining, defining, the graduate curriculum. The viewpoint analyzing and solving complex problems. is that of senior general managers who Emphasis is on defining objectives, value set company-wide objectives and coordi - systems and methods for identifying and nate departmental policies and activities. assessing alternative courses of action. As an integrating experience, students Prerequisites: GBA 512, MBA 633 are expected to bring their overall 3 credits acquired business knowledge to bear on the intricacies of managerial decision- Management 722 Human Resources making. Through text, case analysis and Management a computer-based simulation, students A review of the major areas of personnel have an opportunity to test their skill in administration. Topics include: selection the use of financial, marketing and man - and replacement, compensation, training agement variables in a competitive situa - and development, labor relations and tion. Selected guest lecturers and employee services. These activities are assignment of a major written project viewed from the position of both the complement the learning experience. large and small firm. 3 credits Prerequisites: GBA 512, MBA 633 3 credits

Long Island University Rockland Graduate Campus Bulletin 2009-2011 25 EDUCATION PROGRAMS

Program Directors Educational Leadership and Administration Charles Murphy , Ed.D. Curriculum and Instruction (845) 359-7200, ext. 5428 Nancy T. Goldman , Ed.D. [email protected] (845) 359-7200, ext. 5409 [email protected] Counseling Programs Linda Rosen , B.A., M.S., Psy.D. Special Education and Literacy (845) 359-7200, ext. 5406 Elaine B. Geller , M.S.Ed., C.A.S., S.D.A. [email protected] (845) 359-7200, ext. 5407 [email protected]

26 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Education

credits toward a master’s degree or an OVERVIEW advanced certificate must request matric - Program Options for ulant status, whereas students who do not wish to have credits applied toward Master’s Degree The education programs at the the degree may enroll as a non-matricu - Upon successful completion of interim Rockland Graduate Campus prepare pre - lant. Admission requirements are the sent and future teachers and administra - assessment, the student—through faculty same for matriculated and non-matricu - advisement—will be assigned one of the tors to help young people, preserve lated students. individuality, develop democratic values culminating options listed below. and find self-fulfillment. (Program options vary. See program sec - The Rockland Graduate Campus has tions for specific requirements.) Each of responded to the increased demands for Academic Status the options provides the student with the quality educators by offering graduate- opportunity to satisfy the student teach - level education programs leading to a Matriculated Students - Upon com - ing requirement for certification. master’s degree or advanced certificate. pletion of 12 to 15 credit hours, matricu - A. Degree with a Thesis Educational professionals gain unique lated students must apply for interim Most programs call for a minimum of competencies that not only place them assessment on a form available from the 36 semester hours of course work which in high demand, but offer them a broad academic advisor. includes the option of completing a satis - range of professional opportunities. The application for interim assessment factory thesis. For childhood program The Rockland Graduate Campus pro - will be examined by faculty from within students, most of the coursework may be vides professional experiences integral to the candidate’s major. The candidate’s taken in education with electives appro - programs of study for professional educa - professional objectives, experiences and priate to the person’s background. tors. These experiences bring the strengths will be reviewed, and faculty The thesis or project required in the prospective teacher, specialist or admin - will recommend additional courses and graduate programs is intended to test the istrator face-to-face with the realities of experiences to the student to complete candidate’s ability to engage in original the classroom, the school and the com - his or her program. Interim advisement research, evaluate source materials, and munity. Students will also have the will be provided and the academic advi - communicate clearly and accurately. A opportunity to participate in the study, sor and student work together to develop course in research methods is required of research and analysis of contemporary a culminating plan which encompasses all candidates writing a thesis. education problems. faculty recommendations and student Completion of the required semester preferences. If the interim assessment hours of credit in courses listed on the does not lead to a positive recommenda - initial plan of study and successful inter - tion, the candidate may petition the im assessment are prerequisites which ACADEMIC dean for review. Matriculated students’ must be met before a candidate’s thesis applications for interim assessment must will be accepted for consideration. POLICY be approved and a culminating plan Each candidate for the master’s degree developed before students may enroll for who chooses the thesis option will write courses beyond those appearing on their his or her thesis under the direct supervi - initial plan. sion of a committee chair that has been Admissions Limited Matriculated Students - approved by the dean of the School of Limited matriculated students (a student Education at the C.W. Post Campus. The Requirements who plans to apply for full matriculation candidate will be encouraged to recom - but does not currently meet all academic mend a chair for the committee, but Applicants must have a bachelor’s requirements) will be referred by the aca - approval for this choice will be given by degree from an accredited college or demic advisor to the program director in the dean after conferring with the chair university. the student’s major. The student will be of the department concerned. Admission requires a minimum overall advised and assisted in the development The student must file the request for undergraduate grade point average of of a plan of study comprised of a maxi - the appointment of a thesis chair at least 2.50 and a minimum 2.75 average in the mum of 12 credit hours . Upon comple - 30 days prior to the date on which the major area. tion of 12 credit hours, a new plan of candidate registers for the thesis writing Application for admission to the pro - study must be developed with the acade - course. Approved procedures and an gram must be made through the mic advisor before the limited matricu - approved manual of style must be fol - Admissions Office. A student possessing lated student may enroll for additional lowed in the preparation of the thesis. the necessary grade point average will be courses. It is important to note that a Once the thesis receives faculty com - admitted to the program upon submis - random collection of elective credits mittee approval, the student must defend sion of two official transcripts. does not constitute an acceptable pro - it through an oral examination. Students Applicants not meeting the required gram of study. Limited matriculated stu - electing the thesis option will not be undergraduate grade point average for dents who later request matriculated required to complete a comprehensive admission to the program may petition status must secure the approval of the examination. the dean of the School of Education or a dean of the School of Education or a del - B. Degree Without a Thesis delegated representative, and offer other egated representative, and may transfer Non-thesis candidates must either pass evidence of ability to succeed in graduate no more than 18 credit hours from limit - the comprehensive examination study. ed matriculated to matriculated status. described below or an approved alterna - There are two categories for admission tive (see each program for specifics). to the graduate education program: matriculant or non-matriculant status. Students who wish to apply earned

Long Island University Rockland Graduate Campus Bulletin 2009-2011 27 Rockland Graduate Campus

Special Education (Grades 1-6) lum or by participating in a specially Final/Culminating Special Education with Concentration scheduled two-hour seminar. This course in Autism (Grades 1-6) is offered free to Long Island University Project students each semester at the Rockland Students in the adolescence educa - Those students who complete the Graduate Campus. tion, childhood education, and dual cer - above programs are entitled to apply for tification programs complete a final certification through the Office of Violence Prevention Workshop – project (teaching portfolio) in order to Academic Advisement. However they Project S.A.V.E. meet childhood certification eligibility. must complete the entire program All persons who apply for any level of Students in the dual certification pro - including student teaching or practica or certification must complete a two-hour grams, and the 30-credit stand-alone pro - internship. All students who apply for state approved workshop on the warning grams in special education and literacy, the first teaching certificate—the initial signs, classroom management techniques, complete one research course (either certificate—are required to take the New referral process, statutes and regulations EDS 622 or EDS 624) as the culminating York State Teacher Certification Exams. regarding school violence. This course is experience for either the special educa - These tests consist of the Liberal Arts offered free to Long Island University tion or literacy portion of the program. and Sciences Test (LAST), the students each semester at the Rockland Assessment of Teaching Skills – Written Graduate Campus. (ATS-W), and tests of content knowl - edge in the certificate area, Content Fingerprinting Comprehensive Specialty Test (CST). All candidates seeking N.Y.S. certifi - Students in the 48-credit dual pro - Examination cation must be fingerprinted and submit grams must pass the LAST and ATS-W to a criminal background check. Candidates in the school counseling New York State teacher certification Instructions and materials are available and mental health counseling programs exams, before registering for more than in the Rockland Graduate Campus Main choosing this option will undergo a writ - six credits in the Special Education or Office. ten evaluation. Professors from within Literacy portion of their program. the candidate’s major field will develop a After initial certificate holders have unique examination. The faculty reserves acquired three years of teaching experi - NOTE: The professional certificate is the right to require subsequent assess - ence and a master’s degree, they will renewable every five years with 175 hours ment of the candidate should it be qualify for the professional certificate. of professional development training. deemed appropriate. The Rockland Graduate Campus is Application for the Comprehensive required to publish exam results annually. Examination should be made at the Pass rates for Rockland Graduate Interim Assessment Rockland Graduate Campus Advisement Campus students taking the Teacher Office. Registration must be completed Certification Examinations in 2008-2009 (Required of all at least one month prior to the adminis - are as follows: There were seven adminis - degree candidates) tration of the examination. trations of the ATS-W (Elementary and Eligibility for the Comprehensive Secondary) and the LAST in 2008. To be considered for interim assess - Examination is dependent upon accep - Rockland Graduate Campus students ment, the student must satisfy the fol - tance as a degree candidate and comple - have a 100 percent pass rate on these lowing requirements: tion of 24 appropriate semester hours of tests, which were taken by 44 students 1. Matriculant status (depending on pro - graduate study by the end of the semester (ATS-W) and 42 (LAST) students gram area) in which the examination is taken. respectively. The Total Summary Pass 2. Completion of 12-15 credit hours of Rate for both tests is 100 percent. graduate courses listed on the candi - In addition to the above requirements, date’s initial plan of study with at least New York State the following are additional requirements a 3.0 grade index and a review with for initial certification. the academic advisor. Teacher Certification 3. Formal application for interim assess - ment filed at the Office of academic Teacher certification at the Rockland advisement by the student. Graduate Campus is coordinated through Required Workshops 4. Recommendations of the faculty with - the Office of Academic Advisement at for New York State in the candidate’s major. Faculty rec - the Rockland Campus, in conjunction Certification ommendation may be withheld if, in with the C.W. Post Campus Certification the judgment of the faculty, the candi - Office. Child Abuse: Identification date lacks moral, emotional, personali - New York State requires teachers in ty, or intellectual qualities necessary to public schools to be certified. The fol - and Reporting All persons who apply for an initial function at the professional level lowing are approved teacher certification appropriate to the graduate program. programs: (formerly provisional) or professional Adolescence Education (Grades 7-12) (formerly permanent) teaching certifi - Childhood Education (Grades 1-6) cate or license must complete a state- Childhood/Special Education dual approved two-hour course in the certification (Grades 1-6) identification and reporting of suspected Childhood/Literacy dual certification child abuse. This requirement must be (Birth-Grade 6) met either through state approved Literacy (Birth-Grade 6) coursework integrated into the curricu -

28 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Education

Unsatisfactory Grades The grade average attained in the approved program of study may be no less than a B (equivalent to the quality point index of 3.0). A student who receives grades below B in two graduate courses is considered to have an academic deficien - cy. A third grade below B requires formal action on the part of the appropriate department once the student receives a formal warning of deficiency. A student with such an academic deficiency may lose his or her matriculated status or be dropped from the graduate program alto - gether. Final disposition of such cases is made by the dean. Individual depart - ments may impose even more stringent academic standards, especially in cases involving a final grade of F. In no case may a student graduate with a cumula - tive grade point average below a 3.0.

Employment Opportunities in Education years. Employment for school district administrators is projected “to grow ACADEMIC The Rockland Graduate Campus offers about as fast as the average for all occu - education programs leading to certifica - pations through 2016” (U.S. Department PROGRAMS IN tion eligibility in childhood education, of Labor/Bureau of Labor Statistics Web special education, literacy, school coun - Site). Pending retirements in the field EDUCATION selor, school district leader and school will increase job opportunities for educa - building leader. tional administrators over the next ten There is a need for teachers and years. administrators nationwide. In 2006, 4 While the job market varies according million teachers were employed through - to geographical location, demographics COUNSELING out the United States; 1.5 million of project an increased need for educators these positions were held by kindergarten nationwide due to the growth in student AND and elementary education teachers enrollments, pending retirements and DEVELOPMENT (Source: U.S. Department of enhanced public interest in education Labor/Bureau of Labor Statistics Web issues. For more information on educa - PROGRAMS site). It is expected that the overall tion job market trends, salaries and employment of kindergarten and elemen - employment opportunities, please go to Rockland Campus Program Director tary school teachers will “increase about the following Web sites: as fast as the average for all occupations • www.ncate.org – The Standard of Linda Rosen, B.A., M.S., Psy.D. through the year 2012.” Excellence in Teacher Preparation (845) 359-7200, ext 5406 There are an average of 4,000 new • www.nbpts.org – National Board of [email protected] positions available for elementary school Professional Teaching Standards teachers in New York State annually • http://stats.bls.gov – U.S. Department (Occupational Projections 1998-2008 of Labor – Bureau of Labor Statistics Degree Programs Web site). Job prospects for special edu - • http://nces.ed.gov – National Center cation teachers are even more favorable. for Education Statistics The Department of Counseling and The need for special education teachers • www.nysed.gov – New York State Development offers the following gradu - is expected to grow “faster than the aver - Education Department ate programs: age for all occupations through the year 2008.” In 2006 there were 45,900 special School Counselor - M.S. education teachers in New York State. Mental Health Counseling - M.S. By 2016 it is anticipated that this need The Department of Counseling and will increase by 15 percent, with the num - Development continues to evaluate pro - ber of special education teachers in New gram and course content in order to be York State reaching nearly 59,500. New in the forefront of the profession and to York City school districts expect to hire provide the best and most competitive 50,000 teachers over the next seven

Long Island University Rockland Graduate Campus Bulletin 2009-2011 29 Rockland Graduate Campus

programs available. Consequently, mater - ial contained in this section of the Bulletin may no longer be reflective of the requirements of the specialization in which the student is interested. The most current information may be found in the Graduate Student Handbook in Counseling and Development which is updated every semester and available in the Academic Advisor’s Office. Each stu - dent is required to check with the acade - mic advisor at the time of admission to obtain current program requirements for his or her program of study. The department prepares professional counselors and other personnel workers for a variety of positions including: • School counselor • Mental health counselor • Career counselor • Public or private agency counselor • Supervisor or director of guidance and counseling • Supervisor or director in allied School Counseling School Counseling personnel fields Mission Statement Program Overview The mission of the school counseling In order to be in the forefront of our Department of program is to educate future school profession and provide the best and most counselors who are trained to work col - competitive program available, the coun - Counseling and laboratively with other professionals to seling and development faculty continu - Development meet the needs of their students and to ally examine programs and course proactively nurture a belief in the poten - content. Consequently, material con - Mission Statement tial of all students. School counseling tained in this section of the bulletin may The Department of Counseling and students are trained in counseling, con - change. Hence, each applicant must Development provides an educational sulting, and coordinating skills, and are consult with the Admissions Office for environment which fosters the personal exposed to acculturative experiences. In current information. and professional growth of future coun - addition, they acquire an understanding The program of study is designed to selors and related professionals while of the educational system and the effec - prepare students for the position of pro - upholding the highest ethical standards tive use of data in helping students make fessional school counselor. Students seek - and respect for individual differences. informed decisions. ing New York State certification as a The department’s goal is to prepare stu - professional school counselor should dents to be competent, professional, and meet with the academic advisor in order prepared to take leadership roles in the Mental Health to plan their program of study according - counseling profession both in the greater Counseling Mission ly. Because state certification require - New York area and nationally. The ments are revised periodically, it is department is committed to provide field Statement necessary for students to obtain informa - experiences and professional activities tion concerning current regulations gov - which enrich the lives of students and The mission of the mental health erning these certificates from the which foster professional partnerships counseling program is to educate future academic advisor at the Rockland with community organizations. mental health counselors who are Graduate Campus. Graduates will be skilled in the latest trained proactively to nurture a belief in New York State certification in school counseling techniques, cognizant of the the potential of all clients and to work counseling requires a minimum of 30 technology available to counselors and collaboratively with other professionals credits, including an internship for related professionals, and will become to meet the needs of their clients. provisional certification. Permanent advocates for the diverse population they Mental health counseling students are certification requires the completion of a serve. Both of our counseling specialty trained in diagnoses, counseling, consult - master’s degree, a total of 60 graduate programs are based on a wellness model ing, and coordinating skills and are credits (this includes the M.S. degree), and are developmentally oriented. exposed to acculturative experiences. In and two years experience as a profession - addition, they acquire an understanding al school counselor. Students must be of the mental health delivery system and fingerprinted and complete two work - the effective use of data in helping shop requirements in order to work in a clients make informed choices. school in New York State. The two required workshops are Child Abuse: Identification and Reporting and Violence Prevention, or Project S.A.V.E.

30 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Counseling and Development

obtained at the Rockland Campus Main Mental Health Violence Prevention Office, from University Center Insurance Department, or from Special Risk Counseling Program Workshop – Project Consultants (610) 489-6100. Failure to Overview S.A.V.E. (for School submit the waiver form by the indicated Counseling Students deadline will result in the students being The M.S. program in mental health held responsible for the insurance fee, counseling prepares students for licensure only) even if they carry their own insurance. in New York State as mental health coun - Students who do not have their own selors . The sequence of studies in mental All persons who apply for school health insurance do not need to do any - health counseling leads to the Master of counseling certification must complete a thing; they are automatically enrolled in Science degree. The program is designed two-hour state approved workshop on the University health insurance plan and for agency counselors, mental health pro - the warning signs, classroom manage - are charged the insurance fee. ALL fessionals, resource counselors, career ment techniques, referral process, MHC students are initially billed for the counselors, and other non-school coun - statutes and regulations regarding school University insurance fee since typically selors in public or private agencies and violence prevention and intervention. the bills are generated before the waivers outpatient clinics. With the passage of are available. The cutoff dates for fall Mental Health Licensure (Article 163 and spring semesters are determined in Education Law of New York State) by Liability Insurance mid-summer to correspond as close as the New York State Legislature, mental possible to the dates for add/drop or health counseling is now considered to Requirement withdrawal of courses. be a legal profession. All students in the program are required Program emphasis is on the integra - to procure liability insurance during their tion of individual and group counseling first semester of course work, most specifi - National Certification theories and approaches with supervised cally in EDC 600, Introduction to in Professional practical experience in appropriate field Professional Counseling and EDC 601, Counseling settings. Individualized programs aim to Introduction to Mental Health Counseling. Students who commence the contribute to significant enhancement of The National Board of Certified first semester with other courses (e.g. EDC self-insight and to optimize professional Counselors conducts a national examina - 702, Research Methods in Counseling) knowledge and demonstrated competen - tion for general and specialty certifica - and who do not take EDC 600, are also cies. Each candidate will be required to tions for qualified candidates in the field required to obtain insurance. Insurance is complete 100 practicum hours and 900 of professional counseling. Graduates available from the American Counseling hours of internship experience. from the Rockland Graduate Campus Association (ACA) (800) 545-2223, the program are eligible to take the National American School Counselor Association Certification Examination) provided (ASCA) (888) 301-2722, the American they meet NBCC requirements. Fingerprinting Mental Health Counseling Association Requirements are subject to change. For (AMHCA) (800) 326-2642, and other All candidates seeking NYS certifica - current information on specialty certifi - professional associations, or from insurance tion must be fingerprinted and submit to cations, the applicant should contact the companies. The cost of the insurance for criminal background checks. Instructions NBCC at (336) 547-0607 or www.nbcc.org. and materials are available in the graduate students is relatively low. Rockland Graduate Campus Main Office. Membership fees in the professional orga - nizations for graduate students are also lower than for regular members. Most stu - Chi Sigma Iota dents take out insurance when they join Child Abuse: the American Counseling Association. The Sigma Kappa Chi Chapter of Chi Identification and Sigma Iota, established at the Rockland Graduate Campus in 2000, is an interna - Reporting tional honor society of counseling profes - Health Insurance sionals-in-training dedicated to All persons who apply for an initial Requirement excellence in scholarship, research and and professional teaching certificate or clinical practice. The purpose of Chi license and all students in the school Mental health counseling majors Sigma Iota is to promote and recognize counseling and mental health counseling enrolled in the practicum/internship exemplary attainment in counselor edu - programs must complete a state-approved courses are required to carry health insur - cation and the practice of counseling. two-hour long course in the identifica - ance, for which they will automatically tion and reporting of suspected child be billed for by the University. Those abuse. This requirement must be met students who have health insurance may either through state approved coursework opt out of the University plan by submit - integrated into the curriculum or by par - ting a health insurance waiver form. ticipating in a specially scheduled two Please go to the Web site for further hour seminar. This course is offered free details https://secure.visitaci.com/enroll - to Long Island University students each ment/home/liu.htm. Failure to comply semester at the Rockland Graduate with this waiver procedure will result in Campus. the insurance fee becoming the student’s responsibility. Waiver forms may be

Long Island University Rockland Graduate Campus Bulletin 2009-2011 31 Rockland Graduate Campus

Employment SCHOOL Certification Opportunities in Counseling COUNSELOR Students who complete the master’s (M.S.) degree in school counseling with no Mental Health Counseling modifications to the plan of study will be certified with New York State through With the passage of Mental Health the University. Those seeking provisional Licensure Article 163 Education Law of certification prior to graduation must New York State by the New York State self-certify. The Rockland Graduate Legislature, mental health counseling is Admission Campus program is registered with the now considered to be a legal profession. Requirements New York State Education Department. The Department of Counseling and Students who seek New York City certi - Development, along with the profession - Admission to the master’s program fication or New Jersey Certification must al associations, expects that this licens - requires the following: 1) a general also meet those requirements which do, ing will open many doors of undergraduate grade point average of 3.0 in fact, differ from the New York State opportunities for mental health coun - or successful completion of a previous Education Department’s requirements. selors in the metropolitan New York City master’s degree from an accredited col - Students should follow a study plan area, Rockland County, and elsewhere in lege or university; 2) the submission of developed in consultation with the acad - New York State. Graduates of our pro - two official transcripts; 3) two recom - emic advisor which should be reviewed gram can expect to find jobs in agencies, mendations from academic and/or profes - each semester. hospitals, and other such organizations. sional references; 4) an interview with the program director, either individually School Counseling or as a participant in a group situation, While the Department of Counseling for the purpose of interpersonal and skills New Jersey State and Development is in the business of assessment; 5) a spontaneous writing Certification for preparing prospective school counselors sample to be completed in the Admissions for jobs in Rockland County school dis - Office prior to the interview. Applicants School Counselors tricts and surrounding areas, we also who do not meet these academic require - The program in school counseling at have a more global perspective: we are ments must take the Graduate Record the Rockland Graduate Campus leads preparing people to become professional Examination and/or an equivalent directly to certification in New York school counselors and to enter the pro - demonstration of potential as determined State as a school counselor. Students fession. School counseling students by the department. Applicants who take interested in obtaining New Jersey certi - should know that job opportunities are the GRE will be considered to have met fication as a school counselor are respon - limited in Rockland County. Therefore, the GRE requirement if they obtain a sible for applying to New Jersey on their graduates of our school counseling pro - score of 4.5 on a scale of 1 – 6 on the own. Many of the New Jersey require - gram are strongly encouraged to apply to writing assessment. Students who have ments are met through the M.S. program schools in New York City, other areas of received a master’s degree in counseling in school counseling offered at the New York State and out of state to from other colleges or universities will Rockland Graduate Campus. However, increase the chances of employment in not be allowed to register for internship students are responsible for keeping up their chosen field. until they have completed two courses with the latest certification requirements with Long Island University. mandated by the State of New Jersey, as these requirements are subject to change. Below are the certification requirements as of the date of this printing. The school counselor endorsement authorizes the holder to perform school counseling services such as study and assessment of individual pupils with respect to their status, abilities, interest and needs; counseling and administra - tors, teachers, students and parents regarding personal, social educational, and vocational plans and programs; and developing cooperative relationships with community agencies in assisting children and families. The certificate holder is authorized to perform these duties in grades preschool through 12. To be eligible for the standard service certificate with a high school counselor endorsement, a candidate must hold a master’s or higher degree from a regional - ly-accredited college or university, and complete one of the following:

32 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Counseling and Development

MENTAL HEALTH COUNSELING (M.S.)

Admission to the Degree Program Admission to the master’s program requires the following: 1) a general undergraduate grade point average of 3.0 or successful completion of a previous master’s degree from an accredited col - lege or university; 2) the submission of two official transcripts; 3) two recom - mendations from academic and/or profes - sional references; and 4) an interview with the program director, either individ - ually or as a participant in a group situa - tion, for the purpose of interpersonal A department-approved graduate cur - skills assessment. Applicants who do not riculum in school counseling; or a mini - Degree Requirements meet these academic requirements must mum of 48 graduate semester hours in (48 Credits) take the Graduate Record Examination the following areas: and/or an equivalent demonstration of • Counseling: minimum of 18 semes - Course Credits potential as determined by the depart - ter hours that must include study in EDC 600 Introduction to ment. Applicants who take the GRE will theory and procedures of individual be considered to have met the GRE Professional Counseling ...... 3 and group counseling, counseling requirement if they obtain a score of 4.5 and interviewing techniques and EDC 610 Behavior Dynamics on a scale of 1 – 6 on the Writing career counseling; Over the Lifespan ...... 3 Assessment. Students who have received • Testing and evaluation: minimum of EDC 613 Diversity and Socio- a master’s degree in counseling from three semester hours; Cultural Issues in Counseling ...... 3 other colleges or universities will not be • Psychology: minimum of six semes - EDC 614 Developmental Counseling allowed to register for internship until ter hours in study related to child with Children and Adolescents ...... 3 they have completed two courses with and adolescent psychology, psychol - EDC 615 Theories of Counseling ...... 3 Long Island University. ogy of exceptional children and psy - EDC 659 Counseling for the College chology of learning; • Sociological foundations: minimum Admission & Selection Process ...... 3 of six semester hours that must EDC 668 Counseling Pre-Practicum .... 3 Degree Requirements include study in community agen - EDC 669 Counseling Practicum ...... 6 (60 Credits) cies, and organizations and resources EDC 670 Educational Tests & for multicultural counseling; Measurements ...... 3 I. Core Courses • Statistics and research methods: EDC 676 Career Development ...... 3 Course Credits minimum of three semester hour EDC 683 Counseling Internship I ...... 3 EDC 600 Introduction to Professional credits; EDC 684 Counseling Internship II ...... 3 Counseling ...... 3 • Supervised counseling practicum in EDC 687 Group Approaches: EDC 610 Behavior Dynamics Over a school setting: minimum of six Theories and Practice ...... 3 the Lifespan ...... 3 credits; and the remaining six semes - EDC 613 Diversity and Socio-Cultural ter hours of study may be chosen EDC 689 Group Counseling Laboratory ...... 3 Issues in Counseling ...... 3 from among the EDC 615 Theories of Counseling ...... 3 topics listed. EDC 702 Research Methods in Counseling ...... 3 EDC 668 Counseling Pre-Practicum.....3 Program Total ...... 48 EDC 683 Counseling Internship I ...... 3 EDC 687 Group Approaches: Culminating Experience Theories and Practice ...... 3 The Counselor Preparation Compre- EDC 689 Group Counseling hensive Examination (CPCE) Exit Exam Laboratory ...... 3 is a required culminating measure that EDC 702 Research Methods must be passed in order to graduate. in Counseling ...... 3 Students must take the CPCE the semes - ter prior to their graduation.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 33 Rockland Graduate Campus

II. Mental Health Counseling Courses minimal hours and courses required for a preventive education and counseling for Course Credits single specialization. A secondary specialty mental and emotional health as uniquely EDC 601 Mental Health should follow completion of the student’s available in mental health centers. The Counseling ...... 3 original specialization. course prepares students to work in coun - EDC 608 Assessment & Intervention The student must select one specialty of seling teams and enrichment programs, to Strategies in Mental Health record to appear on his or her transcript . handle referral procedures, community relations and teamwork, and to deal with Counseling ...... 3 mental health problems in terms of their EDC 616 Family Counseling ...... 3 etiology and the innovations in the field. EDC 669 Counseling Practicum ...... 6 Summer Institutes Offered on rotation EDC 660 Practicum in Psychological 3 credits Testing for Counselors ...... 3 The Department of Counseling and EDC 676 Career Development ...... 3 Development offers unique and timely one- EDC 608 Assessment and Intervention EDC 684 Counseling Internship II ...... 3 week summer institutes and workshops Strategies in Mental Health Counseling EDC 685 Counseling Internship III .... 3 especially designed to assist working profes - (MHC) This course is a weekly seminar that focus - Elective ...... 3 sionals and enrolled graduate students in Elective ...... 3 es on the etiology, diagnosis, treatment, understanding new developments in the referral and prevention of disorders; psy - Program Total ...... 60 field of counseling. chological assessment, case conceptualiza - Culminating Experience Institutes and workshops change every tion, psychopathology, and utilization of The Counselor Preparation Compre- year to reflect current relevant issues in the current diagnostic tools, including the hensive Examination is a required culmi - counseling profession. These three-credit DMS-IV use and limitations of psy - nating measure that must be passed in order unit institutes may also be used for profes - chopharmacological medications; guide - to graduate. Students must take the CPCE sional certification for school counselors in lines for conducting intake, mental status, the semester prior to their graduation. New York. biophysical, and mental health interviews; For further information, contact the and consultation theory and practice. Department of Counseling and Offered on rotation Practicum and Development at (516) 845-359-7200 Prerequisites: EDC 610 and EDC 615 Internship Experience ext. 5406. 3 credits EDC 610 Behavior Dynamics Over the Practicum and internship courses provide Lifespan (MHC and SC) opportunities to conduct individual and Counseling Courses This course provides for the study of the group counseling in a mental health agency EDC 600 Introduction to Professional dynamics of human behavior over the and to observe and participate in the Counseling (MHC and SC) lifespan. This course covers healthy adjust - agency’s activities. Students can also partic - This is the basic course for counseling in ment versus maladjustment at each stage ipate in ongoing developmental guidance schools, colleges, and mental health agen - of life. The major models describing and counseling activities in schools, col - cies and explains the role of the profes - human behavior and the causes of mental leges, agencies and other settings. The sional counselor. The course focuses on illness are described. The classification of internships are taken in the latter part of the student as a person and as a potential mental illness and adjustment disorders according to the DSM-IV are discussed the program and careful attention must be counselor. The changing world of the and illustrated. paid to prerequisites, especially EDC 669, counselor is also the world of the develop - Offered Fall and Spring Counseling Practicum. ing client. Forces contributing to the vari - 3 credits Applications must be filed in advance able, emerging culture of values, societal norms, and individual choices are exam - for all practicum and internship courses. EDC 613 Diversity and Socio-Cultural The university supervisor will not submit ined in relation to the developmental world of young persons and adults and to Issues in Counseling (MHC and SC) a grade until the student completes the the practices, philosophies, and principles Major 21st century contributions of sociol - required number of hours and his or her of the institutions with which counselors ogy and anthropology will be examined permission form is on file. are associated. The course will also explore with a view to understanding the role of job opportunities on Long Island, New socio-cultural factors in human develop - Practicum and Internship Experience York City, upstate New York and national - ment and behavior. This course will also EDC 669 Counseling Practicum ly, as well as alternative paths in the coun - examine the impact of the socio-cultural EDC 683 Counseling Internship I seling profession. viewpoint on contemporary concepts of adaptive and maladaptive human behavior EDC 684 Counseling Internship II The Graduate Handbook is required and related mental health issues. EDC 685 Counseling Internship III reading for the course. Offered Fall and Spring Offered on rotation 3 credits In some cases, a student may satisfy 3 credits requirements for two areas of specialization EDC 614 Developmental Counseling EDC 601 Mental Health Counseling in order to expand employment opportu - with Children and Adolescents (SC) (MHC) nities. The student must carefully select This course focuses on understanding To be taken as the first course in the men - electives and plan additional, specially the principles and rationale of develop- tal health counseling specialization, within men tal counseling children from approved internships. Dual emphasis gen - the student’s first 15 semester hours of erally requires considerably more than the a multicultural perspective. Students work. This course is an introduction to become familiar with the primary functions

34 Long Island University Rockland Graduate Campus Bulletin 2009-2011 School Counselor

of the developmental counselor: counsel - EDC 652 Counselor’s Approach to intelligence and interest and personality ing, consulting, coordinating, assessment Human Sexuality (Elective MHC) inventories. and advocacy. Students will be made aware A study of human sexuality from its normal Offered on rotation of the kits, games, audiovisual material, and manifestations and development to its dys - Prerequisite: EDC 600 special programs used by the developmental functions. The student will be guided to 3 credits counselor. In addition to an overview of the examine his/her own attitudes and values developmental stages and developmental in this area and to learn counseling EDC 668 Counseling Pre-Practicum tasks which children face, the course approaches to problems and questions (MHC and SC) includes an exploration and experimenta - related to sexuality. This is a basic counseling laboratory course tion with the various and unique methods 3 credits designed to provide supervised practical used in developmental counseling. counseling experience from a lifespan and a Students observe and interact with an indi - EDC 654 The Counselor Examines multicultural perspective that can be vidual child/adolescent from a develop - Alcoholism (Elective MHC) applied in the school, agency, or college set - mental perspective. Alcoholism, as a behavioral psychological ting. Students learn the basics in terms of Offered on rotation problem, is analyzed to enable the coun - the active listening skills and use of appro - Prerequisite: EDC 600 selor to integrate current theories on this priate counseling techniques through role- 3 credits condition into his/her work. Approaches to play and other activities. Students must the treatment will be evaluated, and varied have three to five actual tape-recorded role- EDC 615 Theories of Counseling (MHC techniques will be studied. playing sessions with another student in the course who will act as the client; the profes - and SC) 3 credits This is a basic course in counseling theo - sor may give permission for students to work with a client who is not a member of ries and techniques and their application EDC 657 Counseling Families of the class. Interview summaries, detailed within a multicultural and diverse society. Alcoholics (Elective MHC) analysis, and other relevant counseling Students will gain an understanding of the Consideration of theories, practices, prob - experiences are a part of the course. major theories of counseling and psy - lems and trends as they relate to counseling Orientation to the role of the professional chotherapy (e.g., psychoanalytic, existen - the family affected by alcoholism. Sessions counselor and ethical concerns are discussed. tial, person-centered, gestalt, reality, will include lectures, films and role-playing Offered Fall and Spring behavioral, cognitive-behavioral and fami - to explore the kinds of problems present Prerequisites: EDC 600, 610, 615 ly systems, etc.) In addition, the counselor and the different approaches to counseling as a person and a professional is explored these families. (or corequisite for full-time students) as well as ethical issues in counseling and 3 credits 3 credits therapy. Offered Fall and Spring EDC 669 Counseling Practicum EDC 659 Counseling for the College Prerequisites or corequisites: EDC 600 or (MHC and SC) Admission and Selection Process (SC) 601, and EDC 610 This course is an in-depth counseling lab - This course is designed to provide system - 3 credits oratory course designed to provide super - atic training in counseling for the college vised practical counseling experience from EDC 616 Family Counseling (MHC) admission and selection process. Graduate a lifespan and multicultural perspective This course offers a consideration of the students in school counseling and those through successful completion of 100 theories, practices and related activities who are already in the field will be intro - hours. Sixty hours of observation, interac - for couples, parents and/or other related duced to the concepts and practical skills tion, and supervision at a school or mental adults and children. Included in the course required for competency in working with health agency site; 30 hours of direct ser - is a survey of some major trends and prob - diverse populations: the traditionally-aged vice via individual and group counseling lems associated with individual adjust - college student applicant, the disadvan - to clients at that site; and 10 hours offsite ments, adaptations and other reactions taged, the minority student, the gifted, the with clients who will be audio taped. within family and social settings. learning disabled, the student athlete, and Practicum students meet in group seminar Offered on rotation the adult. The course will consist of lec - with the professor every week. In addition, Prerequisite: EDC 615 tures, presentations, cooperative and the professor provides an hour of individ - 3 credits group learning activities, video viewings, ual or triadic supervision (i.e., professor class discussions, and “hands-on” type of and two students), the time for which is EDC 617 Principles of Couple activities designed to enhance knowledge built into this six credit course. The appro - Counseling (Elective MHC) of the college admission and selection priate roles of the professional counselor, A study of the theoretical and practical process. College admission personnel and based upon the Ethical Guidelines of the aspects of couple counseling from initial school counselors will be invited as guest American Counseling Association, are referral to termination. The difference presenters. covered. This course is also designed to between this form and individual, group or Offered Summer and Fall develop and extend the student’s under - family counseling will be examined in 3 credits standing and competencies begun in 668, order to understand the clinical issues Counseling Pre-Practicum. This course involved. Both the object relations and EDC 660 Practicum in Psychological must be completed prior to taking EDC the systemic theories will be studied with Testing for Counselors (MHC) 683, Counseling Internship I. Health emphasis on the clinical application to This course is a laboratory experience insurance required for Mental Health help couples change, according to their designed to develop an adequate under - Counseling students. therapeutic goals. standing and competency with respect to Offered Fall and Spring Prerequisite: EDC 668; Prerequisite: EDC 615 concerns, issues, and implementation fac - Prerequisite or corequisite: EDC 687 3 credits tors related to the administration, scoring, 6 credits recording and interpretations of aptitude,

Long Island University Rockland Graduate Campus Bulletin 2009-2011 35 Rockland Graduate Campus

EDC 670 Educational Tests and EDC 684 Counseling Internship II EDC 689 Group Counseling Measurements (SC) (MHC and SC) Laboratory (MHC and SC) This is a survey course in the principles SC- Fall and Spring, MHC- All semesters This course requires student demonstra - and practices of testing and assessment A second semester internship required tion of accepted and appropriate practice used in schools. After a quick look at the for counseling students. Course content and procedure in supervised professional concepts of educational statistics, and the and time requirements are the same as group counseling methods and experi - underlying mathematical basis of stan - for EDC 683. Health insurance required ences. The course presumes familiarity dardized tests, the student will examine for Mental Health Counseling students. and understanding of the dynamics of the most widely used tests and assessments Prerequisite: EDC 683 therapeutic forces within a counseling that he/she will be expected to know and 3 credits group, the ability to assist in self-aware - understand in the K-12 setting: achieve - ness and discovery, and the competence ment tests, interest inventories, aptitude EDC 685 Counseling Internship III to facilitate change. Although theory and intelligence measures. In addition, (MHC) will be reviewed, it is the practice in time will be devoted to the New York Fall and Spring, MHC effective group counseling leadership State Learning Standards, and the assess - This course consists of supervised experi - that will be the focus and goal of this ments which will accompany the higher ence involving 300 hours in selected course. Professional reading, viewing of graduation requirements. school or agency settings. Professional group counseling videotapes, and analysis Offered on rotation readings and an action research project and evaluation of group sessions are used. 3 credits are required. However, the student at Students will lead a minimum of two but this level is expected to be self-initiating preferably three group sessions. EDC 676 Career Development (MHC and able to perform both competently Offered on rotation and SC) and creatively in considerable depth in Prerequisite: EDC 687 This course is an in-depth study of theo - achieving the objectives of the course at Pass/Fail only ries and emerging patterns in career devel - the practitioner level. Health insurance opment counseling. Attention is given to 3 credits required for Mental Health Counseling psychological, sociological, economic, and students. education dynamics. Emphasis is placed EDC 700 Independent Study (MHC Offered all semesters on practical counseling techniques at the and SC) Prerequisites: EDC 683, 684 various stages of development, and on the Independent study involves in-depth devel - effect that career choices, problems and 3 credits opment of a project idea as an area of study solutions have on members of the family in a previous course. Permission to take this EDC 686 Counseling Internship IV system. Data from sociology and anthro - course is based on the merit of the proposed SC- Fall and Spring, MHC- All semesters pology will be used to understand psycho - study and the needs and background of the This course is a continuation of the logical issues of career and employment as student. The signatures of the faculty mem - advanced internship placement and semi - they make an impact on the family. ber sponsoring the study, the department nar experience. Health insurance Offered on rotation chair, and the Dean of the School of required for Mental Health Counseling 3 credits Education are required. Independent study students. is not allowed in place of a course offered as EDC 683 Counseling Internship I Prerequisite: EDC 685 part of the program. Hours are arranged. (MHC and SC) 3 credits Offered on rotation SC- Fall and Spring, MHC- All semesters 1, 2, or 3 credits This course is designed for students in the EDC 687 Group Approaches: latter part of the graduate program, after Theories and Practice (MHC and SC) EDC 701 Counseling Supervision (SC) having taken considerable theory and This course will examine the dynamics This course is designed to systematically course work in the counseling process. The present in a counseling group and how train experienced professional counselors student is required to attend seminar meet - these forces can be employed in the ser - in counselor supervision. Both didactic ings, and to prepare weekly logs directed vice of therapeutic change. Leadership and experiential instructions are includ - toward the observation, insight, and evalua - styles and skills will be discussed with spe - ed. Self-awareness, theoretical and con - tion of activities in the field setting. Related cial consideration given to their applica - ceptual knowledge, and skill acquisition professional readings and development of tion and impact on members. The are stressed. Supervision trainees are an action or research project are also progressive stages in group development required to apply theory to actual prac - required. The student is expected to devel - will be identified. Concomitant strategies tice through weekly face-to-face, hour- op a counseling caseload, participate in for addressing relevant issues within the long, individual supervision of graduate group work, attend staff meetings, and meet stages will be presented. Practical consid - students enrolled in EDC 669 with the field supervisor for evaluation. A erations necessary for screening potential Counseling Practicum. Department fac - minimum of 300 hours in a counseling set - members, beginning/ending groups, ulty members, in turn, oversee trainee ting, appropriate to the student’s specializa - process interventions, discussing confiden - supervision of 669 practicum students. tion, is required. Health insurance required tiality and ethical considerations will be Prerequisite: Master’s Degree in Counseling included. A variety of theoretical orienta - for Mental Health Counseling students. or its equivalent tions on groups will be explored. Prerequisites: EDC 614 (for School 3 credits Counseling only), EDC 668, EDC 669 Offered on rotation 3 credits 3 credits

36 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Mental Health Counseling

EDC 702 Research Methods in ers are required to spend a minimum of Counseling (MHC and SC) Admission to the 360 hours at an assigned school for This is a course in the understanding of approximately 15 weeks and to spend at the use, process and applications of Degree Program least 110 of those hours in actual teach - research findings in counseling. ing. The student teaching portion of the Students will examine recent research • Adolescence Education program is comprised of two experiences: studies, explore topics of particular inter - • Childhood Education grades 1-3 and grades 4-6. est to them, and prepare a draft research • Childhood Education and Special In addition to applying for student proposal on an issue of their choosing. Education teaching through the Office of Clinical Offered Fall and Spring • Childhood Education and Literacy Education, all student teachers must reg - 3 credits All applicants for admission to the ister for EDI 709 (Supervised Student Master of Science must have a baccalau - Teaching for grades 1-6). This six-credit EDC 708 Thesis Seminar reate degree from an accredited institu - requirement includes a weekly seminar (MHC and SC) tion of higher education. The baccal - with the assigned University supervisor This seminar is available only to those aureate degree shall include a concentra - and the completion of a culminating matriculated master’s degree candidates tion in one of the liberal arts and project. electing to develop and write a thesis sciences and college-level work in Students in the childhood/literacy mas - under the supervision of approved facul - English, mathematics, science, social ter’s program should register for EDI 710 ty. Registration must be approved by the studies, and a language other than (three credits, eight-week student teaching department chair or designated represen - English. If the applicant has completed experience), but may seek departmental tative. Student must have received a an undergraduate major in an area other approval to complete EDI 709 (six credits, grade of “A” in EDC 702. than education or the liberal arts, he or full-semester student teaching experience). Prerequisite: EDC 702 she will be admitted as a fully matriculat - Please meet with your academic advisor for ed graduate student provided that the 3 credits additional information. major is deemed appropriate for contin - ued study at the graduate level and has Student Teaching- Childhood/Literacy sufficient depth and breadth in the major (B-6)Childhood/Childhood Special CURRICULUM area of the baccalaureate degree. Such majors include, but are not limited to: Education AND fine arts, accounting, business, communi - Students in the childhood/childhood cations, engineering, and the health sci - special education program will have 18 INSTRUCTION ences. In addition, he or she must have weeks of student teaching, comprised of at least three credits of college-level the following: PROGRAMS study in a language other than English. • Twelve weeks in childhood education If a student’s grade point average falls in two grade settings as prescribed in Rockland Campus Program Director below the stated requirements the indi - state regulations, and a six-week spe - Nancy T. Goldman , Ed.D. vidual may be admitted on a limited cial education placement in grades 1-6. (845) 359-7200, ext. 5409 matriculation basis. • Students in the childhood/literacy pro - [email protected] gram will have two six-week student teaching sessions in childhood educa - Exceptions tion. There is also an option to com - Should the student decide to apply for plete a full semester of student The Department of Curriculum and N.Y.S. certification independently, it will Instruction continuously seeks to develop teaching worth six credits. The student be the student’s responsibility to meet must request permission from the innovative courses, programs and experi - the requirements in effect at that time. ences that foster professional growth for department. educators. Each student should consult Student Teaching Childhood with the academic advisor each semester - Student Teaching-Adolescence and carefully review any bulletin addenda Education Education (7-12) set forth in subsequent publications. Candidates for student teaching are Students in the adolescence education required to attend an application and program will have 14 weeks orientation seminar held during the of student teaching comprised of the semester prior to student teaching. All following: Admissions applicants must have completed the • Seven weeks in the grades 7-9 in the appropriate departmental prerequisites content area and seven weeks in grades for student teaching. Prospective student The admissions requirements for the cur - 10-12 in the content area as prescribed teachers are reminded that student in state regulation. riculum and instruction programs are the teaching is a full-time endeavor; there - same as those required by the education fore, they may not enroll in any courses Final or Culminating Project programs. Students who do not meet the except student teaching and seminar dur - This is completed in EDI 710 minimum grade point average may be ing the actual clinical experience. All (Supervised Student Teaching), accepted on a limited matriculation student teachers must spend full days at or in EDI 712. basis. Students entering dual certification an assigned school during the entire fall The teaching portfolio is the final programs must be admitted by both or the entire spring semester. Exceptions requirement in both the childhood departments: Curriculum and Instruction must be approved by the curriculum and education program and the dual child - and Special Education and Literacy. instruction program director. Students hood/literacy and childhood/ special preparing to qualify as childhood teach - education majors, and it must be

Long Island University Rockland Graduate Campus Bulletin 2009-2011 37 Rockland Graduate Campus

completed prior to graduation. In order Applications for the M.S.Ed. program are • Child Abuse Seminar to complete this requirement, students accepted during the fall, spring and sum - • Fingerprinting develop a teaching portfolio of artifacts mer semesters. • Liberal Arts and Science Test - LAST based on standards from the Interstate • Assessment of Teaching Skills - New Teacher Assessment and Support Degree Requirements (33 credits ) Written - ATS - W (Secondary) Consortium. These 10 INTASC • Content Specialty Test (CST) in I. Core/Pre-Requisite Courses – 24 credits Standards are organized in five domains: major area. 1) motivation, learning and develop - Course Credits ment; 2) curriculum; 3) instruction; 4) EDI 551 Psychology of the assessment; and 5) professionalism. Adolescent Student ...... 3 CHILDHOOD Students are supported in this endeavor EDI 601 Social Foundations of by their student teaching supervisor (EDI Education ...... 3 EDUCATION 710) or by their professor (EDI 712). EDS 600 Introduction to Study of Final copies of the portfolio are kept on Exceptional Children ...... 3 (GRADES 1-6) file at the Campus. EDS 618 Literacy Assessment and M.S. Instruction for Diverse Learners: ADOLESCENCE Grades 5 –12 ...... 3 The childhood education program at EDS 640 Literacy in the the Rockland Graduate Campus prepares EDUCATION Content Area ...... 3 students for the highly fulfilling career of EDI 643 Race, Class and Gender: teaching at the elementary school level. (GRADES 7-12) Teaching Diverse Populations ...... 3 This program will provide a thorough M.S. EDI 677 Curriculum & Assessment developmental and theoretical frame - for Classroom Teachers ...... 3 work while exploring the various meth - ods of teaching literacy, mathematics, EDI 700 Introduction to Educational science and the social sciences. Research ...... 3 Adolescence II. Pedagogical Core – 3 credits EDI 614 Literacy and Adolescent Childhood Education Education Leading Literature ...... 3 Leading to N.Y.S. to N.Y.S. Initial or Initial Certification in Certification in EDI 655 Teaching Science in Secondary School ...... 3 Grades 1-6 Grades 7-12 EDI 658 Teaching English in Degree Requirements (39 Credits) The M.S. in adolescence education is Secondary School ...... 3 a 33 credit master’s degree program that EDI 659 Teaching Mathematics in I. Core/Pre-Requisite Courses – 15 credits leads to initial certification in New York Secondary School ...... 3 All core courses must be taken prior to and New Jersey in grades 7-12. EDI 660 Teaching Social Studies in co-related courses and pedagogical core The adolescence education program Secondary School ...... 3 courses. prepares change-of-career professionals III. Student Teaching – 6 credits Course Credits for the highly fulfilling career of teaching EDI 712 Supervised Student Teaching at the intermediate and high school lev - EDI 600 Psychological and els. The program provides a thorough and Seminar: Adolescence ...... 6 Developmental Foundations of developmental and theoretical frame - Program Total ...... 33 Education ...... 3 work while exploring the various meth - EDI 601 Social Foundations of ods of teaching English, mathematics, Student Teaching – Adolescence Education ...... 3 social sciences, or science (biology, Education (7-12) EDI 643 Race, Class, and Gender: Students in the adolescence education chemistry, earth science or physics). Teaching Diverse Populations ...... program will have 14 weeks of student teaching comprised of the following: EDI 677 Curriculum & Assessment Admission seven weeks in grades 7-9 in the content for Classroom Teachers ...... 3 Requirements area and seven weeks in grades 10-12 in EDI 700 Introduction to Educational the content area, as prescribed by New Research ...... 3 • Applicants for the M.S. in adolescence York State regulations . II. Related Core Requirements – education must hold a bachelor’s 9 credits In addition, there is a culminating degree from an accredited college or EDS 610 Literacy Teaching and experience which consists of a final pro - university. Learning: Birth – Grade 6 ...... 3 • The bachelor’s degree must show a ject: the teaching portfolio. EDS 611 Literacy Assessment and completed concentration of at least 30 credits in a major area of study Other program requirements for Instruction for Diverse Populations: (English, mathematics, science or New York State Certification: Birth – Grade 6 ...... 3 social studies). • Fieldwork: 10 hours required per course EDS 633 Accommodating Learners with • Applicants must have an overall grade (100 hour total) Special Needs in Inclusive point average of 2.5, with a 2.75 GPA • Project S.A.V.E. (Schools Against Settings (Including Technology in their major area of study. Violence Education Act) Seminar and Inclusion) ...... 3

38 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Childhood Education

III. Pedagogical Core – 9 credits EDI 612 Teaching Social Studies in DUAL Degree Requirements Grades 1-6 ...... 3 EDI 613 Teaching Mathematics in CERTIFICATION I. Curriculum and Instruction Courses Grades 1-6 ...... 3 Course Credits EDI 614 Teaching Science in PROGRAMS: EDI 600 Psychological and Grades 1-6 ...... 3 CHILDHOOD/ Developmental Foundations of Education ...... 3 IV. Student Teaching – 6 credits LITERACY EDI 601 Social Foundations of EDI 709 Supervised Student Teaching (BIRTH-GRADE 6) Education ...... 3 and Seminar for Grade 1-6 EDI 612 Teaching Social Studies in including final project ...... 6 M.S. Grades 1-6 ...... 3 Total Credits ...... 39 EDI 613 Teaching Mathematics in Grades 1-6 ...... 3 Other requirements for New York State CHILDHOOD/ EDI 614 Teaching Science in Certification: Grades 1-6 ...... 3 • Child Abuse Identification and CHILDHOOD EDI 677 Curriculum & Assessment Reporting, 2-hr. seminar for Classroom Teachers ...... 3 • Violence Prevention Workshop, SPECIAL Project S.A.V.E. (Schools Against EDUCATION Culminating Experience: Final Project Violence Education Act) Subtotal ...... 18 • Fingerprinting (GRADES 1-6) • Liberal Arts and Science Test - LAST II. Special Education and Literacy • Assessment of Teaching Skills-Written M.S. Courses: - ATS - W EDS 600 Introduction to the Study • Content Specialty Test (CST): of the Exceptional Child ...... 3 Multi Subject Childhood Education EDS 610 Literacy Teaching & Learning: Birth-Grade 6 ...... 3 (Grades 1-6)/ Literacy EDS 613 Literacy Through Children’s (Birth-Grade 6) M.S. Literature: Birth-Grade 6 ...... 3 OR EDS 619 Literacy Through Literature Childhood Special Based Reading Instruction Birth-Grade 6 ...... 3 Education (Grades 1-6) EDS 640 Literacy in the Content Area 3 M.S. EDS 642 Literacy and Language Arts Instruction Birth-Grade 6 ...... 3 EDS 615 Practicum I. Literacy Assessment & Evaluation: CHILDHOOD/ Birth-Grade 6 (Supervised Clinic) .... 3 EDS 616 Practicum II. Overcoming LITERACY Literacy Difficulties: Birth-Grade 6 (BIRTH-GRADE 6) (Supervised Clinic) ...... 3 EDS 703 Practicum III. Literacy M.S. Difficulties: Birth-Grade 6 (Supervised Clinic) ...... 3 Leading to N.Y.S. Initial EDS 622 Contemporary Issues and Certification Research in Literacy: This dynamic program leads to dual Birth-Grade 6 ...... 3 New York State certification in child - hood education and literacy. It offers III. Student Teaching: Teaching those graduate students wishing to enter Portfolio the teaching profession some unique EDI 710 Supervised Student options, as well as providing them with Teaching & Seminar Grades 1-6 ...... 3 highly desirable elementary credentials. Subtotals ...... 27 Graduate students enrolled in this pro - Total credits ...... 48 gram will not only become skilled as childhood teachers but will be armed Other requirements for New York State with literacy expertise which will enable certification: them to be reading consultants as well. • Identification and Reporting Child (48 credits) Abuse, 2 hour seminar • Violence Prevention Workshop,

Long Island University Rockland Graduate Campus Bulletin 2009-2011 39 Rockland Graduate Campus

Project S.A.V.E. (Schools Against EDS 610 Literacy Teaching & Course Credits Violence Education Act) Learning: Birth-Grade 6 ...... 3 EDI 631 Differentiating Instruction for • Fingerprinting EDS 617 Literacy For Children With Gifted Children and Youth ...... 3 • Liberal Arts and Science Test (LAST) Disabilities: Birth-Grade 6 ...... 3 EDI 632 Nature and Needs • Assessment of Teaching Skills-Written EDS 624 Contemporary Issues and of the Gifted ...... 3 (ATS-W) Research in Special Education/ Total Credits ...... 6 • Content Specialty Tests (CST): Culminating Experience ...... 3 Multi-Subject and Literacy EDS 630 The Assessment and Instruction of Students with Mild Curriculum and Disabilities ...... 3 Instruction Courses CHILDHOOD/ EDS 631 The Assessment and Instruction of Students with EDI 551 Psychology of the Adolescent CHILDHOOD Severe Disabilities ...... 3 Student SPECIAL EDS 632 The Assessment, Instruction This course examines various aspects of and Classroom Management for early adolescent psychological develop - EDUCATION Children with Emotional and ment, including cognition, social Behavioral Problems ...... 3 relationships, stress, self-esteem, and political, and moral development. (GRADES 1-6) M.S. EDS 633 Accommodating Learners Considerable attention is given to gen - with Special Needs in Inclusive Leading to N.Y.S. Initial der, race, ethnicity, the special early Settings (Includes Technology adolescent, and the at-risk student. Certification and Inclusion) ...... 3 Offered Fall and Spring Prepare for a future in education EDS 713 Supervised Student 3 credits which not only broadens your scope of Teaching in Special Education ...... 3 choices and expertise in childhood edu - Total Credits ...... 48 EDI 600 Psychological Foundations of cation, but equips you with the skills to Education deal with diverse populations of students. This course is designed to introduce stu - Other requirements for New York This program is designed for those gradu - dents to psychological theories and prin - State certification: ate students wishing to enter the teach - ciples which affect teaching, learning ing profession who are interested in • Identification and Reporting Child and development. Students observe stu - becoming dually certified in childhood Abuse two hour seminar dent and teacher behavior, as well as education (grades 1-6) as well as special • Violence Prevention Workshop, classroom environments, in order to education (grades 1-6). (48 credits) Project S.A.V.E. (Schools Against identify operative psychological theories Violence Education Act) and principles. • Fingerprinting Offered Fall, Spring and Summer Degree Requirements • Liberal Arts and Science Test (LAST) 3 credits • Assessment of Teaching Skills-Written I. Curriculum and Instruction Courses (ATS –W) EDI 601 Social Foundations of Course Credits • Content Specialty Tests in multi sub - American Education EDI 600 Psychological and jects students with disabilities (CST) This course introduces students to the Developmental Foundations of social, economic, political and intellectu - Special Education and Childhood Education ...... 3 al foundations of American education. It Course descriptions for all courses are describes the development of the EDI 601 Social Foundations of listed in the Curriculum and Instruction American school system in a rapidly Education ...... 3 or Special Education and Literacy sec - changing environment, with emphasis EDI 612 Teaching Social Studies in tions on the following pages. on the relationship between education Grades 1-6 ...... 3 and society. The main topics to be EDI 613 Teaching Mathematics in explored include the structure and pur - Grades 1-6 ...... 3 Gifted Education- poses of schooling, the professionaliza - EDI 614 Teaching Science in Extension tion of teaching, educational Grades 1-6 ...... 3 policy-making and school social factors influencing teaching and learning, and EDI 677 Curriculum & Assessment Leads to Initial/Professional Certificatio n the relationship between education and for Classroom Teachers ...... 3 Teachers who wish to work with gifted work. Class discussions will be based EDI 710 Supervised Student students in a school district’s program upon both primary and secondary must obtain a certification extension of Teaching & Seminar Grades 1-6 ...... 3 sources. Subtotal ...... 21 their regular certification to teach stu - dents in New York State. This extension Offered Fall, Spring and Summer II. Special Education and Literacy Courses: certification requires that teachers com - 3 credits Course ...... Credits plete an approved program of study. The EDS 600 Introduction to the Study of two courses leading to this certification EDI 612 Teaching Social Studies in the Exceptional Child ...... 3 extension are: Grades 1-6 Social studies curriculum development through examination of theory and cur - rent practices in the school. Inquiry

40 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Childhood Education

approach, model development, organiza - other school personnel, parents, and the mathematics as a secondary school subject tional patterns and teaching strategies broader community, will also be are explored, with particular attention to will be explored through current addressed. the curriculum standards for mathematics. research. Offered on rotation Detailed analysis of the content of algebra Offered Fall, Spring and Summer 3 credits I, algebra II, geometry, coordinate geome - 3 credits try, trigonometry and other branches of EDI 643 Race, Class and Gender – secondary school mathematics are EDI 613 Teaching Mathematics in Teaching Diverse Populations explored. Lesson planning is addressed Grades 1-6 The principles and practices of multicul - across the range of mathematics topics. Educational and psychological dimensions tural education are studied in this course, Offered Spring of learning and teaching mathematics in which provides a practical approach to 3 credits grades kindergarten-6 will be examined in implementation of a culturally diverse the context of current trends in mathe - curriculum. Major issues covered include: EDI 660 Teaching Social Studies in matics education. The development of human rights, involvement of parents Secondary Schools mathematics concepts and understandings and the community, criteria for multicul - This course examines principles of teach - will be explored through relevant activi - tural curricula, assessment and evalua - ing adolescents in the secondary school ties and materials. Model programs and tion strategies, global issues in education, classroom with a particular focus on social teaching approaches will be discussed in and formulating an agenda for educa - studies. This course is designed to acquaint light of current recommendations for tional and social action. the student with the content areas which mathematics education. Offered Spring comprise social studies and to examine the Offered Fall, Spring and Summer 3 credits methods relevant to its teaching. The stu - 3 credits dent will become aware of a variety of EDI 655 Teaching Science in approaches used in dealing with the subject EDI 614 Teaching Science in Secondary Schools and create a method with which to present Grades 1-6 This course examines principles of teach - his or her competence. The five content Examination of existing programs, mate - ing adolescents in the secondary school standards in social studies are addressed, as rials and problems of science education classroom with a particular focus on sci - well as lesson planning and observation of in light of current psychological and ence. Existing curricula, trends and issues the teaching of social studies. philosophical theories. The course in science instruction in grades 7-12 are Offered Spring explores the development of science examined in light of recent advances in 3 credits activities with emphasis on the process science content and in teaching for of science, conceptual understanding, process, planning instruction, assessment EDI 700 Introduction to Educational meeting individual differences, discovery strategies, classroom management, and Research approach and utilization of inexpensive the use of easily available materials for The primary purpose of this course is to and easily available materials for experi - laboratory activities. The interaction of help teachers and other education pro - ments and demonstrations. science and technology and the implica - fessionals become more informed con - tion for the development of values and sumers and producers of educational Offered Fall and Spring attitudes in today’s youth are discussed. research relative to their areas of special - 3 credits Offered Spring ization or expertise. The course intro - 3 credits duces the major principles which govern EDI 631 Differentiating Instruction for the conducting of action or evaluation Gifted Children and Youth EDI 658 Teaching English in research and examines elements com - Principles of differentiated instruction in mon to different types of research design content, process, and product are exam - Secondary Schools The course examines principles of teach - and criteria appropriate to the evaluation ined in this course in order to address of published research. The course also the curricular needs of gifted children ing adolescents in the secondary school classroom with a focus on English as the reviews measurement principles relevant and youth. Grouping practices, methods to teaching. of instruction, program options, and ways content area. Elements of instruction, Offered Spring of meeting learner needs in school and assessment, and classroom management in the broader community will be exam - that contribute to effective teaching are 3 credits ined. A differentiated classroom environ - addressed. Participants examine the English curriculum standards and devel - EDI 677 Curriculum Assessment ment will be studied, and tiered lessons for Classroom Teachers will be created and assessed. op a unit plan, a regular lesson plan, a tiered lesson, and a classroom manage - This course examines principles of cur - Offered on rotation ment and discipline plan as well as riculum construction, planning, develop - 3 credits observe effective English teaching. ment and justification in relationship to historical, theoretical and practical con - Offered Spring EDI 632 Nature and Needs of the siderations of purpose, content, and the Gifted 3 credits organization of educational experiences. Historical and psychological perspectives Consideration will be given to principles on the nature and needs of gifted children EDI 659 Teaching Mathematics in of curriculum research and evaluation. and youth are examined. Conceptions of Secondary Schools The course will embrace concerns of the giftedness and theories of intelligence, as This course examines principles of teach - school and non-school settings for edu - well as how these theories have evolved ing adolescents in the secondary school cational experiences. classroom with a particular focus on over time, will be discussed. Issues Offered Fall and Spring regarding methods of classification and mathematics. The psychological and 3 credits programming, as well as working with educational dimensions of teaching

Long Island University Rockland Graduate Campus Bulletin 2009-2011 41 Rockland Graduate Campus

EDI 709 Supervised Student Teaching and Seminar in Elementary School: SPECIAL SPECIAL Childhood Systematic, extended observation and EDUCATION AND EDUCATION student teaching experience under super - vision in a selected private or public LITERACY M.S.ED. school; half of the experience being in grades 1 through 3, and the other half in PROGRAMS This program is specifically designed grades 4 through 6. A minimum of 360 for those students who already hold certi - hours of observation and student teach - Rockland Graduate Campus fication in childhood or elementary edu - ing and participation in appropriate staff Program Director cation and are seeking to extend their and school activities are required. Elaine B. Geller , M.S., C.A.S. scope of knowledge and expertise in the Students must spend at least 110 of those (845) 359-7200, ext. 5407 field of special education (grades 1-6). 360 hours in actual teaching, with the [email protected] Preparing teachers with the knowledge, balance being given to related activities. strategies and skills to work with growing A weekly seminar integrates theory with The Department of Special Education populations of special needs and learning practice and provides orientation to the and Literacy offers curricula leading to disabled students is the focus of this teaching profession. the Master of Science in education. The course of study, which leads to profes - Offered Fall and Spring program in special education leads to sional (formerly permanent) New York 6 credits New York State professional certifica - State teacher certification. (30 credits) tion, grades 1-6. The literacy program EDI 710 Supervised Student Teaching leads to New York State professional cer - and Seminar in Elementary School: tification for reading teachers, birth- Degree Requirements Literacy/Special Education grade 6. For information on our dual-certifica - Systematic, extended observation and (For Students with Initial Certification) student teaching experience under super - tion program in special education and literacy, which leads to initial N.Y.S. Leading to New York State vision in a selected private or public Professional Certification school; half of the experience being in teacher certification, please see page 39. grade 1 through 3, and the other half in grades 4 through 6. A minimum of 360 Admission to the Course Credits hours of observation and student teach - EDS 600 Introduction to the Study of ing and participation in appropriate staff Degree Program – the Exceptional Child ...... 3 and school activities are required. Special Education (Elective, if comparable course has been Students must spend at least 110 of those or Literacy taken within past five years) Elective: 360 hours in actual teaching, with the Summer Institute balance being given to related activities. Requirements for admission include an EDS 620 Assessment & Diagnosis of A weekly seminar integrates theory with undergraduate grade point average of Children with Disabilities ...... 3 practice and provides orientation to the 2.75 in the candidate’s major field, and a EDS 617 Literacy for Children with teaching profession. 2.5 cumulative average. In addition, an Disabilities: Birth-Grade 6 ...... 3 Offered Fall and Spring initial (formerly provisional) teaching EDS 630 Curriculum-Based 3 credits certificate in childhood education or ele - Assessment and Instruction of Students mentary education is required for special with Mild Disabilities EDI 712 Supervised Student Teaching education and an initial (formerly provi - (Field Experience 15 hours) ...... 3 and Seminar in Adolescence sional) license in any area is required for Systematic, extended observation and literacy. A minimum grade point average EDS 631 Curriculum-Based Assessment student teaching experience under super - of 3.0 must be maintained for continua - and Instruction of Students with vision in a selected private or public tion in the program and eligibility for Severe Disabilities school; half of the experience being in practicum experiences. (Field Experience 15 hours) ...... 3 grades 7-9, and the other half in grades EDS 632 Instruction and Classroom 10 through 12. A minimum of 360 hours Interim Assessment Management for Children with of observation and student teaching and Satisfactory completion of 12 graduate Emotional and Behavior Problems participation in appropriate staff and credits will be required before a final (Field Experience 10 hours) ...... 3 school activities are required. Students decision on interim assessment is made must spend at least 110 of those 360 EDS 633 Accommodating Learners with in special education. Special Needs in Inclusive Settings hours in actual teaching, with the bal - Students must complete an application (Field Experience 10 hours) ...... 3 ance being given to related activities. A for interim assessment through the acad - weekly seminar integrates theory with emic advisor upon completion of 12 EDS 702 Supervised Practicum in practice and provides orientation to the credits, but no more than 18 credits. Special Education ...... 3 teaching profession. EDS 624 Contemporary Issues and Offered Fall and Spring Research in Special Education ...... 3 6 credits Elective in Special Education ...... 3 (Students may choose a Special Education Course as an Elective) Total Credits ...... 30

42 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Special Education and Literacy

sional certification as reading teachers, Admissions birth to grade 6. Students enrolled in this program will gain expertise in conducting Requirements for admission to the reading assessments and evaluations, M.S.Ed. in special education with a con - designing programs to accommodate spe - centration in autism include a the fol - cific needs, and selecting and organizing lowing: materials for enrichment and remedial • Bachelor’s degree from an accredited instruction. institution (30 credits) • Undergraduate overall GPA of 2.5 or Upon completion of this program, higher with a 2.75 GPA in the candi - graduates will be able to: date’s major field 1. conduct instruction in reading and • An initial teaching certificate written communication • Two professional letters of recommen - 2. select, evaluate, group and schedule dation pupils for developmental, corrective • Written statement of professional goals and/or remedial instruction 3. organize and equip a reading-learning environment Degree Requirements 4. provide teacher training in develop - mental and corrective reading New York State Course Credits 5. select, evaluate and utilize varied print Requirements for EDS 600 Introduction to the Study of and non-print materials related to instruction the Exceptional Child ...... 3 Certification: 6. make recommendations for assessment EDS 620 Assessment and Diagnosis of and improvement of all aspects of dis - • Child Abuse Identification and Children with Disabilities ...... 3 trict-wide reading program Reporting: 2 hour seminar EDS 617 Literacy for Children with 7. provide for parental advisement and • Violence Prevention Workshops, Disabilities: Birth-Grade 6 education Project SAVE (Schools Against EDS 630 Curriculum-based Assessment Violence Education Act) and Instruction of Students with • Fingerprinting Mild Disabilities ...... 3 Degree Requirements • Liberal Arts and Science Test (LAST) EDS 631 Curriculum-based Assessment (For Students with Initial Certification) • Assessment of Teaching Skills: Written and Instruction of Students with (ATS-W) Severe Disabilities ...... 3 Leading to New York State • Content Specialty Test (CST Special EDS 635 Behavior Management for Professional Certification Education) Children in Autism and Course Credits Developmental Disorders ...... 3 EDS 610 Literacy Teaching and SPH 681 Communication Development Learning: Birth-Grade 6 ...... 3 SPECIAL and Language Disorders in Children (Elective, if comparable course has been with Autism ...... 3 taken within past five years) EDUCATION WITH EDS 625 Contemporary Issues in Electives: Summer Institute; CONCENTRATION Autism Spectrum Disorders ...... 3 EDS 617 Literacy for Children with EDS 750 Institute: Diagnosis and Disabilities; OR IN AUTISM Treatment of Autism ...... 3 EDS 600 Introduction to the Study of EDS 704 Practicum in Special the Exceptional Child ...... 3 M.S.ED. Education/Autism ...... 3 (Elective, if comparable course has been Total Credits ...... 30 taken within past five years) Electives: EDS 630, 632, or 633 Program Description EDS 613 Literacy and Children’s LITERACY Literature: Birth-Grade 6 ...... 3 This concentration prepares highly- EDS 619 Literacy and Literature-Based specialized educators to work with autis - (BIRTH - GRADE 6) Reading Instruction: tic populations. It also prepares educators M.S.ED. Birth-Grade 6 ...... 3 to work in teams with psychologists, EDS 640 Literacy in the social workers and families to respond to Content Areas ...... 3 their special needs. Designed for students who already EDS 642 Literacy & Language Arts Note: Candidates must possess initial hold an initial (formerly provisional) teaching certification. teaching certificate in any area, this Instruction: Birth-Grade 6 ...... 3 M.S.Ed. program has two primary pur - EDS 615 Practicum I. Literacy poses: to prepare individuals to work in Assessment & Intervention: school and/or clinical settings as reading Birth-Grade 6 (Supervised Clinic) .... 3 specialists, and to help teachers meet requirements for New York State profes -

Long Island University Rockland Graduate Campus Bulletin 2009-2011 43 Rockland Graduate Campus

EDS 616 Practicum II. Literacy ing problems of the elementary school als of instruction in these areas. Intervention: Birth-Grade 6 child. Effective integration of technology Causative factors contributing to specific (Supervised Clinic) ...... 3 in support of literacy within the class - literacy problems will be explored and EDS 703 Practicum III. Overcoming room setting will be explored. Students discussed. The clinical piece will require Literacy Difficulties Birth-Grade 6 will be involved in developing and dis - students to develop a case study with a cussing case studies. young adult/adolescent. (Supervised Clinic) ...... 3 Offered on rotation Offered Fall and Spring EDS 622 Contemporary Issues in 3 credits 3 credits Literacy Research: Birth-Grade 6 ...... 3 Total Credits ...... 30 EDS 613 Literacy and Children’s EDS 616 Practicum II. Literacy Literature: Birth to Grade 6 Intervention (Birth to Grade 6) A survey of the literature for the school May be taken concurrently with EDS 617. New York State child with emphasis on the quality and Applications for this course must be filed Requirements for characteristics of reading materials suit - by October 1 for the spring semester and able for various groups. The changing by February 14 for the fall semester. Certification: characteristics of children’s reading inter - Lecture: The course will stress eight cor - ests and the presentation of books rective procedures, planning and manage - • Child Abuse Identification and through various media will be included. ment for children with reading disabilities. Reporting: 2 hour seminar A reading file will be developed for a Major creative techniques and clinical • Violence Prevention Workshops, Project particular age group. remedial procedures will be included. S.A.V.E. (Schools Against Violence Offered Fall and Spring Clinic: Students will work with individ - Education Act: 2 Hour Seminar) Prerequisite: EDS 610 ual clients for a minimum of 20 hours • Fingerprinting 3 credits under clinical supervision. • Liberal Arts and Science Test (LAST) (Supervised Clinic) • Assessment of Teaching Skills: Written EDS 614 Literacy and Adolescent Offered Spring and Summer (ATS-W) Literature Prerequisites: EDS 610, 613, 615, 617, • Content Specialty Test (CST Literacy) This course will provide an introduction 640 & 642 to adolescent/young adult literature and 3 credits will survey literature for the middle Special Education & grade/adolescent students with an EDS 617 Literacy for Children with Literacy Courses emphasis on the quality, characteristics Disabilities: Birth to Grade 6 and suitability of reading materials for This course covers theory, research and EDS 600 Introduction to the Study of this age group. Practical classroom appli - effective practices for teaching students the Exceptional Child cations, strategies for using literature with significant reading problems. A basic introduction to exceptionality. A with this age group and assessment of lit - Specifically, graduate students will become consideration of emotional, neurological eracy development will be explored. immersed in the assessment of literacy and physically based etiologies as they 3 credits problems and in how they can use assess - relate to exceptionality. Specific refer - ment results to provide effective instruc - ence will be given to an overview of dis - EDS 615 Practicum I. Literacy tion. Both formal and informal instruments ability and impairment and to a system of Assessment and Intervention (Birth to will be discussed for determining chil - classification and criteria of classification. Grade 6) dren’s strengths and needs. A variety of To be taken within initial 12 credits of study. Lecture: This course will stress diagnostic instructional approaches will be consid - Offered Fall, Spring and Summer procedures for reading disabilities, obser - ered for developing reading strategies and 3 credits vation and interview procedures, diag - skills in children with disabilities. nostic instruments, standardized and Offered Fall and Spring EDS 610 Literacy Teaching and informal tests, report writing, and materi - Learning: Birth to Grade 6 als of instruction in these areas. 3 credits A study of strategies and resources in Causative factors contributing to specific EDS 619 Literature and Literacy-based childhood language acquisition and the reading problems will also be explored Reading Instruction: Birth to Grade 6 teaching of literacy for elementary school and discussed. The background and description of the children. The newest techniques and Clinic: Students will develop case studies various types of literature-based reading research findings will be discussed. with individual clients programs and their planning, develop - Students will observe, plan and instruct (Supervised Clinic) Offered Fall and Spring ment and implementation will be dis - sample literacy lessons. Prerequisite: EDS 610 cussed. The assessment procedures used Offered Fall, Spring and Summer 3 credits by the classroom teacher and the impli - 3 credits cation of literature-based reading instruc - EDS 618 Practicum: Literacy tion upon the total school program will EDS 611 Literacy Assessment for the Assessment and Instruction for Diverse Classroom Teacher: Birth to Grade 6 also be considered. Learners, Grades 5-12 Offered on rotation This course will acquaint students with This course will stress diagnostic proce - the current assessment techniques that Prerequisite: EDS 610, 613 dures which address reading/literacy 3 credits can be used to evaluate elementary problems and disabilities of the adoles - school children within the general edu - cent/young adult learner. Will include cation classroom. Emphasis will be observation and interview procedures, placed on current literacy practices, diagnostic instruments, standardized and techniques, and strategies used in treat - informal tests, report writing and materi -

44 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Special Education and Literacy

EDS 620 Assessment and Diagnosis of assessment procedures that focus on EDS 633 Accommodating Learners Children with Disabilities effective instructional planning and that with Special Needs in Inclusive This course is an introduction to instru - can reverse the cycle of failure for stu - Settings (Includes Technology & ments and evaluation strategies used in dents with mild disabilities will be Inclusion) assessing children with disabilities, as well emphasized. An assessment model that Inclusion represents one of the most sig - as the environmental conditions, which generates information for the design of nificant challenges facing education in contribute to their problems in learning. an instructional program and provides for recent years. It requires critical changes Practice in administration of test interpre - the continuous monitoring of student in attitudes and practice for both general tation of results, with suggested remedial progress in academic areas (such as read - and special educators. This course will and therapeutic interventions, will be ing, writing and math) and in content explore the concept of inclusion; dis - emphasized. areas (such as social studies and science), cussed from a theoretical and practical Offered Fall will be outlined. Effective instructional perspectives, and present strategies nec - 3 credits strategies and elements of teaching prac - essary for it to be successful. Included tice that support the learning and growth will be discussions of historical and cur - EDS 625 Contemporary Issues and of students with mild disabilities will also rent perspectives, collaboration among Research in Special Education/Autism be addressed. professionals, practical classroom admin - (Culminating Experience) Offered Fall, Spring and Summer istration, and instructional adaptations. This course, an advanced seminar in cur - 3 credits One specific mechanism to facilitate rent issues facing the field of special educa - inclusion will be the use of assistive and tion, is designed to provide an opportunity EDS 631 Curriculum-based instructional technologies, with an for students to research, discuss and under - Assessment and Instruction of Students emphasis on those who can assist in the stand the topics that are impacting the with Severe Disabilities integration of students with disabilities. field and its theoretical basis. This course focuses on methodologies of: Offered Fall, Spring and Summer Offered on rotation (1) assessment, (2) curriculum develop - 3 credits ment, (3) individualized educational EDS 635 Behavior Management for EDS 640 Literacy in the Content planning (IEP), and (4)instructional pro - Children with Autism and Areas: Birth to Grade 6 gramming for children with severe devel - Developmental Disabilities This course will review expository and opmental disabilities ages 6-12. Emphasis This course provides an introduction to narrative materials in the content areas, will be given to curriculum-based assess - the principles of applied behavior analy - as well as those skills unique to each ment as it relates to instructional plan - sis and its application for children with content field. Readability of texts will be ning. Assistive technology to support the autism and other developmental disabili - explored and means of adapting instruc - learning process will be addressed. ties. Procedures applicable to both indi - tion to a variety of levels in reading will Accommodations to facilitate the suc - viduals and groups will be studied, with be discussed. Schema development and cessful inclusion of students with severe particular attention to the area of autism. direct instruction will be emphasized. disabilities in general education class - Skill-building techniques and strategies Offered Fall, Spring and Summer rooms will be covered. Attention will be directed toward developing skill in task will be covered with attention devoted 3 credits analysis, IEP preparation, and lesson to data collection for assessment, evalua - planning. Case presentations will be uti - tion and record keeping. Procedures to EDS 642 Literacy and Language Arts lized to highlight team building and improve skills and behaviors as well as to Instruction: Birth to Grade 6 interdisciplinary collaboration in educat - reduce maladaptive and/or stereotypic This course will enable teachers to devel - ing children with severe disabilities. behaviors will be covered. Opportunities op a conceptual framework for the teach - Field experience. to implement ABA procedures will occur ing of reading and written communication Offered Fall, Spring and Summer in class, as well as outside of class. skills in our schools, focusing on composi - 3 credits Offered Fall and Spring tion, syntax, writing, spelling and hand - 3 credits writing as interrelated elements of written EDS 632 Instruction and Classroom expression. Instructional practices and EDS 702 Supervised Practicum in Management for Children with materials will be presented, analyzed and Special Education Emotional & Behavior Problems evaluated for classroom implementation. This course is a supervised Clinical Focus in this course will be on program Practicum in Special Education. Offered on rotation development, which will include pre - Prerequisite or co-requisite: EDS 610 scriptive remediation based on diagnostic 3 credits 3 credits assessment. A consideration of instruc - tional techniques and resources will be EDS 703 Literacy Practicum III. EDS 630 Curriculum-based emphasized. Fundamental skills in class - Literacy Difficulties: Birth to Grade 6 Assessment and Instruction of Students room management and in dealing with Applications for course must be filed by with Mild Disabilities maladaptive behavior in both inclusive October 15 for the spring semester and The course will examine the complexity and non-inclusive educational settings by February 14 for summer and fall of the issues inherent in the teaching- will also be surveyed. semesters. (Open only to students in learning process with particular reference Offered Fall, Spring and Summer reading specialization.) Students will to students with mild disabilities in 3 credits have full responsibility for diagnosis, cor - inclusive settings. The instructional rection and remediation of clients with dimensions that create the conditions of various types of reading problems. Case failure for students with learning prob - studies will be developed and instruction lems will be characterized. A framework will take place under supervision in the and practical strategies for the use of University clinic. A minimum of 30 con -

Long Island University Rockland Graduate Campus Bulletin 2009-2011 45 Rockland Graduate Campus

tact-hours will be required in addition to EDS 624 Contemporary Issues and weekly seminars. Research in Special Education/ EDUCATIONAL (Supervised Clinic) Culminating Experience Offered Fall and Summer This course, an advanced seminar in cur - LEADERSHIP AND To be taken within last 12 credits rent issues facing the field of special educa - Prerequisites: EDS 610, 613, 615, 616, tion, is designed to provide an opportunity ADMINISTRATION 617, 640 & 642 for students to research, discuss, and understand the topics that are impacting PROGRAMS 3 credits our field and their theoretical base. Offered Fall and Spring Rockland Campus Program Director EDS 704 Supervised Practicum in Autism Charles Murphy , Ed.D. 3 credits The Supervised Practicum in Autism is a (845) 359-7200, ext. 5428 structured learning experience for a stu - [email protected] EDS 750 Institute on Diagnosis and dent in a special education teacher pro - Treatment of Autism and Related gram where the student practices the Disorders Throughout the Lifecycle skills being learned through direct expe - This course is designed to introduce the Degree Programs riences with individual students or student to an array of psychopathology groups of students on the autism spec - The Master of Science in Education that children with autism and related trum. Development of individualized and the Advanced Certificate programs disorders present during the developmen - educational plans and application of are designed to prepare students in two tal period. Special emphasis is placed on effective teaching practices will be rein - areas: School Building Leader, and building a working competency in differ - forced. Emphasis on becoming a reflec - School District Leader. entiating autism from other forms of tive practitioner will be provided severe pychopathology, such as child - through seminar discussions and assign - hood schizophrenia, severe language dis - ments related to the fieldwork. Admission orders, borderline syndromes of Offered on rotation childhood, or severe behavior disorders. 3 credits Admission requirements for the In addition, the awareness of co-morbidi - Department of Educational Leadership ty of other disorders with autism (e.g., EDS 622 Contemporary Issues and and Administration (DELA) are outlined Attention Deficit Hyperactivity Research in Literacy: Birth to Grade 6 below. An applicant who does not meet Disorder) will be emphasized. The multi - This course involves the study of critical the grade point average required for modal and interdisciplinary approaches issues in literacy education. Theory, admission to the program may be to treatment of these disorders will be research, and practice will be explored required to take the Graduate Record stressed. This course will have didactic through a vast body of knowledge and Examination and be interviewed by the sessions, readings, video presentations field of inquiry related to the perspec - department chairperson or program and case studies. tives of psychology, sociology, linguistics, director. Offered Summer and other pertinent areas. A wide variety 3 credits of important topics will be addressed, including balanced reading instruction, SPH 681 Communication Development Admission phonemic awareness and phonics, multi - and Language Disorders in Children Requirements cultural perspectives and literacy learn - with Autism ing, basal materials and literature-based This course provides information on the A master’s degree candidate must have: resources, traditional and invented pathology and communicative character - • Bachelor’s degree with a minimum spelling practices, process writing, emer - istics of children with autism or perva - 3.0 GPA gent literacy, content literacy, struggling sive developmental disabilities. The • Initial (formerly provisional) state literacy learners, and literacy assessment. course will cover the areas of prevalence, certification in teaching or an educa - Within this context, a diversity of posi - identification, diagnostic assessment and tional specialty tions and opinions will be considered, as intervention, as well as social, emotional • Two letters of recommendation students formulate their own views by and cognitive aspects of communication • Teaching experience and prior experi - engaging in activities that encourage and language development in individuals ence review critical analysis and independent thinking. who demonstrate a spectrum of symp - • Documentation of years of experience (Culminating Experience) toms and behaviors that are collectively Offered Fall, Spring and Summer known as autism. An Advanced Certificate candidate must 3 credits Offered on rotation have: 3 credits • Master’s degree with a minimum 3.25 GPA • Professional state certification in teaching or an educational specialty • Two letters of recommendation • Teaching experience and prior experi - ence review • Documentation of years of experience

46 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Educational Leadership

II. Required Courses (15 credits) In addition to the Administrative EDUCATIONAL Core, students are required to take: Course Credits LEADERSHIP EDL 632 Curricular Concerns in Public School Administration ...... 3 ADVANCED EDL 637 The Supervisor CERTIFICATE in the School Setting ...... 3 EDL 635 School Law ...... 3 Completion of this curriculum may qual - EDL 650 Internship in School ify the student for New York State certifi - Administration – Master’s Level ...... 6 cation as a School District Leader (SDL) The internship, required of all stu - and certification as a School Building dents, reintroduces the six major core Leader (SBL), as well as principal and areas to provide a synthesizing experi - superintendent certification in New Jersey . ence. Until students have satisfactorily completed required hours and competen - I. Program Requirements cies, the University supervisor will NOT Administration Core Required Courses submit a grade. (9 Credits) Attention Applicants: The New York Prerequisites for the internship: EDL Course Credits State Education Department requires all 630 (completed) and EDL 631 (complet - EDL 630 Administrative Core I ...... 6 candidates for NYS initial SBL and/or ed or in progress), or permission of the EDL 631 Administrative Core II ...... 3 professional SDL certification, to have department chairperson. The administrative core sequence completed at least 60 semester hours of includes six interrelated areas within the graduate study, possess a permanent or III. Electives (12 credits from the field of school administration. Core I professional certificate in classroom following) includes: 1) human relations, 2) leader - teaching service or pupil personnel ser - Course Credits ship, and 3) school-community relations. vice, and to have completed three years EDL 634 School Personnel Core II includes: 1) research, 2) school of classroom teaching service and/or edu - Administration ...... 3 business, and 3) technology. cational leadership service and/or pupil EDL 636 Public School Finance The core incorporates field experi - personnel service experience in public or ences through which the student applies (Required for the administration non-public schools N-12. concepts acquired in class presentations certifications in New Jersey) ...... 3 and discussions. EDL 641 School District Administration: Problems and Issues ...... 3 II. Required Courses (15 credits) SCHOOL BUILDING EDL 644 Collective Negotiations ...... 3 In addition to the Administrative EDL 646 Special Education Law for Core, students are required to take: LEADER (M.S.ED.) School Administrators ...... 3 Course Credits EDL 649 Leadership and or EDL 632 Curricular Concerns in Public Completion of this curriculum may Administration in Multicultural School Administration ...... 3 qualify the student for New York State Settings ...... 3 OR Certification as a School Building Leader EDL 637 The Supervisor in the and certain New Jersey administrative cer - EDL 653 Administration and Leadership School Setting* ...... 3 tificates (Principal and Superintendent). at the Middle School Level ...... 3 Total Credits ...... 36 EDL 633 School Business Administration* ...... 3 Program IV. Culminating Experiences OR • Portfolio EDL 636 Public School Finance* ...... 3 Requirements • Internship Project OR • Violence Prevention Workshop, EDL 635 School Law* ...... 3 I. Administration Core Required Project S.A.V.E. (Schools Against (9 Credits) (EDL 636 and EDL 637 are necessary for Violence Education Act), which is New Jersey Administration Certification. ) Course Credits required for New York Certifications. EDL 641 School District Administration: EDL 630 Administrative Core I ...... 6 • Child Abuse Identification and EDL 631 Administrative Core II ...... 3 Reporting- 2 hour seminar Problems and Issues ...... 3 The administrative core sequence • New York State Fingerprinting EDL 651 Internship in School includes: six interrelated areas within the Program Total: 36 credits Administration – CAS Level ...... 6 field of school administration. Core I includes: 1) human relations, 2) leader - *EDL 637 is allowed as an elective ship, and 3) school-community relations. Interim Assessment when student opts to take EDL 632 to Core II includes: 1) research, 2) school satisfy requirement and vice versa; EDL business, and 3) technology. 636 and/or EDL 635 allowed as electives At the end of 12 semester hours, facul - when student opts to take EDL 633 to The core incorporates field experi - ty from the Department of Educational ences through which the student applies satisfy requirement and vice versa. Leadership and Administration will The internship, required of all concepts acquired in class presentations assess the student’s performance. and discussions. students, reintroduces the six major core areas to provide a synthesizing

Long Island University Rockland Graduate Campus Bulletin 2009-2011 47 Rockland Graduate Campus

experience. Until students have satisfac - EDL 632 Curricular Concerns in torily completed required hours and com - Public School Administration petencies, the University supervisor will A study of curricular concerns and NOT submit a grade. administrator decision-making. Major Prerequisites for the internship: EDL topics include: administering program - 630 (completed) and EDL 631 (complet - matic change, focus on individualized ed or in progress), or permission of the instruction, curriculum theory and Department Chairperson. instructional and curriculum issues. Offered on rotation III. Electives (6 credits from the following) 3 credits Course Credits EDL 634 School Personnel EDL 634 School Personnel Administration ...... 3 Administration EDL 644 Collective Negotiations ...... 3 A study of the skills, attitudes, and EDL 646 Special Education Law for knowledge essential for effective school School Administrators ...... 3 personnel administration. Areas of con - EDL 647 Administration of centration include: recruitment, certifi - Educational Programs for cation, selection, assignment, load and Exceptional Children ...... 3 transfer, orientation, salaries and sched - uling, leaves of absence, tenure, in ser - EDL 648 School Organization, vice education, personnel records, Programming and Scheduling ...... 3 morale, retirement, professional associa - EDL 649 Leadership and Administration tions, and collective bargaining. in Multicultural Settings ...... 3 Offered on rotation EDL 653 Administration and Leadership 3 credits at the Middle School Level ...... 3 Total Credits ...... 30 EDL 635 School Law A study of the major topics of law related IV. Culminating Experiences to public schools. Areas of concentration • Portfolio include: sources of the law; scope of the • Internship Project law; law and the organization for public • Violence Prevention Workshop, education; pupils, employees, and school Project S.A.V.E. (Schools Against law; school officers and the law; theory of Violence Education Act) governmental non-liability; liability and • Child Abuse Identification and individual members of the board; and per - Reporting: 2-hour seminar sonal liability of school employees. • New York State Fingerprinting Offered on rotation Program Total: 30 credits 3 credits EDL 641 School District EDL 636 Public School Finance Administration: Problems and Issues Educational Leadership A study of public school finance. Major A study of the role and responsibilities of and Administration topics include: the development of pub - the school district administrator in a lic school finance in the United States, school system. Major topics include: Courses principles of school finance, revenues, organizational, professional and legal EDL 630 Administrative Core I expenditures and indebtedness, fiscal issues in school district administration; This course presents a balanced view point problems, the foundation program, fiscal the school district administrator and of theory and practice in analyzing current control, and school support formulas. organizational decision-making; emerg - issues in administration. This sequence Prerequisite: EDL 631 or permission of ing responsibilities in working relation - includes three interrelated areas within the the instructor ships between school district admini- field of school administration, human rela - Offered on rotation strators, and the school board and com - tions, leadership and school-community 3 credits munity; and critical economic, political, relations. and social issues confronting educational leadership. Offered on rotation EDL 637 The Supervisor in the Offered on rotation 6 credits School Setting A study of the major components of the 3 credits EDL 631 Administrative Core II school supervisor. Areas of concentration The goals of this course are to have the stu - include: the nature of the supervisory dents become wise consumers of educational process, functions of the supervisor, prin - research, knowledgeable about the business ciples of supervision, leadership styles as functions of the school district, and uses of demonstrated by procedures used by the computers to solve administrative problems. supervisor, the supervision of teachers, Core II may be taken before Core I. and evaluation of the supervisor. Offered on rotation Offered on rotation 3 credits 3 credits

48 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Educational Leadership

EDL 644 Collective Negotiations in EDL 651 Internship in School Education Administration – Advanced Certificate A study of the implementation and During the internship, the six major core development of collective negotiations areas will be reintroduced, thus providing in the public schools. An analysis of a synthesizing experience for the student. principles and practices applied in public Practical applications of systematic obser - sector negotiations and the study of vation and participation in administrative selected topics such as the bargaining and supervisory activities will be provided process, impasse procedures, grievance at the school district level. Must be machinery, the strike content of bargain - approved by the chairperson’s permission, ing agreements, and the role of the of the Department of Educational administrator in negotiations. Leadership and Administration. Offered on rotation Offered each semester 3 credits Prerequisite: Core I and Core II 6 credits EDL 646 Special Education Law for School Administrators EDL 653 Administration and This course is designed to acquaint the Leadership at the Middle School Level student with those public laws pertaining This course is a study of administrative to the education of handicapped young - leadership and decision-making at the sters, specifically, PL 94-142, Section 504 middle school level. It will include a Article 89 of the New York State review of current educational research, Education Law. The concept of main - theory and practice as they may apply to streaming, least restrictive environment, the operation of a middle school. Topics due process rights, and the role of the include understanding the middle school impartial hearing officer will be discussed. concept, examining administrative deci - Offered on rotation sion-making and the middle school cur - 3 credits riculum, supervision at the middle school level; and current issues in administering EDL 649 Leadership and a middle school. Administration in Multicultural Offered on rotation School Settings 3 credits This course is designed to provide specif - ic preparation for supervisors in the man - agement of operational policies, particularly in multicultural school set - tings. Recent national and local policy trends will be explored for their effects upon traditional budget allocation prac - tices, curriculum strategies, personnel management, program assessment, and shared management. Offered each semester 3 credits

EDL 650 Internship in School Administration - Master’s During the internship, the six major core areas will be reintroduced, thus providing a synthesizing experience for the student. Practical applications of systematic observation and participation in adminis - trative and supervisory activities will be provided at the school district level. Registration must be approved by the chairperson’s permission, of the Department of Educational Leadership and Administration. Offered each semester Prerequisite: Core I and Core II 6 credits

Long Island University Rockland Graduate Campus Bulletin 2009-2011 49 HEALTH AND PUBLIC ADMINISTRATION PROGRAMS

Program Director Patricia Latona , R.N., M.S. (845) 359-7200, ext. 5410 [email protected]

50 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Public Administration

Limited Matriculation Requirements to the area of health or public administra - PUBLIC A student whose undergraduate cumu - tion. Transfer credit will not be consid - lative grade point average is between 2.5 ered unless the student received a grade ADMINISTRATION and 2.99 may be granted limited matricu - of B or better for the course and the lation. To be reclassified as full matricu - course was taken within the past five M.P.A. AND lant, the student must furnish all years. In the case of a required course, the necessary documentation, complete 12 content of the course taken at the other HEALTH credits with a grade of B or higher in institution must match the content of the each class, and demonstrate oral and required course. The student must submit ADMINISTRATION written English communication skills. the published bulletin containing an M.P.A. A student with an undergraduate GPA appropriate course description, the course below 2.5, but who has strong letters of syllabus, a statement about his/her recommendation and an expanded state - accomplishments in the course and the Rockland Campus Program Director ment submitted with the application term paper or project completed. Transfer Patricia Latona , M.S., R.N. indicating desire for admission and per - credits are not automatically granted. (845) 359-7200, ext. 5410 sonal growth, will be reviewed on an Request for transfer credits must be made [email protected] individual basis, and may or may not be within the first 30 days in the first semes - The Master of Public Administration accepted into the program. ter of attendance at the Rockland (M.P.A.) in either health administration The expanded statement must be in Graduate Campus. or public administration is a 42-credit the form of an essay, and must describe Students who are either full or limited program of study. The M.P.A. program is the applicant’s accomplishments, explain matriculants or have conditional status designed to provide graduates with the the low GPA, and offer other justifica - must obtain prior approval from the pro - theoretical, analytical and communica - tions for admission. The review may gram director to attend course(s) at other tion skills needed by successful health include a personal interview with the universities or at other campuses of Long care, public sector and nonprofit man - Program Director. Island University. Without such prior agers. The required general and advanced approval, such courses will not be trans - core courses provide students with foun - ferable. Permission and transferability for dations in organization theory, research Degree Requirements course(s) taken at another university methods, policies and systems, finance while in residence at the Rockland and human resources, and computer data • Successful completion of 36 credits Graduate Campus may be granted only in base management systems. (Public Administration program) or exceptional cases. 36 credits (Health Administration pro - gram) of core and elective credits with Admissions a GPA of 3.0 or better. Degree Program • Completion of six credits of capstone Requirements Requirements course requirements. Students are not permitted to register for capstone Students must complete the program Candidates for admission to the M.P.A. courses (HAD/PAD 707R and within five years. For all students, forty- program must satisfy the general admis - HAD/PAD 708R) with less than a two (42) credits are required for gradua - sion requirements for graduate study at 3.0 GPA. tion which includes: 27 credits required Long Island University. • Required courses will generally not be courses, nine credits of electives and six Applicants must have a baccalaureate waived unless a student can exhibit credits as a Capstone experience in the degree from an accredited institution and exceptional preparation in a given writing of a thesis. an acceptable record in undergraduate area. In those cases, substitution for a and other studies reflected in official specific course requirement may be transcripts of all colleges and universities considered if a request is made in writ - attended. ing to the Program Director. M.P.A. DEGREE Full Matriculation Requirements PROGRAM Full matriculation indicates that the student meets all the requirements for Incomplete Grades REQUIREMENTS admission in the degree program. These requirements are: Students who receive a grade of I (42 credits required) 1. Official undergraduate transcripts (Incomplete) in any course must remove reflecting award of a baccalaureate that Incomplete by the end of the next I. Required General Core Courses for degree or the successful completion of semester (this includes the summer). both Health and Public Administration: another master’s degree, both with a Alternatively, the student must re-register 18 credits GPA of 3.0 or above for the course and pay full tuition. Course Credits 2. Two letters of recommendation. MPA 501R Principles of Public 3. Personal statement with application Administration ...... 3 indicating desire for admission and pro - Transfer Credits MPA 502R Organizational Theory and fessional growth Behavior in the Public Sector ...... 3 Up to nine transfer credits may be MPA 503R Economic Environment accepted from an accredited graduate and the Public Sector ...... 3 school. The courses must be appropriate MPA 505R Analytical Methods ...... 3

Long Island University Rockland Graduate Campus Bulletin 2009-2011 51 Rockland Graduate Campus

MPA 507R Policy Process in Health Electives and Specialty Tracks: 9 Credits Care and Public Administration ...... 3 Three elective courses designated in Program MPA 550R Computer Applications ...... 3 the 700 series must be selected: Gerontology Administration and Long Requirements Term Care Administration Specialty II. Required Health Administration Total Credits: 15 Tracts Courses: 9 credits The gerontology advanced certificate Also meets the educational requirements Course Credits requires the successful completion of the for eligibility to take the New York State HAD 602R Human Resources following five courses: Nursing Home Administrator’s Licensing Administration in Health Care ...... 3 exam. Course Credits HAD 603R Foundations of Budgeting HAD 710R Gerontology: Process of HAD 602R Human Resources and and Finance in Aging Administration in Health ...... 3 Health Administration ...... 3 HAD 711R Long Term Care HAD 603R Foundations of Budgeting HAD 604R Administrative Administration and Finance in Health Responsibility and the Legal When HAD 709, HAD 710 and HAD 711 Administration ...... 3 Environment in the Health are taken as part of the total health adminis - HAD 709R Legal Aspects in Health Care Sector ...... 3 tration curriculum, graduates of this program Administration ...... 3 HAD 710R Gerontology Processes of II. Required Public Administration should meet the educational requirements for Aging ...... 3 Courses: 9 credits eligibility to take the State Board Examination HAD 711R Long-Term Care Course Credits for a Nursing Home Administrator’s license. Administration ...... 3 PAD 602R Human Resource To those pursuing a New York State Administration in the Nursing Home Administration License, Public Sector ...... 3 GERONTOLOGY when HAD 709, HAD 710 and HAD 711 PAD 603R Fundamentals of are taken, graduates should meet the educa - Budgeting and Finance in the ADVANCED tional requirements for eligibility to take the Public Sector ...... 3 State Board of Examination for a Nursing PAD 604R Administrative Responsibility CERTIFICATE Home Administrator’s license. and Legal Environment in the Public Sector ...... 3 The increase in our aging population has created a need for professionals who III. Capstone Experience: 6 credits can guide individuals, families, commu - Description of Courses nities and institutions in dealing with Course Credits special needs of the elderly. With formal All courses are grouped by major code HAD/PAD 707R Thesis Research courses, lectures and case studies, the designations. Consultation ...... 3 department offers instruction on an HAD/PAD 708R Thesis ...... 3 advanced level. Upon completion of this MPA - General Core Courses Total Credits ...... 42 program, Long Island University confers HAD- Health Administration Courses a gerontology advanced certificate. PAD - Public Administration Courses Gerontology Administration and Long Term Care Administration Specialty I. MPA - General Core Courses Tracts Admission Three elective courses designated in MPA 501R Principles of Public the 700 series must be selected: Requirements Administration A gerontology advanced certificate This course explores the fundamentals of HAD 709R Legal Aspects in Health candidate must have a bachelor’s degree public administration, including organi - Administration from an accredited institution, and an zation and management concepts, and HAD 710R Gerontology: Process of acceptable record in undergraduate and the political process. The origin, growth Aging other studies as reflected on official tran - and interrelationships in the public sec - tor are discussed. This discussion falls HAD 711R Long Term Care scripts. Each candidate must also meet within the broader context of public pol - Administration admissions criteria established for the M.P.A. degree program. icy processes, with special attention to Students must have a cumulative grade A matriculated M.P.A. student who the topics of bureaucracy and intergov - point average of at least 3.0 and have no pursues the gerontology advanced certifi - ernmental relations. Incompletes before they can register for the cate may transfer up to three courses Offered on rotation capstone. Registration is restricted to stu - from his or her M.P.A. curriculum, but 3 credits dents who have completed a minimum of must take two additional elective courses 30 credits in the program, except for the to be eligible for both the M.P.A. degree MPA 502R Organizational Theory capstone plus two other courses. The cap - and the gerontology advanced certificate. and Behavior stone may be taken simultaneously An analysis of organizational theories with only one other course. A meeting with emphasis on the informal and for - with the program director is required for mal aspects of the administrative process. registration. Topics include individual behavior pat - terns, group dynamics, communication,

52 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Public Administration

motivation, decision-making, and lead - merit systems, unionism, bureaucratic PAD 604R Administrative ership as they relate to the public health trends, personnel recruitment, testing, Responsibility and the Legal care sectors. and performance evaluations. Other top - Environment in the Public Sector Offered on rotation ics include equal employment opportuni - Consideration of the authority and pro - 3 credits ty, employee rights and occupational cedures utilized by health agencies in the safety. administration of their affairs. Analysis MPA 503R Economic Environment Offered on rotation of problems of accountability and the and the Public Sector 3 credits reconciliation of the administrative An examination of the role of the public process with medical, political, social sector in economic decision-making. The HAD 603R Foundations of Budgeting statutory and regulatory mandates. nature of public goods is described as it and Finance in Health Administration Offered on rotation3 credits relates to the allocation, stabilization, In this course, students will become familiar with the principles of budgeting and distribution functions of the eco - IV. Elective Courses nomic system. The role of private invest - and finance in the health sector. Topics ment, relations between government and include budgetary systems, methods, MPA 701R Managerial Communication business, and the use of national income processes and cycles, preparation and jus - This course examines theory and practice accounts are examined. Opposing views tification. A survey of the various federal in written and oral communication as about the reasons, methods and institu - prospective payment systems and other applied to the public, health and not-for- tions influencing governmental regula - current developments in reimbursement profit sectors. Students will become tion, fiscal and monetary policy and methods is presented. adept at report writing, memo writing, action are presented. Offered on rotation correspondence and oral presentations. Offered on rotation 3 credits Offered on rotation 3 credits HAD 604R Administrative 3 credits Responsibility and the Legal MPA 505R Analytical Methods Environment in the Health Care Sector MPA 704 Intergovernmental Relations This course is an introduction to the This course is a consideration of the This course is an analysis of the vertical methods, tools and uses of applied authority and procedures utilized by and horizontal relationships of the research. The course surveys basic data health agencies in the administration of national, state and local governments. gathering, analytical concepts and tech - their affairs. This course includes an Topics include the theory of federalism, niques as they apply to administrative analysis of the problems of accountability intergovernmental cooperation and con - problems. Skills and issues related to and the reconciliation of the administra - flict, municipal, state and regional rela - research are also considered. tive process with medical, political, tionships. Offered on rotation social statutory and regulatory mandates. Offered on rotation 3 credits Offered on rotation 3 credits MPA 507R The Policy Process in 3 credits MPA 707 Training and Development Health Care and Public Administration This course is devoted to the kinds of This course is an analysis of the policy III. Public Administration Core Courses activities and problems encountered by an agency’s director of training and process in terms of the development and PAD 602R Human Resources development. Such items as the role of implementation of programs as they relate Administration in the Public Sector the training director in organizational to the health care and public sectors. The This course is an exploration of the development, the relationship with line impact of special interests is examined as theories and practices of personnel admin - managers, the relationship with the pres - an integral part of the process. A variety of istration in public sector including merit ident, and the techniques of the training timely subject/case studies are explored. systems, unionism, bureaucratic trends, are examined by case studies, lectures Offered on rotation personnel recruitment, testing and perfor - and outside speakers. 3 credits mance evaluations. Other topics include Offered on rotation equal employment opportunity, employee MPA 550R Computer Applications 3 credits This course equips the student to use com - rights, and occupational safety. puterized database management systems Offered on rotation MPA 708R Work, People and and statistical packages. The student gains 3 credits Productivity hands-on experience with both microcom - This course is experiential. Activities puters and mainframe computers. Among PAD 603R Foundations of Budgeting demonstrate the perspectives and con - the packages used are SPSSX and other and Finance in the Public Sector flicts that arise at the various levels of varied database management systems. In this course, students will become organizations and suggest strategies for Offered on rotation familiar with the principles of budgeting prevention and resolution. Students and finance in the public sector. Topics Prerequisite: MPA 505 learn about their own management include budgetary systems, methods, 3 credits styles, how to maximize their own perfor - processes and cycles, preparation and jus - mance and those of their employees, II. Health Administration Core Courses tification. A survey of the various federal peers and supervisors through role-play - prospective payment systems and other HAD 602R Human Resources ing, feedback exercises, effective supervi - current developments in reimbursement Administration in Health Care sion and evaluation techniques. methods is presented. This course is an exploration of the theo- Offered on rotation Offered on rotation ries and practices of personnel adminis - 3 credits tration in health service organizations, 3 credits

Long Island University Rockland Graduate Campus Bulletin 2009-2011 53 Rockland Graduate Campus

MPA 710 Labor Relations in the MPA 785 Independent Study HAD 711R Long-Term Care Public Sector The student is expected to research one Administration This course examines the interaction of specific phase of a problem in considerable In this course students consider the the labor movement with management depth under the supervision of a faculty unique organizational and administrative in the political setting of government. advisor, and to prepare a well-documented aspects of the various types of long-term This course also examines collective bar - evaluative report expressing his/her own facilities as distinct from acute-care hos - gaining in relation to public bodies, and assessment of the impact and significance pitals. The course will include the the impact of bargaining on a fiscal bud - of both the problem and of one or more Federal and local special code require - get. Other policy processes as well as the solutions. ments pertinent to construction, admin - role of the administration are covered Offered on rotation istration, medical-nursing care, and other and include strategies of bargaining and 3 or 6 credits numerous therapeutic modalities required the role of public opinion. by the geriatric and convalescent Offered on rotation MPA 788 Graduate Internship in patient. 3 credits Administration Offered on rotation An opportunity for students without 3 credits MPA 712R Managing Diversity administrative experience to work in an in the Workplace organization based upon a plan approved HAD 714R Planning and Marketing in This course examines the role and func - by the head of the program and the Health Care Organizations tion played by diversity, civil and human agency. Students prepare a substantial This course provides an analysis of the rights and administrative agencies at the research and/or analytical paper concern - principles of planning and marketing ing their experience and participate in federal, state, and local levels. The functions in health care organizations. course analyzes the government response an Internship Seminar. Offered on rotation Students will study the methods by to diversity issues. Topics include a which institutions evaluate and control review of current legislation and the 3 or 6 credits opportunities to achieve goals and objec - respective agencies established to address the problems of discrimination. HAD 701R Hospital Organization tives in a highly competitive and Offered on rotation Reviews the organization and manage - resource restrained health care environ - 3 credits ment of hospitals within a regional con - ment with both free market and regulat - text of primary care. While covering the ed market characteristics. MPA 713 Grant Writing and elements of hospital structure and orga - Offered on rotation Administration nization, there will be a focus on prob - 3 credits In this highly experiential course, students lem solving and the development of locate available federal, state, local and administrative skills. HAD 717R Medical Practice foundation sources of funding for a specif - Offered on rotation Management ic project, write a letter proposal to a 3 credits This course offers a comprehensive intro - foundation or private sector organization, duction to the management of medical and follow-up with a full grant proposal. HAD 709R Legal Aspects in practices in the private sector and in aca - Students will adhere to the request for Health Administration demic faculty practice plans. Topics proposal guidelines of a federal, state or This course focuses on the application of include organization structure, staffing, local agency. Topics include effective legal principles to the health delivery financial management, contracting with research, creating a plan for the program, system. Topics include: hospital code; managed care organizations, compensa - elements of a good proposal, components consents; patients’ rights; admission and tion and income distribution plans, legal of the proposal package, and strategies for discharge of patients; malpractice; liabili - issues, medical records, information sys - getting a proposal read by a foundation or ty of hospitals, physicians and nurses; tems, and Internet applications. corporation officer. Administration, eval - medical records; immunity of hospitals; Offered on rotation uation and reporting functions, as well as medical staff rights and privileges; med - 3 credits accountability are described and discussed. ical-moral dilemmas relating to abortion, Offered on rotation sterilization, and artificial insemination. HAD 723R Economics of Health 3 credits Offered on rotation This course offers the perspective of 3 credits health care delivery as an economic MPA 777 Critical Issues in the Public activity. Students analyze the determi - and Private Sectors HAD 710R Gerontology: nants of demand for health services, the This course reviews critical issues facing Processes of Aging supply of health resources, and the vari - the public and private sectors and their This course is a survey of gerontology, ous approaches to bringing the two into interrelationship. Noted figures from the including theories of aging, health and equilibrium. Attention is also given to public and private sectors present the public involvement in health services in issues from their perspective. physiological aspects of aging, psycholog - ical and psychiatric problems, family and the form of licensure, regulation, financ - Offered on rotation ing and planning. sex roles of the aged, the middle years, 3 credits Offered on rotation retirement, and institutional placement 3 credits in long-term care facilities. Offered on rotation 3 credits

54 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Public Administration

HAD 724R Managed Care PAD/HAD 785 Independent Administration Research Study This course analyzes the various modali - Based on a student selected topic, the ties and the significance, direction and student is expected to research one spe - current status of managed care as an cific issue or phase of a problem in con - expanding organizational component of siderable depth, under the supervision of the health care delivery system. Students a faculty advisor, and prepare a well doc - will examine organizational models, umented evaluative report expressing compensation problems, contracting, his/her assessment of the impact and sig - quality management, marketing, legal nificance of the problem. issues and relations with various groups, Offered on rotation such as patients, physicians, governmen - 3 credits tal and business clients. Offered on rotation V. Capstone Courses 3 credits PAD/HAD 707R Thesis Research HAD 725R Financial Management of Consultation Health Care Institutions In the first semester the student will The description and analysis of financial undertake an advanced study of the issues on an institutional level are methods of research and the analytical explored. Topics include third-party pay - and presentation techniques employed in ment systems, managed care financial plan - the discipline of health or public admin - ning and contracting, methods of financing istration, together with the preparation and allocation of funds, cash flow and fiscal of a master’s thesis proposal and outline management, systems of cost control and of the thesis. financial decision making. Offered on rotation Offered on rotation 3 credits 3 credits PAD/HAD 708R Thesis in Health HAD 780R Current Issues in Administration Health Administration The second semester is spent in the actu - A special topics course exploring selected al writing of the thesis. See note above themes, current developments, and emerging issues in health administration. Prerequisite: 707R Offered on rotation Offered on rotation 3 credits 3 credits

PAD 725R Government Regulation of Land Use This course examines various forms of governmental power (zoning, eminent domain, urban renewal) to regulate the use of land. Offered on rotation 3 credits

PAD 748R Managing Metropolitan Government This course examines the politics of changing constituencies and their impact on community participation and city management. This course surveys the management and organization of American metropolitan areas. Offered on rotation 3 credits

PAD 780R Current Issues in Public Administration This course is a special topic course exploring selected themes, current devel - opments and emerging issues. Offered on rotation 3 credits

Long Island University Rockland Graduate Campus Bulletin 2009-2011 55 PHARMACEUTICS PROGRAM

Program Director Carmen Bowen , B.S., M.S., M.B.A. (845) 359-7200, ext. 5435 [email protected]

56 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Pharmaceutics

PHS 975 Introduction to Packaging PHARMACEUTICS Industrial Pharmacy Principles ...... 3 Specialization PHS 979 Design of Peptide and Protein (M.S.) Drug Delivery Systems ...... 3 The primary goal of the program is to PHS 982 Controlled Release Drug provide advanced study opportunities for Delivery Systems ...... 3 Admission individuals interested in various aspects PHS 984 Biomaterials in Pharmacy of drug development in the pharmaceuti - and Medicine ...... 3 Requirements cal industry. The areas include pharma - PHS 986 Microencapsulation ...... 3 ceutical research and development, PTM 904 Pharmacology and Toxicology Applicants must have a baccalaureate manufacturing, unit operations and relat - degree from an accredited institution and a ed activities. The program options pro - of Dermatologic Products...... 3 successful record of achievement in under - vide for both thesis and non-thesis Total Credits ...... 33-36 graduate studies with a major in biology, pathways, and considerable flexibility in chemistry, biochemistry or physics. program planning based upon the stu - dent’s industrial experience. Cosmetic Science Full Matriculation Requirements Specialization Full matriculation indicates that the Required Courses* student meets all the requirements for Course Credits In keeping with the rapid changes and admission in the degree program. These PHS 020 Seminar in Pharmaceutics .... .3 advances in the field of cosmetic science, requirements are: PHS 701 Physical Chemistry I ...... 3 the graduate program in cosmetic science • Official undergraduate transcripts PHS 901 Basic Pharmaceutics provides an appropriate blend of course reflecting award of a baccalaureate (required for foreign students and work in the areas of chemistry, pharma - degree or the successful completion of non Pharmacy majors) ...... 3 cology, toxicology, microbiology and phar - another master’s degree, both with a PHS 931 Advanced Physical macy. These disciplines are coupled with GPA of 3.0 or above their applications to the development and Pharmacy I ...... 3 • Two letters of recommendation formulation of cosmetic products, and will PHS 934 Industrial Pharmacy I ...... 3 serve to help the student to function more PHS 935 Industrial Pharmacy II effectively in the cosmetic industry . Specializations in: (including laboratory) ...... 3 Industrial Pharmacy PHS 972 Methods of Pharmaceutical Required Courses* and Cosmetic Science Analysis ...... 3 Course Credits PHS 985 Biopharmaceutics PHA 010 Biostatistics 3 All programs in the College of Pharmacokinetics ...... 3 PHS 022 Seminar in Cosmetic Pharmacy are career-oriented. Curricula Total Credits ...... 24 Science ...... 3 are evaluated at regular intervals to PHS 931 Advanced Physical ensure that they reflect contemporary *All entering students must successfully Pharmacy I ...... 3 trends and emphases in medical and complete Mathematics 40 or equivalent. PHS 950 Cosmetic/Dermatological health-care practices. Students are Formulations and Technology I ...... 3 afforded both didactic and experiential Electives & Research (9-12 credits) PHS 951 Cosmetic/Dermatological Course Credits programs in a variety of settings in order Formulations and Technology II ...... 3 PHA 010 Biostatistics ...... 3 to prepare them for leadership positions PHS 952 Cosmetic/Dermatological in the health-care delivery system. The PHS 702 Physical Chemistry II ...... 3 Formulations and Technology heavy concentration of pharmaceutical PHS 902 FDA’s Compliance in the Laboratory ...... 3 industry and health-care institutions in Practice of Industrial Pharmacy ...... 3 PHS 960 Properties/Applications of the New York Metropolitan area pro - PHS 932 Advanced Physical Cosmetic and Pharmaceutical Raw vides unusual opportunities for both Pharmacy II ...... 3 study and practical experience. Materials ...... 3 PHS 936 Dosage Form Design ...... 3 The graduate programs are designed to PHS 972 Methods of PHS 937 Pharmaceutical Engineering .. 3 provide the theoretical and conceptual Pharmaceutical Analysis...... 3 PHS 950 Dermatological Formulations framework that is inherent in advanced Total Credits ...... 24 studies, and to promote the development Technology I ...... 3 PHS 951 Dermatological Formulations of specific skills in various areas of the Electives (9-12 credits) health-care industry. Consequently, the Technology II ...... 3 PHS 932 Advanced Physical programs have two major and consistent PHS 954 Special Topics in Pharmacy II ...... 3 objectives: first, the pursuit of scholarly Pharmaceutical and Cosmetic PHS 936 Dosage Form Design ...... 3 achievement; second, the enhancement Microbiology ...... 3 PHS 954 Special Topics in Pharmacy of career mobility. This integrated PHS 958 Aerosol Science and approach provides students with unique and Cosmetic Microbiology Technology ...... 3 opportunities to concentrate their efforts PHS 958 Aerosol Science and PHS 960 Properties/Applications of in areas that are productive and fulfilling . Technology ...... 3 Cosmetic and Pharmaceutical Raw There are two specialization in the PHS 970 Principles of Quality Materials ...... 3 M.S. program in pharmaceutics avail - Assurance...... 3 PHS 970 Principles of Quality able: industrial pharmacy and cosmetic Total Credits ...... 33-36 science. Assurance ...... 3

Long Island University Rockland Graduate Campus Bulletin 2009-2011 57 Rockland Graduate Campus

PHS 901 Basic Pharmaceutics PHS 935 Principles of Industrial Degree Requirements An introduction to basic pharmaceutical Pharmacy II principles associated with pharmaceutical A laboratory course designed to give stu - Students taking the Non-Thesis dosage forms. Discussions will focus on dents experience in utilizing industrial Option must complete 33 credits of factors affecting dosage form design, instrumentation to test basic principles course work and pass the written manufacturing of different dosage forms, and theories in the design and produc - Comprehensive Examination. Students biopharmaceutics, pharmacokinetics, tion of various dosage forms. taking the Thesis Option must complete drug stability, FDA approvals and recalls, Laboratory fee: $110 30 credits of course work of which six so that the student can obtain the 3 credits credits are for Research and Thesis, PHS knowledge needed to succeed in the 060. Thesis students must register for M.S. Waiver may be authorized by the PHS 936 Dosage Form Design PHS 060 in two consecutive semesters, division only. Biopharmaceutic and pharmacokinetic three credits each semester. 3 credits principles, coupled with physical phar - macy concepts, are used to discuss meth - PHS 902 Regulatory Compliance in ods necessary for optimizing the design of Descriptions of the Practice of Industrial Pharmacy various drug-delivery systems. The course The course discusses the role of the FDA is intended for those who want an under - Courses and other regulatory agencies whose standing of dosage forms and their actions impact on the pharmaceutical, design, and is geared to the underlying Course schedules are printed every biotechnology and cosmetic industries. principles of drug release from dosage semester. The listings below are tenta - GMPs, GLPs, FDA inspections, valida - forms. While a major portion of the tive. They are based on past history and tion and other topics are discussed to course is devoted to oral solids, liquids, are subject to change. highlight agencies’ requirements and the topicals and parenteral design are also do’s and don’ts for compliance. Division of Pharmaceutical Sciences covered, together with means of evalua - 3 credits Master of Science Courses tion and testing. 3 credits Pharmaceutics, Industrial Pharmacy, PHS 931 Advanced Physical and Cosmetic Science Pharmacy I PHS 937 Pharmaceutical Engineering A systematic study of the application of An introduction to basic engineering PHS 020 Seminar in Pharmaceutics physico-chemical principles to the phar - principles that are involved in the com - A presentation and analysis of recent devel - maceutical and cosmetic sciences. Topics mercial manufacture of pharmaceutical opments in industrial pharmacy and phar - include complexation, colloids, interfa - dosage forms. Discussions will focus on maceutics. Students are expected to present cial phenomena, dissolution theory, sus - how such principles as blending, mixing, oral and written reports on a particular sub - pensions, micromeritics and rheology. heat and mass transfer are utilized to ject in consultation with the instructor in Prerequisite: Math 40 design and specify equipment used in charge. May be repeated for credit. 3 credits producing powders, tablets, capsules and 3 credits parenteral products. Basic concepts of PHS 932 Advanced Physical cost estimation will also be discussed. PHS 022 Seminar in Cosmetic Science Pharmacy II 3 credits A presentation and analysis of recent An in-depth analysis of the chemical developments in cosmetic science. kinetics of pharmaceutical systems as PHS 950, 951 Cosmetic/ Dermatological Students are expected to present oral and applied to both in-vitro and in-vivo Formulations and Technology I & II written reports on a particular cosmetic models. Drug decomposition, stabiliza - An in-depth study of skin including a topic in consultation with the instructor tion and storage of solutions, polyphasic mechanistic analysis of the relevant skin in charge. Pass-Fail only. systems and solids are emphasized. functions, percutaneous absorption, 3 credits Prerequisite: PHS 931 rationale for dermatological formulations, 3 credits physicochemical principles used, perfor - PHS 701 Physical Chemistry I mance criteria and evaluation of the topi - The emphasis will be on chemical ther - PHS 934 Principles of Industrial cal systems. Emphasis is placed on the modynamics, from fundamental princi - Pharmacy I product development, scale-ups, manu - ples to applications in chemical A study of methods used to formulate, facturing, stability-testing and perfor - equilibrium, including the concept of manufacture and stability-test various mance evaluations of modern-day activity in nonideal systems, and electro dosage forms including tablets, ointments, cosmetic, toiletry and pharmaceutical chemistry of the pH electrode and other creams, capsules, suspensions, sterile prod - topical products. The courses covers all ion selective electrodes. ucts, etc. The different techniques used to types of skin care, hair care and treatment 3 credits formulate dosage forms possessing unique systems including creams, lotions, sham - properties such as sustained or delayed poos, gels, fluids, makeups, sunscreens PHS 702 Physical Chemistry II release will also be covered. and pharmaceutical dermatologicals . The emphasis of this course is on chemi - 3 credits 3 credits cal kinetics, from experimental measure - ment of rate processes to activation theory and enzyme kinetics. Steady state activation theory will be included. 3 credits

58 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Pharmaceutics

PHS 952 Cosmetic/Dermatological PHS 960 Properties/Applications of peptide drugs. The course will discuss the Formulations and Technology Cosmetic and Pharmaceutical Raw chemistry, physical chemistry and bio - Laboratory Materials chemical properties of polypeptides; Designed for in-depth study of product Designed to be of special value to indi - physical and chemical degradation path - development, scale-up, manufacturing, sta - viduals involved in formulation and ways characteristic to protein drugs; sug - bility-testing and performance evaluations of manufacturing work of cosmetic, toiletry gested mechanisms of protein drug modern-day cosmetic and toiletry products. and pharmaceutical products. Covers the absorption; classification and properties 3 credits physicochemical properties of major of absorption promoters for macromole - classes of raw materials. These include cules; how to design the appropriate PHS 954 Special Topics in tablets, ointments and creams, surfac - delivery system for a stable, effective pro - Pharmaceutical and Cosmetic tants, film formers, plasticizers, reserva - tein drug through parenteral or non-par - Microbiology tives, antioxidants, sunscreens, thickeners enteral routes. Specific protein products Laboratory design and equipment and dispersants, pharmaceutical solvents, for the diagnosis, treatment and preven - requirements include discussions of lami - etc. Special emphasis is placed on the tion of diseases, which are now commer - nar flow, automation, etc. Special atten - creative and innovative application of cially available, will be covered. tion to: legal requirements, sanitation these raw materials in the development Prerequisites: PHS 311, 312 or equivalent and good manufacturing practices; disin - of contemporary cosmetic/toiletry and 3 credits fectants, antiseptics, preservatives and pharmaceutical dosage forms. preservation; test methods for air, water, 3 credits PHS 980 Sterile Products raw materials, finished products; sterility The course will provide the fundamental tests and new techniques in diagnostic PHS 970 Principles of Quality principles used to formulate, manufacture work; assay methods; evaluation of per - Assurance and control sterile products, primarily sonal products; microbiological statistics. Provides an introduction to both theory injectables. Topics to be covered will 3 credits and practice of the total control of quali - include formulation criteria, steam, dry ty in pharmaceutical manufacturing. heat and ethylene oxide sterilization, PHS 955 Integrated Dosage Form Topics include: total quality control; sterile filtration, aseptic filling, process Development quality assurance organization and its validation and packaging selection and The course will introduce students to the role in research, development and pro - evaluation. Demonstrations and experi - challenges of pharmaceutical develop - duction; current good manufacturing ments will provide first-hand experience ment in a regulated environment and practices; statistical quality control and in the use of equipment and procedures will emphasize the role of a pharmaceuti - expanded discussions on process valida - employed to manufacture sterile products. cal scientist in drug discovery develop - tion and stability and expiration dating. 3 credits ment. An overview of the drug discovery process will be provided, underscoring 3 credits PHS 981 Polymers in the importance of basic biopharmaceuti - Pharmaceutical Systems cal principles in optimal drug candidate PHS 972 Methods of Pharmaceutical Polymers are widely used in pharmacy as selection. Preformulation considerations Analysis adjuvants, suspending and emulsifying and formulation development for clinical Theory of chromatographic, spectropho - agents, flocculating agents, adhesives, studies and commercialization will be tometric and other methods of analysis as packaging and coating materials. What discussed. The role of drug delivery tech - applied to clinical, pharmaceutical and are the fundamental properties of poly - nologies to enhance product performance cosmetic problems is discussed. mer molecules that lend themselves to or improve patient compliance will be 3 credits such widespread pharmaceutical applica - reviewed. Students will be introduced to tions? Although polymers of natural ori - the regulatory aspects of drug product PHS 975 Introduction to Packaging gin are familiar members of the development including stability testing, Principles pharmacopoeia, the explosive develop - bioavailability, bioequivalence, and tech - The course will review the structure and ment of the polymer field has led to new nology transfer. The scope and need for composition of various materials used in possibilities in the utilization of synthetic stronger collaboration between the the preparation of consumer-oriented pri - materials for pharmaceutical systems; in industry and academia will be highlighted. mary and secondary packaging (pharma - particular, for the more efficient novel 3 credits ceutical, cosmetic, device, etc.). Their potential interaction and impact on shelf drug delivery devices. An understanding PHS 958 Aerosol Science and life will be discussed, with the accent on of the nature of polymers ranging from Technology fundamental physical chemical principles the random chain of repeating units to An in-depth study of the physicochemi - applied to package function and design. the more complex and highly specific cal principles of aerosol science and Regulatory aspects will be discussed proteins is necessary to custom-make or technology. The topics covered include: whenever applicable. Field trips will be modify naturally existing structures to aerosol propellants, containers, valve and made to give emphasis to the relevance produce useful new pharmaceutical prod - actuator systems, product development, of scientific principles in practical ucts. This course will provide the student manufacturing, stability testing and per - applications. with an understanding of the basic con - formance evaluations of all types of 3 credits cepts and phenomena of polymers with aerosol products. Special emphasis is respect to their end-use in pharmacy. placed on the homogeneous and hetero - PHS 979 Design of Peptide and Prerequisite: PHS 931 geneous systems used in the formulations Protein Drug Delivery Systems 3 credits of topical, nasal and inhalation aerosol The course covers an introduction to the drug delivery products. gene-cloning technology and ex-vivo cell 3 credits cultures as a new source for protein and

Long Island University Rockland Graduate Campus Bulletin 2009-2011 59 Rockland Graduate Campus

PHS 982 Science and Technology of PHS 986 Microencapsulation Controlled Release Systems This course will provide a comprehensive This course will cover design and fabrica - study of the design and production of tion of currently utilized devices for con - fine particles, including microcapsules, trolling the release of drugs to the human microspheres, and nanoparticles. The body. A wide variety of drug delivery sys - course will stress microencapsulation tem designs will be analyzed in this processes of pharmaceuticals. It will dis - course. Mechanisms and kinetics of drug cuss the state of the arts, sciences, and release from these systems, structure and modern techniques that must be mas - properties of fabrication materials, prin - tered to be able to prepare and test prod - ciples of molecular diffusion across poly - ucts that will work correctly, effectively, mer barriers and transport across and be clinically acceptable for human or biological interfaces will be covered. animal use. It covers the microencapsula - This course is a senior elective for both tion materials and technologies from M.S. and Ph.D. students. chemical, physicochemical, to mechani - 3 credits cal procedures. This course also includes characterization and dosage forms of PHS 984 Biomaterials in Pharmacy microencapsulation products. and Medicine 3 credits This course will cover combined applica - tion of the principles of physical chem - PHS 060 Research Thesis istry, biochemistry, materials engineering, Individual research in the various areas mass transfer, fluid mechanics and bio - of Specialization. Students taking the logical interactions to pharmaceutical Thesis option must register for this and biomedical problems. Some of the course twice. realities of biomaterials research, devel - 3 credits opment and performance will also be explored. Case studies include considera - tion of the selection of materials: compo - nents of, or entire, drug-containing implants and artificial organs for use in College of Pharmacy and Health Sciences contact with body fluids; state- of-the-art research ideas; and the rela - tionship of those ideas to improved pharmaceutical and medical systems. Three lecture hours. 3 credits

PHS 985 Biopharmaceutics and Pharmacokinetics The application of pharmacokinetic principles and pharmacokinetic models to dosing, bioavailability and bioequiva - lence of drugs (i.e., Digoxin, Phenytoin, Theophylline, etc.). 3 credits

60 Long Island University Rockland Graduate Campus Bulletin 2009-2011 Approved Programs

APPROVED PROGRAMS – ROCKLAND GRADUATE CAMPUS New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may jeopardize a student’s eligibility for certain student aid awards.

Business Programs Health Administration Programs

Major Hegis Degree/Award Major Hegis Degree/Award Code Code Business Gerontology 2299.10 Adv. Cert. Administration 0506 M.B.A. Non-Profit Management 1202 Adv. Cert Health Administration 1202 M.P.A. Business Public Administration 2102 M.P.A. Administration 0506 Adv. Cert. Pharmacy Program Education Programs Major Hegis Degree/Award Major Hegis Degree/Award Code Code Pharmaceutics 1211 M.S. Adolescence Education 0803.00 M.S. Ed. English 7-12 Earth Science 7-12 Biology 7-12 Chemistry 7-12 Mathematics 7-12 Physics 7-12 Social Studies 7-12 Childhood Education 0802.00 M.S. Childhood/Childhood Special Education 0808 M.S. Childhood/Literacy B-6 0830 M.S. Educational Leadership 0828 M.S.Ed., Adv. Cert. Gifted Education 0802 Cert. Extension Literacy Birth - Grade 6 0830 M.S.Ed. Mental Health Counseling 2104.10 M.S. School Counselor 0826.01 M.S. Special Education 0808 M.S.Ed. Special Education (Autism Concentration) 0808.00 M.S.Ed.

Long Island University Rockland Graduate Campus Bulletin 2009-2011 61 Rockland Graduate Campus

Rockland Graduate Rockland Graduate Academic Program Campus Board of Campus Directors Overseers Administrators Carmen Bowen B.S., M.S., M.B.A. Stella Blasenheim Nancy Low-Hogan Program Director, Pharmaceutics Educational Consultant B.S., M.A., Ph.D. Associate Provost Elaine B. Geller Valenica Douglas B.A., M.S., C.A.S., S.D.A. Superintendent, Nyack School District Jeffrey J. McDowell Program Director, Special Education and B.A., M.A. Literacy Education Programs Peter Fella, ’93 Director of Campus Operations Director of Patient Services Nancy Goldman A&T Healthcare Ken Reilly B.A., M.A.T., Ed.D. B.A., M.B.A. Program Director, Curriculum and John Gillespie Director of Center for Professional Instruction Programs President, JFG Associates, Inc. Development and Lifelong Learning Lynn Johnson Henry Horowitz Peter Reiner B.A., M.S., Ph.D. Engineer, Attorney B.A., M.B.A. M.B.A. Program Director of Admissions and Marketing Program Director, Business Programs Michael Shilale, AIA President, Michael Shilale Architects Carolyn Reiter Patricia Latona R.N. B.A. M.S. Ronald J. Sylvestri, ’66 Assistant Director of Academic Advisement Program Director, Health and Public Senior Vice President, Hudson Valley Bank, Administration Programs Chancellor, Rockland and Westchester Christy Wrightington Campuses of Long Island University B.A., M.S. Charles Murphy Director of Academic Advisement B.A., M.A., Ed.D. Tom Zimmerman,‘93 Program Director, Educational Leadership Executive Director, Loeb House and Maureen VerSchneider and Administration Programs Joseph’s Home B.A. Assistant Director of Admissions, Linda Rosen Financial Aid Coordinator B.A., M.S., Psy.D. Program Director, Counseling Programs Kara Sheridan B.S., M.S. Director of Library/Resource Specialist

62 Faculty

ROCKLAND GRADUATE CAMPUS FACULTY Iftikhar Ahmad Jerry J. Cicchelli Mary Eppilito Professor of Education Adjunct Professor of Educational Adjunct Instructor of Education B.A., M.A., University of Peshawar (Pakistan); Administration B.A., Brooklyn College; M.A., Brooklyn College (CUNY); B.A., Montclair State University; M.S., Adelphi University; M.A., Graduate Center (CUNY); M.A., William Patterson College; P.D., Long Island University Ph.D., Yeshiva University Ed.D., Columbia University Mary Anne Evangelist Roseanne Composto Adjunct Associate Professor of Educational Kadum Ali Adjunct Instructor of Education Administration Adjunct Assistant Professor of Pharmacy, M.S., Long Island University B.A., College of New Rochelle; Arnold & Marie Schwartz College of M.A., Manhattan College; Pharmacy and Health Services Raymond F. Crapo Ph.D., Fordham University B.S., University of Baghdad; Adjunct Professor of Health Administration M.S., Ph.D., College of Pharmacy Lexington B.A., M.A., Hunter College Eugene Farrell Adjunct Assistant Professor of Education Barton S. Allen, Jr. Marianne Novello Cucolo B.A., State University of New York at Professor of Education Adjunct Instructor of Education Plattsburg; B.A., Bloomfield College; B.A., M.A., Fairleigh Dickenson University, M.A., Long Island University M.S., Long Island University; Cert. of Advanced Study, College of New Paltz Ed.D., Fordham University Joseph C. Fatony Rutesh H. Dave Adjunct Assistant Professor of Business Doreen M. Arney Professor of Pharmacentics B.A., M.B.A., Long Island University Adjunct Instructor of Education B.S., College of Pharmacy Karnatek (India); B.A., State University of New York at Albany; Ph.D., Long Island University Peter T. Fella M.S., Pace University Adjunct Associate Professor of Health Joseph A. Despres Administration Jennifer Astuto Assistant Professor of Counseling B.S., University of Rhode Island; Assistant Professor of Education, B.A., Cathedral College; M.P.A., Long Island University B.A., M.A., New York University M.S., Long Island University; Ph.D., City University of New York Ed.D., Columbia University Eileen Fiorentino Adjunct Instructor of Education Alamas Babar Anthony DiBartolo B.S., M.A., Brooklyn College Professor of Pharmaceutics Adjunct Instructor of Education B.S., University of Punjab (Pakistan); B.A., M.A., Iona College Jerry Fjermestad M.S., Ph.D., University of Connecticut Adjunct Associate Professor of Health Ann Marie DiSiena Administration Anne Bernstein Adjunct Assistant Professor of Business B.A., Pacific Lutheran University; Adjunct Assistant Professor of Education B.A., Iona College; M.S., Polytech University; B.A., M.S., Cert. of Administration/Staff M.A., Fordham University; M.B.A., Ph.D., Rutgers University Development, Queens College Doctoral Candidate, Argosy University Bonnie Forman Charles A. Borrelli David Drassner Adjunct Instructor of Counseling Adjunct Associate Professor of Business Adjunct Associate Professor of Counseling B.S., M.S., Brooklyn College B.B.A., M.B.A., Iona College B.A., M.S., Hunter College; M.Ed., Columbia University; Elaine B. Geller Bernadette Casey Ph.D., New York University Director, Special Education and Literacy Adjunct Assistant Professor of Educational Programs, Associate Professor of Education Administration Magda Maria du Preez B.A., State University of New York at Albany; B.A., St. Louis University; Adjunct Assistant Professor of Business M.S.Ed., C.A.S., State University of New M.Ed., William Patterson College; B.A., University of Stellenbosch; York at New Paltz C.A.S., New York University M.A., University of Orange Free State Dean A. Goettsch Eileen Chichin Roy L. Elberfeld Adjunct Associate Professor of Business Adjunct Associate Professor of Health Adjunct Associate Professor of Education Administration Administration B.S., St. Francis College; B.A., College of New Jersey; B.S., St. Thomas Aquinas College; M.S.Ed., St. John's University Professional M.A., William Patterson University M.S., College of New Rochelle Diploma, Long Island University Ph.D., Fordham University

63 Rockland Graduate Campus

Nancy T. Goldman Nicholas Krzemienski Teri Mersel Director, Curriculum and Instruction Adjunct Professor of Business Adjunct Assistant Professor of Education Programs, Associate Professor of Education B.A., M.P.A., Long Island University B.S.Ed., University of Miami; B.A., Syracuse University; M.S.Ed., Hunter College; Patricia Latona M.A.T., Ed.D., Teachers College, Columbia P.D., Fordham University Director, Health and Public Administration, University Assistant Professor of Health Administration Brian Miele Stuart Goldstein B.S., Lehman College; Adjunct Associate Professor of Education Adjunct Assistant Professor of Education M.S., College of Mount Saint Vincent B.A., St. Thomas Aquinas College; B.A., State University of New York at Buffalo; Michael LaMagna M.A., William Patterson College; M.S.Ed., Lesley College Adjunct Instructor of Health Administration C.A.S., State University of New York at Rockland Graduate Campus New Paltz Leonard H. Golubchick Adjunct Professor of Education Jason Lepree Charles Murphy B.A., M.S., Long Island University; Adjunct Assistant Professor of Pharmaceutics Director, Educational Administration, Ph.D., New York University B.S., Rutgers University; Professor of Education M.S., University of Wisconsin; B.A., Long Island University; Katherine Hargreaves Ph.D., University of Wisconsin M.A., Brooklyn College; Adjunct Assistant Professor of Education Ed.D., St. John’s University B.S., M.A., University of Rochester; Gavrielle Levine C.A.S., State University of New York at New Professor of Education Dana Murphy Paltz B.A., Columbia University; Adjunct Assistant Professor of Education M.A., Ph.D., Columbia University B.S., State University of New York at Oneonta; Linda Hatfield Mitchell Levy M.S., Fordham University; Adjunct Instructor of Education Adjunct Associate Professor of Education C.A.S., State University of New York at B.S., State University of New York at Fredonia ; B.A., M.Ed., Boston University; New Paltz M.S., Syracuse University; Ph.D., Florida State University Ed.D., Central Connecticut University Martha Murray Vicki Liner Adjunct Professor of Education Michael P. Hogan Associate Dean of Adjunct Instructor of Education B.A., Dominican College; Education Adjunct Professor of Education B.A., M.A., Brooklyn College, City M.A., Manhattan College; B.A., Spring Hill College; University of New York CAS., SUNY New Paltz; M.A., University of South Alabama; Ed.D., New York University Ph.D., University of Alabama Edward LuBell Adjunct Professor of Business Thomas Nardi Thomas P. Judd B.S., Hofstra University; Professor of Counseling Adjunct Associate Professor of Education M.S., Columbia University; B.A., Manhattan College; B.A., Gettysburg College; A.M.P., Harvard University M.S., P.D., Ph.D., St. John's University M.A., Ed.D., Teachers College, Columbia Margaret Lynch University Candice O'Connor Adjunct Instructor of Educational Adjunct Assistant Professor of Counseling Kathleen Keefe-Cooperman Administration B.A., Mercy College; Director, Counseling Programs, Assistant M.A., Montclair University M.A., Manhattan College Professor of Counseling M.S., New Jersey City University James W. Pappas B.A., Rhode Island College; Mary Jean Marsico Adjunct Professor of Business M.S., Pace University; Adjunct Assistant Professor of Education B.A., York College; M.A., Psy.D., University of Hartford B.A., Jersey City State College; M.B.A., Baruch College M.A., M.Ed., Ed.D., Teachers College, Michael Kelly Columbia University David Parr Adjunct Associate Professor of Education Associate Professor of Counseling B.A., Iona College; A. Scott McGowan B.S., Syracuse University; M.S., College of New Rochelle; Professor of Education M.S., Ed.D., Illinois School of Professional Ph.D., Fordham University B.S., University of Scranton; M.A., Ph.D., Niagara University; Psychology Louisa Kramer-Vida M.S., Ph.D., Fordham University Robert F. Penna Assistant Professor of Education Lisa McIntyre Adjunct Professor of Education M.A., Manhattan College; Adjunct Instructor of Education B.A., M.A., Jersey City State College; P.D., Ed.D., Hofstra University B.S., M.A., Westchester University; Ph.D., Fordham University S.D.A., Pace University; Ed.D., Lehigh University

64 Faculty

Alayne Pick Linda Rosen Sharon Stephenson-Rojan Adjunct Instructor of Education Adjunct Professor of Counseling Adjunct Instructor of Education B.A., New York University; B.A., Hofstra University B.S., M.A., City College; Ed.M., Boston University M.S., Cornell University M.A., College of New Rochelle Ph.D., Hahnemann Medical Donald Przytula Fred Strom Adjunct Assistant Professor of Counseling Mindy Ross Adjunct Assistant Professor of Business B.S., State University of New York at Fredonia; Adjunct Assistant Professor of Counseling B.B.A., University of Pittsburgh; M.S.Ed., Canisius College; B.A., M.S., City University of New York M.B.A., Drexel University Ed.D., Fordham University Thomas Saccardi Gary Trotz Carolyn K. Reilly Adjunct Associate Professor of Health Adjunct Professor of Education Adjunct Instructor of Business Administration B.A., Utica College; B.S., University of Charleston; B.A., Cathedral College; M.A., Syracuse University M.S., Fairleigh Dickinson University M.B.A., St. John's University; S.T.L., Gregorian University, Italy; Heather Waitman Kenneth H. Reilly Ph.D., M.Ph., City University of New York Adjunct Instructor of Health Administration Director, M.B.A. Program B.A., Fordham University; B.A., Villanova University; Donald Schneider M.S., Manhattanville College M.B.A., Fairleigh Dickinson University Adjunct Assistant Professor of Counseling B.A., Brooklyn College Linda Wenze Peter Reiner M.A., New York University; Professor of Health Administration Adjunct Instructor of Business M.S., Yeshiva University B.A., M.A., Ph.D., Hofstra University; B.A., Hunter College M.B.A., M.S., Long Island University M.B.A., Pace University Steve Schneider Adjunct Assistant Professor of Education Rogelio Reyes B.A., Hunter College; B.B.A., Iona College M.S., Lehman College; M.S., Western Connecticut College M.S., Queens College

Cynthia Porter Rickert Janet Seaman Adjunct Assistant Professor of Counseling Adjunct Assistant Professor of Education B.A., M.A., Austin College B.S., M.A., State University of New York at Ph.D., University of Texas Plattsburg; C.A.S., State University of New York at New James Riley Paltz; Adjunct Associate Professor of Educational Ed.D., Fordham University Administration B.A., Fordham College; Rhoda Shore J.D., Rutgers University Adjunct Professor of Education B.S., Temple University; Robert S. Ritzcovan M.S.Ed., P.D., Ph.D., Fordham University Adjunct Associate Professor of Business B.B.A., Iona; Beth Shusterman, M.S., Western Connecticut State College Adjunct Assistant Professor of Education B.S., State University of New York at New Paltz; J. Raymond Robinson M.S.Ed., Lehman College Adjunct Associate Professor of Business B.S., New York University; Katherine V. Smelter M.B.A., Pace University Adjunct Professor of Education B.S., Eastern Michigan University; Cindy Roland M.Ed., Ed.D., Wayne State University Adjunct Associate Professor of Education B.A., State University of New York at New John J. Staiger Jr. Paltz; M.S., University of Vermont Adjunct Assistant Professor of Educational Administration John R. Rooney B.S., Marist College; Adjunct Associate Professor of Counseling M.S., State University of New York at New Paltz B.S., St. Thomas Aquinas College; M.A., Adelphi University; Psy.D., Fairleigh Dickinson University 65 Rockland Graduate Campus

LONG ISLAND UNIVERSITY TRUSTEES AND ADMINISTRATION

Board of Trustees

CHAIRMAN Leon Lachman TRUSTEES EMERITI Edward Travaglianti Byron E. Lewis ’53 William F. de Neergaard ’47, H’98 Howard M. Lorber ’70, ’91, H’01 Donald H. Elliott H’85 SENIOR VICE CHAIR Brian Madocks ’79 Arthur I. Goldberg ’53 , H’94 Thomas L. Pulling Angelo Mangia Eugene H. Luntey H’98 Michael Melnicke John M. May SECRETARY Theresa Mall Mullarkey Richard Stark Steven J. Kumble H’90 Salvatore Naro ’83 William Zeckendorf, Jr. H’92 Richard P. Nespola ’67, ’73 MEMBERS William Nuti ’86 EX OFFICIO Stanley F. Barshay ’60 Joel Press ’68 David J. Steinberg Mark A. Boyar ’65 Edward E. Shorin H’99 John R. Bransfield, Jr. Harvey Simpson H-indicates honorary doctorate from Roland A. DeSilva ’62 Martin L. Sperber Long Island University Michael Devine ’68 David Sterling Michael N. Emmerman ’67 Sharon Sternheim George L. Engelke, Jr. Ronald J. Sylvestri ’66 Daniel B. Fisher ’67 Eric Tveter ’80 Alfred R. Kahn ’84, H’05 Richard O. Ullman ’67 John A. Kanas ’68 Rosalind P. Walter H’83 Eric Krasnoff

66 University Trustees and Administration

Long Island University Administration Claude Cheek Laura Martin University Officers B.A., M.A., M.B.A. M.Ed., Ed.D. Assistant Vice President for University Coordinator of Instructional David J. Steinberg Institutional Research Technology B.A., M.A., Ph.D., Litt.D., LL.D. D.H.L. Elizabeth Ciabocchi Kathleen Morley President B.S., D.C., Ed.D. B.A., M.A., Ph.D. Assistant Vice President for Academic University Director of Assessment Robert N. Altholz Planning and Instructional Development B.A., M.B.A. Catherine Murphy Vice President for Finance Lisa Conza B.A., J.D. and Treasurer B.S. Associate Counsel Associate Vice President for Human Resources Elaine M. Crosson S. Gavi Narra B.A., J.D. Paola Curcio-Kleinman B.S., M.S. Vice President for Legal Services B.F.A., M.F.A. Deputy CIO, Information Systems and University Counsel Associate Vice President for Marketing and Public Relations Margaret J. Natalie Paul H. Forestell A.S., B.S. B.A., M.A., Ph.D. Christopher Fevola Director of Purchasing Provost B.S. C.W. Post Campus Associate Vice President and Budget Linda Noyes Director C.C.P. Associate Controller for Compensation Richard W. Gorman Operations and Tax Compliance B.A., M.S.W. Melodee A. Gandia ’00 Vice President for University Relations B.S., M.S. Associate Vice President for Development Joseph Pelio Jr. ’93 B.S., M.S. Gale Stevens Haynes ’72, ’76 (M.S.) Associate Controller for Accounting Services B.A., M.S., J.D., LL.D. Heather Gibbs ’03 B.A., M.S. Provost Frank Perugini Brooklyn Campus Assistant Vice President Office of the President B.S. Assistant Vice President for Web Jeffrey Kane Communications, Marketing Services B.A., M.A., Ph.D. Robert Glass Vice President for Academic Affairs B.A., M.A., Ph.D. University Dean of International Education; Penelope Reddan ’03 Dean of Global College B.S., M.S. Daniel J. Rodas University Director of Development B.A., Ed.M., M.B.A., Ph.D. Database and Information Vice President for Planning; Jennifer S. Goodwin Vice President for Human Resources B.A., C.F.R.E. Associate Vice President for Development M. Peggy Riggs ’89 B.S. and Alumni Relations, Brooklyn Campus Academic Budget Officer Mary M. Lai ’42, H’86 Salvatore Greco B.S., M.S., D.H.L., D.B. Anthony J. Riso B.S., M.S. Treasurer Emerita B.S., M.B.A. Associate Vice President for Information Assistant Controller Systems Kathryn S. Rockett ’82 University Loretta Knapp B.S., M.A., M.B.A. Administration B.S.N., M.A., Ph.D. Assistant Vice President for Sponsored Deputy Vice President for Academic Affairs Research B. George Baroudi B.S. Kamel Lecheheb Jeanne M. Schlosser ’03 Chief Business Process Improvement B.S., M.S., Ph.D. A.A., B.A., M.B.A. Officer and CIO Deputy CIO University Bursar

Kathleen A. Campo David Mainenti Mark Schmotzer Executive Assistant to the President B.S., M.S. B.S., M.B.A., C.P.A. Associate Vice President for Student Associate Vice President/Controller Patricia Carson Financial Operations and Compliance B.A., M.A. Suzanne Shane Director of Foundation Relations B.A., J.D. Associate Counsel

67 Rockland Graduate Campus

Susan Shebar ’96 B.A., M.A. University Director of Development Services

Spencer S. Simon B.S., M.B.A. University Director of Academic Workload

Nancy Sissons A.A.S. Director of University Fringe Benefits Programs

Elliott Sroka B.F.A., M.F.A., Ph.D. Executive Director, Tilles Center; Director, Institute for Arts and Culture

Matilda Tazzi Director of University Printing and Duplicating Services

Peter Tymus B.E. Associate Vice President for Capital Projects

Donald L. Ungarelli ’60, ’62, ’73 B.A., M.S.L.S., M.S.Ed., D.A.L.M. Dean of University Libraries

Paola Villatoro-Ragusa ’00 B.A., M.A. Staff to the Board of Trustees

Kim Volpe-Casalino B.A., M.A. University Director of Public Relations

Howard J. White B.S., M.Ed. Associate Vice President for Equal Employment Opportunity / Affirmative Action and Labor Relations

Christopher A. Williams, Esq. B.A., J.D. Associate Vice President for Government Relations and Public Policy

68 Index

Educational Leadership and Scholarships and Financial Aid 15 Index Administration 46 School Building Leader 47 Eligibility Criteria for Educational Leadership 48 Absence from Final Examination 10 Credit Bank Scholarships 15 School Counselor 30 Academic Calendar 5 Facilities and Services 19 Special Education and Literacy 42 Academic Conduct – Student Faculty 63 School Leaders Scholarship 16 Conduct 10 Federal Assistance 17 Student Life/Campus Policies Academic Disputes 18 Federal William D. Ford Direct and Procedures 18 Academic Policy 10 Student Loan 17 Students with Special Needs 18 Administration 62 Financial Aid 16 Solving a Problem 18 Admission 6 Friends Educating Friends Thesis 11 Admission of Scholarship 15 Time Limit 11 Undergraduate Students 7 Gerontology 52 Transcript Requests 12 Adolescence Education 38 Gifted Education Extension 40 Transfer Credits 6 Advisement 8 Grading 10 Tuition and Fees 13 Approved Programs 61 Graduate Degree Programs 4 Tuition Liability 14 Attendance 10 Graduate Scholarship 15 Tuition Assistance Program Auditing of Courses 8 Graduation and Diplomas 12 (TAP) 17 Business Administration 21 Health Administration 51 Veterans 8 Business Administration Immunization Law 6 Virtual Bookstore 19 Advanced Certificate 22 International Students 7 Visiting Students 8 Business Courses 23 Library 19 Weekend College 9 Board of Overseers 62 Literacy 43 Withdrawal 8 Campuses of L.I.U. Alumni Scholarship 15 Long Island University 1 Maintenance of Student Campus Policies and Procedures 18 Standing 9 Campus Security 18 M.B.A. 21 Career Resource Center 19 Mission Statement 3 Change of Address 9 Merit Scholarship 15 Change of Major 11 Mental Health Counseling 33 Childhood Education 38 New York State Immunization Childhood/Literacy 39 Law 6 Childhood Education and Non-Academic Disputes 18 Childhood Special Education 40 Payment of Tuition and Fees 9 Class Schedules 9 Pharmaceutics 57 Class Size 9 Plagiarism and Cheating 10 Comprehensive Exam or Oral Program Changes 8 Examination 12 Public Information Policy 18 Computer Facilities 19 Re-Admission 6 Course Frequency 11 Refunds 14 Course Load 9 Registration 8 Course Numbers 11 Registered Programs 61 Counseling and Development 29 Requirements for Degrees 11 Credit Bank Scholarships 15 Residency Requirements 11 Curriculum and Instruction 37 Rockland County Employee Deferred Payment Plan 9 Scholarship 16 Degree Program Requirements 11 Rockland Graduate Campus Direct Student Loan 17 Alumni Scholarship 16 Dominican/Concordia Rockland Non-Profit Alumni Scholarship 15 Scholarship 16 Education Programs 26

69 Rockland Graduate Campus

Directions to Long Island University Rockland Graduate Campus

From Tappan Zee Bridge (Traveling From Eastern Bergen County: From the NY State Thruway: Get off North): Take the first exit off the bridge Take Route 505 Livingston Ave. north at Exit 12. Travel Route 303 South. on the Thruway (exit 10), and get on which becomes Route 303 in New York. Proceed for four miles to Route 340. Route 9W, South. Follow Route 9W to the Travel on Route 303 for approximately 4 Turn left on Route 340. The Campus first traffic light (Lawrence Park miles to Route 340. At light make a right is 1/2 mile on the right. Condominiums on the right). Bear right and the Campus is 1/2 mile ahead on right. down the hill to a stop sign. Make a right turn onto Route 340 and proceed for about From Route 9W: Take Route 9W north one mile. The Campus will be on the left. across New York border. Proceed for approxi - Policy of mately 2 miles to Route 340. At the light, Nondiscrimination From Spring Valley or New City make a left turn, going down a steep hill. Travel one block and at the next light make Spring Valley: See directions from NY a right turn on Route 340. Continue for 1 mile Thruway. Long Island University does not dis - to the Campus on the left side. criminate on the basis of gender, sexual New City: See directions from Palisades From Montvale, Park Ridge, Westwood: orientation, race, color, creed, national Parkway. Travel north on Kinderkamack Road cross - origin, religion, age, handicap or political ing the New York border where the road belief, in any of its educational programs From Pearl River and Orangeburg : and activities, including employment Take Orangeburg Road East to Route changes to Route 304. Proceed north for two miles to Central Ave. in Pearl River. practices and its policies relating to 303. Make a right at the light. Travel recruitment and admission of students. one block, and at the next light, make a Make a right on Central Ave. and cross railroad tracks. At the light make a right on Additionally, Long Island University left turn onto Route 340. The Campus takes affirmative action to recruit appli - will be 1/2 mile on your right. South Main Street. Proceed on South Main Street which becomes Veterans Highway, cants from among women, members of From Palisades Parkway: Take PIP north passing the Blue Hill Office Center. protected minority groups, handicapped to Exit 5N Orangeburg. Travel approximate - Proceed for four miles where the road individuals and veterans, including dis - ly 1/4 mile to Route 340. At the light make changes to Orangeburg Road. At the inter - abled veterans and Vietnam-era veterans. right and the Campus is 1/2 mile ahead on section with Route 303, make a right and at the right side of the road. the next light make a left on to Route 340. The Campus is 1/2 mile ahead on the right.

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