University Rider Academic Catalog Graduate 2009–2010

Graduate Academic Catalog 2009–2010

2083 Lawrenceville Road Lawrenceville, NJ 08648 www.rider.edu www.rider.edu Contents

n 3 General Information For further information, contact:

ts 6 Westminster Choir College Rider University n 2083 Lawrenceville Road

te 7 Business Administration

n Lawrenceville, New Jersey 08648-3099 8 Calendar

Co Office of Graduate Admission 609-896-5036 9 Degree Programs 12 Application Procedures Graduate Programs in Business Administration 609-896-5127 14 Course Descriptions Graduate Programs in Education, 21 Education, Leadership, and Counseling Leadership, and Counseling 609-896-5353 22 Calendar 26 Programs of Study or visit our Web site: www.rider.edu 44 Course Descriptions 61 Procedures and Policies 67 Campus and Facilities 71 Directories 85 Index 87 Guide to the Catalog 88 Travel Directions

2 Rider University Graduate Academic Catalog 2009–2010 General Information

www.rider.edu General Information

n Rider’s Vision 1988, the School of Education was renamed the School of Education and Human Services to reflect the scope of its curricula. In July 1992, West- o n Rider University will be a leader in American higher education minster Choir College in Princeton, N.J., merged with Rider to become ­celebrated for educating talented students for citizenship, life and career Westminster Choir College, The School of Music of Rider College. success in a diverse and interdependent world. Rider will achieve dis-

i mat On March 23, 1994, the New Jersey Board of Higher Education desig- tinctiveness by focusing on students first, by cultivating leadership skills, nated Rider a teaching university pursuant to N.J.A.C. 9:1-3.1 et seq. On by affirming teaching and learning that bridges the theoretical and the April 13, 1994, Rider’s name was officially changed to Rider University. r fo practical and by fostering a culture of academic excellence.

n Today, the University’s academic units are the College of Business Admin-

I istration; the College of Liberal Arts, Education, and Sciences (including l Rider’s Mission Toward 2010 the School of Education and the School of Liberal Arts and Sciences); a the College of Continuing Studies; and Westminster College of the Arts r Rider attracts and graduates talented and motivated students with e (including Westminster Choir College and The School of Fine and Per-

n diverse backgrounds from across the nation and around the world and forming Arts). puts them at the center of our learning and living community. Ge As a learner-centered University dedicated to the education of the whole Accreditations student, Rider provides students the intellectual resources and breadth of student life opportunities of a comprehensive university with the personal The University’s many specialized accreditations attest to the quality attention and close student-faculty interactions of a liberal arts college. of its academic programs. Rider is among the select business schools to have attained AACSB International (Association to Advance Col- Through a commitment to high quality teaching, scholarship and expe- legiate Schools of Business) accreditation and one of only two schools in riential opportunities, faculty on both campuses provide undergraduate New Jersey to hold the specialized AACSB accreditation in accounting. and graduate students rigorous and relevant programs of study to Elementary and secondary education programs and their applicable expand their intellectual, cultural and personal horizons and develop graduate programs on both campuses are accredited by the National their leader­ship skills. Our highly regarded programs in the arts, social Council for the Accreditation of Teacher Education (NCATE). The sciences, sciences, music, business and education challenge students to undergraduate and graduate music programs of Westminster Choir become active learners who can acquire, interpret, communicate and College are accredited by the National Association of Schools of Music apply knowledge within and across disciplines to foster the integrative (NASM). In addition, Rider’s graduate counseling services program in thinking required in a complex and rapidly changing world. the School of Education holds the Council for Accreditation of Counsel- Rider attracts highly qualified faculty, staff and administrators with ing and Related Education Programs (CACREP) national accreditation, diverse backgrounds who create an environment which inspires intel- and its school psychology program holds the National Association of lectual and social engagement, stimulates innovation and service and School Psychologists accreditation. Rider’s chemistry program is accred- encourages personal and professional development. As key members of ited by the American Chemical Society. Rider University is regionally our University community, it is their commitment to our values, vision accredited by the Middle States Association of Colleges and Schools. and mission that will ensure Rider’s success. The University’s institutional identity will continue to reflect the strengths Memberships of its people, history, location and shared values, among which are a com- mitment to diversity, social and ethical responsibility and community. Rider is a member of the Association of American Colleges, the Ameri- can Council on Education, the New Jersey Association of Colleges and The success of our graduates will be demonstrated by their personal and Universities, the National Commission on Accrediting (not an accrediting career achievements and by their contributions to the cultural, social agency), the American Association of Colleges for Teacher Education, the and economic life of their communities, the nation and the world. National Association of Business Teacher Education, the Middle Atlantic Association of Colleges of Business Administration, AACSB Inter­ Historical Sketch national—The Association to Advance Collegiate Schools of Business, and the National Association of Schools of Public Affairs and Administration. Rider University is an independent, private, institution founded in Rider University is also a member of the National Collegiate Athletic 1865 as Trenton Business College. Soon after the turn of the century, Association (NCAA) Division I for both men’s and women’s athletics.­ The teacher education was added to a curriculum that had focused on University offers 20 varsity sports—10 men’s and 10 women’s teams—and training young men and women for business careers. The first bacca­ is a member of the Metro Atlantic Athletic Conference (MAAC). laureate degree was offered in 1922. In 1957 offerings in liberal arts, science and secondary education were added. Four separate schools emerged as a result of a reorganization in 1962. The well-established schools of Business Administration and Educa- tion were joined by two new schools: Liberal Arts and Science and the Evening School. The schools of Business Administration and Education have each since added a division of graduate studies and the Evening School has been reorganized into the College of Continuing Studies. In 4 Rider University Graduate Academic Catalog 2009–2010 General Information 5 - - - - - assistive documentation; devices and/or services currently prescribed; and support services; Services for Students with Disabilities Recommendation for adjustments, adaptive devices, assistive devices, The credentialsof the diagnosingprofessional. A diagnostic statement identifying the disability; A description the of diagnostic criteria and/or diagnostic tests used; A description the of functional impact the of disability; Information regarding relevant treatments, medications, ­ Assistance with requests for academic adjustments; Supplementary informal assessment; Advice to and consultation with faculty and staff; Individualized assistance; Assistance with environmental adaptation needs. Screening and referral for new updated or disability ­ should include: students with disabilities. These services include: support services. demic course program; or a reasonable accommodation does waive not eliminate or essential academic requirements. ability to meet the requirements an of academic course program or are entitled to reasonable accommodations, such as course adjustments and auxiliary aids. A reasonable accommodation is that one enables abilities Academic Vona (Joseph Annex, P. Room 8, 609-895-5492). disabilities, the University should be provided with documentation theof disability by an appropriate professional. Such documentation ­contact Services for Students with Disabilities.) documentation a disability of is eligible a case-by-case on basis for academic examination time limits and locations, and various kinds of and guidance, call 609-896-5353. Policy for Assisting Students with Disabilities ment of Education, of ment Leadership, and Counseling academic assistance tation provided by the student, collect additional information from the student, and gather information from relevant educational support the disabled student to fulfill the essential requirementsof the aca psychologist and several School more. For Education of and Depart to certification as a school supervisor, assistant superintendent busi for ness, director student of personnel services,reading specialist, school reasonable accommodations, such as auxiliary aids, adjustments in Services for Students with Disabilities evaluate the disability documen Services for Students with Disabilities, located Vona in Joseph P. Students with disabilities should contact Services for Students with Dis Call 609-895-5492 for further information. Only students with documented disabilities that interfere with their In order to review and ultimately accommodate known and suspected (Students without documentation who suspect disability a should Academic Annex, Room 8, offers a rangeof support services to assist Any Rider student who supplies the University with appropriate • • • • • • • • • • • • - - - - - Office of Graduate Admission Professional OutreachProfessional and Service Programs seling Services; Curriculum, Instruction and Supervision; Educational of Business of Administration (EMBA) and a Master Accountancy of of graduateof admission, 609-896-5036 email or [email protected]. and the general publicthe to promote interests the of professional of undergraduateof science education at Rider and to effect cooperative efforts between the scientific and businesscommunities. and the scientific business and communities. The board was estab advancement the of Rider business education experience. Similarly, department issues on specific to the MAccprogram and accounting department’s participation in Income Assistance the Tax Volunteer advice between prominent leaders the of business community and and implementing effective meansbringing for resourcesthe of the opportunities for both faculty and students. dents with disabilities certification, ESL certification programs leading and Special Education Teaching, as well as Educational Specialist degrees in Counseling Services and School Psychology. and Counseling offers a Masterof Arts with concentrations in Coun entrepreneurial business, finance, globalbusiness, management,or complete their tax returns. The students, in turn, benefit from special certifications, early childhood education certification, teacher of stu- concentrate their studies in the areas computer of information systems, ­government, schools, professional agencies, business and industry, munity by helping (free charge) of elderly and low-income persons marketing. Many students elect to create diverse a more skill set or ­programs and facilitate support for them. tificateprograms. For graduate admission information, call the office lished to provide advice and counsel the on continuing development the Accounting Advisory Council works closely with the accounting in general. A specific service function is performed by the accounting institution to bear the on needs the of broader Rider society,” engages in activities that do so while providing additional study and training tion. Students pursuing either an MBA MAcc a or may choose to rent andrent emerging business insights as input to development and unique experience by selecting a variety electives. of College For of 896 -5127. Where Learning Meets Life Your IRS training and the opportunity for field experience. In Rider’s efforts to fulfill of one its statedobjectives, “seekingthat of Rider University offers several graduate degree and graduate-level cer Rider faculty, students and staff. The board provides a range of cur Business Administration academic assistance and guidance, call 609- (MAcc) can be pursued through the College Business of Administra (VITA) program. Each year, accounting majors reach into the com - A Master Businessof Administration (MBA), an Executive Master Administration; Organizational Leadership; Reading/Language Arts; The Education Advisory Board makes connections with alumni, The Science Advisory Boardprovides a unique interface between Rider The Business Advisory Board facilitates the exchangeideasof and The Schoolof Education also offers numerous graduate-level teaching The Schoolof Education and Departmentof Education, Leadership, 6 General Informationn Disabilities at any time for clarification of the accommodation. A joint accommodation. the of clarification for time any at Disabilities Form to individual faculty and discuss the adjustments with each each with adjustments the discuss and faculty individual to Form In the event that such a meeting among the appropriate university university appropriate the among ameeting such that event the In nent sources. When the student’s disability has been documented fully fully documented been has student’s disability the When nent sources. professor. Faculty members may contact Services for Students with with Students for Services contact may members Faculty professor. perti other and professionals, psychological and medical personnel, meeting of the appropriate university officials and the faculty member, faculty the and officials university appropriate of the meeting open issue(s), a qualified university official designated by the provost the provost by designated official university issue(s),open aqualified any resolve not does student the and member, faculty the official, procedure. this initiate to entitled rea the concerning questions resolve to held be will student the and the identified, been have accommodations reasonable potential and sonableness of the proposed accommodations. The student, likewise, is likewise, student, The accommodations. proposed of the sonableness Adjustments of Academic Notice the present to encouraged is student Westminster Choir College of University Rider aprofessional is college of music located on a23-acre The Westminster SymphonicwithChoir performed and mademany has recordings times of hundreds with many touring orchestras such as the Atlanta Symphony, Atlanta the such touring orchestras many as with Philhar Berlin Philharmonic, Angeles Los (M.M.E.) of Master and Voice (M.V.P.) Pedagogy degrees. (M.M.) offeredconducting, degreeis choral in composition, musiceducation, performance, piano organ Handbell Choir.Handbell More complete information about Westminster the may program befound or its in catalog separate Westminster ChoirWestminster College than 80 years of college’s the years 80 than history. principalthe of orchestras New York, Philadelphia Washington. and performed New York in has It also monic, and Vienna Philharmonic. Virtually every major every monic, conductor Vienna and Virtually Philharmonic. century, of 20th the from Toscanini Choral music performance lies at the heart ofChoral music Westminster the at lies heart the performance program. Preparation performance and become members of Westminster the Choir, Voices, Williamson Kantorei, Jubilee Singers, Concert and and voice pedagogy and performance. In addition, In performance. and voiceand the college the offersMaster of pedagogy EducationMusic piano sacred performance, music, performance, and piano pedagogy coaching, and accompanying and Walterand Bernstein, Muti through conducted Masur, and has Symphonic the Choir more the during campus in Princeton, in campus N.J., of north seven Rider’s miles The Master of campus. Music Lawrenceville online at www.rider.edu/westminster. dents sing for of one aminimum Westminster the in year Symphonic Choir.may also audition They to graduate stu All life. ofof precedence campus choral/orchestral facets over works takes at times all - - The policy is designed to ensure the University’s compliance with with compliance the University’s ensure to designed is policy The University official(s). University Because no policy can anticipate every possible student request, Rider Rider request, student possible every anticipate can no policy Because and Discrimination, Against Law Jersey New the and Act Disabilities will meet with them and assist in resolving the open issue(s). Where issue(s). open Where the resolving in assist and them with meet will Section 504 of the Rehabilitation Act of 1973, the Americans with with of 1973, Act Americans the Rehabilitation of the 504 Section reserves the right to vary this policy under appropriate circumstances circumstances appropriate under policy this vary to right the reserves tunity to achieve her/his full potential while attending this University. University. this attending while potential full her/his achieve to tunity oppor equal enjoy to an adisability with student Rider every enable to in request of the reasonableness the decide will who dean, relevant the close consultation with the affected faculty member(s) and appropriate appropriate and member(s) faculty affected the with consultation close on a case-by-case basis. on acase-by-case be will normally official that requested, is modification a curricular Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - - Business Administration

www.rider.edu 8 Business Administrationn Third deferred-tuition payment due payment deferred-tuition Third Thanksgiving recess—No classes recess—No Thanksgiving 15 /Tuesday 19 19 14 /Monday 12 / Saturday 15 /Sunday 1 /Thursday 15 /Thursday Last day for filing degree applications applications degree filing for day Last 25–28 /Wednesday–Saturday 25–28 30 /Monday 30 Final exams end exams Final Fall semester exams begin exams semester Fall of classes) (at end close classes semester Fall Business Administration 9 /Wednesday Classes begin Classes Classes resume Classes Spring 2010 and summer 2010 2010 summer Spring and Second deferred-tuition payment due payment deferred-tuition Second Calendar September for December 2009 December for October December November degree applications due applications degree Fall 2009 Semester / Saturday College of Business www.rider.edu/cba ­Administration

ofMaster Accountancy www.rider.edu/macc Third deferred-tuition payment due payment deferred-tuition Third 13 /Thursday 1 /Saturday 15 /Thursday 15 /Monday 13 /Saturday 1 /Monday 15 /Monday January May 2010May Last day for filing application to graduate in graduate to application filing for day Last 22 /Monday 22 25 /Monday 3 /Monday Final exams end exams Final Graduate students priority deadline for filing filing for deadline priority students Graduate Commencement Classes resume Classes Classes begin Classes Spring semester exams begin exams semester Spring of (at end close classes semester Spring due payment deferred-tuition Second of classes) (at close begins recess Spring federal financial aid forms aid financial federal April 8 /Saturday May March February classes) Spring Semester 2010Spring Semester www.rider.edu/mba Master ofMaster Business ­Administration Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider 1 /Tuesday June August 2010 August Last day for filing application to graduate in graduate to application filing for day Last Students interested in calendar and course course and calendar in interested Students 609-896-5033 or [email protected]. or [email protected]. 609-896-5033 from the College of Continuing Studies at at Studies of Continuing College the from consult the summer session catalog available available catalog session summer the consult offerings for the summer sessions should should sessions summer the for offerings

Summer Session 2010 www.rider.edu/emba Executive MBA Business Administration 9 - - - - - selection of courses is also available on Saturdays. All basic requirements requirements Allbasic Saturdays. on available also is courses of selection sonal communication skills, a cross-functional integration of business of skills, cross-functionalcommunication sonal integration a students are employed in professional or managerialthey or positions, professional in employed are students students. Theprogram consistsof two parts: the first half delivers a solid foundation in business concepts and basic leadership and team skills; the second half provides advanced executive sessions. A series of skill sessions (generally held Friday on evenings) is also included in the scheduling (all courses are Saturdays—plus on the Friday evening skills training sessions and, noted above); classes are held at a local a general MBA or MAccpersonalized a creatingor program MBA skill general from a set theof functional disciplines finance, of management, computer informa elect to take a concentration in Fraud and Forensic Accounting. A limited Thursday. through Monday hours, evening during offered offered are most and semesters spring fall and both during offered are and two in the summer. fields, engagedresearch aretheir in in faculty members Most doctorates. and many have business experience as draw well. our We adjunct fac developed a flexible and forward-looking MBAprogram built on a environment that emphasizes advanced business theory, critical interper career track positions and/or similar work experience. All courses are Allcourses experience. work similar and/or positions track career curriculum. In addition, there is a seminar international on business, ment. Program flexibility is encouraged and supported by a varietya of by supported encouraged flexibilityProgram is and ment. basis, courses are scheduled to allow a student to fast track a degree full- bring a wealth business of experience to share with their peers. business leaders who are brought in to work alongside the faculty porary business knowledge and skill development,the college has plete classes and graduate with the same integrated group up to 30 of the full electives. of menu Students may alsoelect to concentrate in one aninterdisciplinary concentration marketing, pursue systemsor or tion MAcccan students Additionally, business. global or entrepreneurship in part-time a on program the pursue students most While summer. the in semesters spring falland the in courses four to up in enrolling by time theory and processes, and the ability to manage in a changing environ long tradition business of education excellence. leaders in business-service organizations. In addition, since most the of information the on program and faculty. to earn an MBA in less than two while years months), continuing (21 to work full time. also It allows students to enter the program, com - the globe. Other program highlights include: learning advanced busi nesstheory from the faculty plus practical executive inputfrom current lending their personal insight to the classroom discussion; Convenient information. ulty from the ranks executives of from major corporations and thought unique admission requirements, program schedules and other relevant Courses are taught in small sections usually by full-time faculty holding which includes about two weeks travel of in a key economic region of Please see the at site www.rider.edu/mba MBA Web for up-to-date Please see the Executive at site www.rider.edu/emba MBA Web for MBAand MAcc electives.As result,a studentshave the option topursue (Princeton area) executive conference center. The MAcc and MBA programs are designed for students with full-time with students for designed are programs MBA and MAcc The The curriculum provides a distinctive and effective business learning a business distinctiveeffective and curriculumprovides The The Executive MBAprogram allows experiencedbusiness professionals - - - - - Degree Programs Degree Mission StatementMission Providing an innovative, flexible and dynamic curriculum; Student development through experiential learning; Alliances with businesses locally and internationally; Quality and continuous improvement in everything we do. strong emphasis on: subject matter. Course work assumes that students have established side public of accounting, to include corporate, financialor governmental advanced management skills. The Executive MBA is a cohort-based offering also scheduledduring afternoons.Graduate nonaccount and a basic foundation level understanding of accounting of at the evolving credit-hour requirements for licensure. Career paths in areas out entities, are facilitated through the use elective of course offerings. opportunities for experiential learning. Our programs develop com- ductive, socially responsible participants in the rapidly changing global quality business education based dynamic on and innovativecurricula graduate business programs strive for excellence through a particularly Objectives backgroundswill complete additional preliminary course requirements. munication, interpersonal, teamwork, leadership, critical-thinking and marketplace. managers and leaders organizations. of Structured around contem- program designed to meet the needs experienced more of managers. profession. Those students who wishpursue to a career publicin account partnering. problem-solving skills. tinctive approach to business education and learning as defined by the mission statement. With the guidance our of mission statement, ing will be able to develop required technical competencies and meet meet and competencies technical required develop to able be will ing through scholarly research, professional activity and extensive business activity extensive and research,professional throughscholarly to build professional competencies that enable our graduates to be pro information the on program and faculty. ing electives are available in the evening. undergraduate level. Students with nonaccounting undergraduate Graduate accounting courses are offered in the evening with a limited Where Learning Meets Life Your Required courses emphasize an integration and synthesis accounting of Please see the MAcc at site www.rider.edu/macc Web for up-to-date Master Accountancy of (MAcc), Master Business of Administration (MBA) and Executive MBA (EMBA) degree programs are offered. We are committed to continuous improvement as we strive for excellence. for strive aswe improvement continuous to committed are We ensureWe an infusion current of theory and practice in our curricula We create supportivea We academic environment and provide our students The UniversityRider Collegeof Business Administration has a dis The Executive MBAplaces particular emphasisleadershipon and The MAccProgram prepares individuals for careers in the accounting The missionof the Collegeof Business Administration provideis to a The MBAProgram prepares individuals for career advancement as • • • • 10 Business Administrationn • • • • The MAcc program consists of 30 semester hours at the graduate level, level, graduate the at hours semester 30 of consists program MAcc The When core courses are waived, the student is responsible for asatisfac for responsible is student the waived, are courses core When Accreditation in 2000 and affirmed in 2007. in affirmed and 2000 in Accreditation (600–700 level only). Fifteen or 18 semester hours (five or six courses) courses) (five six or hours or 18 only). semester Fifteen level (600–700 (12 credits) MACC-656 MACC-654 MACC-652 MACC-650 Waiver of Core Courses Core Waiver of Required Graduate Accounting Courses Accounting Graduate Required Core courses for the MBA and the MAcc may be waived if the appli the if waived be may MAcc the and MBA the for courses Core See the “concentration” section provided under the MBA policy por policy MBA the under provided section “concentration” the See recognized for excellence with AACSB International Accounting Accounting International AACSB with excellence for recognized the student should review and/or seek tutoring support for the waived waived the for support tutoring seek and/or review should student the necessary, If material. representative the with of competency level tory three-semester rotational basis. rotational three-semester offered are courses accounting graduate Required catalog. of this tion No. Course material in preparation of advanced courses. of advanced preparation in material Master of Accountancy (MAcc) Accountancy of Master Accreditation Professional Course Requirements Course cant meets one or more of the following conditions: following one or more of the meets cant course descriptions for a listing of MBAD-6xx elective courses. MAcc MAcc courses. elective of MBAD-6xx alisting for descriptions course each semester. Graduate accounting electives are typically offered on a offered typically are electives accounting Graduate semester. each MBA the to refer Please electives. business graduate as taken be to are 12 or 15 hours semester remaining the and subjects accounting in are www.rider.edu/macc students may elect to use the MBA electives to create concentrations. concentrations. create to electives MBA the use to elect may students With the approval of the program director, students may take pro take may students director, program of the approval the With of on acombination based waived be may courses One or more core passed has student the if waived be may courses One or more core The core courses may be waived if the student has graduated from an from graduated has student the if waived be may courses core The AACSB accredited business program within five years prior to semes to prior years five within program business accredited AACSB (C or better) an equivalent undergraduate or graduate course within within course or graduate undergraduate equivalent an (C or better) ficiency exams to test out of core courses if the above criteria are are criteria above the if courses core out of test to exams ficiency not met. If needed, the student may repeat the proficiency exam in exam proficiency the repeat may student the needed, If not met. the in better aC or achieved have must student The admitted. ter before the test may be repeated. be may test the before continuing education and work experience at the program director’s director’s program the at experience work and education continuing a second effort to pass. However, at least two months must elapse elapse must months two However,at least pass. to effort a second and discretion; better; of B or grade a with years five within waived be may agement finance; in aBor better and course appropriate six years prior to semester admitted. As an exception, financial man financial exception, an As admitted. semester to prior years six The Association to Advance Collegiate Schools of Schools Collegiate Advance to Association The Business in 1993 and reaffirmed in 2000 and 2007. and 2000 in 1993 in reaffirmed and Business Rider University College of Business Administration Administration of Business College University Rider In addition, the accounting program was further further was program accounting the addition, In programs were accredited by AACSB International— byAACSB accredited were programs Course Title Course International Dimensions of Accounting Dimensions International Reporting Financial in Issues Data of Accounting Analysis Taxation in Seminar ------12 semester hours (for nonbusiness undergraduate degree or outdated or outdated degree undergraduate (for nonbusiness hours 12 semester 15 semester hours (for nonaccounting business undergraduate degree degree undergraduate business (for15 nonaccounting hours semester ACC-410 ACC-400 ACC-311 ACC-310 ACC-302 (3 or 6credits) MACC-667 MACC-665 MACC-664 MACC-663 MACC-662 MACC-658 MBAD-570 MBAD-560 MBAD-531 MBAD-524 section. next the in discussed courses core MBA back undergraduate accounting an not do have who students MAcc MACC-670 with the chairperson of the accounting department (609-895-5505). department accounting of the chairperson the with Preliminary Requirements: Business Foundation Business Requirements: Preliminary Preliminary Requirements: Accounting Requirements: Preliminary up need will CPA the for exam preparing students Accounting Note: Elective Graduate Accounting Courses Accounting Graduate Elective Students are required to review the law and auditing requirements requirements auditing and law the review to required are Students auditing. work in course additional need may student the Similarly, used toward the CPA law requirement. However, the exact require exact However, the CPA requirement. the law toward used to six credits of law course work. MBAD-682 Business Law may be be may Law Business MBAD-682 work. course of law credits six to ment is a function of previous course work and state jurisdiction. jurisdiction. state and work course of previous afunction ment is No. Course No. Course No. Course ground will need to complete 12 semester hours of business courses courses of business hours 12 semester complete to need will ground coursework) of these courses follows the same guidelines as those defined for the for defined those as guidelines same the follows courses of these Waiver requirements. preliminary of accounting 15 hours and semester or outdated coursework) or outdated Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Techniques and Theory and Techniques (requires prior approval of the accounting accounting of the approval prior (requires Course Title Course Course Title Course Title Course Fundamentals of Federal Taxation of Federal Fundamentals of Auditing Principles II Concepts and Theory Accounting I Concepts and Theory Accounting Management Cost Business Valuations: Fundamentals, Fundamentals, Valuations: Business Deterence and Detection Fraud Accounting Managerial in Issues Accounting Forensic and Fraud Problems and Practice Auditing Not-for-Profit and Accounting Governmental Management Theory and Application and Theory Management Management Marketing Analysis Economic of Accounting Fundamentals Internship Accounting department chairperson) department - - Business Administration 11 - - ­

- students Fundamentals Statistical of Analysis Operations Management Information Systems Fundamentals Accounting of Economic Analysis Financial Management Marketing Management Management Theory and Application Course Title Course Title Quantitative Analysis for Business (Statistics) Service and Production Management Technology/Information Management Accounting Economic Analysis Financial Management Marketing Management Management/Team Skills students individually throughout program the 21-month to develop and weekly employ online assignments for active learning outside class. of ­essential management, leadership, time management, stress manage discussion, as well as group learning, to translate theory into practice, practice, into theory translate to learning, group as well as discussion, of the MBA program. This requirement may be met through prior prior met through be may requirement This program. MBA the of of theof program. Calculus is required for MBAD-730. www.rider.edu/emba appropriate for individuals who have nonbusiness backgrounds and/ areor transitioning to positions requiring business, management, and culminating in an international experience. Courses use case analysis and analysiscase use Courses experience. international an in culminating cation the of information and skills being taught; therefore, ­ outdated coursework) grade of C or better) MSD-106 or an equivalent calculus Thisanequivalent course. or MSD-106 better) or C of grade graduate business degrees in the EMBA program, is it especially Course Requirements Executive MBA (EMBA) ment, and personal career management skills. half provides advanced executive sessions with courses in accounting, Course No. Course No. tion in business concepts and basic leadership and team skills; the second second the skills; team and leadership basic and concepts business in tion ­integrated group setting. While there are many students with under leadership skills. Also, a key goal the of program is to emphasize appli requirement while in the program by successfully completing (with a successfully (with by program the completing in while requirement credits start lastmay 18 the student the before met be must requirement undergraduate coursework. Admitted students may also meet thisalso meet may Admittedcoursework.students undergraduate Core Courses Foundation in Business Concepts Note: A solid business math and calculus foundation is a pre-condition finance, marketing, management, strategy, and international business, business, international and strategy, management, marketing, finance, will find this emphasis throughout all aspectsof program. the EMBA-501 EMBA-502 EMBA-511 EMBA-524 EMBA-531 EMBA-540 EMBA-560 EMBA-570 MBAD-501 MBAD-502 MBAD-511 MBAD-524 MBAD-531 MBAD-540 MBAD-560 MBAD-570 (24 semester(24 hours for nonbusiness undergraduates or The EMBAprogram also has several coaches who work with the Theprogram consistsof two parts: the first half delivers asolid founda The Executiveprogram, 21-month 51-credit, MBA taughtis a in an - - - or www.rider.edu/emba Economic Analysis and Decision Making Financial Analysis and Decision Making Advanced Organizational Behavior Marketing Analysis and Decision Making Strategic Planning and Policy Course Title students relative to maximizing the effective selectionof electives. semester hours for an MBA, depending many how on core courses sequences defined from a menu of electives by either the functionalthe either by electives of menu a defined from sequences ship, global business or health care administration). Electives counted Electivescounted healthcare administration). or business global ship, are required to complete 15 semester hours of electives to achieve the the achieve to electives of hours semester 15 complete to required are and interests. The directorof the MBAprogram is available to advise are waived. Electives may be used to concentrate in the areas entre of www.rider.edu/mba department (finance, computer information systems, management or management systems, information (finance, computer department allow the student to tailor the graduate educational experience to fit course prerequisites are met and the program director approves. A mini courses will need to take 12 semester hours of electives. MAcc courses electives. of hours semester 12 take to need will courses courses, semester hours to 15 elective 12 of courses and 24 semester change the number elective of credits needed to complete the program. ­different functional areas. concentration. concentration. concentration electives should add up to at least a 3.20 GPA. Students Students GPA. 3.20 leasta at to up add should electives concentration Course Requirements Master of Business Administration(MBA) may be taken as electives by students in the MBA program as long as long as program MBA the in students by electives as taken be may management, computer information systems, finance or or to enrich Course No. marketing) by interdisciplinary or program coordinators (entrepreneur mum three of the of elective credits are to be in international business; an may elect to pursue a general management option in lieu of a specific a of lieu in option management general a pursue to elect may hours core of courses. A student must complete between 30 and 51 program minimum of 30 credits. Students who take one or more core core more or one take who Students credits. 30 of minimum program preneurship, global business, health care administration, marketing, knowledge platform for all students in the MBA program. The electives The program. MBA the in all students for platform knowledge credit) three-courseare (nine elective individualConcentrations needs. toward a concentration are to carry a grade of B or better, and the and better, or B carry to of aregrade a concentration a toward requirement. However, waiver of the international requirement does not not does requirement international the of waiver However, requirement. undergraduate course in international business waives the international Concentrations/General Management Options Students who waive and/or test all of out the core courses credits) (24 Elective Courses Note: All students are required totake electives from two more or Where Learning Meets Life Your your degree from a variety courses, of depending professional on needs MBAD-740 MBAD-760 MBAD-770 MBAD-780 MBAD-730 (12–15 semester hours) (12–15 (15 semester hours) (15 Advanced Core Courses The MBAProgram 15 requiressemesterhours of advanced core The advanced provides core a distinct and consistent advancedbusiness 12 Business Administrationn • • • Theinternational experience includes approximatelytwo traveling weeks Thecost ofthe all-inclusive, is program covering tuition, books, food, Example: Examples: To apply for admission to the MAcc, MBA, or Executive MBA MBA or Executive MBA, MAcc, the to To admission for apply Advanced Executive Session portion of the program. of the portion Session Executive Advanced Advanced Executive Sessions Executive Advanced EMBA-6xx EMBA-780 EMBA-770 EMBA-760 EMBA-740 EMBA-730 EMBA-715 EMBA-682 EMBA-645 EMBA-6xx EMBA-669 EMBA-616 your company to discuss the program costs. program the discuss to company your with with business leaders, develop relationshipsand with overseas firms, get International Experience International Or, a contact our meeting between Rider and representativearrange and Executive in Residence Program Residence in Executive Successful business executives, each with their own specialization, are are specialization, own their with each executives, business Successful Cost insight to classroom discussion during many of the courses in the the in courses of the many during discussion classroom to insight needs of the group. Through aseries of sitevisits,the group will meet location actual The world. the around countries developing selected in program, the procedures are: procedures the ­program, No. Course brought in to work alongside the Rider faculty to lend their personal personal their lend to faculty Rider the alongside work to in brought human resources department to find out if tuition assistance is available. available. is assistance tuition if out find to department resources human for each integrated dependent group is partially upon the interests and fees, fees, and the international study experience. Talk with your company’s Application Procedures Application dynamic emerging markets. emerging dynamic up-closean look at how business is done in some of the world’s most Register and take the GMAT and furnish thethe Register and officeGMAT take and furnish - graduateof admis form, fee application and admission for application the Complete graduate of office the from admission for application an Obtain taken this test, requestthis taken TestingEducational the to office Service furnish office of graduate admission; graduate of office the to fee $50 application nonrefundable the with them return and admission; sion with official notification of your GMAT scores. If you have already already have Ifyou scores. GMAT your of notification official sion with Travel Experience Advanced Elective—Marketing/Technology Advanced Strategic Management and Policy and Management Strategic Planning and Analysis Marketing Behavior Organizational Advanced Making Decision and Analysis Financial Making Decision and Analysis Economic and Seminar Business International Law Business Seminar: Advanced Finance International Elective—Finance/Accounting Advanced and Development (Product Elective-Marketing Topics: Management Project Selected Course Title Course Commercialization) and Business Ethics Business and • • • • • The deadlines forthe submission ofall credentials forthe MBAand MAcc The GMAT requirement will be waived for MAcc or MBA applicants applicants MBA or MAcc for waived be will requirement GMAT The August 1. Applications received after the official deadlines may be given (GMAT) and an official transcript from every institution of higher higher of institution every from transcript official an and (GMAT) May 1 for the summer session. The application deadline for the EMBA is is EMBA the for deadline application The session. summer the 1for May No decision is made on an application for admission to the graduate graduate the to admission for application on an made is No decision For any applicant whose native language is not English, satisfactory results will also be waived for MAcc students who have passed the CMA CMA the passed have who students MAcc for waived be also will or hold an aPh.D. from exam CPA the certifying passed have who MBA and MAcc and MBA learning attended. To be admitted to this program, an applicant must must applicant an program, this to To attended. admitted be learning Test Admissions Management Graduate on the achieved score the to programs of business administration until all required credentials have have credentials required all until administration of business programs Admission Requirements Admission been submitted. These include a completed application form, a form, $50 application completed a include These submitted. been making admissions decisions are the undergraduate grade point aver point grade undergraduate the are decisions admissions making Application Deadlines Application form satisfactorily at the graduate level. The primary criteria used in used criteria The primary level. graduate the at satisfactorily form consideration at the discretion of the College of Business Administration. of Business College of the discretion the at consideration are August 1 for the fall semester, December 1 for the spring semester and accredited institution of higher learning and has the potential to per to potential the has and learning of higher institution accredited as Service Testing Educational by notification official fee, application on the Test of English as a Foreign Language (TOEFL) are also required. also are (TOEFL) Language aForeign as Teston the of English exams. requirement GMAT The States. United the in University accredited GMAT. on the achieved score the and age show evidence that he or she has earned a bachelor’s degree from an an from abachelor’s degree earned hehas or she that evidence show Arrange to havetranscript Arrange official an sent to the office of graduate International students are asked to have their transcripts evaluated evaluated transcripts their have to asked are students International take to required are not English is language native whose Applicants Additional Executive MBA application requirements include include requirements application MBA Executive Additional statement bank or notarized statement resource financial Anotarized Transcripts sent to the student are not acceptable unless they are sealed sealed are they unless not acceptable are student the to sent Transcripts (and translated, if necessary) for program equivalency by a recognized byarecognized equivalency program for necessary) if (and translated, Rider Rider University). A transcript should be sent even if only one course was taken at taken was the institution.will accepted. beOnly transcripts official City is suggested for this evaluation. this for suggested is City tive MBA applicants may not need to have a GMAT score; aGMAT have to not need may applicants MBA tive the Test of English as a Foreign Language (TOEFL) and have the the have and (TOEFL) Language aForeign as Testthe of English admission; graduate of byoffice received when envelope original the in the total cost of attendance. cost total the pay to student’s ability international the demonstrate to required is personal information: ­personal admission by every institution of higher learning attended (including (including attended learning of higher institution byevery admission - Execu score. your of notification official an with admission of graduate credential evaluation service. World Education Services in New York New in Services World Education service. evaluation credential official results sent to the office of graduate admission; graduate of office the sent to results official • • • • interview Personal Resume of objectives Statement source) (employer or another Two recommendations work-related Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - Business Administration 13 - average less of than3.0; (MBA and MAcc). Receiving more than two grades of C+ or below in graduate-level work; graduate-level in below or thanC+ twogrades Receiving of more Completing graduate course work with a cumulative grade point Failure to complete the program in the required six years statements. student participation and advising designed to help students regain addressed here default to The Source and other University-wide policy of appeal. of Academic standing dismissal is a progressive process with theon official student’s transcript, below the namestudent’s inthe advisable. A student in a graduate business program will be subject to dismissal for any the of following reasons: commencement program, and the on diploma. elective requirements. apply. good academic standing. Students approaching the six-year time limit grade will count in the GPA. Honors Graduates Dismissal Course Repeat Policy Application for Graduation Academic Integrity Advising ­faculty for career and related advising. for graduation form later no than the date indicated the on calendar for each semester, page 8. business programs are covered in this catalog. Questions and issues not better are designated as graduating with distinction. This term appears book outlines Rider’s academic guidelines. progress. Students are also encouraged to contact members the of prior to actual dismissal. The request should be basedon unique work the MBA, Executive MBA and MAcc programs and tracks program to complete the MBA MAcc or may request a time limit extension the highest standards academic of integrity. The Source student hand the judgment the of faculty officers or of suchRider, action seems ter hours transfer of credit may be granted for application against the requirements, personal, other or reasons. Time limit appeals will be reviewed and acted by the on appropriate program director. repeat graduate courses for which they received grades C+ of lower. or Students who graduate with an overall grade point average or 3.85 of Students are expected to conduct themselves professionally and with Note: The most significantpolicies proceduresand for the graduate In all cases dismissal, of graduate business students have the right Rider University reserves the right to dismiss any student when, in Bothgrades will appear the on transcript, student’s only but the second A student who expects to graduate must fill out and file anapplication As the EMBA program is cohort-based, the transfer courses of will not With the written permission the of program director, students may The directorof each respectiveprogram is the advisor to students in • • • - assigned to score is greater than required minimum) official results to sent the office ofgraduate admission the Test of English of the Test as a Foreign Language (TOEFL) and have the Full-time employment Minimum five yearsof work experience Three years managerial/supervisory experience work-related recommendations Two another or (employer source) Bachelor’s degree Bachelor’s from an accredited school Minimum (will review GPA 3.0 is less if GPA than and 3.0 GMAT A GMAT score at of least 550* Applicantswhose native language isEnglish not are required to take studies before transfer credit will be allowed. A maximum six of semes student has been admitted to the program, graduate courses taken at suggested for this service. International applicants must also provide a provide also must applicants International service. this for suggested other institutions must have prior approval the of director graduate of approved by program director. onstrating their ability to pay the total cost attendance of at Rider. ation service is required. Education World Services City in New is York one of the of one following classifications: course was taken recently, was passed with a grade higher B or of and courses at Rider. courses that have been not waived for certain or advanced core courses, employer support. There is also an option to not take the however,GMAT; additional Special Full StandingFull Classification Business Related Background requirements must discuss be met. To your potential situation, please call 609-896-5036. will carefully weigh all other factors, such as the candidate’s record of experience and the conditions. Exception to satisfying the conditions can only be notarized financial resource statementnotarizedor bank statement dem - Academic Background tion who have been granted permission to take graduate business if those courses are needed by the student. requirements has he/she than more above), no four months to satisfy university degree equivalent higher or to, than, degree a bachelor’s in the Students who have full standing are permitted to register for any core Business Administration Graduate Studies Committee, at which time the Committee EMBA was taken before admission to the MBA program at Rider. Once a Where Learning Meets Life Your If a student is conditionally admitted, satisfying not (i.e., the of one International students are required to present evidence completion of a of For thoseFor students enrolled in a graduate program at another institu- Each student admitted to the MBA MAcc or program is ­ Executive MBA students are admitted as “full standing” only. UnitedStates. A program equivalency evaluation by a recognized evalu- A student may request the transfer a graduate of course taken at an AACSB accredited institution. Such a request may be granted if the To qualifyTo for the program, you must demonstrate the following: Transfer of Courses Transfer *A GMAT*A score of less than will 550 be reviewed by the Rider University College of • • • • • • • • 14 Business Administrationn This course examines the global applicationscourseexamines This Thecourse is designed (1) toexpand astudent’s Topics include theoretical and societal con societal and Topics theoretical include (R denotes REQUIRED, E denotes ELECTIVE) Edenotes REQUIRED, denotes (R (4) to provide introductionan to fundamental Jersey and taxation, (5) to expose the student Examines accounting theories and the the and theories accounting Examines technol information appropriate Employs financial reporting. Theoretical and concep and Theoretical reporting. financial C corporations, S corporations, partnerships, 3 credits (R) 3 credits (R) 3 credits (R) 3 credits (R) 3 credits readings, and projects. Topics investi projects. be to and readings, the identification accounting oftransnational ing ing the relationship international between tax research skills, (2) to examine tax compli tax (2) examine to skills, research tax tual assessments of current reporting issues issues reporting of current assessments tual course. this topics. MACC-654 should bebefore taken their importance and timeliness to the pro the to timeliness and importance their practices, and attempts at harmonization. at attempts and practices, tax issues involvedtax in the decision to select a to the above topics. above the to to ofa variety applicablecommon returns, tax pertaining to asset valuation and income income and valuation asset to pertaining particular form of business particular organization, measurement are addressed through cases, cases, through addressed are measurement faced byfaced professionals.accounting Uses cases fession. This course should be taken first or first taken be should course This fession. Analysis of Accounting Data Accounting of Analysis Master of Accountancy ( Accountancy of Master Seminar in Taxation in Seminar International Dimensions of Accounting Accounting of Dimensions International Reporting Financial in Issues gifts, estates, and trusts, (3) and estates, trusts, gifts, to explore the gated from term to term vary depending on depending vary term to term from gated MACC-656 MACC-654 MACC-652 MACC-650 concern as financial statement theconcern financial analysis, as needs collectioncommonly and analysis accounting issues and accounting company strategy. of accounting principles and practices, includ practices, and principles of accounting concepts of interstate, international, and New and ance conceptsbasic planning available to development of a conceptual framework for for framework of aconceptual development additional selected and risk of audit evaluation and projects to pursue ofsuch areas decision data pursue to techniques analytical and ogy early in the program. the in early siderations of international issues, accounting = Course Descriptions Course

cc MA

- ) -

- - - - - This courseexplores This contemporary the of study in-depth an provides course This A wide variety of teaching tools are employed employed are tools of teaching variety A wide abackground provide to designed A course Uses cases to examine current auditing issues, issues, auditing current examine to cases Uses Examines current management accounting accounting management current Examines Prerequisite: ACC-400. Prerequisite: will complete a simulated audit from start to to start from audit asimulated complete will work and preparation of an audit opinion. opinion. audit of an preparation and work finish, including audit planning, audit field audit planning, audit including finish, 3 credits 3 credits ( 3 credits ( 3 credits ( 3 credits ( 3 credits 663. units, hospitals, colleges and universities and information needs of the firm. of the needs information management current Integrates firm. the literature, case analysis, videos, role playing role playing videos, analysis, case literature, professional of the use extensive including procedures courtroom flows, transnational the and reporting financial fraudulent ing: includ accounting of forensic areas all in to a variety of settings. Prerequisite: MACC- Prerequisite: of settings. avariety to include audit responsibility and reporting, Topics deterrence. and detection nation, include municipal and state governmental tutions and organizations. emphasizedAreas including professional ethics, internal control, control, internal ethics, professional including practices with an emphasis on world class on world class emphasis an with practices professional judgment, control quality and materiality and risk assessment. Students Students assessment. risk and materiality Auditing Practice and Problems Problems and Practice Auditing Governmental and and Governmental Issues in Managerial Accounting Accounting Managerial in Issues MACC-658 Fraud Detection and Deterrence and Detection Fraud MACC-665 MACC-664 Accounting Forensic and Fraud MACC-663 MACC-662 Accounting Not-for-Profit concepts, objectives and techniques of the of planning, control, decision-making and and decision-making control, of planning, considerations with literature accounting to implications strategic and developments and text materials. text and cybercrime. as well as support, litigation and and laundering money of fraud, detection apply relevant techniques fraud examination will Students crimes. economic detecting and developing policies effective in preventing exami fraud to pertaining topics accounting evolving field of accounting for nonprofit insti for nonprofit accounting of field evolving selected readings are employed. are readings selected service organizations. Problems, and cases E E E E ) ) ) )

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ­forensic - - - - ADVANCED CORE, E denotes ELECTIVE.) Edenotes CORE, ­ADVANCED This course provides on-site experiential experiential on-site provides course This The methods used for the efficient operation operation efficient the for used methods The (C denotes CORE LEVEL, AC denotes AC denotes LEVEL, CORE (C denotes A course in the fundamentals of business of business fundamentals the in A course Academic assignments, including a formal aformal including assignments, ­Academic Techniques and Theory Theory and Techniques (privately-owned) business where there is no no is there where business (privately-owned) valuations including basic, intermediate, variables, sampling distributions, regression regression distributions, sampling variables, (MBAD) will be reviewed periodically by senior staff. staff. bysenior periodically reviewed be will company. Students aparticipating with Covers basic statistical techniques useful in in useful techniques statistical basic Covers 3 credits ( 3 credits ( 3 credits 3 credits (C) 3 credits (C) 3 credits report, will be developed in conjunction with with conjunction in developed be will report, tive statistics, event probability, random random probability, event statistics, tive tor is required. tor is employment supervised through learning inventory management, material require material management, inventory Just-In-Time systems, assurance, quality ning, process Topics and product tions. include programming, forecasting, and applications applications and forecasting, programming, professionals in valuing a closely held held aclosely valuing in professionals business decision-making. Includes descrip Includes decision-making. business ments planning, project management, linear linear management, project planning, ments market price. market Accounting Internship Internship Accounting Master of Business Administration Administration Business of Master accounting department chairperson. department accounting Operations Management Management Operations MACC-670 Fundamentals, Valuations: Business MACC-667 MBAD-502 Analysis Statistical of Fundamentals MBAD-501 a faculty member. Permission of the instruc of the Permission member. a faculty of both manufacturing and service opera service and manufacturing of both of queuing models and simulation. Prerequi simulation. and models of queuing plan capacity and location facility design, ologies required by and accounting finance method and concepts advanced some and analysis and topics in statistical inference. statistical in topics and analysis site: MBAD-501.site: E E ) Requires prior approval of the the of approval prior ) Requires )

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) ) ) E E E systems become externally linkedas well. support systems Also (DSS). included are of computerof information systems has or applications may be explored. Readings, other appropriate methods are employed decision-making areas that are being realized accessible healthcare as well as higher quality and structure and development decision of theon key factors a successful of system and to build how on effective DSS.Substantive and real case examples areused to illustrate and the development processbuilding of a course will be the on critical management courses. MBAD-618 Healthcare Information Systems MBAD-614 Decision Support Systems MBAD-616 government and insurance company involve Selected in CIS Topics management. recently covered Topics include by both healthcare and information systems ment willment increasingly require that the making. covers It conceptual foundations, healthcare outcomes. As a result this of trend, project management, data mining and data privacy. Theoretical foundations as well as professionals in this dynamic industry. Pre topics) thattopics) represents some dimensions important and direct implications for CIS to stimulate student learning. Prerequisite: new information systems requirements con tinue to emerge and demanding management issues arise. These includeorganizational, technical,and ethical issues. The focus of this trative systems at the local level continues, information network” effort include more the technology components DSS. of Focuses the organizational issues, technical concepts, research, lectures, projects, discussions or requisite: Completion MBA of core courses. 3 credits ( 3 credits ( 3 credits ( Completion MBA of core courses. fieldof using computers to support decision- DSS. Prerequisite: Completion MBA of core As the integration clinical of and adminis An in-depth study the of rapidly evolving The study of a topic (or (or The combinationstudy of a topic of The goalsof this large-scale “healthcare - - ­ - - - ­leading,

) ) E E ships among organization theory, individual organization theory, among ships simplify enable or business transactions. This system strategies to attract and maintain systems. Prerequisite: Completion MBA of ability and quality improvement, as well as at the cutting edge TQM. Introduces of cur and,thus, high levels customer of satisfaction. quality control) and their interrelationships can be used to create high-quality products, quality, and team-based structures). cal assistance to customers, and statistical and controlling provide an organizing current management challenges throughout control and the practices today’s leading of companies in creating systems total of quality course examines such business, social, and customers, security, and electronic payment core courses. MBAD-611 Electronic Commerce MBAD-604 MBAD-570 Management Theory and Application Quality Assurance and framework for examining the interrelation functions of planning, functionsorganizing,of behavior, interpersonal relations, and effectiveand relations, interpersonal behavior, to given is practices.Attention management management (TQM). Considers various how business functions production, (e.g., engi process control, acceptance sampling, reli numerous examples U.S. of and foreign firms hensive introduction to the theory andthe to introduction hensive purchasing raw materials, providing techni practice of management. The management The management. of practice rent thinkingrent leading of figures(e.g., TQM in the course (e.g., globalization, diversity, ethics, globalization,diversity, (e.g., course the neering and design products of and services, information technology to improve, enhance, technical issues electronic of commerce as the technology the of Internet, effective 3 credits ( 3 credits ( 3 credits (C) Completion MBA of core courses. Includes traditional statistical methods for Integrates the concepts statistical of quality Deming, Juran and Prerequisite: Crosby). Electronic commerce involves the use of Total QualityTotal Management A foundation course thatprovides a compre ------

students with less than a year of introductory introductory of year a than less with students systems the on practice management. of systems approach, managerial considerations student with a basic understanding the of and concepts the of marketing environ of financial management. Topics include include Topics management. financial of economics at the undergraduate level. capital budgeting. Problem/case oriented. of MISof design, and the effectof information edge accounting. of Subject is approached of managementof and the language business. of accountant who supplies the information. distribution issues and alternatives, pric explanatory lecture material, in-class exer cises, and selected readings to endow the MBAD-560 Marketing Management MBAD-540 Financial Management MBAD-531 Economic Analysis MBAD-524 Fundamentals of Accounting MBAD-511 Information Systems from the point view of the of user account of marketing. Introduces students to theories mentation computer-based of management ment, buyer behavior, market segmentation, marketing research, product development, theory and income and employment theory. For For theory. employment and income and theory ing capital management; risk and return; time information systems (MIS). Emphasizes the to the planning, analysis, design and imple implications accounting. of to an end, emphasizing accounting as a tool ing information rather than that the of tools and practice marketing. of ing theory, and promotional methods. Uses 3 credits (C) 3 credits (C) 3 credits (C) 3 credits (C) 3 credits (C) Surveys mechanics accounting of as a means Gives a broad view the of entire fieldof financialplanning, analysis and control; work Where Learning Meets Life Your Introducesthe theoryand practice related For thoseFor students having previous no knowl Problems and cases bring the out managerial value money; of valuation; cost capital; of and An introduction to the concepts and techniques techniques and concepts the to introduction An An intensive exposition of the essentials of price price of essentials the of exposition intensive An 16 Business Administrationn This course examines the relationship therelationship examines course This an of finances personal and business The Topics include financial instruments, earn instruments, Topics financial include Aggregate demand and supply theory is is theory supply and demand Aggregate Tax Planning for Entrepreneurs for Tax Planning U.S. industries, including steel, petroleum, petroleum, steel, including industries, U.S. MBA core courses. core MBA Focus is on analysis and evaluation of evaluation and on analysis is Focus financial-reporting methods are assigned and assigned are methods financial-reporting 3 credits ( 3 credits ( 3 credits ( 3 credits ( 3 credits relationship to company policy. Insight is is Insight policy. company to relationship relies heavily on case studies of many major major of many studies on case heavily relies requisite: Completion of MBA core courses. core of MBA Completion requisite: ings per share, deferred taxes, post-retirement post-retirement taxes, deferred share, per ings - Com Prerequisite: sectors. account income periodicals financial and accounting leading to familiarize the entrepreneur with wealth wealth with entrepreneur the familiarize to the enforcement of antitrust laws. This course course This laws. of antitrust enforcement the through policy of public analysis the for tion founda the as serves performance industry of evaluation The performance. industry process. Prerequisite: Completion of MBA of MBA Completion Prerequisite: process. pletion of MBA core courses. core of MBA pletion of fore techniques and problems practical personal resources fund business operations operations business fund resources personal benefits and the accounting rule-making rule-making accounting the and benefits maximization and tax minimization strate minimization tax and maximization between market structure, firm conduct, and conduct, firm structure, market between gained through the reading of articles in in of articles reading the through gained Industrial Organization Organization Industrial gies for business and personal activities. This This activities. personal and business for gies MBAD-634 Forecasting and Conditions Business MBAD-633 MBAD-629 Reporting Financial MBAD-624 core courses. core casting within the framework of the national national of the framework the within casting and conceptual the Examines conditions. discussed in class. Term project required. Term required. project class. in discussed demonstrating Cases sources. Internet and their and methods accounting alternative course covers basic tax compliance concepts concepts compliance tax basic covers course and business resources fund individual neces individual fund resources business and Often related. integrally are entrepreneur automobile, computer, and agriculture. Pre agriculture. computer, and automobile, estate planning issues. Restricted to MBA MBA to Restricted issues. planning estate and planning financial personal includes and studied, leading to an analysis of business of business analysis an to leading studied, sities and obligations. This course is designed designed is course This obligations. and sities students only. Prerequisite: Completion of Completion only. Prerequisite: students E E E E ) ) ) )

------This course is designed to provide an to provide designed is course This sup of types many of consists industry The to economics of thetools uses course The A study of the international economy within within economy international of the A study (CCM) exam. Prerequisite: Completion of Completion Prerequisite: exam. (CCM) MBA core courses. core MBA Discussions will focus on current practices practices on current focus will Discussions which business firms operate, and public and public operate, firms business which finance, banking, accounting and informa and accounting banking, finance, Completion of MBA core courses. core of MBA Completion Success in this course will help students students help will course this in Success 3 credits ( 3 credits ( 3 credits ( 3 credits understanding of modern principles and and principles of modern understanding international trade theory, balance of pay balance theory, trade international information and technology, multinational multinational technology, and information business or small professionals system tion manage treasury corporate for techniques and trends many of the examination to an try poor the to services providing in and tors, sec some subsidizing in sectors, private the form to acts of parties group Each industry. interactions. their analyze to and industry policies that influence their activities. Include Include activities. their influence that policies preparing for the Certified Cash Manager Manager Cash Certified the for preparing potential directions the industry will take. take. will industry the directions potential the on influence astrong have which parties, third and consumers, producers, and pliers multinational corporations. Prerequisite: Prerequisite: corporations. multinational monetary international the analysis, ments ment. The course materials are useful for useful are materials course The ment. Corporate Treasury Management Management Treasury Corporate International Trade and Investment Trade Investment and International government plays a strong role in regulating regulating role in astrong plays government MBAD-635 MBAD-641 Economics Healthcare MBAD-638 cash management, and other related topics. topics. related other and management, cash and borrowing, management of treasury of treasury management borrowing, and investment short-term systems, disbursement and collection cash management, able receiv accounts and solvency, credit and of liquidity Topics analysis owners. include courses. core of MBA Completion Prerequisite: analysis. policy and indus current of the analyses and description beyond move will elderly.course and The the addition, In markets. the in power and control gain to order in others with alliances healthcare of the sectors many the examine system, barriers to trade, and the role of the and trade, to barriers system, E E E ) ) )

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------The techniques offinancial multinational Principles of investment analysis and portfo and analysis of investment Principles Flow of funds analysis is used to study study to used is analysis ofFlow funds ysis, and options and futures. Prerequisite: Prerequisite: futures. and options and ysis, financial intermediation and interest rate rate interest and intermediation financial market strategies, Hedging futures. financial Completion of MBA core courses. core of MBA Completion to utilized are spreadsheets Computerized courses. core of MBA Completion 3 credits ( 3 credits ( 3 credits 3 credits ( 3 credits ( 3 credits uisite: Completion of MBA core courses. core of MBA Completion uisite: return, portfolio analysis, stock market anal market stock analysis, portfolio return, international investing, margin trading and and trading margin investing, international of stocks analysis Includes management. lio instruction in computer use beyond that that beyond use computer in instruction by of supply credit and for demands the accounts, funds flow of the Includes kets. to working capital,and capital budgeting, problems to illustrate concepts. Prerequisite: Prerequisite: concepts. illustrate to problems policies on financial market behavior. Prereq behavior. market on financial policies pletion of MBA core courses. core of MBA pletion more than one currency. The management of of management The one currency. more than management are developed for enterprises that funds flow through financial institutions, institutions, financial through flow funds investments advantaged tax and forecasting foreign exchange and country risks isforeign appliedrisks and country exchange Investment Instruments and Strategies Strategies and Instruments Investment International Financial Management Management Financial International Financial Market Operations Operations Market Financial MBAD-644 MBAD-643 Financial Modeling Financial MBAD-646 MBAD-645 cost of capital, capital budgeting, risk and and risk budgeting, capital of capital, cost - Com Prerequisite: decisions. structure capital determination in money and capital mar capital and money in determination of use Considerable discussed. also are funds, mutual securities, income fixed and available in other finance courses. Spread courses. finance other in available receive Students cases. and problems analyze of public impact the and sectors, economic or haveand liabilities denominatedassets in and/ one country more than in business do sheet applications include valuation models, models, valuation include applications sheet and options stock convertibles, sales, short E E E E ) ) ) )

- - - - - Business Administration 17 ------

) ) ) E E E skills in class and are asked to apply them to students with a better understanding the of and experiential approaches will be used and lectures. Prerequisite: Completion of are useful for practicing managers. Topics oneself and others, persuasive communica dealing with them will be discussed. Con and organizationand structure. Emphasizes the research behavioral science of application of management and design the theoryand to organization designs; environmental uncer of intergroupof conflict; the managementof cussed as well. A combination conceptual of case studies, exercises, small group activities covered include such things as motivating conflict, using power constructively, manag are givenopportunities to practice these these of applications. The course willprovide art managing of and themselves of as current future or managers. Prerequisite: Completion MBA of core courses. current corporate human resource practices. MBAD-672 MBAD-670 MBAD-671 Human Resource Management Management Skills Organization Design and Culture for human resource functions will be dis balance and work motivation, will be exam - ment. The basic goalof the course is to mination organizational of effectiveness. planning, international staffing, career planning, workforce diversity, work/family provide students with an understanding of problems and the tools and procedures for ined. EEO guidelines and their implications to facilitatethe practical application the of literature. Methods will include discussions, tion, creative problem-solving, managing to the fieldhumanof resource manage temporary topics, suchas human resource theory course dealing primarily with the rela tasks, technology, environment, among tions largeorganizations. Examines environmental organization design; on alternative influences tainty; decision making; intergroup relations, making;relations, tainty; decision intergroup managementand prevention the including interorganizational relations; and the deter ing change, and team management. Students their current lives and report the on results 3 credits ( 3 credits ( 3 credits ( Common human resource management Prerequisite:Completion MBA of core courses. MBA core courses. Anadvancedorganizational and behavior This practicumis a in interpersonal skills that This course is designed as an introduction - - - - -

) ) ) ) E E E E students to the role, functions and tasks of of marketing of has or important and direct applications marketing of decision-making discussions other or appropriate methods are employed to stimulate student learning. Pre and analysis will be emphasized through the a varietyon healthcare of organizations, and forecasting study of research planning, forecastingof and study assist students in developing an appreciation anappreciation developing in assiststudents eign marketing environments, multinational marketing eign environments, channels, sales techniques, consumer behavior, behavior, channels, consumer sales techniques, MBAD-669 MBAD-668 Healthcare Marketing MBAD-665 Marketing Research MBAD-664 International Marketing Management Selected in Marketing Topics for gathering, processing, analyzing and for the use by marketing of management by use the for framework international of marketing, for may be explored. Readings, research, lectures, marketing research and marketing informa marketing activities, including the theoreticalmarketing the activities,including systems,strategic markets,information MNC organization and for marketing decisions, healthcare marketing. Attention is devoted healthcaresector. Marketing decision making presenting information relevant to marketing problems in such areas as: advertising effec pletion MBA of core courses. topics) thattopics) represents some dimension implications for marketing management. to applying basic marketing principles to the including hospitals, assisted-living facilities, tiveness, product development, distribution distribution development, product tiveness, findings of interpretation and implementation, projects. cases or of use the by facilitated is tion systems in makingsystems in tion marketing decisions. transnational marketing. Prerequisite: Com- requisite: Completion MBA of core courses. requisite: Completion MBA of core courses. use cases of and current readings that focus 3 credits ( 3 credits ( 3 credits ( 3 credits ( Prerequisite:Completion MBA of core courses. Examination of the nature and scope of global of scope and nature Examinationthe of MCOs and pharmaceutical companies. Pre An overview the of subject matter which will Topics include specific research proceduresspecific include Topics The study of a topic (or (or The combinationstudy of a topic of Theoretical foundations as well as special Thepurpose of this course is to introduce ------

) ) ) E E E service policies. Prerequisite: Completion of sis business of conditions and interest rates, of distribution, of pricing policies and practices and the development sales of program and of MBAof core courses. emerging arrangements; to and compare (4) and contrast health financing systems in the arrangements. In addition, we will explore description Americans how of pay for health and hedging portfolio risk with stock index options and financial futures.Prerequisite: evaluationportfolio of performance, analy care; to explain (2) why the payment systems MBAD-661 Business to Business Marketing MBAD-648 Healthcare Finance MBAD-647 Portfolio Management forms affect the system; to (3) evaluate newly folio theory. Students interact with and make ment inment healthcare. Prerequisite: Completion managers. include stock Topics valuation methods, major forces driving movements how thesehow incentives impact cost contain have taken their current form and those how public and managed private), care and the keting goods of and services to business and industrial buyers are analyzed, focusing on the market and demand for products, mar keting research, product planning, channels incentives the of parties in these financing permission MBA of program director. Com- pletion MBA of core courses. techniques investment of analysis and port in current equity markets, international investment opportunities, industry analysis, technical analysis and investment timing, investment knowledge and experience, or recommendations to professional portfolio 3 credits ( 3 credits ( 3 credits ( Specifically, we will focuson insurance (both Where Learning Meets Life Your Real-world application the of concepts and Either MBAD-643 MBAD-740 or plus MBA core courses. United States and other developed countries. Thepractices and policies used in the mar The goalsof thisprovide to course a (1) are 18 Business Administrationn This course is about the profession and disci and the profession about is course This of complexities the on focuses course This Examines the role of power and politics in in politics and role of power the Examines Emphasis is placed on cross-cultural aware on cross-cultural placed is Emphasis Role-playing in actual grievance cases and in in and cases grievance actual in Role-playing with OD concepts, techniques and skills. The The skills. and techniques OD concepts, with Considers both the principles and practices of practices and principles the both Considers 3 credits ( 3 credits ( 3 credits ( 3 credits ( 3 credits understanding of the dynamics of labor rela of labor dynamics of the understanding tive of this course is to acquaint students students acquaint to is course of this tive labor/management relations. After covering covering After relations. labor/management tions. Prerequisite: Completion of MBA core core of MBA Completion Prerequisite: tions. administration. contract and bargaining tive collec both in used tactics and strategies the nizational effectiveness by means of planned, of planned, by means effectiveness nizational pervasive the exploring and negotiations and communication international ness, tion of MBA core courses. core of MBA tion Comple Prerequisite: process. learning the in to and techniques and OD apply to concepts negotiation strategies, bargaining theory, and and theory, bargaining strategies, negotiation intraorganizational, and interorganizational interorganizational and intraorganizational, coalition and action of political impact pline of organization development (OD) development –a of organization pline political leadership. Prerequisite: Completion Completion Prerequisite: leadership. political mulation are discussed. Other topics include include topics Other discussed. are mulation from different cultures and backgrounds. backgrounds. and cultures different from factors that influence political strategy for strategy political influence that factors decision-making management in formation Collective Bargaining Bargaining Collective Organization Development Development Organization International Management Management International Labor Relations and and Relations Labor MBAD-676 MBAD-675 Organizations in Politics and Power MBAD-674 MBAD-673 and Effectiveness Effectiveness and courses. course objectives, a variety of teaching meth of teaching avariety objectives, course To achieve consultants. and agents change course provides students with opportunities opportunities with students provides course and the legal environment, attention shifts to to shifts attention environment, legal the and a contract negotiation simulation increases increases simulation negotiation a contract and managerial decision making. Prerequi making. decision managerial and behavior on organizational culture of effect people with relationships business developing analysis. Students will be active participants participants active be will Students analysis. case and learning on experiential emphasis heavy especially with employed is odologies as skills personal their enhance and explore orga improving with concerned discipline of MBA core courses. core of MBA Individual, behavior. organizational and the especially Emphasizes organizations. such basic issues as the causes of unionism of unionism causes the as issues basic such site: Completion of MBA core courses. core of MBA Completion site: systematic interventions. The primary objec The primary interventions. systematic E E E E ) ) ) )

------The course deals with new business venture venture business new with deals course The Uniform Commercial Code. Explores war Explores Code. Commercial Uniform MBA core courses. core MBA of CPA anticipation in and program MAcc BUS-214 Advanced Business Law cannot cannot Law BUS-214 Business Advanced of patterns changing shifts, Demographic Practical exercises in developing business business developing in exercises Practical financing, and business plan preparation. preparation. plan and business financing, Considers in depth the law relating to to relating law the depth in Considers Completion of MBA core courses. core of MBA Completion 3 credits ( 3 credits ( 3 credits ( 3 credits reflective writing, and active involvement in involvement active and writing, reflective ranties, guarantees, remedies, and product product and remedies, guarantees, ranties, law requirement. Prerequisite: Completion of Completion Prerequisite: requirement. law the in students for appropriate ticularly par is elective This Note: course. this take at equivalent or its Contracts Law: to tion of agency, law the considers Also liability. paper, and commercial of goods, sale the workforce diverse increasingly of the lenges This environment. management changing the competition, global participation, force labor types and pros/cons, choice of products/ choice pros/cons, and types physical characteristics. Other differences differences Other characteristics. physical partnerships and corporations. International International corporations. and partnerships plans for new business ventures. Prerequisite: Prerequisite: ventures. business new for plans have taken BUS-211 Commercial Law or BUS-211 Law taken have Commercial must develop in working with others who are are who others with working in develop must ferences are obvious – gender, race, age, and and age, –gender, race, obvious are ferences Managing Workforce Diversity Diversity Workforce Managing MBAD-677 Entrepreneurship Entrepreneurship MBAD-683 Law Business MBAD-682 course explores the opportunities and chal and opportunities the explores course concepts and characteristics, new venture venture new characteristics, and concepts discussions, projects and activities. Prerequi activities. and projects discussions, readings, through explored be will dices preju- and stereotypes Values, change. and self-assessment attitudinal requires diversity valuing and Understanding orientation. sexual and class social level, educational structure, –family observed easily not as are another college or university. Students who who Students or university. college another BUS-210 Prerequisite: Introduc addressed. are topics related and law of sales dimensions dif these Some of themselves. from different managers skills and knowledge the address today. It will States United the in emerging to contributed all have of difference” ebration “cel on the emphasis cultural agrowing and site: Completion of MBA core courses. core of MBA Completion site: secured transactions as promulgated by the bythe promulgated as transactions secured services, market study, marketing planning, planning, study, marketing market services, Topics entrepreneurship start-up. include E E E ) ) )

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------The course begins with a general introduction introduction general a with begins course The This course addresses legal issues and practi issues legal addresses course This law case and issues present will course The A survey in issues affecting international international affecting issues in A survey analyzing identifying, to introduction An MBA core courses. core MBA wrongful termination. The course will ana will course The termination. wrongful with the economic systems within which which within systems economic the with Completion of MBA core courses. core of MBA Completion 3 credits ( 3 credits ( 3 credits 3 credits ( 3 credits ( 3 credits resolution, laws and treaties on trade and and on trade treaties and laws resolution, related to the commencement of the employ of the commencement the to related to ethics, considers ethical issues connected connected issues ethical considers ethics, to ing doing business overseas. Emphasis on Emphasis overseas. business doing ing govern issues practical and law, the policy to to conduct outside readings and project/case project/case and readings outside conduct to the presentation of technical evidence as an an as evidence of technical presentation the for preparation and Requirements istrative). technical evidence is acquired and pre and acquired is evidence technical method and manner the for implications its other and juries judges, to evidence technical on business impact their and areas these lyze recruit in discrimination relationship, the provided with an interdisciplinary approach approach interdisciplinary an with provided practical situations. Students are expected expected are Students situations. practical proceedings (i.e. criminal, civil, or admin civil, (i.e. criminal, proceedings marketing, licensing and technology trans technology and licensing marketing, policy corporate multinational and business ment relationship, terms and conditions of conditions and terms ment relationship, ment, employment and discharge, and and discharge, and employment ment, modern business takes place and heavily heavily and place takes business modern fer law, organizational design and issues of issues and design law,fer organizational issues, labor international investment, foreign International Business Business International Legal and Ethical Aspects of of Aspects Ethical and Legal MBAD-685 Business in Issues Ethical MBAD-684 Evidence Management and Presenta and Management Evidence MBAD-687 Business for Law Employment MBAD-686 cal considerations involved in the collection, collection, the in involved considerations cal core courses. core ethics and social responsibility. The student is student The responsibility. social and ethics Con planning. and strategy worldwide and business. in dilemmas ethical resolving and development. Prerequisite: Completion of Completion Prerequisite: development. expert or fact witness. or fact expert decision makers. The law of evidence and evidence law of The makers. decision and of digital presentation and evidence of digital storage and analysis acquisition, of MBA Completion Prerequisite: decisions. a wide range of ethical issues. Prerequisite: Prerequisite: issues. of ethical range a wide illustrate that cases contemporary emphasizes tion siders globalization, international dispute dispute international globalization, siders sented for consideration in court or in other other or in court in consideration for sented E E E E ) ) ) )

------Business Administration 19 - - - -

C) C) C) A A A styles that people bring to the workplace. The The workplace. the to bring stylespeople that structure decisions are discussed in detail. analysis, production and costs, employment decisions, project evaluation, profit-volume analysis and pricing strategies under a variety settings.of The course emphasizes integra on theon processes communication, of influence, to order In behavior. workplace changeand on core courses and calculus. examinewe Finally, leadership. conflict and are strongly emphasized and those between economics and finance are also discussed MBAD-760 MBAD-730 Economic Analysis and Decision Making MBAD-740 Financial Analysis and Decision Making Advanced Organizational Behavior forecasting, mergers and acquisitions, and making managerial decisions affecting the multinational financial management. The tional levels of study, the course emphasizescourse a the study, of levels tional learning. Prerequisite: to team-basedapproach tion between economics, accounting, and nizationalindividual level, the processes.At identifying personal different on is focus the individual stylesdifferent are of implications focusing teamcontext a in considered then the impact organizational of structure, culture, integrate the individual, group, and organiza investment long-term of funds and capital pletion MBA of core. interactions between accounting and finance throughout the semester. Prerequisites: Com- tal, financial operating and leverage, financial 3 credits ( 3 credits ( 3 credits ( Completion MBA of core courses. finance.Prerequisites: Completionof MBA Focuses using on economic methods for Financial policies regarding acquisition and valueTopics the of include firm. demand value added, capital budgeting, cost capi of A study key of individual, group and orga Topics include cashTopics flow analysis, economic ------

) ) ) ) E E E E student’s on-site supervisor,student’s as well as, the sponsoring faculty member. Prerequisite: ship may current be not at a student’s done site: Completion MBA of core courses. ered in a regular course. Such a topic may be may topic regulara a in Such course. ered offered by any departmentbusinessof admin registration the of appendix the in described ests in sports issues are discussed along with businesses of as they apply to sports with an emphasis strategy, on management, market dimension business of administration cov not employer. An employer. internship may only be taken if appreciation culture, how of history, and completion MBA of core courses. course covers topics at the league level, the college level. The constituencies with inter MBAD-705 MBAD-697 MBAD-696, 8 or 9 7, Business Administration MBAD-695 global aspects sports of enterprises. Valuation International Business Seminar Internship Sports Management Selected in Topics full academic year and during the semester mission program of director. materials for the semester when the course willcourse the when semester the materialsfor be announced and to Prerequisites: offered. be member and will follow a structure similar he/she receiveshe/she credit for the internship is practicaltraining, an internship may be politics influenceorganizational dynamics, istration. The nature of the course course will be the of nature The istration. issues involving the sports industry. The team level, the athlete-agent level and the issues related to sports teams are also covered. ing and finance. to that independent of Course study. grades taking at least three graduate-level classes the student has been enrolled for at least one taken for three elective credits. The intern transactions and business customs. Prerequi tive for conducting business outside the of 3 credits ( 3 credits ( 3 credits ( 3 credits ( Completion MBA of core courses and per will be comprised evaluations of from the will be supervised a full-time by faculty In order to in-class supplement learning with United States. Students will gain a better (including the internship course). The course This courseprovides a cross-cultural perspec This course examines diverse managerial The course is designed to integrate all aspects The studyof a timely topic that represents a ------

) ) ) E E E study. Prerequisite: Permission of the program the of Permission Prerequisite: study. experience in-depth analysis an of individual organization. The emphasis on is student an opportunity to students to learn entrepre a variety needs of ranging from market are provided care within a health system. It development and advertising. This elective electives. Prerequisite: Completion MBA of consultants generating immediate, actionable course is useful only not for those consider director and completion MBA of core courses. experience. Students are eligible for a maxi care, assuring adequate access to health care and protecting the rights those of who core courses. core and permission instructor. of courses prior to the start of the independent independent the start the of to coursesprior New Businesses Business Administration MBAD-690, 2, 1, 3 or 4 MBAD-689 MBAD-688 HealthLaw Independent Study in Consulting for Small and bookkeeping, business planning, streamlin mum of one independent elective and should should and elective independent one of mum health care, organizing thedelivery health of have completed at least three advanced core leastthreeadvancedcore at completed have ing small business ownership, provides but program director. Written assignmentsare Written director. program ing to students through the use student of teams to assist area small businesses/orga nizations. These small firmscould have ing operational procedures, etc. This course neurial thinking. Prerequisite: Completion of recommendations for the client. Thus, this research, improving financial reporting and role of the of role law in promoting the quality of required as part of this rigorous academic this aspartrigorous of required 3 credits ( 3 credits ( 3 credits ( will provide students the opportunity to will also include the regulation new of drug will fit into health the administration set of Where Learning Meets Life Your Involves a program determined by the indi vidual faculty member and approved by the by approved and vidualfaculty member This courseprovides experience-basedlearn Thepurpose of this course is to analyze the 20 Business Administrationn The purpose of the course is to provide the to is provide course the of purpose The Deals with the analysis of the strategic strategic of the analysis the with Deals with peers in solving problems. Prerequisite: Prerequisite: problems. solving in peers with Completion of MBA core courses. core of MBA Completion 3 credits ( 3 credits ( 3 credits recognition of personal and societal goals, goals, societal and of personal recognition is used to develop communication skills and and skills communication develop to used is of selection and identification involves planning, of product management the in processes decision-making The strategies. ing toward those goals. Provides the student with with student the Provides goals. those toward strengths enterprise future and present the promotion programs are investigated. This This investigated. are programs promotion of of channels selection practices, pricing process of studying and forecasting the the forecasting and of studying process further build team skills as students interact interact students as skills team build further Strategic Planning and Policy Policy and Planning Strategic MBAD-780 Making Decision and Analysis Marketing MBAD-770 organizational dynamics. The case approach approach case The dynamics. organizational of recognition and research of marketing use effective the markets, target appropriate of effective development and distribution to order in situations marketing complex advanced core courses. core advanced other all Prerequisite: strategy. corporate and decisions functional of the view integrated an progress and performance evaluating and with goals enterprise setting weaknesses, and assessing firm, of the environment external develop and implement appropriate market appropriate implement and develop understand to required skills analytical A A C) C)

- Thiscourse covers the methodsused forthe techniques statistical basic covers course This variables, sampling distributions, regression (Statistics) Please note: Please Service management topics include service service include topics management Service useful inuseful business decision-making. It includes not listed below may be found under the the under found be may below not listed ity location, quality assurance, Just-In-Time facil design, process and product include previous section. Also, note that since a key akey since notethat Also, section. previous management, decision analysis, project man project analysis, decision management, Topics operations. service and manufacturing Administration (EMBA) Administration Service and Production Management Production and Service Executive Master of Business Business of Master Executive Quantitative Analysis for Business Business for Analysis Quantitative goal of the EMBA program is to emphasize emphasize to is program EMBA of the goal EMBA-502 EMBA-501 corresponding MBAD course number in the the in number course MBAD corresponding of the course content may vary. may content course of the of delivery method and focus the application, encounters, service design and measurement of forecasting. and programming linear agement, both of operation effective and efficient inference. statistical in topics and analysis random probability, event statistics, descriptive service productivity. Prerequisite: EMBA-501. Prerequisite: productivity. service systems, inventory management, supply chain

Descriptions for any courses courses any for Descriptions Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - The purpose of this course is to examine the examine to is course this of purpose The America, Argentina and Chile in particular, particular, in Chile and Argentina America, will be examined. The competitive environ competitive The examined. be will tional operation of these corporations as they they as corporations of these operation tional func the and strategies level corporate the to given be will consideration Finally, tions. the from resulting forces external of influence of these Examples business. international in will course the offering, each With tionally. interna business of conducting intricacies political aspects of the macro-environment macro-environment of the aspects political ment and human resources. human ment and perspective the from examined be ment will focus on parts of the world where emerging emerging world where of the on parts focus with Travel Experience with International Business Seminar Seminar Business International EMBA-715 compete for market share, financial invest financial share, market for compete of both multinational and domestic corpora domestic and multinational of both The Asia. or Southeast Europe Eastern and South China, include economies emerging players influential becoming are economies socio-cultural, economic, technological and and technological economic, socio-cultural,

- - - - - Education, Leadership, and Counseling

www.rider.edu 22 Education, Leadership, and Counselingn *Starting in Fall 2010, comprehensive exams will be held held be will exams 2010, comprehensive Fall in *Starting Thanksgiving recess Thanksgiving 15 /Tuesday 17 /Thursday 1 /Thursday 16 /Friday 4:30 p.m. 4:30 (Registration after first class meeting requires requires meeting class first after (Registration Last day to withdraw from classes with with classes from withdraw to day Last Last day to withdraw from classes with with classes from withdraw to day Last Last day to drop classes drop to day Last classes add to day Last 27 /Tuesday 27 25–29 /Wednesday–Friday 25–29 /Tuesday 24 22 /Tuesday 22 Fall semester ends semester Fall Registration begins for spring semester spring for begins Registration 7 $50 late registration fee) $50 registration late Education, Leadership, and Counseling / Wednesday 9 /Wednesday Graduate application deadline for graduation graduation for deadline application Graduate Classes begin Classes Comprehensive Examination deadline deadline Examination Comprehensive Comprehensive Exams* Comprehensive in December 2009 December in Calendar September September for fall 2009 exams exams 2009 fall for October December November on second Saturday in November. in Saturday second on consent of instructor ­consent student discretion ­student Fall Semester / Saturday* 2009 15 /Monday 12–21 /Friday–Sunday 12–21 / Thursday 13 /Thursday 16 /Friday 12 / Friday January 5 /Friday (Registration after first class meeting requires requires meeting class first after (Registration 9 a.m.–1 p.m. 9 a.m.–1 Last day to drop classes drop to day Last Last day to withdraw from classes with with classes from withdraw to day Last classes from withdraw to day Last classes add to day Last / Saturday /Saturday 27 /Monday 22 29 /Friday 29 25 /Monday Deadline for makeup of fall semester semester of fall makeup for Deadline $50 late registration fee) $50 registration late with student discretion student with Graduate application deadline for for deadline application Graduate Comprehensive Examination Comprehensive Comprehensive Examination application application Examination Comprehensive Commencement resume Classes begin Classes Spring recess Spring Spring semester ends semester Spring incomplete grades ­incomplete 6 /Thursday April May March February graduation in May 2010 May in graduation deadline for fall 2010 exams fall for deadline consent of instructor ­consent Spring Semester Spring Semester 2010 Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Students interested in calendar and course course and calendar in interested Students 609-896-5033 or [email protected]. or [email protected]. 609-896-5033 from the College of Continuing Studies at at Studies of Continuing College the from consult the summer session catalog, available available catalog, session summer the consult offerings for the summer sessions should should sessions summer the for offerings Summer Session 2010 education, Leadership, and Counseling 23 (page 37)

Special Education (page 38) Counseling Services (page 30) Curriculum, Instruction and Supervision (page 32) Graduate Level Certification Teacher (page41) Organizational Leadership (page 36) Reading/Language Arts Educational Specialist in Counseling (page 27) Educational Specialist in School Psychology (page 28) Educational Administration (page 34) Master Arts of inTeaching (page 40) (page 43) Teacher-Coordinator Cooperative of Vocational-Technical Education See section on ounseling subject specialties) C If you are interested in • Special Education Students of Teacher with Disabilities • Business Teacher • Elementary Teacher • English Teacher • English as a Second Language Teacher • Mathematics Teacher • Preschool-Grade 3 Teacher • Reading Teacher • Science Teacher • Social Studies Teacher Languages• World Teacher • Teacher-Coordinator Cooperative of Vocational-Technical Education • Leadership in Information Technology • Leadership in Higher Education • Leadership in Counseling-Related Services • Leadership in Communication Development• Teacher and Professional Advancement • Counseling • Community Counselor • School Counselor (Elem./Sec.) • Licensed Professional Counselor • Director Counseling of Services • School Psychologist • Curriculum Specialist • Supervisor Instructionof including (K–12 business education and • Educational Administrator • Principal • School Business Administrator • Reading Specialist Guideto Programs Where Learning Meets Life Your 24 Education, Leadership, and Counselingn The Procedures and Policies section contains many important pieces pieces important many contains section and Policies Procedures The The department offers Educational Specialist degrees, Master’s degrees, Master’sdegrees, degrees, Specialist Educational offers department The The School of Education promotes a climate of scholarly inquiry, high high inquiry, scholarly of climate a promotes Education of School The committed, are who students develops Education of School The - gradu in enrolled Students student. aspecial be to apply You also may T received accreditation national include: School Curriculum, Instruc Psychology; Administration; Educational tion and Supervision; and Reading/Language Arts. tion Supervision; and Reading/Language and Rider Rider University aas maycourses student.special take Apply to the for (CACREP). Accreditation the Programs Related and Educational of Counseling have that Other programs with them appear first and the remaining Certification and Endorse and Certification theremaining and first appear them with Graduate Admission Office. Youmust have abachelor’s two degree and Classes are scheduled to enable those who work full-time to complete complete to full-time work who those enable to scheduled are Classes relevant ideas and services that speak to emerging needs. emerging to speak that services and ideas relevant letters of recommendation. letters knowledgeable, and reflective and who value service, ethical behavior behavior ethical service, value who and reflective and ­knowledgeable, programs of study, their descriptions, and the certifications associated associated certifications the and descriptions, of study, their programs their programs. Class sizes are moderate to small, and all degree pro degree all and small, to moderate are sizes Class programs. their personal, and social development of each student for a changing world achanging for student of each development social and personal, ment Programs follow. Within each category, they are in alphabetical alphabetical in are they category, each follow. Within ment Programs by creating and providing programs that embody the highest academic academic highest the embody that programs providing and by creating of Teacher Education accredited (NCATE) is our by Master’s and Council the Services Counseling degreein grams have internships. have grams development not leading to a degree, certification or endorsement from from endorsement or certification adegree, to not leading development ate elsewhereprograms or studentscourse work seeking for professional Admission. Graduate of Office the from available application an require programs study. All graduate about information of general programs. the of all descriptions the follow descriptions order. Course and certifications and endorsements in a variety of areas. These degree degree These areas. of variety in a endorsements and certifications and establishing beneficial relationships with the public and exchanging exchanging and the public with relationships beneficial establishing while practices, professional best and achievement, for expectations profession. of one’s improvement and the self and standards. professional and Mission Statement with personal attention. personal with of faculty, whom full-time all Our majority have the teach doctoral degrees, he Department of Graduate Education, to strives provide Leadership, programs Counseling and quality of our courses. Our Schoolof Our our of courses. Education accredited is by National the for Council Accreditation the The School of Education fosters the intellectual, intellectual, the fosters Education of School The TheSchool ofEducation undergraduateprepares American society. American education, organizations, and agencies in the diverse diverse the in agencies and organizations, education, and graduate students for professional in careers - - The School ofEducation defines reflection as the process of thinking The goal of the School of Education at Rider University is to foster con foster to is Rider University at Education of School the of goal The - com acareer-long requires educator professional expert an Becoming In the School of Education, we emphasize both content and pedagogi and content both emphasize we of Education, School the In field experiences to help students learn this knowledge and apply it in apply and it knowledge this learn students to help experiences field Commitment is a prized byvalue highly the School of Education, reflection, grounded in active experience, has value for developing educa developing for value has experience, active in grounded reflection, to encourage students to become thoughtful, creative problem-solvers problem-solvers creative thoughtful, become to students encourage to their own students or clients. students own their with that as well as work, classroom own their on or for reflecting ning plan either when standards relevant reference to and learning in tool tors, when practiced consistently, and systematically through such activities activities such through systematically and consistently, practiced when tors, tudes and behaviors that will support their professional growth. professional their support will that behaviors and tudes practice. Students are expected to use their technological expertise as a as expertise technological their use to expected are Students practice. practice the faculty models practice the these professionalfaculty behaviors and encourages professional behaviors ofexpected dedicated educators. and In teaching fortunities on-going independent and supported reflection on practice; growth this foster to is goal Our rigor. or academic professional ing sacrific without mistakes make and risks, take experiment, to safe it is tinuous in ourgrowth students by providing environmentan in which mitment to reflective experimentation and skill building. Novice and Novice building. skill and experimentation reflective to mitment mitment is a set of connected attitudes, values, and beliefs that results in by faculty modeling of desirable behaviors; by providing a balance of of abalance byproviding behaviors; of desirable modeling by faculty Commitment Professionalism Reflection Knowledge Fostering career-long path toward professionalism and are not viewed as totally totally as not viewed are and professionalism toward path career-long clearly and deliberately to promote understanding and to actively foster the and classroom We design students. our prepare we as knowledge cal ongoing journey toward higher levels of professional success. of professional levels higher toward journey ongoing their in knowledge and craft of acquisition the refine and begin they as is goal Our graduation. upon professionals experienced and developed on a are of Education School the in enrolled educators experienced exercise of in depth thinking about professional practice. We believe that that We believe practice. professional about thinking depth of in exercise as classroom observation, continuous self-assessment, and journal writing. journal and self-assessment, continuous observation, classroom as and expects their development in our students and graduates. and students our in development their expects and oppor by providing experience; field supervised and learning classroom and by encouraging novice and experienced educators to develop atti develop to educators experienced and novice byencouraging and - Com learning. and teaching our for cornerstone essential an as serving Synopsis of the School of Education Education School of the of Synopsis Conceptual FrameworkConceptual Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------education, Leadership, and Counseling 25 - summer. Permission program of advisor is required. six (6) years from the date admission of to the program. admission. credit. The advisormust approve the credits to be transferred upon application. ­application for transfer credits. of must be approved by the advisor. the comprehensive exam. ­transcript at the time admission of to the program. in the spring if only course one remains and will be taken in the take at Rider University. the program advisor and appropriate faculty subject experts. requirements must be substantially similar to those students would Official transcripts must accompanythe requestfor transfer of A cumulative average better or 3.0 of by the time applicationof for Credits approved for transfer will be added to the student’s All requests for transfer credits must be made at the time of In the last semester the of program; may take or, the examination Courses accepted for transfer to accomplish core concentration or Courses accepted for transfer to accomplish elective requirements Course syllabi for transfer requests must be provided. Decisions for accepting courses for transfer credit will be made by allNot concentrations allow transfer credit. If already not filed, official transcripts must accompany the All courses used fortransfer credit of must better. be or “B” Courses used for transfer credit of must have been taken within Course Repeat Policy Course Repeat ExaminationComprehensive semester during the academic year.Only those students who have for thissit exam: already taken, except a course in which they have received a grade Arts of in Counseling Services; Organizational Leadership; Reading/ and research; adequate communication of ideas in light of the question(s) question(s) the of light in ideas of communication adequate research; and achieved the following requirements for the M.A. degree are eligible to concepts, theories and ideas; techniques for applying to a problem area M.A. in Organizational Leadership Students Guidelines for Transfer of Credits for be approved by the department chair. hensive examination covering knowledge of a specialized field; major major field; specialized a of knowledge covering examination hensive posed. lower than from one or “B” which they withdrew. Any exceptions must knowledge the of specialized field and/or the related areasof foundations Students may repeat not any graduate course for credit that they have Students who are pursuing a graduate program leading to the Master 6. 8. Language Arts; Special or Education, must successfully pass a compre 7. 9. 2.  2.  3. 4. 4. 5. 5. The comprehensive examination is administeredonce each regular 1. 1. - - - - objectives. a non-CACREP approved program may transfer up to 36 credits. content remains consistent over time and supports current program creditsCACREP a from program. approved Studentsadmitted from review. Exceptions may be granted by the advisor for courses where Transfer credits must be taken within the six years from the date of Studentsinthe Counseling Services Program transfermay 48 to up All transfer credits must carry a letter grade at of least “B.”

Admission StatusAdmission Transfer of Credit Transfer and may be permitted to engage in studies during a probationary period; department chairperson will determine the number credits of to be of Graduate Education, of Leadership, and Counseling will speconsider approved forthe respective programs, and a grade at of least B must approved by the advisor and the department chair. Courses accepted accredited institution. These creditsmust have been earned within six and is accepted, the student may apply for transfer certificate of course cialists program may enter after completing an appropriate master’s cific writtenrequests transfer appropriate for credits. Official transcripts coveringcourses transfer submitted for mustaccompany the written certificate student applies for admission to a master’s degreeprogram credits according to the policy guidelines the of department.) Special Standing gram in education, leadership, and counseling, students may request Graduate Standing Guidelines for Transfer of Credits for Ed.S. Students Conditional Standing for matriculated status when eligible; for transfer must be similar to required elective or courses that are below, thebelow, applicant will be assigned the of to one following classifica have been earned in each these of courses. program. Consideration is typically given to their prior graduate not completednot all the of undergraduate preparatory requirements both or tions once admitted: training and its application to the current degree. The advisor and the transferred given the following guidelines. tions must submit official tionsmustsubmit transcriptsof these credits. The Department transfer semester up to 12 of hours graduate of credits completed at an request for suchtransfer requestfor if the transcripts already not have been filed. Students who are eligible to transfer graduate credits from other institu- Counseling recognizes that students enrolled in an educational spe Certificate students enter program the under this classification. (If a Where Learning Meets Life Your years the of date credit of transfer approval. All transfer credits must be Rationale: The DepartmentGraduateof Education, Leadership, and Upon applicationUpon to and before admission to any graduate degree pro Upon completionUpon the of steps in the application procedures described 2. 3. Transfer of Credits:Transfer Ed.S. Students The student qualifiedis toundertake graduate study and mustapply has or requirements admission the of all satisfied not has either student The The student doesplan not to matriculate in a Rider graduate degree. 1. 26 Education, Leadership, and Counselingn • • • • • • • • • • • • • • • • • The Department of Graduate Education, Leadership, and Counseling Counseling and Leadership, Education, of Graduate Department The areas: following the in offered is degree M.A. The areas: following the in offered is degree (Ed.S.) Specialist Educational The Any of the following situations will result in the automatic dismissal of dismissal automatic the in result will situations following of the Any - gradu and examination comprehensive the take to plans who A student vices certification. vices In addition, the Department provides opportunity for study leading leading study for opportunity provides Department the addition, In the Department of Graduate Education, Leadership, and Counseling: and Leadership, Education, of Graduate Department the to teacher certification and other types of educational and human ser and human educational of types and other certification teacher to provides opportunity for study leading to teacher certification and certification teacher to leading study for opportunity ­provides Educational Certificates Educational Offered Certifications and Degrees a student working toward a graduate degree or certification program in program or certification degree agraduate toward working a student Counseling. and Leadership, Education, of Graduate Department of the endar for his or hersemester. final This formmust be filedchair with the cal graduate the in specified date the on or before form Graduation and ate must fill outandfile an Application for Comprehensive Examination other types of educational certification in the following areas: following the in certification of educational types other The Department of Graduate Education, Leadership, and Counsel and Leadership, Education, of Graduate Department The years; six in requirements degree complete to Failure time second the for examination comprehensive the Failing 12 or more taking of 3.0 after average point agrade Not attaining two or lower) more than (C+, or ofin C- “C” C, grade any Receiving work; course graduate in of “F” grades two Receiving Director of Counseling Services of Counseling Director Teacher Business 40 page Teaching, 38 page Education, Special 37 page Arts, Reading/Language 36 page Leadership, Organizational 34 page Administration, Educational 32 page Supervision, and Instruction Curriculum, 30 page Services, Counseling Psychology School Services Counseling (pertains only to students enrolled in degree programs that require require that programs degree in enrolled students to only (pertains Programs of Study Programs of Dismissal Application for Comprehensive Examination ComprehensiveExamination for Application and Graduation the faculty or the officers of Rider, such action seems advisable. seems action Rider,such of officers or the faculty the of judgment the in when, student any dismiss to right the reserves ing examination); the graduate credits at Rider University; Rider at credits graduate courses; graduate - - - • • • • • • • • • • • • • • • • • • • (ESL) Language aSecond as • English • P–3 • • • • The following are due by the application due date: due application the by are due following The The Educational Specialist (Ed.S.) is an advanced terminal degree degree terminal advanced an is (Ed.S.) Specialist Educational The To qualify for the degree of Educational Specialist (Ed.S.), the candi the (Ed.S.), Specialist of Educational degree the for To qualify A decision is made about applicationan for admission only when all Licensed Professional Counselor (LPC) educational requirements for for requirements educational (LPC) Counselor Professional Licensed New Jersey and Pennsylvania. The Ed.S. in school psychology meets meets psychology school in Ed.S. The Pennsylvania. and Jersey New required credentials have been submitted. The faculty encourages pro encourages faculty The submitted. been have credentials required the New Jersey state certification requirements. certification state Jersey New the beyond the master’s level. The Ed.S. in Counseling Services meets the meets Services Counseling in Ed.S. The level. master’s the beyond General Educational Specialist Degree Requirements Degree Specialist Educational General Requirements Application General Endorsement to Existing Teaching Certificates: Existing to Endorsement date must: date spective students from diverse ethnic and cultural backgrounds to apply. to backgrounds cultural and ethnic diverse from students spective Science Teacher (Biological Sciences, Chemistry, Physics, Earth Science) Science) Earth Physics, Chemistry, Sciences, Teacher (Biological  Science A completed application form, with a non-refundable anon-refundable with form, application Acompleted (K–12) Spanish German, Teacher—French, World Languages of Instruction Supervisor Teacher Studies Social Psychologist School Counselor School Administrator Business School (Principal) Administrator School Teacher Reading Specialist Reading 3Teacher (P–3) Preschool–Grade Teacher Mathematics Teacher English (ESL) Language aSecond as English Teacher (K–5) Elementary Teacher-Coordinator of Cooperative Vocation/Technical Education Vocation/Technical of Cooperative Teacher-Coordinator Disabilities with Teacher of Students Complete the ofsix program years within the date the student enrolled study; graduate concerning requirements general the with Comply If there are due dates, they will be specified within the within specified be will they dates, due are there If within specified as requirements admission such Other attended; universities and colleges all from transcripts Official Educational Specialist Degrees Specialist Educational $50 application fee; $50 application in his/her first course unless an extension is approved by the chair the by approved is extension an unless course first his/her in person of graduate education, leadership, and counseling programs. counseling and leadership, education, of graduate person the particular program to which you are applying; youare which to program particular the program requirements. program Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ­ - - education, Leadership, and Counseling 27 and Psychotherapy and Methods and TheirFamilies ­Counseling/School Psychology Counseling Services Legal and Ethical Issues in Counseling Counseling Supervision: Issues, Concepts Counseling Psychology Theories Psychopathology Human Growth and Development Measurements, and Tests, Assessments in Statistics and Qualitative Data Analysis Introduction to Research Counseling Techniques Laboratory Elementary School Counseling Practicum Secondary School Counseling Practicum Individual Counseling Practicum CounselingGroup Practicum Internship in Counseling I Internship in Counseling II Internship in Counseling Specialty I (Community) Counseling Community of Foundations Approaches to Family Counseling Substance Abuse Counseling Co-Dependency and Treatment Gender Issues in Counseling Holistic Wellness Counseling Independent Study and Research in Psychological Development the of Adult and Aging Counseling with Children, Adolescents, Introduction to Counseling Services CounselingGroup Vocational/Career Development Multicultural Counseling and Course Title Course Title Course Title Relationship Development ­specialized area. or or or career goals and to provide in-depth training and experience in a Course Requirements for anEd.S. in Counseling Services Course No. Course No. Course No. Group II—Field Experience Group III—Special and Related Areas Group I—Professional and Psychological Foundations COUN-530 COUN-660 CNPY-502 CNPY-514 COUN-550 COUN-580 COUN-581 COUN-585 COUN-586 COUN-590 COUN-591 COUN-690 COUN-508 COUN-510 COUN-515 COUN-516 COUN-525 COUN-535 COUN-600 CNPY-503 CNPY-510 COUN-500 COUN-503 COUN-505 COUN-520 EDPS-503 EDPS-520 EDPS-521 EDUC-500 (15 semester hours) (15 semester hours) (15 (36 semester(36 hours) Theprogram will be individualized to allow students to meet their - - courses. for all non-Rider non-CACREP or approval program graduates. master’s level work. A minimum 66 of graduate semester hours including appropriate A written statement the of applicant’s professional goals. yearOne its equivalent) (or counseling of experience. A group individual or interview. A minimum of 3.25 GPA (on a 4.0 scale)A minimum (on in all GPA 3.25 of previous graduate current professionalTwo references. A master’s degree in Counseling in or Counseling-related discipline. Thirty (30) credits must be completed after admission to the Ed.S. Eighteen (18) creditsEighteen must be completed(18) after admission to the Degree completion requires a minimum GPA. 3.3 of Ed.S. for candidates from CACREP approved master’s programs. Multicultural Counseling Issues College Counseling and Higher Education Affairs Counseling Group and Process Special Needs At-Risk of Students Legal and Ethical Issues in Counseling Career Counseling and Development Substance Abuse Geriatrics/Hospice Issues Probation/Parole Counseling Elementary/Secondary School Counseling Family and Marital Issues in Counseling Grief and Crisis Counseling Grant Writing/Management semesters. admittance For in the fall semester, applications must candidates develop and grow professionally in the following specialty areas: Program Description Degree Requirements Educational Specialist in Counseling Services following criteria must be met: Admission Requirements master’s level. The Ed.S. in Counseling Services meets the Licensed be received for the by May summer 1, semester by Apriland for 1, the spring semester applications must be received The by November 1. tunity to be eligible to become licensed as an Approved Clinical ing and Director Counseling of Services. Individualized advising helps 6. Supervisor by the National Board for Certified Counselors (NBCC). Where Learning Meets Life Your (66 semester(66 hours) Professional Counselor (LPC) academic requirements for New Jersey, Pennsylvania, and many other states. 2.  2.  3. 3. 3. 4. 4. Admission into the program occurs in the summer, fall and spring 5. 5. There are three concentrations: School Counseling; Community Counsel The Ed.S. in Counseling Services alsoprovides students oppor the The Educational Specialist (Ed.S.) is an advanced degree beyond the 1. 1. • • • • • • • • • • • • • 28 Education, Leadership, and Counselingn 1. The Rider University School Psychology Program is dedicated to edu- to dedicated is Program Psychology School Rider University The 3.  2. vention, prevention, counseling, and program planning/evaluation. planning/evaluation. program and counseling, prevention, vention, National Association of School Psychologists (NASP). Problem-solving Problem-solving (NASP). Psychologists of School Association National EDUC-530 EDSO-510 EDSO-501 EDPS-502 EDAD-505 EDAD-501 PPCS-501 (67 semester hours) (67 semester No. Course CURR-531 CNPY-518 CNPY-516 CNPY-515 Complementing the program’s philosophy, the fundamental goals goals fundamental program’s philosophy, the the Complementing Students also receive training in sensitively working with clients from from clients with working sensitively in training receive also Students required skills, professionalism, and knowledge base to become apro become to base knowledge and professionalism, skills, required is one of only three programs in New Jersey to be fully approved by the by the approved fully be to Jersey New in programs three one of only is the ultimate goal of fostering the knowledge base, skill set, reflective reflective set, skill base, knowledge the of fostering goal ultimate the prepared to provide a range of evidence-based services including including services of evidence-based arange provide to prepared theoreti of variety a Through experience. and coursework preceding and educational the improve to commitment professional and practice mental health of children and adolescents in the schools. The program The program schools. the in adolescents and of children health mental Educational Specialist Degree in School Psychology School in Degree Specialist Educational Program Description Program cating future school psychologists within a climate of scholarly inquiry inquiry of scholarly aclimate within psychologists school future cating consultation, psychological assessment, behavioral and academic inter academic and behavioral assessment, psychological consultation, are students activities, pedagogical experiential and conceptual, cal, and the context of a scientist-practitioner model of service delivery. It delivery. of service model of ascientist-practitioner context the and ductive member of the school psychology community: psychology school of the member ductive the with graduate each provide to (noted below)are program of the backgrounds. individual and cultural diverse with of training aspects all permeate decision-making data-based and offers a highly structured, developmental curriculum that builds upon upon builds that curriculum developmental structured, highly a offers Ability to work collaboratively with educators, administrators, administrators, educators, with collaboratively work to Ability con educational and services psychological provide to Capacity Ability to implement a problem-solving model supported by a solid byasolid supported model aproblem-solving implement to Ability understanding of the knowledge base and empirical literature of literature empirical and base knowledge of the understanding children and adolescents. and children to services health mental and of educational range comprehensive and abilities are appreciated. are abilities and orientation, gender, sexual culture, status, socioeconomic ethnicity, dards of practice. dards school counselors, families, and the community to provide a provide to community the and families, counselors, school in differences individual where contexts diverse within sultation school psychology as well as legal, ethical, and professional stan professional and ethical, legal, as well as psychology school Course Title Course Curriculum Development and Design and Development Curriculum Adolescents Children, with Counseling Psychopathology Advanced Settings Agency and School in Consultation Sociology and Psychology of Crime and Delinquency and of Crime Psychology and Sociology Education Higher in Affairs Student to Introduction of Education Foundations Cultural and Sociological Sources Referral Counseling: of School Foundations of the Development Psychological Supervision of Instructional Concepts Theory Organizational and Leadership Educational Child and Adolescent and Child for Clients and Special Needs Students Needs Special and Clients for and Their Families Their and - - - - - • • • • • • • • • • • 1. 1. The following criteria must be met: must criteria following The The acquisition of knowledge and skills is monitored and evaluated evaluated and is monitored skills and knowledge of acquisition The 5. Applications must be received by 1.March Admission into the program 4. 4. 3.  2. 2. Professional knowledge and skills are developed across the 11 domains 11 the domains across developed are skills and knowledge Professional School Psychologists (NASP): Psychologists School ing ing the application Since deadline. the school psychology program must training and practice. practice. and training materials are submitted by the deadline to receive optimal consideration. consideration. optimal receive to deadline bythe submitted are materials avail openings of number the ratio, student-to-staff aspecified maintain Admission Requirements Admission also Students practice. of professional representative outcomes based Degree Requirements Degree growth and togrowth evidenceserve as of competency across the domains of able is controlled. Applicants, therefore, are encouraged to ensure that all all that ensure to encouraged are therefore, Applicants, controlled. is able occurs during the occurs early spring date with ain start the subsequent fall compile a portfolio to document and reflect upontheir professional across the program via traditional assessment methods and performance- and methods assessment traditional via program the across of Association National bythe established practice and of training semester. The review and acceptance process occurs immediately follow immediately occurs process acceptance and review The semester. 2.11 Information Technology 2.11 Information Development and Practice 2.10 Psychology School Evaluation Program and 2.9 Research Collaboration Home-School-Community 2.8 Health Mental and Intervention, Crisis Prevention, 2.7 Development Policy Organization, Systems and School 2.6 Learning and Development in Diversity 2.5 Student Skills of Life Development and Socialization 2.4 of Development and Instruction Effective 2.3 Collaboration and Consultation 2.2 Accountability and Decision-Making 2.1 Data-Based Cognitive/Academic Skills Cognitive/Academic and Climate and (on a 4.0 scale) or a graduate degree with a minimum GPA of 3.25. aminimum with degree or agraduate (on scale) a4.0 Based upon NASP standards, all students must fulfill a residency residency a fulfill must students all standards, NASP upon Based Satisfactory annual ratings for retention and progression in the the in progression and retention for ratings annual Satisfactory goals. of learning statement A written faculty. program with Interview Submission of GRE scores in which the verbal and quantitative quantitative and verbal the which in scores of GRE Submission Two of recommendation. letters An undergraduate degree with a minimum GPA of 2.75 aminimum with degree undergraduate An Capacity to utilize data-based decision making and empirically empirically and making decision data-based utilize to Capacity School Psychology program. Program faculty will evaluate the the evaluate will faculty Program program. Psychology School requirement by enrolling as a full-time student (minimum of nine of nine (minimum student afull-time as byenrolling requirement remediation, or dismissal will be made by June 15th byJune year. made be of each will or dismissal remediation, result in a positive impact on youth, families, and the communities/ the and families, on youth, impact apositive in result acteristics of each student based upon their portfolio and personal personal and portfolio their upon based student of each acteristics char work professional and competencies, professional academic, statement. A recommendation for continuation, continuation with with continuation continuation, for A recommendation statement. scores combined must be equal to or greater than 950. than or to greater equal be must combined scores schools that they serve. they that schools that strategies intervention and assessment, prevention, supported Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - - education, Leadership, and Counseling 29 Severe Disabilities (3) Counseling Techniques Laboratory (3) Counseling Children and Adolescents: Instructional Practices for Students with Instructional Practices for Students with Course Title Course Title Course Title Course Title Introduction to Research (3) Statistics and Quantitative Data Analysis (3) Professional Practice School of Psychology (3) Internship in School Psychology I (600 hours) (3) Internship in School Psychology II (600 hours) (3) Diagnosis and (3) Treatment Mild Disabilities (3) Professional Development Opportunities Development Professional skills in the field relative to associated coursework and underprogram own selection to further develop update or their skills. Application is or Practicum and Internship Counseling Psychology Research Professional Practice Education and Treatment of Students with Special Needs faculty’s supervision. Course No. Course No. Course No. Course No. hours. The internship occurson a full-time basisover the period one of internship. During each practicum, the students will develop specific required as a special student. SPED-539 Students are expected to complete 400 practicum hours prior to their SPED-535 COUN-550 CNPY-518 Certified school psychologists are invited to enroll in coursesof their Electives Internship serves as the culminating experience consisting 1,200 of year a part-time on OR basis over two consecutive years. EDUC-500 EDPS-521 EDPS-513 EDPS-590 EDPS-591 (6 hours) (6 (6 hours) (6 hours) (9 hours) (3 (9 hours) (9 and Families (3) Curriculum-Based Measures (3) Consultation in School and Agency Settings (3) Practicum in Consultation in School and Course Title Course Title Course Title Course Title Assessment and Intervention III: Assessment and Intervention IV: Advanced Interventions for Children, Adolescents Practicum in Assessment Intelligence of Practicum in Social-Emotional hours) (1) Needs (100 Practicum in Curriculum-Based Measures Assessment andIntervention II: Assessment and Intervention I: Standardized Sociological and Cultural Foundations Education of Educational Leadership and Organizational Theory Cognitive Processes and Learning Human Growth and Development Biological Basis Behavior of Psychopathology Positive Behavior Support Intelligence and Cognitive Abilities (3) Behavioral and Social-Emotional Needs (3) ­Measures Academics of and Behavior (3) (100 hours) (1) (100 hours) (1) (100 Agency Settings (1) semester internship, of EDPS-590 Internship in School Psychology and furnish a copy the of score to the school psychology program colleagues, faculty, and the profession. coordinator. graduate credits semester) for one so as to develop an affiliationwith Completion graduate67 of credit hours with a minimum of GPA Take theTake PRAXIS II exam in school psychology during the first 3.3 on a 4.0scale. on 3.3 Course Requirements for an Ed.S. in School Psychology Consultation Human Behavior and Development Educational Foundations Course No. Course No. Course No. Course No. Assessment and Intervention SPED-514 CNPY-515 CNPY-514 Foundations of Education and Human Behavior Professional Core: School Psychology Practice Where Learning Meets Life Your EDPS-583 EDPS-510 EDPS-570 EDPS-581 EDPS-582 EDPS-584 EDPS-509 EDPS-515 EDPS-514 EDPS-503 EDAD-501 EDPS-508 EDPS-535 EDSO-510 3. (4 hours) (4 (18 hours) (18 (12 hours) (12 (9 hours) (9 (37 hours) (37 (21 hours) (21 4. 30 Education, Leadership, and Counselingn • • • • • • • • • • • The faculty encourages prospective students from diverse ethnic and ethnic diverse from students prospective encourages faculty The The Department of Graduate Education, Leadership, and Counseling and Leadership, Education, of Graduate Department The To qualify for the degree of Master of Arts, the candidate must: candidate the of Arts, of Master degree the for To qualify A decision is made about an application for admission only when when only admission for application an about made is A decision November 1 for spring session unless otherwise specified for specific specific for specified otherwise unless session spring 1for November Organizational Leadership; Reading/Language Arts; Teaching; and, Spe and, Teaching; Arts; Reading/Language Leadership; Organizational Code, some of these programs may be revised by the time youenroll. time bythe revised be may programs of these some Code, riculum, Instruction and Supervision; Educational Administration; Administration; Educational Supervision; and Instruction riculum, received by April 1 for summer session, May 1 for fall session, and and session, fall 1for May session, summer 1for byApril received tion due date: due tion programs. Completed applications received after the official deadline deadline official the after received applications Completed programs. may be given consideration pending program capacity. program pending consideration given be may General Master’s Degree Requirements Master’s Degree General Requirements Application Master’s Degree General general requirements for all master’s degree programs and requirements requirements and programs degree master’s all for requirements general cial Education. For application, admission and graduation, there are both both are there graduation, and admission For application, Education. cial cultural backgrounds to apply. The following are due by the applica the by are due apply. to following The backgrounds cultural offers seven programs for the master’s degree: Counseling Services; Cur Services; Counseling degree: master’s the for programs seven offers all required credentials have been submitted. Applications must be be must Applications submitted. been have credentials required all specific to the program. Due to mandatory changes in the New Jersey Jersey the New in changes mandatory to Due the program. to specific If the due dates are different, they will be specified within within specified be will they different, are dates due the If the within specified as requirements admission such Other attended; universities and colleges all from transcripts Official anon-refundable with form, application Acompleted except examination comprehensive awritten pass Successfully byindividual required as internship/practicum an Complete an in credit of graduate hours semester 33–48 least at Complete academic two than no fewer for Rider at study graduate in Enroll study; graduate concerning requirements general the with Comply Complete the program within six years of the date the student student the date of the years six within program the Complete worksubmit for of B(3.0) or better average point agrade Maintain Master’s Degrees Department of Graduate Education, Leadership, and Counseling. and Leadership, Education, of Graduate Department $50 application fee; $50 application the program requirements. program the ted for the master’s degree; and degree; master’s the for ted degree; Supervision and Instruction, Curriculum, and degree; tion particular program to which you are applying; youare which to program particular programs; for the Master of Arts in Teaching degree; Educational Administra Educational degree; Teaching in of Arts Master the for approved program of studies; program approved enrolled in his/her first course unless an extension is approved by the by approved is extension an unless course first his/her in enrolled semesters or the equivalent thereof; equivalent or the semesters

- - - - - 1. The following criteria must be met: must criteria following The This program prepares professionals for counseling positions in higher higher in positions counseling for professionals prepares program This This master’s degree provides two program options. Both programs are are programs Both options. two program provides degree master’s This 5. Admission into the program occurs in the summer, fall and spring spring and fall summer, the in occurs program the into Admission All Counseling Services degree candidates must purchase professional professional purchase must candidates degree Services Counseling All 4. 3. Official transcripts from all colleges and universities attended; universities and colleges all from transcripts 3. Official  2. New Jersey State Board of Education and meets the certification certification the meets and of Education Board State Jersey New Designed to prepare school counselors for secondary and elemen and secondary for counselors school prepare to Designed (CACREP). Programs Educational Individual advising, small classes and engagement in carefully selected selected carefully in engagement and classes small advising, Individual (48 semester hours) (48 semester fieldworkexperiences help students prepare for a variety ofcareer as goals  6. Community Counseling Community received by April 1, for summer semester by April 1, and for the spring spring 1, the for and byApril semester 1, summer for byApril received results) cannot be guaranteed the required admissions interview. admissions required the guaranteed be cannot results) requirements in most other states. The program’s emphasis is devel on emphasis The program’s states. other most in requirements not complete by the due date (with the exception of GRE and MAT MAT and of GRE exception the (with date due bythe not complete tary schools, this program has been approved for certification by the by certification for approved been has program this schools, tary insurance. liability professional counselors. All students are required to participate in group group in participate to required are students All counselors. professional Admission Requirements Admission be essential in the following courses: COUN-505 and EDPS-520. and COUN-505 courses: following the in essential be Master of Arts in Counseling Services Counseling in Arts of Master Program Description Program eration pending program capacity. Individuals whose credentials are are credentials whose Individuals capacity. program pending eration consid given be may deadline official the after received applications services. student education higher in aconcentration choose Board National of the requirements core the meets of study course of Certified Counselors (NBCC). Within this option, students may may students option, this Within (NBCC). Counselors of Certified The settings. community other and practice, private industry, agencies, health mental centers, medical hospitals, rehabilitation education, counseling. opmental activities and in self-exploration. Computer literacy is expected and will will and expected is literacy Computer self-exploration. in and activities School Counseling School Related and of Counseling Accreditation for Council bythe accredited semester applications must be received by November 1. Completed 1. byNovember Completed received be must applications semester be must applications semester, fall the in For admittance semesters. An on-site writing sample to be completed on the day of the group group of the day on the completed be to sample on-sitewriting An interview agroup in applicants, other with along Participation, of recommendation; letters Two professional current GPA of 2.75. Applicants aminimum with degree undergraduate An requirements; application degree master’s general the Complete who have completed graduate level courses must have a minimum aminimum have must courses level graduate completed have who GPA of 3.0 in their graduate courses; graduate GPA their of 3.0 in interview. The purpose of this writing activity is to assist faculty in faculty assist to is activity writing this of purpose The interview. field; this in acareer for ity meeting is to help determine the applicant’s fitness and compatabil and fitness applicant’s the determine help to is meeting expression demands of the program; of the demands expression written the meeting in of success likelihood applicant’s the assessing session facilitated by counseling services faculty. The purpose of this this of purpose The faculty. services bycounseling facilitated ­session Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - - - education, Leadership, and Counseling 31 Counseling and Psychotherapy Sociology and Psychology Crime of and Delinquency Seminar in Probation and Legal and Ethical Issues in Individual Counseling Practicum CounselingGroup Practicum Internship in Counseling Services I Internship in Counseling Services II Introduction to Counseling Services Counseling Psychology Theories Counseling Techniques Laboratory CounselingGroup Vocational/Career Development Foundations Community of Counseling Multicultural Counseling and Course Title Course Title Course Title Course Title Course Title Measurements, and Tests Assessments in Counseling Introduction to Research Human Growth and Development Psychopathology Introduction to Student Affairs in Higher Education Introduction to Higher Educational Administration Relationship Development Parole Counseling Services seeking professional counseling licensure. Admission is limited. are to be taken with permission the of program advisor. elective No is advisor. Special note should be made electives of having prerequisites. appropriately and take courses offered that are appropriate for those or Professional Counselor Development Opportunities (Non-Degree) Professional Counselor Licensure Series Course No. Course No. Course No. Course No. Course No. to be taken prior to COUN-500 without permission from a program Community Counseling COUN-530 COUN-585 COUN-586 COUN-590 COUN-591 COUN-500 CNPY-502 COUN-550 COUN-503 COUN-505 COUN-508 COUN-520 CNPY-514 Graduates master’s of degree programs in counseling are advised would take the following: would take the following: For a concentrationFor in Student Affairs in Higher Eduction, students For a concentrationFor in Probation and Parole Counseling, students PPCS-501 PPCS-510 EDPS-520 EDUC-500 EDPS-503 EDUC-530 EDUC-525 (6 semester(6 hours) (6 semester(6 hours) semester(3 hours) (48 semester(48 hours) semester(33 hours) Admission into the Non-Degree Program is limited. Group II Group III Group IV Group I Three credithours of free electivesmust be taken. These freeelectives - - for Clients and Special Needs Students Introduction to Counseling Services Counseling Psychology Theories Psychopathology Counseling Techniques Laboratory CounselingGroup Vocational/Career Development Legal and Ethical Issues in Counseling or Human Growth and Development Elementary School Counseling Practicum Secondary School Counseling Practicum Internship in Counseling Services I Internship in Counseling Services II Course Title Course Title Course Title Sociological and Cultural Foundations Education of Measurement, and Tests Assessments in Counseling Introduction to Research Foundations School of Counseling: Referral Sources Psychotherapy ter’s degreeter’s is exempt from these test score requirements. A passing grade the on comprehensive examination; Successful completion all of academic and field requirements. Meet general master’s degree requirements; Submission results of from either the General Records Examination (GRE) Miller or Analogies (MAT).candidate Test A has who mas a sor. Specialsor. note should be made electives of having prerequisites. School Counseling are to be taken with permission the of program advisor. elective No is to or Degree Requirements Course Requirements for success in the program by taking into consideration all the factors be taken prior to COUN-500 without permission from a program advi Course No. Course No. Course No. prerequisites. listed above in arriving at admissions decisions. COUN-581 COUN-500 CNPY-502 CNPY-514 COUN-550 COUN-503 COUN-505 COUN-530 COUN-580 COUN-590 COUN-591 Where Learning Meets Life Your Refer to Counseling Services Handbook for course sequence and EDPS-503 EDSO-510 EDSO-501 EDUC-500 EDPS-520 7. 2. 3. (33 semester(33 hours) (6 semester(6 hours) (3 semester(3 hours) (6 semester(6 hours) (48 semester(48 hours) Group I Group II Group IV Group III Three credit(3) hours of free electivesmust be taken. These freeelectives The counseling services faculty will evaluate each applicant’s potential 1. 32 Education, Leadership, and Counselingn Those engaged in professional counseling are invited to enroll in enroll to invited are counseling in professional engaged Those certi be to wish who counselors school for designed is program This The program prepares students for formal instructional supervisory supervisory instructional formal for students prepares The program This certificate program meets or exceeds certification requirements in requirements certification exceeds or meets program certificate This This degree program seeks students who wish to develop their instruc their develop to wish who students seeks program degree This A Leadership Growth Projects Portfolio will be submitted to document document to submitted be will Portfolio Projects Growth A Leadership M.A. in Educational Administration. Educational in M.A. Leadership Constituent Council (ELCC). These standards emphasize emphasize standards These (ELCC). Council Constituent Leadership (36 semester hours) (36 semester will qualify for the New Jersey Instructional Supervisor Certificate. Certificate. Supervisor Instructional Jersey New the for qualify will fied as director of counseling services. The applicant’s academic and academic applicant’s The services. counseling of director as fied Students seeking to qualify as a school principal should enroll in the the in enroll should principal aschool as qualify to seeking Students requirements. Admission is limited. is Admission requirements. roles by emphasizing the knowledge, skills and dispositions needed needed dispositions and skills knowledge, the byemphasizing roles nating internship experience. Upon completing the program, graduates graduates program, the Upon completing experience. internship nating aculmi in skills leadership supervisory their develop and practice to opportunity an given be will students All worksetting. appropriate the in candidates of the accomplishments sustained and continuous the who students those serves also The program initiatives. improvement district-wide and school for responsibilities leadership assume to ing with families and community members, promoting the success of all leadership role in the following areas: coordinate and evaluate stan evaluate and coordinate areas: following the role in leadership a play to upon called are teachers Increasingly teacher-leaders. as ties promote a positive climate and culture for learning. learning. for culture and climate promote apositive context. cultural and legal, economic, social, political, instructional effective an promoting learning, for avision implementing tional leadership capacities in educational settings. The programis program, managing resources for a safe learning environment, collaborat environment, learning asafe for resources managing program, performance-based learning opportunities in the areas of and articulating PROGRAMS IN EDUCATIONALPROGRAMS LEADERSHIP most states. Students are responsible for applying for certification in certification for applying for responsible are Students states. most behavior and the improvement of self and one’s The pro and profession. of self improvement the and behavior Instruction and Supervision and Instruction Master of Arts in Curriculum, Curriculum, in Arts of Master Professional Development Opportunities Development Professional Services Counseling of Director Program Description Program gram gram is based upon leadership standards established by the Educational School Counselor Certificate Program Certificate Counselor School counseling skills and abilities. Admission is limited. limited. is Admission abilities. and skills counseling their or update to develop further to selection own of their courses experience backgrounds are assessed in terms of state certification certification of state terms in assessed are backgrounds experience opment of the staff through a variety of in-service programs; andto programs; in-service of variety a through staff opment of the devel professional the to contribute solving; problem collaborative and of instruction; outcomes the assess programs; curricular dards-based designed to be developmental and experiential in nature, fostering ethical ethical fostering nature, in experiential and developmental be to designed support the work of other teachers through mentoring, peer coaching, coaching, peer mentoring, through teachers of work other the support capaci professional their develop will that program agraduate seek larger the of influence the recognizing and manner, ethical an in students states other than New Jersey. Admission is limited. is Jersey. Admission New than other states ------1. 1. 5. 5. Area 1: Curriculum and Instruction Sequence Sequence Instruction and 1: Curriculum Area Area 2: Supervision and Administration Sequence Administration and 2: Supervision Area (12 semester hours) (12 semester hours) (24 semester hours) (36 semester 4. 4. 3. (12 semester hours) (12 semester  2. 3. 2. 7. Leadership Constituent Council (ELCC): Council Constituent Leadership Board for Educational Administration, utilized by the Educational Educational bythe utilized Administration, Educational for Board Policy National of the Standards the reference requirements Degree EDAD-511 EDAD-510 EDAD-507 EDAD-505  8. Group I—Core Courses Courses I—Core Group 6. CURR-548 CURR-538 CURR-532 CURR-531 No. Course No. Course Course Requirements Course Application Requirements Application Degree Requirements Degree Leaders Consortium, Leaders and theproficiencies candidate developed by Instruction and Supervision. and Instruction Pass the required comprehensive examination in Curriculum, Curriculum, in examination comprehensive required the Pass Portfolio. Projects Growth Leadership the Submit requirements. program and course all Complete Complete a comprehensive and sustained internship throughout throughout internship sustained and acomprehensive Complete Complete a nine to twelve hour standards and outcome-based outcome-based and standards hour twelve to anine Complete Develop and refine the personal leadership platform statement statement platform leadership personal the refine and Develop Candidates will demonstrate course understandings through actual actual demonstratethrough will Candidates course understandings requirements. degree master’s general Meet An interview with the program coordinator and a recommendation arecommendation and coordinator program the with interview An Submission of an initial personal leadership platform statement in in statement platform leadership personal initial of an Submission Two letters of recommendation. At oneleast letter of recommenda admission. for GPA required is 2.75 undergraduate A minimum requirements. application degree master’s general the Complete in the final Seminar and Practicum Supervision course. Supervision and Practicum Seminar final the in throughout the program. the throughout the Educational Leadership Constitutient Council. Constitutient Leadership Educational the instructional supervision. instructional tion from a current or district school and a administrator second letter for acceptance into the degree program. degree the into acceptance for growth project in each class and a 150-hour “capstone internship” a150-hour internship” and “capstone class each in project growth enrollment in the program. the in enrollment core curriculum corecontent curriculum and professional standards development classroom and school applications that are referenced to state adopted ate orsupervisor a leader.team Students applying from a non-school immedi or an administrator, another either from of recommendation standards, the Standards for the Standards School standards, of Leaders the Interstate School setting must supply equivalent letters from current supervisors. current from letters equivalent supply must setting Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Group Processes in Supervision in Group Processes Supervision in Practicum and Seminar Law the and Education Learning and Instruction Improved for Supervision Course Title Course Title Course Curriculum and Instruction for Diverse Learners Diverse for Instruction and Curriculum Improvement Instructional and Curricular Change Curriculum for Strategies Design and Development Curriculum - - education, Leadership, and Counseling 33 - Curriculum Development and Design Strategies for Curriculum Change Curricular and Instructional Improvement Survey Curriculum of and Materials in Reading/ Literacy and the Bilingual/Bicultural Child Foundations Linguistics of and Psycholinguistics Research into and Survey Literature of for Children Adolescent Literature Positive Behavior Support Course Title Course Title Course Title Course Title Supervisory Leadership for Improved Seminar and Practicum in Supervision Instruction and Learning (Required) Language Arts supervision (N–12); two courses in general principles of curriculum of principles twogeneralcourses in (N–12); supervision or and other related instructional personnel to gainnecessary instructionalthe to related personnel skills other and and to students of reflective capacities the develops thatprogram coherent a New the for Education of Department Jersey New the by approved established by the Department: a course in the general principles staff of will students where supervision practicum in a and (N–12); development Supervision Practicum Requirement Staff Supervision Course Requirement admitted to the program a standard 1) New Jersey instructional cer Supervisor Certification Program for New Jersey accredited college university; or 4) present recommendations from two educational leaders, with whomare you currently working, e.g., one’s department chair, supervisor, principal, and/or superintendent; and Curriculum Development Requirements be expected to complete a mentored internship in a school appropriate or Course No. Course No. Course No. professional knowledge to become supervisors in a school system. It is It system. school a supervisors in become to knowledge professional supervisoryrecognizedwith rangeaccord of functions in wide a perform note should standards, Students values.practices professional bestand that the recommended course sequence setRider by University has been tificateor educational services certificate or out-of-state its equivalent; under the appropriate certificate;3) a master’s degree a from regionally SPED-514 Course Requirements CURR-531 CURR-532 CURR-538 work setting as a requirement of the culminating the sequence. the of in course settingrequirement asa work Course No. READ-507 READ-508 READ-510 READ-511 READ-512 Prospective students must meet the following requirements to be EDAD-505 EDAD-510 Jersey supervisor’s certificate meetsand the four course requirements 2) complete2) three years successful, of full-time teaching experience (6 semester(6 hours) semester(3 hours) Admission to the Program 5) an5) interview with the program coordinator. This program is designed for experienced and fully-certified and experienced for teachers designed program Thisis and Supervision in Education ­Continuing Education Directed Study and Research in Business Education Dynamics the of American Enterprise Free System Emerging Instructional Strategies in Elementary School Curriculum Secondary School Curriculum Theory Practice and Bilingualof Education Special Studies in Curriculum, Instruction Early Childhood Curriculum Models and Methods Modern Developments in the The Middle School Curriculum Practicum in Classroom Inquiry Practicum in Classroom Learning I ElementarySchool the in Teaching Curriculumand II ElementarySchool the in Teaching Curriculumand Curriculum and Teaching in Secondary Schools Independent Study and Research in Curriculum, Educational Leadership and Organizational Theory Human Resources Leadership in Mentoring Beginning Teachers Human Growth and Development Advanced Educational Psychology Cognitive Processes and Learning Psychology Exceptionality of Sociological and Cultural Foundations Education of Psychology and Pedagogy the of Reading/ Curriculum Strategies and Evaluative Concepts in Administration and Supervision Business of and Curriculum, Instruction and Supervision in Content Reading inHigh School, College and Course Title Course Title Course Title Issues in American Schools and Society Research and Data-Based Decision Making Instruction and Supervision ­Reading/Language Arts Process Business Education Educational Settings Business Education Language Arts Process Teaching Foreign of Languages Vocational Education Course No. Course No. Course No. Group II—Research and Educational Foundations Courses Group III—Electives CURR-537 CURR-533 CURR-534 CURR-535 CURR-536 CURR-544 CURR-545 CURR-546 CURR-547 CURR-600 GLTP-510 GLTP-515 GLTP-520 Where Learning Meets Life Your READ-501 READ-502 READ-503 BSED-525 BSED-530 EDAD-501 EDAD-513 EDAD-515 EDPS-503 EDPS-507 EDPS-508 EDPS-512 EDSO-510 BSED-519 BSED-504 BSED-506 EDUC-515 EDAD-521 (6 semester(6 hours) semester(3 hours) (6 semester(6 hours) (3 semester(3 hours) Area Research 1: Area Foundations 2: Education of 34 Education, Leadership, and Counselingn The OptionII Sequence Riderat is designed forthe candidate seeking a The Certificate of Advanced Study in Educational Administration and and Administration Educational in Study Advanced of Certificate The The Option ISequence for candidates prepares leadershippositions as The programs in Educational Administration at Rider University pre Rider University at Administration Educational in The programs Administrative Code requires a master’s degree for a school business Administration, utilized by utilized the ConstituentLeadership Educational Administration, Leaders, and the Standards of the National Policy Board for Educational Educational for Board Policy National of the Standards the and Leaders, Degree in Educational Administration. Either Degree in Administration. Educational a course focused sequence Both Both Option I and II Sequences build upon and reference the Interstate Instructional strategies are utilized in the program sequences that that sequences program the in utilized are strategies Instructional (36 semester hours) (36 semester Council (ELCC). Council Supervision is a designed program certification with for candidates a Sequence is approved by the State of New Jersey to meet the established School Leaders Licensure Consortium (ISLLC); Standards for School School for Standards (ISLLC); Consortium Licensure Leaders School upon graduation. Passing the required forstate examination certification riculum and instruction. The sequence of courses in each option will will option each in courses of sequence The instruction. and riculum throughout the course of study. Portfolio projects document the the document projects of study. Portfolio course the throughout and program degree Each University. Rider at of study beginning the organizational and of leadership base knowledge the in inquiry scholarly through accomplished is This opportunities. learning tive istration, licensure as a Certified Public Accountant, orcompletion of a to the degree with a focus in school business administration. New Jersey as a principal. certification Pennsylvania for requirement additional an is in elementary and secondary schools, colleges and related educational educational related and colleges schools, secondary and elementary in promote personal initiative, pro-active engagement, and collabora and engagement, pro-active initiative, promote personal pare candidates for pare candidates leadership positions at levels differentadministrative have been designed to be developmental and in experiential nature, be taken in a prescribed order that is established with the student at at student the with established is that order aprescribed in taken be cur in applications practice best and strategy, management behavior, master’s degree and a supervisor’sin license. Certification Pennsylvania ments to achieve permanent certification as a principal in New Jersey. in New as a principal certification permanent achieve to ments fostering ethical behavior and the improvement of self and one’s and profes of self improvement the and behavior ethical fostering Master of Arts in Educational Administration Educational in Arts of Master Program Description Program continuous and sustained accomplishments of the candidate in the the in candidate of the accomplishments sustained and continuous extend that experiences internship for provides option certification program. Degree II Option the to addition in route cation career as a school business administrator. The OptionII Sequence leads appropriate work setting. All degree and certification candidates must must candidates certification and degree All worksetting. appropriate Admin Educational in Arts of Master a Either certificate. administrator Penn meets Rider at taken Sequence Program IDegree Option or the a program of eight leadership orcourses completion of a Master of Arts either requires currently Administrator or Secondary Elementary an as require are graduation after experiences mentorship all fulfilling and public in positions leadership for candidates for requirements degree a principal, principal, assistant director, or supervisor. The Option I discovery, and initiative,personal growth and professional development. and collaborative academic environment that promotes and inquiry are programs accredited byAll The NCATE. organizations. programs state certificate. A course sequence also exists at Rider as a possible certifi possible as a Rider at exists also sequence course A certificate. state the for eligibility to lead will degree amaster’s beyond of courses sequence requirements.sylvania Passing the required state licensure examination schools. issuedis Thecertificate supervisor by thestate to applicants sion. Candidates are prepared for leadership opportunities in a collegial acollegial in opportunities leadership for prepared are Candidates sion. ------The Master of Arts in Educational Administration is a program is a program Administration Educational in Arts of Master The 1. 1. 5. 5. 4. (21 semester hours) (21 semester 4. 3.  2. 3. 2. 7. EDAD-514 EDAD-507 EDAD-501 (Option ISequence) (Option well as the challenges, responsibilities, and opportunities inherent in in inherent opportunities and responsibilities, challenges, the as well 8. Group I—Administration and Leadership Leadership and I—Administration Group 6. is documented from the first course, and the “capstone” internship internship the and “capstone” course, first the from documented is Administration and Supervision Degree Program Program Degree Supervision and Administration for the program has been established to meet preparatory requirements requirements preparatory meet to established been has program the for information needed. information No. Course Admission Requirements Admission Degree Requirements Degree complete a year-long “Capstone School Improvement/Change Project.” Improvement/Change School “Capstone ayear-long complete experience (EDAD-591-592) concludes the program. Candidates will will Candidates (EDAD-591-592) program. the experience concludes and begins experience internship complete The leadership. educational (6A:9-12.5) Code as Administrative Jersey New the in established as a as positions leadership school to aspire who candidates for designed complete a comprehensive internship experience that is cooperatively cooperatively is that experience internship acomprehensive complete developed between the candidate, a site-based mentor, and the univer mentor, the and asite-based candidate, the between developed supervisor, director, assistant principal, or principal. The framework framework The or principal. principal, assistant director, supervisor, sity professor. Please contact the Program Director for any additional additional any for Director Program the contact Please professor. sity Leaders Licensure Consortium, and the candidate proficiencies devel proficiencies candidate the and Consortium, Licensure Leaders Practicum in Educational Leadership. Educational in Practicum Complete a “Capstone School Improvement/Change Project.” Improvement/Change School a“Capstone Complete self-assessment. standards-based acomprehensive Complete Portfolio. Project Growth Leadership electronic an Submit project growth outcome-based and standards hour a9–12 Complete Develop and refine the personal leadership platform statement statement platform leadership personal the refine and Develop Reference the throughout ISLLC and theELCC Standards program. Candidates will demonstrate course understandings through actual actual demonstratethrough will Candidates course understandings requirements. degree master’s general Meet An interview with the program coordinator and a recommendation arecommendation and coordinator program the with interview An Submission of an initial personal leadership platform statement in in statement platform leadership personal initial of an Submission Two letters of recommendation. At oneleast letter of recommenda admission. for GPA required is 2.75 undergraduate A minimum requirements. application degree master’s general the Complete in each class and a 300 hour “capstone internship” in the Seminar/ the in internship” “capstone hour a300 and class each in throughout the program. the throughout tion from a current or district school and a administrator second letter for acceptance into a sequence of study. asequence into acceptance for oped by the Educational Leadership Constituent Council. Constituent Leadership Educational bythe oped corecontent curriculum and professional standards development classroom and school applications that are referenced to state adopted educational administration. educational ate orsupervisor a leader.team Students applying from a non-school immedi or an administrator, another either from of recommendation standards, the Standards for the Standards School standards, of Leaders the Interstate School setting must supply equivalent letters from current supervisors. current from letters equivalent supply must setting Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider School Finance and Fiscal Management Fiscal and Finance School Law the and Education Theory Organizational and Leadership Educational Course Title Course - - - - education, Leadership, and Counseling 35 - Strategies Curriculum of Change Applying Processes Group in Supervision Course Title Course Title Course Title Course Title Issues in American Schools and Society Educational Leadership and Organizational Theory Education and the Law School Finance and Fiscal Management Research and Data-Based Seminar/Practicum in Educational Leadership (fall) (spring) Leadership Educational in Seminar/Practicum Leadership in School Business Administration School Fiscal Management and Accounting School Facility Planning and Development Decision Making in Schools ship experience begins with and is documented from the first course first course the and from documented is beginsand with experience ship a School Business Administrator. The framework for program the has the acceptance” into “conditional A program. degree the acceptanceinto concludes with the “capstone” internship experience (EDAD-591-592). (EDAD-591-592). experience internship “capstone” the with concludes concludes the program. Candidates will complete a year-long “Capstone School Business Administration Course No. Course No. Course No. Course No. been established to meet preparatory requirements as established in the program designed for candidates who aspire to a leadership position as thesetwocourses without applicants requiring cangiven, program be to complete them before beginning matriculation. The complete intern responsibilities, and opportunities inherentin educational leadership. Group III—School Business Administration Group II—Supervision and Curriculum Group IV—Foundations Group I—Administration School Improvement/Change Project.” CURR-532 Candidates are expected to have completed state required coursework required state completed have Candidates expectedareto first course, and the “capstone” internship experience (EDAD-591-592) (EDAD-591-592) experience internship “capstone” first the course, and *These courses meet the state approved certification program for School Business Administrator. (Option II Sequence) EDAD-511 EDUC-515 EDAD-501* EDAD-507* EDAD-514 EDAD-521 EDAD-591 EDAD-592 EDAD-508* EDAD-509* EDAD-512* New Jersey Administrative Code (6A:9-12.7) as well as the challenges, (9 semester(9 hours) (6 semester(6 hours) semester(3 hours) (36 semester(36 hours) to accountingprior and economics in graduate) or (undergraduate semester(21 hours) The Masterof Arts in Educational Administration, Option II, is a the from documented begins is experience and internship complete The - - Curriculum Development and Design Curricularand Instructional Improvement Curriculum and Instruction for Diverse Learners Course Title Course Title Course Title Course Title Course Title Educational Leadership and Organizational Theory Education and the Law ProcessesGroup in Supervision School Finance and Fiscal Management Research and Data-Based Seminar/Practicum in Educational Leadership (fall) (spring) Leadership Educational in Seminar/Practicum Issues in American Schools and Society Research and Data-Based Seminar/Practicum in Educational Leadership (fall) (spring) Leadership Educational in Seminar/Practicum Supervision for Improved Instruction and Learning ProcessGroup in Supervision Decision Making in Schools Decision Making in Schools and Supervision (Principal Certificate) and Supervision is a sequence option designed for candidates who aspire to school leadership positions as a director, assistant principal, principal.or Candidates have completed a master’s degree and hold courseone in a state-approved supervisory certification sequence. An course.The approximately 60–70hours of field-based experienceunder Certificate of Advanced Study in Educational Administration Course No. Course No. Course No. Course No. tunities inherent in educational leadership. the first course, “capstone” and the internship experience (EDAD- internship experience begins with and is documented from the first the supervision translates a mentor of leadership theory into practice. ratory requirements as established in the New Jersey Administrative Group IV—Foundations Group II—Supervision Group III—Curriculum and Instruction Code (6A:9-12.5) asCode well (6A:9-12.5) as the challenges, responsibilities, and oppor CURR-531 CURR-538 CURR-548 Required Courses in the Certificate Sequence Where Learning Meets Life Your Course No. EDAD-501 EDAD-507 EDAD-511 EDAD-514 EDAD-521 EDAD-591 EDAD-592 EDUC-515 EDAD-505 EDAD-591 EDAD-592 EDAD-511 EDAD-521 New Jersey certification as a supervisor. A second course in supervision (EDAD-511) is required candidates of (EDAD-511) who have previously taken only (3 semester(3 hours) (6 semester(6 hours) semester(9 hours) 591-592) concludes the program. Candidates591-592) will complete a year-long The frameworks for program the have been established to meetprepa The complete internship experience begins and is documented from The Certificate of Advanced Study inEducational Administration “Capstone School Improvement/Change Project.” 36 Education, Leadership, and Counselingn • • This program is designed for candidates who aspire to a leadership posi to a leadership aspire who candidates for designed is program This The Master of Arts in Organizational Leadership is designed to enhance enhance to designed is Leadership Organizational in Arts of Master The Through concentration courses, students will apply the concepts of concepts the apply will students courses, concentration Through While cultivating the ability to ethically lead organizations is the focus focus the is organizations lead ethically to ability the cultivating While (undergraduate or graduate) in economics and accounting prior to to prior accounting and economics in or graduate) (undergraduate New Jersey Administrative Code (6A:9-12.7), as well as the challenges, challenges, the as well (6A:9-12.7), as Code Administrative Jersey New EDAD-592 EDAD-591 EDAD-512 EDAD-509 EDAD-508 EDAD-507 EDAD-501 By successfully completing the program, students will develop a core acore develop will students program, the completing By successfully (School Business Administrator certificate) Administrator Business (School (36–39 semester hours) semester (36–39 - stu that skills and knowledge The function. must leaders today’s which without the two courses to complete them before beginning the the beginning before them complete to courses two the without Required Courses in the Certificate Sequence Certificate the in Courses Required field-based experiences under the supervision of a mentor helps trans of amentor helps supervision the under experiences field-based Candidates are expected to have completed state required coursework coursework required state completed have to expected are Candidates responsibilities, and opportunities inherent in educational leadership leadership educational in inherent opportunities and responsibilities, than educational administration. The framework for the program has has the program for framework The administration. educational than certification the for Candidates administrator. business aschool as tion in EDAD-591-592.in will Candidates candidate. the for practice into theory leadership late internship An sequence. certification course seven the in course third applicants requiring given, be can sequence certification the into nication, healthcare, higher education, and information technology. information and education, higher healthcare, nication, - commu services, counseling-related as specialties such in careers their in knowledge to translate their vision into reality. into vision their translate to knowledge academic of another study advanced the to pertain they as leadership empower and motivate to ability skills, solving problem and thinking program have completed a master’s degree in an area of study other other of study area an in degree amaster’s completed have program been established to meet preparatory requirements as established in the the in established as requirements preparatory meet to established been Master of Arts in Organizational Leadership Organizational in Arts of Master Program Description Program School Business Administrator Certification Program Program Certification Administrator Business School complete a year-long “Capstone School Improvement/Change Project” Project” Improvement/Change School “Capstone ayear-long complete experience begins with and is documented from the first course. The course. first the from documented is and with begins experience acceptance” A “conditional program. certification the into acceptance administrator. business aschool as dents will attain through the through study dentsof attain will leadership help can them advance of leadership, the values to guide their decisions, and the skills and and skills the and decisions, their guide to values the of leadership, avision developed have will program of the Graduates discipline. persuasively. and effectively communicate to aptitude and others, critical their refine and develop also will students program, of the students’ leadership of capabilities and understanding the world in set of leadership skills and knowledge that will enable them to: them enable will that knowledge and skills of leadership set Utilize frameworks of ethical decision-making; of ethical frameworks Utilize and models; styles leadership effective apply and Understand Seminar/Practicum in Educational Leadership (spring) (fall) Leadership Educational in Seminar/Practicum Development and Planning Facility School Accounting and Management Fiscal School Administration Business School in Leadership Law the and Education Theory Organizational and Leadership Educational - - • • • • • • • • • 1. 1. The following are criteria for admission: for criteria are following The 5. 5. Admission into the program occurs in the summer, fall, and spring spring and fall, summer, the in occurs program the into Admission 4. 4. 3. 3.  2. 2. 7. In addition to developing a core set of leadership skills and knowledge, knowledge, and skills of leadership set acore developing to addition In  6. the program (depending on the selected area of concentration) will will of concentration) area selected on the (depending program the provide students with skills and knowledge requisite to: requisite knowledge and skills with students provide Admission Requirements Admission Degree Requirements: Degree credentials have been submitted. The faculty encourages prospective prospective encourages faculty The submitted. been have credentials students from diverse ethnic and cultural backgrounds to apply. to backgrounds cultural and ethnic diverse from students required all when only admission about made is Adecision semesters. Build and lead cross-functional teams (through coaching and and coaching (through teams cross-functional lead and Build Understand how to utilize information and financial resources to resources financial and information how utilize to Understand and skills; and mediation resolution conflict Develop more critically; Write think and levels all within persuasively and effectively Communicate Leadership in Communication. in Leadership Services; Counseling-Related in Leadership Education; Higher in Leadership Technology; Information in Leadership mentoring), as well as develop and retain organizational talent; organizational retain and develop as well as ­mentoring), advance organizations. advance organization; of an Complete the program within six years of the date the student student the date of the years six within program the Complete the for aGPA worksubmitted for of B(3.0) or better Maintain examination; comprehensive awritten pass Successfully Complete a guided field experience unless admitted with a year of year a with admitted unless experience field aguided Complete credit; of graduate hours semester 36–39 least at Complete Enroll in graduate study at Rider for no fewer than two academic academic two than no fewer for Rider at study graduate in Enroll Comply with the general requirements concerning graduate study at at study graduate concerning requirements general the with Comply An interview with the program director, an on-site writing sample, sample, on-sitewriting an director, program the with interview An of recommendation. letters or academic Two professional current GPA of 2.75. Applicants aminimum with degree undergraduate An attended; universities and colleges all from transcripts Official A completed application form, with a non-refundable application fee; who have completed graduate level courses must have a minimum aminimum have must courses level graduate completed have who Counseling. GPA of 3.0 in their graduate courses; graduate GPA their of 3.0 in the master’s degree level; degree master’s the by the Department of Graduate Education, Leadership, and and Leadership, Education, of Graduate Department by the master’s degree; ­master’s full-time work; full-time enrolled in his/her first course unless an extension is approved approved is extension an unless course first his/her in enrolled and a recommendation for admission. for arecommendation and semesters or the equivalent thereof; equivalent or the semesters Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider education, Leadership, and Counseling 37 - - - Communication Issues for Leaders Digital Media Communication Communication and Diversity inthe Workplace Relational Communication: Interpersonal, Group and Intercultural Dynamics Course Title Course Title Introduction to Higher Educational Administration Introduction to Student Affairs in Higher Education Legal and Ethical Issues in Higher Education Planning, Budgeting and Program Evaluation in Selected in Higher Topics Education Higher Education education in school, business, industrial, and other settings where approved by the New Jersey State Board Education of for preparation certified of reading specialists and teachersof reading. Because the the of best in the world. In this setting, graduate students access the dial, developmental and gifted programs are used in the Center with assist and supervise in the training process. organizational change. enhancing their ability to address communication challenges in any organizational setting. arts and education as well as organizational leadership. coaching in reading and writing skills are offered. programThe is children in all grades, all ages, and all abilities. The experiences in the Program Description Master of Arts in Reading/Language Arts Leadershipin Higher Education Leadership in Communication Course No. Course No. higher education,with emphasis developing on leadership skills for program is nationally accredited, graduates qualify for reading special ist certification in states across the country includingPennsylvania, ing and writing as language processes. Translation the of theory occurs in three on-campus practicum experiences in the Rider University literacy needs children of ages 6 through observing 17 their language, learning, reading and writing, listening and speaking needs. reme integrated language arts approach and certified as reading specialists room and basic skills program. A professional faculty trained in this Group III—Electives Students will choose elective one course with advisor approval. ­Students may choose from a variety graduate of courses in business, Center for Reading and Writing, a learning center considered one Center replicate, as much as possible, a classroom as well as a resource COMM-560 COMM-563 COMM-564 COMM-565

(36 semester(36 hours) Program Goal: Prepare graduates for a variety institutional of roles in Program Goal: Prepare graduates to be effective more professionals by EDUC-525 EDUC-530 EDUC-535 EDUC-540 EDUC-550–559 New York and Delaware.New York (3 credits)(3 Choose threefrom the following four: Thisprogram prepares students to becomeprofessionals of literacy Theprogram incorporates a theory-based curriculum that defines read - Conflict Resolution in Organizations Cross-Functional Leadership Role Datamining Electronic Commerce Healthcare Information Systems Selected in CIS—Project Topics Management Selected in CIS—Globalization Topics and Information Systems Foundations Community of Counseling Psychopathology Substance Abuse Counseling Legal and Ethical Issues Counseling of Course Title Course Title Course Title Information and Financial Resources in Organizations in Resources Financial and Information Organizational Research Legal Issues,Ethics, and Guided Field Experience in Organizational Leadership Project Seminar in Organizational Leadership Introduction to Organizational Leadership Organizational Communication Leading and Motivating in a Telecommunication and ogy can be used to improve organizational effectiveness and efficiency. Course Requirements Leadership in Counseling-Related Services Leadership in Information Technology following concentrations. Course No. Course No. Course No. issues in order to increase their effectiveness leadersas and change agents in the organizations that serve consumers with mental health needs. lead organizational change and understand information how technol required all of students who have do not at least year one full-time of Group II—Concentration Courses Group I—Core Courses—Required Students will be expected to meet the requirements for any the of one COUN-508 CNPY-514 COUN-515 COUN-530 Where Learning Meets Life Your

work experience. Program Goal: Prepare graduates with knowledge of mental health mental of knowledge withgraduates Goal:ProgramPrepare Program Goal: Prepare graduates with skills and abilities needed to LEAD-570 LEAD-550 LEAD-560 LEAD-598 LEAD-540 LEAD-570: GuidedField Experience in Organizational Leadership is LEAD-500 LEAD-510 LEAD-530 MBAD-610 MBAD-611 MBAD-618 MBAD-616 MBAD-616 MBAD-511 Select three of the following courses: (12 credits) (12 (21–24 credits) (21–24 (Total credits:(Total 36–39) All students complete seven core courses listed In addition, below. 38 Education, Leadership, and Counselingn *Either one or both (READ-505 and READ-509) must be taken in a in taken be must READ-509) and (READ-505 one or both *Either *READ-509 *READ-505 And one of the following: the of one And 1. 1. Admission into the program occurs in the summer, fall, and spring spring and fall, summer, the in occurs program the into Admission 4. (6 semester hours—3 semester hours in Literature and and Literature in hours semester hours—3 (6 semester (21 semester hours) (21 semester (3 semester hours) (3 semester 3 semester hours in Linguistics) in hours 3 semester 3. 3.  2. 2. May be taken in another category with consent of advisor if similar similar if of advisor consent with category another in taken be May READ-600 READ-508 READ-510 READ-504 READ-503 READ-502 READ-501 READ-512 READ-511 Group II—Literature and Language Foundations Foundations Language and II—Literature Group Group I—Foundations of Reading/Language Arts Arts Reading/Language of I—Foundations Group Group III—Educational Foundations Foundations III—Educational Group No. Course No. Course Admission Requirements Admission Course Requirements Course Degree Requirements Degree graduate-level course work has been completed. been workhas course graduate-level semesters. The following criteria must be met: must criteria following The semesters. summer session barring extenuating circumstances. extenuating barring session summer An undergraduate degree with a minimum GPA of 2.75. Applicants GPA of 2.75. Applicants aminimum with degree undergraduate An requirements. application degree master’s general the Complete Successful completion of all academic and field requirements. field and academic of all completion Successful examination. comprehensive on the grade A passing requirements. degree master’s general Meet An interview with the program coordinator. program the with interview An of recommendation. letters Two professional current aminimum have must courses level graduate completed have who GPA of 3.0 in their graduate courses. graduate GPA their of 3.0 in Disabilities: Seminar and Practicum and Seminar ­Disabilities: Reading/Language Arts Reading/Language Reading/Language Process Reading/Language Course Title Course Title Course Independent Study and Research in in Research and Study Independent Child Bilingual/Bicultural the and Reading Advanced Supervised Practicum/Clinical Work Practicum/Clinical Supervised Advanced Work Practicum/Clinical Supervised Foundations of Linguistics and Psycholinguistics and of Linguistics Foundations and Abilities of Reading/Language Diagnosis College School, High in Reading Content Supervision and Instruction Curriculum, of the Pedagogy and Psychology Adolescent Literature Adolescent Children for of Literature Survey and Into Research in Reading/Language Arts Reading/Language in Arts Reading/Language in in Reading/Language Arts Reading/Language in and Continuing Education Continuing and 1. The following criteria must be met: must criteria following The The Master of Arts in Special Education Program is designed to designed is Program Education in Special Arts of Master The Admission into the program occurs in the summer, fall, and spring spring and fall, summer, the in occurs program the into Admission (3 semester hours) (3 semester (6 semester hours) (6 semester 33-credit sequence is available to provide opportunities for them to to them for opportunities provide to available is sequence 33-credit  2. Many states require teacher certification as a prerequisite for theread for as a prerequisite certification teacher require states Many vides opportunities for teachers to develop their expertise and become become and expertise their develop to teachers for opportunities vides students for opportunities provides program This of settings. variety Teacher Preparation Combined Program Combined Teacher Preparation EDPS-512 EDPS-506 EDUC-500 For individuals who already hold New Jersey Teacher Handi of the Jersey hold New already who For individuals For individuals who are currently prepared to teach in general education education general in teach to prepared currently are who For individuals (39 semester hours) (39 semester with agencies and resources for persons with disabilities, and learn best best learn and disabilities, with persons for resources and agencies with Students who currently hold a regular New Jersey instructional certificate Group V—Educational Psychology Psychology V—Educational Group Group IV—Research and Measurement Foundations Foundations Measurement and IV—Research Group ration to meet the needs of all children, particularly those with disabilities. disabilities. with those particularly children, of all needs the meet to ration to understand the nature and causes of disabilities, become familiar familiar become of disabilities, causes and nature the understand to knowledge base, combined with a variety of shared experiences, pro experiences, of shared avariety with combined base, knowledge in another fieldand successfully completethe programwill be eligible for the master of arts in language arts with the teacher certification pro certification teacher the with arts language in of arts master the combine may Students Jersey). (e.g., New certification specialist ing practices and materials for teaching students with disabilities. This This disabilities. with students teaching for materials and practices in a needs special with students teach to teachers certified prepare No. Course No. Course become leaders in meeting the challenges of diverse classrooms. of diverse challenges the meeting in leaders become Admission Requirements Admission further develop their knowledge base and become experts in the field field the in experts become and base knowledge their develop further Master of Arts in Special Education Special in Arts of Master Master of Arts in Reading/Language Arts and and Arts Reading/Language in Arts of Master Program Description Program gram. A student interested in enrolling in both programs must make make must programs both in enrolling in interested Astudent gram. capped or Teacher of Students with Disabilities certification, a certification, Disabilities with or Teacher of Students capped and needs special with students with work to ability their in confident of special education. of special a New Jersey Teacher of Students with Disabilities Endorsement. Disabilities with Teacher of Students Jersey a New advisors will guide students to select courses appropriately. courses select to students guide will advisors Program requirements. reciprocal fill courses Some to each. application semesters. settings, a 39-credit course sequence is designed to strengthen their prepa their strengthen to designed is sequence course a39-credit settings, An undergraduate degree with a minimum GPA of 3.0. Applicants GPA of 3.0. Applicants aminimum with degree undergraduate An requirements. application degree master’s general the Complete who have completed graduate level courses must have a minimum aminimum have must courses level graduate completed have who GPA of 3.0 in their graduate courses. graduate GPA their of 3.0 in Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Reading/Language Arts Reading/Language Psychology of Exceptionality Psychology in Techniques Measurement and Testing Research to Introduction Course Title Course Title Course - - - - - education, Leadership, and Counseling 39 SPED-525, SPED-531, SPED-535 and SPED-539) SPED-535 SPED-531, SPED-525, Psychology Exceptionality of Positive Behavior Support Professional Seminar in Special Education Course Title Course Title Course Title Course Title Introduction to Research Sociological and Cultural Foundations Education of Psychology Cognitive of Processes Learning of Curriculum Development and Design Psychopathology Emergent Literacy P-3 Observation and Assessment in Supervised Internship in Early ChildhoodEducation Early Childhood Education (Prerequisites: completion all of program courses) (Prerequisites: SPED-512, SPED-514, SPED-523, SPED-523, (Prerequisites: SPED-514, SPED-512, from a district school or administrator immediate or supervisor. Standard New Jersey instructional certificate. A completed application form with application fee. Official transcripts from allcolleges and universities attended. current lettersTwo recommendation. of At least letter one must be Applicants must currently be or eligible hold for a CE, CEAS, or GPA of 2.75 in 2.75 of theirGPA graduate courses. who have completed graduate-level courses must have a minimum An undergraduate degree with a minimum Applicants 2.75. of GPA someone who is already fully certified as a teacher.It is recommended students with disabilities. Students must possess an existing certificate disabilities includes the 21 semester-hour credits required by the State of of State the by required credits semester-hour 21 the includes disabilities of eligibility of in another area. Introductory Courses Course No. Course No. Course No. Course No. that courses be taken in order according to the following sequence. required by the State New of Jersey for endorsement as a teacher of Group III—Educational Research and Foundations Group IV—Electives Group V—Capstone Course Course Requirements and Sequence SPED-512 SPED-514 SPED-590 SPED-580 CURR-531 CNPY-514 Program Description with disabilities will require a minimum semester-hour 21 credits of EDUC-500 EDSO-510 EDPS-508 ECED-507 ECED-522 New Jersey for endorsement as a teacher of students with disabilities for for disabilities with students of teacher a as endorsement for Jersey New Teacher ofTeacher Students with Disabilities Certification Program 2. 3. (6 semester(6 hours) (21–27 semester hours) (21–27 (6 credits)(6 (3 credits)(3 (3 credits)(3 Application Requirements 4. 5.  5. The graduate education certification program for teacher of students with students of teacher for program certification education graduate The The graduate education certification programfor teacher of students 1. - - Classroom (Prerequisite: SPED-539) the Reading/Language Arts Process Severe Disabilities (Prerequisite: SPED-512, SPED-531) SPED-525, SPED-523, SPED-514, SPED-525, SPED-523, SPED-514, SPED-512, SPED-535) SPED-531, ­Children with Mild Disabilities (Prerequisites: Psychology Exceptionality of Positive Behavior Support Inclusive Educational Practices Transition to Adult Life Assessment for Instruction in Special Education Instructional Practices for Children with Capstone Course: Instructional Practices for Seminar in Collaboration, Consultation, and the Literacy and Students with Special Needs Curriculum, Instruction, and Supervision of Course Title Course Title Inclusive ­ (Prerequisites: SPED-514) SPED-512, (Prerequisites: SPED-514) SPED-512, (Prerequisites: SPED-514) SPED-512, SPED-539) (Prerequisites: SPED-531, or immediateor supervisor. ing knowledge and skills related to the fieldof special education. the Handicapped Students of Teacher or with Disabilities certifica tion) graduate semester hours with a minimum 3.00 of a on GPA Standard New Jersey instructional certificate. Submit two current professional letters recommendation. of Applicants must currently be or eligible hold for a CE, CEAS, or Meet general master’s degree requirements. Successful completion all of academic and field requirements. for thoseCompletion (33 39 with of existing New Jersey of Teacher Successful completion hours 100 of field of experience. Students must successfully pass a comprehensive examination cover 4.0 scale. At least letter one must be froma district school or administrator or education and certification, as a teacher of students with disabilities or disabilities with students of teacher a as certification, and education certification will be required to take the following courses in each area coursework previous of review a upon Based listed. order the in completed Degree Requirements Course Requirements Course No. Course No. by their advisor, students entering with an undergraduate degree in special listed. Special education courses in II Group (Core Courses) must be teacher the of handicapped may be able to waive up to 9 credits. Group II—Core Courses SPED-523 SPED-525 SPED-531 SPED-535 SPED-539 SPED-540 SPED-542 SPED-514 SPED-512 Group I—Introductory Courses 6. Successful demonstration professional of dispositionsand behavior. Students entering with an undergraduate degree in education and teacher Where Learning Meets Life Your READ-502 2. 3. 3. (21 semester(21 hours) (6 semester(6 hours) 4. 4. 5. 1. 40 Education, Leadership, and Counselingn They are the same as the Master’s level application requirements. application level Master’s the as same the are They The following supplemental courses are recommended for students who students for recommended are courses supplemental following The We offer a number of programs for individuals who are not seeking a seeking notare who individuals for Weof programs a number offer (3 semester hours) (3 semester hours) (12 semester Processes and Learning and Processes Education Programs. Education ECED-522 ECED-507 EDPS-508 wish to expand their knowledge of students with special needs. These These needs. special with of students knowledge their expand to wish Graduate Level Teacher Certification, P–3 Certification and Endorse and Certification P–3 Teacher Certification, Level Graduate CNPY-514 CURR-531 SPED-539 SPED-535 SPED-531 SPED-525 SPED-523 General Application Requirements Application General Additional Courses Additional them are not associated with a Master’s degree and are presented here: here: presented are and degree aMaster’s with not associated are them No. Course No. Course ment and Teacher-Coordinator of Cooperative Vocational-Technical Vocational-Technical of Cooperative Teacher-Coordinator ment and No. Course Capstone Course Capstone Core Courses Certification and Endorsement Programs Endorsement and Certification courses may be taken over and above the required program sequence. program required the above and over taken be may courses endorsements. Some of these certifications have been presented in the in presented been have certifications of these Some endorsements. or certification for a requirements state fulfill to want but who degree, section on Master’s degrees within the appropriate program. Three of Three program. appropriate the within degrees on Master’s section (Prerequisite: SPED-512, SPED-514)(Prerequisite: SPED-512, SPED-514)(Prerequisite: SPED-512, SPED-514)(Prerequisite: Early Childhood Education Childhood Early Disabilities (Prerequisites: SPED-512, SPED-514, (Prerequisites: Disabilities Psychopathology Design and Development Curriculum Observation and Assessment in in Assessment and Observation P–3 Literacy Emergent of Cognitive Psychology Course Title Course Title Course Course Title Course Instructional Practices for Children with Mild Mild with Children for Practices Instructional with Children for Practices Instructional Education Special in Instruction for Assessment Life Adult to Transition Practices Educational Inclusive SPED-523, SPED-525, SPED-531 SPED-535) and Severe Disabilities (Prerequisite: SPED-531) (Prerequisite: Disabilities Severe - 1. 1. The MATThe degree offersprogram teachers practicing the opportunity The candidate must be a practicing pre K–12 teacher for entry into the the into entry for pre K–12teacher be a practicing must candidate The 5. Curriculum, Instruction, and Assessment Sequence Assessment and Instruction, Curriculum, 4. (3 to 6 semester hours) (3 6semester to hours) (9–12 semester 4. 4. 3. 3. 2. 2. 2. 7. MAT program. It is recommended athat thehas of candidate minimum (36 semester hours) (36 semester will becomeagents will effective forpositive intheir change classrooms will serve as theserve as locationwill for the candidate’s actionproject. research In 8. CURR-537 CURR-536 CURR-534 CURR-533 CURR-532 CURR-531 Group I—Educational Foundations Foundations I—Educational Group 6. research onresearch his or herMAT ownpractice. The teaching is program to acquire, enrich, and their expand professional knowledge so they two years teaching experience. teaching Theyears candidate’stwo current situation teaching MAT pro the that flexibility the home at with equally feel will teachers tent knowledge, and 3) content and elementary knowledge. Secondary No. Course highly individualized allowing candidates to candidates theirtailor own ofallowing courses individualized highly Admission Requirements Admission Master of Arts in Teaching in Arts (MATG) of Master Course Sequence Course Degree Requirements Degree Description Program gram affords in selecting electives from a wide range of disciplines. of range wide from a electives selecting in affords gram and schools. MAT Each student in reflectionandengage critical will of study is comprised of complementarythree 1) strands: psychological, addition, the following admissions requirements must be satisfied. be must requirements admissions following the addition, social, and philosophical foundations of education, 2) pedagogical con 2) pedagogical of education, foundations philosophical and social, course The knowledge. content discipline and blend pedagogy that study Successfully complete the program exit requirement(s). exit program the complete Successfully Satisfy matriculation requirements in accordance with with accordance in requirements matriculation Satisfy requirements; program and course all Complete requirements; degree master’s general Meet coordinator. program the with interview An Two letters of recommendation. At least one letter of recommen one letter least At Two of recommendation. letters attended; universities and colleges all from transcripts Official GPA, is 3.0 graduate GPA, and 2.75 undergraduate A minimum teacher; apracticing as employed years of two A minimum position; teaching afull-time holding Currently certification; teacher Full fee; application anonrefundable with form, application A completed required for admissions; for required established procedures; and procedures; established dation from a district or school administrator, or an immediate immediate or an administrator, or school adistrict from dation supervisor or team leader; and, leader; or team supervisor Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Course Title Course Early Childhood Curriculum Models and Methods and Models Curriculum Childhood Early Instruction, Curriculum, in Studies Special Curriculum School Secondary Curriculum School Elementary Change Curriculum for Strategies Design and Development Curriculum and Supervision and - - - education, Leadership, and Counseling 41 - and Continuing Education in Reading/Language Arts Science, Social Studies and the Arts Practicum in Conducting Classroom Research Internship in Music Teaching Supervised Practicum/Clinical in Work Development Mathematical of Thinking Choir Training Singers for Young Choral Music: Grades 5–12 Music in Elementary Education Music in Secondary Education Seminar in Music Education Teaching College Curriculum, Instruction and Supervision Teaching Mathematics in Secondary Schools Curriculum and Teaching Elementary School: Curriculum Teaching Elementary School: Curriculum and Teaching in Secondary Schools Decimal Instruction:the NavigatingPoint Value Place Curricular and Instructional Design for Content Reading in High School, College Reading and the Bilingual/Bicultural Child Foundations Linguistics of and Psycholinguisitics Children’s Literature Adolescent Literature Course Title Reading/Language Arts Fraction Understanding Mathematics offers a graduate-levelprogram suited for college graduates seeking academic of performance, are committed to the ideals the of teaching a streamlined, rigorous, and sequential program professional of studies Program Description Graduate-Level Certification Teacher (GLTP) Program Electives Practicum Sequence for part-time enrollees who take two or one courses per semester. The Course No. profession, and have the potential to succeed as a teacher. Rider offers the intial teaching certificate. The Graduate-Level Teacher Certifica tion Program is appropriate for applicants who have a proven record that combines the best theory, of research, and practice. is It designed teaching internship requires full-time enrollment. refer to the Westminster Choir College Academic Catalog. Group III—Electives and Practicum GLTP-507 GLTP-510 GLTP-515 GLTP-520 Note: course For descriptions any of course with prefix ME,please READ-505 READ-502 READ-503 READ-508 READ-510 READ-511 READ-512 Electives will be selected with the approval the of faculty advisor. MATG-585 ME-680 MATG-559 ME-540 ME-591 ME-681 ME-682 ME-693 ME-698 MATG-551 MATG-552 (Minimum 9 semester hours) semester(3 hours) (Minimum semester 12 hours) The DepartmentGraduateof Education, Leadership, and Counseling the Inclusive Classroom with Mild Disabilities Collaboration, Consultation, and with Severe Disabilities Instructional Practices for Children Theory Practice and Bilingualof Education Modern Developments in the Teaching Foreign of Curriculum and Instruction in Reading/Language Curriculum and Instruction in Reading/Language Teaching English Language and Teaching Social Studies in Secondary Schools Teaching Science in Secondary Schools Instructional Improvement The Middle School Curriculum Curriculum and Instruction for Diverse Learners Curriculum Development and Evaluation Positive Behavior Support Transition to Adult Life Instructional Practices for Students Course Title Course Title Course Title Course Title Action Research Teaching on and Learning Research in Music Education Independent Study and Research in Introduction to Research Research Strategies and Data-Based Decision Human Growth and Development Advanced Educational Psychology Cognitive Processes and Learning Psychology Exceptionality of Sociological and Cultural Foundations Education of Issues in American School and Society Conceptual Frameworks for Teaching and Learning History and Philosophy Music of Education Psychology for Music Teachers Psychology and Pedagogy the of Inclusive Educational Practice Reading/Language Arts Reading/Language Process Languages Making for Educational Leaders Arts: Early Literacy Arts: Literacy and Learning in Content Area Arts in Secondary Schools Course No. Course No. Course No. Course No. SPED-540 SPED-539 Group II—Pedagogical Content Knowledge SPED-514 SPED-525 SPED-535 SPED-523 CURR-544 CURR-535 CURR-538 CURR-545 CURR-548 GLTP-506 GLTP-502 GLTP-503 GLTP-504 GLTP-505 GLTP-500 Where Learning Meets Life Your READ-600 READ-501 EDUC-500 EDAD-521 EDPS-503 EDPS-507 EDPS-508 EDPS-512 EDSO-510 EDUC-515 ME-694 MATG-580 ME-685 ME-692 ME-695 Educational Research Sequence Social and Psychological Foundations Sequence (3 semester(3 hours) (12 to 15 semester hours) to 15 (12 (3 semester(3 hours) 42 Education, Leadership, and Counselingn • • • • • • • • • 1. The elementary education prerequisite is any liberal arts and science science and arts liberal any is prerequisite education elementary The We offer the following programs which will lead to teacher teacher to lead will which programs Wefollowing the offer Advanced Standing that authorizes the holder to seek and accept offers offers accept and seek to holder the authorizes that Standing Advanced 4. 3. 2. Each candidate will be reviewed for both academic and personal qualifica personal and academic both for reviewed be will candidate Each People who complete all the requirements of this state-approved and and state-approved of this requirements the all People complete who Graduate Level Teacher Preparation program into the MAT degree if if degree MAT the into program Teacher Preparation Level Graduate Students seeking out-of-state certification will find that complet that find will certification out-of-state seeking Students Students will be able to transfer 12 of their course credits from the the from credits course 12 of their transfer to able be will Students teaching) area subject level (for “secondary” specializations Subject require at least 30 semester hours in the appropriate disciplines. appropriate the in hours semester 30 least at require the Certificate of Eligibility with Advanced Standing as evidence of evidence as Standing Advanced with Eligibility of Certificate the accept to states other directed has Jersey holder. of its New lifetime the for valid becomes certificate the school, Jersey aNew in job the program Teacher Preparation Graduate-Level accredited nationally ity agreements. Each subject specialty has a prerequisite equivalent of equivalent aprerequisite has specialty subject Each agreements. ity to them enable will program approved (nationally) NCATE an ing in the State of New Jersey: of New State the in education. teacher their continue to choose they therefore, the points listed below represent minimum criteria for acceptancetions to judge potential for success as a teacher. Admission is competitive; major (or 60 semester hours that comprise the equivalent of amajor). equivalent the comprise that hours (ormajor semester 60 its has state each Since states. many in immediately certified become Application Requirements Application completion of an approved college teacher education program. education teacher college approved of an completion contact the certification office (Memorial Hall, in assistance (Memorial 111D) for office certification the contact of employment in New Jersey schools. After a year of mentorship on of mentorship ayear After schools. Jersey New in of employment with Eligibility of Certificate Jersey aNew receive to eligible are a liberal arts and science undergraduate major or a subject-area major. or asubject-area major undergraduate science and arts a liberal determining out-of-state certification requirements and state reciproc state and requirements certification out-of-state determining to students for wise is it certification, teacher for requirements own ate-Level Teacher Certification Program include the following criteria: following the include Program Teacher Certification ate-Level - Gradu the for requirements Admission acceptance. not do guarantee and World Languages (French, German, Spanish; K–12) Spanish; German, (French, World Languages Chemistry, Sciences, (K–12) (Biological Studies Social (K–12) Education Science 3(certification) Preschool–Grade (K–12) Education Mathematics (K–12) Education Arts Language English Language aSecond as English (K–5) Education Elementary (K–12) Education Business Physics, Earth Sciences) Earth Physics, The elementary education certification prerequisite is any liberalarts and A 2.75 cumulative grade point average or above from undergraduate undergraduate from or above average point grade A 2.75 cumulative institution. accredited an from A bachelor’s degree fee. application with form application A completed priate distribution of courses in the field related to the certification). the to related field the in of courses distribution priate major or equivalent (that is, a minimum of 30 semester hours and appro and hours semester of 30 aminimum is, (that or equivalent major certification (EnglishLanguage Arts, for example) has a prerequisite equivalent of a corresponding liberal arts and science undergraduate science major or its equivalent (60 semester hours). Each subject specialty studies. certification ­certification - - - - 1. The course requirements for each program track are listed below. All pro All below. listed are track program each for requirements course The 5. 3. 2. 7. BSED-530 ECED-550 ECED-507 ECED-532 with the exception of GLTP-570, which is a nine-semester hours (full-time Business Education Certification Education Business 8. Elementary Education Certification (K–5) Certification Education Elementary GLTP-570 GLTP-520 GLTP-503 GLTP-500 GLTP-570 GLTP-500 GLTP-570 GLTP-515 GLTP-510 GLTP-503 GLTP-502 GLTP-500 Early Childhood (P–3) Certification (P–3) Childhood Early  6. No. Course No. Course No. Course Course Requirements Course Completion Requirements Completion grams are 21 semester hours. All courses listed are three semester hours hours semester three are listed courses All hours. 21 are semester grams or student teaching in a school setting plus a periodic campus-based seminar). campus-based aperiodic plus setting aschool in teaching student 3.0 grade point average. point 3.0 grade Completion of a teaching portfolio. of ateaching Completion of GLTP-570 or better. Completion grade aC+ with Completion of all courses before internship with a with internship before courses of all Completion personnel. admission with interview A formal Evidence of interest in teaching through such experiences as as experiences such through teaching in of interest Evidence A passing score on the Praxis exam designated for the New Jersey Jersey New the for designated exam Praxis on the score A passing behav the from courses in credits or graduate Nine undergraduate ioral sciences (psychology, educational psychology, sociology, sociology, psychology, educational (psychology, sciences ioral parent-teacher organization activities, substitute teaching, serving serving teaching, substitute activities, organization parent-teacher as a teaching aide, camp counseling, coaching, etc. coaching, counseling, camp aide, ateaching as educational sociology, social psychology, or cultural anthropology). or cultural psychology, social sociology, educational state certification being sought. being certification state Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Arts: Literacy and Learning in Content Areas Content in Learning and Literacy Arts: (best Areas Content in Learning and Literacy Arts: of K–4) teachers for (best Literacy Early Arts: Business Education Business Education Childhood Early Education Childhood Early Mathematics I: School Elementary Course Title Course Title Course Title Course Seminar and Internship in Teaching in Internship and Seminar in Strategies Instructional Emerging Curriculum and Teaching in Middle/Secondary Schools Reading/Language in Instruction and Curriculum Learning and Teaching for Frameworks Conceptual Teaching in Internship and Seminar in Assessment and Methods Developmental P-3 literacy Emergent in Challenges and Issues Learning and Teaching for Frameworks Conceptual Teaching in Internship and Seminar Elementary the in Teaching and Curriculum the in Teaching and Curriculum Reading/Language in Instruction and Curriculum Reading/Language in Instruction and Curriculum Learning and Teaching for Frameworks Conceptual School II: Science, Social Studies and the Arts the and Studies Social Science, II: School for teachers of 5–12) teachers for - - education, Leadership, and Counseling 43 - - - Organizing and Administering Cooperative Work Vocational/Career Development Educating and Evaluating the Bilingual Child Literacy and the Bilingual/Bicultural Child Social/Cultural Foundations Issues in Special Needs and Multicultural Education Seminar/Internship inTeaching Course Title Course Title Experience Programs endorsement in any field. Bachelor’s degreeBachelor’s from a regionally accredited institution. Grade point average a 4.0 on scale 2.75 of in the degree. bachelor’s a standardHold instructional certificate with a vocational-technical sion willsion be allowed to continue in the teacher education programs. students’ professional growth throughout the program. The program may may program The program. the throughout growth professional students’ a continuous screening all of students, including periodic evaluations theof academic performance students of enrolled in graduate educa already been met by these due dates. Completed applications received after the official due date may be givenconsideration pending program or or arrangements to meet the other criteria. capacity availability. Individuals whose credentials are complete not by certificate. Theapplicant will need tocontact the state to make Selective Retention in Graduate-Level Certification Teacher Program General Application Requirements Cooperative Education Coordinator Endorsement Program Course No. tion and human services programs. When necessary, the committee takes appropriate action with respect to students who fail to maintain the academic and professional requirements the of program. their credentials well before these dates, as program capacity may have the duedate cannot be guaranteed the required admissions interview. that only those students who show promise success of in the teaching profes refer a student to the Faculty Committee Professional on Development in 609-896-5036 [email protected]. or Applicants are urged to submit Courses Contact the Office of Graduate Admissionfor application deadlines: COUN-505 CURR-548 GLTP-570 Program Description Course No. READ-508 Rider University offers the two required graduate courses for this BSED-508 EDUC-560 EDSO-510 viduals enrolled in teacher education programs. The committee must ensure ensure must committee The programs. education teacher in enrolled viduals 2. 3. Application Dates Admission Requirements Teacher EducationTeacher whose charge is to conduct a special evaluation indi of Elective in Multicultural Education The School of CommitteeEducation’s on AcademicStanding conducts The Graduate-Level Teacher Certification Program conducts reviews of reviews conducts Program Certification Teacher Graduate-Level The They are the same as the Master’slevel application requirements. Theprogram requires six semesterhours. 1. in Secondary Schools Teaching a Second Language Curriculum and Teaching in Conceptual Frameworks for Teaching and Learning Curriculum and Instruction in Reading/Language Teaching a Second Language Seminar and Internship in Teaching Conceptual Frameworks for Teaching and Learning Curriculum and Instruction in Reading/Language Curriculum and Teaching in Teaching Mathematics in Secondary Schools Seminar and Internship in Teaching Curriculum and Teaching in Conceptual Frameworks for Teaching and Learning Curriculum and Instruction in Reading/Language Curriculum and Teaching in Teaching Social Studies in Secondary Schools Seminar and Internship in Teaching Conceptual Frameworks for Teaching and Learning Curriculum and Instruction in Reading/Language Curriculum and Teaching in Teaching English of Language Arts Seminar and Internship in Teaching ConceptualFrameworks for Teaching and Learning Curriculum and Instruction in Reading/Language Curriculum and Teaching in Teaching Science in Secondary Schools Seminar and Internship in Teaching Course Title Course Title Course Title Course Title Course Title Course Title Middle/Secondary Schools Middle/Secondary Schools Middle/Secondary Schools Middle/Secondary Schools Middle/Secondary Schools Middle/Secondary Schools Arts: Literacy and Learning in Content Areas Arts: Literacy and Learning in Content Areas Arts: Literacy and Learning in Content Areas Arts: Literacy and Learning in Content Areas Arts: Literacy and Learning in Content Areas Social Studies Education Certification Science Education Certification Course No. Course No. Course No. Course No. Course No. Course No. English Language Learning (ELL) Education Certification Mathematics Education Certification English Education Certification GLTP-520 GLTP-500 GLTP-503 GLTP-570 GLTP-507 GLTP-520 GLTP-503 GLTP-570 GLTP-500 GLTP-520 GLTP-505 GLTP-500 GLTP-503 GLTP-570 GLTP-520 GLTP-504 GLTP-500 GLTP-503 GLTP-570 GLTP-520 GLTP-500 GLTP-506 GLTP-503 GLTP-570 GLTP-520 Where Learning Meets Life Your EDUC-521 EDUC-521 World LanguageWorld Education Certification 44 Education, Leadership, and Counselingn The philosophy and history of education education of history and philosophy The An overview ofoverview An and the current administrative A study ofand supervisory the administrative Designed as one of the specialized courses in in courses specialized one of the as Designed Designed to provide the student with effective 3 credits 3 credits 3 credits 3 credits relative to business and office education tive to program approval, teacher coordinator rela reviewed are concepts Up-to-date levels. the preparation of business and marketing marketing and of business preparation the - evalu and reviewed are materials instructional learners, related instruction, student wages, and used instrategies organizing instructional tion; state and legislation;federal certification; topics include: educational administrative improvement are strategies explored. Major tional education at the local, county, state, and nize, implement,nize, instruction and revise assess programs is the primary goal. primary the is programs post-secondary and secondary the at programs procedures; and public relations. Improvement funding conduct; ethical policies; personnel voca and business with associated problems programs in elementary, secondary, and post- and secondary, elementary, in programs funding, reporting supervision of funding, student and supervisory levels.federal Administrative Administration and Supervision of of Supervision and Administration Business Education (BSED) Education Business Organizing and Administering Coop Administering and Organizing Concepts in Business Education Education Business in Concepts Evaluative and Strategies Curriculum Principles and Strategies of Vocational Vocational of Strategies and Principles BSED-509 BSED-508 Education Vocational and ­Business BSED-506 BSED-504 and Cooperative Education Education Cooperative and certification, workcertification, agreements, labor laws, curriculum strategies and conceptsstrategies evaluative curriculum of cooperative work experience programs. programs. experience work of cooperative teacher-coordinators and teachers education of administration cooperative work experience ated. Improvement in and the organization and vocational student Current organizations. cooperative workadministering experience and vocational education is the primary goal. primary the is education vocational and ofand supervision ofadministration business and evaluation is the primary goal. primary the is evaluation and and Improvementprograms. of curriculum orga plan, to designed models evaluation and are acquainted with appropriate curriculum structures; role of the supervisor of instruc supervisor role of the structures; secondary publicsecondary and private schools. Students erative Work Experience Programs Programs Experience Work erative Course Descriptions Course

­ - - - - 1–3 credits A state-of-the-art experience relative to the the to relative experience A state-of-the-art vocational cooperative education programs. programs. education cooperative vocational Developmental/reflective evaluative tech evaluative Developmental/reflective Emphasis is placed on the enhancement of enhancement on the placed is Emphasis Provides the student with an opportunity opportunity an with student the Provides 3 credits 3 credits role of vocational student organizations and and organizations student role of vocational reviewed and studied. Special attention is is attention Special studied. and reviewed research on equipment, instructional strate instructional on equipment, research included. Special attention is given to the the to given is attention Special included. of assessment the for applied be will niques instruction in information processing are the the are processing information in instruction of improvement and development teacher word and on modern instruction tance-level instructor’s presentations. instructor’s of the needs future and present the to tion atten focusing while education business in are strategies instructional emerging as tion educa in business effectiveness teaching pertaining to the employment of youth are are of youth employment the to pertaining primary goals. Prerequisite: 4 credits in key in 4credits Prerequisite: goals. primary acquain receive to opportunity an provides up-to-date with acquainted are Students ing. process information of field instructional goal. primary the is development teacher of asenior supervision the under ticipant, aproblem, or resolve aproject, complete to pursue a major activity that will make a make will that activity amajor pursue boarding and/or computer applications. computer and/or boarding business education teachers will augment the the augment will teachers education business business or marketing education. Each par Each education. or marketing business for and about work, including technology, technology, including work, about and for faculty member, follows a planned sequence sequence aplanned member, follows faculty gies, legislative enactments, and regulations regulations and enactments, legislative gies, gies, business applications, employment employment applications, business gies, Information Processing Processing Information Trends in and Issues Emerging Instructional Strategies Strategies Instructional Emerging BSED-530 BSED-521 Research and Study Directed BSED-519 classroom/laboratory phase of instruction of instruction phase classroom/laboratory advisory committees. advisory strate administrative and organizational data processing equipment. Professional Professional equipment. processing data The practices. evaluative and opportunities in profession teaching the to contribution are presented and utilized. Master practicing practicing Master utilized. and presented are materials instructional employer. Current use its and technology new the to devoted are studied along with the principles and and principles the with along studied are a completed written project. Professional Professional project. written a completed in culminates that activity of professional studies. Current instructional concepts, concepts, instructional Current studies. case selected and instruction students, self, strategies for organizing and administering administering and organizing for strategies in Business Education Education Business in Education Business in

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This course will provide the foundation of foundation the provide will course This Analyzes the historical development of group of group development historical the Analyzes vocational/career vocational/career development atprograms Educational, social, and psychological foun psychological and social, Educational, Emphasizes self-awareness as related to to related as self-awareness Emphasizes Programs. Preparation for and presenting planning Related Educational Programs (CACREP) (CACREP) Programs Educational Related Prerequisites: COUN-500, CNPY-502. COUN-500, Prerequisites: within the total counseling services program program services counseling total the within work, family, and other life roles. Computer Computer roles. life other and family, work, field. The problems and techniques ofpre techniques and Theproblems field. Vocational/Career Development Development Vocational/Career Council for Accreditation of Counseling and and of Counseling Accreditation for Council 3 credits 3 credits 3 credits 3 credits resources, consultation, advocacy, and and advocacy, consultation, resources, research findings. Includes critique record of critique Includes findings. research tory, visiting and writing reports evaluating evaluating reports writing and tory, visiting their applications to professional services. services. professional to applications their the contribution of the various specialties specialties various of the contribution the and services counseling to approach team treatment methods, theories, practices, meth practices, theories, methods, treatment interventions, fiscal issues, community community issues, fiscal interventions, principles, and techniques of counseling and and of counseling techniques and principles, ings, ings, demonstrations, and students’ own group theories, and research, the literature in the information, vocational educational planning, transitions, transitions, and the interrelationships among becoming a facilitator of helping skills. The The skills. of helping afacilitator becoming planning and counseling techniques, lifespan lifespan techniques, counseling and planning processes group and individual and planning, literacy is required in this course. this in required is literacy Counseling (COUN)Counseling COUN-503 COUN-500 COUN-508 COUN-505 government and foundation funding, writing writing funding, foundation and government Group Counseling Counseling Group Introduction to Counseling Services Services Counseling to Introduction Foundations of Community Counseling Community of Foundations community agencies. This course also meets meets also course This agencies. community cies, history, diversity, systems, programs, programs, systems, diversity, history, cies, poli roles, including counseling community a grant proposal, developing a resource direc aresource developing proposal, a grant for searching include Projects counselors. dations of counseling services. Basic theories, theories, Basic services. of counseling dations assessment that are unique to community community to unique are that assessment are stressed. are ods ods for appraising outcomes of treatment, and experiences as counseling group members. members. group counseling as experiences all levels. Analyzes vocational development levels. Analyzes all are stressed. Includes are stressed. concepts of career/life standards for Community Counseling Counseling Community for standards senting and using occupational and career

------education, Leadership, and Counseling 45 ------

setting. Students will obtain a minimum of setting. Includes seminar discussions, inter school counseling services will be reviewed. site: To betaken semester To site: COUN-590.priorto secondary school setting.secondary Reviews school current supervisor. Provides the counselor-in-training counselor-in-training the Provides supervisor. skills and techniques necessary for the effec on techniqueson (basic and advanced listening and helping skills), strategy counseling (the observations, and individual supervisionwith the or advanced counselor in training who organizing, implementing and evaluating apply knowledge andskills developed in counselor) grounded in professional counsel consulting techniques in mental health college setting. Includes seminar discussions, course will also provide an historical over children elementary of school age. Students counselingservices specialas addresstheythe Elementary School Counseling Practicum Individual Counseling Practicum COUN-585 COUN-581 COUN-580 SecondaryPracticumSchoolCounseling facility, community counseling agency, or focus this of course is the development of forty contact (40) hours with clients. The function. Current practices for assessing, basic counseling skills through an emphasis process), and self development student (the as participationin counseling activities. The purpose this of course is to provide students pre-practicum experiences in addressing the practices for assessing, developing, organizing, interview analyses audiotape/videotape or the instructor. the For experienced counselor ing theories. Prerequisites: COUN-500 and ing and consultation in an elementary school secondary a school in consultation and ing the development primary, of secondary, and tertiary interventions designed to promote the academic and social development of needs school of children. be Prerequisite: To taken semesterprior to COUN-590. tive delivery of counseling services deliveryof the in tive evaluating, on reflectingand implementing, needs secondary of school students. Prerequi individual supervision with the faculty the with individual supervision under closely supervised conditions. The 3 credits 3 credits 3 credits Students will develop knowledge and skills in CNPY-502, or EDPS-513. or CNPY-502, with their initial counseling experience with the opportunity to develop and practice view the of school guidance and counseling view analyses,view and observations, videotape A supervised experience in counseling and A 100-hour supervised experience in counsel A 100-hour supervised experience in counsel ------

seling services majors which provides students will explore holistic wellness (e.g., wellness(e.g., holistic will explore students leisure, and work self-direction, spirituality, spectives.Counseling Theories prerequisite. a is services, crisis and case management, consul sis, self-esteem, depression, violence and sexualand violence depression, self-esteem, sis, opportunities for bothobservation and of development healthy of multicultural skills. abandonment. Advertisement counseling of duties and responsibilities. Explores legal, third of implications ethical,professional and and to regional legal and ethical developments. abuse, the feminization of poverty, and the and poverty, feminizationof the abuse, ents an overview of feminist psychotherapy feministpsychotherapy anoverviewof ents behavioral, the of context the explores and impactthat problems biological and emotional mentalon health. Also discusses the emerg change from personal and interpersonal per case documentation, client termination and termination client casedocumentation, counseling the HIV/AIDS client. courtappearancesanexpertwill witness of child abuse reporting issues, dual relationships counseling. Focuses on relevant gender issues gender relevant counseling.on Focuses Holistic Wellness Counseling Legal and Ethical Issues in Gender Issues in Counseling Counseling Techniques Laboratory COUN-535 COUN-550 COUN-530 COUN-525 Counseling and Psychotherapy friendship, and love) positive psychology positive love) and friendship, multicultural discovery project are required. malpracticecases constitutional, arising from men; introduces gay and lesbian issues, theissues, lesbian and gay introduces men; to willgiven be Specialattention explored. be historical, and socio-culturalhistorical,and affectthat factors party payment, informed consent, medication, professional parameters of counseling parametersand of professional Discusses legaland liabilities psychotherapy. tural interaction and a presentation a of tort, contract, family, privacy, and criminaland privacy, family, contract, tort, counselor Examinesand rightslaws. client issues minority of women, and factors in and “duty-to-warn” supervision, and tation the development of women and men across men and women of development the the life span and discusses implications for including gender bias and equity, misdiagno importance relationship of for women. Pres counseling in trends and movement men’s ing 3 credits 3 credits 3 credits 3 credits Based on current methods and research,and methods current Basedon Examinesanalyzesand ethical,legal, the and Examines the psychological, physiological, Examinesphysiological, psychological, the (e.g., hope, foregiveness, etc.), and humanand etc.), foregiveness, hope, (e.g., A basic laboratory pre-practicum for coun A semester-long engagement ina multicul ------

sion and students will experience learnand students and sion sions human of similarities and differences. specialized approaches counseling of with structural, systems, Ackerman, Satir, and ders, assertiveness, love relationships and the and relationships assertiveness, ders, love Specialized co-dependents. differences among treating areasthese to will be approaches discussed. (Classes will involve lecture, discus and reflects upon origins major and dimen orientation, etc., in the light theories of of and the impact these of between on, and expected to utilize this knowledge for the and they how were initiated in alcoholic drug abuse and alcoholism, examining the analytical. These approaches presentedare as related to major problem centered family drugs, child abuse, dysfunctional marriage, divorce, etc. Emphasizes self-awareness as approaches family of counseling. Family chological and behavioral implications of concerns--child-rearing concerns, alcohol, counseling approaches covered include Multicultural Counseling and ­Relationship Development group exercises for co-dependency treatment.) treatment.) co-dependency for exercises group COUN-520 COUN-516 Co-Dependency and Treatment COUN-515 COUN-510 Substance Abuse Counseling Approaches to Family Counseling families as well as other dysfunctional fami focus on the characteristics the co-dependency on focusof ments; i.e., family participation, physical handicapped discrimination, sexism, sexual problems with intimacy, trust, eating disor problems, effectson school job, or etc. instructor. these similarities and differences. Examines issues racism, of reverse racism, age and individual and group identity development lies. Symptoms will be discussed in terms of treatment of co-dependents. Designed to to Designed co-dependents. of treatment these clients and reviewing the related ele treatment drug of abuse and alcoholism. instructor advisor. or related to family development. Prerequisite: 3 credits 3 credits 3 credits 3 credits COUN-500, permission or CNPY-502, of within group relationships. Each student is Where Learning Meets Life Your Introduces, examines, and critically analyzes Prerequisite: COUN-515 or permission of of permission or COUN-515 Prerequisite: Presents a basic understanding major of Designed to assist counselors in identifying Explores and personalizes the social-psy Analyzes the development, intervention and intervention Analyzesdevelopment, the Analyzes the development, intervention, and 46 Education, Leadership, and Counselingn The continuation of an internship that pro that internship an of continuation The The approval and cooperation of the student’sthe of cooperation and approval The To be taken semester prior to COUN-590. to prior semester To taken be A supervised experience in group counseling. counseling. group in experience A supervised An internship that provides 300 hours of of hours 300 provides that internship An vides a 300-hour fieldexperience including Each studentEach is toexpected screen and select would be expected to perform. The intern The perform. to expected be would field placement of 100 hours is required with with required is of hours 100 placement field 3 credits 3 credits 3 credits ual counseling and consulting techniques. A techniques. consulting and counseling ual registering forregistering course should this contact the ing ing for groupstwo of clients. and Individual instructor theinstructor semester prior to the course required course work must be completed or in or in completed be workmust course required ties employedthat a regularly member staff prospective clients and do group counsel group do and clients prospective permission of instructor or advisor. of instructor permission the structure and the content of the intern of content the the and structure the in cooperation supervisor. with the faculty and the the contentstructure of the internship agency and School goals. intern’sthe career intern The aspiring). is student the which to prior to the course being offered. Prerequisite: Prerequisite: offered. being course the to prior internship is scheduled. Prerequisite: all other other all Prerequisite: scheduled. is internship the semester before the counselor candidate’s being offered. Prerequisite:COUN-503 or progress and permission of the Rider supervi Rider of the permission and progress member would be toexpected perform (n.b., fellow student.and critiquing Besides making COUN-591 COUN-590 COUN-586 Internship in Counseling II II Counseling in Internship Practicum Counseling Group group supervision is provided throughout the the throughout provided is supervision group Internship in Counseling I Counseling in Internship clients. Students registering for this course course this for registering Students clients. of their group counseling sessions. Students Students sessions. counseling group of their to asked and critiquemake video recordings audio recordings, studentsare periodically at oneleast audio recording each week with a on-the-job experience, including all activi all including experience, on-the-job counselors who interns supervise determine counselors who interns supervise determine desires to review and/or strengthen individ strengthen and/or review to desires a minimum of 40 direct contact hours with with hours contact direct of 40 a minimum as aas person the occupying professional role employeda regularly member staff is defined employedthat aactivities regularly all staff administrative personnel mustadministrative be obtained approved by the instructor. bythe approved semester. studentEach is toexpected critique should contact the instructor the semester semester the instructor the contact should student’s School goals. career and agency ship placement is selected on the basis of the ship placement is selected on the basis of superintendent, principal, or other appropriate ship in cooperation with the Rider supervisor. sor must be obtained. Any exceptions must be be must exceptions Any obtained. be must sor

------This internship provides on-the-job clinical clinical on-the-job provides internship This - exam critically and introduces course This The approvaland cooperation ofthe intern’s Students will be required to attend a weekly aweekly attend to required be will Students 3 credits 3 credits 3 credits required course work must be completed or in or in completed be workmust course required is selected based on students’ specialty area area specialty on students’ based selected is examined. are sessions of counseling taping - com inter-agency supervision, intra-agency counseling couples and family, group, in and experiential, systems, integrative, ioral, to presented are of supervision techniques the in arise that concepts and issues ines the field site before the placement is approved. approved. is the placement before site field the practitioners and trainees. Methods and and Methods trainees. and practitioners present and/or discuss legal, ethical, multi ethical, legal, discuss and/or present her/his specialty area. specialty her/his progress and permission of the faculty supervi faculty of the permission and progress munication, record keeping, evaluation, and and evaluation, keeping, record munication, ment. Students must also submit in writing writing in submit also must Students ment. ment. Prerequisite: COUN-590 other and all COUN-690 Methods and ­Concepts Issues, Supervision: Counseling COUN-660 COUN-600 Independent Study and Research Research and Study Independent goals and must be approved by the faculty faculty bythe approved be must and goals Internship in Counseling Specialty I Specialty Counseling in Internship cal, and multicultural issues. Administrative Administrative issues. multicultural and cal, cultural, contemporary, and clinical issues in in issues clinical and contemporary, cultural, advisor the semester prior to actual place actual to prior semester the advisor Placement settings. approved in experience inter- and as such issues contemporary and are of supervision models developmental clinical of proficient providers skilled and knowledgeable become to students enable a description of clinical activities available in in available activities of clinical a description approved by the faculty supervisor. faculty bythe approved place actual the to prior semester the obtained be must supervisor field or school agency supervision are raised as well as legal, ethi legal, as well as raised are supervision encountered problems unique The studied. behav Psychotherapeutic, supervision. psychotherapy and of counseling supervision seminar during which time each student will will student each time which during seminar sor must be obtained. Any exceptions must be be must exceptions Any obtained. be must sor in Counseling Services Services Counseling in

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This course provides an introduction to introduction an provides course This A survey of the study of abnormal psychol of abnormal study of the A survey Prerequisite: COUN-500. Prerequisite: Introduces the theoretical constructs of the of the constructs theoretical the Introduces will be explored for use for self-reflection and self-reflection for use for explored be will will be examined. be will well-adjusted and maladjusted behavior pat behavior maladjusted and well-adjusted Surveys psychological principles applied to to applied principles psychological Surveys 3 credits 3 credits 3 credits 3 credits understanding purposes of clients’ behaviors. behaviors. of clients’ purposes understanding ries and practices. Contemporary models models Contemporary practices. and ries in the consultation process in school and/ school in process consultation the in profession today. The theoretical constructs constructs theoretical today. The profession psychol counseling contemporary primary terns are considered. Stress, anxiety, and and anxiety, Stress, considered. are terns of psychopathol prevention and treatment psychological, and sociocultural bases of bases sociocultural and psychological, aging and adult of the development human of knowledge the to most contributed has milder forms of psychopathology are consid are of psychopathology forms milder for development of psychological maps for for maps of psychological development for functioning are examined. Biological, Biological, examined. are functioning Counseling Psychology (CNPY) Psychology Counseling CNPY-503 Theories Psychology Counseling CNPY-502 Consultation in School School in Consultation CNPY-515 CNPY-514 Psychological Development of of Development Psychological Psychopathology Psychopathology conceptual models, the development of skills of skills development the models, conceptual and Agency Settings Settings Agency and cal implications of significant research that that research of significant implications cal counseling services with emphasis on devel emphasis with services counseling engage in behavioral consultations with con with consultations behavioral in engage Students emphasized. is settings or agency and behavioral, health, on mental emphasis students’ with presented are of consultation ogy theories being used in the counseling counseling the in used being theories ogy conditions. and transitions throughout the adult life life adult the throughout transitions and development adult human to orientations theoretical and Concepts health. mental and differences, individual processes, opmental ered, as are more severe psychopathological psychopathological more severe are as ered, psychological of healthy ogy. Characteristics and assessment, classification, ogy. Includes the Adult and Aging Aging and Adult the sultees in approved placements. approved in sultees of study the to addition In approach. systems self-development and to serve as the basis basis the as serve to and self-development span. The analysis, interpretation, and practi interpretation, analysis, The span. school and agency based consultation theo consultation based agency and school

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serve as the focus course of content. strategies needed to realize those purposes. strategies as they pertain to the foreign struction learning of packets, computerized standards, adapting the classroom to diverse supervisory support to optimize learning and state to referenced are that applications school agement, etc., are announced in advance and offering. In-depth treatmentof issues, of bilingualof learners are considered as they apply to the needs, goals, and issues bilin of curriculum goals and the instructional examine instructional strategies from the realizing curriculum practices, effective on of forms providing and agendas, development course demonstrate will Students achievement. adopted core curriculum content standards the standards, development professional and ­Instruction and Supervision Modern Developments in the ­Improvement given to motivating the language learner and gual/bicultural programs. goals and core curriculum content standards content curriculum core and goals gies and methods program of evaluation. CURR-544 CURR-536 CURR-538 Curricular and Instructional Special Studies in Curriculum, foreign language department. Recently pub from pre-school to high school. Students will Students school. high to pre-school from be provided. Topics suchbe provided. as global Topics education, problems, concerns, developments or in cur teaching and learning styles, classroom man findings research assessing of perspectives individualized instruction, and the con lished materials are reviewed and attention teacher, stating goals and instructional strate language classroom are explored. Includes a instruction, English as a foreign language, in-service training, and the supervision a of learning expectations embodied in curriculum learner needs, establishing appropriate staff the by developed proficiencies candidate the riculum, instruction and/or supervision will re-evaluation the of audio-lingual approach, ulum by establishing the relationship between relationship the establishing by ulum using various instructional models to meet the and actualclassroom through understandings 3 credits 3 credits 3 credits Standards for School Leaders the of Interstate and Consortium, Licensure Leaders School Curricular development and instructional Prerequisite:CURR-531. Emphasis will be placed on analyzing and on placed be will Emphasis Council. Constitutient Leadership Educational Teaching of ForeignTeaching Languages Theof content this course varies for each This course establishes the implemented curric ------

of Bilingual Education site: CURR-531. skills and knowledgenecessary to effect cur social, psychological, and linguistic problems of the of secondary school. General, special adapted to fulfill basicneeds and interests. discussed with an analysis and evaluation of odology in elementary education, examined analyzed. Emphasizes developing thecontent and organization an of integrated curriculum demonstrate course understandingscourse throughdemonstrate actual classroom and school applications candidate the and Consortium, Licensure ers of curriculumof change along with alterna sustainingand standards-based curriculum collaborative for staff members organization of making decision asessentialand deliberation development standards, the Standards for change at all levels schooling. of Students will course will address the socio-political context willcoursecontext socio-political addressthe Elementary School Curriculum CURR-535 CURR-534 CURR-533 CURR-532 Secondary School Curriculum Strategies for Curriculum Change basis for bilingual education as well as the ments in theory and empirical knowledge are means for promoting successful promoting curriculum meansfor psychological developments. Recent develop proficiencies developed by the Educational the by developed proficiencies program evaluation, staff development and the ized, vocational, and activityand ized, programsarevocational, to research findings affecting secondary cur ing programs. Implications drawn from the in the framework social, of cultural, and that are referenced to state adopted core cur tive strategies for initiating, implementing study of improvements. include Topics stra strategies,planning, tegic problem–solving needs assessments, curriculum alignment, riculum, are studied. Prerequisite: CURR-531. recent curriculum developments and projects. riculum development and change, The K-12. standards professional and content riculum 3 credits 3 credits 3 credits 3 credits School Leaders the of Interstate School Lead Current issues and controversies, in addition addition in controversies, and issues Current with a concern for individual differences with provision for social environments best Introduces the rationale and research as a Prerequisite: CURR-531. Leadership Constitutient Council. Prerequi varied and current approaches to implement Theory and Practices A survey of the changing the survey aimsA of programs and A review principles, of curriculum, and meth This course This course will examineorganizational - - - - -

social trends and issues, and recent trends administrators play in implementing curricu- demonstrate course understandings through actual classroom and school applications ers Licensure Consortium, and the candidate development standards, the Standards for discussed in relationship to specific disorder a variety counseling of and school settings. emphasis developmental on and personality disorders, and physiological disturbances. consultant behaviors that facilitate the help developmental considerations in counseling classifications.or Prerequisite: CNPY-514 and Their Families children and adolescents. Issues and practices goals, the development and selection of CURR-531 Curriculum Development and Design CNPY-518 Counseling with Children, Adolescents, CNPY-516 and Supervision (CURR) Curriculum, Instruction Advanced Psychopathology for developing the curriculum. Students bases mentalof disorders are introduced and be provided that address age, ethnic, and philosophy, historicalphilosophy, precedents, learning proficiencies developed by the Educational permission instructor. of learning experiences, the organization of learning experiences, and plans for evaluat investigate the roles teachers, supervisors and lum designs in school settings. Students will that are referenced to state adopted core cur in content knowledge as bases for design ing and curriculum. developing the K-12 ing curriculum outcomes are used as steps theory, developmental theory, emerging treatment with emphasis utilization on in ing process with children, adolescents, and their families. Information and activities will riculum content standards and professional related to crisis intervention will be explored. 3 credits 3 credits 3 credits School Leaders the of Interstate School Lead Where Learning Meets Life Your Includes assessment, classification, and Prerequisite:EDPS-503. Biological, pathological, pharmacological Leadership Constitutient Council. An in-depth study psychopathology of with The articulationof curriculum aims and This course will address the importanceof This course will emphasize counselor and 48 Education, Leadership, and Counselingn This course will examine the curricular and the curricular examine will course This courseis This designed allowto students to courseis This designed to promote reflective The Middle School Curriculum Curriculum School Middle The variety of observation instruments, students students instruments, of observation variety vidual and small group meetings, and library library and meetings, group small and vidual Emphasizes the place of the middle school in in school middle of the place the Emphasizes Education Act. Multicultural issues will be Educationissues will Act. Multicultural will gain an understanding of classroom learn of classroom understanding an gain will 3 credits 3 credits 3 credits 3 credits using using the classroom aas basis for observation, responded to meet the needs of the excep of the needs the meet to responded research toinsights aboutresearch gain and develop tices related to the organization, operation, operation, organization, the to related tices ing as a basis for improving instruction. The The instruction. improving for abasis as ing and the research application library ings, of a read directed meetings, group and individual insight and action. peer Through coaching, identify and identify possibilitiesdevelop curricular leader in fostering perspective a multicultural introduced the within context of school and inception of with the Disabilities Individuals since the and assessed betrends examined will issues and programmatic tional Legal child. devel be will perspective Ahistorical learners. issues that educational leaders instructional Studentsinstruction. aidentify problem or and decision-making inquiry about classroom purpose, administrative problems, and prac and problems, administrative purpose, pertaining to curriculum and instruction, gov instruction, and curriculum to pertaining program to the needs and abilities of diverse - stu and problems learning about hypotheses modern American education. Considers the the Considers education. American modern must address in accommodating the school school the accommodating in address must focus focus on and groupindividual by learning Curriculum and Instruction Instruction and Curriculum CURR-548 CURR-547 CURR-546 CURR-545 Practicum in Classroom Inquiry Inquiry Classroom in Practicum Practicum in Classroom Learning Learning Classroom in Practicum classroom will becomeclassroom will a laboratory for testing concern out arising of their own classroom and programs of the middle school. Prerequi school. middle of the programs and audio and video recordings, journal writing, writing, journal recordings, video and audio and culture will be Students and emphasized. will culture will bias ernance, and prejudice and school climate oped with emphasisan on how schools have findings. on their report will dents of the instructor is required to enroll. to required is instructor of the indi writing, journal recordings, audio and video use will Students coach. of apeer aid and investigate possible solutions the through site: CURR-531.site: society. The responsibility ofthe educational solutions to the identified problem. Permission for Diverse Learners Diverse for

------Taken at the completion of course work all 1–3 credits Leadership Constitutient Council. Prerequi Council. Constitutient Leadership Examines the ofprocesses comprehensionExamines and onperspectives literacy acquisitionExamines EDUC-500, permission of instructor. permission EDUC-500, (3 credits) Course content varies with academic research research academic with varies content Course School Leaders of the Interstate School Lead School Interstate of the Leaders School 3 credits riculum riculum content and professional standards the components of including these processes perspective. social-constructivist the including in independent study related to the overall overall the to related study independent in engage to wish who of students interests that are referenced to state adopted core cur core adopted state to referenced are that the experience involves work with supervi with work involves experience the instruction of curriculum, areas general the in the program. Students study in seminar phonological awareness, language play, liter language awareness, phonological proficiences developed by the Educational Educational the by developed proficiences tive staff tive ofthestaff student’s schoolis district administra the of cooperation The location. paper. Prerequisite: course work all including pleted project research and the finished project - com the evaluate to and progress, in project project. Theisinstructor free tothe observe modate learners’ diverse needs. Students will for written language: the grapho-phonic, grapho-phonic, the language: written for fashion fashion the current literature in and research Seminar and Practicum in Curriculum, Curriculum, in Practicum and Seminar Early Childhood Education (ECED) Education Childhood Early Curriculum, Instruction and Supervision and Supervision Instruction ­Curriculum, CURR-600 CURR-590 Instruction and Supervision Supervision and Instruction Independent Study and Research in Study Independent Emergent Literacy P–3 P–3 Literacy Emergent ECED-507 concepts of print, knowledge of the alphabet, systems language the through composition content of curriculum, instruction and/or and/or instruction ofcontent curriculum, development, and word recognition. and development, vocabulary development, spelling genres, ary ers Licensure Consortium, and the candidate for Standards the standards, development actual classroom and school applications applications school and classroom actual demonstratethrough course understandings - accom to settings school in solutions and an individualized field experience. Typically experience. Typically field individualized an in involved is student Each supervision. and essential foressential thecompletion effective ofthis syntactic, semantic, and pragmatic. Explores Explores pragmatic. and semantic, syntactic, supervision. sites: CURR-531 and CURR-538. CURR-531sites: and student’s school district, or in an approved approved an or in district, student’s school of the segment aselected in assistance sory

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This course addresses the role of parents of theroleparents of addresses course This Emphasis will be placed on selecting assess on selecting placed be will Emphasis In this course, students will learn to col to learn will students course, this In In this course, students will learn to make make to learn will students course, this In years, including cognitive growth, emotional emotional growth, cognitive including years, of school, context the within children young Students will investigate strategies for foster for strategies investigate will Students 3 credits 3 credits 3 credits the appropriateness and effectiveness of the of effectiveness and appropriateness the about information interpret and record, lect, needs, home and community cultures, and and cultures, community home and needs, content (3) curriculum knowledge, tent area third through preschool in decisions ing tion for all young children, and any other other any and children, young all for tion educa and care quality for advocacy needs, special with of children inclusion including and issues current addresses course this tion, on families status socio-economic and ture enhance that partnerships home-school ing the efficacy of parenting techniques and techniques parenting of efficacy the matched to stated purposes and audiences. and purposes stated to matched developmentally are that ment strategies home and society, as well as the influence of influence the as well as society, home and behaviors on child development in the early early the in development on child behaviors Observation and Assessment in in Assessment and Observation grade settings by drawing on: (1) on: bydrawing knowledge settings grade Developmental Methods and Assess and Methods Developmental ECED-532 ECED-522 Developmental Methods and Materials Materials and Methods Developmental ECED-540 Early Childhood Education Education Childhood Early children’s growth, interests, and needs, and and needs, and interests, growth, children’s culturally responsive curriculum and teach and curriculum responsive culturally and strengths and needs individual a child’s to responsive sensitive, culturally appropriate, classrooms. grade third through preschool in children challenges in the early childhood profession profession childhood early the in challenges success, educational and development child childhood education. Students will explore explore will Students education. childhood early in issues current and traditions culture, educational experiences provided for them. them. for provided experiences educational and assess developmentally appropriate and and appropriate developmentally assess and developmental characteristics of individual of individual characteristics developmental (2) con learning, and development of child of children and families, teachers’ profes teachers’ families, and of children addi In world. our throughout schools and cul community, of influence the as well as health. physical and well-being social and standards, and (4) the strengths, interests, interests, (4) strengths, and the standards, subject that might arise - either from the lives lives the from -either arise might that subject sional development, or community agencies. or community development, sional in Early Childhood Education Education Childhood Early in ment in Early Childhood Education Education Childhood Early in ment

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school applications that arereferenced to state acquisition, theories in SLA, factors affecting a variety perspectives of including histori development policies of and programswill be models emphasized.Effective communication willexamined formats be technology and and course will demonstrate evaluated. Students standards curriculum content core adopted standards, the development professional and overview theories of and issues in the field secondof language acquisition (SLA), and of teachingof language skills, as well ascross- cal, curricular, administrative, public policy, cal,policy, curricular,administrative, public an understanding the of organizational com- university. or The course will assist the student community and the use of different media different of use the and community cultural understanding. Includes theoretical components affect operations the of a college EDUC-521 EDUC-525 EDUC-520 Introduction to Higher Education Instructional Linguistics and guage to be taught. Open to prospective governance, and faculty. Students will develop will develop Students faculty. and governance, ­Administration Second Language Learning for use within the school, district greater and school, withinuse the for foreign language, ESL, as well as practicing materials, and field experienceson the lan problems facing colleges and universities from from universities and facingcolleges problems prepares them for application such of theories positions language on learning and teaching, ponents of higher education and how these how and education higher of ponents the candidate proficiencies developed by the by developed candidate proficiencies the to the process secondof language teaching. It the use and evaluation currently of popular instructional materials, the design new of teacher desiring certification. in developing appropriate policy determina tions for colleges and universities. understandingsthrough actual and classroom SLA, learner language, and instructed SLA. 3 credits 3 credits 3 credits Standards for School Leaders of the Interstate Interstate the Leaders of School Standards for School Leaders Licensure Consortium, and will cover the following topics: first language Focuses standard on and innovative methods Educational Leadership Constituent Council. EducationalLeadershipConstituent Teaching a SecondTeaching Language This course examines major trends, issues and This courseprovides students withbroad a ------

educational heritage for the purpose of educational practices in proper perspective. educational practices based pragmatism, on are encouraged to develop their own philoso and to re-examineschooling purposesto of and the demands for reform in schools and districts. developing politically feasible responses to the of role The today. leaders educational and the identificationof best-practice strate arerequired. and appreciate current educational practices treated education in issues topical of study a of educationof in a democratic society. Critical evaluations various of educational theorists and the philosophies pragmatism, of ideal contributions to the evolution America’s of current and emerging policy issues and the and issues policy emerging and current cation’s evolution incation’s the U.S. from colonial EDUC-515 Philosophical/Historical Perspectives EDUC-511 Educational Foundations: ­ EDUC-503 EDUC-502 Philosophy of Education History of Education gies to involve community stakeholders in the in communitystakeholders involve to gies ground. A term paper and intermittent reports intermittent and paper term A ground. Issues in American Schools and Society framework their of philosophical/historical backgrounds. Critical evaluations made of mittent reports and term papers. phy of education of phy by preparing intermittent policy issues and procedural problems facing philosophy education of by preparing inter nial times to the present. Synthesis and integration philosophical of and historical idealism, realism, existentialism. Students in a democratic society. Students will explore will explore Students society. democratic a in leader in promoting the development a col of laborative institutional culture and climate tion’s heritage so that students understand students that so heritage tion’s in proper perspective. Concentration edu on - on emphasis major a with present, the timesto ism, realism, existentialism, etc., are made. reports and term papers. Spring. rary educational issues impacting schools on understanding and appreciating current 3 credits 3 credits 3 credits 3 credits Students are encouraged to develop their own Considers the nature, aims, and objectives within the framework their of historical back Emphasis will be placed on identifying andon will placed Emphasis be Major thoughts and significant actions in Major emphasis topical on issues within the American educational history from colo This course is designed to examine contempo Thenecessary knowledgeof modern educa ------

hood Education selected special students. standing child of development; gain an adjustments teaching of plans. This course appropriate and culturally responsive cur educational and psychological research, and of journalof articles and communication with education, educational administration, and an individual basis in consultation with their careful observation and assessment provides area, curriculum content standards, and delineated in the guidelines the of National appreciation for theprofessional responsibil develop the necessary skills to gather, record, and interpret information in a deliberate and cepts for the purpose facilitating of reading complete the research project may do so on curriculum and teaching decisions based on EDUC-501 Methods and Instruments of Research EDUC-500 ECED-550 Introduction to Research Issues and Challenges in Early Child growing strengths individual of children, Education (EDUC) for planning, conducting, and evaluating meet the ever-changing needs, interests, and home andhome community cultures. In order to priate tools. The completionof a research proposal is required. Students who wish to teachers with information which on to base the use research of data and other appro tion, methods, procedures, and techniques knowledge child of development, content ity ongoing of assessment children; of and, research. Includes the nature and types of research, methods, and procedures used in researchers. Designedfor students in business respective advisors. Prerequisites: EDPS-504, riculum and teaching settings in P-3 as reflective manner. 3 credits 3 credits 3 credits Children. Students will learn to make how will provide opportunities to deepen under Where Learning Meets Life Your Introduces basic research and evaluation con EDPS-505, or EDPS-506, or EDPS-505, and READ-501. Acquaints students with insights, informa Association for the Education Young of The focusof this course is developmentally 50 Education, Leadership, and Counselingn This course discusses the history, evolution, evolution, history, the discusses course This of fundamentals the discusses course This variety a cover to designed is course This As a special topics course, the content will will content the course, topics aspecial As American law that directly and indirectly indirectly and directly that law American vary according to the topic or issue under under topic or issue the to according vary Education, Technology and Data Manage Data and Technology Education, Public Relations and Marketing in Higher Higher in Marketing and Relations Public will begin with an overview of historical and and of historical overview an with begin will - influ contextual the appreciate will Students to of law sources diverse use will Students 3 credits 3 credits 3 credits 3 credits Students will be expected to investigate the the investigate to expected be will Students understand the many different ways laws, laws, ways different many the understand research and applyresearch it to organizational - exam topic, the to related literature research tions will be contrasted with the appropriate appropriate the with contrasted be will tions improvement in a college or university. a college in improvement to relationship in explored be will issues and characteristics the Understanding needs. academic and developmental, social, nomic, theory and practice of strategic planning in in planning of strategic practice and theory devel professional continued and preparation ine institutional practices and implications, implications, and practices institutional ine planning and budgeting with institutional planning profession, of the foundations philosophical course The education. higher in programs planning techniques toplanning budget development. higher education administrator. Ethical Ethical administrator. education higher higher education. Students apply will strategic budgeting. Students will integrate strategic strategic integrate will Students budgeting. ment in Higher Education, Planning for for Planning Education, Higher ment in Life, Residence in Issues and Problems ment, Introduction to Student Affairs Affairs Student to Introduction Higher Education Higher Topics in Selected EDUC-550-559 Education Higher in Evaluation Program and Budgeting Planning, EDUC-540 Issues Ethical and Legal EDUC-535 EDUC-530 cedures, academic honesty, and student loans. student and honesty, academic cedures, as such education higher in issues critical an of life the affect law common and code practitioner. opment of the popula of student demographics changing course. The following are some of the topics thetopics some of are following The course. the of offering agiven for consideration ences of the modern onsociety and planning pro dismissal action, affirmative admissions, eco students’ of addressing goal its especially and services of student administration and management the with associated of issues affect the environment of higher ­ higher of environment the affect a Safe and Secure Campus Environment. Environment. Campus Secure and a Safe Develop Adult into Adolescent anticipated: in Higher Education Higher in Education Higher in

education. education. ------This course will explore the supervisory and supervisory the explore will course This Theoriesandcore issuesinthe technical of lead provide will course introductory This An examination of examination and the An legal historical, version of the course to fulfill concentration concentration fulfill to course of the version Educational Leadership Constitituent Council. Constitituent Leadership Educational will be presented,will and applied examined School Leaders Licensure Consortium, and and Consortium, Licensure Leaders School for Standards School of Leaders the Interstate 3 credits 3 credits 3 credits understandings through actual classroom and actual through understandings understanding the complexity of organi complexity the understanding requirements. (Course is offered on a special special on a offered is (Course requirements. the candidate theproficiencies candidate developed bythe pre and projects inquiry/research initiated student and studies of case aseries through change school and solving problem tional including legal mandates, testing, staffing and staffing testing, includingmandates, legal increased student learning. Multi-track eval Multi-track learning. student increased observation of practical development the leadership,nance, communication patterns, gover educational learning, and teaching to 559 course numbering is designed to to designed is numbering 559to course pedagogical aspects of the education of lan education of the aspects pedagogical permit students to enroll in more than one more than in enroll to students permit funding. Emphasis is funding. placed on the evaluation Supervision for Improved Instruction Instruction Improved for Supervision Educational Administration (EDAD) Administration Educational guage minority students.guage Considers the design EDAD-505 Leadership Educational EDAD-501 Evaluating and Educating EDUC-560 and Organizational Theory Theory Organizational and and Learning and cational leadership, and the improvement improvement the and leadership, cational and professional development the standards, adopted corecontent curriculum standards EDUC-500 The procedures. and cies and exit from special programs of study. programs special from exit and enter, develop they as students of bilingual students minority for programs of school enhance staff performance and bring about about and bring performance staff enhance to plans growth professional of appropriate emphasize will course This of instruction. - edu collaboration, and collegiality among relationships the identifying and examining by K–12 in settings practices evaluation organiza culture, school decision-making, ershipwith a candidates framework for and propose improvements to campus poli campus to improvements propose and zational behavior in an educational setting. setting. educational an in behavior zational the Bilingual Child Child Bilingual the school applications that are referenced to state state to referenced are that applications school course demonstrate will Students sentations. scheduling basis.) scheduling skills and approaches and the development development the and approaches and skills

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This course will address legal issues and issues legal address will course This The educational leadership required to estab to required leadership educational The Act and the Americans with Disabilities Act; Act; Disabilities with Americans the and Act visory approaches used in school districts. districts. school in used approaches visory No Child Left Behind legislation; church- legislation; Behind Left No Child Leadership Constituent Council. Constituent Leadership candidate the and Consortium, Licensure Leaders School Interstate of the Leaders Leadership Constituent Council. Council. Constituent Leadership Participants in the course will develop aper develop will course the in Participants 3 credits 3 credits School Leaders of the Interstate School Lead School Interstate of the Leaders School uation programs will be examined as well as as well as examined be will programs uation referenced to state adopted core curriculum curriculum core adopted state to referenced educational confronting requirements responsibilities of the school business admin business school of the responsibilities riculum content standards and professional professional and standards content riculum lum development and implementation; rules rules implementation; and development lum - curricu groups; extracurricular and teachers Education Disabilities with Individuals the in concepts key the and regulations include: that pertain to educational settings. Legal Legal settings. educational to pertain that requirements legal varied to introduced be will Students settings. school in leaders istrator to manage the organization and and organization the manage to istrator lish an effective relationship between school school between relationship effective an lish that are referenced to state adopted core cur core adopted state to referenced are that will Students supervisor. effective of the ities proficiencies developed by the Educational Educational the by developed proficiencies process procedures. Students will demon will Students procedures. process proficiencies developed by the Educational Educational the by developed proficiencies ment standards, the Standards for School School for Standards the ment standards, business services and the success of the total total of the success the and services business governing student and staff conduct; creating creating conduct; staff and student governing Education and the Law Law the and Education EDAD-507 Business Administration Administration Business School in Leadership EDAD-508 content standards and professional develop professional and standards content are that applications school and classroom procedures; seizure and search abuse; child proce and policies and issues, and concepts communication skills and interpersonal qual interpersonal and skills communication and maintaining a safe school environment; environment; school asafe maintaining and will referenced topics of the Some examined. and introduced be will community the and of education, board the administrators, and teachers parents, students, to relating dures super and observation of current analysis an affirmative action requirements; and, due and, requirements; action affirmative of this course. The professional and legal and legal The professional course. of this focus primary the is program educational ers Licensure Consortium, and the candidate candidate the and Consortium, Licensure ers for Standards the standards, development actual classroom and school applications applications school and classroom actual through understandings course demonstrate as well as approaches supervision clinical and of collaborative development the emphasize state issues; free-speech rights of students, of students, rights free-speech issues; state strate course understandings through actual actual through understandings course strate sonal supervisory platform. This course will will course This platform. supervisory sonal

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in Education site: EDAD-505. standards and professional development standards, the Standards for School Leaders agencies, etc.) will be discussed. Students ensuring barrier-free access, incorporating energy conservation measures, and the uti developed. Students will demonstrate course and school applications that are referenced the of Interstate School Leaders Licensure developed by the Educational Leadership the of inter-relationship that exists between approval process; and, the integral of role development standards, the Standards for ers Licensure Consortium, and the candidate theof school business administrator in facil essential linkage between guiding principles, existing and proposed facilities, and the and revision long-range of facility plans; and Development community will be overarching themes constructs and practical applications. Major EDAD-513 Human Resources Leadership EDAD-512 School Facility Planning function in the educational setting. Emphasis by state and local officials;the referendum ment Authority;ment the critical review state of health, safety, and security considerations, proposed school construction. Planning for professional services (public opinion consul proposed “model” school buildings; and, the process drafting of educational specifica proficiencies developed by the Educational program is considered from both theoretical ing human resources functions and processes both in issues address and needs identify to instructional and non-instructional posi tants, attorneys, demographers, architects, new and emerging technology, addressing lization school of buildingsthe by greater to state adopted core curriculum content understanding an gain will student The tions. tions. In addition, required plan site reviews resources human the of knowledge theoretical ity planning, renovation, and expansion. The implementation the of total educational topics study of will include: the development the the of role state Economic Develop understandings through actual classroom 3 credits 3 credits School Leaders the of Interstate School Lead Consortium, and the candidate proficiencies Constituent Council. financial consultants,public information financial, and ecological considerations in will evaluate geographic, socio-political, will be placed understanding on and utiliz Leadership Constituent Council. Prerequi This course will develop practical the and This course will examine leadership the role ------

school applications that arereferenced to state site-based internship. The internship agenda is supervisory leadership strengths for the pur school applications that are referenced to state state to referenced are that applications school adopted core curriculum content standards curriculum content core adopted standards, the development professional and are other important topics to be developed. developed. be to topics important other are demonstrate course understandings through actual classroom and school applications and personal skills facilitating the develop dents will demonstrate effective supervisory ensure a comprehensive exposure to super course. Students will demonstrate course adopted core curriculum content standards the standards, development professional and cil. Prerequisites: CURR-532 or CURR-531, opment and refinement of a personal leadership leadership personal a of refinement and opment communication with stakeholders concerned capacityineducational settings. Students will EDAD-511 EDAD-510 guided by national leadership standards that Group Processes in Supervision Seminar and Practicum in Supervision faculty and staff, whilepromoting interactive budget planning and development; and, the and, planning development; and budget behaviors in class sessions and simulations modeled by educational leaders. Candidates helping of ment and caring relationships with procedures will be a major component in the in component major willa procedures be pose of establishing an agenda for an extensive extensive an for agenda an establishing of pose the candidate proficiencies developed by the by developed candidate proficiencies the to the local, state, and federal governments platform. Considerable attention is placed on on placed is attention Considerable platform. course demonstrate will Students practice. practice and apply this knowledge to the devel that represent daily challenges and opportu- nities present in school settings. Students will that are referenced to state adopted core cur the supervisory function developing of group identify group process “best practices” to be the candidate proficiencies developed by the the by developed proficiencies candidate the role of the school fiscal school structurerelation the in of role riculum content standards and professional understandingsthrough actual and classroom understanding the ethical basis supervisory of and actualclassroom through understandings understanding supervisory of theory and best Standards for School Leaders of the Interstate Interstate the Leaders of School Standards for School Leaders Licensure Consortium, and 3 credits 3 credits Standards for School Leaders the of Interstate and Consortium, Licensure Leaders School CURR-538, and EDAD-505. will develop and refine techniques, strategies, with improving teaching and learning. Stu- Educational Leadership Constituent Council. EducationalLeadershipConstituent Educational Leadership Constituent Coun visory responsibilities. Students deepen their Advanced study in double entry accountingentry double in Advancedstudy This course will apply theory and research to This course requires the student to self-assess - - - ­ -

school district surplus and debt regulations; debt districtand surplus school school districts will be reviewed. Some specificdistricts willreviewed.school Some be school business administrator, ensuringthe administrator, business school standards and professional development standards, the Standards for School Leaders strategic planning models; traditional and and restrictions the on use school of funds; current and emerging fiscal concerns in school fiscal school emerging in and concerns current operations; determining taxation rates; and, developing non-public sources revenue. of The willassessed agreements be regardand with operation the of district in compliance with the on practices impact that business accepted inprogram educational total the of operation and current procedures that regulate and the of role leadership districts. The school of developed by the Educational Leadership of theof Interstate School Leaders Licensure and school applications that are referenced operations; supply management and facility a public school district will be examined. district business office;the of development and issues related tothe effective and efficient operation school of district, will be reviewed. operations. Special emphasis will be given accounting procedures” in district operations. control the funding the financial and operations control casting; debt service and insurance expenses; and Accounting EDAD-509 School Financial Management food services, transportation, and facility managetrackexpenditures;regulationsand monitoring, assessing and reporting fiscal on ments. Students will demonstrate course maintenance; and temporary financial invest best-practice organizational and management be: the organization and management the of management school of and district fiscal tions; the fiscal controls used to approve, approve, to fiscalused the tions; controls policy, procedure, and code, is a central theme. program oriented budgets; and, the applica procedures critical to the administration of personnel, enrollment, and resource fore topics study of will include: the leadership regulationsand “cap” imposed state of impact bargainingpackages negotiated benefit unit growthdevelopment. and budget possible to tion, the planned curriculum,generallyplanned and the tion, to state adopted core curriculum content tion technology of to instruction and the to the importance “generally of accepted role of the of role school business administrator in resources, identifying and solving problems understandings through actual classroom 3 credits Specificlegal and code requirements and Constituent Council. Consortium, and the candidate proficiencies Other topics to be addressed will include: Where Learning Meets Life Your Enrollment, revenue, and cashprojec flow Judicial decisions, federal and state legisla Among the topics study of in the course will This examinescourse precedents historical the 52 Education, Leadership, and Counselingn This field-based practicum requires that each each that requires practicum field-based This This coursewill examinethe principlesand Leadership Constituent Council. Prerequisite: Prerequisite: Council. Constituent Leadership Legislation pertaining to the financing of short short of financing the to pertaining Legislation EDAD-501. Educational Leadership Constituent Council. Council. Constituent Leadership Educational Emphasis will be to continuously identify issues Prerequisites: EDAD-505 and EDAD-511. and EDAD-505 Prerequisites: will use technology to gather data; identify financial implicationsassociated with site-based School Leaders of the Interstate School Lead School Interstate of the Leaders School understand course demonstrate will Students School Leaders Licensure Consortium, and Standards for School Leaders of the Interstate 3 credits 3 credits understandings through actual classroom and and classroom actual through understandings regulations. Students will demonstrate course course demonstrate will Students regulations. ings through actual classroom and school presentations create resources; based non-tax improvement. The classwill examinethe budgeting school study will Students codes. ing proficiencies developed by the Educational Educational the by developed proficiencies knowledge and skill. By researching their their By researching skill. and knowledge will students interview, and biography tion, observa reading, Through course. the in enrolled while teacher) or beginning teacher school and program for atool as procedures the candidate proficiencies developed by the the by developed proficiencies candidate the that are legal requirements in human resources staff. support and of faculty evaluation and ing mentor selection, of recruitment, importance will Students function. resources human the procedures” and the appropriate state budget state appropriate the and procedures” proposals using “generally accepted accounting management models and whole school reform. for specific audiences;and, workwith models framework of school finance. Students will will Students finance. of school framework School Finance and Fiscal Management Management Fiscal and Finance School Mentoring Beginning Teachers Beginning Mentoring EDAD-515 EDAD-514 core curriculum content standards and profes and standards content curriculum core ers Licensure Consortium, and the candidate candidate the and Consortium, Licensure ers adopted state to referenced are that applications deployment. resource and efficiencies equity, of data driven indicators to examine issues of court decisions involved in shaping the legal legal the shaping in involved decisions court erature and participating in critical dialogue dialogue critical in participating and erature lit relevant reading mentors, as practice own teaching acquire teachers how novice explore Students examined. be will debt term long and examine the historical spending patterns of a of a patterns spending historical the examine and professional development standards, the the standards, development professional and standards content curriculum core adopted administration or required by federal or state develop a comprehensive understanding of the of regulations and policies established the and planning, strategic climate, organizational sional development standards, the Standards for for Standards the standards, development sional student work with a novice teacher (student (student teacher anovice workwith student budget new develop and budget district school school applications that are referenced to state

------This is the first of two “capstone” intern two “capstone” of first the is This by needed skills the develop will course This After analysis of leadership strengths, based on on based strengths, of leadership analysis After Education requirements for extendedan Educational Leadership ConstituentLeadership Educational Council. Prerequisites: EDAD-501 and EDAD-514. EDAD-501 and Prerequisites: School Leaders Licensure Consortium, and and Consortium, Licensure Leaders School for Standards School of Leaders the Interstate 3 credits 3 credits use, and apply statistical concepts and research research and concepts statistical apply and use, understandings through actual classroom and actual through understandings use of friends’critical discussion groups; the regarding the frameworks, implementation,the frameworks, regarding novice teachers’ professional growth. professional teachers’ novice - evalu and explore will students seminars, in the candidate theproficiencies candidate developed bythe include: the study and scenario analyses; case interpret informeddata and make decisions lowed in the spring semester with EDAD-592. program Thein educational administration. tively evaluate and problem-solve internship internship problem-solve and evaluate tively methodologies in critical administrative and and administrative critical in methodologies mentor, and instructor. The capstone intern capstone The mentor, instructor. and ment, topics and review discuss and scenarios coopera will Students informed. ethically be from best-practice perspectives, finalize the the finalize perspectives, best-practice from in Seminar/Practicum EDAD-591 Schools in Making Decision Data-Based and Research EDAD-521 Educational Leadership Leadership Educational course course meets New Jersey Department of ate methods of facilitating and supporting supporting and of facilitating methods ate course is taken in the fall semester and is fol is and semester fall the in taken is course educational leaders atlevels toall interpret, and professional development the standards, adopted corecontent curriculum standards of appropriate problem solving and resolution programs; and, the identificationand software technologies of different use and application in school,and learning and national district, and designedpractices to improve teaching programs of instructional evaluation and of different strategies. Students research will be understanding used towill ogy further a self-assessment completed by the candidate, internship in administrative the schools. This eratively planned by thesite-based candidate, - gradu other in students with interact and analyses, case and simulations in engage derived fromand other readings resources, state platform of aleadership development leadership experiences, assess performance and and experiences, besustained, substantial ship for courses in the candidates leadership methodol Statistical functions. supervisory school applications that are referenced to state state to referenced are that applications school course demonstrate will Students strategies. and Course activities fieldsettings. work will specific internship experiences will be coop be will experiences internship specific ship will build on strengths, develop growth growth develop on strengths, build will ship

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This is the second of the “capstone” intern the of “capstone” second the is This 1–3 credits Leadership ConstituentLeadership Council. Enrollment Enrollment by permission of instructor. Pre of instructor. bypermission Enrollment Council. Constituent Leadership Educational Department of Education requirements for for requirements of Education Department Jersey New meets EDAD-591, course the will demonstrate course understandings understandings course demonstrate will will demonstrate course understandings demonstratewill course understandings Course content varies with the academic academic the with varies content Course School Leaders Licensure Consortium, and and Consortium, Licensure Leaders School Interstate of the Leaders School for Standards 3 credits School Leaders of the Interstate School Lead School Interstate of the Leaders School requisite: EDAD-591.requisite: research interests of students who wish to to wish who of students interests research the candidate proficiencies developed by the by developed proficiencies candidate the through actual classroom and school appli school and classroom actual through professional development standards, the the standards, development professional in EDAD-591 in collaboration with asite with EDAD-591in collaboration in initiated projects internship field-based ing - pursu continue will Students schools. the with combination In semester. spring the tions that are referenced to state adopted core applica school and classroom actual through proficiencies developed bythe Educational mentor and the course instructor. Students Students instructor. course the mentor and positions in educational institutions. Students of inter patterns of the understanding provide by permission of instructor. by permission Seminar/Practicum in in Seminar/Practicum Independent Study and Research in in Research and Study Independent Educational Leadership Educational EDAD-592 Educational Administration Administration Educational EDAD-600 core curriculum content standards and and standards content curriculum core adopted state to referenced are that cations overall content of educational administration. of content educational overall the to related study independent in engage an extended administrative internship in in internship administrative extended an curriculum contentcurriculum and professional standards development standards, the Standards for for Standards the standards, development ers Licensure Consortium, and the candidate action among that occur different leadership and otheradministrators school personnel will ate Presentationsprograms. by practicing school-year calendar and is taken during during taken is and calendar school-year the with coincides that sequence course ship

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in Counseling/School Psychology standing the of standardized assessment social and ethical considerations in testing, school psychological services that have been academic, behavioral, and social-emotional assessment instruments commonly used in descriptive statistics, reliability and validity, dardized tests, and the communication of edge and skills in individual-referenced assessment based upon the standards and data to intervention. a specialty area professional of psychology. adopted by national organizations represent dent shoulddent have designed both a survey and an interview format in an area interest of to data. Prerequisites: EDUC-500. EDPS-520, curriculum-based assessment and link these and Behavior Data Analysis EDPS-520 Measurement, and Tests Assessments EDPS-521 EDPS-514 EDPS-515 general curriculum. Students will be able ­Curriculum-Based Measures Statistics and Quantitative Assessment and Intervention I: ­Standardized Measures of Academics Assessment and Intervention II: measurement and research. will It develop best practices, and standards for delivery of be reviewed. process, measurement issues, psychometric properties assessment of instruments, and the these of role instruments in informing interventions. tics, and administer, evaluate and interpret the counseling include profession. Topics the appropriate selection and usage stan of the ability to calculate descriptive statis their results. Computer literacy is required in this course. Fall, spring, summer. to design, administer, score, and interpret tory and evolution school of psychology as ing the profession school of psychology will them. Inferential statistics and quantitative techniques for analyzing, interpreting and reporting research data will be applied to this 3 credits 3 credits 3 credits 3 credits In addition, the study professional of ethics, Prior to the beginning this of course, the stu- This course willbuild upon students’ knowl The firstcourse in a two-course sequence on This course will increase students’ under ------

study school of psychological issues associ strategies are examined from a psychological successfully complete this course, including size data from multiple methods of assessment of methods multiple from datasize academic development. Assessment is studied is Assessment development. academic dents learn to select appropriate assessment as to evaluate the behavioral and social/emo exceptionalities, educational specific with ated duction to school psychology through an analysis the of contemporary roles and func and giftedness. The characteristics,identifica and sociocultural perspective. An experi apply to students willenable field the in ence other content will be explored and confirmed administering,tests interpreting scoring,and cognitiveof abilities,academic achievement, status, adaptive and emotional-behavioral assessment process for learning, and for cognitive, process assessment expected areto Students concerns. academic and sources to produce written psychological and Social-Emotional Needs EDPS-513 EDPS-512 Psychology of Exceptionality Professional Practice of School ­Psychology: Issues and Historical, ­Ethical, and Legal Considerations EDPS-510 EDPS-509 Assessment of Intelligence Assessment of Behavioral from an empirically based, problem-solving anempiricallybased,problem-solving from model of social-emotional, behavioral, and behavioral, social-emotional, of model modelthat links directly to intervention. Stu- behavior. Students also are required to synthe master a wide range of concepts and skillsand concepts to range of wide a master the context of a comprehensive, ecological comprehensive, a of context the so individual referralmatch questions to tools including learning disabilities, mental retarda tion, behavior disorders, physical handicaps,physical disorders, behavior tion, intervention current and procedures, tion knowledge in a realistic classroom setting. tions school of psychologists. Professional issues are explored in the context the of his ing reading, of writing, mathematics, and through empirical evidence. nishes students with the clinical, the with practical, andstudents nishes theoretical sophistication to understand the tional problems children of and adolescents. reports that inform intervention practice.Pre requisite:EDPS-513. 3 credits 3 credits 3 credits 3 credits Prerequisite:EDPS-513. Building this course upon EDPS-514, fur This course is designedprovide to an intro This course provides opportunities for the for opportunities provides This course The assessment of personality is reviewed from reviewed personality from of is assessment The ------

in Reading/Language Arts specific educational tasks such as the teach storage. Cognitive principles will be studied specialists. special emphasis developmental on processes, sis, interpretation, and practical implications the Child and Adolescent and problem solving. Their relationship to and their application to learning. The of flow education and training; personality problems encountered classroom by teachers. and interests; and the writing and editing of administration, and scoring tests; of measure opmental processes, individual differences, and mental health. Concepts and theoretical orientations to humandevelopment from of significantof research that has contributed conception through adolescence. The analy counseling services with emphasis devel on EDPS-508 EDPS-507 EDPS-506 EDPS-503 Human Growth and Development EDPS-502 Psychological Development of Cognitive Processes and Learning Educational Psychology (EDPS) Advanced Educational Psychology ment of achievement, of ment intelligence, aptitude, basic statistical tools needed by reading mental issues across the life span. most to the knowledge human of develop ment of the of ment child and adolescent. physiological, and sociological foundations of procedures, interpreting test of scores. Covers tive to the principles cognitive of psychology information is followed from where begins it through the processes integration of and learning theory as applied to educational thought and practice. The psychological, items teacher-made of tests, school marking individual differences mentaland health. including: reliability and validity, selection, ing life of span developmental theories and relative to concept formation, reasoning, research applied to counseling services with 3 credits 3 credits 3 credits 3 credits 3 credits Studies basic characteristics test of scores, Surveys psychologicalof principles applied to Where Learning Meets Life Your Includes strategies for working with develop Provides an overviewand broad understand Testing and Measurement Techniques A critical examination contemporary of This course deals with what is known rela 54 Education, Leadership, and Counselingn This practicum experience provides super provides experience practicum This This course provides opportunity to expand each expe supervised provides practicum This a biological emphasize will course This 1 credit 1 credit 4) neuropsychological diseases (e.g., epilepsy, diseases neuropsychological 4) vised practice in administering, scoring, and and scoring, administering, in practice vised EDPS-513. Intervention will be approached from aproblem- from approached be will Intervention 3 credits 3 credits rently accepted practices based upon the needs academic identifying in rience that is linked to intervention. Prerequisite: Prerequisite: intervention. to linked is that purpose the for instruments assessment tered adminis of individually array an interpreting EDPS-513. Prerequisites: intervention. and summarize will Students classroom. the 3) psychopharmacology; system; nervous the of anatomy the 2) differences; logical individual’s referral problem will be explored. explored. be will problem referral individual’s practice the selection and administration administration and selection the practice will Students framework. problem-solving behavior. Topics studied will include the the include will Topicsbehavior. studied behavioral, and social-emotional needs. Cur needs. social-emotional and behavioral, ment of effective interventions to meet academic, mental health difficulties. health mental following: 1) the genetics of human psycho of human 1) genetics the following: Adolescents with Special Needs Needs Special with ­Adolescents Interventions for Children and and Children for Interventions Practicum in Assessment Assessment in Practicum EDPS-581 EDPS-570 inMeasuresPracticum Curriculum-Based EDPS-548 Behavior of Basis Biological EDPS-535 conducting structured direct observation of observation direct structured conducting of producing a written psychological report report psychological awritten of producing for recommendations make and objectives and goals develop data, assessment analyze and of psychology study the to approach assessment of the academic environment by environment academic of the assessment and class-wide individual, question(s) the at referral match to tools CBA of appropriate a within methods (CBA) assessment curriculum-based utilizing of students and application. Prerequisite: EDPS-513. data. Case studies will be used to link theory dian rhythms; and 7) the biopsychology of biopsychology the 7) and rhythms; dian circa and dreaming, sleeping, 6) amnesia; and 5) memory sclerosis); multiple autism, student’s knowledge and skills in the develop the in skills and student’s knowledge practice also will Students levels. school-wide solving model and based on current assessment of Intelligence Intelligence of

------stu the end the of at occurs internship The The student functions as a school psycholo school as a functions student The psycholo school as a functions student The super provides experience practicum This supervised provides experience practicum This 1 credit 1 credit Assessment including recommendations for for recommendations including Assessment vised practice in the study, implementation, study, implementation, the in practice vised EDPS-582, and EDPS-583. and EDPS-582, EDPS-513. 3 credits 3 credits under the supervision of a certified school school of acertified supervision the under school of acertified supervision the under ress. Prerequisite: EDPS-513. Prerequisite: ress. intervention design, and group supervision. supervision. group and design, intervention weekly attend students Additionally, ting. set aschool in occur must internship supervi group and design, intervention weekly attend students Additionally, ting. set aschool in occur must internship taught taught in EDPS-510 Assessment of Behavioral professional ethics, problem-solving and and problem-solving ethics, professional of the percent 50 least At psychologist. and problem-solving ethics, professional of the percent 50 least At psychologist. to successfully initiate and lead the 4-step 4-step the lead and initiate successfully to and school across consultation provide to practice using the techniques and methods monitor and evaluate the target student’s prog target the evaluate monitor and based intervention. The consultation will be will consultation The intervention. based School and Agency Settings Settings Agency and School Internship in School Psychology II II Psychology School in Internship I Psychology School in Internship gist in a 600-hour approved field placement placement field approved a600-hour in gist placement field approved a600-hour in gist Behavioral and Social-Emotional Needs Needs Social-Emotional and ­Behavioral of Assessment the in Practicum EDPS-582 EDPS-591 EDPS-590 in Consultation in Practicum EDPS-583 dent’s program. Prerequisite: EDPS-590. Prerequisite: dent’s program. consultation process resulting in adata in resulting process consultation a behavior intervention plan and a to means Behavioral aFunctional complete to expected be will Students Needs. Social-Emotional and agency settings. Students will be expected expected be will Students settings. agency model of aproblem-solving evaluation and documented in a formal report. Prerequisite: Prerequisite: report. aformal in documented seminars that deal with issues related to to related issues with deal that seminars EDPS-581, Prerequisites: student’s program. the end the of at occurs internship The sion. to related issues with deal that seminars

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------The course develops knowledge, skills, and and skills, knowledge, develops course The This course provides psychological and interdis and psychological provides course This orga social as a school public American The Within the theme of optimal development 1–3 credits Addresses community social services avail services social community Addresses An exploration of contemporary educational educational of contemporary exploration An (e) higher-order creative and critical thinking. critical and (e) creative higher-order vibrant multicultural issues that sometimes sometimes that issues multicultural vibrant Reviews principles and methods utilized by utilized methods and principles Reviews Course content varies with the academic academic the with varies content Course 3 credits 3 credits 3 credits represent. Students visit various community community various visit Students represent. to wish who of students interests research the role and function of the agencies they they agencies of the function role and the nization which influences and is influenced influenced is and influences which nization plinary influences on education, and and education, on influences plinary philosophical and historical perspectives on on perspectives historical and philosophical these of placement reflective and perceptive from resulting challenges and problems perspectives to guide their reflective profes reflective their guide to perspectives by local, national and international cultural cultural international and national by local, Sociological and Cultural Cultural and Sociological Preparation (GLTP)­Preparation Educational Sociology (EDSO) Sociology Educational Graduate-Level Teacher Graduate-Level Conceptual Frameworks Frameworks Conceptual GLTP-500 Independent Study and Research Research and Study Independent Referral Sources for Clients Clients for Sources ­Referral Counseling: School of Foundations EDSO-501 EDPS-600 Foundations of Education Education of Foundations EDSO-510 and Students with Special Needs Needs Special with Students and community agencies are invited to discuss discuss to invited are agencies community cent development, (b) learning theories, (c) theories, (b) learning development, cent - stu enable to context ahistorical in changes A conditions. cultural and social changing ciplinary perspectives on teaching and learning. agencies and report on their work. on their report and agencies students. needs special and clients to able psychology. of content school overall the to related study independent in engage education, (d) sociocontextual and interdisci and (d) sociocontextual education, education. of public outcome the determine of the analysis and exposition An evolution. dispositions pertinent to (a) child and adoles and (a) to child pertinent dispositions these use students intelligence, of creative perspective. in future put the dents social agencies. Representatives of various of various Representatives agencies. social sional development throughout their program. program. their throughout development sional for Teaching and Learning Teaching Learning for and in School Psychology Psychology School in

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student gradually assumes a full load teach of and rationale for secondary-level education is education secondary-level for rationale and developed. Students acquire skills in instruc already have a year successful, of full-time Aftera setting. school a in participation daily competence demonstrate to them enables and daily participation in a school setting. The school a dailyin participation cial application must be made and approved approved and made be must application cial classroom, the intern assumes a full load of certification, requires certification,requires supervised full-time Prerequisite:only). Permission instructor. of Middle/Secondary Schools 9 credits GLTP-571 GLTP-520 Curriculum in and Teaching GLTP-570 Supervised Practicum in Teaching Seminar and Internship in Teaching for enrollment in the course. The practicum The course. the in enrollment for fee is charged for this course. (nine semester semester this (nine course.charged is for fee brief period of orientation to the school and school the to orientation of period brief hours; offered in fall and spring semesters semesters fall spring in offered and hours; tional planningmanagement.tional classroom and instruction. Prerequisite: GLTP-503. who certification teacher seeking interns to teaching experience its or equivalent. A spe teaching responsibility at the school. The expe in the specialty for which they seek certifica the initial the teaching certificate introduces and curriculum middle,instruction and in to them tion. Prerequisite: Permission instructor. of ing responsibility at the school. The experience The school. the at responsibility ing into meaningful practice. A student-teaching requires six weeks of full-time, supervised supervised full-time, of weeks six requires rience finetunes the teaching abilitiesof interns 3 credits 3 credits junior and senior high schools. The historyThe highschools. senior and junior will test the translation of educational theory educational translationwillof the test Internship in Teaching. is It only available Field experiences will supplement classroom willexperiences supplement Field This practicum is a condensed version of the the of version condensed a is practicum This This course is designed for students seeking students for designed This is course seeking those initialfor designed This course, ------

in Secondary Schools strategies. Field experience will consist of science instruction. Prerequisite: GLTP-520. and traditional/non-traditional assessment traditional/non-traditional and observation and analysis a unit of study of over of instruction in science, social studies,and science, instruction in of ences will consist classroom of observations and teaching individuals and/or small groups students. of Prerequisite: GLTP-502. elementary curriculum and focuses the on ditional assessment strategies. Students will also explore positive models for classroom of recent research in the content and teachingand content researchthe in recent of individuals groups; and mathematicsby of teaching) to (reflective lessons demonstration lessons;of selection and organization mate of of teachingof strategies. Emphasis is the on inves in laboratory the of use the and developments, curriculum approach, discovery learning, ­Elementary School II: Science, Social ­Elementary School I: Mathematics groups children. of Prerequisite: GLTP-502. GLTP-515 GLTP-510 GLTP-507 GLTP-506 Curriculum in and the Teaching Curriculum in and the Teaching Studies, and the Arts for students in preschool through eight. grade preschool in students for management and discipline. Field experi mathematics in the secondary school; review secondary the mathematics in school; hands-on experiences, use technology, of planning for and implementing an integrated process. Students develop their own repertoire repertoire own their develop Students process. lum, theme cycles, unit planning, cycles,unit hands-ontheme lum, learningdiscoveryexperiences, learning, time in at least field one site as well as contin the arts that are developmentally appropriate appropriate arts the developmentally arethat lesson presentation. Prerequisite: GLTP-520. teaching mathematics of that is developmen lesson planning, and traditional and non-tra illustrate techniques of teaching; planning the of illustrate techniques tally appropriate for students from nursery to grade eight. In keeping with NAEYC and tigation and interpretation of recent curriculum curriculum recent of interpretation and tigation rials and subject matter; and evaluation of of evaluation and matter; rialssubject and ued teaching lessons of to individual and/or utilized in the study of the teaching-learning teaching-learning the of study the in utilized 3 credits 3 credits 3 credits 3 credits Classroom interaction analysis systems are are systems analysis interaction Classroom Emphasis is placed integrated on curricu- NCTM standards, emphasis is placed on Teaching MathematicsTeaching Teaching ScienceTeaching in Secondary Schools This course focuses on methods and methodsmaterials and on focusesThis course This course introduces students to the The critical analysisof the aimsof teaching ------

in Secondary Schools in Secondary Schools in Content Areas studies in junior and senior high schools. highschools. senior and junior studies in ers are confronted. Prerequisite: GLTP-520. onstration lessons are prepared and presented. presented. and prepared are lessons onstration explore strategies for the imaginative teach and study the selection, development, and ers vocabulary, comprehension, composition, learners, all for Pedagogy study. language and areas in general education in preschool and composing processes, vocabulary, and oral critique thematic units, analyze curriculum, Language Arts: Literacy and Learning Language Arts: Early Literacy GLTP-505 GLTP-504 GLTP-503 GLTP-502 Curriculum and Instruction in Reading/ Curriculum and Instruction in Reading/ ment arement explored. Prerequisite: GLTP-520. middle schools and senior high schools primary grades. Prerequisite: GLTP-500. tion are studied, and specific methodological techniques are described and practiced. Dem- ing literature, of poetry, drama, grammar, languageuse. Students research, develop, and in vocabulary, comprehension, composi to diverse learners in general education. Pre tion and language study in content areas in to manage literacy instruction through content content through instruction literacy manage to ranging from gifted to diverse learners. How How learners. diverse to gifted from ranging requisite: GLTP-500. use a wide of varietyteaching of materials. upper elementary grades through high school. 3 credits 3 credits 3 credits 3 credits Students preparing to teach English in Considers typical problems with which teach Current strategies for providing instruction Current strategies for teaching beginning learn Where Learning Meets Life Your Pedagogy for all learners, ranging from gifted Basic goals and aims social of studies instruc Teaching SocialTeaching Studies Teaching EnglishTeaching Language Arts Traditional and alternative methods assess of The theoretical foundations of teaching socialof foundations theoretical The 56 Education, Leadership, and Counselingn This course will inform students about lead about students inform will course This acquaint students will course with This classic classi to students introduce will course This LEAD-500 or concurrent with LEAD-500. with or concurrent LEAD-500 work, study,work, or volunteer. foundational knowledge ingain the will Students will gain knowledge Studentsof gain thewill breadth 3 credits 3 credits 3 credits understanding and exercising relationship relationship exercising and understanding recognized and affirmed by self-awareness; self-awareness; by affirmed and recognized resolution in personal and organizational organizational and personal in resolution information literacy skills. Prerequisite:information literacy skills. ness. Students questionsask be will that can in organizations in which in they work,organizations study, the process of graduate-level scholarship. tional communication and provide them with which they within organizations issues within and leadershipaddress knowledge to analyze their own leadership tolearn and style, will theories and models of leadership, assess will processes relevantprocesses to communicative life in ing relationships. Prerequisite: LEAD-500 or LEAD-500 Prerequisite: relationships. ing understanding the both guide will leadership of dimensions relational multiple the ing identity, leadership of developing themes the process process of graduate-level scholarship. Students Organizational Leadership (LEAD) Leadership Organizational Organizational Communication Organizational Introduction to Organizational Organizational to Introduction Functional Leadership Role Leadership Functional aCross- in Motivating and Leading LEAD-530 LEAD-510 ­Leadership LEAD-500 communication literature, communication and communication processes communication wellas as in organizations and professional/practitioner organizational by answered in academic systematic research or volunteer and evaluate their effective their evaluate and or volunteer ence of various approaches to organizational organizational to approaches of various ence pres the gauge will Students organizations. of approaches theoretical to understanding further to assignments research and analysis ershipasked be will Theystudies. to apply this lead in questions research answer and develop concurrent with LEAD-500. with concurrent and current cal ofviews leadership and to the and practice of leading people and manag and people of leading practice and recogniz and behavior; group and awareness ences and tactics present in conflict and its and its conflict in present tactics and ences - influ motivations, the with working and identifying for models and concepts ership organiza to approaches contemporary and settings. Through group dynamics exercises, exercises, dynamics group Through settings.

demonstrating ­demonstrating ------The course draws on current literature and literature current on draws course The The purpose courseofthisis to future prepare infor of importance the explores course This As a Selected Topics course, the content content the Topics course, aSelected As views, surveys, and basic statistics in terms of of terms in statistics basic and surveys, views, LEAD-500 or concurrent with LEAD-500. with or concurrent LEAD-500 LEAD-500 or concurrent with LEAD-500. with or concurrent LEAD-500 Depending on the topic, they may propose propose may they topic, on the Depending will vary according toaccording the vary topicwill or issue journal articles, plan and research, critique articles, journal 3 credits 3 credits 3 credits understanding and selecting statistics. These These statistics. selecting and understanding under consideration. Students will study study will Students consideration. under research, interpretresearch, and developfindings research. Theresearch. coursecovers basic research two. the between exists that relationship lyze theoretical work, theoretical lyze conduct background important topics related to leadership within information resources within the boundaries boundaries the within resources information positions in toregard the topic under study. making will be explored. Prerequisite: Prerequisite: explored. be will making decision- effective and analyses data between methods, methods, such experimental, as ex post facto, the within resources financial and mation Selected Topics in Organizational Topics Organizational in Selected Organizational Research Organizational Information and Financial Financial and Information Resources in Organizations in Resources LEAD-540 Leadership LEAD-551-559 LEAD-550 concepts are taught within the framework framework the within taught are concepts correlational, case study, time series, inter series, study, time case correlational, necessary the and of organizations, culture of organizational leadership.of organizational Prerequisite: ence change in organizations. in change ence - influ to programs or develop policy plan and ana and examine will They organizations. defined by financial realities. The relationship relationship The realities. financial by defined of use effective on the focuses and agement organizational leaders to organizational read professional student experience to explore resource man resource explore to experience student

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - - - This course will provide students with knowl with students provide will course This - stu for as a practicum serves course This students provides course required This Leadership and LEAD-510 Organizational Organizational LEAD-510 and Leadership Organizational to Inroduction LEAD-500 LEAD-500 or concurrent with LEAD-500. with or concurrent LEAD-500 Leadership degree program with the oppor the with program degree Leadership will be asked to apply their knowledge of knowledge their apply to asked be will write-up a leadership project. Reflection on Organizational Leadership. Students be Organizational will Communication. 3 credits 3 credits 3 credits regulations toregulations ensure appropriate workplace required to out, plan,and initiate,assess carry tunity to gain practical experience through through experience practical gain to tunity they work, study, or volunteer. The field study,field work, or The volunteer. they where organizations within issues leadership address and analyze to concepts leadership tion be identified.will completeStudents will litiga and grievances employee to lead that in the workplace. Potential sources of conflict taken in last semester of study. semester last in taken is Course semester. the of date finish normal spring and/or fall for scheduled normally is used be also will sessions Class format. ing participation in a variety of leadership roles roles of leadership avariety in participation projects to require extended work beyond the the beyond work extended require to projects progress and what is occur being learned will behaviors. knowledge Studentsand gain will for exercises and Thepractice of course skills. Conflict Resolution Conflict Guided Field Experience in Organiza in Experience Field Guided gies gies to help build harmonious relationships LEAD-570 and Ethics Issues, Legal LEAD-560 Project Seminar in Leadership in Seminar Project LEAD-598 completion of a significant project, students students project, of asignificant completion cover issues found legal in the workplace, such conflict resolutionalso style. will The course ence. Through specialized readings and the and readings specialized Through ence. experi field mentored and organized an and organizational functions. Prerequisites: Prerequisites: functions. organizational and and observation active entails experience agreements, employment law, etc. Prerequisite: collective harassment, bargaining sexual as laws/ current and guidelines of ethical edge each week in class, using an Action Learn Action an using class, in week each dents about to graduatein with their M.A. Organizational in M.A. the in enrolled tional Leadership tional self-assessment tools to determine their own own their determine to tools self-assessment strate resolution of conflict use the in skills sion I course, students should their expect Ses aSummer as listed it is When semesters.

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for Fraction Understanding Fraction for design an action research project, collect and analyze data teaching on and learning, and document their work in a paper submitted of children’sof acquisition knowledge of and explore the pedagogical and curricular impli opportunity to learn about the goals and ates current theories in young children’s development mathematical of thinking. educational research, and the implications action of research for changing educational and examine potential areas inquiry of for of K–8 fraction instruction during a weeklong instructionfractiona K–8 during of alignsand nationallevels, with developmental standards. state and will Participants work cations this of acquisition. conduct action research in their own class engagingprocess,thisdesign in multigrade mathematical thinking, children’s ematics, canmathematicsinstruction. Participants and college or hours development earnprofessional course. Based the on successful CONNECT-ED credit. MATG-580 MATG-585 Practicum in Conducting MATG-552 MATG-559 Development of Mathematical Thinking Curricular and Instructional Design InstructionalDesign and Curricular Action Research on Action Research for refereed presentation and/or publication. for number, measurement,for number, geometry, and fraction instruction that traces children”s instructionfraction tracesthat children”s methodologies action of research, action how pre-algebraic thinking will be investigated. practice. Additionally, students will identify project, this seminar will model how to design to this seminar how will project, model ing necessary to conduct action research on their own classroom practice. Students will the opportunity, framework, and mentor their own action research designs. to design similardesign instructionalto activities.By teachers willexamine new ideas about math rooms. provides It MAT students with the research is situated in the broader context of 3 credits 3 credits 3 credits 3 credits Students will develop an understanding with peers and experienced University faculty University experienced and peers with K–8 teachers examine the theory and practice Prerequisite: MATG-580. Teaching and LearningTeaching This courseprovides studentsMAT with This courseprepares practicing teachers to This course examines, applies and evalu- The psychologicallearning trajectories - - project, this seminar project,

successful CONNECT-ED sion making.sion The third module will introduce students to the study intercultural of com- status, power and problem solving and deci and conflict. The second module will explore explore will module second The conflict. and of K–8of place value instruction during a week communication. Broken down into three developmental levels and alignsand nationallevels with developmental standards. state and will Participants work development hours college or credit. on other math topics. By engaging this in By topics. math other on Relational Communication: MATG-551 Place Value Instruction: Navigating the Decimal Interpersonal, Group, and Intercultural Dynamics COMM-565 Master of (MATG) Arts in Teaching modules, the curriculum will be divided among munication, with its focus on the relationship relationship the on focus its with munication, between culture and communication. porary research in the area relational of communication, human of theories upon placed mathematicalthinking, mathematicsand multigrade design process, teachers will exam- the topics of Interpersonal Communication, Communication, Interpersonal of topics the long course. Incorporating the ideas of the of ideas the Incorporating course. long including leadership and followership, roles, instructional design that traces children’s instructionaltracesthatdesign children’s instruction. Participants caninstruction. Participants earn professional ine new ideas about mathematics, children’s mathematics,children’s about ideas new ine to design longitudinal instructional modules 3 credits 3 credits Communication. In the first, emphasis will be will emphasis first, the In Communication. Group Communication, and Intercultural Intercultural and Communication, Group will theorymodel examineand value place with peers and experienced University faculty University experienced and peers with K–8 teachers examine the theory and practice verbal and nonverbal communication, gender, communication, group of elements various Master Arts of in Organizational Leadership (MAOL) program to seminal and contem- This course will introduce students in the ------

in Organizational Leadership students develop necessary digital media pro strategies to effectively nurture and promote a promote and nurture effectively to strategies duction skills and use them critically to solve effectsof digital media convergenceon social and paradigms. This couse will alsohelp effect that poor communication choices have have choices communication poor that effect discussion,on research, and presentation. organizational leaders understand gender, how cultural and social other and religious, ethnic, to how and workplace, the affect differences effectively harness those differencestowards employee relationship, and ultimately, good and cultural communication principles and convergence. The course will examine the communities through a variety theories of effectiveleaders apply successful communica demic research interests students of who wish and/or the of one concentrations in higher education administration, communication, culturally diverse workforce. This course helps helps course This workforce. diverse culturally Digital Media Communication LEAD-600 gies that make up the new digital of world Independent Study and Research COMM-564 Communication and Diversity in the COMM-563 Communication Issues for Leaders COMM-560 Organizational Leadership media development problems. maintaining a workplace that promotes good good promotes that workplace a maintaining had organizations. on Emphasis will be placed historical and current challenges faced by orga productivity for the organization. life, ethics, industry, and local and global position. Through analysis and discussionof Workplace tion strategies. Case studies will also explore the the explore also will studies Case strategies. tion nizations, students will learn to recognize how tural. than More today’s organizational ever, leaders, including CEOs, managers and super tive communication for those in a leadership leadership a in those for communication tive issues that highlight the necessity effec of to engage inindependent study related to the core organizational content of leadership information technology, and counseling- related services. 3 credits 3 credits 3 credits Where Learning Meets Life Your (COMM) visors, must understand how to use diversity diversity use to how understand must visors, 1–3 credits 1–3 The cultureof work, like society, multiculis This course willlook at the digital technolo This course focuses on analysis of contemporary contemporary of analysis on focuses course This Theof content the course varies with the aca 58 Education, Leadership, and Counselingn (For Reading/Language Arts Majors) Majors) Arts Reading/Language (For vocabulary, language study, and indepen study, and language vocabulary, (PPCS) Examines the various roles Examines of the probation an and methods, concepts, the Emphasizes Reading and literacy pedagogy for ALL ALL for pedagogy literacy and Reading Studies Studies the communication process from 3 credits 3 credits 3 credits 3 credits responsibilities for the probation or parole offi or parole probation the for responsibilities the criminal justice system. Particular appli Particular system. justice criminal the interdisciplinary framework of sociology, psy of sociology, framework interdisciplinary learners, gifted, average, and diverse learn diverse and average, gifted, learners, acquisition and development,language parole policy and practice. and policy parole the delivery of community services. Allows the Allows delivery of community services. tions of activities in the Center for Reading Reading for Center the in of activities tions observa Selected content. course in included Parent studied. is classrooms mainstream in children aged all for areas content through perception, comprehension and cognition, cognition, and comprehension perception, be taken in the last quarter of the program. of the quarter last the in taken be for teaching comprehension, composition, composition, comprehension, teaching for for discussion of and theoretical the practical Seminar in Probation and and Probation in Seminar of Psychology and Sociology Reading/Language Arts (READ) Arts Reading/Language Counseling Parole and Probation Curriculum, Instruction and Supervi and Instruction Curriculum, Delinquency and Crime READ-502 Process Arts ­Reading/Language the of Pedagogy and Psychology READ-501 Services Counseling Parole PPCS-510 PPCS-501 cations will be developed as these concepts concepts these as developed be will cations chology, social anthropology, and political political and anthropology, social chology, composition, Asystems. review and language and disciplines impinge on probation and and on probation impinge disciplines and cer investigator,as officer,court lawenforcer, ers is the course content. Current strategies strategies Current content. course the is ers a componential point of view, including of models of reading and language is included. is language and of reading of models of the literature in well as each area aas survey administrator, and counselor. Thecourseis to and reference parole officer particular to with and Writing is arequirement. is Writing and also are training inservice and education dence skills are learned in a workshop aworkshop in learned are skills dence science as related to crime, delinquency, and and delinquency, crime, to related as science setting. How to manage literacy instruction instruction literacy How manage to setting. sion in Reading/Language Arts Reading/Language in sion

------10-week period. Videotapes of teaching will will of teaching Videotapes period. 10-week Writing is the thrust of this course. Students Students course. of this thrust the is Writing Presents multidisciplinary and interdisci and multidisciplinary Presents READ-505 and EDPS-506. and READ-505 and WritingReading and writestudies, case philosophy, the with teachers Familiarizes Implementation of strategies for teaching teaching for of strategies Implementation will also be a focus. Two plus weekly, afocus. be hours also will Learning of children. groups teaching when instruction personalized manage to learn will workwill on with two campus children work with clients in the Rider Center for Studies reading/language arts abilities and arts Studies reading/language 3 credits 3 credits 3 credits 3 credits the scheduled seminar, are required for a for required are seminar, scheduled the pro of reading methodology and content the investigates Also fields. various within lessons create and experience both will students ties, instruction are suggested and discussed. and suggested are instruction and Reading for Center the in skills literacy forteaching assessment Students are stressed. techniques Observational tests. and diagnostic reading speaking, of listening, integration language of the methodology and language, plinary perspectives on bilingual/bicultural on bilingual/bicultural perspectives plinary be reviewed with supervisory staff. Prerequi staff. supervisory with reviewed be reports progress constructive how write to hours a week for eight in weeks addition to education. adult through school middle Supervised Practicum in in Practicum Supervised Seminar Disabilities: and ­Abilities College, and Continuing Education Education Continuing and ­College, School, High in Reading Content grams in educational settings ranging from from ranging settings educational in grams gifted, average, and special needs students students needs special and average, gifted, READ-503 Bicultural Child Child Bicultural Bilingual/ the and Literacy READ-508 Arts Reading/Language READ-505 Reading/Language of Diagnosis READ-504 and Supervised Practicum Practicum Supervised and children and their reading process. Strategies Strategies process. reading their and children as well aas direct as parent conference. Students and materials for second language reading reading language second for materials and and informal and disabilities standardized activi workshop-type and demonstrations, lectures, Through learning. increase can areas curricular all within activities writing and the which in ways on the is Emphasis areas. content in instruction effect they as arts sites: READ-501 and READ-502. and READ-501 sites: scheduled seminar meetings. Prerequisites: scheduledmeetings. seminar

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider - - - - (READ-505) are recommended. Videotapes Videotapes recommended. are (READ-505) Literature for the young adult in a changing achanging in adult young the for Literature with children who are gifted, those with with those gifted, are who children with with theoretical and practical aspects of the of the aspects practical and theoretical with Structural and transformational-generative transformational-generative and Structural of learners types specific select Students Surveys developmental trends in literature literature in trends developmental Surveys 3 credits 3 credits 3 credits 3 credits to the literacy process. literacy the to - com of the nature the and theory, linguistic with experience practicum advanced the into built be may situations learning and teaching more efficient become to order in teach to literature to teach literacy skills in all content content all in skills literacy teach to literature permission of instructor. permission ture and its relationship to young readers, readers, young to relationship its and ture munication process are covered. Students Students covered. are process munication multiple learning disorders, or other type type or other disorders, learning multiple be integrated into the school curricula. school the into integrated be for children of preschool through sixth sixth through of preschool children for further their knowledge of the reading pro reading of the knowledge their further Advanced Supervised Practicum in in Practicum Supervised Advanced Adolescent Literature Literature Adolescent grade. Students will become knowledgeable knowledgeable become will Students grade. Foundations of Linguistics Linguistics of Foundations READ-510 READ-509 Reading/Language Arts Arts Reading/Language READ-512 Children for Literature of Survey and into Research READ-511 and Psycholinguistics Psycholinguistics and aspects of language acquisition as these relate relate these as acquisition of language aspects special Other needs. individual on students’ focus supervisor with sessions private and practicum initial in not included of learners Experience skills. literacy with experts cess, and explore ways in which literature can can literature which in ways explore and cess, are explored. are authors adult young Popular afocus. is areas explore their own assumptions about litera about assumptions own their explore study psychological, social, and linguistic linguistic and social, psychological, study society is covered. Survey and how to use how use to and Survey covered. is society study of children’s literature. Candidates will will Candidates literature. of children’s study

- - education, Leadership, and Counseling 59 ------

in Special Education setting. Prerequisite: SPED-531. students will be able to develop an appropriate anappropriate develop to willable be students a realistic classroom setting. Prerequisites: edge and training in the use of task analysis,training and edgeof use the in willinstructional be atic routines and plans offered across all domainsof a life skills curric assessment materials for children with spe applied models transition of in special education. Information the on application and interpretation specialized of assessment and implementing will the ITP, be taught. cial needs. Thelegal, cultural, and ethical goalsand objectives. Inaddition, strategies to Instructional Practices for Students with Severe Disabilities SPED-535 SPED-525 SPED-531 Assessment for Instruction for developing student self-advocacy and munity personnel and agencies with a role be presented. Legal information and ethical modify and/or adapt goals to provide instruc make decisions about appropriate place ments will be addressed. Emphasis will be andment learning environments, as well as making decisions for effective instruction prompting hierarchies, discrete trials, system - placed using on assessment information to in transition will be emphasized. Strategies independence in the transition process will issues will be noted. An experience in the in a realistic classroom setting. Prerequisites: tion in an inclusive setting willexplored. anbe inclusive in tion realistic a classroom in knowledge apply to individual educational plan with specific in the classroom. An experience in the field nity to evaluate, select, develop and adapt implications assessment of will be discussed. knowledge and skills needed to provide sys individualized tematic, students instruction to tools will be presented. Transition plan ning,including understanding, formulating ulum. Based upon a student’s assessment data, assessment student’s a Basedulum.upon SPED-512 and SPED-514. SPED-512 and SPED-514. SPED-512 3 credits 3 credits 3 credits field will enable students to apply knowledge will enable students to apply knowledge in with the wide variety school of and com- with moderate to severe disabilities. Knowl with an understanding theoretical of and Interpretation formal of and informal assess Knowledge and of collaborative interactions Transition to Adult Life An experience in the field will enable students students willenable field the in An experience This course will give students opportu the - The course willprovide students with the This course is designedprovide to students ------

study school of psychological issues associ strategies are examined from a psychological alternative skills. An emphasis is placed upon skills.upon placed alternative is An emphasis antecedent events, teach appropriate alterna interventions Multicomponent environment. and interest the include to also designed are ethical considerations are considered. An expe approach to identify the possible function(s) function(s) possible identifythe to approach problem behaviorof and in the design of exceptional learning needs in the general education classroom. Students will consider effectivelyplan a course, a unit, lesson a and organization the of learning environment also will be discussed so as to guide learning. all learners and the design learning of strate ated with specific educational exceptionalities, educational specific with ated and giftedness. The characteristics,identifica and sociocultural perspective. An experi apply to students willenable field the in ence a realistic classroom setting. Prerequisites: Positive Behavior Support Psychology of Exceptionality Inclusive Educational Practices gies to help students learn to learn how will SPED-523 SPED-514 SPED-512 for a wide array diverse of learners. The Special Education (SPED) behavior change strategies, which intervene on on change intervene strategies, which behavior behavioralchallenges individuals. Students of be introduced. An experience in the field preferences the of target student. Legal and proactive, positive behavior intervention plans intervention behavior positive proactive, that emphasize the teaching of appropriate appropriate teaching the emphasizeof that tive skills, and provide supports in the natural knowledge in a realistic classroom setting. instructional strategies that maximize the learning all of students including those with their as role curriculum makers and to how including learning disabilities, mental retarda meetingthe in practice and knowledge tion, behavior disorders, physical handicaps,physical disorders, behavior tion, intervention current and procedures, tion knowledge in a realistic classroom setting. rience in the field will enable students to apply 3 credits 3 credits 3 credits SPED-512 and SPED-514. SPED-512 will receive instruction in a problem-solving problem-solving a instructionwill in receive will enable students to apply knowledge in Teaching methods that enhance content for This course will emphasizeplanning and This course is designed to provide extensive extensive provide to designed This is course This course provides opportunities for the for opportunities provides This course - - -

for ALL Learners strategies used by ALL children at the Center students who wish to engage in independent study related to literacy education. a child who will teach him/her the self-mon ally in the summer. The topic changes each of learners.of classroom. will Teachers be taught by a child children and teachers in the Center for Read READ-600 Reading/Language Arts READ-515 READ-514 Portfolio Assessment in the Integrated Language Arts Classroom READ-513 Managing an Integrated Language Arts Program in the Mainstream Classroom Independent Study and Researchin Special in Literacy Topics III for Reading and Writing. folio-based, mainstream literacy classroom. meet specific academicneeds or interestsof between the ages six of and the how 16, management systemworks with ALL types itoring portfolio system and instructional include students with special needs in a port the Center for Reading and Writing, how to organize personalized instruction within the context a portfolio-based of mainstream through observations and transactions with ing and Writing. Students learn in week, one first hand at Course content is designed specifically to Where Learning Meets Life Your year to address current trends in instruction. Participants will focus the on study of topic Each teacher who attends will be adopted by 1–3 credits1–3 1 credit 1 credit 1 credit Thisone-week workshop is offered - annu Thisone-week course focuses how to on 60 Education, Leadership, and Counselingn This course is designed to provide students students to provide designed is course This the opportunity students give will course This with the knowledge and skills to facilitate facilitate to skills and knowledge the with with disabilities. Using various case studies, studies, case various Using disabilities. with will experience the collaborative process and and process collaborative the experience will 3 credits 3 credits SPED-535. SPED-523; SPED-525; SPED-531 and interactions, students will develop effective effective develop will students interactions, inclu- an in environment instructional the children for materials assessment and tional instruc adapt and develop select, evaluate, to to apply knowledge in a realistic classroom classroom arealistic in knowledge apply to Seminar in Collaboration, Consultation, Consultation, Collaboration, in Seminar SPED-540 SPED-539 with Mild Disabilities Disabilities Mild with Instructional Practices for Children Children for Practices Instructional and the Inclusive Classroom Classroom Inclusive the and communication, conflict resolution, and resolution, conflict communication, of research, case studies, and classroom classroom and studies, case of research, manage and design to ability the develop students enable will disabilities with children an educational team. A field experience with with experience Afield team. educational an of part as function to ability their develop Students decisions. instructional appropriate and Program Educational Individualized an successful inclusion programs. Students will will Students programs. inclusion successful sive classroom setting. Through the use use the Through setting. classroom sive setting. Prerequisites: SPED-512; SPED-514; Prerequisites: setting. make to information assessment synthesize develop to opportunity the have will students

- The course will provide an overview of theo of an overview provide will course The validated methods for literacy development development literacy for methods validated vocabulary, and language study. Manage language and vocabulary, workshop setting. Tenin work of field hours setting. workshop 3 credits ries, assessment, and intervention techniques techniques intervention and assessment, ries, requisites: SPED-531 SPED-539.requisites: and research explore will Students needs. tional classroom arealistic in knowledge apply to be will classroom education general the in needs special with of children success the influence that behaviors and Attitudes tation. tions. Students will become familiar with with familiar become will Students tions. ment of literacy instruction is studied in a in studied is instruction ment of literacy instruc special with of students literacy for for teaching comprehension, composition, composition, comprehension, teaching for SPED-542 with Special Needs Special with Literacy and Students Students and Literacy children with disabilities will enable students students enable will disabilities with children collaboration skills for professional interac professional for skills collaboration addressed. An experience in the field with with field the in experience An addressed. and instruction, including current strategies strategies current including instruction, and consul collaborative for models appropriate a special education setting is required. Pre required. is setting education a special setting. Prerequisite: SPED-539. Prerequisite: setting.

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------This course addresses the current issues in issues current the addresses course This will experience internship supervised This The instructor will provide group supervision supervision group provide will instructor The SPED-531, SPED-535, SPED-539. SPED-514, SPED-523, SPED-525, 3 credits 3 credits required. Permission of the program advi program of the Permission required. context the to appropriate responsibilities tion to the setting, the intern will assume assume will intern the setting, the to tion work will Students summer. the during tion instructor. instructor. of Permission Prerequisite: field. the in issue on acurrent presentation aprofessional ing will also Students seminars. weekly the in field supervised adirect, through and ings read directed through issues these identify will Students education. special of field the provide students with an opportunity to to opportunity an with students provide full-time in a setting with individuals with with individuals with asetting in full-time Seminar and Practicum Practicum and Seminar SPED-590 Education Special in Internship Supervised SPED-580 connect theory and practice in special educa special in practice and theory connect of the experience. Seminar meetings will be be will meetings Seminar experience. of the supervisory and/or of teaching load a full of orienta period abrief After disabilities. obtain experience developing and deliver and developing experience obtain setting. afield in of 100 hours a minimum document to need will Students experience. sor is required. Prerequisites: SPED-512, Prerequisites: required. is sor in Special Education Education Special in

- - - - - Procedures and Policies

www.rider.edu 62 Procedures and Policiesn Time Limitation Time T After beginning to take graduate courses, students may not take under not take may students courses, graduate take to beginning After A full-time program consists of nine (9) or more semester hours of hours (9) of or nine more semester consists program A full-time of All the requirements for the master’s degree must be completed within A student must comply with the general requirements of Rider Univer of Rider requirements general the with comply must A student of consists semesters spring and fall the during program A full-time (6 semester hours) per semester until the point of student teaching. of student point the until semester per hours) (6 semester program atprogram Westminster Choir College may befound Westminster the in Choir College academiccatalog. Procedures and Policies will generally be limited to six semester hours of graduate work in a in work of graduate hours semester six to limited be generally will Graduate students enrolled in education, leadership, and counseling counseling and leadership, education, in enrolled students Graduate programs administration business the in enrolled students Graduate Students admitted to graduate study are encouraged to select courses courses select to encouraged are study graduate to admitted Students uate-Level Teacher Certification program are restricted to two courses courses two to restricted are program Teacher Certification uate-Level receive registration information via mail, but they are strongly encour strongly are but they mail, via information registration receive period. registration early the during or online mail the via register rect English for class reports, research papers, theses and examinations. and theses papers, research reports, class for English rect nine (9) or more semester hours of graduate course work. A full-time A full-time work. course of graduate hours (9) ornine more semester preceding the start of each semester. of each start the preceding program during the Summer Sessions consists of six (6) or more (6) of six consists Sessions Summer the during program future study. future Course Load in Graduate Education Graduate in Load Course Business Graduate in Load Course Registration General Requirements General graduate business courses to meet core business course requirements. course business core meet to courses business graduate recommended the session, summer evening the During semester. given full-time employed are who students Part-time work. course graduate aged to meet with advisors to select courses and develop plans for for plans develop and courses select to advisors with meet to aged semester. of aregular that one-half is load course early registration periods may register on specified days immediately immediately days on specified register may periods registration early the miss who Students periods. registration early convenient during ability to express their thoughts in writing and in speaking in clear, cor clear, in speaking in and writing in thoughts their express to ability six years of the date of first registration for graduate course work. course graduate for registration of first date of the years six sity concerning graduate study. Graduate students must demonstrate the Grad the in enrolled Students work. course of graduate hours semester General Information he information in this chapter pertains to the graduate programs in Business Administration and Edu and BusinessAdministration to in graduate the programs he chapter information pertains this in cation, For Leadership, Counseling. and complete information, including application procedures and degree requirements, consult relevant the graduate chapter. program Information about graduate the - - - - - The related quality points for the purpose of computing grade points are: points grade computing of the purpose for points quality related The A- A All registration and financial arrangements for graduate courses must must courses graduate for arrangements financial and registration All A- A in achieved be must of 3.0 or better average point grade A cumulative pro semester the of week first the through acourse add may A student A graduate student who wishes to withdraw officially from one or more officially withdraw to wishes who student A graduate vided the course is still open for registration. Dropping a course may may acourse Dropping registration. for open still is course the vided B- B B+ It is the policy of Rider University that students shall regularly attend attend regularly shall students that University of Rider policy the It is used to grade the quality of achievement in graduate courses and the the and courses graduate in of achievement quality the grade to used recorded on the transcript. on the recorded the validity of any absence and the nature of the penalty to be assessed. assessed. be to penalty of the nature the and absence of any validity the point averages are: averages point courses. of those Ffor agrade receive will complete, to fail they permitted during the last two weeks of class except for reasons of vali reasons for except of class weeks two last the during permitted be completed and the student must be in attendance no later than the the than no later attendance in be must student the and completed be reduction (e.g., penalties imposing for cause justifiable considered be must obtain the approval of the associate dean or department chair of chair or department dean associate of the approval the obtain must Attendance Adding, Dropping and Withdrawing from Courses from Withdrawing and Dropping Adding, Grades and Transcript and Grades Notations graduate studies, or dean of the respective school. Withdrawals are not are Withdrawals school. respective of the or dean studies, graduate and request awritten submit must courses or undergraduate graduate course. Each professor is expected to exercise judgment in determining determining in judgment exercise to expected is professor Each course. of grade, failure, etc.) at the discretion of the professor teaching the the teaching professor of the discretion the at etc.) failure, of grade, will policy this with comply to Failure meetings. class scheduled all quality points assigned to these letter designations to complete grade grade complete to designations letter these to assigned points quality designations letter The Rider. at workattempted course graduate all of the semester, a withdrawal from the course is necessary and a W is aWis and necessary is course the from awithdrawal semester, of the week second the After semester. of the week second the through occur of the college. Students who do not withdraw officially from courses courses from officially not do withdraw who Students college. of the dean bythe approved as incapacitation or psychological physical dated second meeting of each course. of each meeting second Academic Policies Good Excellent 4.0 3.7 Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider B- B B+ C- C C+

Fair 2.7 3.0 3.3 F C- C C+ Failing academic work; failing to to failing work; academic Failing ized withdrawal; or failing to to or failing withdrawal; ized honesty and integrity; unauthor integrity; and honesty complete course work in pre in work course complete abide by standards of academic of academic bystandards abide scribed time period. time scribed

2.0 2.3 1.7 F 0.0 - - - - - pRocedures and Policies 63 - $25 $25 $50 $50 $50 $50 $30 $30 $30 $30 $245 $100 $240 $1,740 $2,310 $1,860 $35/course Expenses spring semester. Students should mail their payments to be received by should be made payable to RIDER UNIVERSITY. International stu- online, by mail or addressed Cashier’s to: Office, Rider University, dents should make payments in U.S. dollars. Thename student’s and deadlines. payment Prompt student of account balances ensures stu- dents keep the classes they selected in advance registration, and their advance housing assignments. Balances unpaid after the deadlines or and housing reservations being cancelled. assessed the late payment fee in addition to the dishonored check fee. Graduate Tuition: Other Fees: bursar’s office. mated as follows: paid with checks returned by the bank student’s will result in courses two installments: August for the fall semester and January for the the duedates stated the on invoice. time. Questions regarding rates and fees should be directed to the Social Security number should be included the on check. Students are asked to carefully consider the published payment Student teaching fee (academic year) Counseling Programs Graduate Education and Leadership Programs (exc. Counseling) I.D. cardI.D. replacement fee Payments may be made by check, MasterCard®, cash, Visa®, in person, Readmission fee (nonrefundable) Proficiency examination (per examination) Business Administration Deferred payment plan fee Enrollment clearance fee Enrollment reinstatement Dishonored check fee, first time* Dishonored check fee, after first time Late payment fee deferred plan Late tuition payment 2083 Lawrenceville Road, Lawrenceville, 08648-3099. N.J. Checks (Graduate Business and Graduate Education) Auditfee (per course) Application fee (nonrefundable) Tuition, fees andTuition, charges for room and board are due and payable in Typical graduate expenses for the 2009–2010 academic year are esti Technology fee Terms of Payment Terms The fees and charges set forthherein are subject to adjustment at any Tuition fee (per 3-creditTuition course): *Returned checks that have not beenredeemed or made good by the due date will be - - - Unsatisfactory Withdrew Audit U X W Satisfactory progress Incomplete Passing shall submit an extension-of-incomplete form to the registrar. sub Upon submit the required work at the the end of four-week period may request of-grade form an or extension-of-incomplete format the end the of date expiration of the of four-week period six (i.e., weeks from the last and student the by completed be must work which by term) the of date an extension of the incomplete grade. The request for an extension of the of extension an for request The grade. incomplete the of anextension date the of term, by which work must be completed by the student. If examination. The request for extensionof timemust be madeprior determine whether to grant not or the request for a time extension and a nonrefundable readmission fee. Students will be responsible for the application and degree requirements in force at the time readmission. of ate program office. If studies areinterrupted one for up to year, students change-of-grade form to the registrar. Policy forGrade of Incomplete Interruption of Studies four-week period, a change-of-grade or form at the end the of six-week faculty member shall specify the time, up to four weeks from the last from completing the course requirements from or taking a final form may be procured from the approved graduate office. mission completed of requiredwork, the faculty member shall submit a member shall specify the time, up to a maximum of two weeks from the maximumtwo weeksfrom a shallof to specifyup member time, the memberwill submit a change-of-grade form to the registrar. memberwhen, in his her judgment, or such a determination appears memberhas received not a request for an extension time, of the nota member. Such extensions time of should be granted only in cases in may return withthe approval the of advisor. if However, two calendar period, shall result in the automatic assignment the of grade F. incomplete must be made prior to the expiration of the four-week period. period. four-week the of expiration the to prior made be must incomplete tion may “I” (incomplete) be submitted the on grade roll by the faculty the faculty member agrees to the request, the notation “I” (incomplete) is submitted the on grade roll. In those situations where the faculty to the last scheduled class meeting except in those unusual situations in which prior notification not is possible. The faculty member shall the type verification of (if requiredany) to support the request. The to complete the required a course work of within the normal time limits for the term may request an extension time of from the faculty to not attendto not any semester prior to the beginning that of semester. The tion, students must submit an application for readmission together with together readmission for anapplication submit must students tion, Students who, as a result extenuating of circumstances, are unable to Students who, as a result extenuating of circumstances, are unable S Students who interrupt their studies must notify the appropriate gradu- justified.Upon submission of completed required work, the faculty Other designations are as follows: filenotification a non-attendance of form announcingtheir intention which illness other or serious emergency has prevented the student Where Learning Meets Life Your If the faculty member agrees to the request for an extension, the faculty I years elapse between the last date attendance of and the next registra Failure the of registrar to receive from the faculty member a change- For studentsFor to remain in good standing with the division, they must P 64 Procedures and Policiesn There is no deferred payment plan for summer session. summer for plan payment deferred is no There A $25 deferred payment fee will be added to the student’s account pay student’s account the to added be will fee payment A $25 deferred registration At Jersey Higher Education Assistance Authority in order to be officially officially be to order in Authority Assistance Education Higher Jersey Liability for tuition costs will not be waived unless the student offi student the unless waived not be will costs tuition for Liability November 15 (fall) and April 15 April 15 (spring) and November (fall) $25 deferred payment plan participation fee. Any student who defaults defaults who student Any fee. participation plan payment $25 deferred with which Rider has declared an official relationship, such as the New the as such relationship, official an declared has Rider which with October 15 (fall) and March 15 March 15 (spring) and October (fall) Students can meet their financial obligations to the University by the University to obligations financial their meet can Students provides that plan payment deferred the to subscribe may Students Students with unmet obligations are not considered to have valid valid have to not considered are obligations unmet with Students organizations all with status financial good in be also must Students 609-896-5020. return the completed deferred payment plan form will be assessed a assessed be will form plan payment deferred completed the return registrations. They may be prevented from attending classes, receiving receiving classes, attending from be prevented may They registrations. registered. registered (see Refunds). registered ters, and under certain conditions, from graduating. from conditions, certain under and ters, semes upcoming for registration advance in participating transcripts, paying their account balances in full or enrolling in an approved approved an in or enrolling full in balances account their paying following basis: ­following on the semesters spring and fall the for payments equal three for Financial Obligations Financial Plan Payment Deferred able at registration. Any student who pays in installments and fails to to fails and installments in pays who student Any registration. at able options should be directed to the bursar’s office in the Student Center, Student the in office bursar’s the to directed be should options payment and balances account about Inquiries plan. payment deferred plan. the in participation further for ineligible considered be will and of $25 fee payment alate assessed be will plan payment deferred on the cially drops or withdraws from the course(s) for which he or she which for course(s) the from or withdraws drops cially 1/3 1/3 1/3 - - - The refund policy applies to tuition and audit fees for regularly forregularly fees audit and tuition to applies policy refund The A limited number of graduate assistantships is also available. Inquiries Inquiries available. also is assistantships of graduate number A limited of class meeting scheduled third the After of class meeting scheduled second the After class of meeting scheduled first the After All refunds are based on the official withdrawal date, not the date of date the not date, withdrawal official on the based are refunds All class of meeting scheduled first the Until No refunds are made for withdrawals after the fourth week of any of any week fourth the after withdrawals for made are No refunds No refunds are made for withdrawals after the fourth scheduled scheduled fourth the after withdrawals for made are No refunds semester of any week fourth the During semester of any week third the During semester of any week second the During semester any of week first the During classes of opening official the Before Financial aid is available to qualified graduate students under several several under students graduate qualified to available is aid Financial Budgetary commitments require strict adherence to the policy policy the to adherence strict require commitments Budgetary withdrawal form with the chair of the appropriate graduate program. A program. graduate appropriate of the chair the with form withdrawal financial services (609-896-5360) to inquire about these and other and other these about inquire to (609-896-5360) services financial of class meeting scheduled fourth the On Stafford Loan. Interested students should contact the office of student of office the contact should students Interested Loan. Stafford Students who wish to withdraw from a course(s) must file the official official the file must acourse(s) from withdraw to wish who Students Summer session refunds are calculated from the opening date of date opening the from calculated are refunds session Summer loan possibilities. loan regarding refunds. Appeals due to extenuating circumstances should should circumstances extenuating to due Appeals refunds. ­regarding last class attendance. class last following schedule for the fall and spring semesters: spring and fall the for schedule following meeting of class. ­meeting be directed to the chair of the appropriate graduate program. graduate appropriate of the chair the to directed be Refunds Financial Aid Financial counseling. ate offices in business administration and education, leadership, and leadership, education, and administration business in offices ate - gradu respective the to directed be should assistantships these about classes and will be made in accordance with the following schedule: following the with accordance in made be will and classes the with accordance in made be will attended class last not the and date withdrawal official on the based refunds All refund. any for ation state and federal loan programs. Examples of loan sources include the the include sources of loan Examples programs. loan federal and state student who fails to withdraw, officially waives the right to consider to right the waives officially withdraw, to fails who student scheduled semester-long courses. All other fees are nonrefundable. are fees other All courses. semester-long ­scheduled semester. Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider 100% 100% 40% 60% 80% 40% 60% 80% 25% 25% - pRocedures and Policies 65 - - student handbook. In some instances, failure to abide by the code of sponsored by the University including situations for which proceeds eachsity, student acknowledges that she or he has right no to payment such rights to the University. each student the greatest possible freedom, consistent with the welfare theof community. All students are expected and urged to abide by conduct may result in dismissal suspension. or are received by the University. A student shall have right no claim or artistic athletic or nature. registering By in and attending the Univer extent that any rights to any payment may exist, she or he assigns all Compensation for Performances for participation in any University event payment or for participation both academic and social matters. These have been designed to allow Student Conduct Policy has established regulations and policies to govern student conduct in ples integrity, of honesty, and respect. define these To principles, Rider these regulations, which are spelled in out detail in The Source, the publicity items, events activities, or includingevents activities or an of to any payment proceeds or from any entertainment, promotional, or in sound sight or reproductions any of University event; and to the Students at RiderUniversity are expected to abide by the basic princi Students may from time to time participate in events promotions or - - - - - condition an of individual’s employment education; or as a basis for employment educational or decisions; or educational or performance by creating an intimidating, hostile, or offensiveor work educational environment. Submission to such conduct is made explicitly implicity or a term or Submission rejection to or such of conduct by an individual is used Such conduct unreasonably interferes with an individual’s work sion fromsion the student: fact enrollment, of dates enrollment, of degree candidacy, degree awarded, and major field. home andhome local address, and and home local telephone number. requested in writing that the information be not released: name, Personal Policies Personal Rider may release the following information unless the student has Rider may release the following information without written permis sible but supportive but sible and conducive to the achievement educational/ of out theout written permission that of person. employment, teaching, and learning, sexual harassment isunaccept able and will be not tolerated at RiderUniversity University. The will all students, faculty, staff, and administrators that only not is respon theirof learning work or experience. Harassment is any action that suchof characteristics as age physical or handicap. a legitimate educational interest in the records. Information may be academic freedom any of member the of Rider community. career goals the on basis such of relevant facts as ability and perfor compliance with the Family Privacy (as amended): Act1974 of Harassment Protection of Personal Privacy for sexual favors, and other verbal physical or conduct a sexual of Sexual Harassment mance. All students, faculty, staff, and administrators have the right because their of racial, sexual, ethnic, religious or identity because or promptly investigate any complaint alleging sexual harassment. nature when: to expect an environment that allows them the to enjoy full benefits threatens, coerces, intimidates or an individual a class or individuals of legitimate exercise the of right free of speech to infringe or upon the released to other agencies and individuals according to these policies in Sexual harassment is defined as unwelcome sexual advances, requests Where Learning Meets Life Your In keeping with its commitment to provide a safe environment for Rider reaffirms its desire to create an academic/workenvironment for No otherNo information concerning an individual will be released with Nothing contained in this policy shall be construed either to limit the 2.  3. Access to student records may be accorded to Rider personnel with 1. • • 66 Procedures and Policiesn Notes Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Campus and Facilities

www.rider.edu 68 Campus and Facilitiesn R ment each other in look and style and are a visual example of the renewal taking place at Rider. example of taking ment renewal the other avisual each look are in and style and place forcomple agathering is and students. on both Gymnasium sidesthe Themall structures of - new Alumni with courts, elevated jogging track and new locker rooms. A glass-fronted 9,000-squareAcross the footcampus atrium/lobbymall, the Student links the Recreation SRC Center features a state-of-the-art provide on stretches side 550 north more brick the of mall that asweep attractive façade ofHalls main than the feet. fitness center, three multi-purpose 42,000-square-foot Student Recreation Center. The new residence hallableand three-story construction. additions In the fallto of Hill 2005,and Ziegler the university community celebratedby U.S. the Green (USGBC), Council Building provides which the for asuite environmentally of standards sustain opening of a new residence hall and a andSilverRating Environmental (LEED)System, Leadership byEnergy in Design Green Thedeveloped Building and premium doubles. An environmentally friendly project, the Westfeet Village with theconstruction capacity to has housereceived 152 certification residents. The complex includesThis fall,Rider a mix willof openloft-style the new livingWest areas, Village apartments, residence suites halls consisting oftwo buildings totaling 48,000 square laboratoriesand curricula. for all classrooms the contain Stephenthe Hall Sweigart Brossman Maurer Anne and Physical Education A. Building, Science the Memorial Technology Hall, and Center, Center, Fine the Arts Joseph the P. Vona Annex, Academic of one distance another. available. is Ample parking walking easy clustered within and information literacy instruction, a vigorous reference service, and an an and service, reference avigorous instruction, literacy information group and individual customized includes program service A strong library. the in use for resources computing additional provides program loan Alaptop library. the in facilities instructional two and areas in public are provided Internet, the as well as aids, finding other and of databases array avast catalog, online the to access Electronic researchers. visiting and staff, faculty, students, to available are resources these F.lin Library, Moore Frank the in Housed library. upthe make tools research of electronic variety awide and formats, electronic and of print amix in titles odical peri 35,000 more than volumes, 616,000 microform volumes, print 450,000 more to than Access styles. of learning range abroad meet to materials of variety wide a includes collection Library The Moore Campus Lawrenceville www.rider.edu/library. Their is site Web lections. col diverse of the conservation and use the to conducive surroundings welcoming to provide seek libraries The emphasized. heavily is success life-long for learning and teaching between connections enhancing and literacy of information development the Fostering sources. tion informa and collections scholarly to access byoffering friends and alumni staff, faculty, students, of needs information the supports staff and faculty Awell-qualified partnerships. intellectual collaborative through inquiry intellectual critical and of free pursuit stimulating University, of the life of intellectual center the at are libraries Rider’s Libraries University The Campus and Facilities facilities, designed to meet the academic, social, and recreational needs of the Rider community are designedfacilities, recreational are to and community of social, needs meet academic, Rider the the quarter-mile south of I-95, south fivemiles of Princeton,miles of north three and Trenton. The ­ ider University’s Township, Lawrence in is campus Lawrenceville 280-acre New Jersey, on Route a 206, - - - - ments of music, an extensive piano pedagogy collection, instructional instructional collection, pedagogy piano extensive an of music, ments monu - composers, individual of many works collected noteare Of music. sacred and keyboard, vocal, of choral, areas the in more heavily concentrated but are level, abasic at periods and genres, styles, cal musi all cover collections recording sound and score Library’s Talbott collections. special library’s the in found are holdings Exceptional recordings. video and sound 25,000 more than and electronically, titles 34,000 more to than access as well as print, in titles periodical current 200 titles, of 80,000 over collection reference music achoral quantities, performance in titles music choral 5,000 approximately periodicals, and scores music books, 60,000 more than comprise collections These Center. Learning Library Talbott Houk Katherine the in is housed College Choir at Westminster library The Campus Princeton hours. daytime regular the throughout space study friendly food additional as well as venue, study night late comfortable provides Library Moore the to entrance the at lounge study hours extended An needs. special with of students needs the support to equipped is Room Study Silvers Amy the addition, In materials. image of moving tion collec the complement to available are rooms listening and Viewing newspapers. of current selection alarge with along displayed, attractively are formats paper in periodicals current 1,000 More than libraries. other many to programs on-siteaccess as well as program, loan inter-library Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider modern - - - Campus and Facilities 69 - - - ties, and statistical packages are available for instructional and research support. These systems are availablehours 24 a Riderday. students can access these services without charge. Career Services The Office of Career Services, located in the Bart Luedeke Center, serves students in several ways. Through individual counseling, small group sessions, the career services and site assistance Web in the career resource library, this office seeks to help students gather realistic information which on to base curricular choices and to begin making career decisions. Current information specific on occupations as well as general information choosing on a career field hunting job and is maintained online at www.rider.edu and in the career resource library. Early attention to realistic career alternatives and requirements can often helpful prove in planning satisfactory college programs. General information planning on for graduate study and fellowship announcements is located in this office. Studentsconsidering graduate work are urged to make initial inquiries early in their college career in order to become aware the of wide variety programs of and financial aid opportunities. The career services office assists students in planning their search for suitable employment. On-campus interviews are scheduled for seniors with representatives from the corporate world, for profit, not education and government. Recruiting interviews are held in the fall and spring. Assistance is available in preparing resumes and cover letters. Students are urged to gather references from faculty members at several points during their college careers. The office is open Monday daily through Thursday,8:30 p.m., a.m. to 8 and untilFriday. p.m.on 5 OfficeTechnologies Informationof The Office of TechnologiesInformation is located inCentennial House. There are two general access lab containing PC computers and laser printers, in one the Fine Arts and Center, in one the Bart Luedeke Center. Open lab hours and locations are posted the on Office of Information page. Technologies Web In addition to these general access labs, there are kiosks containing PC computers in various loca tionsboth on the Lawrenceville and Princeton campuses. Other labs are located in Anne Brossman Sweigart Hall, Memorial Hall, Fine Arts Science Center, and Technology Center and the Talbott Library located at Westminster Choir College. Departmental lab hours may vary and are posted for each lab. Student assistants are available to aid in the use both of equipment and software. Central computer systems provide electronic mail, conferencing, and Internet access tools. A wide range programming of languages, utili Department of Public Safety The Departmentof Public Saftey openis hours 24 including a day, holidays. Public Safety should be contacted whenever there is an emer gency fire, (i.e., medical, life safety)or a serious incident. The Public Safety department personnel can provide emergency transportation for disabled students. The emergencynumber telephone is 609-896-5321. - Where Learning Meets Life Your Rider University Store Located in the Bart Luedeke the Center, University Store is a full- service facility for the Rider community. In addition to both new and used required books, a large selection of general reading and reference books, supplies, and Rider imprinted items is available. The store offers acomplete ofline greeting cards, gifts, and magazines, a wide assortment food, of snacks, health and beauty aids, and daily and weekly newspapers. 8:30 8:30 The store Friday, p.m., a.m.openis to 7 Monday-Thursday, a.m.to 4:30and p.m., Saturday a.m. as top.m., 2 10 well as during the weekend prior to the beginning each of fall and spring semester and additional weekday evening hours at the beginning each of semester. versity Store, Cranberry’s newly-remodeled (a café), opening the onto Bart Luedeke Center patio, the Rider Pub, the campus radio station and The Bronc), the offices(WRRC of the College 107.7 ofContinu - ing Studies. Both Cranberry’s and the campus pub have select evening hours. 370-seat theater, a desk, information campus the are floor second the On a and terrace), a to adjacent room multipurpose (a Cavalla the Room TV lounge. The remainderof the floorhouses ofsome the major student Government Student –the offices renovated organizationsrecently in Association, the Residence Hall Association, the Association Com of - Interfraternity the Council, Entertainment Student the Students, muter Council, the Panhellenic Council, and the Minority Greek Council. Dean the is BartCenter Luedeke the of floor second the Alsoon located including the affairs with student offices, many Office along Students of Office of Campus Activities, the Multicultural the Center, Office of Administrative Services, Student of the Office and the Life, Residence Student the in together housed are all groups These room. I.D. photo AffairsSuite. UniversityThe Art Gallery locatedis on the third floor ofthe Bart Luedeke Center. The Office of Student Financial Services, the Bursar, and the Cashier’s Office are alsofound onthe third The floor. Career Services Center is housed here along with the Fireside Lounge (Room 245). Bart Center Luedeke Located the on lower level the of Bart Luedeke Center are the Uni material for music education in primary and intermediate schools, and holdings both broad and deep in choral music, keyboard music, and hymnals. The library collectsmultiple print editionsof manymusic titles for comparison editingof practices and multiple recordings of many titles for comparison performance of practices. Streamlining audio is also available for many works. Talbott Library shares in Rider University’s online library system, available (http://library.rider.edu). the An on Web on-going project includes entering data for extensive choral music holdings into the international choral music databases, Musica (www.MusicaNet.org). 70 Campus and Facilitiesn day from 9 to 11:30 a.m. by appointment when Rider is in session. in is 11:30 9to Rider when from day byappointment a.m. Satur and summer), the 5p.m. to (4:30Friday, p.m. during a.m. 8:30 through open Monday is Services Financial Student of Office The library. of the front the in located is room study A24-hour posted. as schedules see vary; periods other and 11 to noon sessions are p.m. Summer hours Sunday 7 p.m., Saturday. and to a.m. to a.m. 10 8 10 p.m., Friday; Thursday; through Monday midnight, to 8a.m. are year academic the during hours Library Moore appointment. by 8p.m. on Thursday, until 5p.m., to Friday, and a.m. 8:30 through Monday open is ­Admission Graduate of Office summer). The the 5p.m.to (4:30 p.m. during Friday, 8:30 through open Monday are offices administrative All Operation of Hours Studies. of Continuing College the and of students dean of the offices the from available are information vehicular further and lations regu- These regulations. traffic campus the to adhering for responsible are Students area. other any in parking for reason avalid considered be will not student a by business Rider official of conduct The lots. parking student the to times all at restricted is parking Student fine. a in result will decal the display properly and avehicle register to ure Fail tuition. in included is permit aparking and registration vehicle for cost The decal. identification theproper display must and office security the with registered be must students byRider campus the on operated vehicles All students. for parking ample provides Rider VehicleParking and Regulations

a.m. a.m. - - Center will identify Rider by the number 923 for day classes and 2923 2923 and classes day for 923 number bythe Rider identify will Center Storm KYW the with cooperating stations radio area Philadelphia WCBS WIMG WKXW WBCB WPST WCTC KYW on: broadcast be will emergencies weather-related for of classes cancellation the addition, In cancellations. announce also Web site will Rider 1. option The 609-219-2000, at select and hotline information versity Uni Rider the call please arise, should circumstances such If classes. cancel to and Rider close to necessary become it may conditions extreme However, under situations. emergency other and snowstorms during operational fully and open remain will Rider Ordinarily Classes of Cancellation rider.edu. www. homepage, on Rider’s Alert You Rider upfor System. sign may Notification Emergency Alert Rider the via sent be also will A notice classes. evening for

Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider

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New YorkNew Trenton Trenton Levittown Princeton Brunswick New Philadelphia - Directories

www.rider.edu 72 Directoriesn President, Thomas Edison State College State Edison Thomas President, Pruitt George &Mattia Politziner Amper, Services, Industry Insurance of Officer-in-Charge ’70 Mulhare M. Thomas LLC Laboratories, Diagnostic Medical CEO, ’90 Mordechai Eli Corporation ofNew Mellon York Bank The Officer, Administrative Chief and Chairman Vice ’90 Monks Donald Partners Windknot Manager, Jr. Mead S. Nelson Jersey ofNew State Insurance, and ofBanking Department Director, ’98 McEwen K. Terry &Mattia Politziner Amper, Partner/Director, Senior ’64 Mattia Alfonse &Johnson Johnson Inc., Endo-Surgery, ­ Worldwide and Chairman Group Company ’81 Licitra Karen LLP PricewaterhouseCoopers, Leader, Practice PFS National Partner, Former ’75 ’72, Kennedy B. Michael Associates Kaplan Daniel President, ’65 Kaplan Daniel Bank Roma President, ’60 Inverso Peter Honorable The Inc. Associates, and J. Hennessy Michael Chairman/CEO, ’82 Hennessy Michael Fox &Roach Prudential at Mercer The Team Associate, Sales ’68 WCC Gast Lazenby Ernestine York, Inc. New HealthNow CFO and President Vice Executive Former ’69 Dickerson H. James ofEducation Board Township Plumsted ofSchools, Superintendent ’78 WCC DeMareo C. Mark LLC Management, Capital Church CEO, and President Chairman, Former ’82 ’78, Church, A. Gregory Solutions Consulting Millennium CEO, and President ’91, ’94 Carothers Christopher Associates Becker H. Nancy President, and Founder Retired, Becker Nancy LLC Management, Capital Lexington Partner, Jr. ’81 Anderson Ralph University Rider President, (exofficio) Rozanski Mordechai Street Eldridge at Museum Director, Executive ’67, (Secretary) Dimun S. ’71 Bonnie TycoCEO, Electronics Chair) ’75 (Vice Lynch J. Thomas Inc. Wawa, CEO, and President ’67 (Chair) Stoeckel B. Howard Directories Board of TrusteesBoard of Franchise Chairman for Ethicon Ethicon for Chairman Franchise

President, Rue Insurance Company Insurance Rue President, ’69 Rue M. William Vice President for Academic Affairs Academic for President Vice and Provost Ph.D., Steven, A. Donald Management ­Enrollment for President Vice B.A., P. O’Hara, James Secretary and Advancement ­University for President Vice B.A., D. Meer, Jonathan Treasurer and Finance for President Vice C.P.A., B.A., Karns, A. Julie President Ph.D., Rozanski, Mordechai Administration Senior ofPrinceton Consultants Capital President, Former Wines Richard Corporation Highway Eastern President, ’63 Willis L. Robert Bank National NJ President, Former D. Wallace John University Rider President, Retired Luedeke Barton J. Inc. J. Crew ofRecruitment, Director Former ’66 Kjeldsen G. Marcia Corporation Insurance Prudential The Chairman, Vice Retired Hoenemeyer J. Frank Fund Future Republican ’45 WCC Hillman Elsie GEICO CEO, Former Hanna J. Paul &Johnson Johnson President, Vice Retired P.John Hall University Rider President, Retired Elliott N. Frank Corporation Sarnoff CEO, and President Retired Carnes E. Dr. James University Princeton ofEconomics, Department Baumol J. William Tec TranCorporation President, Retired Altmeyer E. Charles Emeriti & Johnson and Johnson Policy, Affairs Government International for President Vice ’75 Stephens Will Company Manhattan First Director, Managing Senior ’65 Stainman J. Arthur Inc. Therapeutics, Oceana CEO, and Chairman ’63 T.John Spitznagel LP Tropico Management, Principal, ’72 Shapiro L. Gary Commission Entertainment & Sports County Mercer CEO, and President Ryan L. Mika Administration Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider B.S.B.A., Research Analyst Research B.S.B.A., Corrigan, Eileen Registrar Assistant B.S., Consiglio, Beth Mary Registrar Associate M.S., Jin, Li Registrar M.A., Stefanick, Susan Analysis Institutional for President Vice Associate M.B.A., Walker, M. Ronald Registrar and Analysis Institutional Captain M.A., Tucker, Thomas Coordinator Safety Public Scharibone, Frank Safety Public of Director M.A., Weaver, Vickie Safety Public of Department President the to Secretary B.S., DiFranchi, Ann Manager Projects and Events Special B.S., Braddock, Beverly President the to Assistant Executive and President the of Office the of Director M.A., Zelenak, Christine ­ Vice Associate M.B.A., Stasolla, Z. Debora President Ph.D., Rozanski, Mordechai President the of Office for Undergraduate Studies Undergraduate for Dean Associate Ph.D., Lorenzet, Steve Dean Assistant M.B.A., Parrado, Fischler Stacy Dean Ph.D., Newman, Larry Administration Business of College Affairs Academic for President Vice and Provost the to Assistant Executive B.A., Lutz, M. Patricia Officer Budget Academic M.P.A., Brogan, Michael Programs International of Director and Provost the to Assistant Special Ph.D., Materna, Linda Counsel Associate and Provost Associate J.D., Ph.D., O. Castagnera, James Affairs Academic for President Vice and Provost Ph.D., Steven, A. Donald Affairs Academic Operations Athletic of Coordinator B.A., Clarida, Shaun Operations Business Athletics of Manager Sech, Lucy ­ and Strength M.B.A., Green, K. Gerard Director Information Sports Assistant B.S., Solomon, Brian Director Information Sports B.A., Focht, M. Anthony Facilities and Operations for Director Athletic Assistant B.A., Keane, Brian Compliance and Operations Internal for Director Athletic Associate B.A., Busch, Gregory Administrator Woman Senior and Development and Operations External for Director Athletic Associate M.S., Torchia, Karin Athletics of Director M.S., Harnum, Donald Athletics Conditioning Coordinator Conditioning President for Planning Planning for President dIRectories 73 -

Operation Specialist Library Systems Administrator Department of Piano and Voice Information Technologies Carol Kondrach, B.A., Associate Vice President for Information Technologies Christopher Blanos, Manager, Application and Services Web Virginia Breza, B.A., Application Programmer Bruce Sommons, B.S., Senior Programming Analyst Vacant, minster Conservatory and Continuing Education Evelyn J. Thomas, Ed.M., Director of Academic Support Services and Coordinator of Educational Opportunity Program Anne Sears, B.A., Director of External Affairs James C. Moore, B.A., Director of Performance Management Carren Klenke, M.M., Assistant Director of Performance Management and Box Office ­Coordinator ElizabethS. Rush, M.M., Manager, Continuing Education Jessica B. Franko, B.A., Manager of Creative Services Amy L. Pulchlopek, B.A., Production Coordinator Library—Lawrenceville WilliamF. Chickering, M.Ln., C.A.L., Dean of University Libraries Robert Congleton, M.L.S., Chair of the Moore Library Department Darlena Dyton, Manager of Library Support Services Diane K. Campbell, M.L.I.S., Librarian Patricia H. Dawson, M.S., M.L.S., Librarian Melissa A. Hofmann, M.L.I.S., Librarian Kathryn A. Holden, M.S.L.S., Librarian Ma Lei Hseih, M.L.S., Librarian Robert J. Lackie, M.L.I.S., Librarian Marilyn Quinn, D. M.L.S., Librarian Vacant, Samuel Weigh, M.S., Librarian Sharon Yang, D.L.S., Librarian Frank Abrahams, Ed.D., Chair of the Department of Music Education Margaret of Chair Cusack,M.M.T., the ­ Diane Crane, M.Ed., Director, Arts and SciencesProgram Nova R. Thomas, M.M., Director of Music Theater Program Kenneth Cowan, M.M., Organ/Sacred Music Coordinator Ingrid Clarfield, M.M., Piano Coordinator Scott R. Hoerl, B.M., Executive Director of West

Department Department School of Fine and Performing Arts Jerry E. Rife, Chair of the Department of Fine Arts Tharyle M. Prather, M.F.A., Director of TheaterFacilities Westminster Choir College Marjory Klein, M.M., Academic Coordinator Annette R. Ransom, B.A., Assistant Registrar Joe Miller, D.M.A., Director of Choral Activities and Chair of the Department of Conducting, Organ and Sacred Music Anthony Kosar, Ph.D., Chair of the Department of Music Composition, History and Theory Westminster College of the Arts Robert L. Annis, M.M., Dean and Director Marshall Onofrio, D.M.A., Associate Dean for Administration Judy Kirschenbaum, B.A., Assistant to Dean and Director Carol Burden, M.M., Assistant to Dean for Special Projects Elaine Drozd, A.A., Executive Secretary to the Dean Department of Philosophy Jonathan Mendilow, Ph.D., Chair of the Department of Political Science Anne L. Law, Ph.D., Chair of the Department of Psychology John R. Sullivan Ph.D., Jr., Director of American Studies Program Arlene Wilner, F. Ph.D., Director of the Baccalaureate Honors Program Kelly Noonan, Ph.D., Director of the Gender and Sexuality Studies Program Pamela A. Brown, Ph.D., Director of the Law and Justice Program Bosah Ebo, Ph.D., Director of the Multicultural Studies Program Susan M. Glazer, Ed.D., Director of the Center for Reading and Writing Tamar Jacobson, Ph.D., Chair of the Department of Teacher Education Veronika Winkler, M.A., Director of Field ­Placement Teacher Education Kathleen M. Browne, Ph.D., Associate Provost and Academic Director of the Teaching and Learning Center Jean L. Kutcher, B.A., Administrative Director of the Teaching and Learning Center Jonathan M. Husch, Ph.D., Chair of the ­Department of Geological, Environmental and Marine Sciences Kathleen Pierce, Ph.D., Chair of the Department of Graduate Education, Leadership, and Counseling Anne R. Osborne, Ph.D., Chair of the ­ of History Charles Schwartz, Ph.D., Chair of the ­ of Mathematics Richard Burgh, W. Ph.D., Chair of the ­ Department Communication and B.A., Academic Coordinator Department of ­ B.A., Senior Academic Coordinator Where Learning Meets Life Your of Biology/Behavioral Neuroscience Alexander Grushow, Ph.D., Chair of the ­Department of Chemistry/Biochemistry/Physics Seiwoong Oh, Ph.D., Chair of the Department of English Mary L. Poteau-Tralie, Ph.D., Chair of the ­Department of Foreign Languages Journalism Jonathan Yavelow, Ph.D., Assistant Dean for Science Marriott, Terri Teresa M. Podgorski, Ed.M., Academic Coordinator Theresa E. Lesko, B.A., Executive Secretary to the Dean Julie Drawbridge, Ph.D., Chair of the ­ College of Liberal Arts, Education, and Sciences Patricia Mosto, Ph.D., Dean for Liberal Arts, Education, and Sciences Barbara H. Fruscione, B.S., Assistant Dean Jonathan H. Millen, Ph.D., Acting Assistant Dean and Chair of the ­ College of Continuing Studies Boris Vilic, M.B.A., Dean Karen J. Crowell, B.A., Assistant Dean Angela Gonzalez Walker, M.A., Assistant Dean DeFrehn, Christine Paul Benchener, M.Div., Director of EMBA Program Jaime Hall, M.B.A., Academic Coordinator Diane Bednarski, Assistant to the Dean Anne Mandel, M.A., Assistant to the Deans Lauren Eder, Ph.D., Chair of the Department of Computer Information Systems Jerry Bentley, T. Ph.D., Chair of the Department of Economics Ronald Cook, Ph.D., Chair of the Department of Entrepreneurial Studies and Strategy Cynthia Newman, Ph.D., Chair of the Department of Marketing Ruble,Tom Ph.D., Chair of the Department of Management and Human Resources Maury Randall, Ph.D., Chair of the Department of Finance Ira Sprotzer, Ph.D., Chair of the Department of Legal Studies and Business Ethics and Director of Business Honors Program Cengiz Haksever, Ph.D., Chair of the Department of Management Sciences Marge O’Reilly-Allen, Ph.D., Chair of the Department of Accounting John Farrell, M.B.A., Assistant Dean for Graduate Studies and Director of the Center for Leadership Skills (CDLS) Laura Seplaki, M.A., Associate Director of the Center for the Development of Leadership Skills and Director of the Leadership Development Program 74 Directoriesn B.S., Systems Administrator Systems B.S., Kwang, Daniel Liaison Applications Business M.A., Zimmer, Bill Specialist/PT Terri Munkacsy, Specialist Support Senior Langley, Michael Vacant, Assistant Executive Worthington, Susanne Specialist Operations Wieczorkowski, Adam Administrator System Weise, Dave Web Services and plication Ap Director, Assistant M.S., Zogott-Onsted, Joyce Specialist Support Operations Media Senior B.A., Wade, Matt II/WCC Specialist Support Media Holland, Shaun II Specialist Support Technical Johnson, Walt Vacant, Specialist Support Technical Mangold, Robert Analyst Program Senior Baumbach, Matt Specialist Desk Help Bedi, Suhki Services Enterprise E-mail Administrator: Tamuzza, Peter Vacant, Communications and Networks of Director Associate B.S., Stella, Ricardo Services Support User Vacant, Services Support of Director B.A., Rykowski, Krystyna Database and Operations, Systems, of Manager M.S., Pollich, Monica Specialist Operations Senior Pirone, Sandro Specialist Support Student Devecka, Ana Voice Communications of Manager B.A., Pierce, Susan Coordinator Budget B.A., Sochalski, Michele II Specialist Support Services Media Lewis, Dayne Administration Database Manager, M.A., Crossley, Rick E. Technology Instructional of Manager B.F.A., LeMasney, John Services Support User Vacant, Services Tech Support Instructional and Media Director, Assistant B.A., Jones, Jonathan Web Services and Applications Director, B.A., Hvisdock, Theresa Technician Network Housel, Fred Programmer/Analyst Senior B.S., Gold, Linda Services Communication and Network Director, Fairlie, Tim Technical Support Specialist II Specialist Support Technical Coordinator Desk Help Technologist Instructional Manager, of Director Assistant B.A., Academic Technology Technology Academic B.A., - Teaching and Learning Center Learning and ­Teaching Director, Associate Ph.D., McGee, Timothy SELECT and Center Learning and ­Teaching Director, Administrative B.A., Kutcher, Jean SELECT Rider Director, and Center Learning and Teaching Provost, Associate Ph.D., Browne, M. Kathleen Center Learning Teaching and Director of Publications of Director A.A., Carter-Romero, Cathy Communications University of Director Executive M.P.A., Higgins, Daniel Communications University Processing Record and Gift of Manager Jones, Helen Services Advancement of Director Assistant M.A., Bognar, Karen Services Advancement of Director M.B.A., Anderson, Melissa Services Advancement Associate Research Prospect B.S.B.A., Kunnas, Cynthia Research Development of Director M.B.A., Jacobs, Barbara Giving Annual of Director Assistant B.A., Workman, Mary Giving Annual of Director Associate B.A.M., Wadley, Katherine Giving Annual of Director M.S., Healy, Ilyndove Relations Foundation and Corporate for Director Blanc, Doreen WCC Gifts, Major of Director Associate B.A., Spinner, Steven Gifts Major of Director Associate M.A.S., Grossman, Alan Planning Gift of Director B.S., Seidel-Klim, Karin Stewardship for Assistant Staff Vacant, Development for President Vice Assistant M.S., Gwazda, Edward Development Lawrenceville Vacant, Lawrenceville Relations, Alumni of Director Assistant B.A., Levi, Jaclyn WCC Relations, Alumni of Vacant, Relations Alumni of Director M.A., Pollard, M. Natalie Relations Alumni Advancement University for President Vice the to Assistant A.A., Carter, C. Diane Advancement University for President Vice B.A., D. Meer, Jonathan Advancement University Relations, Alumni of Director Associate Director Associate Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider to the Vice President for Finance for President Vice the to Assistant Executive Carroll, I. Helen Finance for President Vice the to Assistant A.A., Rafferty, M. Elaine Safety and Health Environmental of Manager Blusnavage, Darryl Manager Grants and Controller Associate C.P.A., B.S., Ciocca, Kiersten Controller and Finance for President Vice Associate C.P.A., B.S., Roell, William Treasurer and Finance for President Vice C.P.A., B.A., Karns, A. Julie Finance B.F.A., Graphic Designer Graphic Woody, B.F.A., Beth Photographer University A.A., Borg, G. Peter Communications Electronic of Manager B.A., Adams, L. Lauren Writer Relations Public B.A., Haugh, Meaghan Services Editorial of Director B.A., Ramsden, Sean Payroll Supervisor Payroll Huff, Barbara Supervisor Payable Accounts Allen, Linda Disbursements of Director Assistant A.A., Skuse, Sherri Disbursements of Director B.S., Farris, Debbie Disbursements WCC Operations Facilities of Manager Hitzel, Steve Operations Building Academic/Public of Manager B.A., Suliamon, Sam Purchasing and Operations Business Facilities of Manager Caplinger, Nancy Coordinator Sustainability Management B.S., Greenberg, Melissa Tours Study for Coordinator Program B.A., Langenfelder, Karson Safety and Health ­Environmental of Manager M.A., Blusnavage, Darryl Operations Event of Manager M.A., Shockley, Jill Operations Facilities of Director B.A., Maconi, Michael Camps and ­ Business of Director B.S., Bozak, Diane Management Facilities and vices Ser Engineering Director, M.B.A., Zaleski, James Services Auxiliary and Management Facilities for President Vice Associate M.A., Reca, Michael ­ for President Vice Assistant Voorhees, Phillip Management Facilities Facilities Management Facilities Conferences Conferences - dIRectories 75 Learning Specialist Associate Director Student Success Center Kendall Friedman, M.Ed., Director Mary Beth Carstens, M.Ed., Associate Director Jenny Scudder, M.A., Assistant Director Campus Life David Keenan, M.A., Director of Campus Life Dianna Clauss, M.S., Assistant Director of Campus Activities and Recreation Programs Heather Brisby, B.A., Service Learning Coordinator Jessica Harper, B.S., Late Night and Weekend Program Coordinator and Fraternity/Sorority House Director Jason Miller, B.A., Intramural Coordinator Nicholas Barbati, B.A., Campus Life Coordinator Office of Community Standards Keith Kemo, M.A., Director Kathryn Guerrierie, M.A., Community Standards Coordinator and Fraternity/Sorority House Director Counseling Services Nadine Marty, Ed.D., Director, Psychologist Rose Soriero, Ed.S., Counselor Corinne Zupko, Ed.S., Counselor Shawn Blue, Psychologist Psy.D., Services for Students with Disabilities Barbara Blandford, Ph.D., Director Shirley Mersky, M.Ed., Assistant Director Vacant, Michelle Reres, Administrative Associate Residence Life Cindy Threatt, M.S., Associate Dean for Residential Programs Vacant, Jamiyl Mosley, M.A., Area Director Jane Ferrick, M.S., Area Director Amjad Abdo, M.S., Area Director Ada Badgley, M.S., Director of Greek Life Michael Stumpf,ProgramLife Greek M.Ed., ­Coordinator and Fraternity/Sorority House Director Megan Horst, B.A., Greek Life Program Coordinator and Fraternity/Sorority House Director Kevin Foster, B.A., Greek Life Housing Coordinator and Fraternity/Sorority House Director Jessica Harper, B.S., Late Night and Weekend Program Coordinator and Fraternity/Sorority House Director Kathryn Guerrierie, M.A., Community Standards Coordinator and Fraternity/Sorority House Director Assistant Staff Assistant Westminster, Assistant Area Director Associate Director Assistant Director New Student Resource Center and Orientation Elizabeth Bouchard, M.Ed., Coordinator Career Services G. Joyce M.Ed., Tyler, L.P.C., Director Shirley K. Turner, M.A., Associate Director Anne Mandel, M.A., Associate Director Claire Hamm, M.A., Associate Director Kelly Pedersen, M.A., Assistant Director of ­Experiential Learning Vacant, Dean of Students Vacant, Mark A. Fisher, M.A., N.C.C., Substance Abuse Prevention Specialist Gregory Hanf, A.A., Manager, Campus Card System Student Affairs Office of the Associate Vice President for Student Affairs and Dean of Students Anthony Campbell, Ph.D., Associate Vice President for Student Affairs and Dean of Students Jan Friedman-Krupnick, M.A., Assistant Vice President for Student Affairs Wilda Bleakley, Executive Assistant to the Associate Vice President for Student Affairs and Dean of Students Ira Mayo, M.B.A., Associate Dean of Freshmen Lawrence Johnson, Associate J.D., Dean of Students Mary Ann Somaine, M.A., Westminster, ­ Westminster Admission Katherine Shields, M.L.A., Director of Admission Rebecca Hoberman, B.A., Assistant Director of Admission Student Financial Services Drew Aromando, M.B.A., Acting Director Dennis Levy, P. Ph.D., Associate Director Genevieve Finley, B.A., AssistantDirector Elizabeth Sandy, B.S., Assistant Director Vacant, Judith Wood, B.A., Assistant Director Vacant, Candee Schaefer, B.A., Assistant Director Amanda Young, M.A., Assistant Director Jack Murphy, M.A., Part-time Regional Representative Catherine Nitzberg, Admission Staff Assistant Westminster Associate Director of Admission Senior Assistant Director of Admission Where Learning Meets Life Your Susan C. Christian, B.A., Dean ofEnrollment Jamie Mitchell, M.Ed., Director of Graduate, Transfer and CCS Admission William Larrousse, T. B.A., Director of Undergraduate Admission Marianne C. Kollar, M.Ed., Associate Director of Admission Vacant, Kate Martin, M.A., Assistant Director of Transfer and CCS Admission Derek Fox, B.A., Senior Assistant Director of Admission Vacant, Aimee Thomson, B.A., Senior Assistant Director of Admission Susan Makowski, B.A., Senior Assistant Director of Admission Frank Zuccarini, B.S., Admission Counselor Eric Gurwitz, B.S., Admission Counselor Ralph Donnell, M.A., Part-time Regional Representative Fay Rappaport, Part-time Regional Representative Lawrenceville Admission Bursar Anna Robbins, B.S., Bursar Jennifer Park, B.S., Assistant Bursar Maricruz Lawson, A.A., Assistant Bursar, ­ Enrollment Management James O’Hara, P. B.A., Vice President for Enrollment Management Jennifer A. Therien, M.S. Ed., Director of Enrollment Planning, Reporting, and Internet Projects Human Resources Robert Stoto, M.S. Associate Vice President for Human Resourcesand Affirmative Action Mona Marder, B.A., Director of Compensation and Benefits Linda Kerner, Assistant Manager of Benefits Donna Disbrow, B.S., Manager of Employment David Perry, M.M., Manager of Human Resources Information Systems General Accounting Elizabeth McErlean, B.A., Director of Budget Barry J. Sulzberg, B.B.A., Director of Cash Management Michael Rutkowski, M.B.A., Grants Manager Sophia Song, B.S., Senior Accountant Bryan Witkowski, Junior Accountant Clara Melas, Head Cashier 76 Directoriesn of the College of Continuing Studies Continuing of College the of Emeritus Dean Ph.D., Carpenter, H. John Education of School the of Emeritus Dean Ed.D., Brower, A. Walter Emeriti Imam Islamic Ali, R. Abdul-Malik Imam Jewish Grossman, Daniel Rabbi Protestant Adamy, Dawn Rev. Catholic Jakub, Joseph Father Ministry Campus Chaplains, Specialist Administrative B.S., Hallinger, Betsy Specialist Administrative B.A., Dell, S. Patricia Tutor Professional M.Ed., Freedman, Marsha Specialist Educational Counselor/ B.A., Martinez, Sally Director/Counselor Assistant M.A., Lopes, Dana Director LPC, N.C.C., M.Ed., Jones, S. Queen Program) (TRIO Program Services Support Student Director M.Ed., Brown, L. Donald Service Community and Affairs Multicultural for Center Specialist Administrative Durand, Marilyn Nurse Registered B.A., R.N., Sheridan, Pat Nurse Registered R.N., Haluska, Mary-Jo Physician C.A.Q.S.M., M.D., Lardner, J. Thomas Services Health Student of Director M.P.H., B.S.N., Kamin, Valerie Services Health Student Associate Administrative Venello, C. Deborah Counselor Academic M.A., Henley, Amber Director Associate M.S., Tyson, Ida Director M.Ed., Joyner, Rubin Program Opportunity Educational Specialist Administrative Vaneekhoven, Betty Specialist Administrative B.S., Walter, Cheryl Tutor Professional B.A., Roth, Lisa Tutor Professional M.S., Piper, Julie Center Learning Rider Tutor, Professional M.Ed., Oster, Judy Center Learning Rider Tutor, Professional Ph.D., Hoff, Katharine Center Learning Rider Tutor, Professional Ed.D., Baker, Isabel Center Learning Tutor, Rider Professional M.Ed., Cassel, Christine Tutor Lab/Professional Skills Math the of Director M.Ed., Ricci, Barbara the College of Business Administration Business of College the of Emeritus Dean Ph.D., Sandberg, Mark Planning Institutional for Emerita President Vice B.A., Petruska, B. Christina Sciences and Education, Arts, Liberal of lege Col the of Emeritus Dean Ph.D., Nadeau, E. Joseph Emeritus President Ph.D., Luedeke, Barton J. Controller and Finance for Emeritus President Vice M.B.A., W. Hess, George Provost and Affairs Academic of Emerita President Vice Ph.D., Frakt, Phyllis Emeritus President Ph.D., Elliott, N. Frank Aid Financial and Admissions of Emeritus Director B.A., Davis, L. Earl University Columbia M.B.A., Witwatersrand; of University BSc., Finance; of Professor Assistant Chiu, C. Jason York Buffalo New at of University State Ph.D., Mangi; of Institute Indian M.B.A., University; Osmania M.A., B.A., Strategy; and ies Stud Entrepreneurial of Professor Chaganti, Radha Pennsylvania of sity Univer Ph.D., (Ohio); M.S., University Miami B.S., Finance; of Professor Associate Carroll, M. Anne University Rider M.B.A., University; Rutgers M.L.I.S., Hill; Chapel Carolina, North of University B.A., Professor–Librarian; Assistant Campell, K. Diane Pennsylvania of University Ph.D., M.S., College; Muhlenberg B.A., Education; of Professor Associate Brown, Carol Urbana-Champaign Illinois, ­ Ph.D., Alabama; of University M.S., B.S., Marketing; of Professor Bonfield, H. Edward Pittsburgh of University Ph.D., M.A., College; Vincent St. B.A., Economics; of Professor Associate T. Bentley, Jerome Seminar Theological Baptist Southwestern M.Div., Beach; Long University, State California B.S., ing; Market of Department Lecturer, Benchener, Paul University Lehigh Ph.D., Temple University; M.Ed., College; Stockton Richard B.A., Education; Graduate of Professor Assistant Angello, Marie Lisa Oregon of University Ph.D., M.S., Saskatchewan; of University B.Ed., B.A., Education; of Professor Ambrose, Don York New of Institute Polytechnic Ph.D., M.S., College; Brooklyn B.S., Systems; Information Computer of Professor Associate Amadio, J. William University State Carolina North Ph.D., University; Calcutta M.S.C., College; Presidency B.S.C., Sciences; ment Manage of Professor Ahsanullah, Mohammad Graduate University Illinois Southern Ph.D., Arkansas; of J.D., University College; Wheaton M.A., B.A., tion; Educa of Professor Associate Ahia, Emmanuel C. Graduate Faculty Graduate University of of University Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ------York University New Ph.D., M.S., M.B.A., University; McGill B.E., Marketing; of Professor Associate Gallay, Ralph University Northwestern Ph.D., Pennsylvania; of University M.S.E., B.A., Education; of Professor Associate Fraivillig, Judith University Rider Psychologist, School Certified College; Rider M.A., Trenton State; B.A., ­Clinician, ­ Senior and Writing and Reading for ­ the of Director Assistant Fantauzzo, Phyllis Berkeley at California of University Ph.D., University; Hebrew B.S., Sciences; agement Man of Professor Associate Eichhorn, H. Benjamin University Drexel Ph.D., M.B.A., University; Boston B.S., Systems; formation In Computer of Professor Associate Eder, Lauren Temple University Ph.D., York Buffalo; New at of University State B.A., ­ of Professor Associate Dunne, Kathleen York New of University State Albany, at University Ph.D., B.A., Resources; Human and ­ of Professor Associate Donovan, John Georgia of University Ph.D., Connecticut; of University M.B.A., Mary; and William of College B.A., Education; Graduate of Professor Dombrowski, C. Stefan Austin at Texas of University Ph.D., University; Jiaotong Xi’an M.S., B.S., Sciences; Management of Professor Associate Ding, Joyce Jie School Law J.D., Villanova University; Cornell B.S., Ethics; ness Busi and Studies Legal of Professor Denbo, Susan University Rutgers M.L.S., M.S., University; Michigan Western B.A., Professor–Librarian; Assistant Dawson, Patricia Pennsylvania of ­University Ph.D., Liverpool; of University M.C.D., B.A., ing; Market of Professor Associate Darian, C. Jean University Reserve Western Case Ph.D., M.S., College; Boston B.A., Systems; Information Computer of Professor Associate W. Dailey, James York New of University City Ph.D., Illinois; of versity Uni B.A., Economics; of Professor Corman, Hope York New University Ph.D., M.S., ­Pennsylvania; of University B.A., Sciences; ­Management of Professor Associate Coopersmith, Lewis University Syracuse Ph.D., M.B.A., Oswego; at SUNY B.S., Strategy; and ies Stud Entrepreneurial of Professor Cook, G. Ronald University Rutgers M.L.S., Connecticut; ­ M.A., University; Rider B.A., Librarian; – Professor Associate Congleton, J. Robert Syracuse of University Ph.D., Chicago; of University M.B.A., M.A., B.A., Marketing; of Professor Associate F.Judy Cohen, Pennsylvania of Ph.D.,University M.A., College; Muhlenberg A.B., Economics; of Professor Gishlick, E. Herbert (IUIC) Urbana-Champaign at Illinois of versity Uni Ph.D., University; Wake M.A., University; Peking B.A., Marketing; of Professor Assistant Gao, Zhihong Reading Reading Management Management University of of University Accounting; Accounting; Center Center ------dIRectories 77 - - - - Computer Graduate ­Accounting; Accounting; Economics; Graduate Education; University of Delaware University; M.Ed., M.B.A., David A. Pierfy, Associate Professor of ­ B.A., RiderCollege; M.A., Ed.S., George Peabody College at Vanderbilt University; Ed.D., University of Georgia Kathleen Pierce, Associate Professor of ­ Education;B.A., GlassboroState College; M.Ed.,Rutgers University; Ph.D., University of Pennsylvania Larry M. Prober, Associate Professor of ­ B.S., University of Delaware; M.B.A., University of Massachusetts; M.S., University; Ph.D., Temple C.P.A., Pennsylvania J. Drew Procaccino, Associate Professor of ­ InformationSystems;B.A., College; Ursinus B.S., M.B.A., Rider University; Ph.D., Drexel University Marilyn Quinn, D. Associate Professor–Librarian; B.A., Clark University; M.A., Brown University; M.L.S., Drexel University Maury R. Randall, Professor of Finance; B.A., New University; York M.A., University of Chicago; Ph.D.,University New York Mitchell Ratner, Associate Professor of Finance; B.A., Lafayette College; M.B.A., Ph.D., Drexel University Thomas L. Ruble, Associate Professor of ­Management;B.S., M.B.A., Ph.D., University of California, Los Angeles Maria Sanchez, Assistant Professor of Accounting; B.S., Villanova University; M.B.A., Ph.D., Drexel University Joy A. Schneer, Professor of Management and Orga tion Systems; B.S., Beijing University of Technology; M.S., Ph.D., New Jersey Institute of Technology Wayne J. Smeltz, Associate Professor of Entrepre neurial Studies and Strategy; B.B.A., College of ­Insurance; M.B.A., Ph.D., University of Houston Ira B. Sprotzer, Associate Professor of Legal Studies and Business Ethics; B.A., State University of New Binghamton;York, Boston J.D., College Law School; M.B.A., Miami University of Ohio David Suk, Associate Professor of Finance; B.A., ­Sogang University; M.A., Ph.D., Ohio State University AlanR. Sumutka, Associate Professor of B.S., Rider College; M.B.A., Seton Hall University; C.P.A., New Jersey Joann Susko, P. Assistant Professor of Graduate Education; B.S., The College of NewJersey; Ed.M., Ed.D., Rutgers University Leonore S. Taga, Associate Professor of ­ A.B., University of Michigan; M.A., Ph.D., Univer sity of California, Berkeley Timothy R. Wade, Assistant Professor of ­ nizationalBehavior; B.A., Barnard College, Columbia University; M.B.A., Ph.D., Baruch College, CUNY Harold Schneider, Associate Professor of ­Management Sciences; A.B., University of Rochester; M.S., Ph.D.,University of Chicago Jia Shen, Assistant Professor of Computer Informa Education; B.A, Rowan ­ University;Temple Ed.D., ­ Carol Watson, D. Professor ofManagement and Organizational Behavior; B.A., University of Akron; M.A., Stanford University; Ph.D., Columbia ­U n i v e r s i t y - - - - - National ­Accounting; Marketing; Economics; Washington State B.A., Chulalongkorn University; M.P.A., Ph.D., University of Texas; C.P.A., ­ Christina H. Peterson, Assistant Professor of Gradu ate Education; B.A., Vassar College; M.A., Ph.D., Rutgers University Robert J. Lackie, Associate Professor–Librarian; B.S., University of the State of New York; M.L.I.S., University of South Carolina; M.A., Rider University Christine Lentz, Associate Professor of Manage counting; B.B.A., University; Temple M.B.A., Ph.D., Drexel University; C.P.A., New Jersey ObeuaS. Persons, Associate Professor of ment and Organizational Behavior; B.A., Drexel ­University; M.S., Ph.D., Northwestern University Sherry (Fang) Li, Assistant Professor of Accounting; Bachelor of Economics, Tsinghua University; A.B.D., TheUniversity of Massachusetts Feng-Ying Liu, Professor of Finance; B.S., ­ Taiwan University; M.B.A., Ph.D., Drexel University Charmen Loh, Associate Professor of Finance; B.S., M.B.A., Ph.D., University of Arkansas Steven J. Lorenzet, Associate Professor of ­Management and Human Resources; B.S., M.A., University;Towson Ph.D., University at Albany, State University of New Albany York, Biju Mathew, Associate Professor of Computer Information Systems, B.A., Nizam College; Ph.D., University of Pittsburgh Charles McCall, W. Associate Professor of ­Economics; B.A., Lycoming College; M.A., Ph.D., UniversityTemple Evelyn McDowell, Assistant Professor of ­Accounting; B.A., Baldwin-Wallace College; M.Acc., Ph.D., Case Western Reserve University Dorothy McMullen, Associate Professor of ­Accounting; B.S., LaSalle University; M.B.A.,Ph.D., Drexel University, C.P.A., Pennsylvania Ilhan Meric, Professor of Finance; B.A., Ankara University; M.S., Ph.D., Lehigh University Tan Miller, Assistant Professor of Computer Infor mation Systems; B.A., Haverford College; M.A., The University of Pennsylvania; M.B.A., The Wharton School; Ph.D., TheUniversity Pennsylvania of Lan Ma Nygren, Assistant Professor of Management Sciences; M.S., Renmin University of China; M.A., Ohio State University; Ph.D., Stern School of Busi B.S., Pennsylvania State University; M.B.A., Drexel University; Ph.D., Pennsylvania State University Kelly Noonan, Associate Professor of ­ B.A., State University of New at Albany; York M.A., Ph.D., State University of New at Stony Brook York Margaret O’Reilly-Allen, Associate Professor of Ac ness, New University York James Murphy, Associate Professor of Education; B.A., Iona College; M.S., D.Ed., Pennsylvania State University Cynthia Newman, Associate Professor of Marketing; B.S.B.A.,M.B.A., Rider University; Ph.D., University of Pennsylvania Larry Newman, Associate Professor of ­ - - - - Graduate University University; Graduate University of Kentucky Where Learning Meets Life Your Susan M. Glazer, Professor of Education; Director of the Center for Reading and Writing; B.S., Syracuse University; M.A., New University; York Ed.D., Uni versity of Pennsylvania Leonard R. Goduto, Assistant Professor of ­ Education; B.A., Ramapo College; Ed.M., Rutgers University; Ed.D., Columbia University Ilene Goldberg, V. Associate Professor of Legal Studies and Business Ethics; B.A., Pennsylvania State University; University Temple J.D., Linguo Gong, Associate Professor of Management Sciences; B.S., M.S., Tsinghua University; Ph.D., The University of Texas William Guthrie, D. Professor of Education; B.S., M.A., State Trenton College; Ph.D., New York University CengizHaksever, Professor of Management Sci ences; B.S., M.S., Middle East Technical University, Ankara; M.B.A., Texas A&M University; Ph.D., University of Texas, Austin Mary Elizabeth Haywood-Sullivan, Associate Professor of Accounting; B.S., College of Charleston; M.P.A., TheUniversity Texas of at Austin; Ph.D., The University of Georgia Sigfredo Hernandez, Associate Professor of Market ing, B.A., University of Puerto Rico; M.A., Boston University; University Ph.D., Temple Melissa A. Hofmann,Insructor–Librarian; B.A., The College of New Jersey; M.L.I.S., Rutgers University Kathryn A. Holden, Associate Professor–Librarian; B.A., William Smith College; M.A., Pennsylvania State University; M.S.L.S., ­ Syed Afzal Hossain, Associate Professor of ­Management Science; B.Sc., M.Sc., University of Dhaka; Ph.D., Old Dominion University Ma Lei Hseih, Assistant Professor–Librarian; B.A., Tunghai University; M.A., Wheaton ­ School; M.L.S., Indiana University Hazel-Anne M. Johnson, Assistant Professor of Management and Human Resources; B.S., ­ of Florida, Gainesville, FL; M.A., Ph.D., University of South Florida, Tampa Michele Wilson Kamens, Professor ofEducation; B.S., M.Ed., Rutgers University; Ed.D., Temple University Mark Kasrel, Assistant Professor of Legal Studies and Business Ethics; B.S., West Virginia Wesleyan College; M.A., Seton Hall University; Joe H. Kim, Associate Professor of Marketing; B.A., Union Christian College; M.B.A., Yon-sei University; Ph.D., Saint Louis University Gerald Klein, D. Professor of Organizational ­Behavior and Management; B.S., Drexel ­ M.B.A., Harvard Graduate School of Business; Ph.D., Case Western Reserve University Steven Klein, Associate Professor of Management Sciences; B.S., Cornell University; M.B.A., New York University; M.S., Ph.D., Rutgers University Eugene J. Kutcher III, Assistant Professor of Management and Human Resources; B.A., Rutgers College; B.S., Rutgers School of Business; M.A., Montclair State University; Ph.D., Virginia Polytech nic Institute and State University 78 Directoriesn Rutgers University; Ph.D., University of Maryland of University Ph.D., University; Rutgers B.S., Biology; of Professor Associate Bidle, A. Kelly Pittsburgh of University Ph.D., M.A., College; Vincent St. B.A., ­ of Professor Associate T. Bentley, Jerome Seminary Theological Baptist Southwestern M.Dir., Beach; Long University, State California B.S., Paul Benchener, Orleans New of University M.F.A., University; Louisiana Southeastern M.A., B.A., English; of Professor Associate Basham, Rebecca York New University Ph.D., C.U.N.Y.; M.A., College, ­ B.A., Sociology; of Professor Baron, Ava Oxford ­ D.Phil., M.Sc., Sydney; of University B.Sc., Mathematics; of Professor P. Bahri, Anthony University Rutgers Ph.D., M.S., College; Hood M.A., versity; Uni Yale B.A., Education; of Professor Baer, John University gers Rut D.M.A., University; Binghamton M.M., B.A., Voice; Professor, Assistant Arneson, Christopher University Columbia Ph.D., M.A., University; Rutgers B.A., Psychology; of Professor Assistant Ansary, S. Nadia York New of Institute Polytechnic Ph.D., M.S., College; Brooklyn B.S., Systems; Information Computer of Professor Associate Amadio, J. William Ed. Cert. (Performance) ALCM ABSM, LTCL, University; Oxford Ph.D., (Oxon); D. Phil. Music; of Professor Associate Allen, Arthur Stephen University State Carolina North Ph.D., University; Calcutta M.S.C., College; Presidency B.S.C., Sciences; ment Manage of Professor Ahsanullah, Mohammad University Columbia D.L.S., C.A.L., M.S., University; Studies Foreign Beijing B.A., Librarian; Professor– Associate Yang, (Qianqian) Sharon Pittsburgh of University Ph.D., M.B.A., College; State Rock Slippery B.A., of Professor Associate Wygal, E. Donald Carbondale at University Illinois Southern Ph.D., M.S.Ed., Technology; of Institute Illinois B.A., tion; Educa of Professor Assistant Winther, A. Austin Tennessee of University D.B.A., M.B.A., sity; Univer State and Institute Polytechnic Virginia B.S., ­ of Professor Associate Wiman, R. Alan University State Indiana Ph.D., College; Hill Chestnut M.S., College; Family Holy B.A., Education; of Professor Westburg, G. Nancy College Rider M.A., sity; Univer Columbia M.S., College; Baptist Kong Hong B.A., Professor–Librarian; Assistant Weigh, Samuel University Columbia Ed.D., University; Dickinson Fairleigh M.B.A., College–Florida; New B.A., Education; Graduate of Professor Assistant Watson, Elizabeth Undergraduate Faculty Undergraduate Lecturer, Department of Marketing; Marketing; of Department Lecturer, University of of University Marketing; Marketing; Brooklyn Brooklyn Accounting; ­Accounting; Economics; Economics; ------Syracuse University Syracuse Ph.D., Chicago; of University M.B.A., M.A., B.A., Marketing; of Professor Associate F.Judy Cohen, University Rutgers Ph.D., M.A., College; Douglass B.A., guages; Lan Foreign of Professor Associate Cohen, Daria University ­ M.B.A., Witwatersrand; of University BSc., Finance; of Professor Assistant Chiu, C. Jason University Northeastern Ph.D., University; Hunan B.S., Chemistry; of Professor Associate Chen, Feng Temple Ed.D., University Angeles; Los California– of University M.A., Barbara; Santa California, of University R.D.E., B.A., Dance; of Professor Assistant Chandler-Vaccaro, Kim York Buffalo New at of University State Ph.D., Mangi; of Institute Indian M.B.A., ­ Osmania M.A., B.A., Strategy; and ies Stud Entrepreneurial of Professor Chaganti, Radha University Rutgers Ph.D., Ed.M., B.A., Education; Teacher of Professor Assistant Casey, K. Heather Maryland of University B.S., Staff; Athletics Carroll, Patricia Pennsylvania of ­University Ph.D., (Ohio); M.S., University Miami B.S., Finance; of Professor Associate Carroll, M. Anne University Vanderbilt Ph.D., M.S., College; Wheeling B.A., ­ of Professor Assistant T. Carlin, Michael University Rider M.B.A., University; Rutgers M.L.I.S., Hill; Chapel Carolina, North of University B.A., Professor–Librarian; Assistant Campell, K. Diane Connecticut of University Ph.D., M.A., York Albany; New at of University State B.A., History; of Jr., Professor Callahan Thomas University Rutgers Ph.D., M.S., Cincinnati; of University M.S., B.S., Sociology; of Professor Butsch, Richard Hill Chapel at Carolina North of University Ph.D., B.S., Biochemistry; and Chemistry of Professor Associate Burnham, Bruce Wisconsin of University Ph.D., M.A., College; Rider B.A., Philosophy; of Professor W. Burgh, Richard University Rutgers Ed.D., M.A., College; Brooklyn B.A., Education; of Professor Associate Bulgar, Sylvia Miami of University Ph.D., ­Binghamton; at SUNY M.A., University; Colgate B.A., ­ Marine and Environmental ­Geological, of Professor Associate Browne, M. Kathleen Iowa of University Ph.D., University; State Ohio M.A., College; Rider B.A., Journalism; of Professor Brown, A. Pamela Pennsylvania of University Ph.D., M.A., College; Muhlenberg B.A., Education; of Professor Associate Brown, Carol University American Ph.D., M.A., University; Carroll John B.S., Psychology; of Professor Brosvic, M. Gary Bucharest of University Ph.D., Mathematics; of Professor Borcea, S. Ciprian Urbana-Champaign Illinois, ­ Ph.D., Alabama; of University M.S., ­ of Professor Bonfield, H. Edward Marketing; B.S., B.S., Marketing; University of of University Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Columbia Columbia University; University; Sciences; Sciences; Psychology; Psychology; - - at Chapel Hill Chapel at Carolina North of University Ph.D., M.A., Sevilla; de Universidad Licenciatura, Literatures; and Languages Foreign of Professor Assistant Duque, Adriano Temple University Ph.D., York Buffalo; New at of University State B.A., Accounting; of Professor Associate Dunne, Kathleen Austin at Texas of University Ph.D., Orono; at Maine of ­University B.S., Biology; of Professor Drawbridge, Julie University Rider M.A., University; Rider B.A., Staff; Athletics Donovan-Milligan,, Lynn York New of University State Albany, at University Ph.D., B.A., Resources; Human and Management of Professor Associate Donovan, John Calgary of University Ph.D., Northridge; University, State California M.A., geles; An Los California, of University B.A., ­Psychology; of Professor Associate Dolyniuk, A. Chrystina University Boston Ph.D., M.A., University; Georgetown B.A., Psychology; of Professor Assistant DiYanni, J. Cara Texas of University Ph.D., University; Jiaotong Xian M.S., B.S., Sciences; Management of Professor Associate Ding, Joyce Jie Toronto of University Ph.D., University; American M.A., Canterbury; at Kent of University B.A., Sociology; of Professor Dickinson, M. James University Temple M.J., College; Holyoke Mount A.B., tion; Communica of Professor Assistant Diaz, Mercedes Denver of University Ph.D., Arkansas; of University M.A., B.A., Journalism; and munication Com of Professor Assistant Dewberry, R. David School Law J.D., ­ University; Cornell B.S., Ethics; ness Busi and Studies Legal of Professor Denbo, Susan University Bloomsburg M.S., University; Susquehanna B.A., Staff; Athletics Tom Dempsey, University Rutgers M.L.S., M.S., University; Michigan Western B.A., Professor–Librarian; Assistant Dawson, Patricia College Bridgewater B.A., Staff; Athletics Davis, Barry Pennsylvania of versity Uni Ph.D., Liverpool; of University M.C.D., B.A., Marketing; of Professor Associate Darian, C. Jean University Reserve Western Case Ph.D., M.S., College; Boston B.A., Systems; Information Computer of Professor Associate W. Dailey, James Temple Ed.D., University College; Rider M.A., B.S., Education; of Jr., Professor Curran G. Michael York New of University City Ph.D., Illinois; of sity Univer B.A., Economics; of Professor Corman, Hope M.S., Ph.D., New York New University Ph.D., M.S., ­ of University B.A., Sciences; agement Man of Professor Associate W. Coopersmith, Lewis University Syracuse Ph.D, M.B.A., Oswego; at SUNY B.S., Strategy; and Studies Entrepreneurial of Professor Cook, Ronald University Rutgers M.L.S., Connecticut; ­ M.A., University; Rider B.A., Librarian; – Professor Associate Congleton, J. Robert Pennsylvania; Pennsylvania; University of of University Villanova Villanova ------dIRectories 79 - - Rutgers Management Jonathan M. Husch, Professor of Geological and Environmental Sciences; B.A., Colgate University; M.A., Ph.D., Princeton University Laura Hyatt, Associate Professor of Biology; B.A., Smith College; Ph.D., University of Pennsylvania Danielle Jacobs, Assistant Professor of Chemistry; B.S., Haverford College; Ph.D., University of North Carolina Chapel Hill Tamar Jacobson, Assistant Professor of Teacher Education;B.A., Ed.M., Ph.D., State University of New at Buffalo York Barry Janes, Professor of Communication; B.A., M.A., Rutgers University; Ph.D., New University York Paul Jivoff, Associate Professor of Biology; B.A., Hartwick College; M.S., Ohio State University; Ph.D., University of Maryland Hazel-Anne M. Johnson, Assistant Professor of Management and Human Resources; B.S., ­University of Florida, Gainesville, FL; M.A., Ph.D., University of South Florida, Tampa Judith Johnston, Professor of English; B.A., Rice University; Ph.D., Stanford University Michele Wilson Kamens, Professor of Education; B.S., M.Ed., Rutgers University; Ed.D., Temple University Jonathan Karp, D. Professor of Biology; B.A., Col gate University; Ph.D., Vanderbilt University Mark Kasrel, Assistant Professor of Legal Studies and Business Ethics; B.S., West Virginia Wesleyan College; M.A., Seton Hall University Shawn Kildea, P. Instructor of Communication; B.A., M.A., Rider University Joe H. Kim, Associate Professor of Marketing; B.A., Union Christian College; M.B.A., Yon-sei University; Ph.D., Saint Louis University Gerald Klein, D. Professor of Organizational Behavior and Management;B.S., Drexel University; M.B.A., Harvard Graduate School of Business; Ph.D., Case Western Reserve University Steven Klein, Associate Professor of Management Sciences; B.S., Cornell University; M.B.A., New York University; M.S., Ph.D., Rutgers University Harvey R. Kornberg, Associate Professor of Political Science; B.B.A. (Public Administration), City College of New M.A., York; Ph.D., Brown University Eugene J. Kutcher III, Assistant Professor of Management and Human Resources; B.A., ­ College; B.S., Rutgers School of Business; M.A., Montclair State University; Ph.D., Virginia Polytech nic Institute and State University Robert J. Lackie, Associate Professor–Librarian; B.S., University of the State of New York; M.L.I.S., University of South Carolina; M.A., Rider University Anne Law, Professor ofPsychology; B.A., M.A., Ph.D., University of New Hampshire Christine Lentz, Associate Professor of ­ and Human Resources; B.A., Drexel University; M.S., Ph.D., Northwestern University Sherry (Fang) Li, Assistant Professor of Accounting; Bachelor of Economics, Tsinghua University; A.B.D., TheUniversity of Massachusetts - - - Rutgers Charleston; University; University University Associate Graduate M.P.A., TheUniversity Texas of at Austin; Ph.D., The University of Georgia Heath,Wendy P. Professor of Psychology; B.A., Boston University; M.S., Ph.D., University of Texas at Arlington Sigfredo Hernandez, Associate Professor of ­Marketing; B.A., University of Puerto Rico; M.A., Boston University; University Ph.D., Temple Mickey S. Hess, Assistant Professor of English; B.A., M.A., Ph.D., University of Louisville Peter R. Hester, Assistant Professor of Education; B.S., California Polytechnic State University; M.A.T., Northern Arizona University; Ph.D., University of Colorado at Boulder Hillje,John W. Associate Professor of History and American Studies; B.J., M.A., Ph.D., University of Texas Melissa A. Hofmann, Insructor–Librarian; B.A., The College of NewJersey; M.L.I.S., ­ of Illinois William Guthrie, D. Professor of Education; B.S., M.A., State Trenton College; Ph.D.,New York University Myra G. Gutin, Professor of Speech; B.A., M.A., Emerson College; Ph.D., University of Michigan Cengiz Haksever, Professor of Management Sci ences; B.S., M.S., Middle East Technical ­ Professor of Accounting; B.S., College of ­ University Kathryn A. Holden, Associate Professor– Librarian; B.A., William Smith College; M.A., Pennsylvania State University; M.S.L.S., ­ of Kentucky Syed Afzal Hossain, Associate Professor of ­Management Science; B.Sc., M.Sc., University of Dhaka; Ph.D., Old Dominion University Ma Lei Hseih, Assistant Professor–Librarian; B.A., Tunghai University; M.A., Wheaton ­ istry; B.A., Franklin and Marshall College; Ph.D., University of Minnesota James K. Guimond, Professor of English and Ameri can Studies; B.A., Kalamazoo College; M.A., Ohio Wesleyan University; Ph.D., ­ M.B.A., Texas A&M University; Ph.D., University of Texas at Austin Jeffrey R. Halpern, Associate Professor of Sociology; B.A., City College of New Ph.D., University York; of Pittsburgh Mary Elizabeth Haywood-Sullivan, ­ School; M.L.S., Indiana University John Hulsman, F. Professor ofEnglish; B.A., St. Vincent College; Ph.D., Ohio University Brooke Hunter, Associate Professor of History; B.A., University of California at Irvine; M.A., Ph.D., University of Delaware Robert C. Good, Professor of Philosophy; A.B., PrincetonUniversity; M.A., Ph.D., University of Wisconsin Joseph M. Gowaskie, Professor of History and American Studies; B.A., St. NorbertCollege; M.A., Ph.D., Catholic University of America Alexander Grushow, Associate Professor of Chem ------Studies Spanish; Psychology; Marketing; Madrid; M.A., University of Economics; A.B., Professor ofCommunication, B.S., M.A., Clinician; B.A., State Trenton College; M.A., Where Learning Meets Life Your Muhlenberg College; M.A., Ph.D., ­ Pennsylvania Ilene Goldberg, Associate Professor of Legal ­ formation Systems; B.S., Boston University;M.B.A., Ph.D., Drexel University Benjamin H. Eichhorn, Associate Professor of ­Management Sciences; B.S., Hebrew University; Ph.D., University of California at Berkeley Russell J. Fager, Athletics Staff; B.S., Slippery Rock State College; M.A., Rider College Phyllis Fantauzzo, Assistant Director of the Center for Reading and Writing and Senior Read ing ­ Rider College; Certified SchoolPsychologist, Rider University Joel Feldman, Assistant Professor of Philosophy; B.A., Hampshire College; Ph.D., University of Texas at Austin Kenneth L. Fields, Associate Professor of ­Mathematics; S.B., Massachusetts Institute of Tech nology; Ph.D., University of California at Berkeley Stephen Fletcher, Athletics Staff; B.A., Lafayette College; M.A., Rider University Hernan J. Fontanet, Assistant Professor of ­ M.A., Universidad Complutense de ­ Universidad de Buenos Aires; Ph.D., Universidad Autonomade Madrid Barbara Franz, Associate Professor of Political ­Science; M.A., Ph.D., SyracuseUniversity Lucien Frary, Assistant Professor of History; B.A., University of St. Thomas, Minnesota; M.A., Ph.D., University of Minnesota, Cities Twin Ralph Gallay, Associate Professor of Marketing; B.E., McGill University; M.B.A., M.S., Ph.D., New UniversityYork Zhihong Gao, Assistant Professor of ­ B.A., Peking University; M.A., Wake Forest University; Ph.D., University of Illinois at Urbana- Champaign (UIUC) Tracy Garrett, Assistant Professor of Teacher Educa tion; B.A.,East Stroudsburg University; M.A., Kean University; Ed.D., Rutgers University Suzanne Gespass, Associate Professor of Educa tion; B.A., Sarah Lawrence College; M.Ed., Ph.D., University of Arizona Diane Casale-Giannola, Associate Professor of ­Education; B.A., M.S., State University of New York at Albany; Ed.D., New University York Herbert E. 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Aaron Arts of School Gross Mason University, Rutgers M.F.A., B.A., Theatre; of Professor Assistant Mills, Miriam of Pennsylvania The University Ph.D., School; Wharton The M.B.A., Pennsylvania; of University The M.A., College; Haverford B.A., Systems; mation Infor Computer of Professor Assistant Miller, Tan Massachusetts of ­ Ph.D., M.A., Hampshire; New of versity Uni B.A., Speech; of Professor Millen, H. Jonathan University Lehigh Ph.D., M.S., University; Ankara B.A., Finance; of Professor Meric, Ilhan Jerusalem University, Hebrew Ph.D., M.A., B.A., Science; Political of Professor Mendilow, Jonathan Pennsylvania C.P.A., University; Drexel Ph.D., M.B.A., University; LaSalle B.S., ­Accounting; of Professor Associate McMullen, Dorothy Austin at Texas of University Ph.D., versity; Uni State Texas Southwest M.Ed., B.S., Education; Teacher of Professor Assistant McKool, S. Sharon University Rutgers Ph.D., College; Choir Westminster M.M., Journalism; of Professor McKinley, Graham E. 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University; York New B.A., History; of Professor Osborne, Anne Jersey New C.P.A., University, Drexel Ph.D., M.B.A., Temple University; B.B.A., counting; Ac of Professor Associate O’Reilly-Allen, Margaret Texas North of University Ph.D., University; A&M Texas West M.A., Seoul; University, Ang Chung- B.A., English; of Professor Oh, Seiwoong York New University ness, Busi of School Stern Ph.D., University; State Ohio M.A., China; of University Renmin M.S., Sciences; Management of Professor Assistant Nygren, Ma Lan York Brook Stony New at of University State Ph.D., M.A., York Albany; New at of University State B.A., Economics; of Professor Noonan, Kelly College Mawr Bryn Ph.D., College; Earlham B.A., Philosophy; of Professor Nicholson, J. 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Barry University Syracuse Ph.D., College; Island Rhode M.A., B.A., Psychology; of Professor Assistant Scorpio, A. Elaine Delaware of University Ph.D., College; Mawr Bryn M.A., College; Rider B.S., Sciences; Marine and Environmental ­ of Professor Associate Schwimmer, Reed University Rutgers Ph.D., Pennsylvania; of University F. 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Professor of Mathematics; B.A., B.A., of Mathematics; Professor College; M.B.A., M.B.A., College; University; B.A., B.A., University; University, City City University, Geological, Geological, Delaware Delaware Computer Computer Chestnut Chestnut Barnard Barnard - - - - dIRectories 81 - - - Professor Foreign University; Adjunct Assistant ­ of English and Composition Coordinator; B.A., The M.A.T., College of NewJersey Fekru Debebe, Adjunct Assistant Professor of Economics; B.S., M.S., New Mexico State ­ Ph.D., Colorado State University George DeFrehn, Adjunct Instructor of Economics; B.S., LaSalle University; M.S., Rider University Doris DeYoung, Adjunct Instructor of English; B.S., Fordham University; M.A., Columbia University Derek Arnold, Adjunct Instructor of ­Communication; B.A., LaSalle University;M.A., Purdue University Barry Ashmen, D. Adjunct Assistant Professor of Management; B.S., M.A., Rider College; Ed.D., UniversityTemple Susan J. Ashworth-McManimon, Adjunct ­Instructor of Communication; B.A., Kean College of New Jersey; M.A., Montclair State College Carol L. Atlas, Adjunct Instructor of Spanish and French; B.A., University; Temple M.A., University of New Mexico Matthew Backes, Adjunct Instructor of History; B.A., Hamilton College; M.A., M. Phil., Ph.D., Columbia University Thomas Barclay, Adjunct Instructor of Graduate Education;B.A., M.Ed., State Trenton College; M.A., Rider University Thomas Barnes, Adjunct Assistant Professor of Graduate Education; B.A., University of Delaware; M.A., Ph.D., Northeastern University Paul Belliveau, Adjunct Instructor of Management and Organizational Behavior; B.S.M.E., University of Notre Dame; M.B.A., School Tuck of Business, Dartmouth College Thomas A. Brettell, Adjunct Professor of Law and Justice; B.A., Drew University; M.S., Lehigh Univer sity; Ph.D., Villanova University Terry Brownschidle, Adjunct Assistant Professor of Economics; B.S., Cornell University; M.S., The Pennsylvania State University; Ph.D., University of Minnesota Walter A. Brower, Adjunct Professor of Education, B.S., Rider College; Ed.M., University Ed.D., Temple Kathleen Capuano, Adjunct Instructor of ­Communication; B.A., Queens College, CUNY; M.A., West Chester University Suzanne Carbonaro, Adjunct Instructor of Com munication; B.A., SUNY Plattsburgh; M.S., Boston University Laurence Chausson, Adjunct Instructor of ­ Languages, French; M.A., Universite Paris VI, Ph.D., Universite Paris VI Tracy Chebra, Adjunct Instructor, B.M., Voice; M.M., University of North Carolina, Greensboro Gwendy Cobun, Adjunct Assistant Professor of Psychology; B.A., Florida Atlantic University; M.S., Nova Southeastern Psy.D., University Louis J. Colombo, Adjunct Instructor of Philosophy; B.A., Rider University; M.A., New School for Social Research Diane Curry, Adjunct Instructor of Graduate Educa tion; B.A., Wilkes College; M.A. Rider University MicheleD’Angelo-Long, ------­Accounting; Marketing; University of Education; Adjunct Faculty man Resources; B.A., University of Akron; M.A., Stanford University; Ph.D.,Columbia University E. Associate Weber, Todd Professor of Biology; B.S., Slippery Rock University; M.S., Ph.D., ­ Illinois-Urbana/Champaign Samuel Weigh, Assistant Professor–Librarian; B.A., Hong Kong Baptist College; M.S., Columbia University; M.A., Rider College Arlene Wilner, Professor of English; B.A., Cornell University; M.A., Ph.D., Columbia University Alan R. Wiman, Associate Professor of ­ B.S., Virginia Polytechnic Institute and State Univer sity; M.B.A., D.B.A., University of Tennessee Robert J. Winter, Associate Professor of Russian; B.A., University of Minnesota; M.A., Ph.D., Colum bia University DonaldE. Wygal, Associate Professor of B.A., Slippery Rock State College; M.B.A., Ph.D., University of Pittsburgh Yun Xia, Associate Professor of Communication; B.A., M.A., Sichuan University; Ph.D., Southern Illinois University Sharon (Qianqian) Yang, Associate Professor– Librarian; B.A., Beijing Foreign Studies University; M.S., C.A.L., D.L.S., Columbia University Jonathan Yavelow, Professor of Biology; B.S., American University; Ph.D., University of Southern California John Adamovics, Adjunct Professor of Biology; B.A., Portland State University; Ph.D., Colorado State University Edward Adams, Adjunct Assistant Professor of Finance; B.S.C., Rider College; M.B.A., St. John’s University Roxanne Adinolfi, T. Adjunct Instructor of Teacher Education; B.A., Georgian Court College; M.Ed., Rutgers University Gaya Agrawal, Adjunct Instructor of Computer In versity Carol Watson, Professor of Management and Hu formation Systems; B.Com., M.Com., LL.B., M.B.A. University of Calcutta; M.S. of Library and Informa tion Science, The CatholicUniversity of America Mary Amato, Adjunct Instructor of English; B.S., St. College;Peter’s M.A., Drew University Laura Amoriello, Adjunct Assistant Professor, Piano; B.M., Westminster Choir College, Rider University; M.M., Pennsylvania State University B.S., M.A., Rider College; Ph.D., Uni New York Joanne Assistant Vesay, P. Professor of Education; B.S., West Chester University; M.S., Pennsylvania State University; Ph.D., George Mason University Minmin Wang, Professor of Communication; B.A., Xian Foreign Languages University; M.A., Ph.D., Bowling Green State University Shunzhe Wang, Assistant Professor of Chinese; B.A., Suzhou University of China; M.A., Wayne State Col lege; Ph.D., Purdue University Jean R. Warner, Associate Professor of ­ ------American Professor ­Accounting; Sociology; Economics; Marine Sciences; Maryland at College Park Where Learning Meets Life Your Prakash C. Sharma, Professor of Sociology; B.S., M.S., Agra University; M.S., University of Guelph; Ph.D., University of Georgia Jia Shen, Assistant Professor of Computer Informa tion Systems; B.S., Beijing University of Technology; M.S., Ph.D., New Jersey Institute of Technology Nikki Shepardson, Associate Professor of History; B.A, University of Rochester; M.A., Ph.D., Rutgers University Thomas S. Simonet, Professor of Journalism; B.A., Georgetown University; M.S., Columbia Uni versity; University Ph.D., Temple Gabriela Wiederkehr Smalley, Assistant ­ of Geological, Environmental and ­ B.S., Ph.D., University of ­ Wayne J. Smeltz, Associate Professor of Entrepre neurial Studies and Strategy; B.B.A., College of ­Insurance; M.B.A., Ph.D., University of Houston Brian Spiegelberg, D. Assistant Professor of Chemis try; B.S., Denison University; Ph.D., Duke University Ira B. Sprotzer, Associate Professor of Legal Studies and Business Ethics; B.A., State University of New at Binghamton;York Boston J.D., College Law School; M.B.A., Miami University of Ohio David Suk, Associate Professor of Finance; B.A., Sogang University; M.A., Ph.D., The Ohio State University John R. Suler, Professor of Psychology; B.A., State University of New at Stony Brook; York Ph.D., State University of New at Buffalo York John R. Sullivan, Professor of English and ­ Studies; B.A., Furman University; M.A., Ph.D., Columbia University AlanR. Sumutka, Associate Professor of B.S., Rider College; M.B.A., Seton Hall University; C.P.A., New Jersey Hongbing Sun, Professor of Geological, Environ mental and Marine Sciences; B.S., Nanjing Univer sity; Ph.D., Florida State University Richard Swain, O. Associate Professor of Art; B.A., Oberlin College; Ph.D., University of Michigan Leonore S. Taga, Associate Professor of ­ A.B., University of Michigan; M.A., Ph.D., Univer sity of California at Berkeley Arthur Lecturer, Taylor, Department of Computer Information Systems; B.A., University of South Florida; M.I.S., George Mason University Gary Athletics Taylor, W. Staff; B.S., East Strouds burg State College; M.A., Rider College Alison Thomas-Cottingham, Associate Professor of Psychology; B.S., University of Maryland at College Park; M.A., Ph.D., State University of at New York Binghamton June Tipton, F. Lecturer of Music; B.M., Westmin ster Choir College; M.A., State Trenton College Barry E. Truchil, Associate Professor of ­ B.A., M.A., American University; Ph.D., State Uni versity of New at Binghamton York Frederick H. Turner Professor Jr., ofSpeech; B.S., Millersville State College; M.A., Ph.D., Temple University 82 Directoriesn University Fordham Ph.D., M.A., B.S., Education; Graduate of Professor Assistant Adjunct Horber, Dorothy College Monmouth M.B.A., College; State Glassboro B.A., Holt, Thomas University Rutgers M.S., York New University; B.S., Biology; of Professor Adjunct Hoffenberg, S. Ann University Rider College, Choir Westminster ­ State Moorhead Voice; B.A., ­ Assistant Adjunct Hoerl, Froysland Nancy School Seminary Theological Fuller Ph.D., M.A., B.A., Psychology; of Professor Assistant Adjunct Heinrichs, A. Glenn Law of School Baltimore of J.D., University University; Rider B.S., Justice; and Law of Professor Assistant Adjunct Hartman, W. Les University State Montclair M.A., B.A., Sciences; and Arts Professor, Assistant Adjunct Guerrera, Midge College M.A.T., Simmons University; Rutgers M.A., Rochester; of University B.A., History; of Professor Assistant Adjunct P. Grossman, Pamela University Michigan Central M.A., University; Rider B.A., Journalism; of Instructor Adjunct Griffin, Kelly University Joseph’s St. M.B.A., College; Rider B.S., Sciences; ­Management of Instructor Adjunct Gossner, P. Jeffrey Jersey New of College The Certification, ESL University; Dickinson Fairleigh M.B.A., University; Cornell B.S., English; of Instructor Adjunct Goldstein, Selma University Rutgers Ed.D., M.Ed., College; Livingston B.A., Education; Graduate of Professor Assistant Adjunct Germond, Caroline Science Social and of Political Faculty Graduate Research—The Social for School New Ph.D., Science; Social and Political of Faculty Graduate John’s St. University, M.B.A., lege; Col York New Maritime of University State B.S., ics; Econom of Professor Assistant Adjunct Gerace, John Phoenix of University M.S., University; Rider B.A., Systems; Information Computer of Instructor Adjunct Gentilli, Carla University M.F.A., Temple University; Villanova M.A., Theatre; Arts, Fine of Instructor Adjunct Friel, Michael University Rutgers Ph.D., Chicago; of University M.A., College; Simmons B.A., Women’s and Studies; Studies Multicultural of Professor Assistant Adjunct Fiske-Rusciano, Roberta University Rutgers Ed.D., nology; Tech of Institute Stevens M.S., College; Monmouth B.A., Behavior; Organizational and Management of Professor Assistant Adjunct Falcone, Gary Temple Ed.D., University University; Villanova M.A., College; LaSalle B.A., Emeritus; Education of Professor Adjunct Eliason, Walter University Indiana M.M., University; Baylor B.M., Piano; Professor, Assistant Adjunct Eley, Miriam University Southeastern Nova D.B.A., University; Philadelphia M.B.A., B.S., Marketing; of Professor Assistant Adjunct Dominick, Kathleen Adjunct Assistant Professor of Finance; of Finance; Professor Assistant Adjunct University; M.M., M.M., University; Professor, Professor, - - - Trenton State College Trenton State M.A., College; Gettysburg B.A., Mathematics; of Professor Assistant Adjunct Massi, Anne Carol University Columbia Ph.D., A.M., University; Karachi B.S., Physics; of Professor Adjunct Matin, M. Shaikh Illinois of University Ph.D., M.S., Mellon; Carnegie B.S., ics; Phys of Professor Assistant Adjunct Matey, R. James University Rutgers Ed.D., College; Rider M.S., College; Wheaton B.S., Education; ate Gradu of Professor Assistant Adjunct Marty, Nadine YorkNew City School, Theatre Ballet American Theater; Music Professor, Assistant Adjunct Martin, Douglas University Rider M.A., B.A., Journalism; of Instructor Adjunct Malone, Nina York University New Ph.D., M.A., University; Princeton B.A., lish; Eng of Professor Assistant Adjunct Losi, J. Maxim Temple University M.Ed., University; Island Long B.A, English; of Instructor Adjunct Levy, R. Frank ­ Rutgers Ph.D., College; Muhlenberg ­ of Professor Adjunct P. Levy, Dennis Jersey New of College The M.A., University; Rider B.A, English; of Instructor Adjunct Lee, Jina York New of University City Ph.D., M.A., College; Union B.A., ­Marketing; of Professor Assistant Adjunct Lax, Howard Research Social for School New M.A., Peter’s University; Saint B.S., Spanish; of Instructor Adjunct Latorre, J. Sylvia University York; Rutgers Ph.D., New of University City M.A., University; Yeshiva B.R.E., B.A., English; of Instructor Adjunct Lasser, Fred University M.A.T., Harvard Virginia; of University M.A., University; Brandeis B.A., lish; Eng of Instructor Adjunct Landweber, G. Brenda University Rutgers M.S.W., M.B.A., University; Boston B.A., Business; of Professor Assistant Adjunct W. Lamar, Mark University Adelphia M.S., Technology; of Institute Stevens B.S., ematics; Math of Professor Associate Adjunct Labriola, Peter University State Leningrad Ph.D., M.S., Mathematics; of sor Profes Assistant Adjunct Kitover, K. Arkady York State New C.P.A., Law; of School University Northeastern J.D., College; Manhattan B.A., Accounting; of sor Profes Associate Adjunct Esq., Kenny, Robert University ­Illinois Northern M.A., College; Trenton State B.A., English; of Instructor Adjunct Kelley, E. Thomas University Rider M.A., B.A., Systems; Information Computer of Professor Assistant Adjunct Johnson, Carol University M.S.W., Rutgers University; western North M.A., University; Rutgers Work; B.A., Social of Professor Assistant Adjunct Inzana, J. Richard College Trenton State M.A., College; Boston B.A., English; of Instructor Adjunct Hubbard, E. Janet University Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider Biology; B.S., B.S., Biology; ------University State Georgia M.Ed., College; Trenton State B.A., Mathe of Instructor Adjunct Ricci, Barbara Michigan of University Ph.D., M.S., University; State Ohio B.S., Mathematics; and Systems Information Computer of Professor Associate Adjunct D. Rees, Howard Washington of University M.A., Colorado; of University B.A., English; of Instructor Adjunct Quirk, William University Rider M.A., B.A., nalism; Jour of Instructor Adjunct Power-Barnes, R. Marie Carbondale at University Illinois Southern Ph.D., Louisville; of University M.A., University; Rider B.A., Philosophy; of Professor Assistant Adjunct R. Post, Jeffrey University Rider M.B.A., B.S.B.A., Resources; Human and ­ of Instructor Adjunct D. Perry, Ronald University ­ Ed.D., College; Trenton State MAT, M.A., ­ LaSalle B.A., Education; Graduate of Professor Assistant Adjunct II, Peroni A. Peter U.K. Birmingham, in Aston of University Ph.D., B.S., Resources; Human and Management of Professor Assistant Adjunct Payne, Stephen University Rider of College Choir Westminster M.M., B.M., Music; of Professor Assistant Adjunct Orr, Philip University State Pennsylvania D.Ed., Ed.M., Scranton; of University B.S., Education; of Professor Associate Adjunct F. O’Malley, Gerard College Hunter M.A., College; Queens B.A., Spanish; of Instructor Adjunct Offenberg, Dolgin Beverly University State Ph.D., University; Arizona Northern M.B.A., Singapore; of University National B.E., Finance; of ­ Professor, Associate Adjunct Ng, Chee University Dickinson Fairleigh M.A., University; Rider B.S., Behavior; Organizational and ment Manage of Professor Assistant Adjunct Neer, Rita College Trenton State M.A., B.A., Sciences; Management of Instructor Adjunct Myers, C. Evelyn University Rutgers Ph.D., M.A., Oregon; of University B.A., Philosophy; of Professor Associate Adjunct Murphy, L. Laurence College Trenton State M.A., lege; Col State Glassboro B.S., Education; Undergraduate of Professor Associate Adjunct Messersmith, Carole University Hall J.D., Seton University; Rutgers M.Ed., College; King’s B.S., Education; of Professor Associate Adjunct McKeown, B. Daniel University State Penn M.A., College; City Grove B.A., Sociology; of ­ Assistant Adjunct McDowell, J. Douglas University State Penn Ph.D., Education, Graduate of Professor Assistant Adjunct McClosky, George University Rider M.B.A., B.S., ­Accounting; of Professor Assistant Adjunct McCabe, Thomas University Adelphi M.B.A., College; Queens B.A., Sciences; Management of Instructor Adjunct Mayo, Ira University; University; Department Department Management Management Professor Professor Rutgers Rutgers matics; ­matics; Arizona ­Arizona - - - dIRectories 83 - - ­vania Toronto; Toronto; - Decision Emeritus ­Biology; University; University of ­ InezG. Calcerano, Professor Emerita of Speech; A.B., Kalamazoo College; M.A., Miami University of Ohio James H. Carlson,EmeritusProfessor of B.S., Fenn College; M.S., Ph.D., Ohio State University Patrick J. Chmel, Professor Emeritus of The atre; B.S., Bemidji State University; M.A., Ph.D., ­University of Missouri at Columbia Richard A. Coppola, Aquatic Director Emeritus; B.A., M.A., State Trenton College Charles Gordon Crozier, Professor–Librarian Emeritus; B.S., Columbia University; M.S., Drexel University; M.A., School for Social Research Jesse B. DeEsch, Associate Professor Emeritus of Education; B.S., East Stroudsburg State College; M.A., Ohio State University; Ph.D., Indiana State University Violet K. Devlin, Professor–Librarian Emerita; B.A., Hunter College; M.S., Drexel University Laurence Eisenlohr, Professor Emeritus of English; A.B., Harvard College; A.M., Harvard University; Ph.D., University of Pennsylvania Mervin L. Dissinger, Associate Professor­ of Psychology; B.S., Millersville State College; M.A., UniversityPh.D., Temple Walter J. Eliason, Associate Professor Emeritus of Education; B.A., LaSalle College; M.A., Villanova University; University Ed.D., Temple Michael L. Epstein, Professor Emeritus of Psychol ogy; B.S., B.A., Ph.D.,University of Washington Phyllis M. Frakt, Associate Professor Emerita of Po litical Science; B.A., Douglass College; M.A., Ph.D., Rutgers University Henry J. Frank, Professor Emeritus of Finance;B.S., Columbia University; M.A., Rutgers ­ Ph.D., Columbia University Marguerite J. Frank, Professor Emerita of­ Sciences and Computers; B.A., ­ M.A., Ph.D., Radcliffe College Norman Gates, T. Professor Emeritus of English; B.A., M.A., Ph.D., University of Pennsylvania Walter H. Gebhart, Lecturer Emeritus of Business Law; B.S., University of Pennsylvania; Temple J.D., University School of Law; CPA, Pennsylvania Victor Gerdes, Professor Emeritus of Finance; B.S., Texas Technological College; M.S., Ph.D., J.D., University of Wisconsin Nydia Rivera Gloeckner, Professor Emerita of ­Spanish; B.A., Hunter College; M.A., Ph.D., ­Pennsylvania State University Marvin Goldstein, W. Associate Professor Emeritus of Psychology; B.A., M.A., Hofstra University; Ph.D., New School for Social Research John J. Gorman, Assistant Professor Emeritus of Accounting;B.S., Rider University; M.B.A., Drexel University; C.P.A., New Jersey Jean M. Gray, Professor Emerita of Finance; B.A., Michigan State University; M.A., Ph.D., University of California at Berkeley Mary Jo Hall, Associate Professor Emerita of ­Geological and Marine Sciences; B.S., Pennsyl State University; M.Ed., West Chester State College; Ph.D., Lehigh University ------Biology; Medicine Emeriti Peter Aberger, Associate Professor Emeritus of French; M.A., Staatsexamen, phil. Dr. University of Würzburg, Germany John Allison, D. Professor Emeritus of Marketing; B.S.C., University; Temple M.B.A., Harvard Univer sity; Ph.D., New University York Sherman M. Ancier, Associate Professor Emeritus of Accounting; B.S., M.B.A., Rutgers University; C.P.A., New Jersey Gary E. Barricklow, Associate Professor Emeritus of English; B.A., M.A., California State University, Sacramento; Ph.D., University of New Mexico Marianne E. Battista, Associate Professor Emerita of Accounting; B.S., M.A., Rider College; Ed.D., University;Temple C.P.A., New Jersey Richard L. Beach, Professor Emeritus of Chemistry; B.S., Muhlenberg College; M.S., Lehigh University; Ph.D., Rutgers University Carol A. Beane, Assistant Professor–Librarian Emerita; B.A., Fairleigh Dickinson University; M.L.S., Rutgers University Walter A. Brower, Professor Emeritus of Education; B.S., Rider College; Ed.M., University Ed.D., Temple Dennis C. Buss, Associate Professor Emeritus of Education; A.B., University of Pennsylvania; M.A.T., Brown University; Ed.D., Rutgers University B.S., Appalachian State University; Ph.D., East Caro RickWilliams, Adjunct Assistant Professor of Business Policy and Environment; B.A., California State University, Los Angeles; M.B.A., University of Phoenix Fred Wojtowicz, Adjunct Assistant Professor of Ac Charles Sult, W. Adjunct Instructor of Sociology; B.A., State Trenton College; M.A., Rutgers University Mindy Treceno, Adjunct Assistant Professor of Busi ness Policy; B.A., New University; York RutgersJ.D., University School ofLaw Ellen Walsh, Adjunct Assistant Professor of ­Economics; B.A., Queens College; M.B.A., UniversitySt. John’s Kristen Watkins, Adjunct Assistant Professor, Piano; B.M., Brigham Young University; M.M., Westmin ster Choir College, Rider University Shawn Barwick Wild, Adjunct Professor of­ lina University, School of ­ counting; B.S., Rider University; M.B.A., New York University Peter Wright, D. Adjunct Professor, Theory/Music History; B.S., Juniata College; M.A., Ph.D., Eastman School of Music, University of Rochester Wei-ling Wu, Adjunct Instructor of Graduate Educa tion; B.A.,Shanghai Institute of Education; M.A., Rider College Peter Yacyk, Adjunct Professor of Graduate Educa tion; B.S., Pennsylvania Military College; Ed.M., University of Delaware; University Ed.D., Temple Paul Zikmund, Adjunct Assistant Professor, Depart ment of Accounting; B.S., University of Pittsburgh; M.B.A., University of Connecticut - - - - - American Professor Psychology; Accounting; Adjunct Instructor of Manage Where Learning Meets Life Your Charles Richardson, O. Adjunct Professor of ­History; B.A., Lafayette College; M.A., University of Pennsylvania; Ph.D., Georgetown University James Rigel, Adjunct Assistant Professor of Social A.B.Work; Anderson College; Rutgers M.S.W., Uni versity; M.Div., Princeton Theological Seminary Ruben Rivera, Adjunct Instructor, Department of Management and Human Resources; B.A., Trenton State College Roche,John V. Adjunct Instructor of English and Fine Arts; Ed.D., St. Joseph’s University; M.A., ­Villanova University; B.A., LaSalle University; Fine Arts, Mt. St. Mary’s College Jane Rosenbaum, Adjunct Instructor of English; B.A., City College of New M.A., York; Ph.D., Uni versity of Pittsburgh Erica I. Rubine, Adjunct Professor for the ­ Studies Program; B.A., Scripps College; M.A., Ph.D., University of Pennsylvania Arthur Russomano, T. Adjunct Associate ­ of Undergraduate Education; B.A., Kean Univer sity; M.A., Seton Hall University; Ed.D., Rutgers University Anita Sands, Adjunct Instructor of Sociology; B.A., Rider University; M.A., University Temple Michael G. Saraceno, ment and Human Resources; B.S., Siena College; M.B.A., State University of New at Albany York Robert S. Schimek, Adjunct Assistant Professor of Accounting; B.S.C., Rider University; M.B.A., University of Pennsylvania Jaime Schmitt, Adjunct Assistant Professor, Dance; B.A., University of Miami, Fla.; Ed.M., Ed.D., UniversityTemple George Schneller O. Adjunct IV, Associate Professor of Mathematics; B.A., Mount Union College; M.S., Ph.D., Lehigh University Harriett Schwartz, Adjunct Assistant Professor of Communication; B.A., University of Maryland; M.S., Purdue University Donald Shaw AdjunctJr., Instructor of ­ B.A., Rutgers University; M.B.A., Monmouth ­College; M.S., Widener University Carl Shultz, F. C.P.A., Adjunct Assistant Professor of Accounting; B.S., LaSalle University; M.B.A., Drexel University Diane Smallwood, Adjunct Assistant Professor of Graduate Education; A.B., Douglass College; M.A., Glassboro State College; Rutgers Psy.D., University Kelly Statmore, Adjunct Instructor of Journalism; B.A., Albright College Mary Lou Steed, Adjunct Associate Professor of Sociology; Ph.D., Duke University Jeffrey S. Stoolman, Adjunct Assistant Professor of Management and Human Resources; B.A., Temple University; M.B.A., Rutgers University; Univer J.D., sity of Dayton Law School Susan Strom, Adjunct Lecturer of English; B.A., University M.A., of Toronto; University of Cincinnati; M.Ed., University Temple Helen Sullivan, T. Adjunct Instructor of­ B.A., Saint Mary’s College; M.S., Ph.D., Saint Louis University 84 Directoriesn t u c i t c e n n o ­C of University Ph.D., M.S., B.A., Chemistry; of McCarroll, A. William University State Louisiana Ph.D., University; Johns M.A., Tennessee; of University B.A., Mayer, C. Thomas University Cornell Ph.D., Wisconsin; M.A., University; American B.S., tions; O. Mann, Karl Missouri of University M.A.L.S., University; Stanford M.A., University; Denison B.A., Emerita; Librarian W. Livingston, Lynn University State Texas North Ed.D., University; State Ross Sul M.A., University; State Texas North B.B.A., Lemaster, James A. University Syracuse M.A., Levitt, Marilyn Tennessee of University Ph.D., University; State Michigan Ed.S., University; Michigan Central M.A., University; Michigan Eastern B.S., Education; Business of Leonard, L. Patricia Missouri of University A.M., ­College; State Colorado A.M., College; Midland B.A., Lally, E. Willard Massachusetts of University Ph.D., Polytechnic Rensselaer B.M.E., ­Accounting; Kole, A. Michael versity Uni Princeton Ph.D., M.A., College; Upsala B.S., Kent, J. Gerald University Rutgers Ed.D., College; Rider M.A., University; Duquesne B.S., Jurist, G. Rodney University Yale Ph.D., B.D., Redlands; of University B.A., Studies; American and Hopkins, Howard C. Minnesota of versity Uni Ph.D., M.A., Dame; Notre of University B.A., Homan, L. Richard University Yale Ph.D., M.A., College; Oberlin A.B., Studies; American and T. Hoff, Katharine Michigan of University D.M.A., M.M., College; Queens Hettrick, S. Jane University State Texas North Ph.D., University; State Louisiana M.S., Trade; Foreign B.A., Chicago; of University Loyola B.S., Environment; and Policy Business of Jr., F. Haydel Belmont York New University Ph.D., sity; Univer Columbia M.A., York New University; B.S., Harris, Cureton E. Institute Pratt M.L.S., YorkNew University; York; M.A., New of College City B.A., Emeritus; Halpern, Henry Professor Emeritus of Industrial Rela Industrial of Emeritus Professor Professor Emeritus of Chemistry; Chemistry; of Emeritus Professor Professor Emerita of Art; A.B., A.B., Art; of Emerita Professor Assistant Professor–Librarian Professor–Librarian Assistant Professor Emerita of Music; B.A., B.A., Music; of Emerita Professor Associate Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of of Emeritus Professor Professor Emeritus of of Emeritus Professor Professor Emeritus of Biology; Biology; of Emeritus Professor Professor Emerita of English English of Emerita Professor Professor Emerita of of Emerita Professor Professor Emeritus of of Emeritus Professor Professor Emeritus of Theatre; Theatre; of Emeritus Professor Associate Professor Emerita Emerita Professor Associate Associate Professor– Professor– Associate Professor Emeritus of of Emeritus Professor Associate Professor Professor Associate Professor Emeritus Emeritus Professor ­ American Institute for for Institute American ­ University of of University Journalism; ­Journalism; Education; ­Education; ­ Economics; Economics; ­ Education; Education; ­ Hopkins Hopkins Emeritus Emeritus ­ History History ­ Institute; ­Institute; - - - - University of New Brunswick; M.A., Ph.D., Temple Ph.D., M.A., Brunswick; New of University M.Ed., B.Ed., University; Dustan’s St. B.A., ogy; McGuigan, I. Derrill sylvania; Ed.D., Temple Ed.D., University sylvania; Penn of University M.S., B.S., Resources; Human of Schwartz, J. Stanley University Purdue Ph.D., College; Emerson M.S., B.S., Schwartz, Howard Chicago of University Ph.D., A.M., A.B., Schrero, M. Elliot University Cornell Ph.D., University; Drexel M.B.A., B.S., Resources; Human and ­Management Sandberg, E. Mark Jersey New C.P.A., Temple University; J.D., L.L.B., College; Rider B.S., Law; ­Business Ross, Robert University Georgetown Ph.D., Pennsylvania; of University M.A., College; Lafayette B.A., ­History; O. Richardson, Charles Washington of University Ph.D., M.A., University; and Seminary Mary’s St. Reilly, Robert University State Pennsylvania Price, Eldon University Rutgers Ph.D., M.A., A.B., Poivan, H. James York New of University State Podesva, Ruth Temple University M.Ed., University; Brown Jr., Pittaro A. Francis University Rutgers Ed.D., M.Ed., College; Ithaca B.S., Education; of P. Phillips, Stephen Denver of University Ph.D., Detroit; of University M.A., College; Marian B.A., Science; T. Phan, Chau University Lehigh Ph.D., M.S., College; B.A., Computers; and Sciences Decision Oglesby, C. Francis University Rutgers Ph.D., M.S., University; Syracuse B.A., ­Biology; Oddis, Leroy University State Washington Ph.D., Tennessee; of University M.S., Illinois; of University B.S., Sciences; Marine and Nadeau, E. Joseph York New University Ph.D., College; Iona M.B.A., York New University; B.A., Sciences; ment Moussourakis, John University Rutgers Ph.D., University; Denison B.S., Sciences; Management Mladineo, Regina University Yeshiva Ed.D., York University; New M.A., College; State Newark B.S., Education; W. Miller, Bernard University State Pennsylvania Ph.D., Melbourne; of University B.Ed., Sydney; of University Dip.Ed., M.A., B.A., Speech; McLeod, L. Alan Ottawa of University Ph.D., University; Athletics Staff Emeritus; B.S., M.A., M.A., B.S., Emeritus; Staff Athletics Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of English; B.A., B.A., English; of Emeritus Professor Professor-Librarian Emerita; B.S., B.S., Emerita; Professor-Librarian Professor Emeritus of Political Political of Emeritus Professor Professor Emeritus of English and and English of Emeritus Professor Professor Emeritus of History; History; of Emeritus Professor Associate Professor Emerita of of Emerita Professor Associate Professor Emeritus of English; English; of Emeritus Professor Professor Emeritus of Professor Emeritus Speech; Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus Emeritus Professor Associate Associate Professor Emeritus Emeritus Professor Associate Professor Emeritus of Manage of Emeritus Professor Professor Emeritus of Psychol of Emeritus Professor Athletic Staff Emeritus; B.A., B.A., Emeritus; Staff Athletic Professor Emeritus of of Emeritus Professor Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ­ Dickinson Dickinson ­ Geological Geological

- - - University; Ph.D., City University of New York New of University City Ph.D., University; Columbia M.A., College; Hunter B.A. Sociology; of Steinberg, K. Marcia University Illinois Northern Ed.D., M.S., Wisconsin; of University B.S., Stein, L. Sandra University State Ohio Ph.D., sity; Univer Columbia York; M.A., New of College City B.B.A., Behavior; Organizational and Management Stander, E. Norman Chicago of University Ph.D., M.A., A.B., ing; Sorensen, C. Robert Temple Ph.D., University A.M., College; Wesleyan Roberts A.B., Psychology; of Simpkins, E. Ruth Pennsylvania of University Ph.D., University; Lehigh M.A., College; Muhlenberg A.B., Sherr, C. Paul Technology of Institute Massachusetts Ph.D., University; Duke B.S., Sheats, E. John University Town; Princeton Ph.D., Cape of University M.Sc., B.Sc., Sciences; Marine and cal Shagam, Reginald Rutgers University Rutgers Ed.M., College; Rider B.S., Education; Business F. Zakreski, Chester Temple Ed.D., University Delaware; of University Ed.M., College; Military Pennsylvania Yacyk, Peter Institute Pratt M.S., M.A., Arizona; of University B.A., Emerita; Warner, Anne Dorothy Pennsylvania Jersey, New C.P.A., University; Drexel M.B.A., B.S., ­Accounting; Volpi, James University Brandeis Ph.D., M.A., University; Harvard Ph.D., A.M., College; Radcliffe Vogel, Lise University Lehigh Ed.D., University; Hall Seton M.A., A.B., Education; Veix, B. Donald University Lehigh Ed.D., University; Hall Seton M.A., College; Wilkes B.S., Education; Tosh, J. Donald Pennsylvania of University Ph.D., sity; Temple Univer M.B.A., B.S., Sciences; Management Temkin, Sanford University Hopkins Johns Sc.D., York New University; A.B., Talmadge, B. Marvin University Princeton Ph.D., A.M., A.B., W.Guy Stroh, Temple Ed.D., University M.Ed., B.A., Education; Sternberg, Albert Professor Emeritas of Sociology; A.B., A.B., Sociology; of Emeritas Professor Professor Emeritus of Education; B.S., B.S., Education; of Emeritus Professor Associate Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of English; English; of Emeritus Professor Professor Emeritus of Philosophy; Philosophy; of Emeritus Professor Professor Emeritus of Chemistry; Chemistry; of Emeritus Professor Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Professor Emerita of Education; Education; of Emerita Professor Associate Professor Emeritus of of Emeritus Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of Geologi of Emeritus Professor Associate Professor Emerita Emerita Professor Associate Associate Professor Emeritus of of Emeritus Professor Associate Professor Emeritus of Market of Emeritus Professor Professor Emeritus of of Emeritus Professor Associate Professor Emerita Emerita Professor Associate Professor Emeritus of Biology; Biology; of Emeritus Professor Associate Professor-Librarian Professor-Librarian Associate - - - - Index

www.rider.edu 86 Indexn Education Courses Education Courses Education Childhood Early for Facilities Disabled, Programs Degree Supervision and Instruction Curriculum, Descriptions Course Psychology Counseling Services Counseling Coordinator Education Cooperative Center Computer Courses Communication Programs Certification Services Career ofClasses Cancellation Facilities and Campus Calendar Courses Education Business Administration Business Procedures Application Staff Administrative Requirements Admission Accreditations Policies Academic Index E D C B A M.A. MBA MAcc EMBA Courses Counseling and Leadership Education, Administration Business Courses Courses Administrator Business School Supervisor NJ Teacher Graduate-Level Educational Counseling and Leadership Education, Administration Business Courses Counseling and Leadership, Education, Administration Business Education Administration Business ...... 4 ...... 8 ...... 44–60 44–60 42–43 46–47 44–47 48–49 30–32 32–34 47–48 14–20 14–20 72–76 67–70 7–20 44 43 22 30 68 36 29 62 12 12 69 69 70 57 33 25 25 41 10 11 11 Educational Administration Educational New Jersey Certification Jersey New Aid Financial Faculty Courses EMBA (Ed.S.) Degree Specialist Education Courses Sociology Educational Courses Psychology Educational M.A. Degree M.A. Library of Office Technologies, Information ofOperation Hours Honors of Office Admission, Graduate Courses Teacher Preparation Graduate-Level Grades Music Degree MBA Degree MAcc N F M L I H G Courses Undergraduate Graduate Adjunct Psychology School Services Counseling Teaching Education Special Arts Reading/Language Leadership Organizational Administration Educational Supervision and Instruction Curriculum, Services Counseling Courses Courses Courses ...... 6 ...... 5 ...... Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider ...... 40–41 34–36 36–37 30–32 78–81 38–39 34–35 41–42 53–54 50–52 54–55 76–78 14–20 32–33 81–83 37–38 64 26 54 20 30 28 68 27 62 69 70 13 57 10 14 11 Westminster Choir College Choir Westminster Regulations Vehicle Store University Travel Directions Transfer Courses Teaching and Placement Teacher Certification Public Safety, Department of Department Safety, Public Courses Psychology Policies and Procedures Courses Counseling Parole and Probation Policies Personal Parking Leadership Organizational Reading/Language Arts Reading/Language Summer Session Summer Teacher of Disabilities, with Students Education Special Sociology Disabilities with Students for Services Tuition and Fees Tuition and Trustees Refunds Requirements Registration W V U T P O R S Educational Counseling Courses Courses Courses Educational M.A. MBA MAcc EMBA ...... 6 ...... 5 ...... 46–47 39–40 59–60 36–37 38–39 56–57 53–54 61–66 58–59 32–35 37–38 13, 25 8, 22 8, 64 54 30 88 72 58 62 63 69 69 70 70 57 65 10 11 11 Guide

www.rider.edu 88 Guiden The Source The in detail in described are code, social and system judicial University’s the including procedures, and policies All chapter. Policies and Procedures the to refer should students Graduate deans. of the offices the and office, Studies Continuing the Admission, of Office the in available lication, pub aseparate in available is programs undergraduate part-time and full-time about Information students. graduate for campus) renceville (Law University Rider of offerings curricular contains catalog This Guide Jersey pursuant to New Jersey Administrative Code 9:1-3.1 Code seq. et Administrative Jersey New to pursuant Jersey of New state the in university ateaching designated is University Rider Library. roomMoore the in 108 of Resources Human of Office the in Action Affirmative and Resources Human for President Vice Associate mination of employees. The coordinatordesignated forcompliance isthe ter and evaluation, promotion, treatment, hiring, the in and activities treatment of students and employees in Rider University’s and programs ondiscrimination the orientationbasis of sexual in the admission and not prohibits policy and also While activities. this mandated, federally and treatment of employees and students in Rider University’s programs of aspects the all employment relationship and admission to, to, access covers statement policy This activities. and programs instructional in application, admission, participation,and treatment access, of persons orage, Vietnam-era disabled in veteran status employment, or in the religion, national orgin,orientation, sex, sexual handicap/disability, Rider University does not on discriminate the basis of race, color, time. any at or requirements provisions any change to right the reserves Rider University. Rider and student the between contract irrevocable an as regarded not be to are catalog of the sions The provi students. on those change of the applicability the establish clearly will and students matriculated on currently impact the account into take will that schedule implementation an include will change major Any time. any at requirements degree its and policies demic aca its change process, governance academic its may, through Rider catalog. the in information other and rules the for responsibility from astudent not excuse does catalog the Not reading catalog. this in information the with familiar be to expected are Students Catalog. Academic College Choir Westminster the in are College Choir Westminster at programs graduate about Details calendars. academic and descriptions course are as program’s chapter, each in is Counseling and Leadership tion, Educa and Administration Business by offered to programs specific Information Students. of Dean the of Office bythe published book , a student hand , astudent ------Jersey Transit trains stop at Trenton. at stop Transit trains Jersey New and York. New Amtrak and Trenton to Philadelphia from service bus provides Greyhound Transit. Suburban with checked be should Schedules campus. Rider the at astop with Lawrenceville, to Terminal York New from City’sPort Authority available is service bus Regular Transportation: Public right. on the mile aquarter is Rider 7A South/Trenton). 206 Exit (Route take NJ, in Jersey. Once New into and Philadelphia Turnpike) (notNJ Take the I-95 through North South: and Philadelphia From right. on the mile Trenton). aquarter is Rider 7A South/ Take 206 Exit I-95 (Route South. become will I-295 North North: I-295 From right. on the mile aquarter is 7A South/Trenton). Rider 206 (Route North toward Princeton. I-295 become North will I-95 South. Take Exit (I-195 98 Take Exit I-195 West). I-295 for Following exit West the to Parkway: State Garden the From right. on the mile aquarter is 7A South/Trenton). Rider 206 Exit (Route Take the exit for I-95 South toward Philadelphia. From I-95 South, take 1South: Route From right. on the mile aquarter is 7A South/Trenton). Take Rider 206 Exit (Route South. I-95 become will I-295 B. 60 North exit Princeton, toward North 7ATake Exit (I-195 West). I-195 Follow I-295 for exit West the to Turnpike: Jersey New the From Campus) (Lawrenceville Rider to Directions Lawrenceville, please gowww.rider.edu. to campus in For University Rider the amap of Rider University Graduate Academic Catalog 2009–2010 Catalog Academic Graduate University Rider University Rider Academic Catalog Graduate 2009–2010

Graduate Academic Catalog 2009–2010

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