GRADUATE BULLETIN 2014–2016 St. John’s University Graduate Bulletin

Published by St. John’s University, New York Thirty-Ninth Series, Number 1

This is your official guide to academic policies and regulations at St. John’s University. Students are required to familiarize themselves with this bulletin. Primary responsibility for knowing and fulfilling all requirements rests on every individual student. The bulletin in effect at the time of admission or readmission governs degree requirements.

The University administration reserves the right, whenever advisable (1) to change or modify its schedule of tuition and fees and (2) to withdraw, cancel, reschedule or modify any course, program of study, or degree, or any requirement in connection with any of the foregoing.

Consistent with the University’s mission as a Catholic, Vincentian and metropolitan institution of higher education, the University does not discriminate on the basis of race, religion, color, national or ethnic origin, age, sex (including sexual harassment and sexual violence), sexual orientation, marital status, citizenship status, disability, genetic predisposition or carrier status, status as a victim of domestic violence or status in the uniformed services of the United States (including veteran status) or any other protected category under applicable local, state or federal law in admitting students to its programs or in administering its educational policies, admissions policies, scholarship and loan programs, athletics and other institutionally administered programs or activities generally made available to students at the University and with respect to employment at the University. This statement of nondiscrimination is in compliance with Title IX of the Education Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, the Age Discrimination Act and other applicable federal, state and local laws and regulations relating to nondiscrimination. In accordance with these laws, the University also prohibits retaliation against anyone who has complained about discrimination or otherwise exercised rights guaranteed under these laws. In addition, the University continually strives to fulfill its educational goals by maintaining a fair, humane, responsible and non-discriminatory environment for all students and employees. All University policies, practices and procedures are administered in a manner which preserves its rights and identity as a Catholic Vincentian institution of higher education.

The following person has been designated to handle student inquiries regarding the Americans with Disabilities Act and the Amendments Act, the Rehabilitation Act, and related statutes and regulations: Dorothy Schmitt, Associate Director of the Counseling Center, Marillac Hall, Room 130, 8000 Utopia Parkway, Queens, NY 11439, [email protected]; 718-990-1482.

The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as the Title IX Coordinator for purposes of overall campus compliance: Yael Wepman, Director of Employee Relations & Compliance, Office of Human Resources, 8000 Utopia Parkway, Queens, NY 11439, [email protected]; 718- 990-2660.

The following person has been designated to handle inquiries regarding the University’s policy against discrimination and harassment and to serve as the Title IX Coordinator for purposes of overall campus compliance: Yael Wepman, Director of Employee Relations and Compliance, Office of Human Resources, 8000 Utopia Parkway, Queens, NY 11439, [email protected]; 718- 990-2660.

The following person has been designated deputy Title IX coordinator for the Office of Student Affairs: Jackie Lochrie, Associate Dean for Student Services, Bent Hall, Garden Lvl-Judiciary Suite 17C, 8000 Utopia Parkway, Queens, NY 11439, [email protected]; 718-990-6568.

Inquiries concerning the application of anti-discrimination laws may be referred to the Title IX coordinators or to the assistant secretary of the United States Department of Education, Office for Civil Rights. For further information on notice of nondiscrimination, visit: http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the U.S. Department of Education office that serves your area, or call 1-800-421-3481.

Other bulletins and brochures of St. John’s University and up-to-date academic information may be obtained by contacting:

Office of Admission St. John’s University St. John’s University St. John’s University 8000 Utopia Parkway 300 Howard Avenue 101 Astor Place Queens, NY 11439 Staten Island, NY 10301 New York, NY 10007 1-888-9STJOHNS 718-390-4500 1-888-9STJOHNS stjohns.edu

USE OF THE NAME OF ST. JOHN’S UNIVERSITY Students of St. John’s University, either individually or collectively, shall not, without the written consent of the proper authorities, use the name of St. John’s University or any of its units in any activity of whatsoever kind outside of the regular work of the school. Violation of this rule is regarded as sufficient cause for dismissal. 2014–2016 Graduate Bulletin

St. John’s College of Liberal Arts and Sciences

The School of Education

The Peter J. Tobin College of Business

College of Pharmacy and Health Sciences

College of Professional Studies

8000 Utopia Parkway 300 Howard Avenue 101 Astor Place 500 Montauk Highway Via Marcantonio Colonna, 21 Queens, NY 11439 Staten Island, NY 10301 New York, NY 10007 Oakdale, NY 11769 Rome, Italy (718) 990-2000 (718) 390-4500 (718) 990-2000 (631) 218-7800 00192 011 39 (06) 393-842

www.stjohns.edu Contents

Academic Calendars...... 3

Admission...... 7

Academic Information and Regulations...... 10

Financial Aid...... 17

Student Support Services and Resources...... 20

St. John’s College of Liberal Arts and Sciences...... 26

The School of Education...... 92

The Peter J. Tobin College of Business...... 134

College of Pharmacy and Health Sciences...... 157

College of Professional Studies...... 169

University Libraries, Faculties and Administrators...... 177

Academic Service-Learning...... 178

Guidelines Determining Eligibility for Students with Disabilities...... 178

Officers of Administration...... 179

Recognition...... 180

Facilities...... 180

Directions...... 181

Index...... 183

Please note: The Graduate Bulletin also can be found at our Web site stjohns.edu/bulletin

2 Academic Calendar

Academic Calendar The School of Education Graduate Division of St. John’s College Printed and electronic copy of final edited of Liberal Arts and Sciences 2014–2016 and corrected doctoral dissertation must DA Qualifying Examinations. be handed in to the Dean’s Office for 7 Friday: Fall 2014 editing for September 2014 degrees. Last day to withdraw from classes. Last August 25 Thursday: date to apply for Pass/Fail option. 1 Friday: College of Professional Studies Graduate Division of St. John’s College College of Pharmacy and Health Comprehensive Examinations will be of Liberal Arts and Sciences Sciences offered on an as-needed basis. Please see Final Oral Examination (defense) for all Final Oral Examinations (defense) for the Director for details. candidates for Doctoral degrees in January all candidates for doctoral degrees in 29 Monday: 2015 to have been held by this date. September 2014 to have been held by College of Pharmacy and Health 8 Saturday: this date. Sciences The School of Education 22 Friday: Readers’ copies of Doctoral dissertations Doctoral Comprehensive Examinations I* Graduate Division of St. John’s College and Master’s theses for degrees in January 14 Friday: of Liberal Arts and Sciences 2015 to be submitted to the departmental The School of Education Final Oral Examinations (defense) for chair for review. Final date for oral defense of Dissertation by all candidates for doctoral degrees in Graduate Division of St. John’s College doctoral candidates for January 2015 September 2014 to have been held by graduation. Editing and Microfilm fees due. this date. of Liberal Arts and Sciences Last day to apply for fall Comprehensive 15 Saturday: The School of Education Examinations. Portfolios and E-Portfolios The School of Education Final date for oral defense of dissertation due in Dean’s Office. Doctoral Comprehensive Examinations II* by doctoral candidates for September 2014 and Master’s Comprehensive degrees. Editing and microfilm fees due. 30 Tuesday: September degree conferral Examinations. date. 29 Friday: 17 Monday: Graduate Division of St. John’s College October College of Pharmacy and Health Sciences of Liberal Arts and Sciences Web registration begins. Schedule to be Final Oral Examinations (defense) for all Dissertation and theses copy due in Dean’s announced. Consult the Web. Office for review for September 2014 candidates for Doctoral degrees in January degree conferral. 1 Wednesday: 2015 to have been held by this date. Graduate Division of St. John’s College 21 Friday: of Liberal Arts and Sciences The School of Education Graduate Division of St. John’s College Readers’ copies of Doctoral disserta- Printed and electronic copy of doctoral dis- of Liberal Arts and Sciences tions and Master’s theses for degrees sertation must be handed in to the Dean’s Dissertation and theses copy due in in January 2015 to be submitted to the Office for editing for September 2014 Dean’s Office for review by this date for departmental chair by this date. degrees. January 2015 graduation. 9 Thursday: 24 Monday: September The School of Education The School of Education Last day to apply for Doctoral and 1 Monday: Labor Day – University closed. Printed and electronic copy of doctoral Master’s Comprehensive Examinations for No classes. dissertation must be handed in to the Fall 2014. Dean’s Office for editing for January 2015 3 Wednesday: Fall semester begins. 13 Monday: Columbus Day – University degrees. closed. No classes. 12 Friday: Last day to submit Diploma 26-29 Wednesday – Saturday: Application online (via UIS) for September 15 Wednesday: Last day to submit course- Thanksgiving recess. No classes. 2014 conferral. work for Spring and Summer 2014 incomplete grades. 17 Wednesday: December 29 Wednesday: College of Pharmacy and Health Graduate Division of St. John’s College 4 Thursday: Sciences of Liberal Arts and Sciences College of Pharmacy and Health Last day to apply for fall Master’s Sciences Doctoral and Master’s Comprehensive Comprehensive Examinations and Completed theses and dissertations for all Examinations. Doctoral Qualifying and Comprehensive January degrees to be submitted to the Examinations. November Office of the Dean by this date. Microfilm 19 Friday: fee to be paid at this time. 1 Saturday: All Saints Day – University Graduate Division of St. John’s College 8 Monday: Feast of the Immaculate closed. No classes. of Liberal Arts and Sciences Conception – University closed. Final copy of dissertation and theses must 5 Wednesday: No classes. College of Pharmacy and Health be submitted to the Dean’s Office for 9 Tuesday: Monday classes meet. Last day Sciences September 2014 graduation by this date. of classes. Microfilm fee to be paid at this time. Doctoral and Master’s Comprehensive Examinations.* 10 Wednesday: Study day. No classes. 11-17 Thursday – Wednesday: Final examination week. *Doctoral Cohort programs may be subject to alternative dates. **Calendar is subject to change. Please consult the Web regularly at stjohns.edu/services/registrar/calendar. stjohns.edu/graduatebulletin 3 For information on school closings, check stjohns.edu/closings. 12 Friday: 25 Wednesday: 10 Friday: Graduate Division of St. John’s College College of Pharmacy and Health College of Pharmacy and Health of Liberal Arts and Sciences Sciences Sciences Final copy of dissertation and theses must Doctoral and Master’s Comprehensive Readers’ copies of Doctoral disserta- be handed in to the Dean’s Office for Examinations. tions and Master’s theses for degrees in January 2015 graduation. Microfilm fee September 2015 to be submitted to the to be paid at this time for dissertation. March departmental chair by this date. The School of Education 11 Wednesday: Final Oral Examinations (defense) for all Printed and electronic copy of final edited Graduate Division of St. John’s College candidates for Doctoral degrees in May to and corrected doctoral dissertation must of Liberal Arts and Sciences have been held by this date. be handed in to the Dean’s office for Doctoral and Master’s Comprehensive The School of Education January 2015 graduation. Examinations. Printed and electronic copy of final edited and corrected dissertation must be hand- 13 Friday: Spring 2015 ed in to the Dean’s Office for May 2015 The School of Education degrees. January Final date for oral defense of Dissertation by doctoral candidates for May 2015 9 Friday: Last day to submit Diploma 17 Friday: graduation. Editing and Microfilm fees due. Application online (via UIS) for January Graduate Division of St. John’s College 2015 conferral. 14 Saturday: of Liberal Arts and Sciences 19 Monday: Martin Luther King, Jr. Day – The School of Education Dissertation and theses copy due in University closed. No classes. Doctoral Comprehensive Examination I.* Dean’s Office for review by this date for May 2015 graduation. 21 Wednesday: Spring semester begins. 16 Monday: Last day to submit course work 29 Wednesday: Monday classes meet. 28 Wednesday: for Fall 2015 incomplete grades. College of Pharmacy and Health 18 Wednesday: May Sciences Graduate Division of St. John’s College Last day to apply for spring Doctoral and 1 Friday: of Liberal Arts and Sciences Master’s Comprehensive Examinations. Graduate Division of St. John’s College D.A. Qualifying Examinations. of Liberal Arts and Sciences College of Professional Studies Final dissertation and theses must be sub- Comprehensive Examinations will be 20 Friday: mitted to the Dean’s Office for May 2015 offered on an as-needed basis. Please see The School of Education graduation by this date. Microfilm fees to the Director of details. Printed and electronic copy of doctoral be paid at this time. dissertation must be handed in to the February Dean’s office for editing for May 2015 4 Monday: Last day of classes. 2 Monday: graduation. 5 Tuesday: Study day – no classes. Graduate Division of St. John’s College 21 Saturday: 6-12 Wednesday – Tuesday: Final of Liberal Arts and Sciences The School of Education Examination Week. Readers’ copies of Doctoral dissertations Doctoral Comprehensive Examinations 8 Friday: Last day to submit Diploma and Master’s theses for degrees in May II* and Master’s Comprehensive Application online (via UIS) for May 2015 2015 to be submitted to the departmental Examinations. conferral. chair by this date. 14 Thursday: Ascension Thursday – April 3 Tuesday: University closed. College of Pharmacy and Health 2-6 Thursday – Monday: Easter Recess – 16 Saturday: Staten Island campus Sciences University closed. No classes. Commencement. Readers’ copies of Doctoral dissertations and Master’s theses for degrees to be 3 Friday: 17 Sunday: Queens campus submitted to departmental chair by this Graduate Division of St. John’s College Commencement. date for May 2015 graduation. of Liberal Arts and Sciences June Final Oral Examination (defense) for all 14 Sunday: Rome campus Commencement. Graduate Division of St. John’s College candidates for Doctoral degrees in May of Liberal Arts and Sciences 2015 to have been held by this date. Last day to apply for spring Fall 2015 Comprehensive Examinations. Portfolios 6 Monday: and E-Portfolios due in Dean’s Office. Graduate Division of St. John’s College August of Liberal Arts and Sciences 7 Friday: 9 Monday: Readers’ copies of Doctoral disserta- College of Pharmacy and Health The School of Education tions and Master’s theses for degrees in Sciences Last day to apply for Master’s and September 2015 to be submitted to the Final Oral Examinations (defense) for Doctoral Comprehensive Examinations for departmental chair by this date. all candidates for doctoral degrees in Spring 2015. September 2015 to have been held by 8 Wednesday: Last day to withdraw from this date. 16 Monday: Presidents’ Day – University classes. Last day to apply for Pass/Fail closed. No classes. option. 21 Friday: Graduate Division of St. John’s College 23-28 Monday – Saturday: of Liberal Arts and Sciences Spring break – no classes. Final Oral Examinations (defense) for all candidates for Doctoral degrees in 4 *Doctoral Cohort programs may be subject to alternative dates. **Calendar is subject to change. Please consult the Web regularly at stjohns.edu/services/registrar/calendar. For information on school closings, check stjohns.edu/closings. September 2015 to have been held by 30 Wednesday: September degree conferral 13 Friday: this date. date. College of Pharmacy and Health Sciences The School of Education Graduate Division of St. John’s College Final date for oral defense of dissertation Final Oral Examinations (defense) for of Liberal Arts and Sciences all candidates for Doctoral degrees in by doctoral candidates for September Last day to apply for fall Comprehensive 2015 degrees. Editing and microfilm fees January 2015 to have been held by this Examinations. Portfolios and E-Portfolios date. due. are due in Dean’s Office. 28 Friday: The School of Education The School of Education October Final date for oral defense of dissertation by doctoral candidates for January 2016 Printed and electronic copy of doctoral Web Registration begins. Schedule to be degrees. Editing and microfilm fees due. dissertation must be handed in to the announced. Consult the Web. Dean’s Office for editing for September 14 Friday: 2015 degrees. 1 Thursday: The School of Education Graduate Division of St. John’s College Final date for oral defense of dissertation of Liberal Arts and Sciences September by doctoral candidates for January 2015 Readers’ copies of Doctoral dissertations graduation. Editing and microfilm fees due. and Master’s theses for degrees in January 2 Wednesday: Fall semester begins. 20 Friday: 2016 to be submitted to the departmental Graduate Division of St. John’s College 4 Friday: chair for review. College of Pharmacy and Health of Liberal Arts and Sciences Sciences 5 Monday: Dissertation and theses copy due in All language testing requirements must College of Pharmacy and Health Dean’s Office by this date for January be fulfilled and requests for transfer credit Sciences 2016 graduation. must be processed by this date. Readers’ copies of Doctoral dissertations The School of Education and Master’s theses for degrees in January Printed and electronic copy of doctoral Graduate Division of St. John’s College 2016 to be submitted to the departmental dissertation must be handed in to the of Liberal Arts and Sciences chair by this date. Dean’s Office for editing for January 2016 Dissertation and theses copy due in degrees. Dean’s Office by this date for September The School of Education 2015 graduation. Last day to apply for Doctoral and 25-28 Wednesday – Saturday: Thanksgiving Master’s Comprehensive Examinations for recess. No classes. 5 Saturday: University closed – no classes. Fall 2015. December 7 Monday: Labor Day – University closed. 12 Monday: Columbus Day – University No classes. closed. No classes. 3 Thursday: College of Pharmacy and Health 9 Wednesday: Monday classes meet. 15 Tuesday: Last day to submit coursework Sciences for Spring and Summer 2015 incomplete Completed theses and dissertations for all 11 Friday: Last day to submit Diploma grades. January degrees to be submitted to the Application online (via UIS) for September Office of the Dean by this date. Microfilm 2015 conferral. 23 Friday: fee to be paid at this time. Graduate Division of St. John’s College 18 Friday: of Liberal Arts and Sciences 8 Tuesday: Feast of the Immaculate Graduate Division of St. John’s College Doctoral and Master’s Comprehensive Conception – University closed. of Liberal Arts and Sciences Examinations. No classes. Final copy of dissertation and theses must 9 Wednesday: Last day of classes. be handed in to the Dean’s Office for November September 2015 graduation. Microfilm 10 Thursday: Study day – no classes. 4 Wednesday: fee to be paid at this time for dissertation. 11 Friday: Study day – no classes. College of Pharmacy and Health The School of Education Sciences Graduate Division of St. John’s College Printed and electronic copy of final edited Doctoral and Master’s Comprehensive of Liberal Arts and Sciences and corrected doctoral dissertation must Examination and Qualifying Examination. Final copy of dissertation and theses must be handed in to the Dean’s Office for be handed in to the Dean’s Office for 6 Friday: January 2016 graduation. Microfilm fee to September 2015 degrees. Graduate Division of St. John’s College be paid at this time for dissertation. 23 Wednesday: of Liberal Arts and Sciences The School of Education College of Pharmacy and Health Final Oral Examination (defense) for Printed and electronic copy of final edited Sciences all candidates for Doctoral degrees in and corrected doctoral dissertation must Last day to apply for fall Master’s January 2016 to have been held by this be handed in to the Dean’s office for Comprehensive Examinations and Doctoral date. January 2016 degrees. Qualifying, Writing, and Comprehensive DA Qualifying Examinations. 12 Saturday: Saturday classes held. Examinations. 7 Saturday: 14-19 Monday–Saturday: Final examination College of Professional Studies The School of Education week. Comprehensive Examinations will be Doctoral Comprehensive Examinations I* offered on an as-needed basis. Please see 9 Monday: Last day to withdraw from the Director for details. classes. Last date to apply for Pass/Fail option.

*Doctoral Cohort programs may be subject to alternative dates. **Calendar is subject to change. Please consult the Web regularly at stjohns.edu/services/registrar/calendar. stjohns.edu/graduatebulletin 5 For information on school closings, check stjohns.edu/closings. Spring 2016 March 11 Monday: 2 Wednesday: College of Pharmacy and Health January College of Pharmacy and Health Sciences Dissertations and Master’s theses copy for 8 Friday: Last day to submit Diploma Sciences Doctoral and Master’s Comprehensive degrees in May to be submitted to the Application online (via UIS) for January departmental chair by this date. 2016 conferral. Examinations. 11 Friday: Graduate Division of St. John’s College 18 Monday: Martin Luther King, Jr. Day – Graduate Division of St. John’s College of Liberal Arts and Sciences University closed. No classes. of Liberal Arts and Sciences Readers’ copies of Doctoral disserta- Doctoral and Master’s Comprehensive tions and Master’s theses for degrees in 20 Wednesday: Spring semester begins. Examinations. September 2016 to be submitted to the departmental chair by this date. 26 Tuesday: 12 Saturday: College of Professional Studies The School of Education 22 Friday: Comprehensive Examinations will be Doctoral Comprehensive Examinations I.* Graduate Division of St. John’s College offered on an as-needed basis. Please see 15 Tuesday: Last day to submit course work of Liberal Arts and Sciences the Director for details. for Fall 2015 incomplete grades. Dissertations and theses copy due in Dean’s Office for review by this date for 18 Friday: 27 Wednesday: May 2016 graduation. College of Pharmacy and Health The School of Education 29 Friday: Sciences Final date for oral defense of dissertation College of Pharmacy and Health All language testing requirements must by doctoral candidates for May 2016 Sciences be fulfilled and requests for transfer credit degrees. Editing and microfilm fees due. Final dissertations and theses must be must be processed by this date. 30 Wednesday: submitted to the Dean’s Office for May Graduate Division of St. John’s College Last day to apply for spring Doctoral and 2016 graduation by this date. Microfilm of Liberal Arts and Sciences Master’s Comprehensive Examinations. fees to be paid at this time. D.A. Qualifying Examinations. February 19 Saturday: May 1 Monday: The School of Education 2 Monday: Last day of classes. College of Pharmacy and Health Doctoral Comprehensive Examinations II* and 3-4 Tuesday – Wednesday: Study days – Sciences Master’s Comprehensive Examinations. no classes. Readers’ copies of Doctoral dissertations 24-28 Thursday – Monday: Easter Recess – and Master’s theses for degrees to be University closed. No classes. 5 Thursday: Ascension Thursday – submitted to departmental chair by this University closed. 30 The School of Education date for May 2016 graduation. Printed and electronic copy of doctoral 6 Friday: Last day to submit Diploma 2 Tuesday: dissertation must be handed in to the Application online (via UIS) for May 2016 Graduate Division of St. John’s College Dean’s Office for editing for May 2016 conferral. of Liberal Arts and Sciences degrees. Graduate Division of St. John’s College Readers’ copies of Doctoral dissertations of Liberal Arts and Sciences and Master’s theses to be submitted to Final dissertation and theses must be sub- departmental chair by this date for May April mitted to the Dean’s Office for May 2016 2016 graduation. 1 Friday: Last day to withdraw from graduation by this date. Microfilm fees to 3 Wednesday: classes. Last day to apply for Pass/Fail be paid at this time. Graduate Division of St. John’s College option. 6-12 Friday – Thursday: Final Examination of Liberal Arts and Sciences Week. Last day to apply for fall Comprehensive 8 Friday: TBA Saturday: Staten Island campus Examinations. Portfolios and E-Portfolios College of Pharmacy and Health Commencement. are due in Dean’s Office. Sciences Final Oral Examinations (defense) for all TBA Sunday: Queens campus 8 Monday: candidates for Doctoral degrees in May to Commencement. The School of Education have been held by this date. Last day to apply for Master’s and Doctoral Comprehensive Examinations for Graduate Division of St. John’s College June Spring 2016. of Liberal Arts and Sciences TBA Sunday: Rome campus Commencement. 10 Wednesday: Monday classes meet. Final Oral Examination (defense) for all candidates for Doctoral degrees in May 15 Monday: Presidents’ Day – University 2016 to have been held by this date. closed. No classes. 22-27 Monday – Saturday: Spring break – no The School of Education classes. Printed and electronic copy of final edited and corrected doctoral dissertation must be handed in to the Dean’s Office for May 2016 degrees.

*Doctoral Cohort programs may be subject to alternative dates. 6 **Calendar is subject to change. Please consult the Web regularly at stjohns.edu/services/registrar/calendar. For information on school closings, check stjohns.edu/closings. Admission

General Information tials are received by the application deadline. International Student Completed applications and supporting Applications for admission to graduate degree credentials should be forwarded to the campus Admission programs are accepted throughout the aca- of intended study as follows:­ demic year. It is highly recommended that Applicants whose native language is not both the application and all supporting creden- Queens, Staten Island and Rome English and who have not attended a post- secondary institution in which English is the tials be submitted to the Office of Graduate Campuses Admission three months prior to the semester language of instruction must take the (1) Office of Graduate Admission in which the student wishes to begin a pro- TOEFL (Test of English as a Foreign Language) St. John’s University gram of study. Specific program deadlines are or (2) IELTS (International English Language 8000 Utopia Parkway as follows: Testing System). For applications and infor- Queens, NY 11439 mation regarding IELTS, please visit the Web Psychology (Ph.D., Psy.D., M.S.) site: www.ielts.org. For applications and • Applicants to The School of Education: information regarding TOEFL, contact TOEFL January 15 (Fall only—Clinical Psy., Ph.D.) St. John’s University Services, Educational Testing Service, Box 6151, January 15 (Fall only—School Psy., Psy.D.) The School of Education Princeton, NJ 08541-6151; or visit the ETS Web May 1 (Fall only—School Psy., M.S.) Office of Graduate Admission site: www.ets.org. 8000 Utopia Parkway English as a Second Language: Speech Pathology and Audiology Queens, NY 11439 International applicants may be asked to take a (M.A.) University-sponsored English placement exami- • Applicants to The Peter J. Tobin College nation prior to the start of their academic February 1 (Fall) of Business: studies at St. John’s. Students will be informed October 1 (Spring) St. John’s University of this test in the decision letter. Students Office of Graduate Admission requiring additional English language support College of Pharmacy and Health 8000 Utopia Parkway are considered for the University’s full-time Sciences Queens, NY 11439 Intensive English Program (IEP) or part-time M.S., Ph.D. English as a Second Language (ESL) classes. March 1 (Fall) Admission to a Degree Application Deadline: All students living November 1 (Spring) outside the United States who require a stu- Program dent visa must provide completed applications (including all supporting materials) by May 1 The Peter J. Tobin College of Admission to a degree program is contingent for the fall semester and November 1 for the Business (M.B.A.) upon an assessment of the candidate’s ability spring semester. However, applicants must to successfully pursue graduate study. May 1 (recommended for Fall) first adhere to any specific deadlines for their Ability is demonstrated by previous aca- November 1 (recommended for Spring) intended program of study as noted in the demic performance, satisfactory achievement Graduate Bulletin. The School of Education on appropriate standardized tests, letters of Applicants must present a formal applica- recommendation and other factors that sug- (Ph.D., Ed.D., Adv. Crt., M.S.Ed.) tion, official school records issued by your col- gest academic potential and motivation. The School of Education deadlines for the lege/university and results of the TOEFL/IELTS Specifically, degree candidates must pro- completed applications for M.S.Ed., Adv. Crt., examinations. All documents in languages vide the following for admission consideration: and Ed. D. other than English must be accompanied by 1. Evidence of a baccalaureate degree (non-counseling majors) certified English translations. For deadline from an accredited college or university­ January 5 (Spring) dates, please see the “International Students” including official transcripts from May 8 (Summer) section. Students who require a Form I-20 for each institution attended. August 10 (Fall) a student (F-1) visa or a Form DS-2019 for 2. Letters of recommendation (require- an exchange (J-1) visa must provide proof of Counseling majors (M. S. Ed., and Adv. Crt): ments vary according to program; financial support. Please refer to our University November 1 (Spring) please refer to appropriate­ program brochure “How To Get Your Form I-20” or April 1 (Summer/Fall) information in other sections of this “How To Get Your Form DS-2019”, or Ph.D. in Literacy bulletin) from instructors in the pro- contact the International Student and Scholar June 15 for the Fall semester every two years. posed area of specialization or other Services Office, (718) 990-6083, (2010, 2012, 2014, 2016, etc.) qualified individuals as designated fax (718) 990-2070. by the school, division or program to International Students which the candidate is applying. May 1 (Fall) 3. Official results of performance on General Graduate November 1 (Spring) standardized test as appropriate to the Information (unless program has deadline above.) requirements of the particular school, Submit by May 1 (see specific program division or program. Questions concerning admission procedures or deadlines) 4. Evidence that conditions or require- graduate programs offered by the University ments specific to the school, division should be directed to the Office of Graduate A non-refundable fee of $70, in the form of or program of interest have been met. Admission, (718) 990-1601, fax (718) 990- a check or money order payable to St. John’s Admission to a degree program does not 2346, or you may email [email protected]. University, must accompany the application. guarantee advancement to degree candidacy. The Office of Graduate and International Additional requirements must first be met Admission will make every effort to notify before the student may be considered a degree students of the status of their application. candidate (see “Degree Requirements”). In special Ultimately, however, it is the student’s respon- cases, the dean of the college may waive an admis- sibility to make sure that all supporting creden- sion requirement if it is deemed warranted.

stjohns.edu/graduatebulletin 7 Transfer Student number of credits beyond the master’s degree balances are charged interest at the rate of at St. John’s University. All doctoral students in one percent per month. Delinquent accounts Admission The School of Education are required to take a may be referred to a third party for collection, minimum of 45 credits at St. John’s University. which will result in the addition of collection Students may seek admission to one of the costs to the account balance. graduate programs at the University after Accident and Sickness The University reserves the right to having successfully completed some gradu- change the schedule of tuition and fees when ate coursework at another accredited institu- Insurance necessary, but every effort is made to maintain tion. The student must present the catalog them at the lowest possible level. The University makes available health insur- description(s) of the graduate course(s) for For the most up-to-date information, ance to all students through University Health which transfer credit or advanced standing is check the online version of this bulletin at Plans. This insurance allows students to be cov- requested and complete a Transfer of Credit stjohns.edu/bulletin. form (where applicable), which is available ered for illness and accidents. The University from the office of the appropriate academic requires all international students holding F1 2014–2015 Tuition* Dean. No credit will be allowed for courses and J1 visas and all resident students to have Graduate Cost per credit beyond the stipulated time limit or in which adequate health insurance coverage. College of Professional Studies $1,145 the grade attained is below “B” (3.0). Only F1 and J1 Students: All F1 and J1 stu- The School of Education 1,145 after the academic Dean evaluates all docu- dents will be automatically provided with and The Peter J. Tobin College of Business 1,155 mentation, may requests for transfer of credit charged for health insurance each semester. St. John’s College or advanced standing be approved. Transferred The mandatory charge for the insurance will Grad Arts & Sciences 1,145 or advanced standing grades will not affect the be added to the semester invoice, which is due School Psychology 1,225 cumulative quality point index. and payable with the tuition and fee charges. Library Science 1,215 Resident students: Resident students who Speech–Language Pathology Transfer Credit have not waived the University-provided insur- and Audiology 1,225 ance will be automatically provided with and A student may request that credit for previous- Ph.D. Clinical Psychology 1,375 charged for this health insurance. The charge ly completed coursework be transferred to the College of Pharmacy and for this insurance will be added to the semes- St. John’s University program of study, provid- Health Sciences 1,320 ter invoice, which is due and payable with the ed that it has not been applied toward the ful- Public Health 1,145 fillment of requirements for another degree. At tuition and fee charges. To waive the insurance the master’s level, a maximum of six semester coverage, resident students are required to * Check for regular tuition updates online at hours of graduate credit will be accepted on a submit their insurance information online at www.stjohns.edu. 2015-2016 tuition will be tentative basis, pending re-evaluation after the www.universityhealthplans.com. announced in April 2015. Commuter Students: Insurance also is student has successfully completed 12 semes- Fees ter hours of graduate credit at the University. available to our commuter full-time and part- For programs in the graduate divisions of time graduate population and can be pur- General Fee per semester St. John’s College of Liberal Arts and Sciences chased at www.universityhealthplans.com. (non-refundable) $170 and the The Peter J. Tobin College of Business, Please direct any questions to the Office Particular Fees (non-refundable) please refer to the appropriate sections of this of Student Financial Services at (718) 990-7592 Application fee 70 bulletin. (Queens campus); the Health Office at Late registration/payment 200 A matriculated student may wish to (718) 390-4447 (Staten Island campus; or Maintaining matriculation, per semester 100 take a course at an accredited institution University Health Plans at 1 (800) 437-6448. Microfilming of doctoral dissertation and and transfer the credit toward the St. John’s abstract 100 degree program. The student must present Expenses Examination Fees (non-refundable) the catalog description of the course and a Comprehensive examination for permission form to his/her department/divi- All fees and the entire tuition as well as room master’s degree 100 sion Chair. Upon the recommendation of the and/or board charges for each semester are Qualifying examination for doctoral degree 40 Chair and the approval of the academic Dean, due and payable in full before registration can Comprehensive examination for doctoral the student may register for the course. Upon be completed. All payments must be made by degree, reading of dissertation and oral exam- completion of the course, the student must check or money order payable to St. John’s ination 200 submit an official transcript to the Office of University or by credit card. American Express, Make-up examinations 80 the Registrar and complete a Transfer of Credit MasterCard, VISA and Discover are currently Special Assessment 50 form, which is available in the office of the accepted by the Office of Student Financial Dissertation Copyediting fee 150 appropriate academic Dean. Services. Laboratory Fees For those students who wish to make Individual courses may carry a laboratory fee. Advanced Standing tuition payments on a monthly basis, St. John’s Please refer to the online course description for Students enrolled in advanced certificate and University makes available services of an out- fee information. doctoral programs may request advanced side independent educational credit company Laboratory fees are non-refundable. Additional standing for coursework completed in fulfill- plan. Information regarding this plan can be charges will be made for breakage and losses. ment of a previously earned graduate degree. obtained from the Office of Student Financial The number of advanced standing credits Services. permitted is contingent upon assessment of Students holding full-tuition scholarships the previously earned credit in accordance are required to pay the General Fee and any with department/division and school/college other fees required for the course(s) they are regulations. However, all doctoral students in taking. the Graduate Division of St. John’s College of Students whose accounts are in arrears Liberal Arts and Sciences and the College of will not be permitted to register for a subse- Pharmacy and Allied Health Professions must quent semester, receive grades, or be issued a complete a minimum of two-thirds of the total diploma or a transcript of record. All past due 8 Health Insurance Rate 2014-2015 Fall 2014 Undergraduate/Graduate be approved, processed and for checks to be 1) Resident Students $1,849 per year 100%...... through September 2 mailed. 2) New Spring 2014 Resident Students $1,241 90% ...... through September 7 Students will not be entitled to any por- for the semester 80% ...... through September 12 tion of a refund until all federal Title IV pro- 3) F1/J1 Fall 2014 Students $924.50 for the 70% ...... through September 17 grams are credited and all outstanding charges semester 60% ...... through September 22 have been paid. 4) F1/J1 Spring 2015 Continuing Students 50% ...... through September 27 Students are considered in attendance $924.50 for the semester 25% ...... through October 2 until they officially withdraw from the 5) New F1/J1 Spring 2015 $1,241 for the 0% ...... after October 3 University or are requested to do so by a semester Dean. Fall 2014 Law Students who leave school voluntarily or Room and Board drop a course must do so through the proper 100%...... through August 18 Queens channels, or otherwise risk assuming full 90% ...... through August 23 tuition charges. Academic Year 2014–2015 80% ...... through August 28 Please also see page 12 “Officially Single Room $6,190 per semester 70% ...... through September 2 Notifying the University of a Withdrawal from Standard Double Room $5,130 per semester 60% ...... through September 7 Class” and “Withdrawing from Class.” Triple Room $4,980 per semester 50% ...... through September 12 The Withdrawal schedule for Tuition Quad Room $4,120 per semester 25% ...... through September 17 credits for 2015-2016 will be announced 0% ...... after September 18 Meal Plan in April 2015. The following percentage of Board (Meal) Plan Spring 2015 Undergraduate/ tuition may be credited for withdrawals: Freshman Meal Plan $3,065 per semester Residence Village Graduate Fall 2014 Undergraduate/ (Soph.-Senior) Meal Plan $3,015 per semester 100%...... through January 23 Graduate Apartment Meal Plan $2,110 per semester 90% ...... through January 28 100%...... through September 9 80% ...... through February 2 80% ...... through September 16 Queens Off-Campus (Seton Complex, 70% ...... through February 7 60% ...... through September 23 DePaul and Henley) 60% ...... through February 12 40% ...... through September 30 Academic Year 2014–2015 50% ...... through February 17 20% ...... through October 7 Single Room $6,830 per semester 25% ...... through February 22 0% ...... after October 7 Double Room $5,555 per semester 0% ...... after February 23 Triple Room $5,100 per semester Spring 2015 Law Fall 2014 Law 100% ...... through September 2 Queens Off-campus Coolidge and Goethals 100% ...... through January 12 90% ...... through September 9 Academic Year 2014-2015 90% ...... through January 17 80% ...... through September 16 Single Room $6,690 per semester 80% ...... through January 22 60% ...... through September 23 Double Room $5,570 per semester 70% ...... through January 27 40% ...... through September 30 60% ...... through February 1 20% ...... through October 7 Queens Town Home 50% ...... through February 6 0% ...... after October 7 Academic Year 2014-2015 25% ...... through February 11 Town Home Single Rooms $6,850 per person 0% ...... after February 12 Spring 2015 Undergraduate/ Town Home Double Rooms $5,745 per person Town Home Triple Rooms. $5,155 per person Graduate Withdrawal from campus housing could affect 100%...... through January 27 your cost of attendance for financial aid pur- Staten Island 80% ...... through February 3 poses. Please contact the Office of Student Academic Year 2014–2015 60% ...... through February 10 Financial Services for details. Single Rooms $5,295 per semester 40% ...... through February 17 Double Rooms $4,895 per semester 20% ...... through February 24 Triple Room $4,190 per semester Withdrawal from Courses 0% ...... after February 24 Meal Plan and Tuition Credits and Spring 2015 Law Meal Plan I $1,782 per semester 100%...... through January 20 Meal Plan 2 $2,285 per semester Refunds 90%...... through January 27 A student who wishes to withdraw from a 80%...... through February 3 course must complete a Change of Program 60%...... through February 10 Room and Board form and have it signed by the appropriate 40%...... through February 17 Withdrawals departmental Chair and academic Dean. The 20%...... through February 24 date of withdrawal will be the date of the 0%...... after February 24 Withdrawal from campus housing could student’s written request as attested by his or affect your cost of attendance for financial aid her Dean. purposes. Please contact the Office of Student Withdrawal from courses may entitle the Financial Services for details. student to a credit for tuition. The percentage The Withdrawal schedule for Room and of credit will be determined according to the Board for 2015-2016 will be announced in schedules listed. The credit policy refers only to April 2015. The following percentage of room tuition. Fees are not refundable. and board charges may be credited for Students should allow at least three withdrawals: weeks from the date of filing a Change of Program with the Dean for refund claims to

stjohns.edu/graduatebulletin 9 Academic Information and Regulations

Program Requirements Justice 2209 M.A. Pharmacy/Library and East Asian Studies 0302/0302 B.A./M.A. and Information In addition to the regulations in this section, East Asian Studies 0302 M.A. Science 1211/1601 M.S./M.S. each student is responsible for becoming famil- English 1501/1501 B.A./M.A. Psychology/General- iar with the requirements specific to the col- English 1501 M.A. Experimental lege/school, department/division and academic English 1501 D.A. Psychology 2001/2002 B.A./M.A. program of study in which s/he enrolled. For General-Experimental Psychology/Criminology further details, consult the appropriate section of this bulletin. Psychology 2002 M.A. and Justice 2001/2209 B.A./M.A. Global Development Public Administration 2102 Adv. Cert. and Social Justice 4903 M.A. Public History 4903 M.A. Academic Units and Government and School Programs Politics 2207 /2207 B.A./M.A. Psychologist** 0826.02 M.S. Government and School Psychology 0822 Psy.D. Approved Programs of Study Politics 2207 M.A. Sociology 2208/2208 B.A./M.A. Students may only enroll in programs of study Government and Sociology 2208 M.A. officially registered with the New York State Politics/Law 2207/1401 M.A./J.D. Sociology/Criminology Education Department or otherwise officially Government and and Justice 2208/2209 B.A./M.A. approved. Enrollment in non-registered or Politics/Library Spanish 1105/1105 B.A./M.A. unapproved programs of study may jeopardize and Information Spanish 1105 M.A. eligibility for certain student aid awards. Science 2207/1601 M.A./M.S. Speech Language Most graduate courses at St. John’s are conveniently scheduled for late afternoons, Health Services Pathology 1220 M.A. evenings and Saturday mornings. The follow- Administration/ Teacher of Speech ing is a listing of all approved graduate pro- Government and and Learning grams at St. John’s University. To learn which Politics 1202/2207 B.S./M.A. Handicapped/Speech- of the University’s campuses offer specific pro- Health Services Language Pathology grams, please consult your Academic Dean. Administration/ and Audiology 0815/1220 B.S.Ed./M.A. Sociology 1202/2208 B.S./M.A. Theology 1510/1510 B.A./M.A. St. John’s College of Liberal Arts History 2205/2205 B.A./M.A. Theology (Religious History 2205 M.A. Studies) 1510 M.A. and Sciences Human Services/ Theology (Catech Sociology 2101/2208 B.S./M.A. Min, Leader, and Major Name HEGIS Code Credentials International Law Min Prep) 2310 M.A. Asian and African and Diplomacy 2210 Adv. Cert. Culture Studies 0399 Adv. Cert. Journalism/ * The Master of Philosophy (M. Phil.) is an Audiology 1220 Au.D. Government intermediate degree between other academic Biological and Master’s degrees and the Doctor of Philosophy and Politics 0602/2207 B.S./M.A. Pharmaceutical (Ph.D.) degree. It is awarded to candidates in Journalism/ some of the University Ph.D. programs for com- Biotechnology 0499 M.S. Sociology 0602/2208 B.S./M.A. pletion of all requirements for the Ph.D. except Biology 0401/0401 B.S./M.S. Latin American the dissertation. Biology 0401 M.S. and Caribbean ** Leads to permanent bilingual certification. Biology* 0401 M.Phil. Studies 0308 Adv. Cert. Biology 0401 Ph.D. Legal Studies/ Catholic Theology Government The School of Education and Pastoral and Politics 0599/2207 B.S./M.A. Ministry 2399 M.A. Legal Studies/ Major Name HEGIS Code Credentials Chemistry 1905/1905 B.S./M.S. Sociology 0599/2208 B.S./M.A. Administrative Chemistry 1905 M.S. Liberal Studies 4901 M.A. Studies 0827 Adv. Cert. Chinese Studies 0399 M.A. Library and Adolescent Education Clinical Psychology 2003 M.A. Career Change 0803 M.S.Ed. Information Clinical Psychology* 2003 M.Phil. Adolescent Education Science 1601 Adv. Cert. Clinical Psychology 2003 Ph.D. Career Change Library and Communication NON CERT 0803 M.S.Ed. Information Adolescent Education Arts/Government Science 1601 M.S. Field Change 0803 M.S.Ed. and Politics 0601/2207 B.S./M.A. Mathematics 1701/1701 B.A./M.A. Adolescent Education Communication Mathematics 1701 M.A. 7-12/Teaching Arts/Sociology 0601/2208 B.S./M.A. Ministerial Studies 2301.10 M.Div. Literacy 5-12 0803/0830 B.S.Ed/ Criminal Justice/ Modern World M.S.Ed. Government History 2205 D.A. Adolescent Education: and Politics 2105/2207 B.S./M.A. Biology 7-12 0401.01 M.S.Ed. Museum Criminal Justice/ Adolescent Education: Administration 1099 M.A. Sociology 2105/2208 B.S./M.A. English 7-12 1501.01 M.S.Ed. Pastoral Ministry 2301 Adv. Cert. Criminology and 10 Adolescent Education: Childhood Education Teaching Literacy Mathematics 7-12 1701.01 M.S.Ed. and TESOL Career B–6 0830.01 Adv. Cert. Adolescent Education: Change 1508 M.S.Ed. Teaching Literacy B-6 Social Studies 7-12 2201.01 M.S.Ed. Childhood Education and Teaching Adolescent Education: and TESOL Career Children with Spanish 7-12 1105.01 M.S.Ed. Change NON CERT 1508 M.S.Ed. Disabilities 0830.01 M.S.Ed. Adolescent Education: Clinical Mental Teaching Literacy B-6 Teaching Students Health Counseling 2104.10 Adv. Cert. and TESOL K-12 0830.01 M.S.Ed. with Disabilities 7–12 Clinical Mental Teaching Literacy Generalist with Health Counseling 2104.10 M.S.Ed. 5-12 0830.01 Adv. Cert. Students with Early Childhood Teaching Literacy Disabilities Subject Education: Career 5-12 and TESOL Extensions 0808 M.S.Ed. Change 0823 M.S.Ed. K-12 0830.01 M.S.Ed. Adolescent Education Early Childhood Teaching Students Residency Education: Career with Disabilities 7–12 Program* 0899.50 M.S.Ed. Change NON CERT 0823 M.S.Ed. Generalist with Alt. Cert. Trans B. Early Childhood Students with Adolescent Math Education: Field Disabilities Subject Special Ed* 0899.50 M.S.Ed. Change 0823 M.S.Ed. Extensions 0808 Adv. Cert. Alt. Cert. Trans B. Early Childhood Teaching Students Adolescent English Education B-2 and with Disabilities 7–12 7-12* 0899.50 M.S.Ed. Teaching Students Generalist with Alt. Cert. Trans B. with Disabilities Students with Adolescent Math B-2 0808 M.S.Ed. Disabilities Subject 7-12* 0899.50 M.S.Ed. Early Childhood Extensions 0808 M.S.Ed. Alt. Cert. Trans B. Education B-2 and TESOL (Teaching English Teaching Students Teaching Student to Speakers of with Disabilities with Disabilities B-2: Other Languages) 1508 M.S.Ed. Generalist* 0899.50 M.S.Ed. Field Change 0808 M.S.Ed. TESOL K–12 1508 Adv. Cert. Bilingual Education: Education TESOL: ITI 0899.60 Adv. Cert. ITI** 0899.60 Adv. Cert. Administration TESOL Special Bilingual Extension 0899 Adv. Cert. and Supervision 0827 Ed.D. Education: ITI** 0899.60 Adv. Cert. Bilingual Pupil Gifted Education 0811 Adv. Cert. Personnel Services: Instructional * Admission into these Alternative Certification/ ITI** 0899.60 Adv. Cert. Leadership 0829 Adv. Cert. Transitional B (Teaching Fellows) programs Bilingual Special Instructional is initiated through the New York City Education: ITI** 0899.60 Adv. Cert. Leadership 0829 Ed.D. Department of Education. ** Admission into these Intensive Teacher Childhood and Literacy 0830 Ph.D. Institute (ITI) Certificate Program is Childhood Special Literacy 5–12 0830 M.S.Ed. initiated through B.O.C.E.S. Education Literacy B–6 0830 M.S.Ed. (Internship) 0808 M.S.Ed. Literacy Leadership Childhood and Coach 0830 Adv. Cert. The Peter J. Tobin College of Childhood Special Middle Childhood Business Education 5–6: Extension 0802 Adv. Cert. (Internship) Middle Childhood Major Name HEGIS Code Credentials NON CERT 0808 M.S.Ed 7–9 : Extension 0802 Adv. Cert. Accountancy 0502 M.S. Childhood Education 0802 M.S.Ed. School Building Accountancy/ Childhood Education: Leadership 0828 Adv. Cert. Public Accounting 0502/0502 B.S./M.B.A. Career Change 0802 M.S.Ed. School Building Accountancy/ Childhood Education: Leadership 0827 M.S.Ed. Taxation 0502/0502 B.S./M.S. Career Change School Building Accounting 0502/0502 B.S./M.S. NON CERT 0802 M.S.Ed. Leadership/School Accounting 0502 M.S. Childhood Education: District Leadership 0827 Adv. Cert. Accounting/Business Field Change 0802 M.S.Ed. School Counseling 0826.01 M.S.Ed. Administration 0502/0506 B.S./ M.B.A. Childhood Education School Counseling 0826.01 Adv. Cert. Accounting/Law 0502/1401 M.S./J.D. 1-6/ Literacy B-6 0802/0830 B.S.Ed./ School District Accounting (non-CPA)/ M.S.Ed. Leadership 0827 Adv. Cert. Business Childhood Education Teaching Children Administration 0512/0506 B.S./M.B.A. 1-6/Teaching Children with Disabilities Anthropology/ with Disabilities in in Childhood 0808 M.S.Ed. Business Childhood 0802/0808 B.S.Ed./ Teaching Literacy Administration** 2202/0506 B.A./M.B.A. M.S.Ed. B-12 0830 M.S.Ed. Asian Studies/ Accounting** 0301/0502 B.A./M.S.

stjohns.edu/graduatebulletin 11 Asian Studies/ Networking and College of Professional Studies Business Telecommunications/ Administration** 0301/0506 B.A./M.B.A. Business Major Name HEGIS Code Credentials Business Administration* 0799/0506 B.S./M.B.A. Criminal Justice Administration 0506 M.B.A. Physics/Business Leadership 2105 M.P.S. Computer Science/ Administration** 1902/0506 B.S./M.B.A. Criminal Justice/ Accounting* 0701/0502 B.S./M.S. Psychology/Business Criminal Justice Computer Science/ Administration** 2001/0506 B.A./M.B.A. Leadership 2105/2105 B.S./M.P.S. Business Public Accounting 0502 M.S. Data Mining and Administration* 0701/0506 B.S./M.B.A. Public Accounting/ Predictive Cyber Security Systems/ Law 0502/1401 M.B.A./J.D. Analytics 0702 M.S. Accounting* 0799/0502 B.S./M.S. Risk Management International Cyber Security and Insurance/ Communication 0699 M.S. Systems/Business Accounting 0512/0502 B.S./M.S. Sport Management 0599 M.P.S. Administration* 0799/0506 B.S./M.B.A. Risk Management

Economics/ and Insurance/

Accounting 0504/0502 B.S./M.S. Business Economics/Business Administration 0512/0506 B.S./M.B.A. Office of the Registrar Administration 2204/0506 B.S./M.B.A. Sociology/Business The Office of the Registrar is responsible for English/Business Administration** 2208/0506 B.A./M.B.A. the accuracy and integrity of the University’s Administration** 1501/0506 B.A./M.B.A. Spanish/Business official student records. Our chief responsibili- Enterprise Risk Administration** 1105/0506 B.A./M.B.A. ties fall into six broad categories: registration; Management 0512 M.S. Taxation 0502.10 M.S. record-keeping; enrollment verifications and Finance/Accounting 0504/0502 B.S./M.S. Taxation/ transcripts; course offerings; classroom sched- Finance/Business Accounting 0502/0502.10 M.B.A./ uling; and graduation. Administration 0504/0506 B.S./M.B.A. M.S. The Office of the Registrar facilitates the French/Business University course registration process. The Administration** 1102/0506 B.A./M.B.A. * The UG portion of these Combined Degrees Office announces the exact dates for registra- are offered through the College of Professional History/Business tion in advance of each registration period. Studies. Administration** 2205/0506 B.A./M.B.A. ** The UG portion of these Combined Degrees Continuing students register in October/ Investment are offered through St. John’s College of November for the spring semester and in Management 0505 M.S. Liberal Arts and Sciences. March/April for the summer and/or fall semes- Information ters. Students are expected to see their advisor Technology/ School of Law before registering. All students should bring Accounting* 0702/0502 B.S./M.S. a student advisement report to their advising Information appointments. Advisors will provide their advi- Major Name HEGIS Code Credentials Technology/ sees with Priority Registration Numbers, which Business Law 1401 J.D. are needed to register. Once they have their Administration* 0702/0506 B.S./M.B.A. Bankruptcy 1499 LL.M. Priority Registration Number, students may Italian/Business International and select and register for classes online through Administration** 1104/0506 B.A./M.B.A. Comparative St. John’s University Information System, UIS. Management/ Sports Law 1401 LL.M. The Office of the Registrar mails stu- Accounting 0506/0502 B.S./M.S. Transitional Legal dent grade reports for the fall and spring Management/ Practice 1401 LL.M. semesters on a rolling basis. Summer grade Business U.S. Legal Studies for reports are mailed at the end of all sum- Administration 0506/0506 B.S./M.B.A. Foreign Law School mer sessions. Grades are also available from Management Graduates 1499 LL.M. the University’s website, www.stjohns.edu. Information Systems/ Students can access grades online through Accounting* 0702/0502 B.S./M.S. College of Pharmacy and the University Information System (UIS) via St. Management Health Sciences John’s Central, the University’s web portal. Information Systems/ An assigned USERNAME and PASSWORD is Business required. Questions regarding access can be Major Name HEGIS Code Credentials Administration* 0702/0506 B.S./M.B.A. referred to the Office of the Registrar. Students Management of Pharmacy/Library are required to change their PASSWORD to a Risk 0512 M.S. and Information six digit number of their own design at their Marketing/ Science 1211/1601 M.S./M.S. first login. Accounting 0509/0502 B.S./M.S. Pharmacy 1211 Pharm.D. Because the University is continually Marketing/Business Pharmacy, Practioner expanding the services and information it Administration 0509/0506 B.S./M.B.A. Option 1211 Pharm.D. makes available online, students should refer Mathematical Physics/ Pharmacy to the University’s website (www.stjohns. Business Administration 1211 M.S. edu) on a regular basis. For the Office of the Administration** 1902/0506 B.S./M.B.A. Pharmaceutical Registrar site, visit www.stjohns.edu/academ- Networking and Sciences 1211 M.S. ics/office-registrar. Telecommunications/ Pharmaceutical Accounting* 0799/0502 B.S./M.S. Sciences 1211 Ph.D. Public Health 1214 M.P.H. Toxicology 0426 B.S./M.S. Toxicology 0426 M.S. 12 Advisement the withdrawal decision is made. For additional information regarding Advisement policies vary among the individual During the first week of the semester, advisement reports, consult the Office of the schools and students should consult with their classes can be added or dropped through UIS. Registrar’s website at http://www.stjohns.edu/ respective Dean’s office to ensure that proper After this date, Dean’s permission is needed to academics/office-registrar/student-advisement- procedures are followed. change registration. Please note that to drop reports. all classes, the Dean must be informed in Matriculated students are assigned an Transcripts and Verifications advisor upon admission to their graduate pro- writing. gram. Students are responsible for consulting During the second and third weeks of St. John’s University is pleased to provide with their advisor to plan their schedule each the semester, classes can still be dropped with enrollment and degree verifications free of semester. Registering for a class does not guar- permission from the Dean’s Office. Classes charge to all student and alumni. Transcripts antee that it is applicable toward one’s degree dropped through the first three weeks of a and enrollment verifications can be requested program. Students who register for classes semester do not appear on a University in person, by mail, or through UIS. Once a without their advisors’ approval put themselves transcript. request has been received, most transcripts are mailed within three business days. If possible, at financial and academic risk. Withdrawing from Class Students must complete a specific reg- enrollment verifications are provided when istration form with courses that have been Students wishing to unregister for classes may requested. pre-approved by an advisor and then signed by withdraw from them. These classes are noted Requests submitted by mail must include their Dean. Any changes in a student’s sched- as a withdrawal (WD) on transcripts. This mark the following information: full name and any ule must be completed before the end of the does not calculate into Grade Point Averages other names used while at St. John’s, the last registration period by filing the appropriately (GPAs). Please consult the academic calendar four digits of social security number, dates of approved Change of Program form. for the last day to withdraw from a class. attendance, division of the University attended, Students will not be permitted to enroll To withdraw from one or more classes, degrees received, current address and phone in a course after the late registration period students must contact the Dean’s Office. It is number, reason for request, and complete has ended, even if the student has been unof- recommended that students visit the office in- address to which the document should be sent. ficially attending a class. If a student wishes person so a discussion can be had regarding All written requests must be signed to autho- to withdraw from a course, the appropriate this decision. If an in-person meeting is not rize the release of academic information. Change of Program form must be approved by possible, the request to withdraw from class(es) Written requests should be sent to one of the appropriate academic Dean and filed in the must be put in writing. the following addresses: Office of the Registrar. Dropping or withdrawing from a class St. John’s University may result in a full or partial refund of tuition Office of the Registrar Registration paid for the class. Refunds are based on the 8000 Utopia Parkway Once advised, students may register according date the class was dropped or withdrawn, Queens, NY 11439 to the schedule published by the Registrar. This whether via UIS or through the Dean’s Office. ATTN: Transcript Desk schedule is mailed to students and can also Students who stop attending a class with- be accessed on the Office of the Registrar’s out withdrawing from it officially will receive St. John’s University website. the appropriate grade or mark as determined Office of Enrollment Services Students register for classes using UIS. by their attendance, participation, and per- 300 Howard Avenue Registration requires students to enter a Priority formance and in accordance with the grading Staten Island, NY 10301 Registration Number, which is obtained from criteria provided by the instructor. See the ATTN: Transcript Desk their advisor or Dean. “Grading Systems” section for additional Students must pay their tuition and fees information. Students may view their entire academic record on UIS. This record may be printed and in full before registration can be completed. Advisement Reports Students having no payment due or a refund may be used as an unofficial document pend- due must complete their registration process St. John’s University makes advisement reports ing receipt of an official transcript or verifica- by confirming registration for the semester via available to students in many graduate pro- tion. grams via UIS. Advisement reports match UIS by going to the “View/Confirm Term Bill” Veterans and their Dependents section. courses that students have taken against E-Bills are sent to students after each reg- degree programs’ requirements. While unof- Veterans and their dependents should contact istration period. Financial services representa- ficial in nature, these reports complement the the Department of Veterans Affairs regional tives are available year-round to assist students advisement process and should be presented to office in Buffalo, New York, for information in satisfying their financial obligation to the one’s advisor at each advisement session. about education benefits. The telephone num- University. Registration is not complete until Note that even new students may and ber is (888) 442-4551. The Department of payment is made, and the University reserves should obtain an advisement report from UIS. Veterans Affairs also maintains a very useful the right to drop a student from an individual If a new student has been awarded transfer website, which can be found at www.gibill. class or from his or her entire program if pay- credit or advanced standing and if the Office va.gov. ment is not made by the due date. of the Registrar has been informed of such, The Office of Student Financial Services the advisement report will take it into consider- (OSFS) certifies the enrollment of veterans and Officially Notifying the University ation before the student has registered for their dependents for educational benefits. of a Withdrawal from Class any classes. Even without such credit, the report is still useful as it will show all degree Graduation When a student registers for a class, the requirements. The University confers degrees three times a University considers it a clear indication of Please also note that not all graduate year: January, May, and September. Students an intention to attend that class. If a student programs have an advisement report available. awarded degrees in September and January are changes his/her mind about attending class or If UIS does not permit a report to be run for a invited to attend the May commencement cer- if circumstances prevent him/her from attend- specific program, then a report is not available emony. The Office of University Events informs ing, s/he must notify St. John’s of the change for this program. degree candidates of which commencement in status. The manner in which this notification ceremony they are invited to attend. Only is made depends on when during the semester stjohns.edu/graduatebulletin 13 those students who complete all degree credit prerequisite courses will carry at least six assignments. A grade of “AU” for the course requirements by the end of the spring semes- credit hours each semester with the exception will be noted on the permanent record. ter will be eligible to participate in the spring of the first semester, in which a student only Permission to audit a course must be commencement exercise. For details regarding needs to carry three credit hours. A combina- obtained on a Pass/Fail-Audit Option Request the Rome campus Commencement ceremony, tion of such credit and prerequisite work shall form from the student’s Dean and the Dean of which is held in June, please contact the Office equal the minimum student effort requirement the school in which the course is offered. This of University Events. for full-time study. written permission must be presented to the “Degree conferral” refers to the official Courses taken entirely on a personal Office of the Registrar. Audit and credit courses date a degree is awarded to a student and or voluntary basis, or solely to meet teacher may not exceed 18 semester hours per term. Full noted on the student’s academic record. certification, licensing or other external require- tuition and fees are charged for audited courses. To ensure that a diploma is ordered, the ments, not recommended or required by the A student may not change from audit to credit Office of the Registrar requires all pending school, shall not contribute to full- or part-time status or vice versa once the semester begins. graduates to complete an online Application study. for Diploma , which is available through UIS. Students will not be permitted to register­ Grading System To access the application, a student should log for more than 12 credit hours of graduate into St. John’s Central, click on the UIS link, study in any semester. However, under unusual A letter system is used in assigning grades for and navigate through the Student Records circumstances and with appropriate approval, the course with quality points given for each menu and Graduation sub-menu. students will be permitted to register for up to grade: 15 hours. [All students holding F-1 or J-1 visas Grade Quality Points Replacement Diplomas must be enrolled in a full-time program A Excellent 4 If an original diploma is lost, stolen or (12 credits or the equivalent).] A– Excellent 3.7 destroyed, a replacement diploma can be B+ Very Good 3.3 ordered. To order a replacement diploma, Time Limit B Good 3 a standard application for diploma must be B– Good 2.7 submitted with a notarized affidavit and two Students who are unable to devote their full C+ Fair 2.3 forms of identification, one containing a time to graduate study may extend the time photograph. Examples of identification include for obtaining the master’s degree or profes- C Passing 2 a passport, driver’s license, social security card, sional diploma beyond the normal span of two F Failure 0 and work ID. There is a $50 fee for a replace- years. All coursework, research tool, residence INC Incomplete 0 ment diploma. Please call (718) 990-2000 for and examination requirements must be satis- ABF Absent/Failure 0 applications and affidavits. fied within five years. No degree credit will WD Withdrawal 0 Loss, destruction, change of name, and be allowed for courses completed more than P Passing 0 theft are the only reasons for which a diploma five years before the granting of the degree or AU Audit 0 will be replaced. We do not issue duplicate diploma. UW Unofficial Withdrawal 0 diplomas. Students working for the doctorate must Applications for replacement diplo- complete all requirements for the degree Credit for courses is given in semester hours. mas may be mailed to one of the following within seven years (eight years for The School The quality points for a course are obtained addresses: of Education). No degree credit will be allowed by multiplying the points corresponding to St. John’s University for courses completed more than seven years the grade given for the course by the number Office of the Registrar prior to the granting of the degree. of semester hours of credit attached to the 8000 Utopia Parkway course. The total quality points for all courses Queens, NY 11439 Examinations divided by the total credits attempted give stu- ATTN: Diploma Desk If a student is not present for the regular final dents their quality point index. Besides term examinations, courses which St. John’s University examination, a make-up examination may be carry three semester credits but which meet Office of Enrollment Services permitted by the appropriate Dean. Permission for only two hours a week require the submis- 300 Howard Avenue may be granted in the case of students whose sion of a research paper or some equivalent Staten Island, NY 10301 academic work is acceptable and only when research project before credit may be given. ATTN: Diploma Desk the reason for absence from the scheduled examination is of a sufficiently serious nature, Written tests, term papers and other i.e., an emergency situation which absolutely assignments are given during the term at the precluded attendance and can be documented discretion of the individual instructor. Credit Full-Time Study in to the Dean’s satisfaction. The deferred exami- will not be given for a semesters’ work unless Graduate Programs nation may be taken only on the date pub- all assignments have been satisfactorily com- lished in the Academic Calendar and the pleted. Full-time study shall mean enrollment for at student is subject to a make-up examination A grade of incomplete (INC) may be least 9 credits a semester or the equivalent. fee in each case. given, at the discretion of the instructor, if This includes independent or individualized the student fails to submit a research paper study, practice teaching, graduate assistant- or some equivalent research project. Students ships, thesis or dissertation research and prepa- Auditing Courses receiving an INC grade must submit all ration for language or qualifying examination. A student who audits a course is one who required materials no later than the deadline Non-credit or prerequisite courses may be con- is qualified to register for a credit course for indicated in the Academic Calendar. If the INC sidered as contributing toward full-or part-time which no credit will be granted. Students may is not removed within the time period, it will study on an equivalent basis. Such equivalence not audit a course which they subsequently remain a permanent INC grade on the stu- is determined through the program or school would be required to complete for their degree. dent’s record. In some cases, it may be neces- in which the student is enrolled and must be Auditors are expected to attend class but are sary for the student to repeat the course. approved prior to registration. A student car- not responsible for examinations or written rying a full-time program that includes non-

14 The student must request a grade of incom- on satisfying the residence requirement of a Doctoral Degree plete from the professor before the end of the particular master’s or doctoral program, each Before sitting for the comprehensive examina- semester. student should consult the appropriate college/ tion, students must be registered in coursework The grade of ABF will be assigned if school and department/division section in this or be enrolled in the appropriate Maintaining the student fails to sit for the scheduled final bulletin. Matriculation course. In order to register for examination if one is required for the course. the proper Maintaining Matriculation course, The grade of ABF will remain on the student’s Continuous Enrollment— students should consult their departmental transcript and will be calculated as an F grade course offerings. After successful completion of if the student fails to sit for the make-up Maintaining Matriculation the comprehensive examination, students must examination. enroll in the appropriate three-credit Doctoral Graduate students may audit courses with Master’s Degree and Advanced Research course each semester until the degree permission of their Dean. Students may not is awarded. In order to register for the proper audit a course which they subsequently would Certificate course, students should consult their depart- be required to complete for their degree. Continuous enrollment for matriculation until mental/divisional course offerings. Auditors are expected to attend class but are the degree is awarded is obligatory for stu- Students who have not satisfied the not responsible for examinations or written dents enrolled in degree programs. Those who continuous enrollment requirement for two or assignments. A grade of “AU” for the course are not enrolled in coursework must maintain more semesters must will be noted on the records. their active status each semester by enrolling 1) apply for re-admission, A student will be given the grade of in a Maintaining Matriculation course at the 2) meet the admission requirements in effect at “WD” if s/he officially withdraws from a scheduled registration periods. Students who that time, course, any time up to the date indicated in have not satisfied the continuous enrollment 3) be re-admitted, the Academic Calendar. require- 4) pay the appropriate fees for two ment for two or more semesters must semesters. 1) apply for re-admission, Academic Standing 2) meet the admission requirement in effect Students in the master’s and advanced at that time, Research Review Board certificate programs must maintain a 3.0 quality 3) be re-admitted, All research carried out by students, faculty point average to continue in graduate work. 4) pay the appropriate maintaining matricu- or affiliates of St. John’s University involving Students who fail to maintain this average, lation fees for two semesters. In order human subjects must be approved by the either in a particular semester or in their overall to register for the proper Maintaining Institutional Review Board for use of Human academic record, are subject to having their Matriculation course, students should Subjects (IRB). academic program terminated. Students in the consult their departmental course All research involving animals must be master’s programs of the College of Pharmacy offerings. approved by the Institutional Animal Care and and Allied Health Professions will automatically Comprehensive Examination Use Committee (IACUC). This requirement become subject to review by the appropriate includes any thesis, dissertation, research college committee and Dean. Students are sub- Most degrees require the satisfactory comple- project or research essay. Such approvals must ject to academic dismissal as a result of such tion of a comprehensive examination. This be secured before research is begun, must review. examination must be taken within a year be renewed each year and expires upon Students in doctoral programs are after the satisfaction of all courses, completion of degree. required to receive at least a “B” grade in all language and residence requirements. *Guidelines and application forms for courses. Grades of “B–” will not count as a Students in The Peter J. Tobin College both IRB and IACUC review are available “B” where required for doctoral courses. When of Business and the College of Pharmacy and on-line at: www.sju.stjohns.edu/grants/ a student receives a grade of less than Allied Health Professions should consult with research.html. a “B,” his or her program enrollment will the appropriate Dean’s office for complete automatically become subject to review by details and requirements regarding the the appropriate department, inter- comprehensive exam. Master’s Thesis departmental graduate committee and the This examination may be oral or written A department or division may require a thesis Office of the Dean. or both, according to the regulations of a par- for the master’s degree. Students should con- ticular department/division. The content of this sult the appropriate department to ascertain if Residence examination is not limited to the courses taken this is required or optional. by the student, but may cover general concepts The master’s thesis should offer evidence Residence requirements assure adequate as well as the whole area of the candidate’s of sound research and an adequate treatment contact between the University and the field of study. The comprehensive examina- of a well-defined subject. A mere essay or graduate student while providing necessary tions may be held in the fall, spring or summer compilation of facts will not be accepted. The association with scholars in the student’s area according to departmental/divisional regula- thesis must be written on a subject compre- of specialization. tions as noted in the Academic Calendar. hended under the major and approved by the With the exception of the Master of Arts Applications for these examinations mentor and the departmental­ committee. program in Speech-Language Pathology and should be made in the Dean’s Office no later The responsibility for a well-organized Audiology offered by St. John’s College of than the dates assigned in the Academic presentation of personal research rests with the Liberal Arts and Sciences, the master’s and Calendar. Late fees may apply. The individual student and is in no sense a part of the instruc- professional diploma programs offered by examiners report the results of this examina- tional responsibility of faculty members. The School of Education, and the Master of tion in writing to the Dean, who communicates Before beginning the writing of the the- Business Administration offered by The Peter J. them to the individual candidates. In case of sis, the student should consult with the Chair Tobin College of Business, all master’s degree failure, one re-examination may be permitted of the department and become familiar with students must successfully complete 12 semes- upon the recommendation of the departmen- the style sheet utilized by the department. The ter hours of academic credit during two con- tal/divisional Chair and the Dean. completed thesis should be submitted to the secutive academic semesters. For regulations

stjohns.edu/graduatebulletin 15 readers no later than the date indicated in the 3. The dissertation proposal must be The original and one copy of the dis- Academic Calendar, normally three calendar approved by the committee and then sertation will then be sent to the Serials months before the end of the semester. forwarded to the departmental Chair for Department, University Library. The library An original and one copy of every his/her recommendations and then to the retains one paper copy of each doctoral disser- approved thesis for the master’s degree must appropriate Dean for his/her approval. tation and two paper copies of each master’s be submitted to the Dean. These will be bound 4. There shall be an interim oral presenta- thesis. The paper for all library copies must and will become the property of the University tion of the dissertation in progress made be of high quality—20 lb., acid-free, non-cor- Library. They must be printed on 20-pound, before the doctoral committee which rasable bond paper with a minimum of 25% acid-free, non-corrasable bond paper with a shall be scheduled by the mentor.­ rag or cotton content. The paper must have a minimum 25% rag or cotton content. 5. A manuscript based upon the dissertation good opacity, that is, print on one page should Theses must be submitted to the Dean and properly prepared for submission to not easily show through the page in front of it. in accordance with the date indicated in the a refereed journal must be submitted to The margins for all copies must be one and Academic Calendar. the mentor prior to the scheduling of the one-half inches on the left side of each page oral defense. and one inch on each of the other three sides. Doctoral Dissertation 6. The oral defense shall be open to the Note that these margins must also be left on University community. pages containing graphs, illustrations, appen- The responsibility for a well-organized pre- 7. The mentor acts as the Chair of the oral dices, etc. Print on all copies must be dark and sentation of personal research (as well as the defense, unless otherwise determined by even. Word processed copies must be of letter details involved) rests entirely with the student the Department GEPC or its equivalent. quality. and is not part of the instructional responsibil- The Chair of the oral defense shall be The original abstract of each dissertation ity of faculty members. responsible for conducting the defense (not more than 350 words) and two copies Since the doctoral dissertation research according to parliamentary procedure. thereof must accompany the dissertation. essay must present evidence of a substantial Students must consult their respective Dean’s The original dissertation and abstract will be contribution to existing knowledge as a result office, as well as the Directors or Chairs of sent to University Microfilms, Inc. (UMI) for of personal research, it is considered a criterion their doctoral programs, for the specific guide- microfilming. The paper original and microfilm of the student’s scholarly attainment and will lines, timelines and stylistic formats which are returned to the library, while the abstract largely determine his/her final success in refer- apply to the dissertation within their discipline. remains at UMI. ence to the degree. After the completed dissertation has been The microfilm will be kept permanently The title of the dissertation, along with formally accepted, the candidate must defend at the library. The original with the abstract, as the names of the mentor and members of the the dissertation in a final oral examination well as the copy and its abstract, will be bound research committee, must be submitted to the before the faculty and the doctoral committee. and returned to the library. The original will department and then the Dean for approval. The final copies (i.e., an original and two cop- remain at Circulation/Reserve and the second When the student’s mentor has approved the ies) of the completed dissertation must be sub- bound copy will be sent to the appropriate completed dissertation, the reader’s copies, mitted to the Dean for approval in accordance graduate school. typewritten according to the approved format, with the Academic Calendar. All dissertations A fee, per bound copy, will be assessed must be submitted approximately four calendar must conform fully to current style guidelines each candidate for this binding service. Each months before the end of the semester. The appropriate to the discipline. candidate for the doctoral degree is required format to be used is specified by the appropri- Each copy shall have a title page, bear- to fill out a special contract (obtainable in the ate department or school. ing the subject, the author’s name, the men- Dean’s office) for “University Microfilms, Inc.” In establishing a doctoral dissertation/ tor’s name, the date of presentation and the research essay committee, preparing a disserta- statement: “Submitted in partial fulfillment of tion proposal and submitting and defending the requirements for the degree of Doctor of the dissertation, the following guidelines apply: Philosophy (or Doctor of Education or Doctor 1. Students have the responsibility for of Arts) to the faculty of the department requesting a mentor from the doctoral (or division) of (Psychology, Administrative core faculty. and Instructional Leadership, Pharmaceutical 2. The student and mentor work together to Sciences, etc.) at St. John’s University, choose a committee adhering to the New York.” following procedures and guidelines: Dissertations that are accepted for a. The committee shall consist publication by commercial publishing houses of the mentor and at least two should indicate that they were originally sub- other members. mitted as a doctoral degree requirement at b. The two members plus the men- St. John’s University. tor shall come from the depart- On another page shall be listed the ment/division. student’s vitae, giving the institutions at which c. One additional member of the undergraduate and graduate work was done, committee may come from the degrees received and the dates. outside St. John’s University. d. The departmental/divisional Chair, Dean and mentor must unanimously approve any outside member. e. Final approval of the committee composition rests with the Dean.

16 Financial Aid

Graduate Financial Aid Graduate Assistantships Catholic Scholarship There are several types of Graduate An academic scholarship is awarded to Forms Assistantships. Those assigned to departments select eligible graduates with a record of Graduate students requesting consideration are expected to teach and/or conduct significant achievement from a Catholic for financial aid, must meet the following research within those disciplines. The purpose college or university who have completed a requirements: of the Graduate Assistant program is to major or minor in education. This scholarship • Be enrolled in a graduate degree provide a graduate student the opportunity is extremely competitive. Each scholarship program at St. John’s University or a to supplement coursework with practical provides for full-time study in one master’s qualified Advanced Certificate Program experience related to the student’s educational degree program in the Graduate Division (Please note that not all Advanced cer- course of study and career objectives. of the School of Education. The scholarship tificate programs are eligible for federal Assistantships are an extension to, and commences with the fall term and is applicable assistance) application of, classroom instruction through to new students applying to a master’s degree hands-on experience with guidance from only. Students are responsible for all fees, • Maintain the enrollment status (full experienced faculty, administrators, or staff. books, and other expenses. or part-time) required by your type of Other types of Graduate Assistantships are assistance assigned to offices and capacities throughout Requirements for Consideration • All coursework must be applicable to the University not directly affiliated with student’s program of study departments. The majority of Graduate You must be a graduate of a Catholic college Assistants in both categories will be master’s or university and have completed a major or To be considered for Federal student aid students, although doctoral students are also minor in education. You must also possess a (including federal loans) students must: eligible for these positions. proven track record of service to your college/ • Complete and sign the Free Application university or community. To apply, please submit an application to the University, a for Federal Student Aid (FAFSA) University Doctor of Arts • Be a U.S. citizen or an eligible nonciti- statement of professional goals, a resume, zen Fellowships and two letters of reference supporting your • Have a valid Social Security Number UDAF’s are tuition-remission-only fellowships service to your college/university and/or • Be registered with Selective Service if (no stipend) awarded to working professionals community you are a male between the ages of 18 in the Doctor of Arts programs in History and and 25 English. UDAF’s are granted at the discretion How to Apply • Maintain satisfactory academic progress of the Deans in consultation with chairs and Submit an application for admission and at St. John’s University supervisors. The criteria for selection of these the Catholic Scholarship application along awards are solely academic merit. with transcripts, resume, and two letters of Please use St. John’s University federal reference supporting service to your college/ institution code number 002823 when filing Summer Graduate Assistants university and/or community, and a statement the FAFSA. Once the FAFSA is processed, the of goals. A limited number of summer Graduate student receives a federal Student Aid Report Assistantships are available. Most of these (SAR). You may obtain and complete your Deadline: All materials are due April 1 for are tuition-remission only and come without FAFSA application online at fafsa.ed.gov. enrollment the following fall semester for stipends. Summer Garaduate assistantships master’s degree candidates only. This is an can be for three or six credits but no more; extremely competitive scholarship. Assistantships and credits can be taken over one or two sessions. Summer stipends are awarded to students in Fellowships the following departments: Biology, Chemistry, Graduate Scholars in Education Assistantships and fellowships are awarded Psychology (St. John’s College) and all Description: In response to the critical need annually to academically qualified graduate departments in the College of Pharmacy and for teachers, St. John’s University awards students. Descriptions of the Award Health Sciences. tuition scholarships for a full master’s degree Categories are below. in education. This highly competitive, one-time Scholarships scholarship is worth $6,000 toward the 33-60 Doctoral Fellows credit program. It will be awarded to select Scholarship awards are made primarily on the eligible applicants commencing in the fall Doctoral Fellows are awarded to doctoral basis of scholastic achievement and need. semester. students only; these assistantships reside only They are generally given to full-time students in academic departments. Doctoral Fellows for a period of one year. Application for teach and/or conduct research. Teaching scholarships should be made to the academic Requirements for Consideration activities might include lab supervision, serving Dean’s Office unless otherwise indicated. You must submit a graduate program as teacher of record for select undergraduate application to the University for the fall courses, tutoring, or in some other capacity. Scholarship awards vary depending on semester, possess a minimum 3.5 grade Research must be confined to the faculty and/ availability of funds. point average (career changers and or program needs of the student’s department. counseling majors must have a 3.6 GPA), Doctoral Fellows are expected to devote a The School of Education and have passing test scores on the New specified number of hours per week engaged Scholarships York State Teacher Certification Examination in the teaching or mentoring of students in (EAS,ALS,CST).* For information on how to some capacity. Students interested in applying for any of the register for the required exams, visit nystce. following scholarships offered by The School nesinc.com. *Note: NYS Teacher Certification of Education are referred to the Office of the Exams are not required for counseling majors Dean in the Graduate School of Education. or career changers.

stjohns.edu/graduatebulletin 17 How to Apply How to Apply Federal Financial Aid Submit an application for admission along Submit your completed application and A recipient of any type of federal financial aid with your transcripts demonstrating a transcripts demonstrating a minimum 3.75 must make appropriate satisfactory academic minimum 3.5 grade point average(3.6 for cumulative grade point average, as well as progress in order to continue to be eligible to career changers and counseling majors), a reference letter from a faculty member receive federal financial aid. Students who fail your NYS Teacher Certification Examination recommending you for this scholarship. to make satisfactory academic progress lose scores(not required for career changers and eligibility for federal aid. Consult the Office counseling majors), and a statement of goals. Deadline: There is no deadline for this of Student Financial Services regarding the scholarship. Due to the highly competitive University’s satisfactory academic progress Deadline: All materials are due by June 1 nature of this program, students are requirements for federal aid recipients. for enrollment the following fall semester. encouraged to apply as far in advance of This is an extremely competitive scholarship. actual enrollment as possible. Students are urged to apply as far in advance Federal Family Education as possible Superintendent’s Scholarship . Loan Programs Description: This scholarship provides a 25 Catholic School Educator Grant percent tuition reduction for students applying What is a Federal Direct Student Loan? Description: As part of our mission as a to the Oakdale campus in any degree program Federal Direct Student loans are one form Catholic university, St. John’s awards a 40 who possess a minimum 3.0 grade point of student aid from the federal government. percent tuition reduction to full-time teachers average. Under the Federal Direct Student Loan and administrators in Catholic schools for one program students borrow money for school master’s degree, one advanced certificate, or How to Apply: form the federal government. The Office of one doctoral degree. Student Financial Services encourages students Submit a completed application and to evaluate loan options carefully, borrow Requirements for Consideration transcripts demonstrating a minimum 3.0 only what is really needed and remember that cumulative grade point average, as well as loans must be repaid. You must be a full-time teacher or two reference letters from your supervisors administrator at a Catholic school. recommending you for this scholarship. How much can I borrow? How to Apply $20,500 is the maximum annual amount a Deadline: There is no deadline for this Submit your application along with all other graduate student is eligible to borrow in the scholarship. Due to the highly competitive necessary materials. If accepted by the form of a Federal Direct Unsubsidized Loan. nature of this program, students are University, you must complete a written form Please note loan limits are set by federal encouraged to apply as far in advance of each semester and submit it to the Office of regulation and determined by Congressional actual enrollment as possible. Student Financial Services. action. Deadline: There is no deadline for this Special Graduate Scholarship What is an Unsubsidized loan? program. Program for Public Employees Federal Direct Unsubsidized Student Loan Excellence in Education Each semester St. John’s University awards payments can defer until after graduation, but Scholarship a limited number of graduate scholarships interest on the loan accrues and is capitalized to students who are Public Management on the loan while you are enrolled in school Description: This scholarship acknowledges employees pursuing a master’s degree in and/or in deferment. Loan repayment must outstanding academic achievement and the Graduate Division of Liberal Arts and begin six months after you cease to be is based on the recommendation of the Sciences, Department of Government, and enrolled at least half-time (including leaves faculty. The scholarship is awarded to three Politics. Applicants may inquire through the of absence or maintaining matriculation students entering a graduate program in the Department of Government and Politics. periods). The interest rate for Federal Direct fall semester from each department in the Unsubsidized Loans is calculated annually by Graduate Division of The School of Education. Endowed Scholarships the Federal Government based on the 10-year This highly competitive, one-time scholarship Treasury note index. is worth $10,000 toward the 33-60 credit The University offers students the opportunity to apply for numerous Endowed Scholarships program. It will be awarded to select eligible Are there any other federal loans applicants commencing in the fall semester. which have been made possible by the generosity of our donors who include trustee, available to graduate students? Requirements for Consideration: You must alumni parents, and friends of St. John’s The Federal Direct Graduate PLUS Loan is a submit a graduate program application to University. Visit: stjohns.edu to view all federal loan available to graduate students. the University for the fall semester, possess available Graduate endowments. The maximum amount you will be eligible to a minimum 3.75 cumulative grade point borrow for the school year will be indicated average, and provide a reference letter from on your St. John’s award letter. Students often a faculty member recommending you for this elect to limit the amount which they borrow scholarship. to the difference between annual direct costs and other financial aid received. Direct costs are those paid directly to St. John’s including tuition and fees, and room and board for resident students. Indirect costs, consists of all

18 other expenses that relate to attendance at St. complete the MPN. If you do not have a PIN • Hosts alumni receptions at both home and John’s University. Your entire estimated cost of or cannot recall it, you can request your PIN at away athletic events attendance is available on your UIS account. pin.ed.gov. The interest rate for the Federal Direct • Collaborates in publishing the St. John’s University Magazine Graduate PLUS Loan is calculated annually by Federal Direct Graduate PLUS the Federal Government based on the 10 – • Creates events specifically for young alumni Loan Process year Treasury note index. • Hosts the Alumni Online Community at All new Direct Grad PLUS borrowers must alumni.stjohns.edu to provide a variety of What fees, if any, are associated complete a separate Grad PLUS Entrance online services to graduates with these loans? interview at StudentLoans.gov. All borrowers must have their credit history checked by For more information about the Office of For Federal Direct Unsubsidized Loans, an the Department of Education. Approved Alumni Relations, please visit origination fee is assessed and is automatically borrowers will then have to complete a Master www.stjohns.edu/alumni. deducted by the federal government. For Promissory Note in order to obtain a loan. To contact us, e-mail [email protected] or Graduate PLUS loans, an origination fee is Students should go to studentloans.gov to telephone the following campus locations: assessed and is automatically deducted. Since complete the PLUS process. origination fees are deducted before the • Queens campus (718) 990-6232 • Staten Island campus (718) 390-4147 federal government disburses loans to St. Where can I learn about the John’s, the amount credited to the student’s • Rome campus 011 39 (06) 393-842 account will be less than the loan amount various federal student loan pro- borrowed. Origination fees are determined grams? Athletics by the U.S. Department of Education and are For more information, please visit the subject to change on an annual basis. Go to St. John’s University offers 17 sports pro- following websites: studentaid.ed.gov for current origination fees. grams which compete at the highest level • stjohns.edu/financialaid of intercollegiate athletics. The University • studentaid.ed.gov How do I apply for a Federal participates at the Division I level of the • nslds.ed.gov National Collegiate Athletic Association Direct Student Loan? • ed.gov/offices/OSFAP/DirectLoan (NCAA) and is a founding member of the BIG Federal Direct Unsubsidized Stafford Loan EAST Conference. Red Storm teams are also Process Alumni Relations affiliated with the Eastern College Athletic Association (ECAC), the Intercollegiate Step 1: All students who wish to borrow a The Office of Alumni Relations is dedicated Federal Direct Unsubsidized Stafford Loan Association of Amateur Athletics of America to keeping our more than 166,000 graduates (IC4A), the Metropolitan Track and Field must first accept their loans. Loans are connected to each other and to St. John’s accepted or declined on the student’s personal Association (MTFA), the Intercollegiate University. It strives to continually enhance UIS account by following the instructions Fencing Association (IFA) and the National services and develop new programs that meet below: Intercollegiate Fencing Association (NIFA). the needs of an ever-evolving alumni body. • Log in to UIS and click on the Financial The University has 10 intercollegiate Realizing that today’s students are tomor- Aid tab offerings for women, including basketball row’s alumni, it encourages alumni to mentor • Click on My Award Information then (six NCAA Tournament appearances), cross our current students by offering them oppor- Award by Aid Year country, fencing (2001 NCAA National tunities to share their personal expertise and • Select the current aid year and submit Champions), golf (2011 BIG EAST individual experiences. • Click on the Accept Award Offer tab champion), indoor and outdoor track and The Office sponsors and oversees more • Follow the on screen instructions to field (20 NCAA Championship appearances), than 20 constituent groups (organized by fully accept, partially accept, or decline soccer (2010 NCAA Tournament berth), School/College/Campus and other affiliations) your loan awards. volleyball (two NCAA Tournament berths), and Regional Chapters across the country. tennis and softball. Alumni who make annual contributions to *Important note: If you wish to reinstate a The seven men’s intercollegiate loan you already declined or modify a loan you the University support high quality educa- team offerings consist of baseball (tied for have already accepted, please print, complete tion for deserving students; in appreciation eighth all-time with 33 NCAA Tournament and return a Student Loan Change Form of their generosity, they are entitled to many appearances, six College World Series available online at stjohns.edu. discounts and services provided by St. John’s appearances), basketball (27 NCAA corporate partners. Tournament appearances, seventh-most Step 2: First time Direct Loan borrowers wins in NCAA history), fencing (2001 NCAA The Office of Alumni Relations: only must complete a Federal Student Loan National Champions), golf (five NCAA Entrance Counseling Session in accordance • Coordinates social, educational and cultural Regional appearances), lacrosse, tennis (2011 with federal regulations. Visit StudentLoans. functions throughout the year BIG EAST Coach of the Year) and soccer gov and click on Entrance Counseling. (When • Sponsors professional networking and (1996 NCAA National Champions, four selecting a school during entrance counseling, career development opportunities College Cups, 17 NCAA Tournament berths). search for “Saint John’s University” without using abbreviations.) • Sponsors the Alumni Insider’s View… Programs and Student Alumni Association Step 3: First time Direct Loan borrowers (SAA) to foster interaction between current only must complete a Direct Loan Master students and alumni Promissory Note (MPN) at StudentLoans.gov. • Collaborates with the University’s Career Borrowers will need their FAFSA Personal Center on a variety of student engagement Identification Number (PIN) in order to initiatives

stjohns.edu/graduatebulletin 19 Student Support Services and Resources

Campus Recreation Personal Training The St. Vincent de Paul Society is a student service organization sponsored by The Personal Training program offers one-on- Campus Recreation is designed for the pur- Campus Ministry. The members are involved one sessions with a qualified personal trainer. pose of providing the entire university com- in weekly service opportunities such as The personal trainer will design a fitness munity with the opportunity to participate in serving in soup kitchens, shelters and schools. program specifically designed to meet your a variety of leisure and recreational activities. They also sponsor service projects and needs and interests. This is the best way to These activities encompass team sports, indi- fundraisers throughout the year. receive high-quality instruction, motivation vidual and dual sports, as well as competitive The University community is served by and support for your new fitness routine. and non-competitive activities. In addition students, staff, faculty and administrators to the obvious benefits of physical fitness, Club Sports through various ministries in the Chapel such it is hoped the participants will also obtain as readers, Eucharistic Ministers, singers and The objectives of Club Sports are to fulfill improved skills, new and lifelong leisure time musicians. the recreational and extramural competitive skills, along with social and ethical qualities The RCIA program is available for those needs of students. The program emphasizes (cooperation, trust, regard for others, etc.) who are thinking of becoming Catholics Instruction and Competition. from this program. It is felt these objectives and for Catholics who wish to receive First Club Sports are special interest groups are consistent with the University’s educa- Communion or Confirmation or would like to where by the students, with the Campus tional mission. A high level of skill is not a be a sponsor for a candidate. Recreation Department, accept the respon- prerequisite to participate in any activities On the Queens campus, the Eucharist is sibility for the majority of the organization offered by this department. Therefore, all celebrated daily at 8 a.m. and 12:15 p.m. in responsibilities of the club. Anyone interested eligible students, faculty, staff and admin- St. Thomas More Church. There is a Sunday in joining a club may contact the Campus istrators are urged to take part in as many celebration at 11 a.m. followed by a coffee Recreation Department in Taffner Field House activities as time and interest permit. hour. The opportunity for reconciliation is or the club’s coach or captain. also available each day. A special mass for Monday-Thursday 7 a.m.–11 p.m. Friday 7 a.m.–9 p.m. students is held on Sunday evenings at 6 p.m. Saturday 10 a.m.–9 p.m. Campus Ministry Following liturgy, we gather as community Sunday Noon–9 p.m. for snacks and friendship. Campus Ministry at St. John’s University is On the Staten Island campus, the Special Events people, programs, places and most impor- Eucharist is celebrated at noon on class tantly, a presence. The staff of Vincentian days in St. Vincent de Paul Chapel. The The overall goal of Special Events and open priests, religious women and lay ministers are recreation is to promote social interaction opportunity for reconciliation is also available all actively engaged in the development of a each day. Special masses for campus groups through providing outside activities. We also vibrant Christian community on the Queens, look for ways to provide visionary leadership are arranged with the Campus Ministers. The Staten Island and Manhattan campuses. Campus Ministry Advisory Council sponsors and direction for a campus wide population. Vincentian in tradition, Campus If you have an idea or would like to student activities for the poor and disabled. Ministry also seeks to instill in the University The Campus Ministers are always see an event hosted by Campus Recreation community a deep concern for the rights please email us at [email protected]. available to help with any personal, moral or and dignity of the human person, especially religious questions or concerns. We host a variety of events focused on the poor and most vulnerable. They hope to sports, fitness, wellness and social interac- share with others the heritage of the Gospel, tion. which is the source of life at the University Career Center Intramurals and the very reason for its existence. The weekend retreat experience is Mission/Vision Statement Having the opportunity to participate in both an important part of the Campus Ministry As a team of dedicated career educators we formal and informal recreational activities is program, offering students time away from serve as a resource to internal and exter- a vital part of everyday life. The Intramural the pressure of classes and working to nal constituents offering career advising, program at St. John’s University provides reflect, take stock, relax and give thanks. job-readiness skill training, internships, and formal recreational sports opportunities to all Retreats are conducted by student leaders employment services. The Career Center students, faculty, staff and administrators by and staff at the Vincentian Renewal Center provides programs and services that create offering an opportunity for interesting and in Princeton, NJ. opportunities for students, alumni, faculty rewarding competition in men’s, women’s Campuses offer weeklong programs and employers to engage in mutually benefi- and co-recreational activities. The program during the semester breaks with sites in cial partnerships that meet the needs of an offers a variety of activities that the entire Philadelphia, inner-city Brooklyn, Harlem evolving and global workforce. university community can participate in and David, KY. This enables students to live As a Career Center we will be known regardless of preference or athletic ability. and work among the poor with emphasis on for leadership through our ability to antici- prayer, service and community. On a weekly pate and respond to changing student needs Fitness basis there are many opportunities to serve and the job market. We will be a target As part of our fitness programming we offer the needs of people in the metropolitan area school of choice for NYC region employers a wide variety of fitness classes throughout through soup kitchens and shelters. seeking diverse and highly qualified interns the week. All classes take place in the Fitness and employees. Center Dance Studio.

20 University Career Services Career Fairs and Special Events The Queens Center The Career Services Office serves as a Employers from various fields come to cam- Marillac Hall, Room 130 resource to internal and external constituents pus several times each year offering advice Phone: (718) 990-6384 offering career advising, job-readiness skill about careers in their organizations and Hours: Monday - Thursday, 8:30 a.m.– training, internships, and employment ser- seeking to meet qualified candidates to fill 4:30 p.m. and Friday 8:30 a.m.–3 p.m. vices. Career Services offers students a wide internships, part-time and full-time posi- Evening hours until 7 p.m. are provided a few range of career-related education and devel- tions through participation in career fairs, days a week when classes are in session. opment, which includes, but is not limited to: facilitated panel discussions and information sessions. In addition to on campus fairs we The Staten Island Center Individual Advisement also partner with the Big East Consortium to Flynn Hall, Room 115 Career advisors are available to meet one- participate in additional job fairs in NYC and Phone: (718) 390-4451 on-one and will tailor appointments to meet virtually. Hours: Monday - Thursday, 8:30 a.m.– your needs, including providing assistance 4:30 p.m. and Friday, 8:30 a.m.–3 p.m. On Site Employer Visits in developing your professional objective, Students at the Manhattan campus may resume/cover letter writing, job search strate- On Site Employer Visits provide students with use the services at the above campuses or be gies, networking, evaluating job offers/salary an opportunity to learn about industries and assisted with a referral to community negotiations and mock or videotaped inter- opportunities. Network with alumni, learn practitioners. view practice. more about specific career fields and get experience interacting with potential employ- COACH (Count on Alumni for ers at their company. Career Help) Dining Service Facilities Often the best, most inspiring advice comes Center for Counseling St. John’s Dining Services are proudly operat- from listening to the personal experiences of ed by Chartwells Higher Education. Offering others. Communication with professionals and Consultation a wide variety of meal options in more than can provide realistic information about career The Center for Counseling and Consultation a dozen dining locations on three campuses, options, job responsibilities and employment provides assessment, individual and group you’re sure to find something to satisfy your conditions. The purpose of COACH is to pro- counseling, crisis intervention, consultation, hunger. vide you with a way to learn about potential and community referrals to students who St. John’s Dining also features a full career opportunities and meet people in your may be experiencing personal or emotional service catering department. From casual field. difficulties that interfere with their ability to meetings to gala affairs, our catering staff perform well academically. Psychiatric consul- Polished and Professional is available to guide the way to a successful tation is also available when appropriate. event. You can browse our menus and place The goal of this series is to provide you with The Center is staffed by professionally an order, at http://stjohns.catertrax.com. the professional tools necessary to stand out licensed and credentialed mental health pro- Should you have any questions regard- in a social situation, particularly if the job for viders including psychologists, mental health ing campus dining, please visit our website at which you are interviewing requires a certain counselors, and a part-time psychiatrist. www.DineOnCampus.com/StJohns or call us standard of conduct with clients and superi- Services are free, voluntary and at (718) 990-1535, or stop by our offices in ors. On a practical level, interviews that last confidential within the limits of legal and Marillac Hall B-6. for several hours may extend through meal- ethical restrictions. times. And in today’s competitive job market Any student currently enrolled for a being polished and professional is essential! minimum of six credits is eligible to be seen Programs include business networking strate- for a consultation at the Center. gies; dining etiquette; creating a professional The Centers operate within a short-term brand; mock interviewing; and more. counseling model and students with more long-term or specialized needs are helped to Internships and Employment find more appropriate resources within the Are you looking for internships or job community. opportunities? Common problems include academic If your answer is yes, visit the Career Center concerns, depression, anxiety, family issues, to access resources and listings to assist you romantic relationships, alcohol and substance with identifying, researching and obtaining abuse, stress, shyness, sexual assault or meaningful internships, part- and full-time harassment, loneliness, homesickness, etc. employment. Access CareerLink through St. As part of the Department of Student John’s Central (Career/Internships tab). Wellness, counseling staff work closely with all members of the St. John’s community to help create a healthy and positive living and learning environment.

stjohns.edu/graduatebulletin 21 The Global Language and Student Health Services Housing: Off-Campus Culture Center The Queens campus maintains an Off- On the Queens Campus, treatment for symp- Campus Housing Office, located in Donovan The Global Language and Culture Center, toms of flu, colds, allergies, GI upset, minor Hall. You can contact the Office of Residence located in St John Hall 104-106 and part of abrasions and burns together with health Life at (718) 990-2417. The Staten Island the Department of Languages and Literatures, counseling are available from 8:30 a.m.– campus maintains a listing of local realtors. is a resource center where students, enrolled 5:00 p.m. Monday–Thursday and 8:30 a.m.– The University does not inspect these facili- or not in a language class, can come to 3 p.m. on Friday in the Health office in ties. The evaluation of suitability of any facil- practice one of the 15 languages currently DaSilva Hall, (718) 990-6360. ity is the responsibility of the potential renter. offered at St John’s University. Through The Queens Student Health Services is Persons listing facilities with the University immersion and interaction, with the help of staffed by two registered nurses. A physician certify they will accept any student registered trained language assistants, they can build on is available to see St. John’s University stu- at the University regardless of race, color the language skills acquired in the classroom dents by appointment. or creed. On the Queens campus, informa- in a convivial and relaxed atmosphere . On the Staten Island campus, a nurse is tion is available in the Office of Residence The Center offers large seating and available from 8:30 a.m.–4:30 p.m. Monday– Life, Donovan Hall–Garden Level, and on the study areas equipped with computers, large Thursday and 8:30 a.m.–3 p.m. on Friday, in Staten Island campus, in the Student Life screen TVs and reference material. Individual the Health Office, Room B17, Campus Center, Office, Campus Center, Room B-11. language pods lend privacy to small study (718) 390-4447. groups. Students at the Manhattan campus may Students can receive individual tutoring be referred to nearby facilities or use the International Student to improve their grades, or engage in group services of the Queens or Staten Island and Residence Scholar activities under the guidance of a language campus. Services assistant: grammar, pronunciation and writ- Immunization Requirements ing workshops, round table conversations The International Student and Scholar in the selected language, or workshops to NYS law 2165 requires that all students born Services Office, located on the Queens prepare for an internship abroad in France, on or after January 1, 1957 provide proof campus in St. John Hall, Room 116 and on Italy or Spain. Lectures and cultural events of immunity to measles, mumps and rubella the Manhat-tan campus, Room 465, assists are held regularly at the Center. Language disease. Immunization compliance is issued international students and scholars in all placement tests are also administered for stu- through the Health Office and allows for matters related to their life at St. John’s dents interested in majoring or minoring in a course registration and class attendance. All University and in the community including: Romance language and advisement given on new students (freshmen, transfer, undergrad- immigration assistance; orientation to life at language courses within St. John’s College. uate/graduate, matriculated/non-matriculated, St. John’s; New York City and the American For all beginning (levels 1 and 2) and full or part-time) must have on file proof of culture; counseling for financial, adjustment, intermediate (levels 3 and 4) language cours- TWO doses of measles vaccine and ONE dose personal, legal and other matters; advisement es 10 sessions at the GLCC are a department of mumps and rubella vaccine. An immuniza- concerning medical insurance, Social Security, requirement per course per semester. A GLCC tion given before 1968 is acceptable only if taxes, campus and community services; fee is required. the immunization record specifies that the coordinating programs (social, travel, vaccine was a live virus vaccine. A dose of cultural, family visitation); documentation live virus measles, mumps and rubella vaccine for foreign exchange, military waivers, must be administered no more than four days enrollment certification; liaison with foreign prior to a child’s first birthday and a second consular offices, U.S. government agencies/ dose of live measles, mumps and rubella must departments and University offices. be administered no less than 28 days after the first dose. Failure to provide the completed medical forms 30 days from the beginning of class will result in exclusion from class. In compliance with NYS law 2167, ALL students attending colleges and universities in New York State are required to be given information relating to immunization against meningococcal meningitis. By law you must respond to this notification within 30 days. Information can be obtained in the Office of Health Services. Failure to complete the required form 30 days from the beginning of class will result in exclusion from class.

22 The Professional Speech and Hearing Stormcard ID Cards Development Center for Center StormCards must be carried at all times on the University premises. Lending a Stormcard School Improvement The Speech and Hearing Center, under the to anyone or failure to present it when direction of Donna Geffner, Ph.D., CCC– required by a University faculty or staff mem- The PDC’s mission is to provide educational Sp/A, has offered diagnostic and therapeutic ber is a violation of the Code of Conduct and assistance tailored specifically to individual services for communication disorders since subjects the holder to disciplinary action. Loss school communities as well as to school 1976. Located off the Queens campus on of a StormCard should be reported to the districts and nonpublic central offices. This Union Turnpike, the Center serves Queens, StormCard Office in the Department of Public unique, customized approach is grounded Long Island and the metropolitan New York Safety, ROTC Building (Queens) or the Office in best practice and knowledge of the lat- community. The population ranges from of Public Safety, Spellman Hall, Room 116 est research in teaching and learning. infants to adults. The Center’s staff con- (Staten Island) or the Office of Public Safety, Acknowledging that the educational pro- sists of ASHA certified and New York State Room 465 (Manhattan).There will be a fee for cess is multi-faceted, the PDC for School licensed professionals who work with each replacement. Improvement includes a wide variety of client to completely evaluate and assess the services including initiative in Curriculum communication disorder as well as design Mapping, History, Technology, ESL, Guidance intervention strategies for a therapy program. and Administrative Support. Therapy sessions are scheduled on a semester In addition, the Nonpublic School basis according to the Academic Calendar. Building Leadership Program (NPBL) was cre- When indicated, referrals are made to other ated to improve the quality of School Building appropriate agencies. Leadership. This program can lead to a The Center serves as a training site for Masters Degree in School Building Leadership St. John’s University students enrolled in the including New York State Certification. Speech–Language Pathology and Audiology The uniqueness of the PDC and all of Program. Therapy is provided by professionals its programs is that St. John’s faculty work and by students under direct supervision. The directly with the participants out in the field. Center is a fully equipped, modern facility, In so doing, the faculty bring not only their housing the latest diagnostic, therapeutic wide knowledge of the most current research materials and instrumentation. Two complete in each field, but strategies for practical appli- audiometric suites are on site to provide cation of such theories across the spectrum audiological evaluation and hearing aid of needs in the schools. fitting. Speech–Language Pathology Services The Institute for Catholic include evaluation and therapy for articulation, voice, language, stuttering, Schools apraxia, learning disabilities and neurological This Institute was established in a desire to disorders; and improvement of voice and serve as a valuable resource, collaborating diction for speakers with foreign accent/ with local dioceses to support and enhance ESL or regional speech patterns. Social skills Catholic elementary and secondary edu- training groups and adult aphasia group are cation. To date, the Institute’s programs offered. Consultation and referral sources as include: the St. Vincent dePaul Program well as conference visits to schools/agencies which is a two-year inservice program for are also available. principals, board chairs and board directors The Audiology Services include in the Diocese of Brooklyn focusing on the audiological evaluations, such as pure tone roll-out of the new governance structure for and speech audiometry, impedance and their elementary schools; Project TIE: Training site of lesion testing; brainstem–evoked Innovative Educators, a partnership with the response testing; hearing aid evaluation and Archdiocese of New York and the Brooklyn orientation; aural rehabilitation evaluation and Rockville Centre Dioceses, is designed and training; early childhood testing; central to provide on-going staff development and auditory processing testing and otoacoustic teacher coaching with a school-wide pro- emission testing. The Center provides gram in Literacy and math instruction for free screenings on site and off–site for a low-achieving schools; a partnership with the reasonable fee and a free hearing aid help School Sisters of Notre Dame Educational clinic on designated days. Center for Women, providing academic Call for fees (718) 990–6480. screening and instructional workshops; Curriculum Leadership Team Program is a year-long initiative that creates and supports teams of elementary school educators in our three neighboring dioceses in their alignment with the new Common Core Standards; and the Management Seminar is in collaboration with the Tobin School of Business and the Vincentian Center for Church and Society and provides seminars in key aspects of running a Catholic school effectively stjohns.edu/graduatebulletin 23 Student Computing Multimedia Classrooms Academic Computing Initiative Of the total 259 multimedia and seminar The Academic Computing Initiative has three Facilities style classrooms, 177 are located on the primary components: The laptop program, St. John’s University is committed to prepar- Queens campus, 39 more are at the Staten campus wireless networks, and student portal ing its students with the technological skills Island campus and 18 are on the Manhattan (St. John’s Central). necessary to meet the challenges of the 21st Campus. Each multimedia classroom is All incoming full-time first-time fresh- century marketplace. Under the leadership equipped with a podium, faculty computer, a men and transfer students receive a state-of- of the Information Technology Division, the sound system and projection equipment that the-art laptop, software, and accessories from University is equipped to meet the instruc- can be viewed by all the students. Faculty the University. Again, this year the University tional needs of students and faculty through has the option of connecting and projecting is offering freshmen a choice of one from state-of-the-art academic computing facilities. the image from their laptop computers in all three laptops with two of them being Lenovo Students have access to facilities that consist multimedia classrooms as well. Multimedia and the third a MacBook. The MAC is avail- of seven microcomputer laboratories, over equipped classrooms are available at the able for an additional $400 Program Fee. The 250 multimedia classrooms, microcomputer other campuses as well. Lenovo laptops run Microsoft Windows 7 classrooms, and Library patron comput- Although students do not have individu- with Office 2010 and are covered by a 4-year ers. Deployment of desktop computers to al workstations, each multimedia presentation warranty supported by repair centers on the these facilities now totals over 1000 Intel- environment allows faculty to incorporate Queens and Staten Island campuses. based workstations and over 125 high-end technology as a teaching tool to enhance the The DaSilva Academic Center on the Macintosh computers. learning experience for their students. The Staten Island Campus illustrates how IT The University’s state-of-the-art com- Queens campus has 6 multimedia equipped/ facilities are being adapted for increased puter network enables each microcomputer large capacity facilities. (The D’Angelo’s laptop usage. Podium classrooms have been to access a wide range of software, as well as Center Tiered Lecture Hall, D’Angelo designed with a desktop as well as the capa- electronic mail and the Internet through the Multipurpose Room, Marillac Auditorium, the bility to use video and sound from a laptop World Wide Web. A variety of educational, two St. Albert Amphitheaters, and the Little for faculty demonstrations. The DaSilva 109 business, statistical and other electronic infor- Theatre.) and 110 Laptop Classrooms include desks, mation resources are accessible through the electrical connections and network access campus’s high-speed GigiBit backbone with Microcomputer Classrooms (Intel that are optimized for student laptop usage. 100 Mbps Ethernet to each desktop comput- and Macintosh) St. John’s Central is a one-stop web er. Internet connectivity is provided through a Further, the Queens campus has 13 micro- portal that makes University resources avail- 1.2GB link. Wireless connectivity is available computer classrooms and there are 6 in able to students from the Internet. It includes at all seven locations (Queens, Staten Island, Staten Island. The Oakdale campus has 2 student productivity tools such as email and Manhattan, Oakdale, Rome Italy, Paris France, computer classrooms, the Manhattan campus calendaring, communication tools like chats and Seville Spain). has a combination computer labs/classrooms and discussion groups, and educational tools like course home pages, syllabi, library access, Microcomputer Laboratories with the latest Intel-based hardware and the Rome and Paris campus each has one of the and course calendars. The microcomputer laboratories now contain same. The microcomputer classrooms, at all The architecturally attractive, strik- more than 300 Intel workstations and over six locations, provide students with individual ing and intimate D’Angelo Center features 30 high-end Macintosh computers. Two of computers through which they are able to state-of-the-art technology, including the these labs are located on the Queens cam- participate in hands-on training, and a fac- latest version of the technology podium, pus. Additionally, each of the following loca- ulty station which enables demonstration of video conferencing capabilities, 14 multime- tions has one lab: Staten Island, Manhattan, software. Individual instruction on how to dia classrooms and 6 multimedia seminar Oakdale, Rome Italy and Paris France. use the equipment in both Multimedia and rooms. The building has been constructed Many of the desktop lab computers are Microcomputer classrooms can be obtained according to LEED (Leadership in Energy and Intel i7 platforms, DVDRW and 8GB of RAM through Information Technology. Environmental Design) standards and includes matched by LCD monitors, Windows 7 (OS), the MS Office 2010 suite as well as many other Windows-based applications. All the computers are connected to the STJ com- puter network, UNIX servers and Windows NT file servers. Microlab/Classroom Macintosh comput- ing resources consist of primarily MAC Pro’s running Intel Xeon Quad core with 8 GB of RAM, and running MAC OS 10.6. Wired and wireless printing facilities for both platforms consist of shared high speed B&W as well as color laser printers.

24 many energy-saving mechanical and electri- cal systems. The Center is a wireless facility, allowing students to use their laptops wher- ever they choose. Every classroom is equipped with WallTalker, an innovative product that can be used as a projection screen and whiteboard at the same time. Every semi- nar room features a 65 inch high definition Video LCD display or a projector both with a DirecTV feed. There is also a large Multi- Function Room that can be subdivided into 3 full size fully equipped classrooms or used as one massive banquet hall. Finally, the Tiered Lecture Hall, which seats 145, boasts two DirecTV ready 65 inch LCD displays besides a video projector and motorized projection screen. Both the Tiered Lecture Hall and Multi-Function Room are equipped with wire- less microphones, allowing the speaker to freely move anywhere in the room.

Microlab Hours* Queens campus SULLIVAN HALL MICROLAB Sullivan Hall, First Floor (718) 990-6672 ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Sun.–Thurs. 7–2 a.m. Fri.–Sat. 7 a.m.–11 p.m. MARILLAC HALL MICROLAB Marillac Hall, Second Floor (718) 990-6748 Mon.–Thurs 7 a.m.– 9 p.m Friday 7 a.m.–6 p.m. Saturday Closed Sunday Closed

*Please note: Lab hours are subject to change during intersession. For Staten Island Microcomputer Lab hours, please call (718) 390- 4498.

stjohns.edu/graduatebulletin 25 St. John’s College of Liberal Arts and Sciences

Jeffrey W. Fagen, Ph.D., Programs of Study Government and Politics/Library and Dean Information Science – M.A./M.S. Michael Wolfe, Ph.D., Master of Arts Government and Politics/Law – Associate Dean M.A./J.D. Chinese Studies Suzanne Henderson, Ph.D., Pharmaceutical Sciences/ Criminology and Justice Assistant Dean Library and Information Science – East Asian Studies Molly Mann, M.A., M.S./M.S. English Assistant Dean Master of Divinity General-Experimental Psychology Margherita Panzera, M.A., Global Development and Social Justice Ministerial Studies Assistant Dean, Rome Campus Government and Politics Doctor of Arts American Government For general information regarding St. John’s English Public Policy and Administration College of Liberal Arts and Sciences, call the World History Queens campus at (718) 990-6243, Staten Political Theory Island campus at (718) 390-4412, or the International Relations Doctor of Audiology Comparative Politics Rome campus at +39 (06) 393-842. Audiology (jointly with Hofstra University History and Adelphi University) Objectives American European Doctor of Psychology Global In harmony with the general objectives of the School Psychology Women’s and Gender University, the Graduate Division of St. John’s General College of Liberal Arts and Sciences provides Liberal Studies Bilingual an opportunity for the development and main- Humanities tenance of continuing scholarly growth for Social Science Doctor of Philosophy faculty and students in certain fields of Cultural Studies (Women’s and Gender) Biology academic specialization. To this end, it offers Interdisciplinary Studies Clinical Psychology programs of advanced study in selected Museum Administration General disciplines, provides adequate resources in Public History Child support of these programs and establishes an Sociology atmo­sphere of creative scholarship. This fosters For regular program updates, visit our Web site. the acquisition of advanced knowledge, a Spanish thorough mastery of research methods and a Speech-Language Pathology spirit of searching inquiry. Theology The Master of Philosophy (M.Phil.) degree is The Graduate Division of St. John’s an intermediate degree between the academic Biblical Studies College of Liberal Arts and Sciences is orga- master’s and the Ph.D. To be eligible for the Historical and Theological Studies nized as an integral unit of the University M.Phil., a student must be a “candidate” in a Pastoral Theology administered by the Dean, who shall act in department which offers a doctorate of phi- conformity with University statutes and the losophy program. See definition of candidacy. academic policies prescribed by the depart- Master of Science The Master of Science in School ments/division(s), Liberal Arts Faculty Council Biology Psychology may be awarded to Psy.D. doctoral and the Graduate Council. Biological and Pharmaceutical candidates who have successfully passed their Biotechnology comprehensive exam. Academic Status Chemistry The Master of Arts in English may be awarded to D.A. candidates who have success- Library and Information Science In addition to the general policies of the fully passed their comprehensive exam. Archives and Preservation University set forth in this bulletin, the The Master of Arts in History may be Children’s/Young Adult Services following information applies to the Graduate awarded to D.A. candidates who have success- Digital Libraries Division of St. John’s College of Liberal Arts fully passed their comprehensive exam. Information Organization and Sciences. Students are expected to meet For doctoral students in the clinical psy- Law Librarianship all of the requirements of their academic chology, school psychology, biology, history Public, Academic, Special Librarianship programs. For specific information, students and English programs and each semester fol- Reference and User Services should refer to their respective departmental/ lowing the successful completion (passing) of LIbrary Media Specialist divisional listings. Each student must conform the Doctoral Comprehensive Examination and to the policies stated in the Student Handbook School Psychology including the semester of defense of disserta- which may be obtained from the office of the General Track tion/research essay, registration in doctoral Dean of Student Life. Bilingual Track research (i.e., 950, 951, 975) is mandatory for each semester until the candidate graduates. Application for the degree is available in the graduate division office or registrar www. stjohns.edu/admission/graduate.

26 Certificate Programs Research Methods as one of the four courses. B.A./M.B.A. Sociology and Business Students take 18 graduate credits (15 in Administration Post-Baccalaureate ­Certificates Psychology and three outside the department). B.A./M.B.A. Spanish Students interested in these certificates must In addition, they must devote 12–15 hours Consult the relevant departmental list- possess at least a baccalaureate degree and fill per week to conducting supervised empirical ings of this bulletin and www.stjohns.edu/ out an application form through the Graduate research. liberalarts/combined for further information on Admission office: specific programs. • Asian and African Cultural Studies St. John’s College of Liberal Arts and • Latin American and Caribbean Studies Sciences: • Public Administration in Government B.A./M.A. Asian Studies Academic Information B.S./M.S. Biology B.S./M.S. Chemistry Admission Requirements Post Master’s Degree Certificates B.A./M.A. English Applicants must submit the follow- Students interested in these certificates must B.A./M.A. Government and Politics ing credentials­ in conjunction with their possess at least a master’s degree and fill out B.A./M.S. Government and Politics ­applications for admission: an application form through the Graduate and Library and Information 1) Grade Point Average: Admission office: Science Master’s Programs: All applicants must • East Asian Cultural Studies B.A./M.A. History present evidence of a 3.0 cumulative • Library and Information Science B.A./M.A. Psychology and Criminology index and a 3.0 index in the major field of study. Certificates Offered On the Way to Degree and Justice B.A./M.A. Psychology/General– Doctoral Programs: Doctoral programs­ Application for these certificates must be made Experimental Psychology have individual entrance requirements. within the appropriate Department:

See departmental entry. *

B.A./M.A. Sociology ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES • International Law and Diplomacy 2) Standardized Test Scores: B.A./M.A. Sociology and Criminology (Government and Politics) The following programs require submis- and Justice • Public Administration in Government sion of official scores of the Graduate ` B.A./M.A. Spanish Record Examination (GRE) in support of Combined Degree Programs B.A./M.A. Theology applicants for admission: M.A./M.S. Government and Politics A) M.S. and Ph.D. in Biology: General The Graduate Division of Arts and Sciences, in and Library and Information Examination is required. conjunction with the Undergraduate Division Science of St. John’s College, Tobin College of Business B) M.A. in English: General Examination and the College of Professional Studies, offers College of Professional Studies: is required. intense, accelerated combined degree programs B.S./M.A. Communication Arts and C) D.A. in English: General Examination for highly qualified, motivated undergraduate Government and Politics is required. students in their junior year who demonstrate B.S./M.A. Communication Arts and D) Ph.D. in Clinical Psychology: General potential for graduate studies. Sociology Examinations (Verbal and Quantitative) These students are given the opportunity required of all applicants; subject to complete both the baccalaureate and mas- B.S./M.A. Criminal Justice and (Psychology) Examination required of ter’s degree in five years of full-time study by Government and Politics all applicants excepting those who enrolling in four or more approved graduate B.S./M.A. Criminal Justice and Sociology majored in psychology or completed a courses while still an undergraduate student. B.S./M.A. Journalism and Government graduate degree in psychology. By completing undergraduate requirements and Politics during the first four years, students are assured B.S./M.A. Journalism and Sociology E) M.S. in School Psychology: General of the bachelor’s degree if for any reason they B.S./M.A. Legal Studies and Examinations (Verbal and Quantitative) decide not to complete the master’s degree. Government and Politics required of all applicants; subject (Psychology) Examination required of Graduate level courses that are applied to the B.S./M.A. Legal Studies and Sociology baccalaureate degree as part of the major may all applicants excepting those who majored in psychology or completed a not be applied to a graduate degree should the The Peter J. Tobin College of Business student decide not to complete the combined graduate degree in psychology. B.A./M.B.A. Anthropology and Business degree program. F) Psy.D. in School Psychology: Administration At the time of application, students must General Examinations (Verbal and B.A./M.B.A. Asian Studies and Business have a cumulative GPA of 3.00 or better and a Quantitative) required of all applicants; Administration minimum of 3.50 GPA in at least four under- subject (Psychology) Examination graduate courses in the major. B.A./M.S. Asian Studies and Accounting required of all applicants excepting For more information concerning this B.A./M.B.A. English and Business those who majored in psychology or program, please contact your faculty advisor, Administration completed a graduate degree in academic Dean and department Chair. B.A./M.B.A. French and Business psychology. Students must apply for the combined Administration Applicants to other programs may degree program in their sophomore year. B.A./M.B.A. History and Business strengthen their credentials by submit- Applicants for Government and Politics must Administration ting GRE scores as well. have completed a minimum of 12 credits in B.A./M.B.A. Italian and Business Those applicants to other programs who Government and Politics to be considered. Administration may be required to submit GRE scores Applicants for Psychology must have completed B.S./M.B.A. Physics -Mathematical and will be so notified. a minimum of 12 credits in psychology to be Business Administration 3) Letters of Recommendation: considered for admission. Students must com- B.A./M.B.A. Psychology and Business Master’s Programs: All applicants plete Introduction to Psychology, Statistics and Administration must submit at least two letters of

stjohns.edu/graduatebulletin 27 ­recommendation, except the master’s entry.This requirement must be satisfied the Graduate Division. programs in general-experimental during the course of the program. psychology, school psychology and 3. Quality point index: 3.0 or better Non-Matriculated and Special speech-language pathology, which (good academic standing). Students 4. Colloquia: See departmental listing. require three letters. A student who has not met all the admissions 5. Comprehensive Examination: Written, Doctoral Programs: All applicants must requirements but has, on the evaluation of the oral or both. See departmental entry. submit a minimum of three letters, at faculty and Dean, the potential to pursue grad- 6. Continuous Enrollment: Required. least one of which should attest to the uate studies is considered a non-matriculated 7. Thesis: research potential of the applicant. student. Non-matriculated students may, upon THESIS PROGRAM–Procedures are approval, take a maximum of six credits in a 4) Writing Samples/Personal Statements: available in the graduate Dean’s office. semester for a total of 12 credits, with a grade Applicants to all Psychology programs NON-THESIS PROGRAM–Not applicable. of “B” or better in each course. If a student, must submit two papers from psychology 8. Defense: upon completion of 12 credits, is accepted courses, one a laboratory paper and the THESIS PROGRAM– into a degree program, the Committee on other a term paper, as well as a personal Departmental option. Admission will determine which credits will statement of educational or career goals. NON-THESIS PROGRAM–Not applicable. be applicable to the degree. In any case, no Applicants to the Doctor of Arts program more than 12 credits completed as a non- in English and World History must submit Requirements for the Advanced matriculated student may be applied toward a recent sample of written work and a Certificates the degree. A non-matriculated student will personal statement of professional experi- 1. Academic Hours: See departmental entry. not be evaluated for admission with any grade ence and career goals. 2. Quality point index: 3.0 or better (good of Incomplete (INC) on his/her transcript. Applicants to the master’s program in academic standing) A student who has met all the admissions Library Science must submit a statement 3. Continous Enrollment: Required requirements (i.e., GPA and solid academic of professional purpose. preparation) but who wants to take gradu- Applicants to the master’s program in N.B. For specific requirements, see departmental entry. ate courses for professional development may Speech-Language Pathology must submit N.B. There is a seven-year time limit for the doctorate and a five-year time limit for the master’s in which request to take courses as a special student. A a 300-word statement of career goals. the student must complete ALL of the requirements maximum of 12 credits is permitted as a spe- 5) See specific entrance requirements listed for the degree. Those who for serious reasons may cial student. If a student wishes to be consid- in each departmental entry. require additional time must provide the reasons in ered for matriculation into a degree program writing to the department and the Associate Dean. Applicants must have sufficient academic­ Forms for requesting an extension of time are avail- he/she must file the appropriate application. preparation to be eligible for matriculation. able in the Graduate Division office. There is no guarantee that a special student will be matriculated into a degree program. Requirements for the Doctorate Advisement and Registration All students, whether non-matriculated 1. Academic Credit Hours: Minimum of 32 Procedure or special, must submit transcripts of all prior beyond the master’s degree.* Upon matriculation, students will receive from academic work, undergraduate and gradu- 2. Research Tool: Foreign Language Reading the department an Advisement Information ate and complete the appropriate forms. Only Course or other appropriate research Form which will identify their advisor. Students those students who are qualified and possess tool at the department’s option. This must consult with the department to deter- the necessary background will be permitted to requirement must be satisfied during the mine when the advisement period is scheduled enroll in graduate courses. course of the program. and then make an appointment to see their 3. Quality Point Index: 3.0 or better for advisor during this period in order that appro- Transfer of Credit credit in each course. priate programming may be arranged. At this The general policy of the Graduate Division of 4. Colloquia: See departmental listing. time, with the counsel and approval of the the College of Liberal Arts and Sciences per- 5. Comprehensive Examination: Written, advisor, the Graduate Registration Form will be taining to transfer of credit is as follows: oral or both. See departmental entry. completed. 1. In graduate programs requiring the comple- 6. Continuous Enrollment: Required. The University calendar stipulates the tion of 30–36 credits, a maximum of six 7. Dissertation (Ph.D.) or Research Essay periods for REGISTRATION. During this period, credits may be transferred with the approval (D.A.): Procedures are available in the students must register for their courses in the of the Chair and the Dean. Graduate Dean’s office. following semester since courses with small 2. In programs leading to the master’s or 8. Defense of Dissertation/Research Essay: enrollments may be cancelled or courses with Doctor of Philosophy degree, requiring the Final oral examination. large enrollments may be closed. When regis- completion of 37–54 credits, a maximum 9. Abstract: Original and three copies of an tering, the student must present a Graduate of nine credits may be transferred with the abstract of the dissertation—350 words Registration Form to his/her advisor in order approval of the Chair and the Dean. maximum. to receive a priority code to be used with the 3. In programs leading to the master’s or 10. Submission of Approval Dissertation/ Web registration systems. No registration prior- Doctor of Philosophy degree, requiring the Research Essay to the Dean’s Office. ity codes will be issued without an approved completion of 55 or more credits, a maxi- Graduate Registration Form. The Dean’s office mum of 12 credits may be transferred with reserves the right to withhold priority codes. Requirements for the Master’s the approval of the Chair and the Dean. All non-degree students and students on In the Doctor of Arts in English program, Degree academic probation must obtain a faculty advi- however, a maximum of 12 credits may be sor signature, Dean’s signature and obtain the 1. Academic Hours: See departmental entry. transferred with the approval of the Chair priority code from the Dean’s office prior to 2. Research tool: and the Associate Dean. In the Doctor of registering for any courses. Any changes from THESIS PROGRAM Arts in World History program, a maximum the original (i.e., add/drop) registraton form Foreign Language Reading Course, or of 12 credits may be transferred with the must have all signatures. Unauthorized regis- other appropriate research tool at the approval of the Chair and the Associate tration may result in being withdrawn from the department’s option. Dean. NON-THESIS PROGRAM–See departmental course. This might jeopardize your status with 28 Requested transfer credits must not Comprehensive Examination 2) Each Dissertation (Ph.D.) or Doctoral have already been used in fulfillment of research essay (D.A.) requires a mentor and another degree. The student must present Doctoral and master’s students in all depart- a minimum of two committee members. catalog descriptions of the graduate courses ments or divisions must pass a comprehensive examination, or submit a portfolioas specified 3) Each master’s thesis requires a mentor­ and for which transfer credit is requested. No credit at least one committee member. will be allowed for courses in which the grade by the Department. This examination may not 4) Doctoral students or master’s students in a attained is below “B.” Transfer grades do not be taken earlier than the last semester or ses- thesis program must submit a proposal for affect cumulative quality points. In addition, no sion of coursework and must be taken within their research to the appropriate depart- degree credit will be allowed for courses com- one year of the completion of all coursework. ment. Upon departmental approval, the pleted beyond the stipulated time limit (“Time Students must be in good academic standing proposal and a Dissertation Approval Form, Limit”). Students requesting transfer credit (3.0 or better) and must have completed lan- Research Essay Approval Form, or master’s must have already completed at least 12 cred- guage requirements before their applications Approval Form must be forwarded to the its in their approved graduate program at St. to sit for comprehensive examinations will be Associate Dean for approval and registra- John’s University and must make their request approved. tion of the topic. The Associate Dean no later than the semester before talking their Students in Speech Pathology must sub- may request that additional members be comprehensive examination. mit an Internal Review Board (IRB) application prior to sitting for a comprehensive exam. appointed from outside the department to Incomplete (“INC”) Grades The examination may be oral or written the research committee. or both, according to the regulations of a par- 5) Research involving human subjects Students receiving an “INC” (Incomplete) grade ticular department or division. The matter for requires the permission of the University’s must submit all required materials no later this examination is not limited to the course Institutional Review Board (IRB). Such per- than the deadline indicated in the Academic taken by the student, but may cover general mission must be sought and obtained prior Calendar in the front of this bulletin. All “INC” concepts as well as the whole area of the to ANY experimentation with human sub- grades not removed by the deadline will candidate’s field of study. The comprehensive jects. The IRB meets the first week of each become permanent on the transcript. In some examinations may be held in the fall, spring or month to review proposals submitted since cases, it may be necessary for the student to summer according to departmental regulations the last meeting. Results of these reviews repeat the course involved. The student must

as noted in the Academic Calendar or other- will be reported to the initiator immediately ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES request a grade of incomplete from the profes- wise noted by the department. after. sor before the end of the semester. Requests The individual examiners report the results for an extension of the grade INC must be filed 6) Research to be conducted outside the of this examination in writing to the Associate in the Graduate Division office. Faculty hold the University (in a hospital, laboratory or psy- Dean of The Graduate Division, who communi- prerogative in establishing a date earlier than chiatric center, for example) must have cates them to the individual candidates. identified in this bulletin. All materials must the approval of the Associate Dean. The Applications for these examinations be submitted to the Graduate Division office Graduate Division office will provide forms should be made in the Graduate Division by the set deadline. The materials submitted which must be completed by the student. office no later than the dates designated in will be forwarded to the faculty member for 7) Final copies of the Dissertation, research the Academic Calendar or as set by the review. essay, or thesis, BEARING THE APPROVAL department. OF THE MENTOR, must be submitted to the Scheduling of Courses Candidacy Graduate Division office for final approval in accordance with the dates published in the Departments strive for accuracy with regard A doctoral student acquires the status of Academic Calendar. to the scheduling of courses. They reserve the “candidate” after he or she has success- right, however, to alter the schedule as needs fully completed: 1) all coursework exclud- may dictate. Moreover, the Dean maintains ing Doctoral Research (950 or 975) and Insurance the right to cancel courses when deemed Departmental Seminars (e.g., BIO 599) or Students enrolled in science laboratory courses Colloquia, 2) language and/or research tool necessary. or conducting research in which the use of requirements, 3) the comprehensive examina- a laboratory is required must be covered by Certification of Full-time or tion; and has received 4) approval of a disserta- insurance obtained through the University or Part-time Status tion topic by a department faculty committee present evidence of other coverage to the trea- and the Dean. surer’s office. For example, “other In conjunction with registration each semester, coverage” may be through the student’s own graduate students enrolling for only master’s Doctoral Dissertation, Doctoral health insurance plan or he/she may still be Research (900) or Doctoral Research (950 or Research Essay and Master’s Thesis covered under a parent’s policy after the cal- 975) must complete appropriate certification All students please read the “Academic endar year following the 19th birthday. Those regarding full-time or part-time status, pro- who apply for coverage through the University Regulations” section of this bulletin for general vided by the Graduate Division of the College will receive an insurance identification card University stipulations concerning the prepara- of Liberal Arts and Sciences. Psychology stu- which must be presented upon request. The tion and defense of dissertations and theses. dents enrolling in an internship must also com- University requires all students holding an F-1 Responsibility for a well-organized presenta- plete appropriate certification. All Graduate or J-1 visa to have Sickness Insurance. See the tion of personal research as well as the details Assistants and Research Assistants must com- “Student Support Services and Resources“ involved rests primarily upon the student. plete appropriate certification attesting to their section for more information. Some of these details are: full-time status. Those students needing to be 1) There is a procedure for the doctoral dis- certified full-time, must complete the necessary *Criminal Background Checks forms each semester. sertation (Ph.D.), the doctoral research essay Full-time 9 credits each semester. (D.A.) and the master’s thesis which the See page 86 student must follow. These directives can be obtained from the office of the Graduate Division of Arts and Sciences.

stjohns.edu/graduatebulletin 29 Required Courses M.A. in Museum Electives (9 credits) Department of Administration (27 credits) 502: Museums and Technology in the 21st Art and Design 100: Introduction to Working in Museums Century An introduction to museums’ functions and An introduction to the history and function of (ART) professional specializations with exposure to technology in museums focusing on internal contemporary issues and controversies in the operations, as well as areas of public access Program of Study: museum field and contact with professionals including exhibitions, education, marketing, working across a range of museum disciplines. audience development and evaluation. Master of Arts (M.A.) in Museum Credit: 3 semester hours. Credit: 3 semester hours. Administration 102: The Modern Museum: History and 602: Supervised Research The M.A. Museum program offers opportuni- Theory In addition to a required one-semester intern- ties for research and professional training in The rise of modern art museums and display ship, students may elect to undertake a one- the history, theory and preservation of cultural practices in the 20th century and 21st cen- semester supervised research or curatorial artifacts. The 36-credit program, encompassing tury are studied in light of the birth of public project. Credit: 3 semester hours. collections, curatorial practice, education and museums in 18th-century Europe and the rise application of museum-specific communica- of encyclopedic museums in the 19th century. tion and technology platforms, requires 27 Credit: 3 semester hours. Maintaining Matriculation credits in Museum Administration, including a required 3 credit internship, and 9 credits 105: Curatorial Studies ART 925 Maintaining Matriculation (M.A.) of optional electives which may be fulfilled Studies in the history, definition and practice Master’s students not registered for other with courses offered in the M.A. programs of curating, past and present, is the basis for courses must register for ART 925 until all in Museum Administration, Public History or student-initiated curatorial projects, providing degree requirements are completed and the Library and Information Science. Students exposure to the art market, collectors, artists, degree is granted. No Credit. $100. may undertake an additional 3-credit intern- publishing and marketing. ship, or final research or exhibition project. Credit: 3 semester hours. Opportunities for coursework, internship or 106: Topics in Museum Administration I & independent study are available on campuses 107: Topics in Museum Administration II Institute of in Queens, Manhattan, Rome, Italy or Paris, Topics courses provide a platform for a France. changing roster of classes dedicated to Asian Studies contemporary issues in art history and museum Entrance Requirements administration. Credit: 3 semester hours for (ASC) each course. Acceptance into the M.A. in Museum The Institute of Asian Studies offers programs Administration requires evidence of successful 200: Collections Management leading to the M.A. degree in East Asian completion of a B.A. with at least 24 credits Focusing on best practices in the field of col- Studies or Chinese Studies, the B.A./M.A. in art history and a cumulative 3.0 grade point lection management students are exposed to degrees in East Asian Studies and the index; two letters of recommendation and current thinking on the management and care advanced certificate. a written personal statement describing the of collections including ethic and legal issues, student’s interest in the program, relevant local to global. Credit: 3 semester hours. Programs of Study: work experience, and career goals after fulfill- 301: The Museum as Learning Environment ment of degree requirements. Students with A survey of theories and practices in museum a degree in a related area of study in the M.A. in East Asian Studies education addressing issues of interpretation, humanities (e.g. history, English, anthropology) learning styles, programming, audience The program in East Asian Studies seeks to may be admitted upon review by the Graduate cultivation, community outreach and provide a comprehensive and critical study of Director and the Dean’s office (interview rec- evaluation. Credit: 3 semester hours. the historical, social, economic, political and ommended). Additional courses approved by cultural developments of the Asian world, both the Graduate Director as a condition of admis- 500: The Business of Museums as a whole and as individual societies. To attain sion to the program may be required. An overview of museum governance and these ends, language courses or linguistic administration, addressing issues of public and studies in Chinese and Japanese are provided. private accountability, strategic planning, fund- The program also seeks to provide intensive Degree Requirements raising and community relations. knowledge of the field and experience in the critical use of sources and in the presentation 600: Internship I & AD 601: Prescribed courses include: Introduction to Internship II of research. Working in Museums (ART 101), History, Internships provide professional experience in Theory and Practice of the Modern Museum Entrance Requirements museums and exposure to the internal work- (ART 102), Collections Management (ART 200), ings of an institution of their choice. Internship Acceptance into the program presupposes Introduction to Curating (ART 105), Special placements are initiated by students; overseen that the applicant has sufficient background Topics in Museum Administration I and II (ART by/with support from their advisor, the gradu- in area studies and humanities. Foreign stu- 106 and ART 107), The Museum as Learning ate director and an outside mentor/expert. dents must show proof of English proficiency Environment (ART 301), The Business of Internships may be undertaken for one or two by submitting results of the TOEFL examina- Museums (ART 500) and Internship (ART 600). semesters—for 3 or 6 credits. Each 3-credit tion. Students are expected to have an under- course requires a minimum of 9 internship graduate preparation of at least 6 semester hours per week. hours in the field. In lieu of this, subject to departmental review, students may be accept- ed provided that some of the above number of hours are in related fields. 30 Program Requirements Program Requirements The Chin-Ying Scholarships for 1. Two options are offered: 1. Two options leading to the M.A. in Chinese Graduate Asian Studies a. Thesis option: the program of study Studies are offered: Established in 2005, two scholarships will be consists of a minimum of 33 semes- a) Thesis option: a minimum of 33 semes- awarded annually to two graduate students, ter hours of coursework, six of which ter hours of coursework, six of which preferably of Chinese descent, pursuing a mas- include master’s thesis research and include master’s thesis research and ter’s degree in East Asian or Chinese Studies. a written thesis. Prescribed courses a written thesis. Prescribed courses These scholarships are provided by Prof. and include: (i) one of the following two include: (i) one of the following two Mrs. Chin Ling Wang. Prof. Wang had been courses—ASC 102 (Great Books from courses—ASC 102 (Great Books from a dedicated faculty member of St. John’s for China) or ASC 300 (Introduction to China) or ASC 300 (Introduction to nearly thirty years until his retirement. Qualified Source Materials on China); & Source Materials on China); & (ii) ASC applicants must possess a minimum average (ii) ASC 900 (Master’s Research) in the 900 (Master’s Research) in the Chinese of a B+ or a 3.0 cumulative index. Recipients East Asian field. The remainder of the Studies field. The remainder of the pro- are selected with the recommendation of the program will be arranged in consultation gram will be arranged in consultation Institute for Asian Studies as scholastic basis for with the student’s advisor. with the student’s advisor. the Office of Financial Aid to make decisions. b. Non-Thesis option: 33 credits. The b) Non-thesis option: a minimum of 33 program of study requires a minimum hours of coursework, including one of of 33 hours of coursework, including the following two courses: ASC 102 Courses one of the following two courses: ASC (Great Books from China) or ASC 300 102 (Great Books from China) or ASC (Introduction to Source Materials on Required: choose one from the 300 (Introduction to Source Materials on China). The remainder of the program following two courses China). The remainder of the program will be arranged in consultation with the will be arranged in consultation with the student’s advisor. ASC 102 Great Books from China student’s advisor. c) The student matriculating for the M.A. The major factor that has made China so c. The student matriculating for the M.A. will choose either of these two options. powerful and lasting is its deep-rooted philo- degree will choose either of these two It is strongly recommended that the the- sophical and humanistic tradition, embedded ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES options. It is strongly recommended that sis option be pursued by those students in several extraordinary classics, including Lao the thesis option be pursued by those who may continue their graduate studies Tzu, The Confucian Analects, and Chuang Tzu. students who may continue their gradu- beyond the Master of Arts degree and The purpose of this course is to introduce the ate studies beyond the M.A. degree and teach on the college or university level. essence of these three great books by discuss- teach on the college or university level. 2. Language: The student is also required ing and analyzing selected chapters. All read- 2. Language: At least one semester of Chinese to take 12 semester hours in the Chinese ings are in English. Credit: 3 semester hours. or Japanese or any other language­ pertinent language if he/she is a non-Chinese native to the student’s major field. speaker. ASC 300 Introduction to Source Materials 3. Comprehensive Examination: A written 3. Comprehensive Examination: A written on China examination will test the student’s examination will test the student’s knowl- A survey of essential bibliographies, periodi- knowledge of four selected fields, areas edge of four selected fields, areas, or prob- cals, research aids, source materials and books or problems of historical scholarship. The lems of historical scholarship. The examina- about China from prehistoric times to the pres- examination may not be taken earlier­ than tion may not be taken earlier­ than the last ent. Emphasis is placed on English-language the last semester or session of coursework semester or session of coursework and must works. Credit: 3 semester hours. and must be taken within one year of the be taken within one year of the completion Elective (I): completion of all coursework, language and of all coursework, language and residence residence ­requirements. ­requirements. ASC 103 The Art of War by Sun Tzu M.A. in Chinese Studies Advanced Certificate Program The Art of War, composed probably in the 4th century B.C., is the earliest treatise on The Institute of Asian Studies offers a program Along with the increasing importance of the subject. It is forever current in its wisdom of graduate study in the language and civiliza- Asia, there is a corresponding increase of job and insightful analysis of military strategy and tion of China leading to the Master of Arts demand in this area. To meet this need, the tactics, and it teaches a winning philosophy degree. The aim is to broaden the student’s Institute also offers a 18-credit Certificate and the strategies and tactics for winning, use of language skills and to provide a solid program. foundation in the history and culture of China. applicable to business as well as to politics and This specialized study and familiarity with B.A./M.A. in Asian Studies military. Therefore, recently many American and East Asian universities and business schools research are intended to equip the student for Qualified students who have completed the have also offered courses on this extraordinary a teaching career or for further scholarship. first semester of their sophomore year with classic. Credit: 3 semester hours. a general index of 3.0 and a major average Entrance Requirements of 3.3 are encouraged to enter this intensive ASC 104 History of Chinese Painting In addition to the entrance requirements for accelerated five-year program leading to two The course is an introduction to the history the M.A. Program in East Asian Studies, the degrees. Under this program, students matricu- of Chinese painting from the Tang to the minimum background preparation for graduate late for 147 undergraduate/graduate credits. Qing period (9th to 19th century). The course study leading to the degree in Chinese Studies Students are expected to maintain grade levels introduces historical elements in the styles of should also include at least one year in the in undergraduate and graduate work according Chinese painting from each period covered and Chinese language studies. to the requirements set fourth in the existing explains how artists employed knowledge of B.A. and M.A. programs. art history in making their art. Credit: 3 semester hours.

stjohns.edu/graduatebulletin 31 ASC 354 Women in Chinese Literature ASC 349 Women and Family in Modern Elective (IV): Asian American Studies Literary works are a major source for the study China: Changing Patterns of Social Relations of the history of Chinese society in general and An analysis of the changes in the status of ASC 101 Asian American Cinema the Chinese women in particular; the lives and modern Chinese women; women’s status in This course introduces students to films changing conditions of Chinese women are traditional China and the changing social and made by and about Asian Americans. Using a investigated through readings in poetry, fiction political roles of Chinese women from the late chronological and thematic approach, various and drama from the earliest times to the 19th century to the present will be examined genres—including narrative dramas, docu- present. Credit: 3 semester hours. in the context of modern Chinese history. mentaries, and experimental films—will be Credit: 3 semester hours. analyzed within the context of Asian American ASC 359 Seminar on Chinese Literature history and contemporary issues concerning The course aims to examine major works of ASC 352 China after the Communist the development of Asian American identities. Chinese philosophy, history, poetry, prose, and Revolution Credit: 3 semester hours. fiction from ancient times to the pre-modern The political culture and history of the People’s period. All readings are in English. Republic of China. Explores long-term social ASC 257 Asian American History Credit: 3 semester hours. change and institutional development, and dis- The aim of this course is to provide a balanced cusses China’s current economic relations with survey of the history of the major Asian ethnic ASC 553; 554 Classical Chinese Civilization the world. Credit: 3 semester hours. groups in the United States namely, Chinese, An introduction to the historical development Japanese, Korean, Indian and Vietnamese. of Chinese civilization from prehistoric times ASC 541; 542 Seminar—Taiwan in Primary evidence is on the developments dur- to the early 19th-century with emphasis on the Modern World ing the past half-century. Credit: 3 semester political and intellectual trends. A study of historical changes in Taiwan in the hours. Credit: 3 semester hours. context of major world trends; internal devel- opments of Taiwan; the influence of external ASC 258 Asian American Art ASC 563 Seminar: China in the forces. Credit: 3 semester hours. This course is a survey of the achievements Modern World of Asian American artists, beginning with the An analysis of China in the 19th- and ASC 572 Chinese Business Law early 20th century, but concentrating on more 20th-centuries; the erosion of the traditional This course will explore main issues in Chinese recent developments and trends. political and social systems and the various business law since 1978. It will also discuss Credit: 3 semester hours. attempts to construct new political and social Chinese approaches to arbitration and dispute forms to meet the needs of the modern world. resolution, bankruptcy, corporate corruption, ASC 583 Asian American Literature Emphasis is on political, economic, military, foreign investment, intellectual property, joint This course concentrates on some important population and social developments, but some ventures, and taxation. Credit: 3 semester hours. Asian American novelists, short story writers attention is also given to intellectual and and dramatists, their major themes and their cultural changes. Credit: 3 semester hours. Elective (III) connections with the literary traditions of Asia. Credit: 3 semester hours. ASC 582 Western Images of China ASC 121 Japan as an Economic Power A survey of Westerners’ impressions and per- A study of political, economic and social fac- ASC 584 Asian American Women ceptions of China from the earliest times to tors which contributed to the unusually fast This course is a survey of three major groups the present. Particular attention will be given development of the Japanese economy during of Asian American women—Chinese, Japanese to American descriptions of China and the the post-war period and its domestic and inter- and Korean. The focus is on the interplay Chinese in writings and films. national impacts. Credit: 3 semester hours. between these women’s cultural heritages and Credit: 3 semester hours. the changing social environment in the United ASC 256 Banking in East Asia States. Credit: 3 semester hours. Elective (II): Banking in East Asia: core banking functions, types of banks, diversification of banking Electives (V): CHI 118 Contemporary China activities, risk management issues, bank failure A study of the place of China in modern and financial crises, and competitive issues. CHI 108 Beginning Chinese science, literature, architecture, the fine arts Credit: 3 semester hours. Practice in the acquisition of pronunciation, and music, and of the political, social and tones, vocabulary and grammar. For the ASC 320 Classical Japanese Literature economic problems confronting China in our students with little knowledge of Mandarin A study of Japanese literature from the times. Credit: 3 semester hours. Chinese. No Prerequisite. Credit: 3 semester hours. Yamato period to 1868, concentrating mostly ASC 180 International Investment and on poetry and drama. The main concern will CHI 103; 104 Advanced Conversational Trade in China be to perceive the values of Japan through its Chinese China has become a top destination for foreign literature. Credit: 3 semester hours. Prerequisite: Elementary level Chinese courses direct investment (FDI). The Chinese market or equivalent. CHI 103 is a prerequisite for CHI ASC 321 Modern Japanese Literature is vital to the U.S. and to the world economy. 104. Drill in the audio-lingual skills; the learn- An examination of Japanese literature since the The purpose of this course is to introduce ing of speech patterns, sounds, intonation and Meiji Restoration in 1868. This includes discus- students to opportunities and strategies for basic vocabulary. Credit: 3 semester hours. sion of the peculiar social and cultural milieu investments and trade in/with China. in modern Japan, with primary focus on the Credit: 3 semester hours. CHI 111 Readings in Contemporary Prose major writers. Credit: 3 semester hours. Materials selected from contemporary Chinese ASC 254 U.S.–China Relations writings of general interest. ASC 347 The United States and East Asia A survey of the cultural, economic, diplomatic, Credit: 3 semester hours. International and intercultural relations from and military relations between the two the 18th century to the present. Emphasizes countries, from the discovery of America to the imperialism, nationalism, immigration, evange- present. The emphasis will be on contemporary lization, modernization, globalization, and role developments, from the Nixon administration of ideas and images. Credit: 3 semester hours. to the present. The Taiwan issue will also be discussed. Credit: 3 semester hours.

32 CHI 203; 204 Advanced Reading in Modern the results of this research is required for Chinese Department of each semester. The thesis option requires Readings from modern/contemporary Chinese six credits of Biology 900 and the submis- texts, such as newspapers and periodicals. Biological Sciences sion of a research thesis, which documents Prerequisite: Intermediate level Chinese a student’s ability to conduct independent language courses or equivalent. CHI 203 is (BIO) research. a prerequisite for CHI 204. Readings from 3. Seminars: Enrollment in and attendance modern Chinese texts, periodicals and General Entrance at the Biological Sciences Department newspapers. Credit: 3 semester hours. Seminars (Biology 599 or 599A) is required Requirements every semester. At these meetings research CHI 210, 211 Chinese for Business topics of current interest are discussed by Managers Applicants should have successfully completed distinguished outside speakers, faculty and This course aims to provide students with the an undergraduate major in the biological sci- advanced graduate students. commonly used vocabulary and idioms in doing ences or a related field including one year each 4. Graduate Research Presentations: business with the Chinese. It will also discuss of inorganic and organic chemistry, physics Enrollment in and attendance at the social etiquette in doing business. Credit: 3 and mathematics through introductory calculus­ Graduate Research Presentations (BIO 500) semester hours. with a “B” or better average. One semester of either genetics, molecular biology­ or biochem- are required for credit during a total of three CHI 305, 306 Seminar on Chinese istry is required and a semester of each is high- semesters and thereafter as a no-credit course Literature, I & II ly recommended. Preferably an applicant will (BIO 500A). Doctoral students will present The course aims to examine major works of also have one or more courses in an area of their research and participate in discussions. Chinese poetry, prose, and fiction from ancient biology in which he or she hopes to specialize.­ 5. Language: There is no specific language times to the present. The first semester con- requirement for the master’s degree in centrates on the pre-modern period, while the All prerequisite courses should be completed biology. second semester focuses on the 20th century. prior to commencing graduate studies. The 6. Comprehensive Examination: All students No Prerequisite. Credit: 3 semester hours. department may require a student to make must pass a written comprehensive examina- up certain deficiencies during the first year tion covering current theory, application and

AS 114 Chinese Calligraphy: Theory and ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES of study. This may preclude the possibility of research in areas appropriate to their train- Practice obtaining the master’s degree within the usual ing and interests. The rules governing the The purpose of this course is to introduce stu- two-year period. application and administration of this exami- dents of the arts and cultures to the essential nation are found under “Comprehensive elements of this great art by describing and Examination” in the Graduate Division of analyzing the theoretical structure and aesthet- Programs of Study Arts and Sciences section of this bulletin. ic values. In addition to classroom lectures, sev- 7. Time Limit: All academic requirements for eral professional and well-known calligraphers Master of Science the M.S. degree must be completed within will give demonstrations of the uses of brushes five years. and ink. No Prerequisite. Entrance Requirements 8. Academic Standing: A 3.0 quality point Credit: 3 semester hours. The applicant must submit transcripts dem- average must be maintained both in the JPN 103; 104 Conversational Japanese onstrating that in completing the program­ core courses and in the overall academic Prerequisite: Elementary level Japanese lan- described above under “General Entrance record. Failure to do so may result in being guage courses or equivalent. JPN 103 is a Requirements” he or she has achieved an over- placed on probation or lead to dismissal prerequisite of JPN 104. The aim of this course all cumulative index of “B”, including a “B” from the program. is to give the student basic training in Japanese or better average in biology and the cognate conversation based on the Japanese gram- sciences. Acceptance into the M.S. program M.S. in Biological Sciences, mar and vocabulary that he/she has learned. in Biological Sciences presupposes that the Biotechnology Concentration applicant is interested in a career in which the Credit: 3 semester hours. St. John’s University is embracing the biotech- understanding of research objectives plays a nology revolution through a collaborative, substantial role. Research interdisciplinary effort between the College All students will be required to present of Pharmacy’s Department of Pharmaceutical ASC 900 Master’s Research satisfactory scores on the GRE (general­ tests). Sciences and St. John’s College of Liberal Supervised research leading to the preparation Foreign-born students who have not received Arts and Sciences, Department of Biological and completion of a thesis in partial fulfillment a US degree will also be required to present Sciences. The biotechnology and pharmaceuti- of the M.A. requirements. evidence of proficiency in English such as the cal industries are currently among the fastest- Credit: 3 semester hours. TOEFL test. growing and most research-and-development ASC 901 Directed Readings Program Requirements intensive in America. Supervised research on a single topic determined Biotechnology is a collection of tech- jointly by the student and a member of the fac- 1. Courses: The M.S. program requires a niques from the disciplines of microbiology, ulty. Credit: 3 semester hours. minimum of 33 credit hours of coursework biochemistry and molecular and cellular biology. including the core courses Biology 207, 208 Biotechnology companies include the large and 212. Students may register for upper- Maintaining Matriculation pharmaceuticals, small start-ups, information level courses in accordance with their career technology firms, clinical and research labora- AS 925 Maintaining Matriculation goals and upon recommendation from their tories and others. All of these companies are Master’s students not registered for other graduate advisor. looking for skilled, self-motivated, proficient courses must register for ASC 925 until all 2. Research: Research is emphasized at all employees. degree requirements are completed and the levels of graduate study. M.S. candidates degree is granted. No credit. are strongly advised to take at least two Program Requirements semesters of special research (Biology 352, Fee: $100 per semester. The outlined curriculum provides a strong con- 353). A formal written report describing For a complete inventory of approved ceptual foundation upon which students can courses, please contact the Dean’s office. stjohns.edu/graduatebulletin 33 build the practical skills necesssary to excel in Doctor of Philosophy thesis committee (jointly chosen by student this exciting field. and thesis mentor) to review the thesis pro- Students must complete 33 credits, 18 of Entrance Requirements posal, considering both the methodological which are satisfied by the completion of the soundness of the proposed research and its Acceptance into the Ph.D. program in required core courses, including an off-campus significance in the light of current develop- Biological Sciences presupposes that the appli- internship that the student takes in his/her final ments in the field. cant is interested in and qualified for; a career semester. 5. Research and Dissertation. 5. Research directing research in an academic, medical or and Dissertation. All doctoral students are biotechnology setting. Students with a strong Core Courses (3 credits. each) required to take a minimum of six credits of grounding in same combination of biology, Doctoral Research (BIO 950) and to submit PHS 270 Introduction to Biotechnology chemistry, physics, mathematics and computer a dissertation. Not more than 15 of Doctoral PHS 257 Gene Technology in the science are encouraged to apply. Research (BIO 950) will be counted towards Pharmaceutical and Health Sciences Admission to the Ph.D. is for the Fall the completion of the degree. Upon the semester only. Applications for Fall admission BIO 207 Biomolecules and Cell Structure recommendation of the student’s advisor, must be completed by April 1. Review of com- BIO 248 Laboratory Techniques and Special Research (BIO 352 or BIO 353) may pleted applications will begin January 1. Applications I be taken as a preparation for dissertation BIO 249 Communication Skills in the Life Curriculum and Program Requirements research. Each semester of Special Research Sciences requires a written report. The dissertation 1. The academic curriculum consists of a mini- BIO 910 Internship in Biotechnology should embody the results of significant mum of 60 credits beyond the B.S. degree original research which has been accepted or 32 credits beyond the M.S. degree. The for publication in two peer reviewed scien- With the remaining 15 credits, students must core curriculum consists of Biology 207, tific journals. These publications must be select at least one course from Section A and 208, 212 and research rotations through included in the Ph.D. thesis. one from Section B (below) with additional one research laboratories during the second Doctoral candidates must defend the courses from either section. semester of the first year and one more dissertation in a final oral examination research laboratory during the first sum- before a committee of the faculty. Doctoral- Section A mer session of the first year. Students may level students will be expected to communi- BIO 208 Molecular Biology elect a further rotation during the second cate in both oral and written presentations BIO 212 Cell Biology summer session. In each of these rotations with clarity, organization, and accuracy. The PHS 203 Research Methods in Pharmacology students are introduced to the specific doctoral dissertation is a major document BIO 275 Principles of Electron, Microscopy techniques and the research approaches of which is expected to demonstrate high-level PHS 250 Biochemical and Biophysical individual faculty. skills in writing and presentation as well as Aspects of Cell Culture 2. Qualifying Examination. Ph.D. students will in the scientific context. The public defense and generally register to take the qualifying of the doctoral dissertation is not scheduled PHS 250 Alternative to Animal Testing exam in the spring semester of their second until the candidate submits evidence to the

year, but no later than the fall semester of Department Chair that the two manuscripts Section B their third year. In this oral examination, derived from the dissertation have been BIO 253 Laboratory Techniques and students demonstrate a basic knowledge accepted for publication in peer-reviewed Applications II of material from the core courses and how scientific journals. PAS 215 Foundation of Regulatory Affairs it relates to their chosen area of research 6. Seminars. Enrollment in and attendance at PAS 256 Principles of Drug Design specialization, which should be established the Departmental Seminars (BIO 599) are PAS 252 Biostatistics by this time. Acceptable performance on required for credit during a total of three this examination by the Graduate Education semesters and thereafter as a no-credit B.S./M.S. in Biology Policy Committee and formal acceptance course (Bio 599A). of the student by a faculty mentor confers The Department of Biological Sciences offers 7. Requirement for defense for all Ph.D. stu- acceptance to the doctoral research level. dents will be two accepted, peer-reviewed an intensive, accelerated combined degree 3. Upper-Level Courses. Further training con- program leading to both the B.S. and M.S. publications with an impact factor of 2 or sists of a series of upper-level specialized­ above. One publication must be first author- degrees in five years of full-time study. courses, research courses leading to the Qualified undergraduate students who have ship and represent original research. The development of a doctoral dissertation second publication does not require first completed their sophomore year with a 3.0 and advanced seminars in which specific cumulative index and a 3.5 for 12 credits in authorship and does not need to represent research questions are examined through original research. In cases where the impact Biology are encouraged to apply. Students in use of experimental literature. Courses are the B.S./M.S. program matriculate for a total factor for either accepted manuscript is selected by the student in consultation below 2, then two or manuscripts would of 144 credits, 33 of which are on the gradu- with faculty advisors and reflect the specific ate level. Those electing the thesis option must need to be accepted with a combined career orientation of the student. The selec- impact factor of 2 or above. The publica- complete six credits of Master’s Research tion of upper-level courses to be taken will (BIO 900). Students choosing the non-thesis tions must be included in the Ph.D. thesis. be recommended by the student’s research 8. Time Limit. Students must complete all option complete six credits of coursework advisor and other professors. Ordinarily, a in lieu of BIO 900. After completion of their requirements for the degree within seven plan will be established during the first year years from the date of matriculation. Degree baccalaureate degrees, students may enroll of study. The student’s thesis committee will full time on the graduate level for the fifth credit may be denied for courses more than guide the student’s research and will form seven years old. year. For detailed information, students should the nucleus of examining committees. consult the Director of Graduate Studies. 9. Transfer Credit. Students may seek admis- 4. Comprehensive Examination. The compre- sion to the Ph.D. program after having suc- hensive examination should be scheduled cessfully completed some graduate work at by the student with their Ph.D. committee another accredited institution. Students may as early during the fourth year as possible. request transfer of credit for this work, pro- This oral examination is administered by the vided it has not been offered in fulfillment 34 of another graduate degree. (Core B) and BIO 212 (Core C) are taken 249 Introduction to Scientific Literature 10. Academic Standing: A 3.0 quality point concurrently during the second semester. Instruction in the reading of original research average must be maintained both in the All students will take BIO 599 (Departmental articles in a single area of interest to both the core courses and in the overall academic Seminars) for credit during the first three student and faculty member. Weekly presen- record. Failure to do so may result in being semesters and for 0 credit thereafter. tations of two or three papers are required. placed on probation or lead to dismissal Doctoral students are required to enroll in Credit: 3 semester hours. from the program. BIO 550 (Research Rotation I) in the spring 250: Topics in Immunology 11. Students must complete a research tool in semester of their first year and in BIO 551 Prerequisite: 207, 208, 212. The course computer competency either by appropri- (Research Rotation II) during the summer focuses on the organization and functions of ate coursework or by passing a between their first and second years. the immune system, with a special emphasis on departmental examination. 207A Core A Biochemistry molecular biology and biomedical research. Special Requirements Structure and function of biomolecules; Credit: 3 semester hours. enzymes; introduction to the organization and 253 Laboratory Techniques and 1. All laboratory work must be done at the chemical economy of the cell; an overview of Applications II University unless special permission is grant- metabolism. Credit: 3 semester hours. ed by the Associate Dean of the Graduate Second part of BIO 248. Division of Arts and Sciences to do research 208 Core B Molecular Biology Credit: 3 semester hours. elsewhere. Prerequisite: 207. Structure and function of 275 Principles of Electron Microscopy 2. Students may enroll for special research in DNA; protein synthesis and the genetic code; Corequisite: 275L. This course is intended to the summer session as well as in the regular mechanisms of genetic transfer; recombinant instruct the student in the basic techniques of academic year. DNA; viruses; chromosomes; gene expression electron microscopy. It will also describe the 3. It is strongly recommended that students and its regulation. Credit: 3 semester hours. analytical methods used to identify various plan for full-time attendance, since it is not 209 Bioinformatics biological systems. Cf. PHS240. Credit: 4 advisable to attempt completion of a degree Information technology and computational semester hours. program by part-time study. thinking applied to biological systems, includ- 275L Electron Microscopy

ing genomics, proteomics, biological networks ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Candidacy Corequisite: 275. This course will instruct the and graphical display of complex data sets. student in the preparation of tissue for electron A student will be admitted into candidacy for Credit: 3 semester hours. the Ph.D. program upon the successful comple- microscopy and the interpretation and analysis tion of all courses other than Doctoral Research 212 Core C Cell Biology of electron micrographs. Laboratory fee: $60 (950), the doctoral qualifying examination, Prerequisite: 207. Integration of cellular sys- per semester. Credit: 3 semester hours. research tool requirements and acceptance of a tems through regulated transport, biological 278 Cytogenetics thesis proposal by the Chair of the department. information processing and signal transduction, Origin, chromosome behavior, transmission with an emphasis on the current literature. and genetic significance of chromosome Credit: 3 semester hours. Fellowships aberrations; euploidy, aneuploidy and their 215 Developmental and Systems Biology practical usefulness. Credit: 3 semester hours. All master’s program students are eligible to Prerequisite: 207, 208, 212. Germ cells, fer- Laboratory fee: $60. apply for graduate assistantships which offer a tilization, multicellular development and the stipend, provide tuition remission and require 299 Scientific Inquiry determination and maintenance of tissue some service to the department. Doctoral This Online Learning course is designed to specificity; molecular biology of development, program students are eligible­ to apply for assist graduate students in the department of the immune and nervous systems. University doctoral fellowships or doctoral Biological Sciences in reading, considering, and Credit: 3 semester hours. fellowships which are awarded competitively discussing the responsible conduct of scientific based on criteria such as grades, GRE scores, 234 Selected Topics in Medical research. Credit: 3 semester hours. effort and progress in research. Women doc- Microbiology 500; 500A: Graduate Research toral students are eligible for the prestigious The host-microbe interaction in health and Presentations Clare Booth Luce Fellowships in Biology which disease; role of microbial agents as biological Students will present their research and partici- are also awarded on the basis of academic response modifiers; the molecular basis of che- pate in discussions. Enrollment and attendance merit. These Luce Fellowships are especially motherapy and microbial resistance to antibiot- are required of all doctoral students. intended for women who expect to pursue ics. Credit: 3 semester hours. Credit: 2 semester hours per semester for the careers in higher education. 236 Microbial/Molecular Genetics first three semester; 0 semester hours during Some of the biology faculty may have Prerequisite: 207. The focus of this course is on subsequent semesters. funds available from research grants for the modes of genetic transfer, plasmids and mobile support of student assistants; these awards are 708 Topics in Molecular Biology genetic elements. Molecular techniques used made by the faculty member. Interested stu- Organization, function, regulation and in prokaryotic research will be emphasized. dents may consult the Chair for specific infor- manipulation of genes at the molecular level. Credit: 3 semesters hours. mation and application procedures required for Applications of recombinant DNA technology any of these assistantships or fellowships. 240 Virology to basic research medicine and biotechnology. The nature and molecular biology of viruses Credit: 3 semester hours. and their relationship to the host cell. Lecture. Courses 711 Cellular Signal Transduction Credit: 3 semester hours. The biochemical pathways responsible for The core curriculum is an integrated series of the activation of cell function in response to three courses encompassing the fundamentals 248 Laboratory Techniques and intercellular signals will be explored. Credit: 3 of biochemistry and molecular biology in the Applications I semester hours. context of prokaryotic and eukaryotic cell biol- Project-based hands-on experience with a vari- ogy. It is designed so that BIO 207 (Core A) is ety of modern cellular, biochemical and molec- taken during the first semester; and BIO 208 ular techniques. Credit: 3 semester hours.

stjohns.edu/graduatebulletin 35 715 Yeast and Other Fungi as 910 Internship in Biotechnology 3.0 cumulative index and a 3.5 index in chem- Experimental Organisms Prerequisites: Completion of the core with at istry applicable to the major. They are enrolled The focus of the course is on molecular genetic least a total of 21 credit hours with a minimum into the program upon application. Provisional manipulations of yeast and other fungi. quality point average of 3.0. The performance acceptance into the program may be granted Credit: 3 semester hours. of laboratory procedures utilizing techniques to exceptional first-and second-year­ students. in biotechnology involved in product develop- Students enrolled in the B.S./M.S. pro- 718 Topics in Developmental Biology ment will be practiced at an authorized intern- gram matriculate for a total of 147/148 credits. A single topic in the field of developmental ship site. Emphasis will be placed upon experi- A total of 126/127 credits must be completed biology will be explored in-depth beginning ential learning of the multidisciplinary nature of by the end of the fourth year, at which time with the original observations leading to contributing to research and development. the B.S. degree is awarded. Completion of a interest in the field and ending with the most Credit: 3 semester hours. thesis and the remaining hours of coursework recent developments in the area. in the fifth year fulfills the requirements for the Credit: 3 semester hours. 950 Doctoral Research M.S. degree. All graduate students must suc- Original research leading to the doctoral 722 Biology of Aging cessfully complete CHE 101, 111, 121 and 141. degree. Restricted to those students whose Current theories of aging. Emphasis will be For more details and advisement about thesis proposal has been accepted by the Chair on readings in one of the currently popular the B.S./M.S. program, students are encour- of the department. Doctoral students may theories and its future development. aged to contact the department Chairman at register for 950 while completing degree Credit: 3 semester hours. the earliest possible date. requirements. However, upon the successful Research completion of all formal courses and compre- Master of Science hensive examination, doctoral candidates must 352; 353 Special Research in Biological register for 950 until the dissertation is com- Entrance Requirements Sciences pleted and the degree is awarded. Not more The undergraduate preparation of the student Consists of conferences on specialized topics than 15 credits of 950 will be counted towards who expects to undertake graduate work and accompanying laboratory work. A formal the completion of the degree. Credit: 3 semes- in chemistry is a B.S. in a chemical science. written report is required. May not be repeat- ter hours per semester. Laboratory fee: $60 per Alternately, a non-chemistry degree student ed. Credit: 3 semester hours per semester. semester. may submit evidence of undergraduate prepa- Laboratory fee: $60 per semester. Maintaining Matriculation ration that normally includes courses of eight 550 Research Rotation I or more credit hours in each of the following: Required of all doctoral students. This course is 925 Maintaining Matriculation inorganic chemistry, organic chemistry, ana- offered in the spring semester and represents M.S. students who do not register for other lytical chemistry, physical chemistry, general the first laboratory experience in a research courses must register for BIO 925 until all physics. In addition, he/she should be equipped laboratory. Credit: 3 semester hours. degree requirements are completed and the with 6 credits of mathematics, including dif- Laboratory fee: $60 per semester. degree is granted. No credit. Fees: $100 per ferential and integral calculus. Where there semester, $60 laboratory; Total $160 per is a deficiency, the department Chair will 551 Research Rotation II semester. (Students who do not use laboratory determine what basic courses the student Required of all doctoral students. This course facilities may petition the Chair and the Dean must make up to matriculate for an advanced is offered in the first summer session and to waive the laboratory fee.) degree in chemistry. consist of a second laboratory experience This program affords an opportunity for in a research laboratory. Credit: 3 semester 940 Maintaining Matriculation original investigation in a specialized field. hours. Laboratory fee: $60 per semester. Ph.D. students who have not registered for other courses, must register for BIO 940. May 552 Research Rotation III Program Requirements not be taken consecutively­ for more than two This course is an optional third laboratory expe- 1. Program: The Master of Science degree can semesters. No credit. Fees: $100 per semes- rience. The goal is to give the student addi- be fulfilled in either of two ways. Students ter; $60 laboratory; Total: $160 per semester. tional research experience. Credit: 3 semester who elect to undertake a thesis as partial (Students who do not use laboratory facilities hours. Laboratory fee: $60 per semester. fulfillment of the degree requirements must may petition the Chair and the Dean to waive complete a total of 30 credits, comprised of 599 Departmental Seminar the laboratory fee.) 24 lecture credits and six research credits. Enrollment and attendance at this weekly semi- Students who elect to meet degree require- nar is required of all students. Presentations For a complete listing of approved courses, ments without undertaking a thesis must by invited speakers from St. John’s and other please contact the Dean’s office. complete a total of 33 credit hours and pass universities and research institutions. Credit: 1 a comprehensive exam. semester hour per semester for first three 2. Required Courses: All students must pass semesters; 0 semester hours during subsequent Chemistry 101, 111, 121 and 141. semesters. Department of 3. Research: Students in the thesis program 900 Master’s Research must take Chemistry 900, Master’s Research Supervised research leading to the preparation Chemistry (CHE) (six credits). This sequence of courses and completion of a thesis in partial fulfill- requires the completion of a research prob- ment of the master’s degree requirements. Programs of Study lem by the student under the supervision of Students enrolled in the thesis program are a staff member and the presentation of the obliged to complete six credits of master’s B.S./M.S. in Chemistry results in the form of a written thesis. research. Credit: 3 semester hours per semes- The topic of the research must be approved The Department of Chemistry offers an inten- ter. Laboratory fee: $60 per semester. by the research advisor, the Chair and sive, accelerated, combined degree program the Dean. All work must be done at the leading to both the Bachelor of Science and University. In rare cases, permission may be the Master of Science degrees in five years of obtained from the Dean to carry out a por- full-time study. Qualified undergraduates will tion of the work outside the University. have completed their sophomore year with a 36 4. Comprehensive Examination: A written 214 Bioinorganic Chemistry 242 Reaction Kinetics comprehensive examination is required of The role of inorganic elements in compounds This course involves the detailed study of the students in the non-thesis program. In the found in living systems. Topics covered include rates of chemical reactions, treatment of exper- thesis program an oral comprehensive the role of metals in the biological electron imental data, theories of simple reactions and examination is given which includes defense transfer reactions, oxygen transport, enzymes, mechnisms of complex reactions. of the thesis. metal uptake, toxicity of metals and chemo- Credit: 3 semester hours. therapy. Credit: 3 semester hours. Assistantships 249 Quantum Chemistry 224 Mechanisms of Organic Reactions Exact solution to the Schrodinger equation for A limited number of graduate assistantships Aliphatic nucleophilic substitution, intramolecu- simple systems and methods of approximation are available for qualified students. Graduate­ lar cationic rearrangements, carbanions, for more complex systems. The application assistants supervise undergraduate laboratory carbenes, electrophilic aliphatic substitution, of wave mechanics to problems of chemical activities. In return the graduate assistantships addition and elimination reactions, reactions of bonding. Credit: 3 semester hours. carry a stipend and provide tuition remission. carbonyl compounds and radical reactions. 250 Electronic Spectra and Group Theory applications. Credit: 3 semester hours. Foreign-born students applying for assis- Theory of electronic and vibrational transitions tantships who have not received a US degree 227 Organic Spectroscopy in molecules and the spectra resulting from are also required to present evidence of profi- The principles of infrared, nuclear magnetic these transitions. Detailed discussion of group ciency in English such as TOEFL test scores. resonance, ultraviolet and visible spectroscopy theory related to the determination of selection and mass spectrometry are presented. The rules in molecular spectroscopy. primary emphasis is on spectral interpretation Credit: 3 semester hours. Courses and structure determination. 255 Chemical Bonding Credit: 3 semester hours. 101 Instrumental Methods of Analysis* Introduction to a quantitative understanding of A lecture and laboratory course on the applica- 231 Chemistry of Organometallic chemical bonding with applications to atomic tion of modern physical and chemical­ tech- Compounds and molecular systems. The development and ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES niques to chemical analysis. Emphasis is placed The preparation, structure and reaction application of mathematical tools for classical on the unifying principles underlying­ analog chemistry of transition metal organometallic and quantum mechanical description of molec- and digital data acquisition and evaluation. compounds. The chemistry of ligands ular phenomena. Credit: 3 semester hours. Laboratory fee: $100. possessing a metal to carbon bond is examined. Credit: 3 semester hours. Mechanisms for achieving various organometallic 103 Computer Applications in Science* 260 Independent Study transformations are also discussed. Designed to prepare graduate students to Experimental research is performed under the Credit: 3 semester hours. fully utilize computer technology through the guidance of a faculty member. Permission of understanding of commercial software, inter- 233 Stereochemistry of Carbon Compounds the Chairman required. Credit: 3 semester net searching. Credit: 3 semester hours. Chirality, optical activity, configurational and hours. Laboratory Fee $100. conformational stereoisomerism in acyclic and 111 Advanced Inorganic Chemistry* 900 Master’s Research cyclic carbon compounds, geometrical isomer- Atomic structure, molecular bonding and struc- Supervised research leading to the preparation ism, methods of determination of configuration ture, intermolecular forces, acid-base chemis- and completion of a thesis in partial fulfillment and conformation are discussed. try, coordination chemistry, descriptive chemis- of the master’s degree requirements. Students Credit: 3 semester hours. try and organometallic chemistry are discussed enrolled in the thesis program are obliged to in detail. Credit: 3 semester hours. 236 Natural Products complete six credits of master’s research. An 121 Advanced Organic Chemistry* The structure, synthesis, reactions and biosyn- approved research plan is required prior to The structure, energetics and reactivity of thesis of the most important naturally occurring registration for this course. Credit: 3 semester organic compounds are discussed in detail and organic compounds are developed. hours per semester. Laboratory fee: $100 per are explored through discussions of Molecular Credit: 3 semester hours. semester. Orbital Theory, advanced conformational analy- 237 Bioorganic Chemistry 925 Maintaining Matriculation sis and stereochemistry. This course provides an understanding of M.S. students who do not register for other Credit: 3 semester hours. biological systems at the molecular level by courses must register for 925 until all degree 141 Chemical Thermodynamics* applying the principles of Organic Chemistry. requirements are completed and the degree is The laws of thermodynamics with chemical Credit: 3 semester hours. granted. No credit. Fees: $100. applications. Heat work, thermochemistry, 238 Advanced Organic Synthesis OTHER COURSES TO BE OFFERED AS entropy, free energy, chemical potential, chem- An in-depth study of modern synthetic meth- NEEDED** ical equilibrium. Credit: 3 semester hours. odologies, incorporating the elements 262, 263 Special Topics in Organic 145 Physical Chemistry of Macromolecules* of functional group transforms, mechanism, Chemistry stereochemistry, conformational control and Biophysical chemistry and physical polymer 264, 265 Special Topics in Physical strategy. Credit: 3 semester hours. chemistry are united into a single course of Chemistry study. Key concepts and principles of both 239 The Development of Modern 266, 267 Special Topics in Inorganic fields will be investigated. Organic Chemistry Chemistry Credit: 3 semester hours. This course portrays the flow of events, those 268, 269 Special Topics in Analytical 202 Separation Techniques in Chemistry discoveries, theories and techniques of the last Chemistry The underlying unity of differential migration 200 years, which brought organic chemistry to ** Students are encouraged to request the techniques applicable in the fields of chemistry, its present-day dramatic vigor. inclusion of any of the above topics in the biology and the pharmaceutical sciences, is the Credit: 3 semester hours. departmental offerings. basis for this course. Current instrumentation and new trends in separations will be dis- For a complete listing of approved courses, cussed. Credit: 3 semester hours. please contact the Dean’s office. stjohns.edu/graduatebulletin 37 210, 211). In addition to meeting coursework an educational setting with a minimum of Department of requirements in Speech Language Pathology, 150 contact hours may be taken. A special students are expected to take at least one selection of pedagogy coursework to meet Communication course in Audiology to meet the minor area of New York State Education requirements for study requirements for ASHA certification. the Teacher of Students with Speech and Sciences and (CSD 214, 351, 354, 355, 364.) Language Disabilities will be provided to those students who are interested in this program. B. Major Concentration: Students select Disorders (CSD) Upon completion of this program, endorse- professional courses in speech-language ment to the state will be issued. pathology, taking a minimum of 21 graduate Program of Study credits in the major area of study, with the courses selected in consultation with the stu- Program of Study Master of Arts in Speech- dent’s advisor. At least 6 credits must be in Language Pathology language disorders courses and 6 credits must Doctor of Audiology (Au.D) be in speech disorders courses. The 48-credit Master of Arts degree program The Long Island Au.D. Consortium is accredited by the Council on Academic C. Residency: Each student must satisfy a Three academic institutions on Long Island, Accreditation of the ASHA in Speech-Language full-time residence requirement (a minimum Adelphi, Hofstra, and St. John’s Universities, Pathology, and is a New York State licensure of 9 credits) during one academic semester, have joined together to offer their combined qualifying program. The curriculum consists of excluding summers. resources for a ground-breaking Doctor of three substantive divisions: a basic core cur- Audiology program, now available to qualified D. Practicum: Students must complete a riculum, taken by all students, that includes bachelor’s graduates. minimum of 400 hours of supervised clinical advanced courses in research, basic com- Students are able to utilize the resources experience, distributed among several catego- munication processes and clinical studies; a of all three schools, including the laboratories, ries of communication disorders across the life major area concentration curriculum in speech equipment, faculty, and externship sites. span. A student may apply up to six credits language pathology, selected in consultation The objective of this clinical program is of practicum toward the 48 credits required with one’s advisor; and an advanced research to produce highly skilled practitioners who for the degree. One credit must be Spe 420: course, or project or thesis. Each student must have the ability to perform the wide variety of Clinical Practicum in Audiology for Speech earn 42 course credits and either complete diagnostic, remedial, and other critical services Language Pathology. a master’s thesis for six credits or 45 course included within the scope of practice for audi- credits and complete a three-credit research E. Research: Students must complete a ologists to meet the ASHA requirements for project or advanced research course. Students research project or a master’s thesis, or enroll certification. must also complete a minimum of 400 hours in 440 (Advanced Research Methods). Students Each audiology doctoral student selects of supervised clinical experience. All students in the non-thesis research project option select a home university. The home institution main- must meet the knowledge and skills require- a special research course (three credits) in tains student transcripts, provides advisement, ments for ASHA certification and the NYS their area of interest and complete a super- and monitors ASHA certification and New license. vised research project. The topic is chosen in York State licensing requirements. The home Entrance Requirements consultation with one’s mentor and must be institution awards the degree, noting that it approved by the mentor. Upon completion, the was completed in conjunction with the two Admission into the program requires a B.A. student must submit a written report to his/ other universities. All coursework practicum degree (with a minimum cumulative index of her mentor. Students in the thesis option, (this are administered through the consortium. 3.0), competence in oral and written com- requires a minimum GPA of 3.5) earn six Prerequisites for admission into the Au.D. munication, three letters of recommendation, credits for Master’s Thesis Research (900) Consortium Program include completion of a a 300-word written statement of career goals, completed under the supervision of a faculty bachelor’s degree from a regionally accredited three credits of undergraduate coursework in member and committee and present their institution. Applicants are admitted based on each of the following: biology, physical science results in a written report. established admission criteria. (either chemistry or physics), and statistics, six The curriculum includes advanced course credits of undergraduate coursework in behav- F. Comprehensive Examination: A written work in vestibular assessment, hearing aid ioral and/or social sciences and 18–21 credits comprehensive examination taken during the technology, early intervention, and electrophys- of undergraduate coursework (depending last semester of coursework is required of all iology. In addition to classes that are sched- upon undergraduate background in speech- students electing either the research project or uled within traditional semesters, a variety of language pathology) in the speech and hearing Advanced Research Methods course option. instructional formats, including intensive one- sciences, anatomy and physiology of speech, For students who have elected the thesis to eight-week institutes, weekend workshops phonetics, language acquisition or linguistics, option, the examination is oral and centered and distance courses are offered. The 4-year audiology and speech-language pathology. on the thesis and related areas. program includes a 2000 hour practicum in the An interview may be required. Provision is final year. Through courses and clinical experi- made through special courses for students Certificate: Teacher of Students ence, students must attain the knowledge and deficient in coursework entrance requirements. with Speech and Language skills (KASA) required for ASHA certification in Graduate Record Examination (GRE) scores are Disabilities Audiology. required. One applies for the Au.D. program Students will be eligible to obtain a Certificate through Adelphi University. Degree Requirements as Teacher of Students with Speech and A. Required Courses: All students must take a Language Disabilities issued by the New York Faculty Qualifications minimum of 15 credits of required coursework State Department of Education provided that The faculty are experienced professionals distributed in three areas: in the research core they meet the education, practicum (student and those faculty members engaged in clinical (CSD 201); the basic communication processes teaching) and observation requirements as supervision hold the appropriate NY State core (CSD 202, 203 and 204), and the clinical required by the New York State Dept. of license and ASHA Certification. In addition, core (at least one course from among CSD Education. Practicum 407 (two credits) in adjunct faculty are brought in to teach selected 38 courses in specialized areas or supervise at the Functional units of the speech system and their 317 Acquired Language Disorders Speech and Hearing Center. coordinated use to produce normal speech. For Syndromes of language impairments resulting Speech-Language Pathology majors. from neurological damage. Includes differential Facilities Credit: 3 semester hours. diagnosis and rehabilitation of pathologies in Resources available to the student include the the adult population (e.g., aphasia, traumatic 3. Clinical Core (3–12 credits) Computer Center and Microlabs, and Health brain injury, dementia). Credit: 3 semester hours. Education Resource Center as well as the 210 Assessment of Speech-Language 318 Developmental Language Disorders Speech and Hearing Center. The Speech and Problems Characteristics, assessment and treatment of Hearing Center, located off campus at 152-11 Assessment of speech and language disorders language disorders in children resulting from Union Turnpike, serves as a training facility for including developmental status, differential syndromes, autism, receptive/expressive lan- students while providing diagnostic and reme- diagnosis, use and limitations of standardized guage problems, cognitive deficits, and social/ diation services to the community. It has sub- instruments, scoring and interpretation and pragmatic deficits, using evidence-based crite- stantial resources, including tests, materials and application of dynamic assessment procedures. ria. Credit: 3 semester hours. instrumentation necessary to provide required Credit: 3 semester hours. practicum experiences. More than 100 outside 320 Language-Based Learning Disabilities 211 Assessment of Speech-Language facilities, including medical centers, hospitals, Linguistic theories of language and learning Problems schools, day care centers and nursing homes, disabilities. Analysis, identification and differen- Clinical examination of persons with oral com- serve as externship sites for students, providing tial diagnosis of children with language learn- munication problems. Emphasis on formal and experience in a variety of settings. The center is ing disabilities and their relation to language, informal assessment procedures of school-age open six days a week, including evenings. reading, writing and literacy. children and adults with communication disor- Credit: 3 semester hours. Courses for M.A. in Speech ders. Advanced. Credit: 3 semester hours. Language Pathology 321 Speech-Language Assessment and Professional Course Work Intervention for Infants, Toddlers and the Pre-School Child Intermediate Course 1. Speech-Language Pathology (Prepares students who lack required under- Educational principles and procedures for infants, toddlers and pre-school children with graduate courses to meet the undergraduate 310 Voice Disorders ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES coursework entrance requirements.) Normal and abnormal adaptation of respira- language and learning disabilities and percep- tion, phonation and resonance in the produc- tual skill impairments. Credit: 3 semester hours. 106 Introduction to Speech-Language tion of voice; procedures, materials and instru- 322 Communication Problems of Geriatric Pathology mentation for voice diagnostics and therapy, as (Pre- or co-requisite CSD 1710, 1720, 1730 Persons applicable to children and adults. Study of the speech, language and hearing or equivalent). Principles of speech-language Credit: 3 semester hours. pathology, including classification, etiology, difficulties affecting the geriatric population symptoms and physioanatomical correlates of 311 Fluency and the relationship of social adjustment and neurologically, anatomically and functionally Fluency and factors that may disrupt it; nature health concerns of this population to commu- based disorders. Credit: 3 semester hours. and development of stuttering across the life nication disorders. Credit: 3 semester hours. May not count toward the degree. span; special consideration for pre-school and 323 Communication Problems of the school-age children; interactions with children, Developmentally Disabled and Multiply Required Courses parents and teachers. Credit: 3 semester hours. Handicapped The nature and causes of developmental dis- 1. Research Core (3 credits.) 312 Motor Speech Disorders Understand the basic neuromuscular systems abilities, their impact on the family, community 201 Introduction to Research Methods and pathological disturbances, acquired and and school system. Credit: 3 semester hours. Prepares students to become well-informed developmental causes, and diagnosis, treat- 324 Independent Study in Speech- consumers of research; principles and practices ment, and management of motor speech disor- Language Pathology of scientific research, including experimental ders. Credit: 3 semester hours. Study of current problems in speech-language design, statistical methods, and application to pathology. Recommended for students select- clinical practice. Credit: 3 semester hours. 314 Disorders of Articulation ing the thesis option, or other students wishing Every semester. An analysis of development of articulatory skills, phonological processes and the patterns to investigate a particular problem in depth. 2. Basic Processes Core (9 Credits) of articulatory and phonological disorders. Student must select a mentor to direct study. Credit: 3 semester hours. 202 Acoustics and Perception of Speech Credit: 3 semester hours. The acoustics of speech, including how differ- 315 Augmentative Communication 325 Studies in Bilingualism ences in articulatory behavior are reflected in Systems Theories of bilingualism will be described as the acoustic signal; perception of the speech Alternate communication systems for individu- the development of multi-lingual children is signal. Credit: 3 semester hours. als across the range of communication handi- considered. Neurolinguistic considerations of caps, including sign systems, Bliss symbols, brain-damaged multi-lingual speakers will also 203 Models of Language Behavior be considered. Credit: 3 semester hours. Psycholinguistic theories of language and communication boards, electrical-mechanical speech development, including syntax, aids and other assistive technologies. 328 Dysphagia: Theory and Practice semantics and pragmatics. Relation between Credit: 3 semester hours. Swallowing physiology, the abnormal swallow, associated diagnoses and conditions, dysphagia language and cognition, including attention, 316 Communication Disorders Associated diagnosis, treatment and management. This perception, storage and retrieval. with Craniofacial Anomalies “hands-on” course is held at a subacute and Credit: 3 semester hours. Disorders of speech, language and hearing geriatric care facility.Credit: 3 semester hours. associated with the craniofacial anomalies 204 Advanced Anatomy and Physiology of May be taught off campus. Speech including assessment and intervention, The use of the speech mechanism, especially classification, anatomy and physiology and the muscular and neurological systems. embryology. Credit: 3 semester hours. stjohns.edu/graduatebulletin 39 330 Speech-Language Pathology Practice maximum of 3 credits. Sufficient background 4. Research in Educational Settings in coursework required. Must register with A student must choose to complete either SPE Implementing speech-language services in Clinical Coor. Credit: 1–3 semester hours. 440 (Advanced Research Methods), or 452 schools. Service delivery models; education (Special Research Project) or Spe 900 (Master’s 2. Minor Area Courses in Audiology law; due process, strategies for effective par- Thesis) to fulfill degree research requirements. ticipation in services for speech- and language- 214 Habilitative and Rehabilitative 440 Advanced Research Methods impaired students. Required for students Procedures for the Hearing Impaired Prerequisite: 201. Students will examine enrolled for the New York State TSSLD Credit: Application of audiological findings and theo- and interpret research results using statistical 3 semester hours. (30 hrs. and field Experience/ ryto rehabilitation and management of hearing techniques and graphic displays. Students will observation). impaired and deaf children and adults design a clinical efficacy study related to assess- and selection of amplification for the hearing 331 Principles of Dysphagia ment or intervention. impaired. Credit: 3 semester hours. Swallowing physiology; behavioral and meal- Credit: 3 semester hours. time correlates of swallowing; associated 351 Advanced Audiology 452 Special Research in Speech- Language diagnoses and conditions; evaluation methods; Advanced clinical and experimental methods of Pathology treatment and management; clinical decision- evaluating the peripheral and central auditory A student will design and carry out an inde- making and counseling. Credit: 3 semester hours. system. Knowledge of basic audiological tech- pendent research project. A course seminar niques is presumed. Credit: 3 semester hours. 340 Special Topics in Speech-Language is to be scheduled to guide the students Pathology 354 Habilitation of Children Who are Deaf through the process. Credit: 3 semester hours. The course is devoted to the in-depth study of or Hearing Impaired 900 Master’s Thesis Research areas of speech-language pathology to which Theories of language, speech production and Open to students whose GPA is at least no standard course is dedicated and whose perception of children with hearing loss. 3.5. Guided development and conduct of a study is felt to be warranted at particular Current approaches to assessment, speech research program resulting in the completion intervals. Credit: 3 semester hours. training and the use of sensory aids including and presentation of a Master’s thesis. computer-based devices and cochlear implants. 341 Management of Pediatric Dysphagia in Credit: 3 semester hours. for students continu- Credit: 3 semester hours. a Developing Country ing from Special Research; 6 semester hours Anatomy and neurophysiology of normal 355 Rehabilitation of Adults Who are Deaf for students beginning and completing a thesis swallowing and pathophysiology in infants and or Hearing Impaired in this course. children. Assessment, treatment, management Current research and theory on speech produc- 490 Manual Communication/Sign Language and models of delivery in the USA and in a tion and perception in adults with hearing loss Students will understand the history of ASL, developing country. Credit: 1 semester hour. of various etiologies, including speech produc- the culture of the Deaf community, ASL and tion, auditory feedback, cochlear implants and 343 Global Perspectives on Communication its relationship to other forms of sign language speechreading. Disorders and sign systems and non-verbal communica- Credit: 3 semester hours. Study of how societal expectations, parenting tion techniques. Credit: 3 semester hours. styles, social resources, access to information 364 Central Auditory Processing and educational/therapeutic services influence Anatomical and physiological processes and Courses for Doctor of Audiology developmental outcomes when a communica- structures involved in processing acoustic Degree (Au.D.) tion disorder exists. Credit: 1 semester hour. information in the central auditory system. Disorders/pathologies associated with central Required Courses Clinical Practica in Speech- auditory dysfunction. Management and treat- Language Pathology ment. Credit: 3 semester hours. 501 Advanced Audiology This course will integrate theoretical and prac- 405 Speech-Language Pathology Practicum Clinical Practica in Audiology tical aspects of audiologic assessment. The Clinical evaluation and remediation of dis- standard audiometric battery (pure tone air orders of speech and language; on-campus 420 Clinical Practicum in Audiology for the and bone conduction testing, speech testing, and off- campus sites; children and adults. Speech-Language Pathologist and acoustic immitance testing) will be pre- Minimum 60 hours of direct clinical practice/ Clinical practicum in assessment of hearing sented in detail, preparing students with the credit. May be repeated for a maximum of 3 disorders and rehabilitation management of skills necessary to administer these tests and to credits. Sufficient background in coursework hearing impaired persons. Minimum of 20 interpret test results. Current ASHA documents required. Credit: 1–3 semester hours. hours in the minor area appropriate to scope concerning the scope of practice of audiology, of practice. Credit: 1 semester hour. practice patterns in audiology, and guidelines 407 Practicum in Speech-Language for audiometric assessment and screening will Pathology in Educational Settings 3. Professional Issues Courses be discussed. An overview of selected topics in Prerequisite: 330. School-based practicum (stu- 380 Issues in the Profession audiology with discussion of other specialized dent teaching). Minimum 150 hours of direct Legislative and professional issues affecting the diagnostic audiometric tests will also be pro- contact/30 hours of observation. Authorization speech and hearing profession and their effects vided. Credit: 3 semester hours. of Completion Letter must be filed with the on service provision and impact on the field. NYS Department of Education for this experi- 502 Research Methods Legal rights of communicatively disordered ence to fulfill requirements for state teacher This course will prepare students to become persons, including provisions of the ADA, IDEA, certification. Credit: 2 semester hours. well-informed consumers of research. Students RTI. Credit: 3 semester hours. will learn the principles and practices of 408 Speech Pathology Practicum in Adult 381 Cultural Diversity in Speech-Language research, including experimental design, statis- Setting Pathology and Audiology tical methods, and application to clinical prac- Clinical evaluation and remediation of Understanding of diversity issues that impact tice. Credit: 3 semester hours. disorders of speech and language; off-campus on the assessment and intervention of lan- site with adults. Minimum 60 hours of direct 503 Anatomy, Physiology & Neurology of guage and speech abilities in both children and clinical practice/credit. May be repeated for a the Auditory and Vestibular Mechanisms adults in multicultural and multilingual popula- This course will provide a description of normal tions. Credit: 3 semester hours. 40 anatomy and neuroanatomy of the auditory and language disorders and will be prepared 515 Deafness and vestibular systems. Theories of physiology to screen for same and to make appropriate This course will examine and compare the com- and the effects of certain pathological condi- referrals for more comprehensive evaluations. plex nature and effects of severe to profound tions on normal physiology will also be dis- Credit: 3 semester hours. forms of hearing impairment that are present cussed. Credit: 3 semester hours. at birth with those acquired adventitiously. 510 Amplification I The anatomical and physiological mechanisms 504 Auditory Pathologies This course will provide a background on the underlying congenital versus acquired forms of Students will gain knowledge and understand- effects and management of hearing loss using “deafness” will be studied, and the effects of ing of the pathologies in the auditory system, amplification. Hearing aid design, electroacous- each form on speech production, perception, their audiological and medical diagnosis and tic characteristics of hearing aids, and recent language, human relationships, and culture will treatment. Emphasis is placed on the dif- advances in hearing aid technology will be be explored. Credit: 3 semester hours. ferential diagnosis of auditory, cortical, and covered. State and Federal hearing legislation, vestibular pathologies using behavioral and including current ASHA guidelines on amplifi- 516 Central Auditory Processing electrophysiologic techniques. cation systems will be discussed. Circuit options This course will describe the anatomical and Credit: 3 semester hours. and components of personal hearing aids will neurophysiological aspects of auditory pro- be studied in detail. Laboratory exercises in cessing. The course will discuss the nature 505 Psychoacoustics the areas of electroacoustic analysis, otoscopic and causes of auditory processing disorders, This course provides an advanced level of study examination, and earmold acoustics/impres- including their symptomatology, assessment, of the psychoacoustic principles involved in the sions/modifications will be required. treatment, clinical management and referrals. practice of audiology. Laboratory exercises in Credit: 3 semester hours. The impact of auditory processing disorders on the topic areas are required. language and learning will be discussed and Credit: 3 semester hours. 511 Pediatric Audiology recommendations for maintaining treatment This course will provide an advanced level of 506 Genetics efficacy data will be presented. study of the audiological principles and prac- This course explores embryologic development Credit: 3 semester hours. tices specific to children. Topics will include and various teratogenic agents that affect embryological and fetal development of the 517 Advanced Research Seminar development, particularly those related to auditory and vestibular structures; the devel- This seminar is designed to assist the Level 3

genetic mutations affecting speech, language, ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES opment of auditory behavior; identification AuD student in formulating, developing and and/or hearing. The application of clinical and audiometry; and pediatric audiological evalua- executing a clinical research project. Concepts molecular genetics to the diagnosis and treat- tion procedures, including behavioral protocols, of research design and statistical analyses will ment of syndromic and non-syndromic commu- immitance testing, ABR testing, and OAE test- be discussed with regard to individual projects nication disorders will be discussed. The clinical ing. Counseling families with hearing-impaired in seminar fashion. Credit: 3 semester hours. features of genetic syndromes and disorders children will also be covered. Lectures will be associated with speech, language, and hearing 518 Electrophysiology III accompanied by laboratory exercises, allowing disorders will be described, and management This course will provide a theoretical under- students to make informed decisions about test strategies will be introduced. Credit: 3 semester standing and practical knowledge of the protocol selection and implementation for the hours. vestibular system, and its objective diag- pediatric client. Credit: 3 semester hours. nosis via Videonystagmography (VNG) and 507 Aural Rehabilitation 512 Electrophysiology I Electronystagmography (ENG). This is accom- This course provides an advanced level of Procedures for evaluating the auditory system plished via lectures, demonstrations, and study of the effects of hearing loss, noise, and in children and adults, including the recording hands-on laboratory workshops using VNG reverberation on the process of auditory (and techniques, interpretation, clinical application, instrumentation. Credit: 3 semester hours. auditory-visual) speech perception. Also dis- and synthesis of results using auditory evoked cussed are the factors involved in amplification 519 Cochlear Implants potentials will be covered. This will be accom- selection (including cochlear implants) and the This course is designed to give students an plished via lectures and hands-on workshops. benefits of assistive listening devices and sen- understanding of the medical, surgical, engi- Students will be required to perform labora- sory aids. Issues concerning the Deaf and Deaf neering, and audiological aspects of cochlear tory exercises and demonstrate proficiency in Culture are covered, but the emphasis of the implants, including speech processor program- performing each test. Case examples will be course is on auditory approaches to aural (re) ming, and the (re)habilitative programs and studied. Credit: 3 semester hours. habilitative assessment and intervention. Credit: strategies used with infant, child, and adult 3 semester hours. 513 Electrophysiology II implant recipients. Credit: 3 semester hours. This course will provide an in-depth discussion 508 Acoustics & Instrumentation for 521 Amplification III of otoacoustic emissions: principles and clinical Audiologists This course provides an advanced level of study applications; middle-latency auditory evoked Students learn fundamental concepts of acous- of hearing aid design and selection. Concepts potentials: basic issues and potential applica- tics in clinical audiology practice and its related and procedures introduced in Amplification I tions; and late cortical event-related potentials clinical and research instrumentation. Topics and Amplification II will be expanded upon, to auditory stimuli: basic issues and potential related to sound measurement, noise legisla- and verification and validation methods associ- applications. Credit: 3 semester hours. tion, and hearing conservation are also dis- ated with advanced technology will be dis- cussed. Laboratory exercises are required. 514 Amplification II cussed and demonstrated. Laboratory exercises Credit: 3 semester hours. This course will provide students with an in the topic areas will be required. understanding of the principles and practices Credit: 3 semester hours. 509 SLP for Audiologists of hearing aid dispensing, including assessment This course will provide students with an 522 Current Issues in Vestibular Practice for candidacy, prescriptive fitting protocols, appreciation of the diversity of speech and Evaluation of balance function beyond validating and verifying hearing aid outcomes, language disorders across the lifespan, and electronystamography including Rotational and and considerations in special populations and the relationship of cultural factors to commu- Posturographic tests, and Vestibular Evoked audiometric configurations. nication and speech and language disorders. Potentials; programs and protocols for Credit: 3 semester hours. Students will learn to identify symptoms and vestibular rehabilitation will also be detailed. behaviors associated with specific speech Credit: 3 semester hours.

stjohns.edu/graduatebulletin 41 523 Leadership & Supervision in Audiology 560 Clinical Instruction in Audiology that may be encountered in the practice of Students explore styles in leadership and the This course is designed to introduce the stu- audiology. The legal rights of communicatively relationship to the supervision of personnel and dent to the basic principles and procedures disordered persons and provisions of the ADA student clinicians in audiology, in addition to the involved in assessment of the auditory sys- will be explored. Other issues, such as due basic skills and knowledge needed for precep- tem and rehabilitation of auditory disorders. process, federal and state mandates, managed tors in a variety of clinical settings. Ethical issues Students will learn clinical procedures for care, educational entitlements, the role of such as confidentiality, privacy, and professional conducting a diagnostic behavioral evalua- professional organizations and support groups, development will be examined. Credit: 1 semes- tion using pure tone, speech and Immittance support personnel, external forces impacting ter hours. audiometry. Procedures for the various tests on the professions, and advocacy for the pro- will be described and students will begin to fessions will be addressed. 541 Neurophysiologic Intraoperative gain hands-on experience in their home institu- Credit: 1 semester hour. Monitoring tion clinics. Interpretation of clinical data and This course is designed to introduce the 545 Industrial Audiology generating a diagnostic statement and recom- advanced audiology student to the growing This course describes the audiologist’s role mendations will be stressed. Issues involved in field of neurophysiologic intraoperative moni- in noise assessment and abatement, and in counseling and taking case histories for diverse toring. The course will present the anatomic hearing protection in industrial, educational, populations will be addressed. Various profes- and physiologic bases of monitoring for spine, military, and community settings. Topics will sional and legal issues, such as Licensure and neck, cranial, and cardiothoracic and peripheral include noise measurement, regulations and Certification requirements, Code of Ethics and nerve surgeries. The techniques include SSEP, laws related to noise, noise control, physiologi- confidentiality will be discussed. MEP, ABR, CNAP, CMAP and EMG tools; the cal and psychological effects of noise, hearing Credit: 2 semester hours. evaluation of the data from these tools; and conservation, and hearing health care. the effects of surgical, patient, and anesthesia 561-2 Clinical Practicum in Audiology: Credit: 1 semester hour. control on the interpretation of these data. In-House 601 Clinical Research Project Credit: 1 semester hour. Study the development of advanced clinical and rehabilitative audiology skills, the clinical This course will provide the Level 3 or 4 AuD 544 Business Practices in Audiology application of theory and concepts obtained student with additional guidance for carry- This course examines planning and execution in advanced audiology coursework. Seminars: ing the clinical research project to conclusion. of a comprehensive, quality, cost-effective open discussion forums encouraging discus- Students maintain continuous matriculation private practice in audiology. Content includes sions on specific clinical problems, disorders, in this class until the research project require- variables such as the physical layout, location, situations, case resolutions and diagnoses they ments are completed. organization and marketing of a private prac- have been involved with at their various place- Credit: 1 semester hour. tice. Methods of procuring instrumentation, ments. Credit: 2 semester hours each. 700 Special Topics Tinnitus retaining patient populations, and the business This course will focus on the audiologist’s role of audiology including hearing aid dispensing 563-5 Clinical Practicum in Audiology in the assessment and management of tinnitus will be discussed. Credit: 3 semester hours. Study the development of advanced clinical and rehabilitative audiology skills, the clinical (an auditory perception not produced by an 546 Pharmacology/Ototoxicity application of theory and concepts obtained external sound). Demonstration of assessment This course explores theories in pharmacol- in advanced audiology coursework. Seminars: and management strategies will be provided. ogy, including drug absorption, bioavailability, open discussion forums encouraging discus- Credit: 1 semester hour. administration and treatment, mechanisms sions on specific clinical problems, disorders, of interaction, and toxicity related to the situations, case resolutions and diagnoses they * Electives in related areas upon approval ear, hearing and the vestibular mechanism. have been involved with at their various place- Methodologies and technologies for moni- ments. Credit: 2 semester hours each. toring use of ototoxic medications will be explored. Credit: 3 semester hours. 568 Clinical Practicum in SLP Department of Supervised clinical practice in speech-language 547 Cerumen Management pathology. Credit: 1 semester hour. This course will provide students with the English (ENG) knowledge and skills necessary for proficiency 570 Clinical Externship in Audiology in cerumen management. In accordance with This seminar course, conducted during the Programs of Study ASHA 1992 guidelines, students will acquire clinical externship experience, is designed to English graduate studies at St. John’s features practical, supervised training in the use of supplement the student’s understanding of the combined Bachelor of Arts / Master of Arts hand-held, video, and pneumatic Otoscopy, advanced principles and practices of diagnostic (B.A./M.A.), Master of Arts (M.A.), and Doctor recognition of the external auditory canal audiology, balance disorders, audiologic (re) of Arts (D.A.) degree programs. We offer (EAC) and tympanic membrane (TM) condi- habilitation, electrophysiological measures courses in traditional and emerging fields of tion, and removal of cerumen when it can be and audiological counseling. Further seminar literature, cultural studies, critical theory, performed comfortably and safely. Credit: 1 discussion will include review of ASHA guide- writing and composition studies. All English semester hour. lines/requirements and New York State license graduate courses are seminars taught by requirements for practicing Audiologists. 549 Counseling in Audiology research faculty who are committed to teach- Seminar will include but is not limited to dis- This course will provide students with the ing and mentoring graduate students. The cussion and presentation of audiologic cases knowledge and skills necessary to conduct M.A. and D.A. programs are designed for both from routine to challenging. effective audiologic counseling to patients full-time graduate students and for profes- Credit: 3 semester hour. and their families/caregivers based on indi- sional educators, administrators, and writers vidual patient need and cultural sensitivity. Electives who want to pursue an advanced degree part- Counseling techniques will be tailored to spe- time. The English graduate curriculum offers cific audiologic diagnoses and services. Credit: 542 Forensic Audiology students the flexibility to develop individualized 3 semester hours. The purpose of this course is to provide the programs of study that meet their intellectual student/professional with an understanding of and professional goals. Because the number of the legal, ethical, legislative, and forensic issues required courses for each program is limited, 42 the curriculum appeals to students seeking of literary history (medieval, early modern, indication of the student’s growth as a reader, either broad exposure to advanced English Restoration, Victorian, 19th-century American, scholar and writer. A committee comprised of studies or more intensive concentrations in modern, contemporary, and postcolonial) English faculty evaluates these portfolios. specific fields. Among the areas of study are as well as many interdisciplinary courses. All British and American literary history, creative students submit a portfolio of their graduate Doctor of Arts (D.A.) writing, composition studies, and interdisciplin- work in their final semester, containing repre- The D.A. program in English is a terminal ary fields such as American studies, gender sentative essays and a critical synthesis of their degree that combines advanced study in liter- studies, and postcolonial studies. The depart- work while in the program. Students also have ary, cultural, and composition studies with ment also sponsors a student-edited journal, the option of writing a Master’s thesis to fulfill preparation for teaching. It offers courses The St. John’s Humanities Review, and host an three of their M.A. credits. Students who plan and research opportunities in traditional and annual Graduate Student Conference. to write a thesis should register for ENG 900 emerging fields of literature, cultural studies, Master’s Research. critical theory, writing, and composition stud- B.A./M.A. in English ies. At the same time, it emphasizes the theory The department offers an intensive, accelerated Entrance Requirements and practice of pedagogy, especially writing combined degree program leading to both the Students entering the M.A. program must pedagogy, to prepare students for English and B.A. and M.A. degrees in five years of full-time present at least 24 credit hours of undergradu- interdisciplinary college teaching. The pro- study. Students who have been accepted into ate preparation in English. All students must gram is designed for both full-time graduate the program take one graduate course each submit acceptable scores for the Graduate students and professional educators, admin- semester of their junior and senior years; this Record Examinations (GRE) General Test; the istrators, and writers who want to pursue a course counts toward both the B.A. and M.A. Subject Test is not required. doctoral degree part-time. While most recent degrees. In the fifth year students may take graduates of the D.A. program are faculty at the remaining seven graduate courses needed Assistantships colleges and universities, other graduates have to complete the degree; in their final semes- Graduate assistantships are available on a com- positions in publishing, editing, public relations, ter students fulfill the portfolio requirement, petitive basis through the English Department and administration in secondary and higher described below. and the Institute for Writing Studies. These education. assistantships provide tuition support and a The English D.A. degree emerged in the Entrance Requirements stipend in exchange for research support to 1960s and 1970s to meet the growing need ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Qualified undergraduates who have completed faculty or tutoring in the institute. New for faculty at four-year and two-year colleges. their sophomore year with a 3.0 cumulative students who are interested in an assistantship The D.A. program at St. John’s has since index and a 3.5 for 12 credits in English are should indicate their interest on the application evolved into a doctoral program that empha- encouraged to apply. Two letters of recom- form. Current students should submit a full sizes the interrelatedness of pedagogy, theory, mendation from faculty who teach in the graduate school application, including a state- and literary and cultural studies. The opportu- English graduate program are required. ment of purpose and two letters of recom- nities for advanced research are comparable mendation, and a writing sample to the English to those of English Ph.D. programs, but the Program Requirements Chair. The deadline for assistantship applica- English D.A. program is distinguished by its Students in the B.A./M.A. program matriculate tions is February 15. integration of research, writing and for a total of 147 credits, 33 of which must be pedagogical practice. at the graduate level. After completion of the Program Requirements The English D.A. curriculum provides a baccalaureate degree, students may enroll full- Students must take a minimum of 33 foundation in critical theory and writing peda- time on the graduate level for the fifth year. credit hours. (Students receiving Graduate gogy, while offering students the opportunity Students have the option of writing a Master’s Assistantships can receive tuition support up to develop programs of study that meet their thesis in their final year of the program to fulfill to but not beyond 33 credits.) Students have intellectual and professional goals. The D.A. three of their M.A. credits. Students who plan the option of writing a Master’s thesis in their program offers seminars in the major periods to write a thesis should register for ENG 900: final year of the program to fulfill three of of literary history (medieval, early modern, Master’s Research. their M.A. credits. Students who plan to write Restoration, Victorian, 19th-century American, a thesis should register for ENG 900: Master’s modern, contemporary, and postcolonial) as Master of Arts (M.A.) Research. well as many interdisciplinary courses. After The M.A. program in English is designed for The only course required of all M.A. stu- completion of their coursework, D.A. students, students interested in a broad but intensive dents is ENG 100: Modern Critical Theories, in consultation with department faculty, design engagement with literary, cultural, and com- which should be taken during the student’s three exam areas in fields the student wishes position studies. Recent graduates of the M.A. first year of study. Otherwise, students are free to claim as areas of specialization. Following program have received fellowships for doctoral to choose courses that suit their needs and successful completion of the exams, the stu- study at some of the best graduate programs interests. All courses in the English graduate dent works with a committee of three or more in the U.S. and abroad. Other graduates have curriculum are open to students in the M.A. faculty on a dissertation, to be defended orally. been accepted at prestigious law schools, program. established careers in publishing and editing, Students must submit a portfolio project Entrance Requirements and obtained tenure-track secondary school in their last semester of study. This portfolio 1. Applicants must present verification of their teaching positions. of written work serves as the non-credit cap- completion of a bachelor’s degree, with a The English Master’s degree curriculum stone project for the Master’s program. The minimum of 24 credits in English. offers students the opportunity to develop portfolio consists of three representative papers 2. Applicants must possess at least a programs of study that meet their intellectual from three different courses, one of which cumulative G.P.A. of 3.0 and a 3.5 in and professional goals. Because there is only should be revised substantially according to English courses. one required foundational course (Modern the professor’s instructions and suggestions. 3. Applicants must submit acceptable scores Critical Theories), the program provides flexibil- Accompanying the portfolio is a 10-page criti- for the Graduate Record Examinations (GRE) ity for students seeking either broad exposure cal overview in which the student offers a criti- General Test. The subject GRE Test is not to advanced English studies or more intensive cal synthesis of her work in the program, refer- required. concentrations in specific fields. The Master’s ring to the portfolio essays and their revision as 4. Applicants possessing a Master’s Degree program offers seminars in the major periods stjohns.edu/graduatebulletin 43 with at least 15 graduate credits in English exam committee, who then work closely 310 Shakespeare’s Media: Print, and an index of at least 3.5 in these courses with the student to design three areas of Performances and Film can receive advanced standing up to 24 specialization determined by the student. 320 Elizabethan Drama credits, as determined by the Department’s The student, in consultation with on his or 330 Jacobean Drama Admissions Committee and the Dean. her committee, assembles a reading list of 340 Spenser and the Elizabethan Renaissance 5. Applicants must submit three letters of approximately twenty-five books and critical 345 Shakespeare’s London: Page,Stage, and recommendation, two of which need to be essays for each of the three exam areas. In Place academic letters attesting to the applicant’s addition to serving as an opportunity for the 350 Milton and the English Civil War work as a student. student to demonstrate her mastery in these 355 Renaissance Lyric Poetry Applicants must also submit a recent exam areas, the comprehensive exam serves 370 Topics in Shakespeare 380 Topics in Early Modern Studies sample of written work, as well as a as a means by which the student can begin personal statement detailing the student’s preliminary research for the dissertation. Restoration and 18th Century professional goals. 6. After successfully completing the com- 400 The Novel to 1800 prehensive examination, the student will Fellowships 410 Restoration and 18th-Century Poetry undertake the dissertation for a minimum 420 Restoration and 18th-Century Drama Doctoral fellowships are available on a com- of six credits (ENG 975) each semester until 430 Restoration and 18th-Century Prose petitive basis through the English Department the dissertation is successfully defended. 440 Studies in Restoration and and the Institute for Writing Studies. These Students who register for ENG 975 are 18th-Century Literature assistantships offer a stipend and provide the required to attend the Dissertation Research 450 Topics in Restoration and experience of teaching one course per semes- and Writing Workshop for at least two 18th-Century Literature and Culture ter or the equivalent time tutoring in the writ- semesters. Students select a topic that will ing center. New students who are interested in enable them to apply their learning to an 19th-Century British an fellowship should indicate their interest on original problem in contemporary scholar- 501 The Victorian Social Imagination the application form. Current students should ship, criticism, pedagogy or the profession 510 British Romanticism submit a full graduate school application, in general. An academic mentor and a com- 520 The 19th-Century Novel including a statement of purpose and three let- mittee of readers are selected by the student 530 Aspects of the Novel: Histories and ters of recommendation, to the English Chair. to guide his or her research and review the Theories progress of the dissertation. The completed Program Requirements 540 Science, Poetry and Prose in Victorian dissertation must be defended in an oral England 1. The D.A. degree entails 48 credits of course- examination before the committee and must 550 Realism and Naturalism work, 6 credits of Teaching Internship and 6 be approved by the Dean. 560 Revolution and Romanticism credits for writing the dissertation (Doctor of 570 Monumental Form: Eliot, Dickens, Arts Research). Applicants who apply with Trollope a M.A. or M.F.A. in English can English can Courses 580 Studies in 19th-Century British Authors receive up to 24 credits of advanced stand- 590 Topics in 19th-Century British Literature ing. Applicants with prior teaching experi- Theory, Pedagogy and the Profession and Culture ence can also have the Teaching Internship 100 Modern Critical Theories waived. Students in the program must 105 Teaching Practicum American to 1900 maintain a minimum GPA of 3.0; courses 110 Introduction to the Profession 600 19th-Century American Public Culture for which the student receives a grade 120 Composition Theory and the Teaching of 610 Literature of the Early Republic lower than a “B” will not count towards the Writing 616 Colonial American Literature degree. 130 Theories of Literacy 620 Antebellum American Literature 135 Critical Issues in the Teaching of Writing 2. Students must take ENG 100: Modern 625 Gender and 19th-Century American 140 Topics in Theory Literature Critical Theories; ENG 105: Teaching 141 Writing in the Academy Practicum; ENG 110: Introduction to the 630 American Regional Literature 150 Critical Race Theory 635 Narratives of American History Profession, and the student determines all 170 Authorship, Ownership, Appropriation remaining courses. 640 Transcendentalism and Remix 646 American Poetics 3. All students must demonstrate proficiency 180 African American Literacies and 650 American Novel to 1914 in a foreign language prior to taking their Education: The 18th & 19th Centuries 660 19th-Century African American comprehensive exams by one of the fol- 185 African American Literacies and Literature lowing: 1) a grade of “B” or better in an Education: The 20th and 21st Centuries 665 Studies in 19th-Century Authors advanced college-level language class that 190 Digital Literary Studies 670 Topics in 19th-Century American requires reading proficiency in the language Literature and Culture (3000-level or above at St. John’s or the Medieval equivalent at another college or university, 200 Medieval Literature: Critical Theoretical 20th Century with the approval of the graduate program Approaches 700 The Emergence of Modernism director); 2) successful completion of a 210 Medieval Literature in Historical Contexts 711 Modern Short Story translation exam administered by the English 220 War and the Culture of Chivalry 715 Modern Novel faculty. 230 Chaucer 716 Modern Poetry 240 Beowolf 4. A student will be evaluated at the comple- 725 Modern Drama 250 Medieval Drama tion of 24 credit hours of graduate work to 730 Literary Modernism 260 Arthurian Romance determine whether or not he or she is quali- 735 Harlem Renaissance 270 Medieval to Early Modern fied to continue in the program. 740 Contemporary Novel 280 Topics in Medieval Studies 745 Contemporary Poetry 5. Upon successful completion of coursework, 750 Contemporary Drama students must pass an oral comprehensive Early Modern 755 Topics in African American Literature examination. The student selects three 300 Shakespeare and Early Modern Studies 761 Caribbean Literature and Culture graduate faculty to serve on his or her 44 760 Postcolonial Literature The M.A. includes 11 three-credit courses 762 Utopian Fiction Center for Global for a total of 33 credits and is completed over 763 Vernacular Literature the duration of two years. When students 764 Literature and Violence Development begin the program they are given a free laptop 765 American Ethnic Literatures which they will keep after graduation. This pro- 766 South Asian and South Asian Diaspora The mission of the Center for Global gram is unique in that the curriculum is primar- Literature Development (CGD) is to invest in educational ily delivered via on-line online learning that can 770 Studies in 20th-Century American programs and activities to promote the com- be accessed worldwide. Three courses in total Literature and Culture mon good and the advancement of the human are taught in a classroom setting. 775 Topics in 20th-Century British Literature community where the dignity of the human Three courses are to be taken in Rome and Culture person is at the foundation of every process of in the summer, two courses at the outset and

development. one at the close of the program (the Integrated Interdisciplinary and Cultural Studies The term “global” not only encompasses Seminar) while the remainder of the curricu- 800 Forms and Themes in Film social, cultural and economic structures and lum is delivered via on-line Distance Learning. 802 Topics in Film Authors processes that foster human progress, but also Additionally, there is a required capstone proj- 806 Teaching World Literature an awareness of interdependence between ect to be presented in the Integrated Seminar 810 Literary/Visual Texts people and among nations. This interdepen- that summarizes the student’s learning in the 815 Comedic Reality dence comes with the responsibility of building courses. 820 The Christian Imagination a civil society based on a culture of solidarity 825 Collecting Cultures and social justice. Development, to be authen- 830 Allegory and Epic tic, as Pope Paul the Sixth emphasized, must Entrance Requirements 836 Modernism and the Fascist Aesthetic foster human well being, but also each per- • An accredited bachelor’s degree or its 840 Kitsch and the Crisis of Modernism son’s spiritual and moral development. equivalent 845 The Holocaust: Criminals, Collaborators, Human nature is relational, and our • Proficiency in English (written and spoken). Survivors

responsibility is to further educate people Applicants whose native language is not ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES 850 Jazz and Literature about the process of relational sharing. English, or whose secondary and post- 851 Suburbia in Film and Literature 855 Theory of the Novel Building a global community, through projects secondary education was not in English must 861 Art and Propaganda: Romantic to of social intervention, welfare and develop- take the (1) Test of English as a Foreign Modern ment will not fail, if it is grounded on dialogical language [TOEFL] or (2) International English 865 Emerging Technologies and the Making opening. Language Testing System [IELTS] - More of Meaning The CGD serves as a center for research information on the TOEFL or IELTS can be 870 Writing Theory/Writing Practice on issues regarding international development. found on page 7 in the St. John’s University 875 Feminist Theory Drawing upon its network of international Graduate Bulletin here. The TOEFL code for 876 Writing Nonfiction specialists as well as its own faculty, staff, St. John’s University is 2799. 877 Workshop in Fiction and researchers, the activities promoted and • Two letters of recommendation from persons 878 Workshop in Poetry and Poetics offered by the Center include the M.A. in qualified to evaluate the applicant’s ability to 879 Fiction and Autobiography Writing Global Development and Social Justice, confer- succeed in a graduate program of study Workshop ences, internships, research projects, a compre- • A statement of personal and professional 880 Topics in Interdisciplinary Studies hensive Resource Center, as well as joint ven- goals relevant to the applicant’s interest in 885 Topics in Cultural Studies tures and projects with other organizations. the concentration in Global Development and Social Justice Special and Research Courses Programs of Study • The Graduate Record Examination (GRE) is 900 Master’s Research not required. 906 English Internship 910 Readings and Research M.A. in Global Development and Assistantships: 920 Maintaining Matriculation, M.A. Social Justice Graduate assistantships are also available on a 930 Maintaining Matriculation, D.A. The M.A. in Global Development and Social selective basis. 975 Doctor of Arts Research Justice aims at best practices and leadership in global development. Our mission of social jus- Transfer of Credit: For a complete listing of approved courses, tice and human rights advocacy, grounded on Because of the distinctive nature of the pro- please contact the Dean’s office. Catholic Social Teaching, is reflected through gram, including in-person instruction during For more information, please see the English our innovative online methodology. We seek to summer sessions in Rome and online learning department blog at stjenglish.com provide education, especially to those lacking courses during the Fall and Spring semesters, For the St. John’s Humanities Review, go to economic, and/or social means. Furthermore, no transfer credits may be applied for this stjohns.edu/english/humanities. through its committed faculty and support degree. staff, the M.A. seeks to teach students how to search out the causes of poverty and social Courses: injustice and encourages them to explore and identify solutions which are adaptable, effective and concrete. Core Curriculum This innovative multidisciplinary program Given the nature of the program, the curricu- is coordinated by a Steering Committee chaired lum offers significant training in Information by the Director of the Center for Global Technology (The program provides each stu- Development. It combines classroom instruc- dent with a laptop computer), and an optional tion with online methodology to offer students internship related to the student’s required the flexibility to pursue in-depth research in a capstone project. It also encompasses a broad broad variety of critical areas related to devel- opment and social justice. stjohns.edu/graduatebulletin 45 range of topics related to development and How can practices of solidarity and peace within a social justice framework. A review of social justice. Additionally, the capstone project building be cultivated to promote development methods for assessing the impact of climate is presented in the Integrated Seminar, summa- and human wellbeing? Students will endeavor change, biodiversity, and natural resources rizing the student’s learning in the courses and to answer these and other important ques- on agricultural production, food security his/her ability to undertake in-depth research tions in a manner that draws deeply upon the and public health will include a focus on GIS and apply the knowledge and skills acquired. Catholic moral tradition in dialogue with other (Geographic Information Systems) mapping Finally, its dedicated and distinguished faculty points of view. Credit: 3 semester hours. and analysis, as well as examining participatory and support staff participate together and and community-based projects. In addition, the 120 Information Resources for Global individually in special training seminars and political, economic, and socio-cultural dimen- development and Social Justice Practices workshops to ensure excellence in instruction sions of global disparities and poverty and their This course is an introduction to the scope, and program management. impact on food and agricultural policy will be organization, evaluation, and use of print assessed. Credit: 3 semester hours. and electronic information sources. Particular Curriculum (33 credits.) emphasis will be placed on developing skills in 160 Migration and Refugees in using and creating digital information resourc- Development: Humanitarianism, Gender MGD 100: Models of Intervention in Global es, and of the sharing these resources using and Inequities Development 3 credits. electronic courseware social networking tech- This course will addresses the political and MGD 110: Catholic Social Thought and nologies, scholarly networking technologies, social issue associated with the movement of Practices of Integral Human and information management techniques. All people as they relate to the developing world. Development and topics in this course are discussed within the The course will familiarize students with the Solidarity 3 credits. context of the kinds of research and communi- normative and legal issues of migrations and MGD 120: Information  Resources for cation activities that are expected of develop- refugee movements, including the relevant Global Development and ment workers, thus information literacy skills, international institutions and conventions. Social Justice Practices 3 credits. social science research methods, and profes- Students will examine such issues as the role MGD 130: Impact  of International sional and scholarly writing are also key areas of diaspora communities, remittances and Organizations in Global of emphasis. Credit: 3 semester hours. development, forced migration and traffick- Development 3 credits. ing, as well as refugee crises and humanitarian 130 Impact of International Organizations MGD 140: Economics of responses. Theoretical frameworks will include in Global Development Development 3 credits. issues of gender, inequality, and social justice. This course examines the role of international MGD 150: Sustainable Food Systems, Credit: 3 semester hours. Water and the organizations (IGOs) and nongovernmental Environment 3 credits. organizations (NGOs) in global development. 172 Project Management for NGOs. MGD 160: Migration and Refugees in Organizations play an important role in the This course provides the theory and core meth- Development: Humanitarianism, development of the economy, environment, odology students will need to manage projects Gender and Inequities 3 credits. health care issues, education and other social or participate effectively on project teams. The MGD 172 Project Management issues that plague developing countries in course uses the project life cycle as its orga- for NGOs 3 credits. the global economy. At the conclusion of this nizing framework and topics cover the entire MGD 180: Media Strategy and the Politics of course students will be able to 1) analyze the project management process, including project Peace Building 3 credits. role of international and nongovernmental definition, planning, executing, and closing. MGD 190: Health Care Issues in Global organization to development; 2) examine orga- Topics will include: basic project concepts Development 3 credits. nizations and their policies toward developing and project selection, definition, organization MGD 200: Integrating Seminar 3 credits. countries; and 3) compare and contrast IGOs, structure, team building, communication and NGOs, and other organizations in the context conflict management, planning methods and Course Descriptions of globalization and development. Credit: 3 techniques, resource allocation, risk manage- semester hours. ment, monitoring and control, and termina- tion. Participants will complete a group project 140 Economics of Development 100 Models of Intervention in Global which involves preparing a project proposal Development An introduction to the field of economic growth for a “real-world” project of their choosing. This course introduces students to the key and development from the perspective of Catholic Credit: 3 semester hours. concepts of Global Development in the context Social Thought. This course covers: theories of of social justice, combining concerns for inter- economic growth; development and underde- 180 Media Strategy and the Politics of national development with awareness of the velopment; role of ethics in policy formation; Peace Building human person, the common good, solidarity causes and consequences of poverty (national and The first part of this course will focus on how and subsidiarity. Contemporary development international); international wealth and income communication and media are vehicles for issues such as migration, environment, health, inequality; and trade and globalization. Various human development, and communication as and conflict will be examined through common theories and perspectives are presented, all con- agent of social change; it will present various models and tools of intervention. Case studies trasted with the approach to development found models of communication, and a particular referring to non-governmental organizations, in the Catholic social thought tradition, especially emphasis will be on participatory model of com- inter-governmental organizations and national in the Encyclicas related to development issues. munication. The second section of the course will governments will also be emphasized. Credit: 3 semester hours. seek apply the students’ understanding of these Credit: 3 semester hours. models through a focus on the study of interac- 150 Sustainable Food Systems, Water and tive methods for negotiation and mediation to the Environment 110 Catholic Social Thought and Practices resolve conflict. Students will be be introduced of Integral Human Development and This course will critically evaluate the political- to practical models of conflict resolution, such as Solidarity economy of development policies to reduce workshops and multi-track mediation. The course What should be the goals of global develop- global hunger, and assess the impact of fluctu- will conclude by linking communications and ment? What constitutes sustainable prosperity ating climate, biodiversity, and natural resourc- development with broad approaches to social for all? What models and practices of global es on agricultural production, food security, peace and community building. development lead to human flourishing? public health and poverty reduction strategies Credit: 3 semester hours. 46 190 Health Care Issues in Global Public Policy and Administration Development Programs of Study Matriculated and special students who have This course closely links health care with issues successfully completed 18 semester hours in of culture, global development and social Master of Arts public administration (including GOV 215) justice. Participants will gain a comprehensive The department offers two options in the M.A. will be issued a Certificate in Public Policy and understanding of global health problems and program: Administration upon application to the depart- the state of health within their own countries. THESIS OPTION ment. GOV 215 is required for all students At the same time, they will get a comparative NON-THESIS OPTION applying for the Certificate in Public Policy and and global view of current applied solutions. Administration Credit: 3 semester hours. Program Requirements 200: Integrating Seminar: The Art and Non-Thesis Option International Law and Diplomacy Complexities of Development: Toward a Gov 205 Matriculated and special students who have new Model of Sustainability 12 credits in the major concentration successfully completed 18 semester hours This Integrating Seminar intends to focus on 3 credits in Political Theory of appropriate courses in international rela- what students have learned during their stud- 6 credits in the minor concentration tions and comparative politics will be issued a ies, integrating what has been learned in each 9 credits in any field Certificate in International Law and Diplomacy of the courses in the light of each student’s upon application to the department. A mini- Thesis Option own experiences, and the shared experiences mum of six of the 18 credit hours must be Gov 205 of the entire class. During the Integrating taken from International Law and Diplomacy 12 credits in the major concentration Seminar, students will have the opportunity courses (GOV 271, 341, 342, 343, 344). to present and discuss their capstone projects 3 credits in Political Theory 6 credits in the minor concentration with each other, and with the professor who Combined Certificates 3 credits in any field will be the Seminar leader. The goal is to Students who desire to earn both the arrive at an in-depth understanding of specific 6 credits of Masters Research (GOV 900) 0 credits Language Requirements Certificate in Public Administration and development issues researched and to identify the Certificate in International Law and strategic/structural solutions and alternative Political Theory major and minor concentra- Diplomacy may utilize six credits toward both ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES approaches. Credit: 3 semester hours. tors may substitute a course from any of the 4 certificates providing the courses are from other concentrations for the 3-credit Political Capstone Project among Government 188, 189, 290, 293 and Theory requirement. The goal of the required capstone project is to 296. Thus, a total of 30 credits is the minimum arrive at an in-depth understanding of develop- needed to earn both certificates. Courses Comprehensive Examinations ment issues or priorities a student has identi- should be selected in consultation with an In order to register for the comprehensive fied. That comprehensive understanding takes academic advisor. examination, GOV 500, students must have into account the data available on a specific completed a minimum of 24 credits with issue or priority and the results of other studies Combined Degree Programs: grades posted by the time of registration for that have been undertaken. Students are also Graduate the examination and be in the last semester of expected to identify strategic/structural solu- their program. This examination tests the tions or approaches to addressing the develop- M.A./J.D. Program student’s knowledge in her/his field of ment issue or priority identified. Students may In conjunction with the School of Law, the concentration. also choose to research in-depth and analyze department offers a combined M.A./J.D. pro- one (or more) strategies that a nation, an inter- Rome campus gram. At the end of three years of graduate national organization, or NGO has developed study, including at least one summer, students The Department of Government and Politics to address a development issue and priority, to may graduate with both the Master of Arts offers students the opportunity to study for assess that strategy, and to propose an alter- and the Juris Doctor degree. To be eligible, a semester or to complete their degree with nate approach(es). Credit: 3 semester hours. students must apply for the combined degree a concentration in International Relations in program after having been accepted to both Rome, Italy. Students who apply to the Rome the Graduate and Law Schools. Campus will have to complete the same num- Department of Students must apply separately to the ber of credits and requirements described in School of Law and the Graduate Division of the Entrance Requirements. The Campus has Government Arts and Sciences, and must meet all regular 7-week quarters instead of 14-week semesters requirements for admission to both the School as in Queens. and Politics (GOV) of Law and the Graduate Division of Arts and Certificate Programs Sciences as set forth in the respective school Entrance Requirements bulletins. For admission to graduate studies in The department offers one certificate program Students currently enrolled in the School Government and Politics, students are expected in Public Administration (available only in of Law also may apply prior to completion of to have an undergraduate preparation of at Queens) and another in International Law and their second year of study. These students, least 18 credits in Government and Politics Diplomacy (available in Queens and Rome). however, may have to spend at least an (Political Science) and 3.0 G.P.A. Any deficien- Students may find one or both of these certifi- additional semester of full-time M.A. study. cies in preparation may require supplementary cates useful in establishing evidence of comple- Students currently enrolled in the Graduate course work as a condition for admission, in tion of such courses for employment or other Division of Arts and Sciences may also apply for the form of suitable graduate courses, as deter- purposes. The certificates can be obtained this combined degree program. mined by the Department. independently or as a complement to the M.A. The Deans of both schools must approve Students who have already completed their the course of study for all students accepted to M.A. degree in the department may continue the M.A./J.D. program. to study for the certificates. Students, in consultation with the M.A./ J.D. Committee and the approval of the Dean

stjohns.edu/graduatebulletin 47 of the Graduate Division of Arts and Sciences, ing of the governmental structure, institutions, and Politics courses, are encouraged to apply. may apply up to nine credits taken as part of public administration and the political/legal Students enrolled in the thesis program the Law School curriculum toward the M.A. processes, while at the same time mastering must complete a total of 153 credits. (33 on degree. Alternately, in consultation with the contemporary means of accessing and utilizing the graduate level, including six credits of M.A./J.D. Committee and the approval of the related information. Master’s Research). Students selecting the Dean of the School of Law, students may apply non-thesis option must complete a total of up to nine credits taken in the Department Admission Requirements 153 credits. (33 on the graduate level). After of Government and Politics toward credits Students must meet the requirements of completion of their baccalaureate degrees, required for the J.D. degree. These students, admission to both the Master of Arts in students may enroll full time on the graduate however, may have to spend at least one addi- Government and Politics and the Master of level for the fifth year. For specific information, tional semester of full-time M.A. study. Science in Library and Information Science students may consult the Chair. In planning a course of study suitable for programs as set forth in their respective each student, the following shall apply: sections of this bulletin. B.S. in Criminal Justice/ 1. Students will not enroll in any M.A. courses M.A. in Government and Politics during their first year of study in the School Program The College of Professional Studies and the of Law. All M.A./M.S. students will complete Graduate Division of Arts and Sciences offer an 2. Satisfactory progress in the School of Law ­curriculum requirements for each degree with intensive, accelerated, combined degree pro- shall also satisfy the M.A. residency require- four courses (12 credits) applying gram leading to the B.S. in criminal justice and ment. to both programs. the M.A. in Government and Politics within 3. Students will be obliged to take a total of These exchange courses include: five years of full-time study. at least three credits of government and GOV 205 Modern Political Research Qualified undergraduate students who Politics graduate study during each of the Government approved course in have completed 60 credits at the end of their fall and spring semesters of their second major concentration sophomore year with a 3.0 cumulative index, year and third years of law school studies LIS 251 Information Sources in the and have completed 12 credits of Government (12 credits minimum). Over two summers Social Sciences and Politics with a 3.5 index in Government they may take 12 additional credits in LIS 265 Online Database Searching and and Politics courses, are encouraged to apply. Government. Services Students enrolled in the thesis program 4. All M.A./J.D. students must take the M.A. All students must complete written compre- must complete a total of 147 credits (33 on Comprehensive Examination in Government hensive examinations in both areas. the graduate level, including six credits of and Politics no earlier than the last semester Master’s Research). Students selecting the of coursework and within one year of the Combined Degree Programs: non-thesis option must complete a total of 147 completion of all coursework, language and Undergraduate/Graduate credits (33 on the graduate level). After com- residence requirements. pletion of the B.A. requirements, the student M.A. M.A. B.A./M.A. in Government and Politics may enroll full time on the graduate level for J.D. Program Program The department offers an intensive, acceler- the fifth year. For specific information, students Program (Thesis) (Non-thesis) ated combined degree program leading to may consult the Chair. J.D. Credits 75 – – both the B.A. and M.A. degrees in five years of B.S. in Health Services Administration/ M.A. Credits – 24 24 full-time study. Credits toward Qualified undergraduate students who M.A. in Government and Politics both degrees 9 OR 9 9 have completed 60 credits at the end of their The College of Professional Studies and the sophomore year with a 3.0 cumulative index Graduate Division of Arts and Sciences offer Totals: 84 33 33 and a 3.5 index in at least 12 credits in Gov- an intensive, accelerated, combined degree Students electing the thesis or non-thesis ernment and Politics are encouraged to apply. program leading to the B.S. in Health Services option will complete at least 108 semester Students enrolled in the thesis program Administration and the M.A. in Government hours for their combined degree program. matriculate for a total of 144 credits (33 and Politics within five years of full-time study. on the graduate level), including six credits Qualified undergraduate students who M.A./M.S. Program in Government of Master’s Research. Students electing the have completed 60 credits at the end of their and Politics/Library and Information non-thesis option must complete a total of sophomore year with a 3.0 cumulative index, Science 144 credits (33 on the graduate level). After and have completed 12 credits of Government completion of their baccalaureate degrees, Under the administration of the Graduate and Politics with a 3.5 index in Government students may enroll full time on the graduate Division of Arts and Sciences, the Department and Politics courses, are encouraged to apply level for the fifth year. For specific information, of Government and Politics and the Division of Students enrolled in the thesis program students may consult the Chair. Library and Information Science offer a joint must complete a total of 153 credits. (33 on program of study leading to the Master of the graduate level, including six credits of B.S. in Communication Arts/ Master’s Research). Students selecting the Arts in Government and Politics and Master M.A. in Government and Politics of Science in Library and Information Science non-thesis option must complete a total of degrees. Students complete a total of 57 cred- The College of Professional Studies and the 153 credits. (33 on the graduate level). After its (thesis or non-thesis) rather than the 66 Graduate Division of Arts and Sciences offer completion of their baccalaureate degrees, credits (thesis or non-thesis) usually required. an intensive, accelerated, combined degree students may enroll full time on the graduate The combination of the two masters program leading to the B.S. in Communication­ level for the fifth year. For specific information, programs will provide students with the Arts and the M.A. in Government and Politics students may consult the Chair. within five years of full-time study. opportunity to integrate two complementary B.S. in Journalism/ bodies of knowledge: government and politics Qualified undergraduate students who M.A. in Government and Politics and library science. The graduate program in have completed 60 credits at the end of their government and politics will supplement the sophomore year with a 3.0 cumulative index, The College of Professional Studies and the graduate program in library science by broad- and have completed 12 credits of Government Graduate Division of Arts and Sciences offer ening and deepening­ a student’s understand- and Politics with a 3.5 index in Government an intensive, accelerated, combined degree 48 program leading to the B.S. in Journalism and alter either or both as needs arise. Students 344 International Law: Law of War the M.A. in Government and Politics within five are advised to consult the online course list- and Neutrality 3 cr. years of full-time study. ing posted at the start of each pre-registration 367 Military Force in International Qualified undergraduate students who period. Relations 3 cr. have completed 60 credits at the end of their sophomore year with a 3.0 cumulative index, Listed By Area of Concentration III. Comparative Politics and have completed 12 credits of Government Required Courses: 131 Politics of the Middle East 3 cr. and Politics with a 3.5 index in Government 133 Contemporary Far Eastern and Politics courses, are encouraged to apply. 205 Modern Political Research 3 cr. Governments and Politics 3 cr. Students enrolled in the thesis program 135 Governments and Politics I. American Government must complete a total of 150 credits (33 on the in Europe 3 cr. graduate level, including six credits of Master’s 140 The Federalist Papers 3 cr. 136 Politics of the European Union 3 cr. Research). Students selecting the non-thesis 141 Politics and Religion 3 cr. 137 Government and Politics of Latin option must complete a total of 150 credits 145 American Governmental Process: America 3 cr. (33 on the graduate level). After completion The Presidency 3 cr. 150 Politics of Nationalism and of their baccalaureate degrees, students may 146 American Governmental Process: Ethnicity 3 cr. enroll full time on the graduate level for the The Legislature 3 cr. 157 American Foreign Policy 3 cr. fifth year. For specific information, students 148 Politics and the Media 3 cr. 188 Comparative Public may consult the Chair. 149 Campaigns and Elections 3 cr. Administration 3 cr. 157 American Foreign Policy 3 cr. 199 Issues in Global Politics 3 cr. B.S. in Legal Studies/ 183 The Puerto Rican Contribution 225 Contemporary Western European M.A. in Government and Politics to American Society 3 cr. Governments and Politics 3 cr. The College of Professional Studies and the 195 American Constitutional 230 Politics of Russia and the Graduate Division of Arts and Sciences offer an Development I 3 cr. Post-Soviet Republics 3 cr. intensive, accelerated, combined degree pro- 196 American Constitutional 250 Politics of Africa 3 cr. gram leading to the B.S. in Legal Studies and Development II 3 cr. 269 Global Politics of Gender 3 cr. the M.A. in Government and Politics within five 198 American Political Parties 279 Comparative Law 3 cr. ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES years of full-time study. and Interest Groups 3 cr. 290 Political and Administrative Qualified undergraduate students who 216 United States Intelligence Policy 3 cr. Problems of Socialist/Post-Socialist have completed 60 credits at the end of their 217 American Defense Policy 3 cr. Countries 3 cr. sophomore year with a 3.0 cumulative index, 218 Public Policy—American 3 cr. 296 Politics of the Welfare State 3 cr. and have completed 12 credits of Government 233 Constitutional Law: 347 Seminar: Special Topics in and Politics with a 3.5 index in Government The Three Branches 3 cr. Developing Areas 3 cr. and Politics courses, are encouraged to apply. 234 Constitutional Law: 264 International Politics 3 cr. Students enrolled in the thesis program The Bill of Rights 3 cr. must complete a total of 147 credits (33 on the 239 Municipal Government IV. Political Theory graduate level, including six credits of Master’s and Administration 3 cr. 140 Federalist Papers 3 cr. Research). Students selecting the non-thesis 241 State and Local Government 3 cr. 162 Modern Political Ideologies 3 cr. option must complete a total of 147 credits 335 Legislative Internship Program I 3 cr. 174 Ancient Political Theory* 3 cr. (33 on the graduate level). After completion 336 Legislative Internship Program II 3 cr. 175 Modern Political Theory 3 cr. of their baccalaureate degrees, students may 364 American National Security Policy 3 cr. 176 Politico-Religious Mass enroll full time on the graduate level for the 369 Seminar: Constitutional Law 3 cr. Movements 3 cr. fifth year. For specific information, students 220 American Political Thought: II. International Relations may consult the Chair. The Formative Period 3 cr. 153 International Organization 3 cr. 221 American Political Thought Financial Aid 156 Global Environmental Politics 3 cr. Since 1820 3 cr. 183 The Puerto Rican Contribution to 269 Global Politics of Gender 3 cr. Opportunities American Society 3 cr. 280 Marxism-Leninism 3 cr. 189 Political and Administrative In addition to the graduate assistantships 376 Seminar: Political Theory 3 cr. Problems of Developing Nations 3 cr. provided to the department by the University, 191 International Peacekeeping 3 cr. V. Public Policy and Political students who are currently employed by a 199 Issues in Global Politics 3 cr. Administration local, municipal, state, or federal agency on 263 Politics of Revolution, War and the management level are encouraged to apply 163 Ethical Problems in Government Terrorism 3 cr. for the Special Graduate Scholarship program. and Public Administration 3 cr. 264 International and Transnational To be eligible, applicants must be accepted to 181 Principles of Public Relations 3 cr. the M.A. program in Government and Politics Administration 3 cr. 271 Theory and Practice of Diplomacy 3 cr. as matriculated students and remain in the 182 Public Personnel 277 International Political Economy I 3 cr. employ of the public sector for the duration of Administration* 3 cr. 278 International Political Economy II 3 cr. the scholarship. For further information, stu- 184 Introduction to Organization 291 Great Powers from a dents may consult the Chair. Development 3 cr. Global Perspective 3 cr. 188 Comparative Public 293 Administration of International Administration 3 cr. Courses Organizations 3 cr. 189 Political and Administrative 341 International Law: Law of Peace 3 cr. The department strives for accuracy with Problems of Developing 342 International Human Rights Law 3 cr. regard to the schedules of courses and their Nations 3 cr. 343 International Law: Law of instructors. However, it reserves the right to 190 Labor Relations and Collective International Transactions 3 cr. Bargaining in Government* 3 cr.

stjohns.edu/graduatebulletin 49 192 Public Finance and Budget 135 Governments and Politics of Europe behavior as well as the strategic decision-mak- Administration 3 cr. Democratization process and market-reform ing of candidates. Credit: 3 semester hours 210 Scope and Methods of transition in East and Central Europe, eastward 150 Politics of Nationalism and Ethnicity Political Science and enlargement of the European Union and the Development of the nation-state system and Public Administration 3 cr. impact of the post-communist legacy. nationalism following the French Revolution; 215 Research Methods and Credit: 3 semester hours. the question of self-determination of peoples; Quantitative Analysis 3 cr. 136 Politics of the European Union resurgent nationalism, politicization of ethnicity 216 United States Intelligence Policy 3 cr. This course will examine the concepts of the and the break-up of states; and the challenges 217 American Defense Policy 3 cr. European integration, intergovernmental, and of multiethnic states. Credit: 3 semester hours. 218 Public Policy—American 3 cr. supranational aspects of the E.U., enlargement 235 Internship in Public 153 International Organization of the E.U., major institutions of the E.U. and Administration I 3 cr. Early ideas of international organization, the their role, and the major Nation-States in the 236 Internship in Public development of international organization in European Union. Credit: 3 semester hours. Administration II 3 cr. the 19th century, the League of Nations, the 239 Municipal Government and 137 Government and Politics of Latin United Nations and the prospect of World gov- Administration 3 cr. America ernment. Credit: 3 semester hours. 241 State and Local Government 3 cr. A study of the government and politics of 245 Theories of Public modern Latin America; analysis of the formal 156 Global Environmental Politics Administration 3 cr. and informal political structure of the Latin The emergence of environment into the politi- 285 Administrative Law and American States; study of contemporary condi- cal arena and the consequent nature of inter- Government 3 cr. tions and trends. Credit: 3 semester hours. national relations; sustainable development; 290 Political and Administrative the available avenues for cooperation within Problems of Socialist/Post-Socialist 140 The Federalist Papers the international political system. Credit: 3 Countries 3 cr. This course examines the intellectual influ- semester hours. ences and historical setting surrounding the 293 Administration of International 157 American Foreign Policy Organizations 3 cr. Philadelphia Constitutional Convention. Credit: 3 semester hours. Concept of national interest; the nature, instru- 296 Politics of The Welfare State 3 cr. ments and factors influencing American for- 325 Economic Analysis of Public 141 Politics and Religion eign power; institutional actors and examples Policy 3 cr. The relationship between religion and politics of contemporary American foreign policy. in the liberal democratic order is explored with Credit: 3 semester hours. VI. Courses Common to All special attention to the American case. Concentrations Credit: 3 semester hours. 162 Modern Political Ideologies 357 Reading and Research 3 cr. An analysis of the Enlightenment, democracy, 900 Master’s Research 3 cr. 145 American Governmental Process: Marxism-Leninism, nationalism, socialism, The Presidency each semesterfor total of 6 cr. facism, Nazism, Zionism, Anarchism, the devel- This course examines the paradox of the opment of recent ideologies: resurgent nation- VII. Additional Courses modern presidency: increased expectations alism, liberation “theology,” Islamic, radical alongside limited power. It considers the dif- feminism; the ideology of revolution and 420 Colloquia 0 cr. fering expectations and assessments of the elitist theory. Credit: 3 semester hours. 500 Comprehensive Exam 0 cr. presidency from other political actors, includ- 925 Maintaining Matriculation 0 cr. ing the media, the public and scholars. Credit: 3 163 Ethical Problems in Government and semester hours. Public Administration Courses Current and recurrent problems and behavior 146 American Governmental Process: in government; conflict of interest, official dis- The Legislature obedience, corruption, deception and security 205 Modern Political Research This course examines the functions of and issues of liberty and morality. A review of scope and methods in government Congress: lawmaking, oversight and represen- Credit: 3 semester hours. and politics; an analysis of classical, behavioral tation. The course explores how the branch and postbehavioral approaches to research; was created; how individuals get to Congress; 174 Ancient Political Theory* a presentation of major disciplinary research the complex and archaic rules, as well as the Primarily Plato and Aristotle. Fundamental paradigms. Credit: 3 semester hours. Required politics of Washington. Credit: 3 semester hours. questions about politics—What is justice? Who for all M.A. students. should rule? What is citizenship? What is the 148 Media and Politics proper relationship between ethics and 131 Politics of the Middle East This course explores the role of the mass media politics? Credit: 3 semester hours. Introduction to the politics of the Middle East in American politics. This course evaluates and North Africa. It focuses on important various models and theories of political com- 175 Modern Political Theory domestic, regional and international develop- munication, the construction of news, agenda Traces the development of a modern approach ments since World War II, and on key issues setting, and the evolution of the American to political life—the break between ethics and such as democratization, nationalism and the news media in both the electoral and govern- politics, emergence of liberalism and modern politics of religion and oil. ing processes. Credit: 3 semester hours. conservatism, the development of democratic Credit: 3 semester hours. theory. Credit: 3 semester hours. 149 Campaigns and Elections 133 Contemporary Far Eastern This course explores the processes and politics 176 Politico-Religious Mass Movements Governments and Politics of American campaigns and elections, focus- Political-religious mass movements have a long Modern political developments in the Far East; ing on the roles of voters, candidates, and the history. Students are encouraged to apply their constitutional systems; government orga- press as well as the systemic features arising emerging principles to contemporary move- nizations and political problems; critical study out of the constitutional design. It evaluates ments. Student and lecture presentations. of the factors contributing to the Communist various models and theories of political com- Credit: 3 semester hours. occupation of China. Credit: 3 semester hours. munication, political behavior, and voting

50 177 Contemporary Political Theory ereignty, the right to protect, human rights, 217 American Defense Policy Recent developments in contemporary political and the establishment of local security, among This course examines the United States Defense theory—progressive liberalism, libertarianism, other issues. Credit: 3 semester hours. establishment, including the respective roles communitarianism, conservatism, neo-Aris- of the Department of Defense, the uniform 192 Public Finance and Budget totelianism, feminism, and global democratic services, and relevant legislative committees. Administration theory. Credit: 3 semester hours. Credit: 3 semester hours. Government fiscal policy, taxation, budget 181 Principles of Public Administration* policy, government and the economy, budget 218 Public Policy—American Administration of public agencies; federal, state cycles, budget reform, PPBS, program planning, An analysis of public policy; the impact of and local administrative problems; responsibil- information systems, zero-base budgeting, capi- political parties and interest groups on policy; ity of the administrator to the public; shifting tal budgeting. Credit: 3 semester hours. executive and legislative formulation of policy; perceptions of the function of public agencies bureaucratic implementation of policy and 195 American Constitutional and administrators. policy evaluation. Credit: 3 semester hours. Development I* Credit: 3 semester hours. The sources, framing and development of the 220 American Political Thought: 182 Public Personnel Administration* US Constitution during the 18th and 19th cen- The Formative Period Personnel administrative theory in public agen- turies; historical and social framework of cases The colonial era and the Revolutionary and cies, including development of civil service, and trends; discussion of current problems of Constitution-making experiences, with empha- recruitment, examination, promotion and posi- interpretation. Credit: 3 semester hours. sis on the writings of individual theorists who tion classification, discipline and retirement. illustrate classical principles of political theory. 196 American Constitutional Credit: 3 semester hours. Credit: 3 semester hours. Development II* 183 The Puerto Rican Contribution The sources and development of the US 221 American Political Thought Since 1820 to American Society* Constitution through the 20th-century histori- Selected major thinkers and movements shap- Commonwealth structure and services, cultural cal and social framework of landmark cases ing the U.S., such as Jacksonian democracy, highlights and problems, educational develop- and trends; discussion of current problems of Lincoln, Progressivism, Social Darwinism, equal- ments and related items. Puerto Ricans will be constitutional interpretation. ity movements, New Left, and New Right.

investigated through their contributions and Credit: 3 semester hours. Credit: 3 semester hours. ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES difficulties. Credit: 3 semester hours. 198 American Political Parties and Interest 225 Contemporary Western European 184 Introduction to Organizational Groups Governments and Politics Development This course explores representation; the trans- Comparison of West European governments in Improving interpersonal communication skills, lation of opinion and interests into outcomes transition from sovereign states to the integra- building awareness of different personality in the political system. The course examines the tion into the European Union; examination of preferences and team-building. Database and origins of political parties and interest groups, political, economic, social problems and spreadsheet computer applications will be their transformations over time, and their role current policy developments. introduced. Prerequisite: Gov 181 or 182, or in modern political life. Credit: 3 semester hours. permission of instructor. Credit: 3 semester Credit: 3 semester hours. 230 Government and Politics of Russia hours. 199 Issues in Global Politics (Mini-Session) and CIS 188 Comparative Public Administration* Field Study conducted in different geographi- Political, economic and cultural developments Emphasis on general concepts, administration cal areas and examining a singlearea-specified in the postcommunist governments; the in selected Western European and developing political issue within a larger global context and Commonwealth of Independent States and the nations; the relationship of culture and political theme. Credit: 3 semester hours. division of power in the post-Soviet Union era. systems to administrative organs and functions. Credit: 3 semester hours. 210 Scope and Methods of Political Science Credit: 3 semester hours. and Public Administration 233 Constitutional Law: 189 Political and Administrative Problems Classical, behavioralist and postbehavioralist The Three Branches of Developing Nations paradigms in public administration; approaches Cases and materials dealing with procedural­ Political and administrative institutions of devel- to politics including: systems modeling, group rights. Credit: 3 semester hours. oping nations; problems of newly developing theory, structural-functionalism, decision theo- 234 Constitutional Law: The Bill of Rights nations and their bureaucracies; heritage of ry, conflict analysis and collective choice theory. Cases and materials dealing with substantive European and other colonial systems in these Credit: 3 semester hours. rights. Credit: 3 semester hours. nations. Credit: 3 semester hours. 215 Research Methods and Quantitative 235 Internship Program in Public 190 Labor Relations and Collective Analysis Administration I Bargaining in Government Theory construction, research designs, survey Participation in a supervised program of regu- Focus on the institutions of collective bargain- methods and statistical techniques; emphasis larly scheduled work and independent research ing in the public sector: its development, on the critical evaluation of academic­ research in a government agency under the direction of structure and process; emphasis on the role of and professional reports. Credit: 3 semester hours. the faculty and the agency head. Registration public policy as it relates to public sector bar- 216 United States Intelligence only with permission of the program director. gaining in the United States. Policy Credit: 3 semester hours. Credit: 3 semester hours. This course examines the development and 236 Internship Program in Public 191 International Peacekeeping evolution of the United States intelligence com- Administration II Peacekeeping operations and humanitarian munity, focusing on the key challenge of intel- Participation in a supervised program of regu- interventions are an important component ligence analysis. Credit: 3 semester hours. larly scheduled work and independent research of contemporary international relations. This in a government agency under the direction of course provides an advanced analysis of the the faculty and the agency head. theoretical and practical dimensions of these Credit: 3 semester hours. complex missions, addressing issues of sov- stjohns.edu/graduatebulletin 51 239 Municipal Government and monetary system and system of commerce. 296 Politics of the Welfare State Administration Credit: 3 semester hours. This course analyzes the politics of the welfare Urbanization in the United States; the socio- state, and welfare policy from both compara- 278 International Political Economy II economic environment of American urban poli- tive and global perspectives. The course will An economic interpretation of international tics; intergovernmental relations and the city; examine welfare state regime type, patterns of politics with emphasis upon politico-economic political party and reform influence on urban welfare state development, and comparisons relations between the developed and underde- governance. Credit: 3 semester hours. of national policies and programs. It will also veloped countries; the ideological development examine newer theories of global social policy. 241 State and Local Government and foreign economic politics of the emerging Credit: 3 semester hours. American federalism and intergovernmental nations of the world. Credit: 3 semester hours. relations; socioeconomic and regional influ- 325 Economic Analysis of Public Policy 279 Comparative Law ences on state politics; interest groups and An introduction to micro- and macroeconomic A critical examination of the origin, sources lobbying in state capitals; the policy effects of perspectives on public policy, with emphasis and growth of Civil Law, Common Law and the professionalization of state governments. on: cost-benefit analysis and its theoretical Socialist Law; historical and situational factors Credit: 3 semester hours. foundations; problems and programs at the attending their formation and their influences local government­ level; the impact of public 245 Theories of Public Administration on diverse societal structures. policy on the economy. Credit: 3 semester hours. The evolution of public administration theory in Credit: 3 semester hours. the areas of organizational structure, personnel 335 Legislative Internship Program I 280 Marxism-Leninism management and interorganizational relations; Participation in a supervised program of regu- Hegel, Feuerbach and other major influences emphasis on classical, modern and larly scheduled work and independent research on Marx. Analysis of the principal works of post-modern interpretations of organizational in the office of a legislator or legislative com- Marx-Engels, Lenin and Trotsky; late 20th- behavior. Credit: 3 semester hours. mittee under the direction of the faculty. century evaluations of Marxism; the continuing Limited to students accepted into approved 250 Government and Politics of influence of Marxism, especially­ in the legislative internships. Permission of the pro- Sub-Saharan Africa academic world. Credit: 3 semester hours. Using theoretical constructs from the fields of gram director required. Credit: 3 semester hours. 285 Administrative Law and Government comparative politics, international relations and 336 Legislative Internship Program II Problems and cases in Administrative Law; political economy, this course introduces Participation in a supervised program of regu- the powers and procedures of administrative students to Africa’s political systems, interstate larly scheduled work and independent research agencies, including the law concerning judicial relations and foreign policies. in the office of a legislator or legislative com- review of administrative action; delegation, Credit: 3 semester hours. mittee under the direction of the faculty. rule-making adjudication. Limited to students accepted into approved 263 Politics of Revolution, War and Credit: 3 semester hours. Terrorism legislative internships. Permission of the pro- A comprehensive survey of the political vio- 290 Political and Administrative Problems gram director required. lence within contemporary political systems. of Socialist/Post-Socialist Countries Credit: 3 or 6 semester hours. Comparative study of public administration Credit: 3 semester hours. 341 International Law: Law of Peace in emerging countries including Central and Study subjects of international law: internation- 264 International Politics and Southern Europe, former Soviet Republics and al law, law of recognition of state and govern- Transnational Relations other states experiencing system transition ment, law of state extinction and succession, Scope and method of international politics, such as China, Cuba, South Africa and North rules of international law governing territory, international political systems; concepts and Korea. Credit: 3 semester hours. elements of national power; constraints of nationality, jurisdiction and state responsibility. national power; balance of power, world pub- 291 Great Powers from a Global Credit: 3 semester hours. Perspective lic opinion, international law; methods of inter- 342 International Human Rights Law national politics. Credit: 3 semester hours. Development of great power politics in the post-World War II period and the strategic An introduction to the study of international 269 Global Politics of Gender relationship of Russia (Soviet Union), China and human rights law. The course will address the This course examines the politics of gender in the United States from a global perspective. theoretical foundations, history, and applica- the international arena, from both comparative Credit: 3 semester hours. tions of international human rights law. and global perspectives, grounded in political Credit: 3 semester hours. theory. It will examine gender policy, move- 293 Administration of International Organizations 343 International Law: Law of ments, and non-governmental groups con- Administration of contemporary international International Transactions cerned with gender issues and their effect on organizations, emphasizing structural and Agents of international intercourse, treaties institutions of government and society. administrative organization and patterns;­ and other international agreements, pacific set- Credit: 3 semester hours. administrative responsibility, personnel admin- tlement of international disputes and forcible 271 Theory and Practice of Diplomacy istration, with specific emphasis on the United measures of redress short of war; comprehen- Nature, development, structure and procedures Nations. Credit: 3 semester hours. sive case studies. Credit: 3 semester hours. of diplomacy; functions and qualities of diplo- 294 International Peacekeeping and 344 International Law: Law of War and mats; process of negotiation; foreign service Neutrality Interventions of major powers; value of diplomacy. Credit: 3 Development and sources of the laws of war A study of the politics of international peace- semester hours. and neutrality; legal effects of war in general; keeping, humanitarian operations and inter- rules and regulations governing land warfare, 277 International Political Economy I ventions. The theoretical challenges that these air warfare and maritime warfare; neutral An economic interpretation of international operations pose to the international state rights and duties. Credit: 3 semester hours. politics with emphasis upon politico-economic system and the practical challenges of mis- relations between the more developed nations sion organization and deployment. Cases will 346 Seminar: Dictatorship within the East-West context; development of be drawn from the Balkans, Africa, and Central Discussion of dictatorship, utilizing formal the post-World War II Western international Asia. Credit: 3 semester hours. student oral reports and commentaries. 52 Reports follow introductory sessions concerning 925 Maintaining Matriculation if it is pertinent to the field of research. the course requirements, methodologies and M.A. students not registered for other courses Students in the non-thesis program are not introductory remarks concerning selected must register for 925 until all degree require- required to demonstrate competency in a for- topics. Credit: 3 semester hours. ments are completed and the degree is grant- eign language. ed. No credit. Fee: $100 per semester. 3. Comprehensive Examination: Master’s 347 Seminar: Special Topics in Developing comprehensive examinations may not be Areas For a complete listing of approved courses, taken before the last semester of course- Special topics discussed utilizing formal oral please contact the Dean’s office. work. This test of the student’s knowledge reports and commentaries. Reports follow in the area of concentration consists of four introductory sessions concerning course hours of written and/or oral examination. In requirements and methodologies and introduc- preparation, the student is directed to con- tory remarks concerning politics in developing sult with the Graduate Director and his/her areas. Credit: 3 semester hours. Department of faculty advisor well in advance of the exami- 357 Reading and Research History (HIS) nation. The rules governing the application Individually directed reading programs, together and administration of this examination are with relevant research. Credit: 3 semester hours. Faculty Advisor found in the section of this bulletin entitled “Comprehensive Examination.” 364 American National Security Policy Each student is assigned a faculty advisor who 4. Thesis: Students electing to submit a thesis Analysis of the decision-making process for takes full charge of the student from admission as part of the M.A. program must demon- American national security affairs and the to graduation. Students deal with the depart- strate an understanding and application of debate over its goals, national interest or ment through this faculty advisor in all matters. proper historical methods and present their the propagation of democracy; view of the Program planning, registration for all courses, findings clearly and in accordance with the Founding Fathers; the National Security Act of appointment of mentors, etc., must be made University format. 1947. Credit: 3 semester hours. in consultation with this advisor in order to be 5. Department Colloquia: As part of HIS 970 365 Mediating International Conflict approved by the department. all students must attend scheduled depart- The course is a study the processes of negotia- mental colloquia, where current historical tion and mediation used to resolve internation- Programs of Study: topics are discussed by faculty, students, and ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES al violent conflicts. The course addresses efforts outside guests. to mediate resolutions for both intrastate and interstate conflicts, as well as the theoretical Master of Arts (M.A.) Areas of Concentration underpinnings of international conflict resolu- 1. American History tion through the use of case studies. Entrance Requirements 2. European History Credit: 3 semester hours. Acceptance into the M.A. program presup- 3. Global History poses that the student has taken a minimum 4. Women’s and Gender History 367 Military Force in International of 24 semester hours of appropriate under- Relations graduate courses in history approved by the This course introduces the basic concepts and department and the Admissions Committee. Master of Arts (M.A.) in Public theories concerning the role of the military Students lacking undergraduate preparation History force in international relations, examines major may correct this deficiency by taking additional theoretical approaches that explain and predict The two-year, 33-credit M.A. in Public History courses approved by the department and the program consists of 24 credits of coursework, great power conflict and analyzes critical case Committee. Students will not be accepted into studies. Credit: 3 semester hours. a 6-credit internship, and an additional 3-credit the graduate program until all undergraduate capstone project. Opportunities for service, 369 Seminar: Constitutional Law deficiencies have been corrected. internships or independent study are avail- Credit: 3 semester hours. able at our New York campuses in Queens, Degree Requirements Manhattan, and Staten Island as well as our 376 Seminar: Political Theory 1. Courses: A minimum of 33 semester locations in Rome, Italy, and Paris, France. The seminar deals with one contem- hours in history. Prescribed courses include Public History students may pursue coursework porary issue in theory, publicized prior Modern Historical Research (HIS 401) and in both History, Museum Administration, and to registration;­ Imperialism; Resurgent Global Historical Explanations (HIS 402). Library and Information Science through the Nationalism; the theory of rights; emergency Students who elect to write a master’s thesis interdisciplinary options offered through the powers; revolution; terrorism; world musts complete Master’s Research (HIS 900, innovative Public History, Museum and Archive government. Credit: 3 semester hours. six credits). The remaining courses, to be Studies (PHMAS) program.Acceptance into 420 Colloquia arranged in consultation with the student’s the M.A. in Public History program requires At these meetings, issues in the discipline and advisor, are to include a minimum of 18 that a student has taken a minimum of 24 research topics of interest are discussed by fac- credits in the area of concentration and semester hours of appropriate undergraduate ulty, alumni and distinguished outside speak- for non-thesis students, a minimum of six coursework in humanities and social science ers. Held twice each semester. All majors are credits of coursework taken in any one field fields approved by the department and the expected to attend. No credit. No Fees. outside of the area of concentration. Admissions Committee. 2. Language: A knowledge of a foreign lan- Students lacking undergraduate prepa- 500 Comprehensive Examination guage is required for students in the thesis ration may correct this deficiency by taking This exam tests the student’s knowledge in her/ program. This may be evidenced in a man- additional courses approved by the department his field of concentration. ner deemed appropriate by the department. and the Admissions Committee. Students will Credit: 0 semester hours. The department may permit a substitution not be accepted into the graduate program 900 Master’s Research until all undergraduate deficiencies have been Supervised research leading to the preparation corrected. and completion of a thesis in partial fulfillment of the M.A. requirements. Credit: 3 semester hours. stjohns.edu/graduatebulletin 53 Degree Requirements Entrance Requirements ship unless he/she has successfully passed the qualifying exam. Students who enter the 1. Courses: A minimum of 33 semester hours The following materials must be submitted program with permanent New York State in History. A maximum of 12 credits may with all applications: be substituted from Library and Information certification (which requires two or more 1. Applicants must present evidence of suc- years of full-time teaching experience) are Science or another appropriate graduate cessful completion of a B.A., with at least program upon approval of the Graduate not required to take the six-credit internship, 24 credits in history. Applicants with gradu- though they may elect to do so. Director. Prescribed courses include Modern ate credits in history may apply for transfer 7. Demonstration of functional proficiency Historical Research (HIS 401), Introduction credit or for advanced standing, as deter- in a foreign language appropriate to the to Public History (HIS 500), Public History mined by the Admissions Committee. All student’s research. This proficiency may Internship (HIS 980), and Public History Final academic transcripts should be submitted to be demonstrated by 1) satisfactory scores Project (HIS 981). provide verification of degree conferral, GPA on the ETS language exam, 2) complet- 2. Portfolio: Submission and faculty review of and current coursework. ing successfully two semesters of reading a Digication Portfolio reflective of the cap- 2. Applicants must present a cumulative index courses in French or German offered by the stone project. of 3.0 overall and a minimum of 3.5 in his- Department of Languages and Literatures 3. Department Colloquia: All students must tory courses. (French 0101-0102; German 0101-0102), or register and attend HIS 970. 3. Applicants must supply three letters of refer- 3) a passing grade in a second-year college- ence, at least one of which attests to the Combined Degree Program level course in the appropriate language, applicant’s research ability, a recent sample as approved by the program advisor. This of written work and a personal statement of requirement must be satisfied before the B.A./M.A. in History professional experience and career goals. student may apply for the comprehensive The department offers an intensive, acceler- exam. Program Requirements ated combined degree program leading to 8. Successful completion of a comprehensive both the B.A. and M.A. degrees in five years The D.A. requires completion of a minimum of exam, to be taken only in the last semester of full-time study. Qualified undergraduate 72 credits beyond the B.A. degree, distributed of coursework and within one year of the students who have completed their sophomore as follows: completion of all coursework, language and year with a 3.0 cumulative index and a 3.5 1. Completion of 15 credits of 100–600 level residence requirements. This exam will cover index for 12 credits in history are encouraged history courses, including HIS 401. Students the entire area of the candidate’s field of to apply. Students in the B.A./M.A. program who enter the program with an M.A., study and consist of four hours of written matriculate for a total of 147 credits, 33 of including at least 15 graduate credits in examinations for each of the two sections of which are on the graduate level. Students history, are exempt from this requirement. the principal academic area and four hours electing the thesis option must complete six 2. Completion of three required interdisciplin- for the skills and methodology section—a credits of Master’s Research. Students choos- ary seminars (nine credits), to be chosen total of 12 hours. ing the non-thesis option complete six credits from nine seminars (HIS 701-709). 9. Completion of a minimum of six credits of in lieu of HIS 900. After completion of their Doctoral Research Essay (HIS 975) is required baccalaureate degrees, students may enroll full 3. Completion of 24 credits of 700 level of all students until the research essay has time on the graduate level for the fifth year. courses. been successfully defended. The Research For detailed information, consult the depart- 4. Successful performance on a qualifying Essay will include the successful writing and ment Chair. examination at the completion of 18 credits for those who enter with the M.A. and 33 oral defense of a work of personal research Doctor of Arts in Modern World credits. for those who enter with the B.A., on a historical topic preferably having an History (D.A.) to determine the student’s eligibility to con- interdisciplinary dimension. The essay is designed to provide students the opportunity The D.A. program in Modern World History is tinue in the program. Students who elect to display their competence in the historical/ designed for teachers in four-year colleges, com- or are advised to leave the program after social science subject matter. In addition to munity colleges and secondary schools. It pro- satisfactory completion of this exam may evidence of knowledge of the subject mat- vides an interdisciplinary approach to the request the M.A. be awarded upon comple- ter, the research essay should manifest skills study of modern world history, focusing upon tion of these credits and any other degree in teaching and evaluation and blend these modernization and seeking to encourage global deficiencies. either through original methods or novel awareness in the teaching of history. This pro- 5. Completion of 12 credits of professional instructional materials. Students are expected gram emerged as a result of changes and prob- skills courses (800s) in the teaching of to select topics that applies their academic lems encountered by higher education in the late history,including a three-credit Practicum and practical learning to a specific problem 1960s, particularly because of the dissatisfaction (HIS 898 or 899). The Practicum is an occa- related to their professional work. Doctoral with the training received by college teachers. sion for discussion of current developments candidates must defend the essay in a final In light of these considerations, a doctoral pro- in teaching within the discipline, special oral exam before a faculty committee. gram with a different orientation emerged as classroom or curriculum issues and peer an alternative for those who teach or planned observation of classroom performance. Other Requirements to teach and oriented toward developing teach- 6. Completion of six credits of Teaching 1. Students working towards the D.A. must ing competence in a broad subject area. The Internship (HIS 905; 906). The internship is a complete all requirements for the degree program includes a research component which two-semester, six credit supervised teaching within seven years. Credit may be denied for has practical applicability in the classroom stress- experience designed to enable the student courses completed more than seven years ing academic and professional competence. The to step confidently and competently into prior to the granting of the degree. D.A. Program is solidly grounded in history and college-level teaching upon completion of integrated with a variety of other disciplines, the doctoral program. To this end, interns 2. Students may seek admission to the pro- including anthropology, geography, philosophy, will receive intensive hands-on training gram after having successfully completed political science, religious studies and sociology. under the close supervision of a faculty some graduate work at another accredited All courses in the academic areas have been member from the department. No student institution. Students may request transfer of designed to reflect this historical perspective. will be permitted to register for the intern- credit for this work provided it has not been 54 offered in fulfillment of another degree. A Public History including Historic preservation, empire, and political and economic mastery. maximum of six credits of graduate work, Cultural Resources Management, Museum Credit: 3 semester hours. which meet degree requirements, will be Studies, and Archival Management and the 705 World History Seminar in Technology accepted after the student has completed a research tools and analytical models employed and Science minimum of 12 credits in the University. No in the field.Credit: 3 semester hours. Advanced research and analysis of major scien- credit will be allowed for courses in which 980 Internship in Public History tific and technological developments from the the grade attained is below “B”. The internship provides first-hand experience perspectives of world history, emphasizing the 3. Before sitting for the comprehensive exam, of the practice of public history. Students will social and cultural context and interconnections students not registered in coursework or develop and execute their responsibilities in of discovery and invention. Doctoral Research must enroll in Maintaining consultation with the program’s director and Credit: 3 semester hours. Matriculation (HIS 930). After successful with the sponsoring institution or individual. 706 World History Seminar in Production, completion of the comprehensive exami- Credit: 3 semester hours. nation, students must enroll in Doctoral Consumption, and Trade Research Essay (HIS 975) until the research 981 Final Project in Public History Advanced research and analysis of the world essay has been successfully defended. The capstone of the public history program. history of economic activity in the intertwined Students will conceive of a discrete project realms of production, trade and consump- Fellowships (organizing an archive, mounting an exhibition, tion from the 1400s through the present day. University Doctor of Arts Fellowships, available preparing an institutional history, etc.) and see Traces the development of capitalism and cri- to qualified part-time graduate students, pro- it through to its conclusion. A record of the tiques and alternatives to profit-seeking as the vide tuition remission for two graduate courses project – and in many cases the record will best means for organizing society. in each semester of the academic year. Based be the project – should be created and made Credit: 3 semester hours. available in the various media appropriate to on academic merit, recipients render no service 707 World History Seminar in Cities and the material. Credit: 3 semester hours. and receive no stipend. Full-time students may Countryside also apply for University doctoral fellowships, Required Courses (D.A.) Advanced research in and analysis of the his- which provide tuition remission, a stipend and tory of changing landscapes from the perspec- require no service, or for doctoral fellowships Students must take three of the following

tives of urban and suburban history, rural his- ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES which provide tuition remission, a stipend and seminars: tory, and environmental history. Students will require some weekly service to the department. 701 World History Seminar in Gender and gain familiarity with the theories informing and To apply for these awards or to receive more Sexuality the methods of study used in research in these information about them, prospective students Advanced research and analysis of topics in fields. Credit: 3 semester hours. should contact the Dean’s office. Information women’s and gender history, from a world his- concerning other types of financial aid and 708 World History Seminar in Diasporas, tory perspective. Students will be introduced scholarships is contained in the portion of this Migrations, and Borders to key theoretical concepts in the field and will bulletin entitled “Financial Aid.” Advanced research in and analysis of the global study comparative examples of gender systems history of coerced and free migrations between in the United States, Europe, Latin America, the 15th century and the present. Traces local, Courses Africa, and Asia. Credit: 3 semester hours. regional and global structures that shaped 702 World History Seminar in War, Peace, human migration during this time; focuses on Required Courses (M.A.) and Revolution changing political and economic landscapes Advanced research and analysis in the his- that explain human movement across time and 401 Modern Historical Research tory of war, peace, and revolution, from the space. Credit: 3 semester hours. The science and art of history; principles and perspectives of world history. Topics include methods of historical research; historical bibli- 709 World History Seminar in Ideas and the changing nature of war and peace from Culture ography; sources and their criticism; techniques antiquity to the early modern period, wars of of the research paper. Credit: 3 semester hours. Advanced research in and analysis of multi- national unification, colonial and anti-colonial cultural topics in ideas and cultures, including 402 Global Historical Explanations wars, social and political revolutions, civil wars, world religions, thought systems, ideologies, A survey of historical explanations for large- and various modes of peacemaking. and their interrelations, from a world history scale phenomena over long stretches of time. Credit: 3 semester hours. perspective. Credit: 3 semester hours. Credit: 3 semester hours. 703 World History Seminar in State and Electives 970 Department Colloquia Society Advanced research into and analysis of the Attendance is required of all graduate students 106 Europe in the Cold War Era theoretical foundations and historical research at these meetings. Topics of current research, Cold War conflict in Europe, 1946-1991. Cold on power and society. Topics include the devel- methodology, and interpretation are discussed War culture and society in Eastern and Western opment of the state and sovereignty in global by faculty, graduate students, and distin- Europe; competition between the two blocs. perspective, empires and imperialism, dictator- guished guests. No credit; no fee. The fall of Communism. ship, welfare state, political culture and mass Credit: 3 semester hours. Required Courses (M.A. in Public movements, and globalization and the erosion History) of state power. 120 Race, Gender and Ethnicity in the Credit: 3 semester hours. Formation of National Identity in Modern 401 Modern Historical Research Latin America 704 World History Seminar in Historical An analysis of the complex historical develop- The science and art of history; principles and Identities ment of national identity in the context of race, methods of historical research; historical bibli- Advanced research into and analysis of the gender and ethnicity in modern Latin America. ography; sources and their criticism; techniques major categories of historical identity, with spe- Credit: 3 semester hours. of the research paper. Credit: 3 semester hours.. cial attention to their foundations and variable 500 Introduction to Public History appeal across time. Topics include geography 122 The Russian Revolution An examination of the subfields that constitute and climate, kinship, ideology, cultural rivalry, Historical analysis of Russian radical politics and

stjohns.edu/graduatebulletin 55 social thought, culminating in the revolutions 169 African-American History trasted and their foreign policies examined. of 1905 and 1917. Political, cultural, economic Examines important ideas and events in Credit: 3 semester hours. and social developments in the first decade of African-American history as well as debates 261 The British in Africa, 1778-1914 Soviet rule up to the Stalin or Second revolu- among historians about how to interpret these Examines the scope and impact of the British tion of the late 1920s. ideas and events. Topics include slavery and slave trade in Africa; abolition and its conse- Credit: 3 semester hours. its demise, violence against African Americans, quences for Africans; and the imposition of the exodus of millions of African Americans 124 Development of the Communist World colonial rule in Africa. The course will also from the rural South, the struggle for civil after 1945 focus on African resistance in British colonies. rights, and the backlash against the Civil Rights The development of Communist societies in Credit: 3 semester hours. Movement, among other topics. Europe, Asia, Africa, and the Americas, focus- Credit: 3 semester hours. 262 The British in Africa, from 1914 ing on the period from 1945 to 1991. Explores the rise and impact of World Wars I & Credit: 3 semester hours. 171 Africa: Pre-Colonial II on British African colonies; the emergence of Tribal and traditional systems of government, 125 Nazi Germany British settler colonies in Kenya and Rhodesia; land tenure laws and social patterns as a basis The causes of the rise of the Nazis to power and British responses to African independence for understanding African cultural and histori- in Germany. The establishment of a dictatorial campaigns. Concludes by exploring Britain’s cal developments. Credit: 3 semester hours. racial state, the Holocaust and German aggres- relationship with African countries after inde- sion in the Second World War. 172 Africa: The Colonial Period pendence. Credit: 3 semester hours. Credit: 3 semester hours. The development of colonial policy by the 272 Colloquium on the Technological Great Powers, with special emphasis on the 129 Reform and Revolution in the Atlantic Transformation of the United States differing patterns of rule as contributing to World Focus on the value system and material condi- modern administrative and political develop- This course studies the revolutionary impulses tions that led to the technological transfor- ments in Africa. Credit: 3 semester hours. and events that animated the history of the mation of the U.S., as well as effects of this Americas and western Europe in the late 18th 176 Contemporary Middle East transformation on American social, cultural, and early 19th centuries. We will discuss, The development of European protectorates, economic, and political institutions in the 19th among other topics, the intellectual and consti- the influence of World War II, and the prob- and 20th centuries. Credit: 3 semester hours. tutional backgrounds, the coordination of rev- lems of independence. The emergence of the 375 The United States and Africa olutionary movements across national borders, Arab League, the role of nationalism, the Arab- Examines the complex relationship between the role of race and ethnicity, and the geopo- Israeli conflict, and the influence of the Iranian the United States and Africa between the litical pressures generated by the competition Revolution, the Gulf War, and the U.S. invasion 18th and 21st centuries. Topics include the US of the British, French, Spanish, and American of Iraq. Credit: 3 semester hours. involvement in the slave trade; the establish- empires. Credit: 3 semester hours. 181 Proletarian Pleasures: The Evolution ment and growth of Liberia; the impact of the 131 History of Eastern Europe in the of Popular Culture in Europe and the Cold War in Africa; and “neocolonialism.” Twentieth Century Americas Credit: 3 semester hours. The development of nationalism in Eastern Studies in the popular culture of Europe and Europe through the upheaval of World War I. the America, emphasizing changing patterns of 413 The Renaissance The politics and policies of Eastern Europe in popular art, consumption, entertainment, and This course focuses on the development of the interwar period; Eastern Europe in the Cold diversions and their social and political signifi- humanist culture and the ways in which it War; the 1989 revolutions; Eastern Europe in cance. Credit: 3 semester hours. shaped politics, cultural and social practices, the post-Soviet period. Credit: 3 semester hours. and identities from 1450 to 1600. 220 Nationalism and Revolution in Modern Credit: 3 semester hours. 135; 136 Problems in East Asian History Latin America (Cf. ASC 135; 136) The course studies nationalist and revolution- 414 The Reformation European imperialism in East Asia since mid- ary challenges against elite-sponsored Latin This course explores the genesis and develop- 1800s with special emphasis on China; the American social, political, and economic ment of the Protestant Reformations after origin and the consequence of Japanese mili- policies during the 20th century. Often these 1500, together with Catholic responses to the tarism, the Chinese Republican Revolution and policies were shaped by U.S. foreign policies. challenge of reform, and the manifold impacts modernization and social changes in East Asia. Nationalism functioned as a standard bearer these religious movements had on European Credit: 3 semester hours. for leaders fighting the role of the U.S. in their society and culture up to 1650. internal affairs, resulting in numerous guer- Credit: 3 semester hours. 151 Problems in Contemporary Africa rilla conflicts and revolutions throughout the Africa after independence, the effects of World 416 The French Revolution and Napoleonic region. Credit: 3 semester hours. War II and the break-up of colonial empires; Era political and economic trends in various coun- 225 Women in U.S. History This course examines the Old Regime in tries as they strive to modernize and become This course focuses on the history of women France, the origins and ensuing course of the viable nations. Credit: 3 semester hours. in the U.S. from 1776 to 1920. Our discus- revolution through the Napoleonic period, and sions include the development of gender as a the impacts and legacies across Europe and the 158 History of Ethnic Rivalries in the category of analysis; race, class, and regional wider world. Credit: 3 semester hours. United States diversity in women’s experiences; and women’s Emphasis on various patterns of the United 462 Colonial America: the Seventeenth mobilization to demand greater social, eco- States’ reaction to immigrants and other minority Century nomic, and political power. groups in America. Credit: 3 semester hours. This course examines the settlement of Credit: 3 semester hours. Europe’s North American colonies. Students 164 Cultural Geography of Africa will attend to European habits and structures 230 Fascism in Europe Analysis of the distribution of pastoralists, agricul- and to their transformation in a new environ- The varieties of Fascism in Europe with empha- turalists, urban dwellers and the resulting cultural ment. The social, political, and cultural diversity sis on origins and development of Fascism in areas. The adjustment of these areas to their of the colonies will be studied, along with the Italy and Nazism in Germany. Authoritarian physical environment. Credit: 3 semester hours. complications that arose as Europeans interact- and totalitarian regimes compared and con- 56 ed with the Amerindians and with, by century’s insight into the past. The origins and the chang- 634 The History of the American South end, a rapidly increasing population of coerced ing cultural role of museums and historic sites will Examines important ideas and events in the his- African immigrants. be examined. Credit: 3 semester hours. tory of the American South as well as debates Credit: 3 semester hours. among historians about how to interpret these 510 History of Material Culture ideas and events. Topics include slavery, the 463 Colonial America: the Eighteenth This course introduces students to the theory Civil War and Reconstruction, segregation and Century and historical study of material artifacts and disenfranchisement, industrialization, the Civil This course studies the cohesive properties the built environment. Major topics include the Rights Movement, and the rise of conservatism. of Britain’s North American empire even as embodiment of value, the role of class and eth- Credit: 3 semester hours. it attends to the possibility of disintegration. nicity, the differentiation of domestic and public Among the topics to be addressed: interna- spheres, and the effects of technological and 637 The Gilded Age tional rivalries and the colonial frontier; the economic change. Credit: 3 semester hours. From 1865 to 1905, the US underwent a dra- making of the American colonial mind; and the matic industrial, political, social and envriron- 512 History and Visual Media approach of the imperial crisis. mental transformation. While the South, North, The role of visual media as historical artifacts, Credit: 3 semester hours. and West, forged distinctive regional identities, including photographs, posters, magazine illus- people around the nation debated mean- 464 The American Revolution trations, advertisements, motion pictures, and ing—and the future—of American democracy. This course offers a review of the major events video and the preservation of such media. The Credit: 3 semester hours. and issues of the American Revolutionary use of visual media as an aid to public historian period. Of particular interest are: the causes of will also be considered. Credit: 3 semester hours. 712 Patterns of Modernization in the Post- the imperial crisis, the character of American Confucian World 525 Advanced Topics in Public History rhetoric and ideals, the social and cultural Comparative historical analysis of social, eco- Advanced examination of the social, theoreti- dimensions of the conflict, and the young nomic, and political developments in East Asia cal, and methodological dimensions of public republic’s struggle to perfect – or at least man- from 1600 to the present. history. Major topics include the impact of age – its historical legacies during a period of Credit: 3 semester hours. culture studies and various “culture wars,” the intense international rivalry. As this is a gradu- competition of local and national narratives, ate course, we will pay special attention to the 716 The Cold War in Global and Inter-

and the importance and historically unstable ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES various interpretive frames through which late disciplinary Perspective meanings of class. Credit: 3 semester hours. eighteenth century America has been under- Conflicts of the Cold War and their cultural stood. Credit: 3 semester hours. 534 Studies in Central African History and social impact. East-West ideological, eco- Examines problems and issues that shaped nomic and social competition. Third World 469 The Civil War Central Africa over the past five centuries. revolutions. The arms race. Historiographic This course examines the social and Topics include the slave trade; Belgian and controversies. Credit: 3 semester hours. political history of the U.S. Civil War and Portuguese colonial partition; African resistance Reconstruction. It considers the impact of the 718 Technology and Transformation in to colonialism; wars for independence; and war on ordinary people as well the actions of Western Europe post-independence social, political and eco- key leaders such as Abraham Lincoln. The technological revolution in Western Europe nomic challenges. Credit: 3 semester hours. Credit: 3 semester hours. is examined within a historical framework 544 Race and Nationalism in the African which examines the period of preparation, the 473 The Progressive Movement Diaspora, 1900 to the Present agricultural revolution and the industrial revolu- The political, social, and economic develop- Follows the movement of Africans around the tion. Credit: 3 semester hours. ment of the Roosevelt, Taft, and Wilson admin- world over previous centuries. Topics include istrations in United States history. 719 The Contemporary World diasporas to the “Old” and “New” Worlds; Credit: 3 semester hours. Consequences of the Second World War. The cultural dynamics in New World slave societies; breakup of colonial empires and the Cold 474 History of the New Deal “Back to Africa” movements; and problems War. The postwar rise of Europe and Japan. An analysis of the philosophy, techniques, and spe- and issues with recent African emigration. Decolonization and the emergence of the Third cific programs employed by the New Deal to resolve Credit: 3 semester hours. World. Globalization, the end of the Cold War, the domestic problems of the United States from 574 History of Secularism: A Comparative the rise of China and India. 1933 to 1939. Credit: 3 semester hours. Approach Credit: 3 semester hours. 480 Colloquium in 20th C. American This course examines secularism as a histori- 720 Terrorism: A History History: The 1960s cal idea in European, American, South Asian, An analysis of terrorism, its historical evolution The course will examine and analyze the and Middle Eastern histories. After tracing the and contemporary manifestations of terrorism principal social, political, economic, and cul- formation of secularism as a concept originated in the context of modernization, ideological tural issues and events of the long 1960s in in Enlightenment histories, the course analyzes and psychological rationales of terrorist move- America, from the early civil rights movement how secularism developed as a specific doctrine ments and the international implication. of the 1950s to Watergate. in Victorian England and traces the challenges Credit: 3 semester hours. Credit: 3 semester hours. of the political project of secularism during the practice of British and French colonialism. The 722 Human Values and the Modernization 504 Oral History course ends by assessing secularism as a politi- of Societies Introduction to the theory and practice of oral cal goal in France and the Netherlands. Credit: The history of the changes that the process of history. Major topics include the ideological 3 semester hours. modernization has wrought in man’s moral content of speech and storytelling, the role consciousness and the way in which different of class and ethnicity, the ethics of scholarly 620 Muhammad and Biography societies, have come to identify and conceptu- intrusion, and the use of technology. Credit: 3 This class studies the politics inherent in biog- alize contemporary moral problems. semester hours. (Cross-listed with LIS 253) raphies of Muhammad and his wives. Its aim Credit: 3 semester hours. is to analyze religious biography as a historical 506 U. S. Museums and Historical Sites and polemical form of writing and to trace the Battlefields, house museums, and other historic developing traditions of Muslim and non-Mus- sites are among the most trusted sources of lim accounts of Muhammad and his female companions. Credit: 3 semester hours. stjohns.edu/graduatebulletin 57 724 Modernization in Sub-Saharan Africa 760 Modern Religious Pluralism and World 860 Research, Writing and Teaching An examination of modernization in Sub- Peace History in a Global Age: Promise and Saharan Africa and its impact on people and Analysis of ever-increasing contacts and com- Problems institutions in the area. Credit: 3 semester hours. munications between major global religious This course explores the promise and problems traditions that have made significant inroads inherent in the research, writing, and teach- 726 Religious Responses to Globalization toward mutual understanding and coopera- ing of a history which transcends the national in the Information Age tion; new possibilities in the changed context state and examines the evolution of this more The technological revolution and transforma- for world religions to serve as important expansive approach. It also assesses the new tion of religious organizations in the West; the resources for world peace. Credit: 3 semester sources and techniques provided by the com- Middle East, East Asia, and Latin America; pat- hours. munication and information revolution of the terns of convergence, loss of functions, char- global age. Credit: 3 semester hours. ismatic episodes and widespread movements. 762 Chinese Revolutionaries in Office Credit: 3 semester hours. Chinese revolutionaries of 1911, 1926, 1949 898 Practicum II: For Community College and 1978; their goals, methods and ideologies; and Four-Year College Teachers 734 Women and Modernization: An how the dreams fared as the prime movers This practicum is designed for the improve- Introduction consolidated their respective revolutionary ment of the professional skills of history and Impact of global modernization on gender movements. Credit: 3 semester hours. social studies teachers in the area of com- roles. Women and industrialization, imperial- munity college and four-year college teaching. ism, feminism, war, revolution, sexuality, crime, 766 The Information Revolution and the This course aims at guiding and enabling the politics, comparisons of Europe, U.S., Asia, Formation of a Global Society practicing teacher to experiment with alterna- Africa, Latin America. Credit: 3 semester hours. The explosion of the mass media in the 20th tive instructional methods and to evaluate the century, spread of communication and enter- 741 USSR and the World, 1917-1991 effectiveness of current teaching techniques. tainment technologies, cybernetics and global A study of contacts between the Soviet Union Students are encouraged to devise teaching communication networks, cultural and ideo- and the world via diplomacy, cultural relations models that are suited to inculcating global logical exchanges. Credit: 3 semester hours. and the international Communist movement. awareness and that draw upon interdisciplinary Credit: 3 semester hours. 768 The New Imperialism in Africa: Causes resources. Credit: 3 semester hours. and Consequences 899 Practicum I: For Secondary School 745 Women’s Social Movements: a Global An examination of the European scramble for Perspective Teachers territory in Africa after 1870 and its political This course examines women’s social move- This practicum is designed for the improve- and economic consequences; the political lib- ments comparatively as well as transnationally ment of the professional skills of history eration of Africa and the ongoing attempt to from 1789-1945, considering women’s local and social studies teachers in the secondary achieve economic independence. and national movements, as well as women’s schools. It aims to guide the practicing teacher Credit: 3 semester hours. efforts to organize across the boundaries of to experiment with alternative instructional the nation-state. Key areas of activism include 774 European Integration and methods and to evaluate the effectiveness of peace, democracy, human rights, labor equity, Disintegration present teaching techniques. Credit: 3 semes- and maternal and child health. An analysis of Europe’s cultural and social ter hours. Credit: 3 semester hours. diversity in the 19th century; how Western 905; 906 Teaching Internship European societies have become more similar Level 1. The student attends lectures of a 753 World Regional Geography in the 20th century. Credit: 3 semester hours. A regional analysis of the principal patterns of mentoring faculty member’s HIS 1000/1010 class, preparing and delivering no less than the physical, economic and cultural features Professional Skills Curriculum of the earth, with emphasis on how these fea- 10 lectures during the semester. The men- tures have influenced and been influenced by 812 Transnational and Interdisciplinary tor supervises the preparation of these history. Credit: 3 semester hours. Approaches in the Teaching of World lectures and provides training in exam History preparation,grading techniques, alternative 755 Modernization and American Foreign Basic conceptual approaches employed by modes of learning. Credit: 3 semester hours. Policy in the 20th Century historians and social scientists in the study of This course explores American modernization Level 2. When the student satisfactorily world history; an examination of global history and national development in the context of completes the Level 1 internship he/she will and the analytical methods used in academic international relations. Particular attention will be assigned responsibility, under direction of disciplines. Credit: 3 semester hours. be paid to the impact of national development the mentor, for lectures in a HIS 010/1000 on U.S. foreign policy in the 20th century. 840 Reasoning and Historical Inquiry class. The second semester will include regular Credit: 3 semester hours. The development of formal and material ele- meetings with the mentoring teacher for the ments of logic emphasizing their proper appli- purpose of critiquing and discussing teaching 756 The World in Upheaval: Europe and cation to the study and teaching of history. technique. Credit: 3 semester hours. the World Since 1776 Credit: 3 semester hours. The globalization of European ideologies and Independent Reading and Research institutions and ensuing political, diplomatic, 853 Counseling Techniques for Teachers economic and cultural consequences; emphasis (Cf. PSY 666) 900 Master’s Research on nationalism and imperialism and industrial- An introduction to counseling theory and prac- Supervised research leading to the preparation ization and ideology. Credit: 3 semester hours. tice for educators; familiarizing current/ and completion of a thesis in partial fulfillment prospective educators with the methods and 757 America Abroad: The United States of the M.A. requirements. techniques that can be used in a wide range of and Modernization Credit: 3 semester hours. academic encounters. Credit: 3 semester hours. The course explores American foreign policy 901 Reading and Research in Asia, Latin America, and Europe in the era Individually directed reading programs for M.A. of post-industrialization. Particular attention students, together with relevant research on is paid to America’s shift from an isolationist topics mutually agreed upon by the student country to an imperial world power. and mentor. Must be approved by the Chair. Credit: 3 semester hours. Credit: 3 semester hours. 58 975 Doctoral Research Essay Entrance Requirements (5) Spanish-American Literature from Supervised research leading to the preparation At least 24 semester hours above the inter- Modernismo to the Present (three/six credits) and completion of a thesis in partial fulfillment mediate level of undergraduate work in lan- The comprehensive examination required of the D.A. requirements. guages, with 18 of these hours in Spanish. All of all students must be taken within a year of Credit: 3 semester hours. classes are conducted in Spanish. All students the completion of all course requirements. This must demonstrate proficiency in speaking, four-hour written examination will test their 990 Directed Readings and Research I knowledge of the literature, linguistics and cul- Individually directed reading programs for D.A. reading and writing Spanish. Any existing defi- ciency will subsequently have to be removed. ture of Spain and Spanish America. The rules students, together with relevant research on governing the application and administration topics mutually agreed upon by the student In the case of foreign credentials, the 18-hour requirement will be met if the candidate holds of this examination are found under “Compre- and mentor. Must be approved by the Chair. hensive Examination” in the Graduate Division Credit: 3 semester hours. a university degree from a Spanish-speaking country. of Arts and Sciences section in this bulletin. 991 Directed Readings and Research II The comprehensive examination may be given Individually directed reading programs for D.A. Program Requirements during the summer.­ students, together with relevant research on Thesis: This option is a 33-credit program Combined Degree Program topics mutually agreed upon by the student consisting of 27 credits of required coursework and mentor. Must be approved by the Chair. from among the five areas of concentration B.A./M.A. in Spanish Credit: 3 semester hours. (a minimum of three credits in each area) listed below and six credits of Master’s Research The Department of Languages and Literatures Maintaining Matriculation (SPA 900). Master’s degree students with the- offers an intensive, accelerated, combined sis option must demonstrate proficiency in a degree program leading to both the B.A. and 925 Maintaining Matriculation (M.A.) language other than Spanish. It is strongly rec- M.A. degrees in Spanish in five years of full- Master’s students not registered for other ommended that such students have a reading time study. Sophomores who have completed courses must register for HIS 925 until all knowledge of English, French, German, Italian, 12 credits in Spanish with a 3.5 or above degree requirements are completed and the Portuguese or any other language pertinent to index and with a minimum of 3.0 cumulative degree is granted. No Credit. $100. index, are encouraged to apply. After comple-

the topic of their thesis. The language of their ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES tion of their baccalaureate degrees, students 930 Maintaining Matriculation (D.A.) choice must be approved by the thesis advisor may enroll full time on the graduate level for Doctoral students not registered for other and by the Graduate Director. This requirement the fifth year. For specific information, stu- courses must register for HIS 930 until all may be satisfied by passing the Princeton ETS dents may contact Marie-Lise Gazarian, Ph.D., degree requirements are completed and the foreign-language examination or by an exami- Graduate Director, Master’s Degree Program in degree is granted No Credit. $100. nation administered by the department. In lieu of the language examination, students may Spanish at (718) 990-5209 or e-mail [email protected]. For a complete listing of approved courses, either take an undergraduate language course please contact the Dean’s office. equivalent to a fourth semester (Language Financial Aid 4) or one of the department’s graduate non- credit reading courses. It is suggested that Research assistantships, which include full this requirement be met in the semester prior tuition and a stipend, are available to quali- Languages and to taking the comprehensive examination. fied graduate students. In addition, New York The thesis option is recommended for those State residents may be eligible for Tuition Literatures students who wish to continue their graduate Assistance Program (TAP). State and Federal education beyond the master’s degree and Loan Programs are also available.­ Programs of Study: plan to enter a Ph.D. program. Non-Thesis: This option is a 33-credit Courses program consisting of coursework in all five Master of Arts in Spanish areas of concentration listed below: a mini- 103 History of the Spanish Language The evolution of the language from its ori- The Department of Languages and Literatures mum of three credits from each division, plus gin to the present; phonology, morphology, offers a program of graduate study in the liter- 18 credits in course electives. However, it is grammar,vocabulary, style. ature, linguistics and civilization of the Hispanic strongly recommended that students take six Credit: 3 semester hours. world, taught entirely in Spanish, leading to credits from each of the five areas of concen- the degree of Master of Arts. This specialized tration. 109 Spanish Stylistics. A Workshop in program is intended to prepare students for The non-thesis option is primarily Creative Writing further scholarship, teaching at all levels or designed for those students interested in Students will engage in various exercises, tak- related careers. The department sponsors an teaching on the primary or secondary level or ing part in the writing of poetry, short stories ongoing series of lectures by prominent literary seeking immediate preparation for fields and memoirs. Credit: 3 semester hours. figures from both Spain and Latin America and where a master’s degree in Spanish is the 110 Workshop in Journalistic Prose the publication of the literary journal Anuario recommended credential. A study of journalism through a study of mas- Medieval. With appropriate counseling from the ters in the genre and through the experience Epsilon Kappa, the St. John’s Chapter of department, students should select their courses of writing articles on a series of topics. Sigma Delta Pi, the National Hispanic Honor from the following five areas of concentration: Credit: 3 semester hours. Society, publishes a literary journal, Entre (1) Linguistics (three/six credits) Rascacielos, to promote the creative works of (2) Peninsular Literature before 1700 220 Caribbean Literature in Spanish students enrolled in the program. (three/six credits) A study of the most representative Spanish- In addition, the department offers reading (3) Peninsular Literature of the 18th, 19th Afro Caribbean writers, such as Luis Llorens courses in French and German for graduate and 20th Centuries (three/six credits) Torres, Luis Pales Matos, Nicolás Guillén and students in other disciplines. (4) Spanish-American Literature from Emilio Ballagas. Credit: 3 semester hours. Pre-Columbian through the 19th Century (three/six credits) stjohns.edu/graduatebulletin 59 222 Medieval Literature II 305 Seminar in Hispanic Literature I who has an interest in and a knowledge of the The principal developments of the XIV and of A study of specific authors from the Hispanic Spanish language. the XV century as far as La Celestina. world. Credit: 3 semester hours. Credit: 1 to 6 semester hours. Credit: 3 semester hours. 306 Seminar in Hispanic Literature II 900 Master’s Research 224 The Spanish Ballad, Yesterday and A study of specific authors from the Hispanic Supervised research by mentor leading to the Today world. Credit: 3 semester hours. preparation and completion of a thesis in par- An in-depth study of the development of tial fulfillment of the Master’s degree require- 310 Visual Arts in Spanish Literature Spanish balladry from the Middle Ages to the ments, in consultation with the Director of the A study of the many uses of the visual arts in present. Credit: 3 semester hours. Graduate Program. Credit: 3 semester hours. Spanish literature, with emphasis on the liter- 234 Spanish-American Poetry ary representation of visual arts, real or imagi- 901 Independent Study The principal developments of the genre in nary. Credit: 3 semester hours. An opportunity for independent reading Spanish America with a study of representative and research under the supervision of a fac- 311 Exile Literature authors. Credit: 3 semester hours. ulty member. The area of research must be A study of the literary production of Spanish approved in advance by the Director of the 237 Spanish-American Modernism writers who left their country as a result of Graduate Program and a research plan will be Representative authors of the period will be the Civil War, with emphasis on the authors’ required. Credit: 3 semester hours. studied. Credit: 3 semester hours. responses to exile and transtierro. Credit: 3 semester hours. 925 Maintaining Matriculation 239 Women Writers from Spanish America Master’s degree students who are not reg- A study of the most representative women 312 Latin American Cinema and Literature istered for any course must maintain their writers from the time of Sor Juana Inés de la This course is a comparative and analytical matriculation by registering for 925 until all Cruz to the present. Credit: 3 semester hours. study of some of the most important Latin degree requirements are completed and a American films and literary works. Credit: 3 245 Spanish-American Literature of the degree is granted. No credit. Fee $100. semester hours. Enlightenment French 0101; 0102 French Reading Course Main literary currents in Spanish America from 313 César Vallejo, Lezama Lima, Pablo (0101 is prerequisite for 0102) This course 1750 to the period of Independence with Neruda and Octavio Paz is designed to give the candidates for the representative authors studied. An in-depth study of three representative fig- Master’s and Doctor’s degrees a grasp of the Credit: 3 semester hours. ures of the Hispanic world. fundamentals of the language and a good Credit: 3 semester hours. 249 The Spanish-American Novel from working vocabulary so that they can use the Fernández de Lizardi to the 1960s 314 Poetry and Its Metric Forms language and a good working vocabulary so A study of the most representative literary fig- The tools for writing poetry. that they can use the language as a research ures in the development of this genre. Credit: 3 semester hours. tool in their field of specialization. Credit: 3 semester hours. Two semesters. No credit. 316 The Chronicle in Spanish Classic 250 The Spanish-American Novel from the Authors For a complete listing of approved courses, 1960s Onward A study of the literary techniques used in please contact the Dean’s office. A study of the most representative present-day Spanish historiography, with emphasis on the Spanish-American novelists. study of Medieval, Renaissance and Baroque Credit: 3 semester hours. chronicles. Manuscripts, incunabula, paleo- Advanced graphic and first editions will be used when 254 Don Quijote I, II available. Credit: 3 semester hours. Interdisciplinary A study in depth of Cervantes’ masterpiece Credit: 3 semester hours. 317 Gabriela Mistral: The Poet and Prose Certificate on Latin Writer 270 Spanish Poetry of the Twentieth An deep and comprehensive examination of Century American and the works and influence the famous Chilean A review of poets from the second half of the writer. Credit: 3 semester hours. nineteenth century with an in-depth study of Caribbean Studies poets from the twentieth century. 318 Love and Death in Latin American Credit: 3 semester hours. Literature St. John’s University’s Committee on Latin A study of the themes of love and death as American and Caribbean Studies (CLACS) 279 Federico García Lorca expressed by some of the most representative offers a graduate-level interdisciplinary and A study of the most representative works of authors. Credit: 3 semester hours. multidisciplinary certificate for those students Federico García Lorca. Credit: 3 semester hours. interested in disciplines and careers that deal 319 The Generation of 1927 in Spain 287 Ortega y Gasset and other Twentieth with Latin America, the Caribbean, or Latinos An in-depth study of some of the most impor- Century Spanish Essayists in the U.S. Those careers include: diplomacy tant poets of the period. Credit: 3 semester hours. A study of representative essayists of the peri- and international relations; banking; business; od. Credit: 3 semester hours. 330 The Spanish Short Story literature; education; health services and The evolution of the short story in Spain from journalism. 290 Literature of the Mexican Revolution the medieval exemplum to the cuento literario. A study of major literary figures in the develop- Entrance and Program Credit: 3 semester hours. ment of this theme in the national culture. Requirements Credit: 3 semester hours. 400 Internship An undergraduate degree from an accredited An on-site internship to apply and deepen 300 Spain in North America. Early Writings university with a minimum 3.0 GPA and two academic skills in a professional setting. The First writings by Spaniards in North America. letters of recommendation are required. successful candidate will be a matriculated The literature of early settlers, navigators, sol- A student can enroll in the multidisci- Graduate student in good academic standing diers, and priests. Credit: 3 semester hours. plinary Certificate program by itself or in con-

60 3. Six credit hours in the area of concentration junction with another graduate program (e.g. 4. For the Humanities track, a total of 18 cred- students who are qualified and possess the M.A. in Spanish, Government, History, English, its from English or history; for the Social necessary background are permitted to enroll Sociology, Liberal Arts, MBA). Science track, a total of 18 credit hours from in graduate courses. Special students must Students need 15 credits in three differ- anthropology, economics, history, govern- have the permission of the department/division ent disciplines or areas; a minimum of nine ment and politics, psychology, or sociology; and the Dean to register. Special students may credits must be from those courses classified for the Cultural Studies track, a total of 18 enroll for no more than six credits of course- as core. A student could meet some of the credit hours from anthropology, sociology, work each semester for a maximum total of 12 credit requirements by taking courses in Latin English, Area Studies (Latin America, Asian, credits. If an applicant who has taken courses American and Caribbean universities with Middle Eastern, African, etc.) history, philos- as a special student is accepted for matricula- which we have established agreements or in a ophy and ethnic/gender studies; see below; tion, the Dean determines which credits taken Study Abroad program in a Latin American or for Interdisciplinary Studies, a sufficient as special students are credited toward the Caribbean nation, with prior approval from the number of credits in the relevant disciplines, program. In any case, no more than 12 credits appropriate Dean or Chair. as determined by the Director. completed as a special student may be applied Language proficiency in Spanish, 5. Two letters of recommendations from per- toward a degree program. Portuguese, or French must be demonstrated sons who can attest to the student’s ability Transfer of Credit before completion of the program. to undertake graduate studies. Upon completion of all coursework, as a In graduate programs requiring the completion final condition for receiving the Certificate, a Program Requirements of 30–36 credits, a maximum of six credits may student must submit to the Chair of CLACS a Each student selects an interdisciplinary track: be transferred with the approval of the Dean. portfolio with the accumulated work accom- Humanities, Social Science, Cultural Studies, or No transfer credits are permitted for students plished during the program. Innovative Research. in the Global Development and Social Justice Students who complete the Certificate If Humanities is selected, the student track. can go on to careers in government, NGOs, chooses an area of concentration—either his- Requested transfer credits must not have banking, business, journalism, teaching, and tory or literature. The student completes five already been used in fulfillment of another Ph.D. programs, among others. courses in his or her area of concentration and degree. The student must present catalog Graduate research assistantships are avail- two courses each from the two cognate disci- descriptions of the graduate courses for ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES able. For more information about the program, plines. The student also takes introductory and which transfer credit is requested. No credit please contact: Dr. Alina Camacho-Gingerich, integrating seminars in the humanities. A total is allowed for courses in which the grade Chair of CLACS, at [email protected]; tel of 11 courses is taken. attained is below “B”. Transfer grades do not (718) 990-1932 / 5829; or visit St. John Hall, If Social Science is selected, the student affect cumulative quality points. In addition, no Room B3A1 and 9. chooses an area of concentration—either degree credit is allowed for courses completed For a complete listing of current courses economics, history, government and politics, beyond the stipulated time limit (“Time Limit”). applicable to the Certificate, please go to: psychology or sociology. The student takes five Students requesting transfer credit must have www.stjohns.edu/clacs courses in his or her area of concentration and already completed at least 12 credits in their two courses from any two cognate disciplines. approved graduate program at St. John’s The student also takes introductory and inte- University. Liberal Studies grating seminars in the social sciences. A total of 11 courses is taken. Courses Program of Study If Cultural Studies is selected, the student takes five courses from a list of courses dealing Departments strive for accuracy with regard The Master of Arts in Liberal Studies (M.A.L.S.) with the anthropological and cultural themes to the scheduling of courses. They reserve the provides a multidisciplinary graduate oppor- and four courses in cultural areas and top- right, however, to alter the schedule as needs tunity to the intellectually curious through the ics. These include but are not limited to Latin may dictate. Moreover, the Dean maintains the study of interdisciplinary themes that draw America, Far Eastern Cultures, Eastern Europe, right to cancel courses when deemed neces- from various academic disciplines. Africa and the Middle East. The student also sary. There are four tracks in the Master of Arts in takes introductory and integrating seminars in MLS 100 Introductory Seminar in Liberal Studies: Cultural Studies. A total of 11 courses is taken. Liberal Studies 1. Humanities If Interdisciplinary Studies is selected, the Directed reading and discussion of representa- 2. Social Science student consults with the program Director tive works which have had a significant influ- 3. Cultural Studies (includes the Concentration about the theme of the proposed program ence in the various areas in liberal studies. This in Women’s and Gender Studies) (as well as faculty in the relevant areas). The course introduces issues in the humanities, 4. Interdisciplinary Studies program Director must approve the proposed social sciences and cultural studies. The program is designed to provide a program. The student takes courses from his basis for a number of professional goals; it is or her area of concentration and courses from MLS 200 Integrating Seminar in not designed to duplicate or replace the spe- at least two other areas of determined to be Liberal Studies cialized disciplinary training required for earn- relevant to the proposed research project. The The capstone project is the focus of this semi- ing a Ph.D., though it is an excellent prepara- student also takes an introductory and inte- nar, taught by faculty members from one of tion for such training. This interdisciplinary pro- grating seminar in the appropriate area. the liberal studies tracks. The capstone project gram is designed to meet the needs of working Every student must complete a Capstone proposal must be approved by the student’s professionals and others seeking entrance into project in the M.A.L.S. track he/she has faculty mentor and the Program Director. doctoral programs. selected. MLS 204 Independent Research in Special Students Liberal Arts Entrance Requirements Under the supervision of a faculty mentor, 1. A Bachelor’s Degree in any area, with an Special students, enrolling for the first time, the student will prepare a research proposal, overall GPA of 3.0 must submit transcripts of all prior academic and submit it to the program director for 2. A brief personal essay describing the stu- work, undergraduate and graduate and approval. All proposals must be approved by dent’s academic goals and areas of intellec- complete the appropriate forms. Only those the Director. tual interest stjohns.edu/graduatebulletin 61 age and in the major field. with a concentration in School Library Media For a complete listing of current courses appli- Applicants intending to meet Specialist prepares qualified professionals to cable to the M.A. in Liberal Studies, please go New York State Education Department teach, research, analyze, produce and super- to: www.stjohns.edu/liberalstudies/masters requirements for certification as School vise the teaching/learning process of a school’s Librarian must also present evidence of library program. It qualifies students for New having completed a mandated sequence of York State School Library Media Specialist cer- Division of Library coursework in the liberal arts and sciences tification. and in pedagogy. Students not fulfilling all In order to qualify for New York State and Information of these prerequisites may be required to initial and professional certification as a School complete additional courses in order to meet Library Media Specialist, the student will suc- Science (DLIS) the qualifications for certification. A list of cessfully complete the following: these courses will be provided to interested 1. The 36-credit School Library Media Specialist The Division of Library and Information Science applicants. Program of the Division of Library and (DLIS) offers programs of study leading to the 2. Two letters of recommendation from Information Science, approved by the New Master of Science in Library and Information instructors, librarians or equivalent. York State Department of Education; Science degree, double master’s programs with 3. A personal interview with the Director or a 2. Observation of school libraries (100) hours; the Departments of Government and Politics designated member of the faculty. 3. Supervised internship (LIS 269A; 150 hours; and Pharmaceutical Sciences and the Advanced 4. A statement of professional goals must be 269C, 150 hours); Certificate in Library and Information Studies. submitted by the applicant. 4. Successfully pass the state-mandated 5. Applicants with degrees from foreign aca- competency test; Accreditation demic institutions may be admitted into the 5. A two-hour course in each of the following Library and Information Science program areas: a) recognition and reporting of child The graduate program in library and informa- provided they meet the University and abuse and b) school violence intervention tion science leading to the M.S. degree is Division admission requirements. An official and prevention; accredited by the American Library Association TOEFL or IELTS score report is required of 6. A six-hour course in harassment, bullying, (ALA) and the curriculum has been regis- all applicants whose native language is not and discrimination prevention and interven- tered and approved by the New York State English. A score of 6.5 in the IELTS or 100 tion; and Education Department. in the TOEFL is required. Students found to 7. Fingerprinting and criminal history back- be deficient in the English language may be ground check as required by the Safe Programs of Study required to complete a University-sponsored Schools Against Violence in Education Act. English placement exam prior to the start of their studies and may be required to take The School Library Media Specialist pro- Master of Library Science English classes before or while they begin gram consists of core courses, specializa- The M.S. degree program is suitable for stu- their graduate studies. tion and internship. dents interested in many different types of 1. The core consists of 203, 204, 205, 211 and libraries, including public, school, law, academ- 239 (15 credits). ic, museum and other special libraries as well General Degree Requirements 2. Specialization courses include 121, 126, as archives and information centers. There are 217, 234 and 261 (15 credits). six core courses and six electives which must The M.S. degree program requires all 3. The six credits of internship are completed be selected in consultation with the student’s students to satisfy the following: at the adolescent/secondary (LIS 269A) advisor. The student completes the program 1. Completion of 36 credits with a minimum and childhood/elementary (LIS 269C) levels. by completing the 12 courses and presenting a of a “B” (3.0) average. successful e-portfolio. 2. Continuous enrollment and completion Combined Degrees Persons who have an ALA-accredited of all requirements within a period not to degree and wish to update their professional exceed five years. M.A./M.S. Program in Government education may pursue an Advanced Certificate. 3. Submission of a successful digital portfolio. and Politics/Library and Information The program is custom-designed for each stu- Science Note: Up to six credits may be taken outside dent’s specific needs. Under the administration of the Graduate the Division with the permission of the Director LIS students may pursue coursework in Division of the College of Liberal Arts and (Not applicable to students seeking School both Public History, Museum Administration, Sciences, the Department of Government Library Media certification.) and Library and Information Science through and Politics and the Division of Library and the interdisciplinary options offered through Information Science offer a joint program the innovative Public History, Museum and Course Requirements of study leading to the Master of Arts in Archive Studies (PHMAS) program. Please con- 1. Completion of all core courses: 203, 204, Government and Politics and Master of Science sult your advisor. 205, 211, 239 and 240. in Library and Information Science degrees. 2. In collaboration with their advisor, students Entrance Requirements Students complete a total of 57 credits rather are required to select a concentration after than 66 credits required if both degrees are Applicants seeking admission to the M.S. pro- the completion of 6 graduate credits in pursued separately. gram must submit the following evidence of Library and Information Science. A list of The combination of the two graduate their ability to pursue graduate study in library concentrations and required coursework programs provides students with the oppor- and information science: is available on the Division of Library and tunity to integrate two complementary bodies 1. A baccalaureate degree from an accredited Information Science web site www.stjohns. of knowledge: government and politics and college or university. Their undergraduate edu/dlis. library science. The graduate program in gov- scholastic achievement must be such as ernment and politics supplements the graduate to give reasonable assurance of success in School Library Media Specialist program in library science by broadening and work for an advanced degree. Normally, this Requirements deepening a student’s understanding­ of the will be a “B” (3.0) both in the general aver- The M.S. in Library and Information Science governmental structure, institutions, public 62 administration and the political/legal processes, from other units of the University. Credits may School Library Media Specialist certification. while at the same time mastering contempo- be elected from outside the division but within Students who complete an internship rary means of accessing and utilizing related the University in a related subject area. experience for academic credit register for information. respective course(s) according to their interest Admission Requirements and area of concentration. Entrance Requirements Applicants must submit evidence of having Interested students are required to meet Students must meet the requirements of completed the M.S. degree, from an ALA- with the Internship Coordinator the semester admission to both the Master of Arts in accredited program or its equivalent in other prior to registering for an internship course in Government and Politics and the Master of countries, a personal statement and two letters order for the field site to be approved and the Science in Library and Information Science pro- of recommendation. paperwork completed. The student must be grams as set forth in their respective sections academically eligible in order for the placement of this bulletin. Certifications to be approved (i.e., all prerequisites must have been satisfied prior to registration). The intern- Program Requirements School Library Media Specialist ship must be completed under the direction of All M.A./M.S. students will complete curriculum In order to qualify for certification as a School a certified, professionally qualified site supervi- requirements for each degree with four courses Library Media Specialist (K–12) from the New sor whose credentials have been approved (12 credits) applying to both programs. York State Education Department (NYSED), a by the Internship Coordinator. All interns are These exchange courses include: student must complete the M.S. degree or its required to complete course paperwork as GOV 205 Modern Political Research equivalent following the School Library Media assigned and attend on-campus meetings as GOV Concentration Course Specialist Program outlined in this bulletin. This scheduled. LIS 210 Government Information Sources includes all academic coursework, field- experi- LIS 265 Online Database Searching ence, internship, testing, external courses and Financial Aid and Services background check/fingerprinting man- dates. All students must complete the written com- With the completion of all requirements, the Qualified graduate library and Information prehensive examination in Government application to NYSED may be submitted. Science students are eligible for assistantships and Politics an an e-portfolio in Library and Librarians seeking NYSED School Library which include tuition remission and a stipend; Information Science. Media Specialist certification who have received these assistantships are awarded for service to ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES an ALA-accredited master degree but who the division and the libraries of the University, M.S./M.S. Pharmaceutical Sciences/ have not completed the an NYSED-approved including the Law Library, the Loretto Memorial Library Information Science program should contact the department for Library in Staten Island and the main Library on information and credentials analysis. the Queens campus. The Division also offers The Division of Library and Information the Rev. Brian O’Connell Scholarship of from Science and the Department of Pharmaceutical Certification for Public Librarians one-fourth to one-third of tuition for the entire Sciences offer a joint program of study leading in New York State program to all students who received a 3.4 to the M.S. and the M.S. degrees. Students The Professional Certificate will be issued by or higher GPA on a 4.0 scale for their most complete a total of 57 credits including 24 recently completed degree program, as long as semester hours in Library and Information New York State to St. John’s graduates who provide proof of completion of the M.S. the student remains in good academic stand- Science, 21 semester hours in Pharmaceutical ing. No separate application is required. Sciences and 12 exchange credits. The recipi- in Library and Information Science degree. ent of the M.S. Pharmaceutical Sciences/M.S. There is a fee for the certificate which must be Library and Information Science degree will included with application. For details visit the Student Assistance acquire expertise necessary for a career in phar- New Your State Library web site at http://www. maceutical/health science libraries and informa- nysl.nysed.gov/libdev/cert/. Advising tion centers located in research facilities, hos- Each graduate student admitted to the divi- pitals and pharmaceutical companies. Students Experiential Learning sion is assigned an academic advisor from the must meet the requirements of admission to The M.S. program faculty encourage students full-time faculty who should be retained by the both M.S. programs as set forth in their respec- student unless he/she elects to change advisors tive sections of this bulletin. Due to curriculum to explore the profession in an experiential, hands-on approach that complements the because of professional interest. The advisor revisions, prospective students are encouraged must be consulted at least once a semester to contact the division for information. theoretical base fostered through readings, research and class discussion. To that end, aca- (prior to pre-registration) to ensure the most Advanced Certificate: demic service-learning activities, field trips and effective choice of courses. Students may con- fer with more than one advisor. Library and Information Science individually arranged site visits are required components of many courses and are expected Placement The Advanced Certificate program provides of all students. an opportunity for practicing librarians and The division regularly provides information on information specialists to update their skills by employment opportunities via the student list- completing advanced coursework tailored to Internships serv and postings in the department. A place- their professional interests and needs. In con- Field experience is available as part of non- ment service is also available at the St. John’s sultation with an advisor, professionals select credit or credit-bearing internships. A student University Career Services Center. courses in areas as diverse as digital libraries, may elect to complete an informal, voluntary Types of placement opportunities include: information ethics, language structure and position within a library, archive, or information • Information Industry thesaurus development, legal information, center in order to observe and/or participate in • Information Organization telecommunications technology and policy, the activities of the profession. A paid, com- • Legal Information Services preservation technology and metadata for pensated position may not double as in intern- • Children’s Services information professionals. The program offers ship. Credit-bearing internships are strongly • Administration and Management a multidisciplinary approach geared to the indi- encouraged of all students and are required • College and University Librarianship vidual student by drawing upon related courses of those pursuing a concentration leading to • Library Systems and Automation stjohns.edu/graduatebulletin 63 • Community Information Services 240 Management of Libraries & implement various forms of multimedia and • Library Technical Services Information Centers technology in the educational process in order • Corporate Information Services Leadership and management principles relating to deliver effective academic programs K-12. • Online Searching and Services to the operation of libraries and other informa- Credit: 3 semester hours. • Public Library Services tion enterprises. Leading, planning, evaluating, 221 Planning and Delivering Information • Health Information Services staffing, housing, equipping, and financing, Literacy Programs • Publishing Credit: 3 semester hours. Theory and practice of user education with • Indexing and Abstracting Note: Required of all students except those emphasis on developing information literacy • Young Adult Services with a concentration in school library media programs. Standards, guidelines, instructional Alumni Organizations specialist or law librarianship. models, effective pedagogical techniques, collaboration and assessment. Planning, deliv- Graduates of the Division of Library and Elective Courses ery and evaluation of instructional programs Information Science are automatically eligible­ designed to develop lifelong information for membership in the Alumni Association. 121 Literature & Related Resources for literacy skills. Credit: 3 semester hours. Alumni serve on division committees­ and may Children sponsor such activities as the William A. Gillard A survey of books and other materials for 222 Materials & Services to Diverse lecture. children, with emphasis on selection criteria, Populations developing evaluation skills, familiarity with Information needs of diverse populations, Beta Phi Mu award-winning titles and book presentation. including the aged, illiterate, individuals with Graduates of the Division of Library and Requires fieldwork. Credit: 3 semester hours. disabilities, and racial, ethnic, and linguistic Information Science with a superior record and minorities. Credit: 3 semester hours. 125 Library Materials & Services for Young recommended by the Director are eligible for Children 223 Preservation Technology in Library & membership in Beta Phi Mu. Materials and services for the young child Information Science (infant through preschool), Theories underlying Preservation techniques for materials in collec- Courses services. Selection, analysis and presentation tions; basic structure and weaknesses; diag- of books, and other appropriate materials. nostic and treatment practices; application of Detailed course descriptions are available on Requires fieldwork. Credit: 3 semester hours. appropriate and creative solutions to preserva- the Division of Library and Information Science tion problems. Credit: 3 semester hours. web site: www.stjohns.edu/dlis. 126 Literature & Related Resources for Young Adults 224 Language Structure & Thesaurus Required Core Courses A survey of books and other materials for Development young adults, with emphasis on selection crite- Applied linguistics for information organiza- 203 Information Organization ria, developing evaluation skills, familiarity with tion and retrieval, with focus on the design of Theories, systems, and practices of information award-winning titles and book presentation. structured controlled vocabularies (thesauri) for organization. Emphasis is on understanding Requires fieldwork. Credit: 3 semester hours. indexing and searching. Credit: 3 semester hours. the basic function of library catalogs, indexes, metadata, finding aids and internet search 127 Library Services for Children and 225 Classification Schemes & Information engines. Credit: 3 semester hours. Young Adults Architecture Serving children in the public library, with Classification schemes for arrangement of 204 Introduction to Library & Information emphasis on user needs, storytelling and book physical and virtual collections; distinctions Science talk skills, programming, information services, between classification and categorization and A survey of the field including theory and prac- policies and guidelines, and maintaining folk taxonomies. Analysis and design of infor- tice, historical trends/developments, computer- collections. Requires fieldwork. mation architecture of Web sites. based and other information systems and soci- Credit: 3 semester hours. Credit: 3 semester hours. etal concerns. Must be taken as one of the first two courses. Credit: 3 semester hours. 153 Information Sources in Religion 226 Literature and Related Resources for Reference works, Internet sources, publishing, Young Adults 205 Information Sources & Services and libraries in the field of religion. Treatment A survey of books and other materials for Scope, organization and evaluation of refer- of religion in general information sources; young adults, with emphasis on applying selec- ence sources and services, with emphasis on specialized concordances, bibliographies, tion criteria and developing evaluation skills. information use and retrieval in a virtual envi- indexes. Credit: 3 semester hours. Credit: 3 semester hours. ronment and contemporary models of service delivery. Credit: 3 semester hours. 210 Government Information Sources 228 Indexing and Abstracting Prerequisite: LIS 205. Government informa- Prerequisites: LIS 203 or 204. Theory/methods 211 Collection Development & tion resources at the local, state, national, and of information analysis for retrieval. Subject Management of Knowledge Resources international levels. Selection, organization, analysis, abstract preparation, vocabulary con- Prerequisite: LIS 204. Philosophy and methods and dissemination; changes in distribution trol methods/devices, specialized systems, of managing collections in physical and virtual policies and format. Credit: 3 semester hours. machine-aided and automated indexing. libraries, with emphasis on assessing and meet- Credit: 3 semester hours. ing information needs. May include a service 213 Popular Culture and the Young Adult learning requirement. Credit: 3 semester hours. An exploration of contemporary, popular 230 Introduction to Digital Libraries entertainment media oriented toward and The contextual framework for digital libraries 239 Research & Evaluation Methods accepted by adolescents, with emphasis on including the creation, structure, access and Social science research methods applicable to film, television, music, magazines, and the use of digital information. Analysis of digital program evaluation and library and informa- Internet. Credit: 3 semester hours. library projects. Credit: 3 semester hours. tion science research; topics include research ethics, research design, literature reviews, data 217 Multimedia & Technology Resources 231 College & University Libraries analysis, and reporting research to general and for School Media Centers Academic library administration, planning, specialized users. Credit: 3 semester hours. Prerequisites: LIS 204, 205, 261. The knowl- staffing, and evaluation. The history of higher edge and skills to select, plan, produce, and education and the college library in the U.S. 64 The impact of demographic and social changes management, including digital techniques. medical libraries, with emphasis on the data- on the provision of service. Credit: 3 semester hours. bases of the National Library of Medicine. Credit: 3 semester hours. Credit: 3 semester hours. 248 Database Applications, Modeling & 232 Special Libraries & Information Centers Design 260 Information Use and Users The goals, organization, operation, environ- The fundamental concepts and issues of data- Prerequisite: LIS 204. Survey/seminar on how ment, functions, and services of special librar- base management systems. Topics include enti- LIS practitioners and researchers seek to ies/information centers; collection issues, user ty and relationship modeling, SQL, relational understand user information needs/behaviors. services, management, and marketing. database design, data integrity, and XML. Emphasis on theories of user needs and infor- Credit: 3 semester hours. Credit: 3 semester hours. mation use. Populations discussed include chil- dren, business managers, attorneys, scientists, 233 Public Libraries & Community 249 Archives & Manuscripts: Basic university students, general researchers, and Information Centers Functions & Current Issues consumers. Credit: 3 semester hours. The objectives, organization, and services of Management of archives and manuscript contemporary public libraries, including the repositories, including basic functions and 261 Information Sources and Services for ways in which they serve diverse communities skills required of an archivist or curator of Children & Young Adults and reach underserved populations Field trips manuscripts as well as current issues and Non-fiction and reference sources and services may be required. Credit: 3 semester hours. topics. Credit: 3 semester hours. in school and public libraries as they relate to curriculum support and information literacy. 234 School Library Management 250 Information Sources in the Arts & Focus on the child as reference interview par- Prerequisites: LIS 204, 205, 211. Administration Humanities ticipant/learner. Credit: 3 semester hours. of the academic program, services, collection, Prerequisite: 205. Evaluation, selection and use staff, and budget of the school library media of print and electronic (esp. digitized) resources 263 Information Ethics center. Planning, research, and evaluation in the arts and humanities (philosophy, religion, The ethical challenges experienced by informa- methods for compliance with state and nation- literature, the fine arts, the performing arts, tion providers in the past and present: possible al standards. Credit: 3 semester hours. and film). Credit: 3 semester hours. ethical dilemmas of the digital future. How information providers make choices in a variety 235 Advanced Cataloguing: Metadata for 251 Information Sources in the Social &

of contexts. Credit: 3 semester hours. ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Libraries. Prerequisite: LIS 203 Behavioral Sciences Prerequisite: 205. Evaluation, selection, and use 265 Online Database Searching 237 Metadata for Information of print and electronic resources in the social Prerequisite: 205. Study and use of online bib- Professionals and behavioral sciences (sociology, history, gov- liographic databases in a wide variety of sub- Metadata applications in a variety of informa- ernment, education, psychology, anthropology, ject areas. Emphasis is on appropriate database tion environments, libraries, archives, muse- business, economics). Credit: 3 semester hours. selection, search strategies, and information ums, and information centers. Major metadata delivery modes. Credit: 3 semester hours. schemes, encoding standards, and structures. 252 Information Sources in Science & Credit: 3 semester hours. Technology 267 Information Sources in Business & Prerequisite: 205. The structure and literature Economics 238 Web Design for Libraries & of scientific and technical communication. Print Prerequisite: LIS 205. Print and electronic Information Centers and electronic references are examined. information resources and services in business, An information architecture approach to the A background in the sciences is not required economics, finance, and related literature. design of web sites for large enterprises. Topics or assumed. Credit: 3 semester hours. Organization, administration, and services of include information content, organization, business libraries/ information centers. labeling, navigation, searching, usability, and 253 Oral History Credit: 3 semester hours. accessibility. Credit: 3 semester hours. Introduction to the theory and practice of oral history. Major topics include the ideological 269 Internship 243 Law Library Administration content of speech and storytelling, the role of Prerequisites: All required courses and prefer- Law library administration from strategic and class and ethnicity, the ethics of scholarly intru- ably all courses in the concentration. A super- short-term planning to budgeting, person- sion, and the use of technology. vised professional experience combining theory nel management, facilities planning, CLE and Credit: 3 semester hours. and practice in a library or information center. record management, organizational structures Meetings and reports required; may be taken and technology integration. Issues will be 254 Legal Research for a total of six credits. Credit: 1, 2, or examined from academic, corporate and Prerequisite: LIS 205. Basic tools and tech- 3 semester hours. private law firm perspectives. niques of legal research using electronic and Credit: 3 semester hours. print sources. Primary and secondary sources of 269A School Media Center Internship: law; deciphering of citations; finding legal and Adolescent 245 Special Collections Librarianship business-related materials with cost-efficient Prerequisites: All courses and field experience & History of the Book: Principles and techniques. Credit: 3 semester hours. A supervised professional experience combin- Practices ing theory and practice in a 7-12 school library The organization, administration, service, and 255 Advanced Legal Research media center. Meetings of participants are held care of special collections, with an emphasis on Prerequisite: LIS 254. Complex legal research and reports required. Credit: 3 semester hours. rare books. The history of books and printing, problems such as corporate research; pat- each semester. non-book formats, donor relations and col- ent prosecution, international and foreign lecting, conservation and preservation, ethics, law research; coordinated approaches to tax 269C School Media Center Internship: access, security, exhibitions and digitization. research, labor and employment law. Advanced Childhood Requires fieldwork. Credit: 3 semester hours. WESTLAW, LEXIS and BLOOMBERG LAW Prerequisites: All courses and field experience 246 Practical Conservation & Preservation training. Credit: 3 semester hours. A supervised professional experience combin- ing theory and practice in a K-6 school library of Library Materials 256 Medical Information & Librarianship media center. Meetings of participants are held A practical approach to the principles and Prerequisite: LIS 205. Major reference works and reports required. Credit: 3 semester hours. applications of conservation and preservation and Internet resources in health sciences as of library materials as daily functions of library well the administration and organization of stjohns.edu/graduatebulletin 65 270 Colloquia 300 Field Experience Current issues and trends in library and infor- Prerequisites: All required courses and prefer- Department of mation science as well as other topics of ably all courses in the concentration. Fieldwork current interest are presented by prominent involving observation of professional activities Psychology (PSY) outside speakers, alumni, and members of the in a library, information center, or archive set- faculty. No credit. ting. Resulting in a project that addresses an The Department of Psychology offers a issue in the field. Credit: 1 semester hour. Doctor of Philosophy (Ph.D.) program in 271 Special Topics in Library & Information Clinical Psychology, a Master of Arts (M.A.) Studies 302 Genealogical Sources & Services program in General-Experimental Psychology A special topic on an issue not normally cov- Prerequisite: 205. Sources and services to assist and Master of Science (M.S.) and Doctor ered in the MLS curriculum will be examined patrons with genealogical research. Research of Psychology (Psy.D.) programs in School in-depth. The format will depend upon the methodology, conducting the reference inter- Psychology. The Ph.D. program in Clinical topic to be covered. Offered occasionally. view, and the use and evaluation of print and Psychology is fully accredited by the American Credit: 3 semester hours. electronic resources. Psychological Association, Office of Program Credit: 1 semester hour. 3 semester hours. 280 Telecommunications Technology and Consultation and Accreditation, 750 First Policy 303 Dublin Core Metadata Street, NE Washington, DC 20002-4242 An introduction to telecommunications appli- Prerequisite: LIS 203. Goals, major concepts, (Tel: 202-336-5979). The Ph.D. program in cable to library and information studies empha- and elements relating to the application of Clinical Psychology offers two tracks of study: sizing such topics as communications hard- Dublin Core Metadata for information orga- a general course of study in clinical psychol- ware, data transmission, and network policies nization. Schemes, encoding standards, func- ogy (General track) and a subspecialty track (including federal regulation of the industry). tions, syntax, content, and structure. which offers advanced training in clinical child Credit: 3 semester hours. Credit: 1 semester hour. psychology (Clinical Child track). The M.S. and Psy.D. programs in School Psychology also 281 Competitive Intelligence 304 Librarian as Teacher offer two tracks of study: a general course of Monitoring the external environment to obtain Prerequisite: LIS 205. The role of the librarian study in School Psychology (General track) and and use primary and secondary information as teacher; knowledge and skills necessary for a subspecialty track in bilingual school psychol- that is relevant for the institutional decision- instruction and training in library and informa- ogy (Bilingual track). making process. Identification, selection, tion settings. Issues and strategies for effective collection, interpretation and distribution of instruction. Credit: 3 semester hours. information with strategic importance. General Admission 305 Online Reference Service Credit: 3 semester hours. Prerequisite: LIS 205. Electronic reference: Requirements 282 Knowledge Management email and chat services. Special circumstances, Admissions to the Ph.D., Psy.D. and M.S. The process and practice of facilitating the policies/practices, copyright concerns, develop- programs are for the Fall semester only. generation, sharing, acquisition and application ment of online training modules Participation Applications for Fall admissions must be of knowledge in an organization; dissemina- in mock chat and email reference required. completed as follows: tion according to needs and preferences of Credit: 1 semester hour. Ph.D., January 15 stakeholders. Credit: 3 semester hours. 308 Book Index Structures: In Print & on Psy.D., January 15 283 Social Justice in the Information the Web M.S., May 1 Professions Prerequisite: LIS 204 or 203. Preparation of Applications to the M.A. program are accepted Graduate seminar. Topics focus on the rela- book indexes, covering indexable matter, throughout the year. Admissions to the M.A. tionship between information access and structure of index entries, cross references, program are for the fall and spring semesters. human development. Emphasis placed on filing, format, and indexer-publisher relations. Students admitted in the Spring semester are critically examining information policies and Manual and computer-assisted techniques. limited to six credits for that semester because services (i.e., reference, cataloging, collection Credit: 1 semester hour. most subject areas are covered in one-year development, information access, user studies, 999C School Library Media Field course sequences. e-citizenship, evaluation) in light of relevant Experience: Childhood elements of the the Universal Declaration of Individual and group supervised observation Applicants for all degree programs must: Human Rights (United Nations, 1948), mul- and participation in approved school settings 1. Possess a baccalaureate degree. tiple social justice theories, and social activism providing interaction with students, parents, 2. Satisfy the department that his or her trends in the information professions. undergraduate preparation indicates a high Credit: 3 semester hours. teachers and other school personnel under the guidance of certified school media specialists. potential for successful advanced study in 901 Special Research & Projects I Credit: 3 semester hours. psychology. 902 Special Research & Projects II For a complete listing of approved courses, 3. Submit transcripts of undergraduate and The formal presentation of a research paper please contact the Dean’s office. any prior graduate work. or project (survey, history, bibliographic essay, 4. Have completed a minimum of 24 under- etc.) resulting from investigation of a problem graduate credits in psychology, including under the direction of a member of the faculty. courses in Introductory Psychology, Statistics Credit: 3 semester hours. and a laboratory course. 5. Submit three to five letters of recommenda- 925 Maintaining Matriculation tion, one of which must be from an indi- Master’s students who are not registered vidual who will address the matter of the for other courses must register for 925 until applicant’s research potential. degree requirements are completed and the 6. Submit two papers from psychology cours- degree is granted. Fall-Spring only. No credit. es: one a laboratory paper and one a term Fee: $100 paper.

66 7. Provide a clearly written statement of edu- The student’s progress toward completion of a) Foundations: These offerings are designed cational and professional goals. the dissertation requirement will be evaluated to transmit a basic fund of knowledge Applicants for the Ph.D., Psy.D., and M.S. each semester; failure to make satisfactory relating to the history and science of the programs must submit acceptable scores from progress may result in termination discipline. the Graduate Record Examinations (Verbal and from the program. 617 Cognitive and Affective Bases of Behavior Quantitative). Applicants who did not either Students begin their clinical practicum 648 Physiological Psychology major in psychology or complete a graduate training during Years 1-2 at our training clinic, 650 History and Systems of Psychology degree in psychology must also submit accept- the St. John’s University Center for Psychological able scores on the subject (Psychology) section Services. During Years 3 and 4 there is further b) Research and Methodology: These of the Graduate Record Examination. In addi- development of various clini- cal skills through courses provide instruction in research and tion, one or more interviews by the departmen- concentrated work in clinical methodology with the aim of understanding tal admissions committee may be requested externship settings and related coursework and basic research, designing investigation pro- of applicants to the Ph.D., Psy.D., and M.S. continuation of clinic practicum work at our cedures and applying research to help solve programs. training clinic. The Comprehensive Examination personal and social problems. Those students currently matriculated must be taken in the Summer preceding Year 608 Foundations of Data Analysis for a master’s degree at St. John’s University 4. Students will be afforded two opportunities 609 Research Methods in Clinical Psychology who are interested in the University’s doctoral to pass the examination and successful comple- 614 Multiple Regression/Correlation programs must follow the procedure outlined tion of the exam is required for continuation in 619 Advanced Techniques for the Analysis of for new applicants. Students accepted for the program. Upon passing the exam, the stu- Behavioral Data admission to a doctoral program with any dent must register for Doctoral Research (PSY 659 Psychological Measurement and course deficiencies must remove these deficien- 950, 3 credits.) in the spring of Year 4 and each Scaling cies prior to matriculation. Students accepted semester thereafter. 908 Master’s Research for admission to a master’s program with any The fifth year of the program is normally 950 Doctoral Research course deficiencies should attempt to make up devoted to a full-time clinical internship which these deficiencies prior to starting the program; has been approved by the department. During c) Personality, Social Behavior and however, it is possible to make up certain the internship year, the student must register for Abnormal Behavior deficiencies within the first year of graduate PSY 903 and PSY 904 (which carry no academic 624 Advanced Developmental Psychology ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES work. Deficiencies may be completed during credit) and PSY 950 (1 credit). There is a charge 627 Cultural Diversity in Psychological the summer preceding matriculation by enroll- of $100 per semester for PSY 903 and PSY 904. Services ing in appropriate undergraduate or 100-level Instead of embarking on an internship during 722 Social Basis of Behavior courses. Credit toward the degree will not be the fifth year, students may elect to work toward 726 Psychopathology Across the Lifespan I awarded for any courses used to remove completing their dissertation research and defer 727 Psychopathology Across the Lifespan II deficiencies. their internships for a year. Clinical child track The Ph.D. program in Clinical Psychology students must complete an approved internship d) Assessment: Evaluation of people using requires that students maintain full-time status that has a substantial concentration in clinical the skills of observation, interviewing and for the duration of the program. Although full- work with children, adolescents or families. psychological testing; the theory, develop- time status is preferred for all other programs, Students elect, at the point of application ment, reliability, validity, appropriate usage, the Psy.D., M.S. and M.A. program may be to the program, one of two tracks of study administration, scoring, interpretation and undertaken on a part-time basis with a within the Clinical Psychology program in which reporting of the results of the assessment minimum of six credits per semester. they can pursue more concentrated training techniques. opportunities: (1) the general track; or (2) the 635 Objective Personality Tests, Programs of Study clinical child track. or The Master of Arts (M.A.) degree in 835 Neuropsychological Assessment Clinical Psychology will be awarded upon 660 Assessment I: Intelligence Testing Clinical Psychology Doctoral successful completion of the Master’s thesis, 663 Assessment II: Personality Assessment Program as well as successful completion of all course 668 Assessment Laboratory I work required during the first two years of the 670 Assessment Laboratory II General Program Requirements program of study, and meeting all established deadlines set by the Graduate Division of St. e) Psychotherapy: Theory, research, The Doctoral Program in Clinical Psychology techniques and supervised experience in requires four years of full-time coursework and John’s College. Students meeting these require- ments must apply to the Graduate Division of various psychotherapeutic methods. practicum experience in addition to successful 631 Psychoanalytic Psychotherapy I completion of a comprehensive examination, St. John’s College for information regarding the conferral of the M.A. degree. 658 Professional and Ethical Issues clinical internship, Master’s thesis and disserta- 741 Assessment and Intervention tion (PSY 950, Doctoral Research). Students Program Requirements Practicum I, III are evaluated after completing each level to 742 Assessment and Intervention determine their eligibility to progress to the Courses are divided into five areas of Practicum II, IV next level. specialization: 750 Behavior Therapy The program is designed to provide a a. Foundations 760 Marital and Family Therapy (Clinical logical progression of coursework. The first b. Research and Methodology Child Track) two levels are directed at imparting the basic c. Personality, Social Behavior and Abnormal 698 Clinic Practicum I principles and skills in assessment, statistics, Behavior 699 Clinic Practicum II foundations, psychotherapy and research d. Assessment 701 Clinic Practicum III methodology. The student is expected to submit e. Psychotherapy 702 Clinic Practicum IV a dissertation proposal for approval during Year 3; These areas are progressively developed over 705 Clinic Practicum V mentor approval of the proposal is required the five levels of the program. The following is 706 Clinic Practicum VI prior to submission of internship applications. a breakdown, by area of specialization, of the required courses in the program. stjohns.edu/graduatebulletin 67 Clinical Psychology Tracks Year 5 960 Marital and Family Therapy Fall General Track Summer 903 Clinical Psychology Internship I 706 Clinical Practicum VI Year I 950 Doctoral Research Fall Spring N.B. Two days per week must be spent in practicum 617 Cognitive and Affective Bases of Behavior 904 Clinical Psychology Internship II work in a clinical facility in Year 3. At least one day 608 Statistical Design in Research a week must be spent in practicum work in a clinical 950 Doctoral Research facility in Year 4. A student enters Year 5 of the pro- 660 Assessment I: Intelligence Testing gram after completion of all coursework and success- 698 Clinic Practicum I N.B. At least one day a week must be spent in practi- ful completion of the comprehensive examination. 726 Psychopathology Across the Lifespan I 727 cum work in a clinical facility in Year 4. A student While PSY 903 and PSY 904 are taken for one year enters Year 5 of the program after completion of all Psychopathology Across the Lifespan II of intership only, the student remains in Year 5 and coursework and successful completion of the com- must continue to register for PSY 950 on a Spring prehensive examination. While PSY 903 and PSY 904 continuing basis until successful completion of the 614 Multiple Regression/Correlation are taken for one year of internship only, the student dissertation requirements. remains in Year 5 and must continue to register for 726 Psychopathology Across the Lifespan I PSY 950 on a continuing basis until successful com- 663 Assessment II: Personality Assessment pletion of the dissertation requirements. Year 4 699 Clinic Practicum II Fall 750 Behavior Therapy *Total number of elective courses = 3. (With the 741 Assessment and Intervention Practicum III approval of the Clinical Director, some electives 722 Social Basis of Behavior Summer may be taken outside the department. At least Elective* Elective * one elective must be taken during any summer session before the fourth year of study. Students Year 2 must take either Objective Personality Tests (635) or Spring Fall Neuropsychological Assessment (835) as one of their 650 History and Systems of Psychology electives. 609 Research Methods in Clinical Psychology 742 Assessment and Intervention Practicum IV 950 Doctoral Research 624 Advanced Developmental Psychology Clinical Child Track 631 Psychoanalytic Psychotherapy I Elective* 668 Assessment Laboratory I Year I 701 Clinic Practicum III Fall Note: At least one day a week must be spent in 617 Cognitive and Affective Bases of Behavior practicum work in a clinical facility in Year 4. The Spring Comprehensive Examination is scheduled in the sum- 608 Foundations of Data Analysis 619 Advanced Techniques for the Analysis of mer following the third year of study. 660 Assessment I: Intelligence Testing Behavioral Data 698 Clinic Practicum I Year 5 659 Psychological Measurement and Scaling 726 Psychopathology Across the Lifespan I Fall 670 Assessment Laboratory II 903 Clinical Psychology Internship I 702 Clinical Practicum IV Spring 950 Doctoral Research 908 Master’s Research 614 Multiple Regression/Correlation 727 Psychopathology Across the Lifespan II Spring Summer 663 Assessment II: Personality Assessment 904 Clinical Psychology Internship II 705 Clinic Practicum V 699 Clinic Practicum II 950 Doctoral Research Year 3 750 Behavior Therapy Fall Summer *Total number of electives = 2. With the approval of the Clinical Director, some electives may be taken 648 Physiological Psychology Elective* outside the department. At least one elective must be 658 Professional and Ethical Issues taken during any summer session before the fourth 741 Assessment and Intervention Practicum I Year 2 year of study. Students must take either Objective Fall Personality Tests (635) or Neuropsychological Spring Assessment (835) as one of their electives. 609 Research Methods in Clinical Psychology 627 Cultural Diversity in Psychological Services 624 Advanced Developmental Psychology School Psychology Doctoral 742 Assessment and Intervention Practicum II 631 Psychoanalytic Psychotherapy I Elective* 668 Assessment Laboratory I Program Summer 701 Clinic Practicum III Admission Requirements 706 Clinic Practicum VI Spring 619 Advanced Techniques for the Analysis of The Doctoral Program in School Psychology Year 4 Behavioral Data requires four years of full-time coursework Fall 659 Psychological Measurement and Scaling and practicum experiences, the successful 741 Assessment and Intervention Practicum III 670 Assessment Laboratory II completion of Professional Competency 722 Social Basis of Behavior 702 Clinical Practicum IV Comprehension exam, a full-time, one year Elective* 760 Master’s Research School Psychology internship, and a disserta- tion Project for 105 credits. Spring Summer The program is designed to provide a 650 History and Systems of Psychology 705 Clinic Practicum V logical progression of coursework over years 742 Assessment and Intervention Practicum IV one to four. Students are expected to submit 950 Doctoral Research Year 3 a dissertation proposal during year four. In the Elective* Fall fifth year of the program, students complete The Comprehensive Examination is scheduled 648 Physiological Psychology their full-time internship and continue to enroll in the summer following the third year of 658 Professional and Ethical Issues in PSY 950, the dissertation course. If their study. 741 Assessment and Intervention Practicum I dissertation is not completeted, students must Spring remain enrolled in PSY 950 until the disserta- 627 Cultural Diversity in Psychological Services tionis completed, however only three credits 742 Assessment and Intervention Practicum II count towards the 105 credits regardless of 68 how many semesters they enroll in PSY 950. Year 2 Year 5 In addition to the general admission require- Fall Fall ments for the department’s doctoral programs, 722 Social Basis of Behavior 905 Internship I the faculty seek applicants to the Psy.D. pro- 715 Assessment, Diagnosis, and Remediation 950 Doctoral Dissertation gram who possess (a) excellent interpersonal of Learning Disabilities 695 Research Colloquium skills and the ability to get along with others; 749 Behavior Therapy: Assessment,Treatment, Spring (b) excellent ability to handle scientific and pro- and Consultation 906 Internship II fessional disagreements in a respectful manner; 726 Psychopathology Across the Lifespan I 950 Doctoral Research (c) interest in providing psychological services or 695 Research Colloquium to children, adolescents and their families; 727 Psychopathology Across the Lifespan II (d) intellectual curiosity and a commitment 762 Psychological Assessment Practicum I* *Students will work in the Center for Psychological to lifelong learning; and (e) a commitment to 695 Research Colloquium Services and other University approved sites for this building psychological practice on empirically practicum. Spring **Students will work in the Center for Psychological verified scientific principles. 648 Physiological Psychology Services and other University approved sites for this The School Psychology Doctoral Program 659 Psychological Measurement & Scaling practicum. has two tracks: the General track and the 716 Psychoeducational Consultation ***Students will be required to spend three days per Bilingual track. The Bilingual track trains psy- Psychopathology Across the Lifespan I week in a school setting working under a certi- chologists who are fluent in a language in fied school psychologist who is also a licensed or psychologist. addition to English to deliver psychological ser- 727 Psychopathology Across the Lifespan II ****Students will be expected to spend three days vices to children of linguistically and culturally 762 Psychological Assessment Practicum II* per week in a school, facility or clinic providing diverse groups. 695 Research Colloquium services primarily to exceptional children working Students may be admitted with a master’s under a certified school psychologist who is also a licensed psychologist. in school psychology and either permanent Summer 763 School Psychology Intervention or provisional New York State certification *Bilingual Track in school psychology for advanced stand- Practicum I ing. These students will be required to take a Year I

Year 3 ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES minimum of 50 credits. If the student’s mas- Fall Fall ters degree did not include courses that are 608 Statistical Design in Research 615 Research Methods in School Psychology required for licensure as a psychologist in New 661 Psychoeducational Assessment I 752 School Psychology Internship Seminar I: York State, the student must substitute these 665 Introduction to School Psychology Professional Issues*** courses for his or her electives. 617 Cognitive and Affective Bases of Behavior 624 Advanced Developmental Psychology In addition, their elective courses may be 695 Research Colloquium 764 School Psychology Intervention used to take courses that the program Director Practicum II** deems were deficient or absent in their School Spring 695 Research Colloquium certification education. They must take courses 614 Multiple Regression/Correlation Spring that exist in our program if they did not have 662B Psychoeducational Assessment of Elective equivalent courses in their masters/certification Culturally and Linguistically Diverse 627 Cultural Diversity in Psychological Services program. Courses required for licensure Children 753 School Psychology Internship Seminar II: include: Social (PSY 722); Learning (PSY 616) 666 Interviewing and Case Formulation Psychological Interventions*** or Cognition (PSY 617); Physiological (PSY 648) 671 Child and Adolescent Personality 765 School Psychology Intervention or Biological bases; Scaling and Measurement Assessment Practicum III** (PSY 659); and Research Methods (PSY 615). 695 Research Colloquium For further information about the 695 Research Colloquium Advanced Standing program and course The comprehensive examination is taken Year 2 sequence, please contact the program Director. during this semester. Fall Advanced standing students must have com- 715 Assessment, Diagnosis, and Remediation pleted 48 credits prior to externship (PSY N.B. Students will receive the Master of Science degree in School Psychology at the end of Year 3 if of Learning Disabilities 905/906), as per New York State Regulations. they pass the comprehensive exam. Students must 749 Behavior Therapy: Assessment, Treatment, pass this examination to proceed to Year 4. and Consultation Program Requirements and Tracks Year 4 726 Psychopathology Across the Lifespan I Fall or 727 Psychopathology Across the Lifespan II *General (Monolingual) Track 650 History and Systems 729 Psycholinguistics and the Practice of Year I 754 School Psychology Internship Seminar III: Psychological Interventons and Field School Psychology with Culturally and Fall Linguistically Diverse Populations 608 Foundations of Data Analysis Placement**** Elective 761B Psychological Assessment Practicum 661 Psychoeducational Assessment I I-Bilingual** 665 Introduction to School Psychology Elective 617 Cognitive and Affective Bases of Behavior: 695 Research Colloquium 695 Research Colloquium 695 Research Colloquium Spring Spring Spring 755 School Psychology Internship Seminar 716 Psychoeducational Consultation Either 614 Multiple Regression/Correlation IV: Professional Development and Field Psychopathology Across the Lifespan I 662 Psychoeducational Assessment II Placement**** or 666 Interviewing and Case Formulation Elective 727 Psychopathology Across the Lifespan II 671 Child and Adolescent Personality Elective 762B Psychological Assessment Practicum Assessment 695 Research Colloquium II-Bilingual** 695 Research Colloquium 950 Doctoral Dissertation 695 Research Colloquium

stjohns.edu/graduatebulletin 69 Summer Year 5 EDU 5741 Economics and Financing of 763 School Psychology Intervention Fall Education Practicum I** 905 Internship I EDU 5791 Legal Aspects in Management and **Students will work in the Center for Psychological 950 Doctoral Research (1 credit) Administration of Schools Services and other University approved sites for 695 Research Colloquium EDU 5795 Student and Teacher Rights in this practicum. Administration of Schools Spring EDU 5810 Administrative Principles and Year 3 906 Internship II Practices in the Implementation of 950 Doctoral Research (1 credit) Fall P.L. 94–142 695 Research Colloquium 615 Research Methods in School Psychology EDU 5811 Administration and Supervision of 752B Bilingual School Psychology Internship Special Education Services Electives Seminar I: Professional Issues EDU 7273 Individualization: Prescribing for Bilingual*** Students can take up to three electives outside Student Learning Styles 624 Advanced Developmental Psychology of the psychology department with the pro- 764 School Psychology Intervention gram director’s approval. A list of courses E) Reading – Students who choose this con- Practicum II** outside of the psychology department that centration should select three courses from the 695 Research Colloquium have been approved as electives are listed on following: the program’s Web page. EDU 3230 Diagnosis and Remediation of Spring Reading and Language Disabilities Elective Concentrations 627 Cultural Diversity in Psychological Services EDU 3240 Methods of Teaching the Language 753 School Psychology Internship Seminar II: Students can use three of their electives to Different Psychological Interventions*** develop a concentration in an area of study. EDU 3264 Using Literature to Teach Reading 765 School Psychology Intervention These elective concentrations will appear as and Writing Practicum III** such on students’ transcripts. EDU 3270 Strategies for Teaching Reading in Elective Content Areas for Grades 3–12 695 Research Colloquium A) Psychological Interventions – Students EDU 3274 Reading Strategies for the Gifted who choose this concentration should select Learner Elective three courses from the following:­ EDU 3278 Teaching Literacy Strategies to PSY 631 Psychoanalytic Psychotherapy I Students with Special Needs 695 Research Colloquium PSY 632 Psychoanalytic Psychotherapy II EDU 3280 Technology Applications in Reading The comprehensive examination is taken PSY 717 Instructional Assessment and and Writing during this semester. Academic Interventions

**Students will work in the Center for Psychological PSY 751 Interventions with Developmental F) Organizational Behavior – Students who Services and other University approved sites for this Disablities choose this concentration should select three practicum. PSY 760 Marital and Family Therapy courses from the following: ***Students will be expected to spend three days per PSY 843 Child and Adolescent Psychotherapy MGT 223 Human Resource Management week in a school setting working under a certi- PSY 845 Group Therapy MGT 232 Innovations in Organizational fied school psychologist who is also a licensed psychologist. PSY 850 Cognitive Psychotherapies Behavior MGT 280 Organizational Development: N.B. Students will receive the Master of Science B) Juvenile Delinquency – Students who Managing for Change degree in School Psychology at the end of Year 3 if choose this concentration should select three MGT 285 Managing and Staffing Virtual they pass the comprehensive exam. Students must pass this examination to proceed to Level IV. courses from the following: Organizations SOC 117 Family Violence MGT 290 E-Commerce Impacts on Year 4 SOC 119 Juvenile Delinquency Organizations SOC 131 Sociology of Youth MGT 295 Seminar in Human Factors in MIS Fall SOC 147 Personality, Culture and Society Development, Diffusion and Use 722 Social Basis of Behavior SOC 227 Criminology 754 School Psychology Internship Seminar G) Psychological Research – Students who III: Psychological Interventions and Field C) Child Language Disorders – Students who choose this concentration will take the sec- Placement**** choose this concentration should select three ond research methods course in the clinical Elective courses from the following: program (PSY 613). They will also register for 695 Research Colloquium CSD 203 Models of Language Acquisition PSY 862 for two semesters. This will yield nine CSD 318 Developmental Language Disorders credits. For the two semesters of PSY 862 the Spring CSD 320 Language-Based Learning Disabilities student will be required to write up a contract CSD 321 Communication Assessment and 650 History and Systems with a sponsoring faculty member specifying Intervention of Infants and Toddlers 755 School Psychology Seminar IV: the activities which will be performed in each Professional Issues and Field of the independent study courses. A paper, D) Educational Administration and Law – Placement**** suitable for submission to an academic jour- Students who choose this concentration should Elective nal, must result from students who take this select three courses from the following: 950 Doctoral Research (3 credit) research concentration. The research topic EDU 5415 Introduction to Educational 695 Research Colloquium investigated in this concentration must be suf- Administration ficiently different from the student’s disserta- **Students will work in the Center for Psychological EDU 5418 Administrative Theory tion topic. Students can enroll in this concen- Services and other University approved sites for this EDU 5420 Politics of Education tration only with the approval of the program practicum. EDU 5471 Leadership in Instructional ****Students will be expected to spend three days director. per week in a school, facility or clinic providing Supervision H) School Neuropsychology. School services primarily to exceptional children working EDU 5571 Administrative Leadership Neuropsychology “requires the integration of under a certified school psychologist who is also EDU 5651 School Community Relations in a licensed psychologist. Education 70 neuropsychological and educational principles has prerequisites of undergraduate must complete their practica in the Center to the assessment and intervention processes courses in anatomy and physiology.) for Psychological Services, which serves many with infants, children, and adolescents to facili- CSD 329 Neuroanatomy and Neuropathology minority children. The Center for Psychological tate learning and behavior within the school of the Speech System Services services a local population from and family systems. School neuropsychologists PSY 835 Neuropsychological Assessment Queens and Nassau Counties which include also play an important role in the curriculum PSY 840 School/Child Neuropsychology: people of all racial, ethnic and economic back- development, classroom design, and the inte- Principles and Assessment grounds. Internship placements also provide an gration of differential instruction that is based PSY 861 Psychopharmacology or CPP 216 opportunity to infuse a multicultural perspec- on brain-behavior principles in order to provide Psychotherapeutics (Department of tive. Some of our students are placed in the an optimal learning environment for every Clinical Pharmacy Practice) New York City Board of Education schools. child” (Miller, DeFina, & Lang, 2004). Students, with satisfactory academic J) Family Studies Professional Practice Competency standing, may enroll in this concentration only PSY 760 Marital and Family Therapy Examination with approval of the program director. The SOC 121 Sociology of the Family Students prepare a professional practice case successful completion of these courses will SOC 117 Family Violence study for this examination. The case study can help prepare students to meet the require- be (1) an assessment case; (2) a consultation ments set by the American Board of School K) Bilingual/Multicultural Education case with teachers, parents or administrators Neuropsychology (ABSNP) to achieve Diplomate EDU 9003 Teaching English to Speakers of concerning a classroom, a school-wide or a status in School Neuropsychology. Other Languages: Reading and district-wide consultation; (3) an individual The Diplomate in School Neuropsychology Language Arts counseling, a group counseling or a crisis inter- credential is awarded to applicants that dem- EDU 9005 Teaching English to Speakers of vention case; or (4) the development of a psy- onstrate competency in school neuropsychol- Other Languages: Theory and cho-educational intervention program, a token ogy. The ABSNP, LLC was created to recognize Practice economy, a crisis intervention program, an the competency of school neuropsychologists. EDU 9007 Teaching Strategies in the Bilingual on-going support group, an in-service training The ABSNP, LLC requires documentation of Classroom: Reading and Language program for school staff, or a special education one’s professional skills and training, pas- Arts or alternative education program. sage of a written objective examination, and ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES an oral defense of a written case study. The L) Management and Organizational Doctoral Dissertation Project ABSNP, LLC provides validation of a school Development – Students who choose this The Psy.D. program is not designed to train neuropsychologist’s professional skills and concentration should select three courses from researchers. The goal of this program is to helps promote those skills to your peers and the following: train psychologists who can deliver psychologi- to the public. Current Diplomates in School MGT 223 Human Resource Management cal services and review research to help guide Neuropsychology have maintained their pro- MGT 232 Innovations in Organizational their professional practice. The preamble to fessional skills through documented annual Behavior the 1989 New York State Doctoral Project indi- continuing education requirements (Retrieved MGT 280 Organizational Development: cates that a Psy.D. program “includes training from: www.absnp.com). Managing for Change in research, but the research emphasis is on MGT 285 Managing and Staffing Virtual the evaluation of professional techniques and Students who are permitted to enroll in this Organizations service outcomes and other applied activities.” concentration will be required to take the spe- MGT 290 E-Commerce Impacts on The doctoral dissertation in a Psy.D. program cific courses listed below. Organizations should reflect these goals. A wide range of PSY 840 School Neuropsychological MGT 295 Seminar in Human Factors in MIS acceptable standards for dissertations in Psy.D. Assessment I Development, Diffusion and Use PSY 841 School Neuropsychological programs appears across the nation. Some Assessment II programs require only a literature review, oth- PSY 846 Practicum in School Cultural Diversity in the ers have a dissertation that is indistinguishable Neuropsychological Assessment I Curriculum from a Ph.D. All Psy.D. programs in New York PSY 847 Practicum in School State require some data collection as part of Neuropsychological Assessment II The University maintains the goal of serving all the doctoral dissertation. of the people of the New York metropolitan Dissertation Options I) Neuropsychology – Neuropsychology is the area. Consistent with this goal, the psychol- study of brain-behavior relationships. Students ogy faculty developed a doctoral program that • Empirical Research (development of a mea- interested in this concentration should discuss will train School Psychologists to work with sure, correlational design, treatment out- with a faculty member the requirements for the culturally diverse populations that reflect come) diplomate certification from the American the changing demographics in this region and • Ethnographic Research Board of professional Psychology (ABPP) in most other major urban areas. To infuse a • Clinical Case Study neuropsychology. Student can enroll in this multicultural perspective into the curriculum, • Program Evaluation concentration only with the approval of the we created new courses, some of which are • Test Review Program Director. Students who choose this required and some of which can be chosen as • ALL MUST HAVE: Implications for the practice concentration must take the specific courses electives. First, we created a specific course, of school psychology. listed and have less choice than other concen- PSY 627 – Cultural Diversity in Psychological Services, which is required by all students in Empirical Research Dissertations trations. These courses help students meet the • Introduction: Should include a theoretical academic requirements set by the American the bilingual and monolingual tracks. Second, we created alternative courses that emphasize rationale for the study, a review of the litera- Board of Professional Psychology for the ture and a critique of the existing literature Diplomate in Clinical Neuropsychology. a multicultural/ bilingual perspective. Third, we have infused a multicultural perspective into relevant to the topic. The hypotheses, which PHS 239 Functional Neuroanatomy and the syllabi of many courses. A fourth arena flow logically from this critique, complete the Neuropathology (Department of that reflects the infusion of cultural diversity introduction. Pharmaceutical Sciences; This course into the program is the practica. Students stjohns.edu/graduatebulletin 71 • Implications for the practice of school psy- – Course of treatment and assessment of it is academically oriented as well and provides chology. progress sound preparation for further graduate work. • Method: Should thoroughly outline the – Complicating factors Advanced standing may be awarded to methodology of the study and discuss rel- – Follow-up those applicants who have already earned a evant methodological issues (e.g., subjects – Treatment implications of the case master’s degree or its equivalent in psychology and sample size, the reliability and validity of – Recommendations to school psychologists/ from St. John’s University or another accredited the measures/materials being used and the clinicians institution. procedures employed). The methods section – References Students who are bilingual may choose should be detailed enough to allow a person to enroll in the Bilingual Track. Applicants must to duplicate your methods. Program Evaluation Dissertations demonstrate fluency in a language by pass- • Results: This is generally the briefest chapter • Seeks to evaluate effectiveness or viability of ing the New York State Language Proficiency of the school dissertation. It should describe existing programs or policies. Examination. Foreign-educated or ESL stu- the statistical analyses performed, as well as • Ultimately want to know whether the pro- dents must also take the English Proficiency the relevance of these analyses. This section gram/policy is working as intended and exam. This program leads to certification as a should be succinct and include no more than meeting stated goals and objective. Bilingual School Psychologist. The coursework, four to five statistical tables and/or figures. • Data can be from a variety of sources, but practicum and internship training in this track Detailed commentaries on the results should should be “outcome-based” in order to prepare students to deliver school psychologi- be left for the discussion section. gauge success or failure of program. cal services to bilingual children. • Discussion: As a general rule, the discussion • Data may be survey, numerical or archival Program Requirements includes at least (a) a presentation of the and may include pre- and postdata as appro- findings, (b) implications of the results for the priate. The program requires the satisfactory comple- theoretical issues raised in the introduction, • Format of dissertation includes introduction, tion of 66 credits and a comprehensive exami- (c) statistical, methodological and/or theoreti- description and purpose of program/policy, nation which is offered in the spring semester cal explanations for any unexpected findings, goals and objectives of program/policy, ratio- of the third year. The student must maintain a (d) an analysis of the methodological weak- nale for evaluation of program, description “B” average and is given two opportunities to nesses of the study and how they should be of methods used to evaluate, description of pass the comprehensive examination. Students addressed by future research and (e) sugges- results and findings, conclusions and recom- must also achieve a grade of at least “B” in tion for future research. mendations. PSY 661,662; PSY 761 or 761B, 762 or 762B, • References: The reference section is done in • Overall, the dissertation should determine 752 or 752B and 753. APA style, except that the title Reference at relative success or failure of the program/ Program Tracks the top of the page is treated as a chapter policy and provide specific recommendations heading. for improvement or alternatives. General Track Year 1 Ethnographic Research Dissertations Test Review Dissertation Fall • A type of research that involves studying • Following the joint standards for test devel- 603 Statistical Design in Research different groups of people or cultures and opment as well as other existing and widely 661 Psychoeducational Assessment I investigates social organization, group inter- accepted criteria for evaluating tests, critically 665 Introduction to School Psychology actions and behaviors. review a new or recently revised instrument. 666 Interviewing and Case Formulation • Typically, this type of study involves learning • Joint standards focus on forms of validity 695 Research Colloquium about small groups of people in their own evidence that are expected to be provided in Spring environment through naturalistic observation all test manuals. Quality of the evidence pro- 620 Cognitive Psychology of Academic over a long period of time. vided in the manual must be discussed. Learning • The study is descriptive in nature and the • Other criteria focus on psychometric char- 648 Physiological Psychology researcher is required to interpret events and acteristics, such as reliability, floors/ceilings, 662 Psychoeducational Assessment I their significance. item gradients, standardization characteristics 671 Child and Adolescent Personality • An advantage to this type of study is that and so forth. Assessment the research question is not easily identified • Literature review: overview of the test, its 695 Research Colloquium by participants. A clear objective is necessary history, how it is used; summary of the litera- for the researcher to effectively observe and ture available on the instrument; review the Year 2 interpret the environment and social orga- joint standards and present criteria that will nization. Other research techniques include be used to evaluate the instrument. Fall focus groups and interviews. • Discussion: would you recommend the test 627 Cultural Diversity be used for its intended purpose? Why? 659 Psychlogical Measurement and Scaling Clinical Case Study Dissertations Why not? 716 Psychoeducational Consultation, Case presentation of how interesting and 726 Psychopathology Across the Lifespan I, challenging cases were assessed and conceptu- School Psychology (M.S.) or alized and how treatment followed such con- Completion of the 66-credit M.S. in School 727 Psychopathology Across the Lifespan II ceptualization. A highly practical format should Psychology allows the student to qualify for a 761 Psychoeducational Assessment Practicum I* allow other school psychologists to replicate in provisional New York State Certificate which 695 Research Colloquium their own practices. authorizes practice as a school psychologist. Spring Sections should include This certificate is valid for five years from the 623 Developmental Psychology – Theoretical and research basis for treatment date of issuance; with the accumulation of two 715 Assessment, Diagnosis, and Remediation – Case study summary years of experience as a school psychologist, a of Learning Disabilities – Presenting Problem (academic or behavioral) permanent certificate is issued in the field of 749 Behavior Therapy: Assessment, Treatment, – History pupil personnel services. and Consultation – Assessment (what tools you used; why?) Although the M.S. has been designated – Case Assessment (conceptualization of data) to train the student for professional practice, 72 726 Psychopathology Across the Lifespan I, 715 Assessment, Diagnosis, and Remediation examination. All students must maintain a or of Learning Disabilities “B” average in the program. The required 727 Psychopathology Across the Lifespan II 749 Behavior Therapy: Assessment, course sequence is given below. 762 Psychological Assessment Practicum II* Treatment,and Consultation 695 Research Colloquium 726 Psychopathology Across the Lifespan I, Program Option Year 3 OR Year 1 Fall 727 Psychopathology Across the Lifespan II Fall 615 Research Methods in School Psychology 762B Psychological Assessment Practicum 606 Perception I 752 School Psychology Internship Seminar II-Bilingual* 608 Statistical Design in Research I: Professional Issues** 695 Research Colloquium 616 Principles of Learning, 695 Research Colloquium or Year 3 617 Cognitive Psychology Spring Fall + one elective course 753 School Psychology Internship Seminar II: 615 Research Methods in School Psychology Psychological Interventions** 752B Bilingual School Psychology Internship Spring Elective Seminar I–Professional Issues Bilingual** 604 Psychology Laboratory 695 Research Colloquium 695 Research Colloquium 607 Perception II 614 Multivariate Design and Analysis for N.B. Master’s Comprehensive Examination must be Spring Psychological Research taken in the spring of Level III. 627 Cultural Diversity in Psychological Services Elective 753 School Psychology Internship Seminar *Students will work in the Center for 623 Developmental Psychology I Psychological Services and other University II: Psychological Interventions** approved sites for this practicum. 695 Research Colloquium Year 2

**In order to satisfy the internship require- N.B. Master’s Comprehensive Examination must be Fall ments (PSY 752, 753), five full days per taken in the spring of Year 3 622 Social Psychology OR 625 Cross-Cultural week, per semester, must be spent in a Psychology OR 630 Personality Theories *Students will work in the Center for school setting or an agency serving children 648 Physiological Psychology ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES or adolescents under the supervision of a Psychological Services and other University 659 Psychological Measurement and Scaling certified school psychologist. approved sites for this practicum. OR 724 Psychopathology, OR 726 **In order to satisfy the internship require- Psychology of Childhood Adolescence I Bilingual Track ments (PSY 752, 753), five full days per week, per semester, must be spent in a Spring Year 1 school setting or an agency serving children Two of the following: 624 Developmental Fall or adolescents under the supervision of a Psychology II, 696 Independent Research, 603 Statistical Design in Research certified school psychologist. 861 Psychopharmacology 661 Psychoeducational Assessment I Elective 665 Introduction to School Psychology N.B. Student electing to take PSY 861 must also 666 Interviewing and Core Formation General-Experimental Psychology choose PSY 724 in the Fall of Year 2. With the approval of the Program Coordinator, the elective 695 Research Colloquium (M.A.) may be taken outside the department. The Master of Arts degree in General- Spring Experimental Psychology provides the student 620 Cognitive Psychology of Academic Learning *Thesis Option with a broad background of psychological 648 Physiological Psychology Level I knowledge and tools as preparation for more 662B Psychoeducational Assessment of Fall advanced work. The course requirements can Culturally and Linguistically 606 Perception I serve also as a solid foundation for those who Diverse Children 608 Foundations of Data Analysis want a psychological background as support 671 Personality Assessment in Children and 616 Principles of Learning, OR 617 Cognitive for other fields of study. Adolescents Psychology Classes are offered after 4:40 p.m. Part- 695 Research Colloquium 623 Developmental Psychology I time attendance is permitted. Students may + one elective course Year 2 take courses in the program on a nonmatricu- lated basis, in accord with the regulations set Spring Fall forth by the Graduate Division. Such students 604 Psychology Laboratory 659 Psychlogical Measurement and Scaling may gain admission into the M.A. program 607 Perception II 715 Assessment, Diagnosis, and Remediation upon the completion of four graduate courses, 614 Multiple Regression/Correlation of Learning Disabilities with a minimum grade of “B” in each course. 623 Developmental Psychology I 716 Psychoeducational Consultation 726 Psychopathology Across the Lifespan I, Program Requirements Level II OR The M.A. program requires the satisfactory Fall 727 Psychopathology Across the Lifespan II completion of 42 credits. Students choos- 648 Physiological Psychology 729 Psycholinguistics and the Practice of ing the THESIS OPTION must complete two 659 Psychological Measurement and Scaling School Psychology with Culturally and semesters of Master’s Research (PSY 900) OR 724 Psychopathology OR 726 Linguistically Diverse Populations and successfully defend their proposed and Psychology of Childhood Adolescence I 761B Psychoeducational Assessment Practicum completed thesis research before a faculty 900 Master’s Research I-Bilingual* committee. Students choosing the NON-THESIS 695 Research Colloquium OPTION must pass a comprehensive examina- Spring tion which is offered in the spring semester of Two of the following: 624 Developmental Spring the second year. Non-thesis students are given Psychology II, 696 Independent Research, 623 Developmental Psychology two opportunities to pass the comprehensive 861 Psychopharmacology 900 Master’s Research stjohns.edu/graduatebulletin 73 N.B. Students electing to take PSY 861 must also County Medical Center, Bronx Children’s 615 Research Methods in School choose PSY 724 or 726 in the fall of Year 2 . With Psychiatric Center, Bellevue Psychiatric Hospital, Psychology the approval of the program coordinator, an elective course may be taken outside the department. Creedmoor Psychiatric Center, North Shore A survey of the research methods used in the Child Guidance Center, Beth Israel Medical study of children and their development with Combined Degrees: B.A./M.A. Center, Pederson-Krag Center, NYS Psychiatric special emphasis to the type of research ques- Institute and Queens Children’s Psychiatric tions asked by the school psychologist. The Department offers an intensive, accelerat- Center, among others (see listing of Affiliate Credit: 3 semester hours. ed combined degree program leading to both Clinical Professors). the B.A. and M.A. degrees in Psychology in 616 Principles of Learning* five years of full-time study. Qualified under- An examination of research in classical and graduates who have completed their sopho- Courses operant conditioning. Includes discussion of more year with a 3.5 cumulative index and a reinforcement, stimulus control, punishment 3.50 index for 12 credits in Psychology are 103 Basic Psychology Laboratory* and other topics relevant to experimental anal- encouraged to apply. For specific information, Methods and techniques of laboratory research ysis of behavior. Credit: 3 semester hours. students should consult with the Program for students without undergraduate laboratory 617 Cognitive and Affective Bases of Director fo the Direcor of the MA in General. training. Credit: 3 semester hours. Behavior* Experimental Psychology program. (No credit if used to remove deficiency.) An examination of theories and research find- Center for Psychological Services 603 Statistical Design in Research ings regarding attention, sensory and working, This course provides students who will be pri- episodic, semantic long-term, implicit memory The St. John’s University Center for marily consumers of research with a review of and autobiographical memory, unconscious Psychological Services serves as a primary train- basic concepts in statistics and an introduction mental processing, schemata, language and ing site for the Clinical and School Psychology to the methods used in contemporary research the roles of emotion in cognition. programs in providing comprehensive psycho- to enable them to evaluate the results and Credit: 3 semester hours. logical services to community residents at mod- conclusions of scholarly work in psychology. est cost. Located conveniently near the 619 Advanced Techniques for the Analysis Topics include analysis of variance, correlation, St. John’s campus, it provides students with of Behavioral data and regression. Credit: 3 semester hours. opportunities to develop clinical and assess- Prerequisites: PSY 608, 614 ment skills under faculty supervision. The 604 Psychology Laboratory This course introduced such techniques as fac- Center provides training in psychoeducational The student is required to conduct extensive tor analysis, multivariate statistics, structural and personality assessment at Level II (PSY literature searches, collect and analyze data equation modeling, hierarchical linear model- 668-670). The Center also provides training and generate manuscripts. ing, survival analysis, and logistic regression. in assessment for school psychology students Credit: 3 semester hours. Credit: 3 semester hours. at the master’s level (PSY 761–762) and in *Also open to qualified undergraduates. 620 Cognitive Psychology of Academic therapy for advanced Psy. D. students Learning* (PSY 763–764). Opportunities for assessment 606 Perception I* This course examines the theory, research and and intervention experiences in local schools A survey course emphasizing the histori- application concerning the cognitive processes are also available via the Center’s School cal development of various models aimed at that underlie children’s development of math- Affiliate Program. The research component of understanding visual experience, such as ori- ematical thinking, reading comprehension and the Center includes collection of clinical data, gins of form, distance and depth perception. study skills. Principles that underlie the assess- faculty sponsored research projects and doc- Credit: 3 semester hours. ment strategies and effective teaching and toral dissertation research. learning of math and reading are discussed. 607 Perception II* Departmental Policy Credit: 3 semester hours. tion of radial direction, induced motion, auto- All students are expected to conduct kinesis, phi, visual imagery, size perception, 622 Social Psychology* themselves in accordance with the ethi- face recognition, visual and auditory affect Topics include attitudes, social perception cal standards established by the American recognition, affective aprosodia and speech. and cognition, prejudice, gender roles, group Psychological Association and the New York Credit: 3 semester hours. behavior, aggression, prosocial behavior, State Department of Education. In addition, attraction, nonverbal behavior and special all research with human subjects must be 608 Foundations of Data Analysis methodological contributions of social performed in accordance with the policies and The basic issues and techniques in modern psychology. Credit: 3 semester hours. procedures promulgated by the Institutional data management and analysis. Topics include Review Board (IRB) of the University. Research data description, probabilistic inference, effect 624 Advanced Developmental Psychology with animals must conform to the guidelines size, statistical power, and graphics. (Includes a An in-depth analysis of theories and research established by the Animal Care Advisory lab) Credit: 3 semester hours. on cognitive and socio-emotional development. Credit: 3 semester hours. Committee (ACAC) of the University. Failure to 609 Research Methods in Clinical comply with these standards may result in Psychology 625 Cross-Cultural Psychology* a departmental recommendation for dismissal.­ Principles and methods of research design as Cross-cultural perspectives on behavior and applied to clinical psychology. cognition, including verbal and nonverbal com- Institutional Affiliations Credit: 3 semester hours. munication and interpersonal and intergroup The University has developed formal affilia- relations. Psychological variability among cul- 614 Multiple Regression/Correlation * tions with a number of clinical facilities in the tural groups will be discussed. Prerequisite PSY 608. The introduction of New York area for purposes of clinical training Credit: 3 semester hours. and research. The Clinical Psychology program multiple regression/correlation methods as a has developed a wide network of participat- general data analytic system based on the 626 Psychology of Women ing clinical and research practicum placements general linear model. (Includes a lab). Recent research on role, personality, intel- for its students including Long Island Jewish/ Credit: 3 semester hours. lectual and career considerations relevant to Hillside Medical Center, North Shore University women. Credit: 3 semester hours. Hospital, Queens Hospital Center, Nassau 74 627 Cultural Diversity in Psychological 660 Assessment I: Intelligence Testing 671 Child and Adolescent Personality Services A course on the assessment of intelligence, Assessment A course in diverse cultural perspectives which including administration, scoring and interpre- Strategies for assessing child and adolescent explores the cultural similarities and differences tation of the WISC-IV, WAIS-IV, Stanford-Binet personality will be explored. Emphasis will be between psychologist and client and the way and other intelligence tests. Test fee: $110. placed on those objective and projective tech- these factors affect the delivery of psychologi- Credit: 3 semester hours. niques currently utilized in the field. cal services. Credit: 3 semester hours. Test fee: $110. Credit: 3 semester hours. 661 Psychoeducational Assessment I 630 Personality Theories* Administration, scoring, interpretation and psy- 695 Research Colloquium Comparison and evaluation of various person- chometric characteristics and comparative anal- Invited speakers, faculty members and ality theories focusing on issues of personal- ysis of contemporary scales of cognitive ability students from the department’s graduate pro- ity structure and personality development. test batteries serves as the basis for this course. grams discuss their research. Registration/ Consideration given to selected contemporary Test Fee: $110. Credit: 3 semester hours. attendance is required for all students. No issues. Credit: 3 semester hours. credit. No fee. Not included on students’ 662 Psychoeducational Assessment II transcript. 631 Psychoanalytic Psychotherapy I Prerequisite: PSY 661. Advanced issues in the An overview of psychoanalytic psychotherapies administration, scoring, interpretation and 696 Independent Research (Laboratory)* from Freud to the present. psychometric and characteristics of both con- Prerequisites: PSY 608 Credit: 3 semester hours. temporary cognitive and academic ability test Under the guidance of a faculty member, the batteries form the major components of this student plans and executes an original piece of 632 Psychoanalytic Psychotherapy II course. Test Fee: $110. Credit: 3 semester hours. research of thesis quality. Laboratory fee: $110. Prerequisite: PSY 631. Contemporary psycho- Credit: 3 semester hours. analytic therapies including brief therapies, case 662B Psychoeducational Assessment presentations and integration of theory and of Culturally and Linguistically Diverse 698; 699 Clinic Practicum I; II practice. Credit: 3 semester hours. Children Students gain supervised experience at the Prerequisite: PSY 661. Administration, scoring, St. John’s Center for Psychological Services and 635 Objective Personality Tests interpretation and psychometric comparative Clinical Studies in various clinical roles, includ- Various measures designed for the appraisal of

analysis of newer cognitive, achievement tests ing diagnostic interviewing, case observation ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES personality; instruments discussed include the are presented. The use of tests with bilingual and participation in weekly case conferences. Minnesota Multiphasic Personality Inventory. children is emphasized. Test Fee: $110. Credit: 3 semester hours. Level I course. 16 PF test and the Personality Assessment Credit: 3 semester hours. Inventory. Test Fee: $50. 701; 702; 705; 706 Clinic Practicum III; IV; Credit: 3 semester hours. 663 Assessment II: Personality Assessment V; VI This course includes administration, scoring and A continuation of practicum training at the 636 Objective Personality Assessment for interpretation of personality tests. The course Center for Psychological Services; students Mental Health Counselors will be concerned with the clinical and research develop their clinical skills through receiving An overview of objective personality assess- applications of these tests. supervised training in techniques relating to ment and its relationship to diagnosis and Test Fee: $100. Credit: 3 semester hours. psychodiagnostic evaluation and intervention. treatment of psychological disorders in clinical Test Fee: $30. Credit: 3 semester hours. and counseling contexts. Enrollment limited to 665 Introduction to School Psychology master’s students in Mental Health Counseling. This course will provide students with an 715 Assessment, Diagnosis and Test Fee: $50. Credit: 3 semester hours. understanding of the roles and functions of Remediation of Learning Disabilities the school psychologist. It will also introduce This course involves the systematic study 648 Physiological Psychology* students to the profession of school psychology of learning disorders of children; receptive, Neuroanatomy plus discussion of recent from an historical, scientific and practical per- expressive and psychological processing disor- research on sensory coding, neural basis of spective. Credit: 3 semester hours. ders of learning; and assessment of diagnostic learning and the physiological bases of a vari- procedures. Test Fee: $50. ety of psychological disorders. 666 Interviewing and Case Formulation Credit: 3 semester hours. Credit: 3 semester hours. This course provides the student with funda- mental skills in interviewing and case formula- 716 Psychoeducational Consultation 650 History and Systems tion. Students will learn to interview parents, Prerequisite: PSY 661. This course addresses An evaluation of modern systems of psychol- teachers and children and conduct behavioral the procedures for conducting consultation ogy and a review of historical antecedents observations and functional assessments. with teachers and other school personnel in in light of their psychological contributions. Credit: 3 semester hours. order to ameliorate problems affecting stu- Credit: 3 semester hours. dents’ academic and social competencies. 668; 670 Assessment Laboratory I and II 658 Professional and Ethical Issues Credit: 3 semester hours. Prerequisites: PSY 660 and 663. A study of professional standards and ethical Students gain experience at the St. John’s 717 Instructional Assessment and principles as they relate to the professional psy- Center for Psychological Services in psychologi- Academic Interventions chologist’s practice and research in the school, cal assessments. Test Fee: $50. Students will learn to assess children’s instruc- hospital and other settings in the community. Credit: 3 semester hours. tional environments and to monitor their aca- Credit: 3 semester hours. demic progress. This assessment will be tied 669 Advanced Rorschach 659 Psychological Measurement and to instructional interventions in the context of Prerequisite: PSY 663. Concentrates on the Scaling the consultation role for school psychologists. interpretation of Rorschach records of children, Emphasis is placed on test construction and Credit: 3 semester hours. adolescents and adults. Major emphasis will be use. Topics include measurement theory, placed on integrating Rorschach data with the 722 Social Basis of Behavior scaling methods, classical test theory, reli- results of other psychological tests and clinical The social influence on human behavior and ability, validity, item writing and analysis, item findings. Test Fee: $50. how individual differences moderate that response theory and new developments in test Credit: 3 semester hours. influence; social cognition; group processes, theory. Credit: 3 semester hours. person by situation interactions. Credit: 3 semester hours. stjohns.edu/graduatebulletin 75 725 Advanced Psychopathology: General 751 Interventions with Developmental Students will be required to participate in Prerequisite: PSY 724. Detailed consideration Disabilities psychological assessments at the Center for of selected areas of psychopathology, particu- Prerequisites: PSY 749 or 750. Students will Psychological Services and Clinical Studies and larly theoretical models and empirical research learn the procedures of applied behavior analy- in the schools that it provides services to. There in etiology, development, prevention and treat- sis, and use these principles to develop teach- are special sections (PSY 761B, 762B) for stu- ment. Credit: 3 semester hours. ing and intervention strategies for children dents in the bilingual track of the M.S. and with autism and related developmental disor- Psy.D. Programs. Test Fee:$100. 726 Psychopathology Across the ders. Credit: 3 semester hours. Credit: 3 semester hours. Life Span I Lifespan perspective on psychological disorders, 752 School Psychology Internship Seminar 761B (Fall); 762B (Spring) Psychological including symptom presentation, eyiologies I: Professional Issues Assessment Practicum I and II and outcomes. Focus in on disorders that are Prerequisite: PSY 761 and 762. Students are Prerequisites: PSY 661, 662 or 662B, 671. prevalent in childhood and adolesence. assigned to a public school or agency providing Students will participate in psychological Credit: 3 semester hours. services for children and function under the assessments at the Center for Psychological supervision of a certified school psychologist. Services and in schools to which the center 727 Psychopathology Across the Credit: 3 semester hours. provides services. For MS and Psy.D. students Life Span II in the bilingual track. Test Fee:$30 Focuses on understanding the major categories 752B School Psychology Internship Credit: 3 semester hours. of psychiatric disorders from a biophysical per- Seminar I—Professional Issues–Bilingual spective. Primary emphasis will be on disorders Prerequisite: PSY 761B and 762B. Classroom 763; 764; 765 School Psychology typically seen in adulthood, such as psychotic presentations focus on recent advances in Intervention Practicum I; II; III disorders, mood disorders, anxiety disorders, the assessment and intervention strategies of Prerequisite: PSY 753 or equivalent or and substance abuse disorders. In addition to working with linguistically diverse children. permission of the program director. These the symptoms and features of these disorders, Credit: 3 semester hours. courses represent a two-semester sequence of the class will also focus on etiology and treat- practica experiences. Students will plan and 753 School Psychology Internship Seminar ment. This course adopts a lifespan develop- deliver psychological interventions to children, II: Psychological Interventions mental perspective; therefore, manifestations adolescents, parents, teachers and professional Prerequisite: PSY 752. Students are assigned of these disorders in childhood will also be staff. Test Fee: $30. Credit: 3 semester hours. to a public or private school providing psycho- discussed. Credit: 3 semester hours. logical services to children and adolescents for 810 Advanced Research Seminar in 729 Psycholinguistics and the Practice five full days. Presentations will focus on New Selected Topics of School Psychology with Culturally and York State Child Abuse reporting law, models An advanced seminar that reviews current Linguistically Diverse Populations of service delivery in school psychology, crisis research and theory of topics selected from This course provides students with an under- intervention. Credit: 3 semester hours. clinical psychology, social/cultural psychology standing of normal language development, and experimental psychology with each area 754 School Psychology Internship Seminar second language acquisition and the problems taught by a different faculty member. III: Nondiscriminatory Assessment and of delivering school psychological services to Credit: 3 semester hours. Field Placement bilingual children. Credit: 3 semester hours. Prerequisite: Completion of master’s degree 835 Neuropsychological Assessment 737 Hypnosis Biofeedback Workshop and Certification in School Psychology. Conceptual problems regarding brain dys- Intensive workshop combining the theoretical Classroom instruction focuses on issues, meth- function; special symptoms and syndromes; conceptualizations of hypnosis and biofeed- ods and procedures for conducting compre- neurodiagnostic approaches, emphasizing the back with empirical exploration. The course hensive, systematic nondiscriminatory assess- Halstead-Reitan and Luria batteries; applica- is oriented towards the goals of the scientist ment of culturally and linguistically diverse tions relevant to the clinician. Test Fee: $100. practitioner. Credit: 3 semester hours. students. Students are assigned to a public or Credit: 3 semester hours. private school or agency providing psychological 741 (Fall); 742 (Spring) Assessment and services to exceptional children and/or adoles- 836 Behavioral Neuropsychology Intervention Practicum I; II; III; IV cents for a minimum of three full days. Credit: This course covers the theoretical bases, A four-semester practicum sequence emphasiz- 3 semester hours. research methodology and instrumentation ing psychodiagnostic testing and evaluation necessary for experimentation in neuropsy- in clinical settings and supervised professional 755 School Psychology chology, emphasizing the chronometric and experience in intervention and psychothera- Seminar IV: Psychological Interventions cognitive investigation of cerebral asymmetry. peutic techniques. Test Fee: $30. Credit: 3 and Field Placement Credit: 3 semester hours. semester hours. Prerequisite: PSY 754 or equivalent. This course includes an in-depth review of the latest 838 Addictive Behaviors 749 Behavior Therapy: Assessment, research and theory in psychological interven- This course presents theoretical foundations Treatment and Consultation tions. Students spend three days per week in a and applications in the treatment of addictive This course is aimed at providing a theoretical school for exceptional children or an organiza- behaviors. Topics include drugs of addiction; and practical understanding of the behavioral tion servicing exceptional children. gambling; theories of addiction and behavioral orientation to psychological assessment and Credit: 3 semester hours. and psychotherapeutic treatments. intervention with school-aged children and Credit: 3 semester hours. adolescents in school settings. 760 Marital and Family Therapy Credit: 3 semester hours. The family is viewed as an interacting social 840 School/Child Neuropsychology: system and approaches to understanding and Principles and Assessment 750 Behavior Therapy changing problem behavior are discussed An overview of learning and psychological Applications of principles of learning and social from a systems perspective. Credit: 3 semester disorders from a neuropsychological perspec- influence, including cognitive mediational and hours. tive will be studied. The use of empirically conditioning strategies, to the modification of supported assessment instruments and their problem behavior. Credit: 3 semester hours. 761; 762 Psychological Assessment use in constructing instructional and service Practicum I; II delivery recommendations will be emphasized. Prerequisites: PSY 661, 662 or 662B, 671. Students will apply their knowledge on neu- 76 ropsychological constructs and the causes of granted. Credit: 0 semester hours. Fee: $100 Bay Shore School District learning and psychological disorders during per semester. Toni Klingler, Ph.D. didactics, small group cooperative learning 940 Clinical Psychology Maintaining Bayort-Blue Point School District activities, and case study exercises. Test Fee: Matriculation Matthew Krivoshey, Ph.D. $100. Credit: 3 semester hours. Ph.D. students who have NOT passed the Bellevue Hospital Center 843 Child and Adolescent Psychotherapy comprehensive exam and HAVE NOT registered Carol Golden-Scaduto, Pys.D. Major models of child and adolescent for other courses, must register for PSY 940. Carmen Vasquez, Ph.D. psychotherapy will be presented, including Permission of the Dean is required. No Credit. Bellmore-Merrick Central High School traditional approaches, short-term therapies Fee: $100 per semester. District and empirically validated treatment methods.­ 950 Doctoral Research John Brull, M.S. Credit: 3 semester hours. Original research leading to the doctoral Amy Rubino, Ph.D. 845 Group Therapy degree. Beginning in the Spring semester of Ben Weiss, Ph.D. An exploration of the process of group thera- year 4, students must register for 950 in each Bernard Fineson Developmental Center py, including the composition of various group Fall and Spring semester until the dissertation is Mary Kennedy, Ph.D. completed and the degree awarded. settings; the role of the leader; the beginning, Beth Israel Medical Center Credit: 3 hours per semester, except when middle and termination stages of the group; Elizabeth Ochao, Ph.D. and various techniques utilized by group thera- students are on internship and enrolled in pists. Credit: 3 semester hours. 903/904, when it carries one semester Bio-Behavioral Institute hour only per semester. Fugen Neziroglu, Ph.D. 850 Cognitive Psychotherapies Bronx Children’s Psychiatric Center Prerequisite: PSY 749 or 750. This course 951 Doctoral Research Elizabeth Seiger, Ph.D. explores the growing area of Cognitive and Original research leading to the doctoral Susan Babinski, Ph.D. cognitive/behavioral psychotherapies by Beck, degree. Doctoral candidates must register Kathleen O’Shea, Ph.D. and Ellis, as well as self instructional training, for this course in the spring semester of their Nicole Garcia, Ph.D. cognitive interpersonal problem solving therapy fourth year. Once enrolled in this course stu- Rebecca Hansen, Psy.D.

and multi modal therapy. dents must remain continuously enrolled in it ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Mark Adelsberg, Ph.D. Credit: 3 semester hours. until they graduate. Credit: 3 semester hours, William Ansorge, Ph.D. except when students are on internship and 861 Psychopharmacology enrolled in 905/906, when it will be worth one Bronx VA Medical Center Prerequisite: PSY 648 and 724. A study of semester hour only. Stephen Bacon, Ph.D. psychopharmacological agents in the treatment Brookdale University Hospital & Medical of behavioral disorders of children and adults. 960 School Psychology Maintaining Center Credit: 3 semester hours. Matriculation John James, Ph.D. Students in school psychology not registered Steven Klee, Ph.D. 862 Independent Study for other courses must register for 960 until all Library research and/or experimental research degree requirements are completed and the Brooklyn VA Hospital under the guidance of a faculty member. degree is granted. Credit: 0 semester hours. Gail Kelsey, Ph.D. Permission of the Chair required. Fee: $60 if in Fee: $100 per semester. Offered each semester. Center for Psychological Services Center experimental research study. Renee Clauselle, Ph.D. Credit: 3 semester hours. For a complete listing of approved courses, Central Islip School District please contact the Dean’s office. 903 and 904 Clinical Psychology Internship Dan Sanvitale, Ph.D. I and II Prerequisites: Completion of all coursework in Affiliate Clinical Children’s Center for Early Learning the program. One year full-time internship in Alan Weneroff, Ph.D. an approved setting. For doctoral students in Professors of Psychology Coler/Goldwater Memorial Hospital Clinical Psychology only. Fee: $100 plus general Patricia Bagby, Ph.D. fee per semester. Credit: 0 semester hours. ADSP Program Christopher Frima, Ph.D. Alec Miller, Psy.D. Jim Crawford, Ph.D. 905 and 906 School Psychology AHRC Tom Gambacorta, Ph.D. Internship I and II Margery St. Hilair, Ph.D. Prerequisites: Completion of all coursework in Commack School District Nicholas Rose, Ph.D. the program. One year full-time internship in a Wilma Colino, Ph.D. setting approved by the program. For doctoral Albert Einstein College of Medicine John Kelly, Ph.D. students in School Psychology. Fee: $100 plus Susan Chintz, Psy.D. Connetquot Central School District of Islip general fee per semester. Albert Ellis Institute Eleanor Palma, Ph.D. Credit: 0 semester hours. Kristene Doyle, Ph.D. Creedmoor Psychiatric Center 908 Master’s Research American Institute for Cognitive Therapy Constance Freeman, Ph.D. Supervised research leading to the preparation Robert Leahy, Ph.D. Sascha Griffing, Ph.D. Russell Hoffman, Psy.D. and completion of a thesis in partial fulfillment Ardsley School District Andrea Katz, Ph.D. of the requirements for the Master of Arts Jeffrey Cohen, Ph.D. Jack Livingstone, Ph.D. degree. Credit: 3 semester hours. Mary Travis, Ph.D. Dolores Nichole, Ph.D. 925 General-Experimental Maintaining Connie Gutwirth, Ph.D. Crossroads School for Child Development Matriculation Baldwin Council Against Drug Abuse Paula Calabrese, Ph.D. Master’s students in general-experimental Ms. Claudia Rotondo East Meadow School District psychology not registered for other courses Baldwin School District Jennifer Mascolo, Psy.D. must register for 925 until all degree require- Joseph Teta, Ph.D. ments are completed and the degree is Roseann Gotterbarn, Ph.D. stjohns.edu/graduatebulletin 77 Fotini Kyvelos, Psy.D. High Road School Edward Dana Margaret Laska, Ph.D. Maryn Katherine Hawryluk, Ph.D. Massapequa School District Joseph Pando, Ph.D. Holliswood Hospital James Levering, Ph.D. Eastern Suffolk Boces Premm Mark Lazarus, Ph.D. MercyFirst Robert Meyer, Ph.D. Huntington School District Daniel Coletti, Ph.D. Elmhurst Hospital/ Mount Sinai Services Jamie Joseph, Ph.D Ann Kuru, Ph.D. Andia Harris, Ph.D. Institure for Rational Counseling Samuel Landsman, Ph.D. Harvey Shanies, Ph.D. Richard Dackow, Ph.D. Stephen Migden, Ph.D. Elwood School District Jamaica Hospital Merrick-Bellmore School District Anthony Pantaleno, Ph.D. Nadine Khowry, Psy.D. John Brull, M.S. Farmingdale School District Sue Carver, Ph.D. Milestone School for Child Development William Sperduto, Ph.D. Frances Charder, Ph.D. Lena Perez-Nieves, Psy.D. Helen Stevens, Ph.D. KTA/HAFTR Mineola School District Joseph Volpe, Ph.D. Ditza Berger, Ph.D. Manny Romero, Ph.D. Fort Hamilton Clinic Kings Country Hospital Center Robert Drago, Ph.D. Phillip Morse, Ph.D. Cheryl Blondstein, Psy.D. Joan Reilly, Ph.D. Franklin Square School District Mendie Cohn, Ph.D. Roberta Manfredo, Ph.D. Christopher Schnepf, Ph.D. Marilyn Feldman, Ph.D. Montefiore Medical Center Garden City Park School District Kings Park School District Gabrielle Johr, Psy.D. Maria Petallides Linda Chianese, Ph.D. Mt. Sinai Medical Center Glen Cove School District Sharon Donenfeld, Ph.D. Bonnie Arnowitz, Ph.D. Rod Mardin, Ph.D. James Lynch, Ph.D. Karen Dahlmana, Ph.D. Penelope Patsis, Ph.D. Lorraine Schles-Esposito, Ph.D Edward Greenblatt, Ph.D. Annette Hernandez, Ph.D. Great Neck School District Lawrence Public Schools Amy Goldin, Ph.D. Jay Silverstein, Ph.D. Mt. Sinai/NYU Medical Center Thomas Giannoti, Ph.D. Leak & Watts Children’s Home Eric Brown, Ph.D. Patricia Goodman Francis Egan, Ph.D. Nassau BOCES - Pace Program Jack Kamins, Ph.D. Katherine Morrison, Ph.D. Maria Heim, Ph.D. Hackensack University Hospital Long Beach School District Nassau County Medical Center Risa Fogel, Ph.D. Edward Frankel, Ph.D. Albert Fauross, Ph.D. Half Hollow Hills Central School District Dennis Ryan, Ph.D. William Kline, Ph.D. William Sefick, Ph.D. Fred Zelinger, Ph.D. David Waxman, Ph.D John Siefring, Ph.D. Long Beach Reach, Inc. Nassau University Medical Center Hampton Bays School District Harriet Eisman Community School Laura Lamontanaro, Ph.D. Ken Grille, Ph.D. Elizabeth Shorin, Ph.D. David Waxman, Ph.D. Harborfields Central School District LIJ/Hillside Geriatric Center National Institute for the Psychotherapies Joseph Dono, Ph.D. Amanda O’Brian, Ph.D. Jillian Axelrod, Ph.D. Brian Harris, Psy.D. Rita Ryan, Ph.D. New Hyde Park School District Greg Hinrichsen, Ph.D. Hawthorne Cedar Knolls Union Free School Joseph Shaffrey, Ph.D. District LIJ/Hillside Medical Center New York City Board of Education Katherine Reitzes, Ph.D. Eliho Turkel, Ph.D. David Drassner, Ph.D. Hebrew Academy For Special Children LIJ/Schneider Children’s Hospital Lorna Rhone, Ph.D. Jill Karliner, Ph.D. Jonathon Samuels, Psy.D. New York Presbyterian Hospital Helen Keller Services for the Blind LIJ/Schneider’s Children’s Hospital; Robert Feiguine, Ph.D. Ann Rosenberg, Ph.D. Adolescent Pavillion New York Presbyterian Hospital-White Dina Sackman, Ph.D. Plains Child Day Hospital Henry Viscardi School Stefanie Solow, Ph.D. Ron Friedman, Ph.D. Leslie Bogen, Ph.D. LIJ/Zucker Hillside Hospital John Clarkin, Ph.D. Herricks School District Peter D’Amico, Ph.D. Barbara Flye, Ph.D. Allison Jeffer, Ph.D. Aaron Drucker, Ph.D. Mary Kalisky, Ph.D. North Colonie Central Schools Seanna Kaye-Denham, Ph.D. Charles D. Horowitz, Ph.D. Donna Lipton, Ph.D. Barbara Libov, Ph.D. Roger Pierangelo, Ph.D. Julia Markó, Ph.D. North Merrick School District Sgeven Shatz, Ph.D. Rona Novick, Ph.D. Lynne Thies, Ph.D. Carl Weiner, Ph.D. Adam Payne, Ph.D. North Shore Central School District Hewlett School District Jennifer Ratas, Ph.D. Peter Segal, Ph.D. Marc Krauss, Ph.D. Heather Smith, Ph.D. North Shore School District Hewlett-Woodmere School District Robert Tringone, Ph.D. Michael Linder, Ph.D. Allan J. Orenstein, Ph.D. Lutheran Medical Center William Kitay, Ph.D. Lynne Einberg, Ph.D. Jean Bailey, Ph.D. North Shore University Hospital Hicksville School District Martin De Porres School Laurie Kramer, Ph.D. David Ferrin, Ph.D. Paul Fantetti, NCSP David Pelcovitz, Ph.D. 78 Marie Ribarich, Ph.D. Sewanhaka High School District Julliet Vogel, Ph.D. John Heverin, Ph.D. Department of North Shore University Hospital Stephen Russo, Ph.D. Child and Adolescent Dept. Isonia Vassos, Ph.D. Sociology and Julliet Vogel, Ph.D. Shoreham-Wading River School District Peter D’Elena, Psy.D. Anthropology (SOC) Northport Veteran’s Affairs Medical Center Janet Eshen, Ph.D. Smithtown Central School District The Department offers graduate training lead- Oceanside School District Theresa Campisi, Ph.D. ing to an M.A. degree in Sociology and an Michael Cohen, Ph.D. Brenda Clark, Ph.D. M.A. degree in Criminology and Justice. The Mr. Bill Walsh Joanne Corrado, Ph.D. department’s mission is to educate its graduate Ms. Ann Melucci Darcie Cortese, M.S. students about the social forces that influence Laurie Zelinger, Ph.D. South Beach Psychiatric Center human behavior. The programs’ faculty seeks Mark Metzger, Ph.D. Day Treatment for Adolescents to train students to develop the necessary skills in sociological research and analysis of inequality, Patchogue-Medford School District Conrado Gomez, Ph.D. organizations and communities. These experi- Richard Catullo, Ph.D. South Nassau Communities Hospital ences lead to careers in criminal justice, health Faith Barrentine, Ph.D. Counseling Center care, non-profits and business, as well as pro- Rosemary O’Regan, Ph.D. Pederson-Krag Center vide exceptional preparation for further training Max Banilivy, Ph.D. Staten Island Mental Health Society at the doctoral level and or/law school. Port Chester-Rye School District David Laucick, Ph.D. Antonio Blanco, Ph.D. SUNY Downstate Medical Center Program of Study Queens Child Guidance Center Anxiety Disorders Clinic Asian Outreach Clinic Daniel Cukor, Ph.D. Master of Arts (M.A.) Steven Friedman, Ph.D. Florence Marks, Ph.D. The department offers 2 options: Queens Children’s Psychiatric Center The School at Columbia University (1) thesis ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Dora Gutierrez, Psy.D. Diane H. Dillon, Ph.D. (2) non-thesis Gayle Kass, Ph.D. Three Village School District Jonathan Kurfirst, Ph.D. Karen Futtersak, Ph.D. Entrance Requirements Andrea Muras, Ph.D. Joseph Piombo, Ph.D. Acceptance into all M.A. programs requires a Jennifer Tucker, Ph.D. Valley Stream School District minimum of 18 undergraduate credits in Marion Rosenbaum, Ph.D. Mark Perlman, Ph.D. sociology or a related social science. Queens Hospital Center Mark Peterson, Ph.D. Deficiencies in these requirements must be Ellen Palgi, Ph.D. Jay Comcowich, Ph.D. corrected under departmental direction. International students are urged to send a Oily Sofer, Psy.D. Valley Stream School District 13 representative sample of their writing in Robyn Mendelsohn, Ph.D. Mindy Berlin-Dickman English together with their application. They William Walker, Ph.D. Karen Jason, Ph.D. are required to take an English Placement Glena Rubin, Ph.D. Cheryl Mendelsohn, Ph.D. Examination upon acceptance. Riverdale Mental Health Association Gaston Weisz, Ph.D. Robert Muller, Ph.D. Valley Stream School District 24 Sachem Central School District Patrick Grehan, Ph.D. Degree Requirements for Gail Borruso, Ph.D. West Islip School District Sociology James Zaino, Ph.D. James Ciaravino, Ph.D. Steven Hartman, Ph.D. Robert Matuozzi, Ph.D. General Sagamore Children’s Psychiatric Center Westchester Family Services All students are required to take the following Lawrence Haller, Ph.D. Rebecca Abramson, Ph.D. six courses (3 credits. each): Randy Malsky, Ph.D. SOC 103 Pro-Seminar Westchester Institute for Human Geraldine Moretti, Ph.D. SOC 127 Statistics for Social Sciences Development SOC 210 Sociological Theory: Classical St. John’s University Counseling Center Michelle Heller, Ph.D. W.D. Harmon, Ph.D. SOC 212 Contemporary Sociological Theory Westchester School for Special Children SOC 300 Strategies of Social Research St. Luke’s Roosevelt Vito Guarnaccia, Ph.D. SOC 301 Evaluation Research and Data Joseph Ruggiero, Ph.D. Analysis Andrew Merling, Ph.D. Western Queens Developmental Schools Robert Musphy, Ph.D. St. Luke’s Women’s Health Project Specific Lisa Litt, Ph.D. Western Suffolk BOCES Paul Morris, Ph.D. A. Non-Thesis Option – 33 credits. St. Mary’s Hospital for Children-Queens Designed for students who seek a broad Paul Berger-Gross, Ph.D. White Plains School District Daniel Benincasa, Ph.D. preparation for employment in which Daniel Clarkin, Ph.D. sociological knowledge is required or Daniel Coletti, Ph.D. Kelly Ishmael, Ph.D. Maritza Kerekes, Ph.D. particularly valuable. This option is also Scarsdale School District sufficient for entry into a Ph.D. program. Audrey Clarkin, Ph.D. Wyandanch School District Roberta Hoffman, Ph.D. a. Required courses: SOC 103, 127, Ernest Collabolletta, Psy.D. 210, 212, 300, 301 Jennifer Walker, M.S.E.D Yeshiva Hor Torah Karen Feinberg, Ph.D. b. Electives Sesame Sprout Inc. The balance of courses will be chosen Janet Mueller, Psy.D. stjohns.edu/graduatebulletin 79 from departmental offerings, in consul- Thesis Option – 30 credits in the health services administration major are tation with the student’s adviser. Two a. Required courses: CRM 103,127, 231, encouraged to apply. courses may be taken in the practicum 232, 300 Students enrolled in the thesis program and field placement. b. Electives must complete a total of 144 credits (30 on c. Comprehensive Examination c. Research topic approved by advisor the graduate level, including six credits of demonstrate ability to integrate knowl- d. Comprehensive Examination Master’s Research). Student selecting the non- edge of sociology theory, methodol- (see above.) thesis option must complete a total of 147 ogy, literature and empirical data. This credits (33 on the graduate level). After the examination may not be taken earlier Accelerated Degree completion of the baccalaureate degree the than the last semester of coursework student must enroll full time on the graduate and no later than one year after Programs St. John’s level for the fifth year. completion of coursework. The rules governing the application and admin- College of Arts and B.S. in Communication Arts/ istration of this examination are found Sciences M.A. in Sociology under “Comprehensive Examination” This program leads to the B.S. in Commu­ in the Graduate Division of Arts and B.A. and M.A. in Sociology nication Arts and the M.A. in Sociology in five Sciences section in this bulletin. years of full-time study. Qualified undergradu- B.A. in Sociology and M.A. in ate students who have completed 60 credits B. Thesis Option – 30 credits Criminology and Justice with a 3.0 cumulative index and a 3.5 index a. Required courses: 103, 127, 210, B.A. in Psychology and M.A. in for a minimum of 12 credits in the communi- 212, 300, 301; SOC 900 Master’s cations major. Research (see “d” below) – three Criminology and Justice Students enrolled in the thesis program credits each semester for a total of The Department of Sociology and must complete a total of 144 credits (30 on six credits. Anthropology offers three intensive, acceler- the graduate level, including six credits of b. Electives ated, combined degree programs: the B.A. Master’s Research). Students selecting the The balance of courses, for a total of and M.A. degree in Sociology; the B.A. non-thesis option must complete a total of 30 graduate credits, will be chosen degree in Sociology and the M.A. degree in 147 credits (33 on the graduate level). After from departmental offerings, in consul- Criminology and Justice and in conjunction completion of their baccalaureate degrees, tation with the student’s advisor. with the Department of Psychology, the B.A. students may enroll full time on the graduate c. Comprehensive Examination in Psychology and the M.A. in Criminology and level for the fifth year. (see above) Justice in five years of full-time study. Qualified students who have completed their sophomore B.S. in Criminal Justice/ d. Thesis year with a 3.0 cumulative index and a 3.5 M.A. in Sociology A student will register for SOC 900 index in at least 12 credits in their major are (Master’s Research) for six credits­ This program leads to the B.S. in Criminal encouraged to apply. under the direction of an assigned Justice and M.A. in Sociology in five years of Students enrolled in the non-thesis pro- mentor and will write a thesis­ that will full-time study. Qualified undergraduate stu- gram must complete a total of 144 credits (33 be examined by a committee of read- dents who have completed their sophomore on the graduate level) Students selecting the ers composed of the mentor and one year with a 3.0 cumulative index and a 3.5 thesis program must complete a total of 144 other faculty member. average in a minimum of 12 credits in the credits (30 on the graduate level) including 6 criminal justice major. credits of Master’s Research. After completion Students enrolled in the thesis program Degree Requirements for of their baccalaureate degrees, students may must complete a total of 144 credits (30 on Criminology and Justice enroll full time on the graduate level for the the graduate level, including six credits of General fifth year. For specific information, students Master’s Research). Student selecting the may consult with the Chairperson of the All students are required to take the following non-thesis option must complete a total of Department of Sociology and Anthropology. four courses (3 credits. each): 147 credits (33 on the graduate level). After Applications are available at the offices of CRM 103 Pro-Seminar completion of their baccalaureate degrees, the Graduate Division of Arts and Sciences CRM 127 Statistics for Social Science students may enroll full time on the graduate (St. John Hall Room 145) or the Department CRM 231 Evaluation of Criminal Justice Policies level for the fifth year. of Sociology and Anthropology (St. John Hall CRM 232 Criminological Theory Room 444D). B.S. in Journalism/ CRM 300 Strategies and Tactics of Social Research M.A. in Sociology The College of Professional Studies and the Graduate Division of Arts and Sciences offer six This program leads to the B.S. in Journalism Specific intensive, accelerated, combined degree pro- and the M.A. in Sociology in five years of full- Non-Thesis Option – 33 credits. grams in the following disciplines. time study. Qualified undergraduate students a. Required courses: CRM 103, 127, 231, who have completed 60 credits with a 3.0 232, 300 cumulative index and a 3.5 index for a mini- b. Electives B.S. in Health Services mum of 12 credits in the Journalism major. The balance of courses will be chosen from Administration/M.A. in Sociology Students enrolled in the thesis program departmental offerings, in consultation with must complete a total of 144 credits (30 on This program leads to the B.S. in Health the student’s adviser. the graduate level, including six credits of Services Administration and the M.A. in c. Comprehensive Examination—not to Master’s Research). Students selecting the Sociology in five years of full-time study. be taken earlier than the last semester non-thesis option must complete a total of Qualified undergraduate students who have of coursework and no later than one 147 credits (33 on the graduate level). After completed their sophomore year with a 3.0 year after completion of coursework. completion of their baccalaureate degrees, cumulative index and a 3.5 index for 12 credits students may enroll full time on the graduate level for the fifth year. 80 B.S. in Legal Studies/ 117 Family Violence culture and globalization. M.A. in Sociology Biological and cultural foundation of inter- Credit: 3 semester hours. personal violence as it is expressed within the 207 Sociology of Work This program leads to the B.S. in Legal Studies family. Marital violence, wife battering, child The organization of work in modern society; and the M.A. in Sociology in five years of full- abuse, elderly abuse. Factors associated with stratification of the work force; structure of time study. Qualified undergraduate students the self-perpetuation of violence over genera- occupations; role of technology. who have completed their sophomore year tions. Credit: 3 semester hours. with a 3.0 cumulative index and a 3.5 index for Credit: 3 semester hours. a minimum of 12 credits in the major in Legal 119 Juvenile Delinquency 208 Cultural Studies Studies are encouraged to apply. A study of social conditions under which the The sociological study of cultural forms of life Students enrolled in the thesis program behavior legally termed “delinquency” devel- in terms of both modernist and postmodern- must complete a total of 144 credits (30 on the ops, the agencies through which society deals ist movements. These forms of culture include graduate level, including six credits of Master’s with the problem and the theoretical and rock and roll, art, literature, rap, film, sports, Research). Students selecting the non-thesis methodological approaches essential to under- the culture wars, the Internet and television. option must complete a total of 147 credits (33 standing. Credit: 3 semester hours. Credit: 3 semester hours. on the graduate level). After completion of the 120 Race and Ethnicity baccalaureate degree, students must enroll full 209 Human Trafficking – Contemporary Minority groups in America as cultural and time on the graduate level for the fifth year. Slavery economic-political communities relate to the This course focuses on the phenomenon of American heritage. Recent sociological, social B.S. in Human Services/ trafficking of persons (contemporary slavery) psychological and anthropological findings M.A. in Sociology from a sociological perspective by understand- and theories of intergroup relations. ing the historical, economic, political, institu- This program leads to a B.S. in Human Services Credit: 3 semester hours. and an M.A. in Sociology in five years of full- tional, legal and social characteristics of the time study. Qualified undergraduate students 121 Sociology of the Family problem, and the international and domestic who have completed their sophomore year Components of family structure and organiza- policies and programs available to prevent it with a 3.0 cumulative index and a 3.5 index for tion; family cycle and mate selection; factors and assist its survivors.

12 credits in Human Services, are encouraged contributing to family stability and disorgani- Credit: 3 semester hours. ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES zation; emerging forms of intimate lifestyles. to apply. 210 Sociological Theory: Classical Credit: 3 semester hours. Students are required to complete a total Theories of 19th- and early 20th-century of 146 or 149 credits (30 or 33 on the gradu- 122 Drugs and Society sociologists dealing with the problems of the ate level depending on thesis or non-thesis This course focuses on alcoholism, drug abuse transformation of societies from traditional to options including a field placement). After and addiction, pathological (compulsive) gam- modern. Credit: 3 semester hours. completion of their baccalaureate degrees, stu- bling, bulimia and other addictions. Credit: 3 212 Sociological Theory: Contemporary dents may enroll full time on the graduate level semester hours. for the fifth year. Analysis of various sociological discourses, 127 Statistics for Social Sciences including the structural-functional, critical, For specific information with regard to any or all of Descriptive and inferential statistics in sociology. exchange, interpretive-symbolic and phenom- these programs, please consult with the Chairperson Credit: 3 semester hours. enological. Credit: 3 semester hours. of the Department of Sociology and Anthropology. Applications are available online at www.stjohns.edu 131 Sociology of Youth 214 CRM Restorative Justice: Principles and under “Admissions.” Hard copies are also available in Youth as a lengthy process of transition from Practices the Office of Graduate Admissions. childhood to adulthood; consequent phenom- Examines philosophies, traditions and contem- ena of family conflict, long dependency, devel- porary practices of restorative justice. Analyzes Courses opment of youth culture, mass media, rock to possibilities and problems of applying restorative justice to specific harms. 103 Sociology Pro-Seminar rap, education and delinquency. Credit: 3 semester hours. This course introduces sociology as a discipline Credit: 3 semester hours. in the liberal arts. It focuses on the field’s his- 133 CRM Class, Race and Criminal Justice 215 CRM Policing and Society tory and its key areas of study and introduces This course focuses on how race and social This course offers a sociological examination strategies for doing research and writing in class determine who enters the criminal justice of law enforcement in the United States. It sociology. Credit: 3 semester hours. system and how criminal definitions are reviews the historical development of policing; discusses the various roles of police in society; 103 CRM Pro-Seminar created and applied. Credit: 3 semester hours. and examines some of the problems police This course introduces criminology as a disci- 170 Social Psychology confront. Credits: 3 semester hours. pline in the liberal arts. It focuses on the field’s Systematic examination of social variables and history and its key areas of study and intro- their influence on individual behavior, personal- 216 CRM White Collar Crime duces strategies for doing research and writing ity and emotion. Credit: 3 semester hours. The study of white collar crime as an extensive in criminology. Credit: 3 semester hours. institutional phenomena of modern society. 200 SOC Sociology of Latino/a s in the U.S. Credit: 3 semester hours. 107 Social Deviance (Cf. EDU 6217) Impact of migration, immigration policies, poli- Study of the causes and reactions to deviant tics and social movements on Latino/as, their 217 CRM Situational Crime Prevention behavior. Crime, drug abuse, mental illness, families, gender, cultural identity, racial/ethnic This course introduces the concepts of geog- suicide, corporate and political malfeasance relations and experience in social institutions. raphy or the spatial dimension of crime in the and other forms of deviance are considered. Credit: 3 semester hours. analysis of criminal events. The analysis focuses Credit: 3 semester hours. on: how potential criminals move about, where 201 SOC Economic Sociology they regularly go, where they come from, and 115 Sociology of Gender This course sociologically analyzes how mar- how their social and physical environments are A comparative study of gender relations from kets, networks and hierarchies coordinate constructed. Credit: 3 semester hours. biological, historical, psychoanalytic, social con- economic behavior. It examines the economy’s structionist and feminist perspectives. relationship to the state, inequality, technology, Credit: 3 semester hours. stjohns.edu/graduatebulletin 81 217 Gender in a Global Context 224 CRM Life Course Criminology tions. Methods of forensic science that opti- This course studies the sociology of gender This course examines crime and deviance mize the recovery of physical evidence from a from a global perspective, that is, by focusing within a human development and life course crime scene. Credit: 3 semester hours. on gender issues throughout the world as well framework analyzing onset, stability, change, 241 CRM Crime Mapping as bringing in regional and cultural differences and desistance of criminal behavior across Principles of crime mapping applied to polic- into the analysis. Credit: 3 semester hours. developmental stages of life course. Credit: 3 ing, forensic investigation, and prosecution of semester hours. 218 Immigration and Inequality crime. Emphasizes the use of GIS for spatial This course focuses on immigration to the 225 CRM Comparative Criminology analyses of crime patterns. United States from a sociological perspective This course applies a comparative perspec- Credit: 3 semester hours. by understanding its historical, political, legal tive to issues of crime and justice in different 242 SOC Political Sociology and social characteristics, and paying close countries and cultures. Varying concepts and Examines how politics is influenced by changes attention to the relationship between birth- patterns of crime, punishment and justice are in the positions of dominant and subordinate right, naturalization, and immigration laws, contrasted to those found in the U.S. groups in society as theorized by Marx, Weber, citizenship and social inequality along racial, Credit: 3 semester hours. Durkheim, and others. Credit: 3 semester ethnic, gender, and class lines. 228 Sociology of Community hours. Credit: 3 semester hours. This course will focus on community processes 243 Social Movements and Social Change 219 CRM Punishment and Reform of cohesion, conflict and change. Race, ethnic, An examination of the diverse social and cul- A broad overview of the corrections system in religious and gender relations are analyzed. tural movements that have and are currently the United States. Focus is on the growth in Power and community organization are also transforming the world, including the glo- imprisonment rates and of the prison-industrial examined. Credit: 3 semester hours. balization of the economy, nationalism, class complex—and the effects on corrections per- 231 CRM Evaluating Criminal Justice struggle, feminism, postmodernism and sonnel and inmates, their families and commu- Policies techno-science. Credit: 3 semester hours. nities. Credits: 3 semester hours. This course examines the methods, techniques 244 Social Movements and Globalization 220 CRM-Organized Crime and measures for evaluating criminal justice An examination of the diverse social and cul- This course examines definitions, forms, his- agencies and policies. Credit: 3 semester hours. tural movements that have, and are currently tory, consequences, as well as theories of orga- 232 CRM Criminological Theory transforming the world. This entails an under- nized crime. The phenomenon of organized This course introduces students to theories of standing of the social structure of the modern crime is located within the changing global crime with a focus on sociological theories. world and of the agents seeking to transform economy. Credit: 3 semester hours. Biological, psychological and economic theories that world. Credit: 3 semester hours. 220 Social Construction of Race in the are also discussed. Credit: 3 semester hours. 245 GIS Applications for Global United States 233 CRM Environmental Crime and Justice Development and Social Justice This course examines the historical and con- Foundations of global environmental justice. Learn Geographic Information Systems (GIS) temporary social processes that have been The investigation and prosecution of environ- computer applications and data analyses as significant in the development of racial forma- mental crime emphasizing the use of forensic research tools for mapping and critically ana- tions in the United States. Credit: 3 semester science and GIS for uncovering environmental lyzing factors that assist in global development hours. racism and injustices in the U.S. and abroad. and the promotion of social justice. 221 Sociology of News Media Credit: 3 semester hours. Credit: 3 semester hours. This course examines the social processes 234 Global Poverty 246 Social and Cultural Dimensions of involved in the production of news; including An examination of the daily lives of poor Aging attention to the political economy of media, people throughout the world in their social Credit: 3 semester hours. textual analysis, and audience studies. context. This course will look critically at the Credit: 3 semester hours. 247 Global Education failures of global policies to substantially Impact of neo-liberal policies of fiscal austerity, 221 CRM-Cyber Crime change the conditions of the world’s poor and decentralization and privatization on education This course examines crimes committed in the conditions that would have to be changed within the United States and worldwide. cyberspace. Forms of cyber crime, their con- if poverty is to be ended. Credit: 3 semester hours. sequences and the limits of the law in dealing Credit: 3 semester hours. with the phenomenon are discussed. 249 Sociology of Education 235 CRM Global Crime Credit: 3 semester hours. The impact of political, economic, family and Analysis of the global networks and techno- religious institutions on educational policies, 222 CRM Identity Theft logical, economic and cultural activities that administrative procedures and classroom This course focuses on the crime of identity sustain transnational criminal activities. The instruction. Credit: 3 semester hours. theft, the various forms it takes, the offenders impact of transnational corruption and crime and the impact these crimes have on victims. on social institutions will also be examined. 300 Social Research: Strategies and Tactics The implications for public policy and crimino- Credit: 3 semester hours. Prerequisite: SOC 127 or at least a “B” in an logical theory are also discussed. undergraduate statistics course. Qualitative 236 SOC Sociology of Poverty Credit: 3 semester hours. and quantitative data analysis in sociological An examination of the everyday life of poor research-design; observation and participatory 223 Urban Sociology people in the US. Critical analysis of the devel- techniques of data collection, sampling and The interrelations among population, technol- opment of social policy, social movements, and survey operations; questionnaire, interview and ogy, environment and political economic the conditions that would have to be changed scale construction. Credit: 3 semester hours. structure in urban settings, the impact on if poverty is to be ended. Credit: 3 semester social class structure, lifestyle, labor resources, hours. 301 Evaluation Research and Data Analysis consumer markets and housing. This course will focus on the analysis of data 240 CRM Principles of Forensic Science Credit: 3 semester hours. collection through qualitative and quantita- Criminalistics as the interface of natural and tive research with a focus on the evaluation of social sciences applied to criminal investiga- 82 existing programs. Credit: 3 semester hours. 306 CRM Contemporary Issues in requirements are completed and the degree is Program Requirements Criminology granted. No Credit. Fee: $100 per semester. Following a mandatory introductory work- This course is intended to focus on the latest shop, students will consult with a faculty Courses Taken Outside Department developments in crime and justice. Possible advisor to pursue 33 credits. of course work, topics might include: terrorism; international With the permission of the department chair, a chosen mainly from one of three tracks: (1) organized crime; illegal alien smuggling; money student may take up to six credits (two cours- Biblical Studies (includes Old Testament and laundering and health care fraud. Credit: 3 es) in other departments or divisions of the New Testament literature and languages); semester hours. University for degree credit. This option does (2)Historical/Theological Studies (includes 420 CRM Readings in Criminology: Selected not apply when advanced standing has been Historical Theology, Systematic Theology, Moral Topics granted for courses taken at another university. Theology, Interfaith Studies, and Spirituality); Offers advanced graduate students opportunity (3)Pastoral Theology (includes Catechetical, for intensive guided study in a criminological For a complete listing of approved courses, Liturgical, and Ministerial Studies). field not covered by graduate seminars with please contact the Dean’s office. On completing their studies, students will faculty guidance and feedback. Chair’s permis- prepare a portfolio of academic writing, consist- sion required. Credit: 3 semester hours. ing of three major, final papers from their course Department of work, one of which must also be included in 420 SOC Readings in Sociology: Selected revised form, and a professional self-assessment Topics Theology and of their scholarly development during their time Offers advanced graduate students opportunity in the program. Students will submit this aca- for intensive guided study in a sociological field Religious Studies demic portfolio to the Department for reading not covered by graduate seminars with faculty and approval by two graduate Theology faculty, guidance and feedback. Chair’s permission (THE) one from the student’s main track, and one from required. For Sociology majors only. a different track. Credit: 3 semester hours. In keeping with the mission of St. John’s 500 SOC and CRM Practicum in Applied University as Catholic, Vincentian, and met- Course Requirements Sociology ropolitan, the Graduate Program of the All students will take at least one introductory- ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Sociological practice in applied settings. The Department of Theology and Religious Studies level course or its equivalent in each track, five student will formulate a research project for an seeks to examine the rich theological heritage more courses in their chosen track of concen- internship or work setting. Preliminary findings of the Catholic faith in light of modern human tration, and three electives, maintaining a “B” are expected. Students can then enroll in either experience and concerns, with due respect for average. SOC 501 or 502 in the following semester. the values of other sciences, other religions, Please note that students who pur- Credit: 3 semester hours. and other cultures. sue Biblical Studies must take a two-course As such, our program provides a sup- sequence in either Biblical Hebrew (THE 111 501 SOC and CRM Field Internship portive and challenging environment of educa- and 112), or Biblical Greek (THE 121 and 122). Prerequisite: SOC 500. Course provides an tional excellence flexible enough to serve those The other tracks have no language require- opportunity to gain a working knowledge of interested in pursuing further theological study, ment. Students who elect to write a Master’s sociological practice in a field setting and to professional ministry, parish service, or their Thesis must take THE 900 as one of their elec- apply sociological analysis to the field experi- own personal enrichment. tive courses, and may substitute this thesis for ence. Students will complete the research To encourage such scholarly achieve- their final academic portfolio. paper based on the proposal prepared in SOC ment, along with keen sensitivity to the need 500. Credit: 3 semester hours. for social justice and peace in our world, Combined B.A./M.A. Program the Department offers the Father Richard 502 SOC and CRM Work-Setting Research In addition to the Master of Arts program, the Kugelman Scholarship, to honor the memory Prerequisite: SOC 500. For students in current Department offers an intensive, accelerated of this eminent biblical theologian and former work settings that provide experience equiva- program enabling students to earn both their Chair, particularly in his great love for biblical lent to a field placement (as described in SOC B.A. and M.A. Theology degrees in only five studies and concern for the poor. This award 501). Students complete the research paper years of full-time study. opens the study of Theology, especially Sacred based on the proposal prepared in SOC 500. Scripture, to students who otherwise could not Credit: 3 semester hours. Entrance Requirements afford it. Each semester the Department also Qualified undergraduate students who have 800 Colloquia offers several Graduate Research Assistant posi- completed their sophomore year with a 3.0 Current issues in sociology as well as other top- tions to cover tuition costs. Interested students overall cumulative index and a 3.5 index in ics of current interest are presented by outside should contact the Department Chair for more Theology are encouraged to apply for this speakers or current student researchers. All stu- information. program. dents are required to attend. No credit. No fee. Program Requirements Research Courses Programs of Study Students in the B.A./M.A. program matriculate 900 SOC and CRM Master’s Research Master of Arts in Theology (M.A.) for a total of 144 credits, 33 of which are Supervised research leading to the preparation Entrance Requirements on the graduate level (see the M.A. Program and completion of a thesis in partial fulfillment requirements above). Under the guidance of of the master’s degree requirements. Applicants for the M.A. in Theology and a faculty advisor, students take the first three Credit: 3 semester hours. Religious Studies normally must have a bach- graduate Theology courses in their junior and elor’s degree which includes 24 credits in senior years, and the remaining courses in the Maintaining Matriculation theology, philosophy, or related subjects, and following year of full-time graduate study. For an overall “B” average in their college studies. 925 Maintaining Matriculation specific information, students should check Any deficiencies in preparation may require Master’s students not registered for other the undergraduate bulletin and contact the supplementary course work as a condition for courses must register for 925 until all degree Director of the Graduate Theology Program. admission, as determined by the Department.

stjohns.edu/graduatebulletin 83 Courses New Testament Track 2: Historical/Theological Studies Track 1: Biblical Studies 121; 122 New Testament Greek I; II The elements of New Testament Greek gram- Historical Theology General mar and syntax, including basic vocabulary of the New Testament writings, along with select- 200 Theology: The Liturgical Year and 120 Methods in Modern Biblical ed readings from the Gospels and the Pauline Liturgy of the Hours Interpretation letters. Credit: 3 semester hours. (see Pastoral Theology) Practical and theoretical introduction to criti- cal methods of exegesis used in contemporary 161 Introduction to the New Testament 352 History of Christian Theology from the Old and New Testament studies. Methods are Surveys the earliest, normative Christian writ- Reformations to 1900 discussed, illustrated, and used by students in ings in their historical, cultural, and religious Theology and history of the Christian churches analytic exercises on biblical passages. context within the Greco-Roman world, intro- and theirrelations to other religious and cul- Credit: 3 semester hours. ducing students to major scholarly approaches tural traditions from 1500 to1900. for studying the New Testament, its literary Credit: 3 semester hours. 280 Current Issues in Biblical Interpretation genres, key themes, enduring issues, and Provides an overview of key moments in the 355 The First Six Centuries of Christianity diverse theologies manifest in the apostolic history of biblical interpretation, and discusses This course introduces students to the theology witness to Jesus of Nazareth. present-day issues in biblical interpretation, and history of the Catholic Church from the Credit: 3 semester hours. including the authority of the Bible, the Bible origins of the Church until 600 CE. Students in ecumenical and interfaith contexts, ecologi- 270 The Synoptic Gospels and Modern will examine eastern and western patristic the- cal approaches to the Bible, and the Bible in Study ology by means of an interdisciplinary study of Africa, Asia, and Latin America. Explores the primary theological views and theology, philosophy, and history, using both Credit: 3 semester hours. basic literary structures reflected in the Gospels primary and secondary sources. of Matthew, Mark, and Luke, treating major Credit: 3 semester hours. Old Testament scholarly theories about their mutual depen- 357 Theology in the Middle Ages dence and formulation. Treats the theology and history of the Catholic 111; 112 Biblical Hebrew I; II Credit: 3 semester hours. An introduction to the phonology, morphol- Church during the Middle Ages (600–1500). This ogy, and syntax of biblical Hebrew, including 271 The Lukan Writings course examines medieval theology by means translation of selected passages from the Examines the relationship of the Third Gospel of interdisciplinary study of theology, philoso- Hebrew Bible. Credit: 3 semester hours. to the Acts of the Apostles, along with their phy, history, and literature, using both primary peculiar character as jointly proclaiming and secondary texts. 160 Introduction to the Old Testament Christian “gospel.” Luke’s sources, back- Credit: 3 semester hours. A survey of the history and literature of Israel. ground, literary style, and theological themes 358 History of Twentieth-Century Problems of Old Testament interpretation are explored. Credit: 3 semester hours. are introduced, and the books of the Old Christian Theology Testament are related to their ancient Near 272 The Johannine Literature Theology and history of the Christian Churches Eastern context. Credit: 3 semester hours. Treats the formation of the Fourth Gospel and and their relations to other religious and the other Johannine writings, their structure cultural traditions from 1900 to the 240 The Pentateuch and theology. Credit: 3 semester hours. present. Credit: 3 semester hours. Surveys critical approaches to the books of the Pentateuch-Hexateuch, introducing the literary 273 The Pauline Writings Systematic Theology sources which comprise the first books of the A survey of Paul’s career, his role in the rise Old Testament, from Genesis to the Former of early Christianity, along with the influence 150 Introduction to Liturgy Prophets. Credit: 3 semester hours. of his Jewish as well as Hellenistic cultural and ( See Pastoral Theology ) religious roots on his “gospel.” Credit: 3 semester hours. 241 Prophetism in Israel Credit: 3 semester hours. Survey of critical approaches toward the pro- 352 The History of Christian Doctrine from the Middle Ages to the 20th Century phetic books of the Hebrew Old Testament 281 The Parables of Jesus (See Historical Studies) canon. Included are a discussion of prophecy in Explores Jesus’ distinctive use of illustrative Credit: 3 semester hours. its ancient Near Eastern setting, and an intro- stories and images to prophetically dramatize duction to the message of Israel’s “classical” his view of God’s coming rule, and tracks the 400 Christian Foundations prophets. Credit: 3 semester hours. adaptation of Jesus’ parabolic speech from the A critical examination of the foundations of early Christian Church to the present. Christian faith, giving special attention to the 242 The Wisdom Literature Credit: 3 semester hours. challenges of unbelief in today’s secular soci- Examines critical approaches toward “wisdom” ety. Credit: 3 semester hours. in ancient Israel and Judaism, including discus- 282 The Passion and Resurrection sion of ancient Near Eastern “wisdom,” intro- Narratives 401 The Mystery of God ducing the Wisdom writings from the Greek Closely examines the stories about Jesus’ pas- Examines the knowledge of God through Old Testament, with special attention to the sion and resurrection as they appear in the nature and grace, treating biblical perspectives, Psalms. Credit: 3 semester hours. four canonical Gospels, tracing complementary development of the doctrine of the Trinity, themes in pre-Christian Jewish tradition, in the God as Creator, and contemporary challenges 243 Apocalyptic Writings of the Second teaching of Paul, and in early non-canonical to theism. Credit: 3 semester hours. Temple Period Gospel narratives. Credit: 3 semester hours. This course surveys biblical apocalyptic writings 402 Christology as manifesting both a world view and a literary A study of the person and work of Jesus genre, stressing key examples of such histori- Christ, his mission, death and resurrec- cal and mystical revelatory materials from the tion. Christological development in the New Second Temple Period, along with their endur- Testament and the early Church until the ing theological impact. Council of Chalcedon, and views about Jesus Credit: 3 semester hours. 84 through the centuries and in modern thought. constructive, ecumenical, theological dialogue are included in the course. Credit: 3 semester hours. today. Credit: 3 semester hours. Credit: 3 semester hours. 403 Theological Anthropology 532 Christian Spirituality in Historical 599 McKeever Seminar in Moral Theology Theological exploration into the meaning and Perspective This course will examine in depth an issue in goal of human existence as revealed in biblical An introduction to the vocabulary and the field of moral theology, led by the pro- revelation and as expressed through the centu- thought forms of Western mystical experience. fessor holding the McKeever Chair in Moral ries in central Christian doctrines. Readings from selected texts of the classical Theology. Credit: 3 semester hours. Credit: 3 semester hours. spiritual writers from the New Testament to the present. Credit: 3 semester hours. 404 Ecclesiology Interfaith Studies The Church in the New Testament. Historical Moral Theology 110 Sacred Scriptures of the East forms and basic structure of the Church. The An introduction to the Sacred Scriptures of the Church and the Kingdom of God. The mean- 170 Fundamental Moral Theology East through the reading of selected texts from ing of Christian eschatology. Ministries in the Examines the methods, sources, and develop- major works which form the basis of Eastern Church. Credit: 3 semester hours. ment of Catholic moral theology. Addresses theology and philosophy. 405 Introduction to Sacramental Theology conscience, theological anthropology, Christian Credit: 3 semester hours. freedom, natural law, sin, virtue, and the (See Pastoral Theology) 651 Buddhism and Christianity in Dialogue use of Scripture in moral reflection. Credit: 3 Credit: 3 semester hours. The Buddhist religion, its origin in India, its semester hours. 406 The Eucharist doctrine and practice as revealed in Buddha’s (See Pastoral Theology) 410 Theologies of Liberation view of the Divine, Self, and Salvation. (see Moral Theology) Credit: 3 semester hours. Buddhist monastic order, asceticism, and missionary zeal. The two Buddhist schools. 523 Catholic Social Teaching 407 The Healing Ministry of the Church This course also treats the dialogue between Traces the development of Catholic thought (See Pastoral Theology) Buddhism and Christianity to show how both regarding the economic, political, and social Credit: 3 semester hours. of these religions constantly strive for universal

spheres, and aims to formulate principles that ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES human spiritualization and world peace. 408 The Sacraments of Initiation should guide their transformation. Credit: 3 semester hours. (See Pastoral Theology) Credit: 3 semester hours. Credit: 3 semester hours. 657 Religious Mysticism: East and West 524 Theological Bioethics Examines religious spirituality (mysticism) as 410 Theologies of Liberation Explores biomedical issues from the perspective a global phenomenon, and includes topics Reflection on the liberating traditions of of Christian ethics, including: social justice and such as human spiritual connection with the Christian faith in light of the political-sociologi- health care, stem cell research, neuroscience, Transcendent, mystic consciousness and experi- cal world situation reproductive therapies, abortion, end-of-life ence, introversive and extroversive paths to Credit: 3 semester hours. decisions, and experiments involving human spiritual awareness and growth. subjects. Credit: 3 semester hours. 430 Women and the Christian Tradition Credit: 3 semester hours. Reexamines the role of women in the Christian 525 Love and Sexuality: A Christian 660 Dialogue Among Christians biblical tradition: theologies of creation and Understanding The history and structures of the ecumenical redemption, priesthood and leadership; the This course explores the biblical, theological, dialogue among Christians, with particular Marian tradition; religious orders of women. philosophical and scientific foundations of attention to the concepts of the unity of the Credit: 3 semester hours. contemporary Christian sexual ethics. Roman Christian Church which have been advanced by Catholic teaching on issues of sexuality is 435 Creation–From Cosmology to Ecology several of the Christian communions. examined in depth, and subjected to appropri- Explores the doctrine of creation in the context Credit: 3 semester hours. ate theological scrutiny. of its historical development, including its bibli- Credit: 3 semester hours. cal roots, philosophical influences, and con- Track 3: Pastoral Theology temporary issues such as the relation between 526 Specific Moral Issues in a Christian Catechetical Studies science, theology and the ecological crisis, as Context viewed through the work of current theolo- Examines specific moral issues (war and peace- 702 Introduction to Catechesis gians. Credit: 3 semester hours. making, globalization and its effects, human An historical survey of catechetical theory and migration, homosexuality and same-sex unions, practice. This course examines the social situa- 440 Christian Hope and the World’s Future and end-of-life issues, among others) to devel- tion of the Church, the theology used, and the A study of contemporary theological reflection op a sense of method for dealing with moral resulting catechesis, for their outcomes in the on the ultimate destiny of humanity and of the problems. Credit: 3 semester hours. life of particular communities. world. The major symbols of Christianity are Credit: 3 semester hours. reexamined in the light of critical biblical and 527 Business Ethics: A Christian Perspective historical studies. Credit: 3 semester hours. Examines the moral dimensions of business 703 Catechesis for Teens and Adults activity in light of the principles of Christian This course surveys current theory and practice 445 The Theology of Mary Ethics, and includes moral analysis of specific of catechetical efforts to involve both teens This course studies the place of Mary in cases drawn from the major areas of business. and adults, stressing the developmental tasks Christian thought, exploring foundational Credit: 3 semester hours. of each group respectively, and practical issues biblical and historical Mariologies, their of creating programs to meet their needs. development from the Early Church Fathers 529 Church, State, and Social Ethics Credit: 3 semester hours. to the post-modern age, and their rela- This course addresses theoretical questions tion to Trinitarian Theology, Christology, concerning the interrelationship between social Pneumatology, Ecclesiology, and Eschatology. and personal morality, as well as the major Major Catholic, Orthodox, and Protestant socio-moral issues of our time. Readings from Mariologies are examined as stimulus for black, feminist, and other liberationist ethicians

stjohns.edu/graduatebulletin 85 704 Liturgical Catechesis and Worship 823 Liturgical Celebration: Theory and For a complete listing of approved courses, Explores catechetical issues within the context Practice please contact the Graduate Dean’s office. of Christian communal worship, examining the Using discussion and practical exercises, this earliest evidence of Christian liturgy as a matrix course explores the attitudes and style of an for shaping Christian faith and belief. effective worshiping community, along with Credit: 3 semester hours. the context, options, and rites of the sacra- ments of initiation, Eucharist, reconciliation, Criminal Background Liturgical Studies matrimony, anointing of the sick, and chil- dren’s liturgies. Checks 150 Introduction to Liturgy Credit: 3 semester hours. Analyzes certain tensions in liturgical thought Policy: In order to meet the requirements of University and celebration today, in light of the liturgy’s Ministerial Studies and affiliated clinical facilities, all students in ancient and recent past, exploring possible the Au.D., M.A. Speech Language Pathology, future liturgical trends based on present theory 801 Introduction to Pastoral Care and Ph.D. Clinical Psychology, and Psy.D. and M.S. Counseling and practice. Credit: 3 semester hours. School Psychology programs will complete a Introduces the basic concepts and fundamen- University-specified criminal background check 155 The Roman Missal tal skills of counseling in a pastoral setting. It This course examines the genesis, history, (Sterling Inc.) prior to placement in the clinical requires active participation in course discus- learning sites This background check will meet and nature of the “Roman Rite,” especially sions, a research paper on a counseling phi- as embodied in the most recent English revi- the requirements outlined by affiliated clinical losophy or other approved topic, counseling sites and/or state law. sion of the Roman Missal, in light of previous role play, and use of counseling transcripts as Procedures: translations, their associated dynamics, con- learning tools. Credit: 3 semester hours. troversies, and impact on other rites as well as 1. Prior to registration in their first clinical catechesis.Credit: 3 semester hours. 802 The Church as a Community of practicum, externship, and/or internship Ministers course, students will complete a criminal 200 The Liturgical Year and Liturgy of Explores the biblical roots and historical evolu- background check. Students will be the Hours tion of ministry structures, present pastoral provided with written guidelines by the This course explores the nature, historical ministry concerns, issues, and resources in Office of the Dean prior to the first day evolution, theology, as well as pastoral and specific areas of ministry, and practical strate- of registration for the designated course. The finalized, approved background check canonical aspects of the Church’s cycle of gies for engaging in ministry in today’s Church. must be received from Human Resources seasons and feasts, examining time and com- Credit: 3 semester hours. memoration from a theological and liturgial before the student can register for the viewpoint, along with the daily Liturgy of the 803 Pastoral Ministry in Loss and Grief designated course. Students who are not Hours and popular devotions, mainly from a Theoretical foundations for understanding cleared by the time of registration will not Roman Catholic perspective, but with atte- the nature and universality of loss and grief. be assigned to clinical placement sites until tion to comparable practices in other cultures. General principles of intervention and pastoral the background check is approved. Credit: 3 semester hours. resources for healing and growth as found in 2. The costs associated with the criminal community, ritual, faith, and belief. background check will be incurred by the 405 Introduction to Sacramental Theology Credit: 3 semester hours. student and will be paid directly to Sterling Explores new approaches to sacramental theol- Inc.If an error occurs in the submission of ogy, with special attention to the sociological 831 Pastoral Perspectives on Marriage and the request, the student will be responsible setting and anthropological dimension of the Family for resubmitting the request at an sacraments in their Christian context. Credit: 3 An in-depth exploration of Vatican II and post- additional cost. Vatican II theological treatments of marriage semester hours. 3. All finalized student requests will be and family life, which evaluates pastoral strate- submitted electronically to Sterling Inc. 406 The Eucharist gies for a variety of contemporary marriage An anthropology of symbol and the phenom- The company will then submit finalized and family issues. Credit: 3 semester hours. reports for each student to St. John’s enology of meal as a basis for understanding Office of Human Resources for review and the Eucharist. Meals in the Old Testament Research Courses evaluation. A separate report will be sent are examined, along with selected Eucharistic to the student via e-mail by Sterling Inc. themes in the New Testament. 900 Master’s Research Credit: 3 semester hours. Supervised research leading to the preparation 4. Human Resources will notify the associate and completion of a thesis in partial fulfillment graduate dean of St. John’s College of 407 The Healing Ministry of the Church of the master’s degree requirements. Liberal Arts and Sciences of all students The history, theology, and pastoral practice Credit: 3 semester hours. who successfully pass the criminal of the sacrament of reconciliation, including a background check. comparison with psychological counseling and 901; 902; 903 Independent Research 5. In the event of a positive finding, the case practical demonstrations. The art of spiritual Individual study under the direction of a select- will be reviewed by Human Resources and direction. Caring for the sick and ministry to ed faculty member. The area of research must the University’s general counsel. be approved in advance by the Chair and in the grieving. The history and pastoral practice 6. If the identified offense is considered of the anointing of the sick. consultation with the supervising faculty mem- significant, the student’s case will be Credit: 3 semester hours. ber. Credit: 3 semester hours. referred to the dean of St. John’s College 408 The Sacraments of Initiation 925 Maintaining Matriculation of Liberal Arts and Sciences for review and final decision. Anthropological dimensions of initiation. Master’s students who are not registered for Initiation in the early Church. The breakdown other courses must register for THE 925 until 7. In the event that an offense prevents in the unity of the initiation sacraments, and all degree requirements are completed and the the student from progressing to the Christian Initiation today. degree is granted. experiential components of the program, Credit: 3 semester hours. No credit. Fee: $100.00 per semester. the student may be dismissed, regardless of his/her academic standing.

86 Faculty

Art and Design Rare and endangered plants. Highlands University, Ph.D., Fordham University. Amy Gansell, Assistant Professor, B.A. Barnard Louis Trombetta, Professor, B.S., M.S., Ph.D, College; Ph.D. Harvard University. Fordham University. Electron microscopy cytol- Eugene M. Holleran, Professor Emeritus, ogy, pathology, and cytochemistry. The effects B.S., University of Scranton; Ph.D., Catholic Susan Rosenberg, Associate Professor and of drugs in metabolism and cell degeneration, University of America. Equations of state and Graduate Director, B.A. Brown University; Ph.D. particularly in the CNS. equilibrium properties of substances. Institute of Fine Arts, New York University. Ales Vancura, Chair and Professor, B.S./M.S., Alison G. Hyslop, Chair and Associate Asian Studies Ph.D., Prague Institute of Chemical Technology. Professor, B.A., Macalester College; Ph.D., Bernadette Li, Professor and Director, B.A., Chromatin structure and regulation of tran- University of Pennsylvania. Bioinorganic National Taiwan University; M.A., University scription. Signal transduction. Chemistry; Synthesis, functionalization and of Washington (Seattle); Ph.D. in History, Ivana Vancurova, Professor, B.S./M.S., Prague photophysical studies of porphyrin arrays as Columbia University. Political and Intellectual Institute of Chemical Technology; Ph.D., photosynthetic mimics. History of Modern China; Chinese Women’s Institute of Microbiology, Czech Academy of Neil D. Jespersen, Professor, B.S., Washington History and Literature; Asian American Studies Sciences. Molecular mechanisms of inflammation. and Lee University; Ph.D., The Pennsylvania in History, Literature and Women. Yong Yu, Assistant Professor, B.S., Ocean State University. Bioanalytical and environmen- Wen-Shan Shih, Adjunct Assistant Professor, University of Qingdao, China; Ph.D., Chinese tal analysis techniques and instrumentation. B.A., Nat’l Taiwan University; M.A., University Academy of Sciences. Ion channels: structure Eugene J. Kupchik, Professor Emeritus, of Minnesota; Ph.D., University of Toronto. and function, and their roles in human physiol- Diploma in Chemistry, B.S., Rutgers University, Johnson L. Tseng, Adjunct Associate Professor, ogy and disease. Ph.D. Rutgers University. Organic Chemistry. B.A., M.B.A., Nat’l Chengchi University; M.A., Jay A. Zimmerman, Professor, A.B., Franklin István Lengyel, Professor Emeritus, B.A., Ph.D., SUNY, Albany. and Marshall College; Ph.D., Rutgers University. Lóránd Eötvös University of Science, Ph.D., . Experimental gerontology. Nutritional aspects Massachusetts Institute of Technology. Biological Sciences of lifespan extension. Philip S. Lukeman, Associate Professor, B.S., Christopher W. Bazinet, Graduate Director Rachel Zufferey, Graduate Director and Ph.D. Covalent Chemistry Control of Nucleic and Associate Professor, B.A., University of Associate Professor, B.S./M.S. and Ph.D., Acid Nanotechnology, Mesoscale Molecular ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Wisconsin; Ph.D., Massachusetts Institute of Swiss Federal Institute of Technology. Engineering. Technology. Genetics of biological assemblies. Characterization of the glycerolipid metabolic Elise G. Megehee, Associate Professor, (Clare Evolution of gametogenesis. pathways of the vertebrate protozoan parasites Booth Luce Professor), B.S., University of Irvin N. Hirshfield, Associate Professor, B.S., Leishmania and trypanosomes to determine Rochester; M.S. University of North Carolina at University of Delaware; Ph.D., University of their importance in parasite development, dif- Chapel Hill; Ph.D., University of North Carolina Pittsburgh. Molecular microbiology and micro- ferentiation and virulence. at Chapel Hill. Synthesis and characterization of bial physiology and genetics. Regulation of new luminescent transition metal complexes. gene expression in prokaryotes in response to Chemistry NMR, UV/Vis absorption and emission spectros- environmental stress with special emphasis on Ernest Birnbaum, Professor Emeritus, B.A., copy and electrochemistry. acid stress responses. Microbial pathogenesis. University of California, M.S., University of William Pasfield, Professor Emeritus, B.S., Dianella G. Howarth, Associate Professor, Southern California, Ph.D., Pennsylvania State Massachusetts Institute of Technology, Ph.D., B.A., University of Pennsylvania; Ph.D., Harvard University. University of Connecticut. University. Evolution and development of plant James Brady, Professor Emeritus, B.S., Hofstra Richard J. Rosso, Associate Professor, B.S., lineages. University, Ph.D., Pennsylvania State University. SUNY at Albany; Ph.D., SUNY at Buffalo. Yue J. Lin, Associate Professor, B.S., National David P. Brown, Associate Professor, B.S., Development of novel catalysts for organic Taiwan University; M.S., Ph.D., Ohio State University of the West Indies; M.Phil., CUNY. transformation, industrial scale reactions and University. Cytology and Cytogenetics. Synthetic Organic Chemistry; The design and biological use; Development of environmentally Spontaneous and induced abnormalities in synthesis of Topoisomerase II inhibitors; The sound catalysts as alternatives for industrial chromosomes. Sister chromatid exchange. convergent synthesis of Anthracycline Analogs scale reactions. Simon Geir Møller, Vice-Provost, Professor as Antibiotic Antineoplastic Agents. Joseph Serafin, Professor, B.S., Gannon and EMBO Young Investigator, B.S., University Victor Cesare, Associate Professor, B.S., SUNY University; M.A., M. Phil., Ph.D., Columbia of Leeds, UK; M.S., The University of London; at Albany; M.S., St. John’s University; Ph.D., St. University. Interfacial energetics and structure Ph.D., University of Leeds, U.K. Molecular John’s University. Synthesis, stereochemistry, for aqueous solvation of surfaces, electrodes and cellular mechanisms associated with reactivity and medicinal applications of and biomolecules. Parkinson’s Disease. Iron-sulfur cluster biogen- a -lactams. Ralph Stephani, Professor (joint appointment esis and organelle biology. Guofang Chen, Assistant Professor, Ph.D., with College of Pharmacy), B.S., Ph.D. Organic Matteo Ruggiu, Assistant Professor, B.S., Bio-Analytical Chemistry. synthesis and design of new drugs; Enzyme M.S., University of Pavia, Italy; Ph.D., Medical Gina M. Florio, Associate Professor, A.B. inhibition and chiral separations. Research Council, UK. RNA-protein networks in Vassar College, Ph.D. Purdue University. Siao F. Sun, Professor Emeritus, LL.B., National neuronal function and disease. Structural, chemical, and electronic proper- Chengchi University, China; M.S., University of Laura M. Schramm, Associate Dean and ties of surfaces and monolayer films; scanning Utah; M.S., Loyola University; Ph.D., University Associate Professor, B.S., SUNY, Stony Brook; probe microscopy. of Chicago; Ph.D., University of Illinois. Physical M.S., St. John’s University; Ph.D., SUNY, Stony Steven M. Graham, Associate Professor, B.S., Chemistry of macromolecules; theorectical Brook. Regulation of the cell cycle. Gene M.S., Ph.D., SUNY at Stony Brook. Bioorganic chemical kinetics; solution kinetics. expression in eukaryotes, mechanisms of tran- Chemistry; Synthesis and characterization Anthony Testa, Professor Emeritus, B.S., scriptional regulation in human cells. of nucleoside and nucleotide-based calcium CUNY, Ph.D., Columbia University. Richard Stalter, Professor, M.S., University release agents and novel nucleosides. Enju Wang, Professor, B.S., Shangdong of Rhode Island; Ph.D., University of South Claude Greco, Professor Emeritus, B.S., Normal University, P.R. China; M.Sc., Nanking Carolina. Ecology of coastal plant communities. Manhattan College, M.S., New Mexico stjohns.edu/graduatebulletin 87 Soil Institute, Academia Sinica; Ph.D., ETH Ph.D., New York University. Modern and con- Rutgers University. 18th-century British litera- Zurich. Design and characterization of novel temporary drama; literature and medicine; dis- ture; the history of sexuality; the novel and electrochemical and optical sensors; New ana- ability studies. aesthetics. lytical methods for applications in biological Lee Ann Brown, Associate Professor, M.A., Gregory Maertz, Professor, B.A., North- and environmental systems. M.F.A., Brown University. Poetry in traditional western University; A.M., Ph.D., Harvard and avant-garde forms; poetics; songs and bal- University. The legacy of Romanticism in litera- Department of Communication lads; feminist theory; southern literature; edit- ture, art and cultural politics; the 19th-century Sciences and Disorders ing and publishing small press publications. novel; the afterlife of Nazi culture; modernism Susan Antonellis, Clinical Supervisor, Gabriel Brownstein, Associate Professor, and the Fascist aesthetic; Kitsch and camp; art (Audiology) and Adjunct Instructor, B.A., B.A., Oberlin College; M.F.A., Columbia and propaganda; canons and collections. St. John’s University; M.S. St. John’s University. University. Writing novels and short stories. Steve Mentz, Graduate Director and Adelphi University; Au.D., Arizona School of Professor, A.B., Princeton University; M.Phil., Health Sciences. Scott Combs, Associate Professor, B.A., The University of Chicago; M.A, Ph.D., University of M.A., Ph.D., Yale University. Early modern José G. Centeno, Associate Professor, B.S., California, Berkeley. International film history; drama, fiction and poetry; the development of University of Guelph; M.A., Hofstra University; American film genres; novel-to-film adaptation; popular narrative; the elite/popular divide; the Ph.D., CUNY. the cinema and death. history of the book; the relationship between print culture, theater and manuscript publica- Nancy Colodny, Chair and Associate Harry Denny, Associate Professor, B.A., tion. Professor, B.S., Emerson College; M.S., University of Iowa; M.A., University of Ed.D., Teachers College, Columbia University. Colorado; Ph.D., Temple University. Stephen Paul Miller, Professor, B.S., M.A., Dysphasia; adult neurogenics; geriatrics. Composition Studies and Writing Centers, par- CUNY; Ph.D., New York University. Creative Donna Geffner, AuD Graduate Director and ticularly as sites for studying literacy practices, criticism in poetic and academic form; Professor, B.A., Brooklyn College; M.A., Ph.D., community-building, access to higher educa- experimental poetry and drama; modern and New York University. tion, and cross-cultural/disciplinary dialog. contemporary art. Peggy Jacobson, SLP Graduate Director and Robert Fanuzzi, Associate Professor, Melissa Mowry, Associate Professor, B.A., Associate Professor, B.A., University of New B.A., College of William and Mary; Ph.D., Boston University; M.A., PhD., University of Mexico, M.A., New Mexico State University, Northwestern University. Early 18th- and 19th- Delaware. 17th- and 18-century British litera- Ph.D., The Graduate School, CUNY. century American literature; New England ture; political satire; Restoration republicanism and mercantilism; class and gender studies; Gary E. Martin, Assistant Professor, B.A., abolition movement; 19th-century African early modern popular culture. M.A., & Ph.D., University of North Carolina American literature; antebellum black public at Chapel Hill. Speech and language devel- culture; trans-Atlantic antislavery movement. Derek Owens, Vice-Provost and Professor, opment, developmental disabilities, Autism Robert Forman, Professor, B.A., St. John’s B.A., SUNY Geneseo; M.A., D.A., University Spectrum Disorders, Fragile X Syndrome, and College; M.A., University of Vermont; Ph.D, at Albany. Composition theory and the teach- Down’s Syndrome. CUNY. Ancient epic and drama. ing of writing; place-based pedagogy; visual media; experimental writing; ecological literacy. Suzanne Thompson, Assistant Professor, Granville Ganter, Associate Professor, B.A., Ph.D., CCC-A, The Graduate Center, City Boston University; M.A., Ph.D., CUNY. 18th- Nicole Rice, Associate Professor, B.A. Yale University of New York. Objective tests of hear- and 19th-century U.S. literature; African University, M.Phil., Cambridge University; ing health, differential diagnosis of hearing loss American literature; Native American literature. Ph.D., Columbia University. Late Medieval in school-aged children. Literature; drama; gender; manuscripts. Anne Ellen Geller, Associate Professor, B.A., Anthea Vivona, Clinical Supervisor, M.A., Mount Holyoke College; M.A., Ph.D., New Stephen Sicari, Chair and Professor, B.A., St. John’s University; M.Phil., CUNY. York University. Composition studies; writing Manhattan College; M.A., Ph.D., Cornell University. Modernism and modernity; history Monica Wagner, Assistant Professor, B.A., across the curriculum; writing centers. of the novel; allegory and epic; literary theory. SUNY Cortland; M.A., Queens College; M.Phil, Rachel Hollander, Assistant Professor, B.A., The Graduate School, CUNY. Swarthmore College; M.A., Ph.D., Rutgers Shante Smalls, Assistant Professor, B.A., Smith College; M.A., Gallatin School; Ph.D. (in Patrick Walden, Associate Professor, B.A., University. 19-and early 20th-century British Performance Studies), New York University. Florida State University; M.A., New Mexico literature; literary theory. Twentieth and twenty-first century African State University; Ph.D., Florida Atlantic Amy King, Associate Professor, B.A.,Bates American Literature and Culture, Performance University. College; Ph.D., Harvard University. 19th- Studies. Arlene Wisan, Clinical Coordinator (Speech- century British literature and culture; 18th- and Jennifer Travis, Associate Professor, B.A., Language Pathology), B.A., Speech-Language 19th-century history of science; history and Vassar College; M.A., Ph.D., Brandeis Pathology, Brooklyn College; M.A., Queens theory of the novel; realism; narrative and the University. American literature and culture; College. natural world. women’s literature; gender studies. Rebecca Wiseheart, Assistant Professor, B.A., Brian Lockey, Associate Professor, B.A., Elda Tsou, Assistant Professor, B.A., University M.A., Ph.D., University of Florida. Swarthmore College; M.A., University of Sussex; Ph.D., Rutgers University. Poetry, prose, of California, Berkeley; M.A., University of English and drama of the sixteenth and seventeenth Chicago; Ph.D., Columbia University. Asian centuries, Shakespeare; Epic and romance; American studies; ethnic studies; literary Dohra Ahmad, Associate Professor, B.A., theory; theories of racial formation. Yale University; M.A., M.Phil., Ph.D., Columbia Transatlantic English literatures. University. Postcolonial literature; 19th- and John Lowney, Professor, B.A., M.A., Government and Politics 20th-century American and African-American University of Massachusetts; Ph.D., Brown William Byrne, Associate Professor, B.A., literature; South Asian literature in English; University. American poetry; modernism and University of Pennsylvania; M.A., Ph.D., The utopian fiction. modernity; 20th-century African American Catholic University of America. Angela Belli, Professor, B.A., Brooklyn literature. Raymond L. Carol, Professor Emeritus, B.A., College; M.A., University of Connecticut; Kathleen Lubey, Associate Professor, B.A., Ithaca College; M.A., SUNY Buffalo; Ph.D., John Hopkins University; M.A., Ph.D., Syracuse 88 University. Constitutional and Administrative History Michael Wolfe, Associate Dean and Professor, Law; French Politics. B.A., Boston University; M.A., Boston University Dolores L. Augustine, Professor, B.S.F.S., and Johns Hopkins University; Ph.D. Johns Vincent Chen, Professor Emeritus, LL.B., Georgetown University; M.A., Ph.D., Free Hopkins University. Medieval and Early Modern Chung Cheng University, Nanchang, China; University of Berlin. Contemporary History, Europe. M.A., University of Chicago; Ph.D., Yale European Social and Cultural History. University. International Law and Diplomacy. Mauricio Borrero, Graduate Director and Languages and Literatures Fred Cocozzelli, Associate Professor, B.A., Associate Professor, B.A., Georgetown Alina L. Camacho-Gingerich, Professor, Catholic University of America; M.I.A. University; M.A., Ph.D., Indiana University. B.A., M.A., SUNY at Buffalo; Ph.D., University Columbia University School of International & Russian History; Sport and Popular Culture. of Pittsburgh. Latin American Literature and Public Affairs; Ph.D., New School University. Neilesh Bose, Assistant Professor, B.A., Civilization. Peacekeeping and post-conflict reconstruc- University of Pittsburgh; M.A., University of tion; Southeastern Europe and the Balkans María C. Dominicis, Professor Emeritus of Chicago; Ph.D., Tufts University. Modern South Social Policy; Ethnic Relations and Conflict; Spanish, Doctorado en Filosofía y Letras, Asia, Modern Africa, Transnational History. Citizenship. University of Havana, Cuba; Ph.D., New York Elaine Carey, Chair and Associate Professor, University. Linguistics, 19th-and 20th-century William Gangi, Professor, B.A., M.A., B.A., M.A., Florida State University; Ph.D., Spain. St. John’s University; Ph.D., University of Notre University of New Mexico; Ph.D. Latin American Dame. Personnel Management Administration; Marie-Lise Gazarian, Graduate Director and History, Gender History. Public Constitutional Law. Professor, B.A., Adelphi College; M.A., Ph.D., Tracey-Anne Cooper, Assistant Professor, Columbia University. Latin American Literature Diane Heith, Chair and Associate Professor, B.A., Lancaster (UK), M.A., Boston College, and Civilization; Contemporary Spain. B.A., Cornell University; A.M., Brown Ph.D. Boston College. Medieval, Renaissance. University; Ph.D., Brown University. American Carmen F. Klohe, Associate Professor, B.A., Politics; The Presidency; Public Opinion. Elizabeth Herbin, Assistant Professor, A.B., Montclair State University; M.A., Queens Harvard University; M.A. Columbia University; College CUNY; M.Phi., Ph.D., Graduate Center David W. Kearn, Jr., Associate Professor, B.A., Ph.D. Columbia University; African American CUNY. 18th-, 19th-and 20th-century Spain. Amherst College; M.M.P. Harvard University University. John F. Kennedy School of Government; Ph.D., Eduardo Mitre, Associate Professor, B.A., ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES University of Virginia. International Relations Jeffrey C. Kinkley, Professor, A.B., University B.A., Universidad Mayor de San Simón, Theory, Security Studies, Military Innovation, of Chicago; M.A., Ph.D., Harvard University. Cochabamba, Bolivia; M.A., PhD., University of Arms Control, U.S. Foreign Policy. History of Modern China; History of Modern Pittsburgh. Latin American Literature. East Asian Culture. Barbara Koziak, Associate Professor, B.A., John J. Reynolds, Professor Emeritus of University of Texas at Austin; M.A., Ph.D., Yale Timothy Milford, Associate Professor, A.B., Spanish, B.A., M.A., Ph.D., University of University. Political Theory; Feminist Theory; Duke University, Ph.D., Harvard University. California at Berkeley. Golden Age period. Colonial America. American Politics. Nicolás J. Toscano, Professor, Bachiller, Azzedine Layachi, Professor, B.A., Algiers Philip Misevich, Assistant Professor, B.A., Universidad de Granada; Lic, en Derecho, University; M.A., Ph.D., New York University. St. John’s University, Ph.D., Emory University. Universidad de Madrid; Ph.D, University of Middle East Studies; Nationalism. Africa, Caribbean, Atlantic World. Massachusetts. Medieval and Golden Age Spanish Literature. Frank Paul LeVeness, Professor, B.S., M.A., Susie J. Pak, Associate Professor, B.A., Dartmouth College; M.A., Ph.D., Cornell Ph.D., St. John’s University. Latin American and Library and Information Science Caribbean Politics and Integration; Comparative University. 20th century United States, Race Systems; Minority Politics; Methodology; and Gender. Christine M. Angel, Assistant Professor. B.A., Development Politics; Political Economy. Alejandro Quintana, Assistant Professor, B.A. East Carolina University; M.S., East Carolina UPAEP, Puebla, Mexico, M.A. Hunter College, University; M.S., North Carolina Central William R. Nester, Professor, B.A., Miami University; Ph.D., University of South Carolina. University, Miami, Ohio; M.A., Ph.D., University CUNY, Ph.D. The Graduate Center of the City University of New York. Latin American History. Information Representation and Retrieval with of California at Santa Barbara. International the library, archive, museum and web envi- Relations; Foreign Policy. Nerina Rustomji, Associate Professor, B.A., ronments, Archival Representation, Museum Robert F. Pecorella, Associate Professor, B.A., University of Texas; M.A., M.Phil., Ph.D., Informatics, Metadata. Columbia University. Middle East. St. John’s University; M.A., Brooklyn College of Shari Lee, Assistant Professor. B.S., CUNY; the CUNY; Ph.D., Pennsylvania State University. Susan Schmidt-Horning, Associate Professor, M.L.S., St. John’s University; Ph.D., UCLA. User Public Administration; Urban Politics; Public B.A., Akron University, M.A., Akron University, Behavior as a Consequence of Design; Teen Policy; Research Methods and Quantitative Ph.D., Case Western Reserve Technology, Services and Spaces; Children’s Services; Public Analysis. Popular Culture. Library as Space and Place; Language, Literacy, Luba Racanska, Associate Professor, B.A., Kristin M. Szylvian, Graduate Director and Learning. Yale University; M.A., Ph.D., University of and Associate Professor, B.A., University of Kevin S. Rioux, Associate Professor, B.A., North Carolina at Chapel Hill. Russian Politics; Massachusetts at Lowell, M.A., Duquesne Louisiana State University; M.A., M.L.I.S., Ph.D., East European Politics and Non-Governmental University, Ph.D., Carnegie Mellon University. University of Texas at Austin. Information Institutions: European Union. Public History. Sharing Behaviors; Services to Special Uma Tripathi, Associate Professor, B.A., Konrad Tuchscherer, Associate Professor, Populations; Social Activism in Librarianship; M.A., University of Bombay; Ph.D., University B.A., University of Wisconsin; Ph.D., University Qualitative Research Methods in Information of Notre Dame. International Relations and of London. African History. Behavior Research; Social Informatics. Environmental Politics. Lara Vapnek, Associate Professor, B.A., Kristen M. Szylvian, Associate Professor, B.A., Barnard College; M.A., M. Phil., Ph.D., University of Massachusetts at Lowell, M.A., Columbia University. 19th-century United Duquesne University, Ph.D., Carnegie Mellon States, Labor History, Women’s History. University, Archive Management and Studies.

stjohns.edu/graduatebulletin 89 James Vorbach, Director and Associate disorders; Developmental psychopathology; Ernest V. E. Hodges, Professor, B.S., Florida Professor, B.S., SUNY, Stony Brook; M.S., Psychopathology among emerging adults. State University; M.A., Ph.D., Florida Atlantic Ph.D., University of Rhode Island; Data Base Elizabeth Brondolo, Professor, B.S., SUNY University. Social and personality development; Modeling, Metadata and Web Design. at Purchase; M.S., Ph.D., Rutgers University. family-peer relationships; aggression/victimiza- Symptom reporting and help seeking; tion; academic achievement; self-concept; risk Mathematics and Computer Psychological factors in cardiovascular disease; for weapon carrying. Science Minority mental health. John D. Hogan, Professor, B.S., St. John’s Edward Beckenstein, Professor, B.S.E.E., Elissa Brown, Professor, B.A. University of University; M.S., Iowa State University; Ph.D., M.S.E.E., Ph.D., Brooklyn Polytechnic Institute; Pennsylvania, M.A., Ph.D. State University of Ohio State University. History and systems; Functional Analysis. New York at Albany. Assessment and treat- lifespan development; contemporary trends in domestic and international psychology. Florin Catrina, Associate Professor, B.S., ment of children exposed to trauma and physi- M.S. University of Bucharest, Ph.D. Utah State cal and sexual abuse. Rafael Art. Javier, Professor, B.A., Herbert University Differential Equations. Anthony F. Catalano, Associate Professor, H. Lehman College; M.A., Ph.D., New York B.A., Manhattan College; M.A., Ph.D., University. Psycholinguistics; bilingualism; Leon E. Gerber, Associate Professor, B.S., psychotherapy; minority mental health. CUNY, Brooklyn College; M.A., Ph.D., Yeshiva Fordham University. Errorless learning; University; Geometry. Personality. Dana Liebling, Assistant Professor, B.A., M.A., & Ph.D., Hostra University. Ethical issues in Alexander A. Katz, Associate Professor, William F. Chaplin, Chair and Professor, A.B. Stanford University, Ph.D. University of Oregon. school psychology, cognitive-behavioral thera- B.S., M.S., Tashkent State University, Ph.D., py, and factors influencing academic success. University of South Africa; Operator Algebras. Personality, psychometrics, data analysis. Wilson H. McDermutt, Associate Professor, Vincent J. Mancuso, Professor Emeritus, James F. Curley, Associate Professor, B.A., Holy Trinity Seminary, Winchester, Virginia; B.A., Weslyan University; Ph.D., American B.S., Fordham University; M.S., Ph.D., Rutgers University. The diagnosis and treatment of University. M.S., P.D., Ph.D., St. John’s University. Psychology of religion . depression and anxiety disorders; behavior Luke F. Mannion, Associate Professor, B.Sc., therapy. M.Sc., University College, Galway, Ireland; Tamara DelVecchio, Associate Professor, B.A., University at Albany, M.A., Ph.D., Stony Lauren Moskowitz, Assistant Professor. Ph.D. Ph.D., Brown University; Differential Equations; in Clinical Psychology, Stony Brook University. Applied Mechanics. Brook University. The development of early child aggression, the dysfunctional parenting Behavioral intervention for children with autism Calvin H. Mittman, Associate Professor, that maintains child aggression. spectrum disorders (ASD), anxiety disorders, B.S., Rensselear Polytechnic Institute; M.A., and disruptive behavior disorders. Parent train- Princeton University; Number Theory. Raymond A. DiGiuseppe, Professor, B.A., ing. Cognitive-behavioral therapy. Villanova University; M.A., SUNY, College at Richard C. Morgan, Professor Emeritus, B.E., Brockport; Ph.D., Hofstra University. Clinical Jeffrey S. Nevid, Director of Clinical Stevens Institute of Technology; M.S., Ph.D., assessment and treatment of anger problems, Psychology Program, Professor, B.A., SUNY at New York University. Binghamton, Ph.D., SUNY at Albany. Research therapeutic alliance in adolescents; rational- methodology; behavior therapy; health Lawrence R. Narici, Professor Emeritus, emotive behavioral therapies. B.S., M.S., Ph.D., Polytechnic Institute of psychology; teaching of psychology. Phillip Drucker, Associate Professor, Research Brooklyn. Samuel O. Ortiz, Professor, B.S., B.A., M.A., Coordinator, Center for Psychological Services, Ph.D., University of Southern California. School Mikhail Ostrovskii, Professor, M. Sc. Kharkov Ph.D. Brooklyn College; CUNY. Assessment psychology; multicultural evaluation and State University; Ph.D., Habilitation Degree of client-therapist interaction and treatment nondiscriminatory assessment. in Math., The Supreme Attestation Board of outcome; emotional and cognitive aspects of U.S.S.R.; Functional Analysis. children of substance abusers. Richard J. Ozehosky, Professor, B.A., Niagara University; M.S. in Ed., Ph.D., St. John’s David B. Patterson, Associate Professor, Jeffrey W. Fagen, Dean of Liberal Arts and University. Measurement of self-concept and A.B., Grinnell College; M.A., Ph.D., Columbia Sciences, Professor, B.A., City College of New its relation to other variables; eating disorders; University; Computer Science. York; M.S., Ph.D., Rutgers University. Infancy; personality testing; psychotherapy. David Rosenthal, Associate Professor, B.S., learning and memory; developmental psycho- M.A., Ph.D., SUNY, Binghamton University; biology. Alice W. Pope, Associate Professor, B.A., Ph.D. Pennsylvania State University. Algebraic K-Theory. Dawn P. Flanagan, Professor, University of Developmental psychology, peer relations and Massachusetts at Amherst; M.A., Ph.D., The Robert O. Stanton, Associate Professor, B.S., self-perceptions of children and adolescents. St. John’s University; M.S., Tulane University; Ohio State University. School psychology; theo- Ph.D., New Mexico State University; Abelian retically based approaches to measuring intel- Miguel Roig, Associate Professor, B.A., Jersey Group Theory. ligence; preschool screening and assessment. City State College, M.A., St. John’s University; Ph.D. Rutgers-Newark. Academic dishonesty; Charles R. Traina, Chair and Professor, B.S., Carolyn Greco-Vigorito, Associate Professor, B.S., Brooklyn College-CUNY; M.A., Ph.D., responsible conduct of research; cognitive-neu- St Francis College; M.A., St. John’s University; ropsychological parameters of cognitive styles Ph.D., Polytechnic Institute of New York; University of Massachusetts-Amherst. Developmental psychology; emotional, behav- of thinking; paranormal and parapsychological Topological Measure Theory, Combinatorial issues. Group Theory. ioral and familial characteristics of young chil- dren of alcoholics and substance abusers; false Marlene Sotelo-Dynega, Associate Professor, Vladimir Tulovsky, Associate Professor, memory in college students. B.A. and M.S, Iona College; Psy.D. St. John’s M.S., Ph.D., Moscow University; Applied University. Psychoeducational assessment and Mathematics. Beverly Greene, Professor, B.A., New York University; M.A., Ph.D., Adelphi University. school psychology and social justice. Psychology Gender, ethnocultural, sexual orientation and Mark D. Terjesen, Director of School multiple identity issues in human development Psychology programs,Associate Professor, Andrea J Bergman, Associate Professor, and psychotherapy, psychologies of African B.A., Boston University; M.A., Ph.D., Hofstra B.A., Cornell University; M.A., Ph.D., Emory American women, psychology and social University. School psychology, cognitive-behav- University. Phenomenology of personality justice, feminist theory and feminist psychody- ioral therapy with children and adolescents, 90 namic psychotherapies. preschool assessment and intervention. Scyatta Wallace, Associate Professor, B.A., Judith Ryder, Associate Professor, B.A., Joann Heaney-Hunter, Associate Professor, Yale University; M.A., Fordham University; University of Michigan; M.A., University of B.A., M.A., St. John’s University; M.S., Long Ph.D., Fordham University. neighborhood con- California, Santa Barbara; Ph.D. John Jay Island University; Ph.D., Fordham University; text and social norms, and interventions on College, CUNY. Criminology, Methods. M.S., Mental Health Counseling, Long Island health and health care among Black youth. University. Theology, Pastoral Practice of Robert H. Tillman, Graduate Director, Marriage and Family, Early Church History. Kate Walton, Director of General- Criminology and Justice and Professor, B.A., Experimental Psychology and Associate M.A., University of Oklahoma; Ph.D., University Mark Kiley, Associate Professor, B.A., Boston Professor, B.A., Kutstaoen State Unitversity; of California, Davis. Criminology; Deviance; College; M.T.S., Harvard Divinity School; Ph.D., Ph.D. University of Illinois, Urbana-Champaign. Methods. Harvard University. Biblical Studies, Biblical The relationship between personality and anti- Greek. Joseph Trumino, Associate Professor, B.A., social behavior, and the relationship between Hunter College, CUNY; Ph.D., The Graduate Marian Maskulak, CPS, Assistant Professor, normal personality traits and personality dis- School, CUNY, Urban Sociology, Sociology of B.A., Lock Haven University, PA; M.A., Fordham orders. Sport, Social Theory. University; S.T.L., S.T.D., Regis College, Robin L. Wellington, Associate Professor, Toronto; Ph.D., University of St. Michael’s Roberta Villalon, Associate Professor, Lic. B.S., University of Maryland; M.S., University College, Toronto. Theology and Spirituality. International Relations, Universidad Torcuato of Pittsburgh; Ph.D., University of Pittsburgh; Paul D. Molnar, Professor, B.A., Cathedral Di Tella, Buenos Aires, Argentina; M.A., Post-Doctoral Fellowship, University of Chicago. College of the Immaculate Conception, Latin American Studies and Ph.D., Sociology, Neuroendocrine response to life stressors in Huntingdon; M.A., St. John’s University; Ph.D., University of Texas at Austin. Feminist clinical populations. Cognitive and emotional Fordham University. Systematic Theology. Theory, Inequality, Political Sociology, Social processing of stressful events; coping and sub- Christology, Trinitarian Theology, Theological Movements. sequent neurophysiological responses. Method. Zheng Zhou, Associate Professor, B.A., Theology and Religious Studies Habibeh Rahim, Associate Professor, B.A., University of Toronto; M.S.T., Harvard Divinity Suzhou University; M.S., Tulane University; Meghan J. Clark, Assistant Professor, B.A., Ph.D., Columbia University. School psychology; School; A.M., Ph.D., Harvard University. Islamic Fordham University; M.A., Ph.D., Boston and Interfaith Studies, Spirituality, Aesthetics. cross-cultural comparisons on mathematical rea- College. Moral Theology. soning, basic relational concept acquisition and Rev. Jean-Pierre Ruiz, Associate Professor, ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES Francis D. Connolly-Weinert, Associate Chinese American children’s school B.A., Cathedral College of the Immaculate Professor, B.S., St. Joseph’s University adjustment. Conception, Huntingdon; S.T.B., S.T.L., S.T.D., (Philadelphia); M.A., Maryknoll School of Pontifical Gregorian University. Biblical Studies, Sociology/Anthropology Theology; Ph.D., Fordham University. New Hermeneutics, Hispanic/Latino Theology. Testament Writings and Theology; Qumran Barrett Brenton, Professor, B.A., University Literature. Matthew Sutton, Assistant Professor, of Nebraska, Lincoln; M.A., Ph.D., University B.A., University of St. Thomas, MN; M.A., Michael T. Dempsey, Associate Professor, of Massachusetts, Amherst. Anthropology; Ph.D., Marquette University. Systematic B.A., Denison University; M.A.R., Yale Divinity Human Ecology; Medical Anthropology. Theology, Trinitarian Theology, Christology, School; Ph.D., University of St. Michael’s Pneumatology, Ecclesiology, Spirituality. Natalie P. Byfield, Associate Professor, B.A., College, Toronto. Systematic Theology, Princeton University; M.A., Stanford University; Historical Theology, Doctrine of God, Trinity, Julia A. Upton, R.S.M., Professor. B.A., Ohio Ph.D. Fordham University, Graduate Program in and Providence. Dominican College; M.A., St. John’s University; Sociology. Media Studies, Race and Ethnicity, Ph.D., Fordham University. Liturgy, Sacramental Christopher D. Denny, Associate Professor, Theology. Social Theory. B.A., St. John’s College (Annapolis, MD); M.A., Christopher P. Vogt, Chair, Graduate Director Judith N. DeSena, Professor, B.A., Brooklyn Ph.D., The Catholic University of America. Associate Professor, B.A., College of the College; Ph.D., The Graduate School, CUNY. Historical Theology, Religion and Culture; Holy Cross; M.T.S., Harvard Divinity School; Sociology of Community; Sociology of Gender; Theological Aesthetics. Ph.D., Boston College. Catholic Social Ethics, Urban Sociology; Research Methods. Loretta M. Devoy, O.P., Associate Professor, Fundamental Moral Theology. William DiFazio, Professor, B.A., Richmond B.A., St. Francis College; M.S., St. John’s Rev. Michael D. Whalen, C.M., Associate College, CUNY; M.A., Ph.D., CUNY, Graduate University; M.A., Ph.D., Fordham University. Professor, B.A., Niagara University; M.Div., Center. Sociology of Work; Technology and History of Modern Christianity, Spirituality. Th.M., Mary Immaculate Seminary; M.A., St. Science; Juvenile Delinquency; Social Theory; Rev. Patrick S. Flanagan, C.M., Assistant Charles Seminary; M.A., LaSalle University; Poverty. Professor, B.S., Niagara University; M.Div., Mary S.T.L., S.T.D., The Catholic University of Dawn Esposito, Chair and Associate Immaculate Seminary; Ph.D., Loyola University. America. Liturgical and Sacramental Theology. Professor, B.A., Queens College, CUNY; Ph.D., David W. Haddorff, Associate Professor, Rev. Walter R. Wifall, Jr., Professor, B.A., The Graduate Center, CUNY. Social Theory; B.A., University of Northern Colorado; M.A., M.Div., M.S.T., Concordia Seminary; Ph.D., The Cultural Studies, Gender; Family. Wheaton College Graduate School; Ph.D., Johns Hopkins University. OT Literature and Marquette University. Christian Ethics and Anne Galvin, Assistant Professor, B.A., Theology; Biblical Hebrew. Moral Theology, Social Ethics, American Wheaton College, M.A., Ph.D., New School Theology and Religion. for Social Research, Anthropology. African Diaspora, Jamaican and Caribbean Culture, Nicholas Healy, Professor, G.G.S.M., Guild Ethnomusicology. Hall School of Music and Drama, London, England; M.A., St. Michael’s College, University Michael Indergaard, Professor, B.A., of Toronto; M.A., M.Phil., Ph.D., Yale St. John’s University, Collegeville, MN; M.A., University. Ph.D., Michigan State University. Urban Sociology; Work and Labor Markets; Economy and Society.

stjohns.edu/graduatebulletin 91 The School of Education

Michael R. Sampson, Ph.D. Objectives The Department of Curriculum and Dean Instruction offers certification programs in The School of Education has four major goals teacher education covering all the developmen- Jerrold Ross, Ph.D., D. Hum. (Hon.) consistent with the mission and distinctive tal areas. Dean Emeritus purposes of the University. The goals focus Richard C. Sinatra, Ph.D. on a global view of our profession as the Affiliations Associate Dean for Academic Affairs world changes. The programs of The School Mary Jane Krebbs, Ph.D. of Education will prepare you to deal with the St. John’s University Teacher Education Associate Dean for Graduate Studies urgency of knowing how technology affects Program, which is designed to Kelly K. Ronayne, D.A. both the learning of students and the assess- prepare teachers who are trained and nurtured Associate Dean for Graduate Admission ment of their work and your own. These pur- to develop a strong command of content and pedagogical knowledge, knowledge of mul- Rosette Allegretti, Ed.D. poses include: (1) to prepare you to be com- Assistant Dean (Staten Island) petent in your subject area; (2) to provide you ticultural perspectives, and instructional skills with the pedagogical knowledge, understand- appropriate in addressing the social, cultural Rene S. Parmar, Ph.D. ing and skills necessary, as caring and qualified and educational needs of their students, is Director of the Center for Educational professionals, to meet the rising academic stan- granted Accreditation by the Teacher Education Leadership and Accountability on the Oakdale dards expected of children and teachers; (3) to Accreditation Council (TEAC) for a period Campus enable you to acquire professional knowledge of ten years, from September 30, 2011 – Edwin Tjoe, Ed.D. of the rights and responsibilities of teachers September 30, 2021. This accreditation certifies Director of Online Learning and their implications for productive relation- that the forenamed professional education pro- Robert Brasco, Ed.D. ships with other professional staff, students, gram has provided evidence that the program Executive Director of Professional Development and community members; and (4) to introduce adheres to TEAC’s quality principles. Center and Graduate Internships you to essential concepts of leadership in K-12 The School Counseling and Clinical Rosalba Del Vecchio, Ed.D. schools or as faculty and administrators in Mental Health Counseling Programs are fully Director of Non-Public School Leaders Program higher education, projected into the future. accredited by the Council for Accreditation of Counseling and Related Educational Programs Mirella Avalos-Louie, Ed.D. The School of Education’s objectives are: (CACREP). Director of Field Experiences 1. To provide a vibrant learning environment

Patrick J. Dunphy, B.S., M.B.A. for the intellectual, professional and moral Director of Planning and Fiscal Affairs development of students. Student Responsibilities Anthony Napoli, B.A., M.A. 2. To provide programs to meet students’ and In addition to the general policies of the Director of Alternative Teacher Certification societal needs, in order; to function effec- University set forth in this bulletin, students are Programs tively as professionals in a dynamic multicul- responsible for becoming knowledgeable about tural, multi-ethnic University as a prototype Nancy A. Garaufis, B.S. New York State Certification requirements and of our society, that can lead to greater Coordinator of Accreditation and Program regulations for teachers and school counselors, world-wide partnerships. Registration New York State license requirements and regu- 3. To encourage students to develop a personal lations for mental health counselors, for adher- Steven M. Neier, B.A., M.A. philosophy of education consistent with the Coordinator of Manhattan Programs ing to the academic calendar and for meeting University’s mission. all of the requirements of their respective aca- Madeline Larsen 4. To foster basic and applied research in demic programs. Coordinator of Professional Activities education and human services involving stu- dents and faculty. Certification Officers 5. To serve as a resource center to the educa- Classification of Students Rosette Allegretti tional community by: providing leadership Mirella Avalos-Louie and supportive services for local, state and Matriculated Students Anthony Napoli national associations; sponsoring A matriculated student is one who has been professional meetings and seminars; and accepted for and is actively engaged in a offering consultative services for schools and degree or diploma program in The School of community agencies. Education at St. John’s University. Organization and Maintaining Matriculation Administration Master’s Degree and Advanced The School of Education consists of three Certificate departments. The Department of Adminis­ Continuous enrollment from date of trative and Instructional Leadership offers ­matriculation until the degree is awarded is programs in curriculum and instruction, gifted mandatory for students enrolled in degree education, instructional leadership and educa- programs. tional administration. Students not enrolled in course work The Department of Education Specialties must maintain their active status each semester and Counseling offers programs in bilingual/ by enrolling in MAINTAINING MATRICULATION multicultural education, clinical mental health at the scheduled registration period. Those counseling and school counseling, literacy, who have not satisfied the continuous enroll- special education, and TESOL (Teaching English ment requirement for two or more semesters to Speakers of Other Languages). must: 1) apply for readmission; 2) be readmit- 92 ted; 3) meet the program requirements in effect entire degree online as an Online Learning stu- flexibility of non-campus based programs. at that time; 4) pay appropriate maintaining dent depending on appropriate program reg- Log-on to www.stjohns.edu/academics/ matriculation fees for two semesters. istration (see Programs of Study on next page) schools-and-colleges/online-learning for See program listings: Master’s level (EDU and course availability. more details, or contact: 3925, 5925, 6925, 7925, or 9925) Advanced Edwin Tjoe, Ed.D Certificate (EDU 5935, 6935, or 7935). Queens Director of Online Learning The park-like Queens campus is readily acces- Doctoral Degrees St. John’s University sible by car, bus, subway, or air. Located 8000 Utopia Parkway The School of Education offers three doctoral between JFK and LaGuardia Airports, the Queens, NY 11439 degree programs, the Ed.D. in Educational campus is just off the Grand Central Parkway, (718) 990-2440 Administration and Supervision, the Ed.D. which connects Nassau and Suffolk Counties to [email protected] in Instructional Leadership, both in the Queens, Manhattan and upstate New York. Department of Administration and Instructional Mary Theresa Kiely, Ph.D. Leadership, and the Ph.D. in Literacy in the Log-on to Assistant Professor Department of Education Specialties and stjohns.edu/campuses/queens- Online Learning Coordinator Counseling. All programs require a course of campus/directions For Special Education study up to 60 credits, and successful comple- for more details, or contact: St. John’s University 8000 Utopia Parkway tion of a comprehensive examination or portfo- Kelly K. Ronayne, D.A. Queens, NY 11439 (718) 990-2632 lio assessment. Associate Dean [email protected] After successful completion of the com- St. John’s University prehensive examination, or portfolio evaluation, 8000 Utopia Parkway Additional Locations students must enroll in Doctoral Research, Queens, NY 11439 either EDU 5990, EDU 7990, EDU 3292 or EDU (718) 990-2304 THE SCHOOL OF EDUCATION 3293 until the degree is awarded. Students [email protected] Oakdale (O) must enroll in Doctoral Research, either EDU Overlooking the Atlantic Ocean on Long 5990, EDU 7990, EDU 3292 oe EDU 3293 until Staten Island (SI) Island’s south shore, the Oakdale, NY, site the degree is awarded. Students who have not The wooded Staten Island campus is located in occupies 175-acres of broad lawns, tree-lined satisfied the continuous enrollment requirement the residential Grymes Hill section, overlook- paths, and red-brick, Colonial-style buildings. for two or more semesters must: 1) apply for ing New York Bay. The campus is just off the readmission; 2) be readmitted; 3) meet the pro- Log-on to stjohns.edu/campuses/ Staten Island Expressway, and is easily acces- gram requirements in effect at that time; and 4) oakdale-location for more details, or contact: sible by car, bus and ferry. pay the appropriate fees for two semesters. St. John’s University All requirements must be completed Log-on to www.stjohns.edu/campuses/ 500 Montauk Highway within eight years of the date of matriculation. staten-island-campus for more details, Oakdale, NY 11769 All degree requirements must be completed or contact: (631) 218-7731 no later than three years from the successful St. John’s University completion of the comprehensive examination 300 Howard Avenue Manhattan (M) requirement. When there is sufficiently serious Staten Island, NY 10301 Located in New York City’s East Village, the reason, students may petition for an extension (718) 390-4506 Manhattan site is easily accessible by mass of one year at a time, not to exceed three addi- [email protected] transit. If you are traveling by car, the cam- tional years. pus is located near the FDR Drive and the Non-Matriculated Students Online Learning/Online (D) Williamsburg Bridge, making it easy to reach from the city’s other boroughs, Long Island, A non-matriculated student is one who is not Approved by the New York State Education upstate New York, New Jersey, or any of the actively engaged in a degree or advanced Department, online learning programs area’s major airports. The site is located on certificate program in the Graduate School of are equivalent with on-campus programs. Astor Place between 3rd and 4th Avenue in Education at St. John’s University. As a non- Courses are taught by the same faculty who the Minskoff Equities Office Building. Visit matriculated student, you may take up to 12 teach on-campus courses. Classes are small stjohns.edu/campuses/manhattan for more credits, after which you must matriculate into and actively engage students in asynchro- details, or contact: a degree program. In order to be considered nous online collaboration with other students for non-matriculated status, you must submit a and communication with faculty members, Steven M. Neier non-matriculated application each semester and so they are not isolated in their studies. They Coordinator, Manhattan Campus submit proof of a minimum grade point aver- follow the same academic calendar as on- The School of Education age of 2.8 in the appropriate degree program campus courses, and students have access to St. John’s University to the Office of Graduate Admissions for the the vast electronic resources of the University 101 Astor Place School of Education. There is no application fee library, academic and student services includ- New York, N.Y. 10003 for non-matriculated students and non-matric- ing student advising, counseling and career (212) 277-5122 ulated students are not eligible for any sort of services. St. John’s now makes it possible [email protected] financial aid. for students to earn their degrees without leaving their home or work. Several of our Our Campuses graduate degrees are available entirely online and designed for busy professionals balanc- Students have great flexibility to choose the ing both work and family, and need the campus where they will take their courses to complete their degree program. Students may take courses online, at the Queens or Staten Island campuses, or at the Manhattan, or Oakdale locations. Students may complete an stjohns.edu/graduatebulletin 93 Education Options Childhood Education and T.E.S.O.L. Career *Check the websites for future advanced Change (Q, O) certificates The School of Education offers many graduate Childhood Education and T.E.S.O.L Career level program options. Students should care- Change Non Cert (Q, O) Doctoral Degree Programs fully select a course of study, based on their Childhood Education (Q, SI, O) Ed.D., and Ph.D. professional teaching aspirations or career Childhood Education, Career Change Education Administration and Supervision goals, in consultation with a faculty advisor. (Q, SI, O) (Ed.D.) (Q, O) • Students who enter with initial teaching Childhood Education, Career Change Non Cert Instructional Leadership (Ed.D.) (Q) certification will be eligible for additional (Q, SI, O) Literacy (Ph.D.) (Q) certification endorsement(s) upon program Childhood Education, Field Change completion. (Q, SI, O) Clinical Mental Health Counseling (Q, SI) Academic Information • Students, including those with international Early Childhood Career Change (Q, M) credentials, possessing a bachelors or masters Early Childhood Career Change Non Cert (Q, M) Admission Requirements degree in a field outside of teacher educa- Early Childhood Education B-2 And Teaching tion, who wish to obtain initial New York Applicants seeking admission to graduate Students with Disabilities (B-2): Field Change degree programs should consult specific pro- State certification, should pursue a 42-credit (Q) career change masters program. gram descriptions for admission requirements. Early Childhood Education B-2 And Teaching All students interested in applying for a • Students, including those with international Students with Disabilities B-2 (Q) program at any location should apply online at credentials, possessing a bachelors or masters Early Childhood Field Change (Q, M) www.stjohns.edu/admission/graduate/apply degree in any field, may choose a non-certi- Literacy 5-12 (Q, SI, O) Deadlines for completed applications: fication program option if their career goals Literacy B-6 (Q, SI, O) Non-Counseling Programs: Fall-August 17; are outside the traditional K-12 classroom School Building Leadership (Q, SI, D, O) Summer-May 15; Spring-January 5 and or if they do not plan to teach in New York School Counseling (Q, SI) Counseling Programs: Fall and Summer-June 1; public schools. Teaching Children with Disabilities: Spring-November 1. Childhood (Q, D, O) Ed.D. doctoral applications, together with Programs of Study Teaching Literacy 5-12 and TESOL K-12 supporting credentials, must be filed by June 15 (Q, SI, O) for the subsequent year. Graduate programs are registered with New Teaching Literacy B-12 (Q, SI, O) The Ph.D. program in Literacy operates York State Department of Education to be Teaching Literacy B-6 and Teaching Children on a cohort model. Submission of applications offered on the Queens and Staten Island with Disabilities (Q, SI, O) for each new cohort occurs prior to even-num- campuses, as well as via Online Learning. Teaching Literacy B-6 and TESOL K-12 bered years, with a deadline of June 15 of the Additionally, selected courses leading to (Q, SI, O) even-numbered year. Coursework begins each many of our degree programs, but not entire Teaching Students with Disabilities 7-12 Fall semester of even-numbered years. degrees, are offered at our Oakdale and Generalist with Students with Disabilities Manhattan locations. Students interested in Subject Extensions (Q, SI, O) General Program Requirements taking courses offered at any of these loca- Teaching English to Speakers of Other Students enrolled in classes which carry three tions are advised that at least one course in Languages (TESOL) K-12 (Q, D, O) semester credits but which meet only two their program must be taken on the Queens hours per week are required to submit a campus in compliance with New York State Advanced Certificate and research paper or some equivalent research regulations. Extension Programs project before credit may be given. The location at which a particular program is offered is indicated as follows: Bilingual Extension (Q, D, O) Requirements for the Master’s Degree Queens , Staten Island (SI), Online Learning (D), Bilingual Education: ITI (Q, D) 1. Minimum of 33 or more semester hours in Oakdale (O), Manhattan (M). Bilingual Education-Pupil Personnel Services: ITI (Q) appropriate graduate course work as noted Master’s Degree Programs Bilingual Special Education: ITI (Q, D) in each program description. This course (M.S.Ed.) Clinical Mental Health Counseling (Q, SI) work is planned under the direction of an Instructional Leadership (Q) assigned advisor. The number of transfer Adolescence Education Career Change (Q, SI, Literacy Leadership Coach (Q, SI, O) credits varies by program. O, M) Middle School Education 5-6 Extension 2. A minimum of a “B” (3.0) average in all Adolescence Education Career Change (Q, SI) course work. Non Cert (Q, O, M) Middle School Education 7-9 Extension 3. Residency requirements are set according to Adolescence Education Field Change (Q, O, M) (Q, S) the requirements of each individual Master’s Adolescence Education, Biology 7-12 (Q, O, M) School Building Leadership (Q, SI, D, O) program. Adolescence Education, English 7-12 (Q, O, M) School Building Leadership/School District 4. Continuous enrollment and completion of Adolescence Education, Math 7-12 (Q, O, M) Leadership (Q, SI, D, O) all requirements within a five-year period. Adolescence Education, Social Studies School Counseling (Q) 5. For information on advanced and/or trans- 7-12 (Q, O, M) School District Leadership (Q, SI, D, O) fer credit, please consult the “Academic Adolescence Education, Spanish 7-12 (Q, O, M) Teahing Children with Disabilities in Childhood Information” section. Adolescence Education and Teaching Students (Q, SI, O) 6. Passing a thesis/comprehensive exam/port- with Disabilities 7-12 Teaching Literacy B-6 (Q, SI, O) folio national exam is required as per each Generalist with Subject Extensions Career Teaching Literacy Grades 5-12 (Q, SI, O) designated program. Change (Q, SI, O, M) Teaching English to Speakers of other Childhood and Childhood Special Education languages (TESOL) K-12 (Q, D, O) (Internship) (Q, SI, O) Teaching Students with Disabilities 7-12 Childhood and Childhood Special Education Generalist Subject Area Extensions (Q, SI) (Internship) Non Cert (Q, SI, O) TESOL Special Education: ITI (Q, D, O) TESOL: ITI (Q, D, O) 94 Requirements for the 5. Continuous enrollment and completion another educational field but who lack the Advanced Certificate of all requirements within eight years. All prerequisite literacy foundational knowl- degree requirements must also be com- edge as stipulated in the standards of the 1. The number of required credits beyond an pleted no later than three years after the International Reading Association. These appropriate master’s degree is specific to successful completion of the comprehensive students complete a minimum of 42 semes- each program. This course work is planned examination. ter hours of doctoral course work (approxi- under the direction of an assigned advisor. 6. Once students have passed the doctoral mately 75 graduate credits in the cognate/ The number of transfer credits varies by comprehensive examination and completed professional and doctoral domains beyond program. all course work requirements, enrollment the baccalaureate). Up to 24 credits in liter- 2. A minimum of a “B” (3.0) average in all in three credits of Doctoral Research each acy foundations may be required depending course work. semester (EDU 5990 or 7990) is mandatory on faculty review of transcripts (the option 3. Residency requirements are set accord- until the degree is awarded. for New York state certification may be con- ing to the requirements of each individual 7. A dissertation, approved by the Doctoral sidered). Advanced Certificate program. Committee and Dean of the School of 2. A minimum of a “B” (3.0) average is 4. Continuous enrollment and completion of all Education, presenting evidence of a sub- required in all coursework to maintain requirements within a five-year period. stantial contribution to existing knowledge academic status. 5. For information on advanced and/or trans- as a result of personal research and its oral 3. Successful completion of the digital port- fer credit, please consult the “Academic defense. folio annual review for three consecutive Information” section. The doctoral degree in the Department years allows the student to present the Please note: No federal aid is available for cer- of Administrative and Instructional Leadership Dissertation Proposal to the faculty. At this tificates of less than 15 credits. requires matriculation for participation. point the student should have begun forma- Requirements for the Doctoral Degrees tion of a committee. Ph.D. in Literacy in the Department of 4. Passage of Candidacy. A doctoral student Ed.D Department of Administrative and Education Specialties and Counseling Instructional Leadership requires a status of Candidate after he/she The program is grounded in the study of has successfully completed all coursework, Programs of study for this degree require theory, of the nature of at-risk and diverse has successfully completed three years of coursework distributed among areas of spe- THE SCHOOL OF EDUCATION populations, and of sophisticated research Digital Portfolio Reviews, and has received cialization related fields and research. The methodologies. The study of theory will the approval of the dissertation proposal programs require the successful completion of encompass various and diverse models of lit- by the faculty committee, the IRB and the a comprehensive examination (Q) or a portfo- eracy acquisition and the nature and complex- Dean. At this point each student has select- lio review (O). The degree requirements also ity of the essential components of reading (i.e., ed a faculty mentor who serves as the stu- include the preparation and submission of phonemic awareness, phonics, comprehension, dent’s advisor through the dissertation pro- an acceptable professional problem-oriented fluency, vocabulary, and writing process inter- cess. The student and his/her mentor request doctoral dissertation and its oral defense. The actions with differing populations). The study the appointment of a dissertation research residency requirement can be met through of at-risk and diverse populations will occur committee. This committee, composed of various approaches, approved by the advisor throughout doctoral level coursework. Within the mentor and from two to five committee and Department Chair. the research course offerings, candidates study members, will have primary responsibility to 1. A minimum of 60 semester hours beyond design and method within both qualitative and guide the student in the preparation of the the Master’s degree in approved graduate quantitative research. dissertation. course work planned under the direction of The degree requires successful comple- 5. All degree requirements must also be com- an assigned advisor. Fulfillment of a full-time tion of the annual digital portfolio which pleted no later than three years after the residency requirement as specified in the constitutes the Comprehensive Examination. Dissertation Seminar. Academic Regulations of the University and The residency requirement may be fulfilled in a 6. Enrollment in Dissertation Seminar (EDU the completion of a minimum of 45 degree variety of ways by consulting with an academic 3292/3293) is mandatory until the degree credits at St. John’s University. advisor. The degree requirements also include is awarded. Students must register for three 2. A minimum of a “B” (3.0) average in every the preparation and submission of an accept- credits for each semester until graduation. course. able research-based doctoral dissertation and 7. An approved dissertation offering a substan- 3. Successful completion of a comprehensive its oral defense. tial contribution to the professional literature written examination. The student must make 1. The curriculum is offered in two tracks. One and to existing knowledge is accomplished written application to take the comprehen- track serves those candidates who have as a result of the student’s personal sive examination. Normally, this examina- completed a master’s level program in lit- research. tion may not be taken earlier than the last eracy (or reading) or who have earned State 8. A successful oral defense of the dissertation semester of course work and must be taken literacy certification through other degree generally results in its approval by the fac- within one year of the completion of all programs. This track requires a minimum of ulty. At this point final corrections are made course work. Successful completion of this 42 semester hours of doctoral-level course and the dissertation is prepared for printing. examination is a prerequisite for the submis- work completed at St. John’s University The student files application for graduation. sion of a topic for a doctoral dissertation. In (approximately 75 graduate credits in the case of failure, one re-examination may be cognate/professional and doctoral domains Advisement and Statement of permitted upon the recommendation of the beyond the baccalaureate). Continuous Degree Requirements Department Chair and approval of the Dean. enrollment must be maintained and enroll- 4. Passage to Candidacy: A doctoral student When an applicant has been accepted into a ment in a minimum of three semester hours acquires the status of “candidate” after he/ degree or diploma program, he/she is assigned of dissertation credits is required after the she has successfully completed all course an advisor. The student’s letter of acceptance Dissertation Seminar ( EDU 3292 and work, has taken and passed the doc- will specify the advisor’s name. As soon as EDU 3293) until the study is completed and toral comprehensive examination and has possible after receiving the letter of acceptance presented. received approval of a dissertation proposal but no later than the end of the first semes- Track two serves those candidates who by the Dissertation Committee and the ter of course work, the student must meet  have completed a master’s level program in Dean. with his/her advisor and secure an approved program of study which meets the needs stjohns.edu/graduatebulletin 95 and interests of the student and satisfies the role in the development of students as schol- January 2014, the New York State Education degree or diploma requirements of The School ars, and although important in relation to the Department will require passing scores on of Education and the State of New York. courses required for the degree, it is also quite the Academic Literacy Skills Test (replac- distinct from them. Since degree course credit ing the LAST), Educating All Students Test Academic Standing requirements are always expressed in terms of (replacing the ATS-W), a Teacher Performance A student is in good academic standing if he minimums, a student may at times, in order to Assessment Portfolio (ed TPA), and a rede- or she is enrolled as a matriculated student in fulfill the residence requirement, find it neces- signed Content Specialty Test. a program of study leading to a degree, diplo- sary to enroll in course work beyond the mini- New York State currently requires two ma, or certificate and is making­ satisfactory mum listed for the degree. separate certifications for educational admin- progress toward the completion of the pro- istrators. School Building Leader Certification gram of study. Satisfactory progress is divided Comprehensive Examination (SBL) replaces what was formerly called into two categories: Requirements SAS certification. The School District Leader Certification (SDL) replaces the certification A. Nonprobationary: All students who maintain Students in the Department of Curriculum and formerly called SDA. Both certifications require at least a 3.0 cumulative point average. Instruction are required to complete a thesis/ project as part of their program. a separate New York State Certification B. Probationary: All students whose cumulative *The Masters in School Building Leadership Examination. Each exam requires a fee paid grade point average is below 3.0, but who has no comprehensive examination. Students to New York State and attainment of passing in the judgment of the Dean are considered in the School and Clinical Mental Health scores. The New York State regulations are to be making acceptable progress toward Counseling programs are required to pass the in transition. Please see the New York State a 3.0 cumulative grade point average and national Counselor Preparation Comprehensive Department of Education website for the are permitted to continue on a matriculated Examination (CPCE). This examination may most up-to-date SBL and SDL certification basis. be taken after students have completed a requirements. New York State Certification require- C. Students are not eligible to graduate unless minimum of 30 credits in the program with ments for teaching, counseling and administra- they have earned a 3.0 GPA. approval of their advisor. All other master’s students and all doctoral students must tion mandate that applicants furnish evidence Attendance Policy take and pass a comprehensive examination that they have completed the New York State approved module on the identification and Regular and prompt attendance is expected of requirement. This examination MAY NOT BE reporting of child abuse, maltreatment, vio- all students. TAKEN EARLIER THAN the last year of course lence prevention, and DASA (Dignity for All Absence from class does not excuse a work provided that all core courses have been Students Act) autism (Special Ed students only), student from work missed. Students are, there- taken and passed and with the approval of the and DASA (Dignity for All Students Act). fore, responsible for all announced tests and student’s advisor. This examination require- for submitting all assignments at the proper ment MUST BE SATISFIED WITHIN ONE YEAR times. of the completion of all course work. Students Instructional Materials must apply for and receive permission to take Full-Time Study the comprehensive examination in accordance Center Full-time study shall mean enrollment for at with the Graduate Academic Calendar.The The Instructional Materials Center (IMC) is a least 9 credits (or the equivalent) each semester doctoral program in Literacy and Educational unique part of the University libraries that sup- (cf. Admissions: Full-Time Study). In The School Administration and Supervision (Oakdale) ports and enriches the programs of The School of Education, independent or individualized satisfy the comprehensive examination of Education. The IMC collects and dissemi- study, practice teaching, graduate assistant- requirement through portfolio assessment. nates specialized information for the students ships or fellowships, dissertation research and with the nationwide assemblage of curriculum language proficiency courses may all be con- guides, textbooks and accompanying materi- sidered as contributing appropriately toward New York State als, audio-visual teaching aids and hardware, full-time study on a credit hour equivalent Certification and New three-dimensional learning tools, publisher and basis, if required or approved by the Dean in a distributor catalogues, educational and psycho- plan developed in conjunction with the advisor York City Licensure of logical tests, computers and software. and prefiled by each student. Independent or Teachers, Administrators The existence of the IMC should enable individualized study may include such items as pre-service and in-service teachers to examine participation in internships, research projects, and Counselors the latest curriculum materials available in writing journal articles or other scholarly activi- The School of Education offers professional order to develop competency and familiarity. ties undertaken with the approval of the Chair preparation programs that meet the require- It is located on the fourth floor of the Queens and Dean, under the supervision of a member ments for institutional endorsement for New main library. of the faculty. York State certification in teaching, counseling and administration. Students are expected to Note: The School of Education reserves the Residence assume responsibility for ascertaining their right to make adjustments on a case-by- Each student pursuing the master’s degree or eligibility for certification and/or licensure, and case basis. Advanced Certificate must complete 18 semes- are urged to confer with their advisors early in ter hours in a two-year period. their programs to ascertain their status, since Each student pursuing the Doctor of completion of the degree or diploma does Education degree must satisfy a residency not mean automatic fulfillment of New York requirement. The residency requirement can be State certification and New York City licensure met through various approaches, approved by requirements. Students who complete all pro- the advisor and Department Chair. gram requirements must apply online at the The residence requirement for the doc- TEACH website at http://www.highered.nysed. toral degree insures that students become gov/tcert/teach/ . Institutional endorsement is immersed in the scholarly activity of their area automatic once all requirements are fulfilled. of specialization. This immersion plays a vital For all students graduating after 96 Admission Requirements for School District Leader Advanced Department of Educational Administration and Certificate Program Administrative Supervision The Advanced Certificate in School District Leadership is a 31-credit program, including and Instructional School Building Leader Master of 27 credits of course work, an intensive 3-credit Science Program internship at the District Level, and a 1-credit Leadership The School Building Leader Master of Science exam preparation Capstone course. Important Degree consists of an 18-graduate credit core note: The New York State Department of The Department of Administrative and in School Administration, an intensive 3-credit Education requires a students to have THREE Instructional Leadership offers programs in Internship, a 1-credit exam prep Capstone years of teaching, pupil personnel services and/ Administration and Supervision, as well as course and an additional 12 graduate credits or school building leadership experience order Instructional Leadership. in School Administration or related field for a to be eligible for School District Leadership. Programs of study offered in total of 34 graduate credits. Important note: Administration include the School Building The New York State Department of Education Entry requirements include: Leader (SBL) Master’s Degree, the School requires students to have THREE years of 1. A baccalaureate degree from an accredited Building Leader (SBL) Advanced Certificate, teaching and/or pupil personnel services experi- college or university. the School District Leader (SDL) Advanced ence in order to be eligible for School Building 2. 3.0 GPA in the general average and in the Certificate, the Dual (SBL/SDL) Advanced Leadership certification. major field. Certificate, and the Doctoral Degree (Ed.D.) in 3. A minimum of three years of successful Entry requirements include: Administration and Supervision. Instructional teaching experience, pupil personnel services 1. A baccalaureate degree from an accredited Leadership Programs include an Advanced and/or school building leadership college or university. Certificate in Instructional Leadership and 4. New York State Provisional or Initial 2. 3.0 GPA in the general average and in the a Doctoral Degree (Ed.D.) in Instructional Teaching Certification or certification in major field. Leadership. pupil personnel services. 3. A minimum of three years of successful The programs in SBL and SDL are certified 5.  A master’s degree with a minimum 3.0 GPA teaching experience and/or pupil personnel by New York State and nationally accredited. from an accredited institution. The SBL Master’s degree and Advanced services. THE SCHOOL OF EDUCATION 4. New York State Permanent/Professional Certificates are offered through Online Thirty credits earned in the A.C. program may Teaching Certification is required if the stu- Learning as well as in the traditional classroom be applied toward their Ed.D., should individu- dent intends to complete the program for setting. als wish to pursue further study. The Department offers a 12 credit SBL certification. Advanced Certificate in Gifted/Talented Option: Certification as a School Building Requirements for SBL/SDL Dual Education. These courses assist teachers in Leader and Professional Certification as a Advanced Certificate securing the NYS DOE extension in the teach- Teacher. The Dual Advanced Certificate is a 35-credit ing of the gifted. These courses are offered The student is required to complete an 18 program, including 27 credits of coursework through Online Learning as well as in the tradi- graduate credit core in School Administration, required for the School Building Leadership and tional classroom setting. This extension to the an Intensive 3 credit Internship, a 1 credit exam School District Leadership State Certifications, teaching license can be secured with 12 credits prep and an additional 12 credits in graduate an intensive 3-credit internship in School in gifted education courses and a passing score education courses in the content core of the Building Leadership and an intensive 3-credit on the Content Specialty Test (CST). initial certificate or in a related content area internship in School District Leadership. Students must also complete two one- Administrative and Supervision or in pedagogy courses as prescribed by New York State for a total of 34 graduate credits. credit intensive review and exam preparation Programs (M.S., A.C., Ed.D.) Capstone courses in SBL and SDL. In order to School Building Leader Advanced receive both certifications, students must take Objectives Certificate Program and pass the New York State School Building Programs offered lead to the Master of Individuals holding a Masters Degree in Leader and School District Leader examinations. Science in Education degree, the Advanced Education and initial teaching certification Entry requirements include: are eligible for the 22-credit SBL Advanced Certificate and the Doctor of Education 1. A baccalaureate degree from an accredited Certificate. The program consists of an degree. The School Building Leader Master college or university 18-credit core in School Administration, an of Science program is designed to prepare 2. 3.0 GPA in the general average or in major intensive 3-credit Internship, and a 1-credit students for New York State Certification as field. exam prep Capstone course. a School Building Leader (SBL). The School 3. A minimum of three years of successful District Leader Advanced Certificate program Entry requirements include: teaching experience, pupil personnel ser- is designed to prepare students for New York 1. A baccalaureate degree from an accredited vices, and/or school building leadership State Certification as a School District Leader college or university. 4. New York State permanent or professional (SDL). New York State has mandated exams 2. 3.0 GPA in the general average and in the certificate in teaching service or pupil for these certifications. Each student seeking major field. personnel services. SBL and/or SDL certification must take and pass 3. A minimum of three years of successful 5. A master’s degree with a minimum 3.0 GPA the appropriate State exams in order to receive teaching experience and/or pupil personnel from an accredited institution certification. Please check the New York State services. Department of Education website for the most 4. New York State Permanent/Professional Doctoral Program up-to-date information on certification. Teaching Certification. The doctoral program in Educational 5. A master’s degree with a minimum 3.0 GPA Administration and Supervision at St. John’s from an accredited institution. University is an advanced professional degree program open to carefully selected and highly qualified graduate students who have mani-

stjohns.edu/graduatebulletin 97 fested professional maturity and demonstrated Nine hours of electives in master level courses II. School Building Leader Internship: academic ability and who are seeking to area of Initial certification or in related content 3 credits. upgrade their professional preparation­ and area EDU 5950 School Building Leader acquire specialized knowledge and skills neces- III. School Building Leader Internship: Internship The internship program in School sary for assuming administrative positions and 3 credits. Building Leadership at St. John’s University is leadership roles in educational organizations. fully integrated into the master’s degree. These The doctoral courses and doctoral degree EDU 5950 School Building Leader Internship hours are divided in the following in the Department of Administrative and The internship program in School Building manner: Instructional Leadership require matriculation Leadership at St. John’s University is fully inte- for participation. NO ONE will be allowed to grated into the master’s degree. These hours Part I —Students taking core courses must take any doctoral coursework as a non matric- are divided in the following manner: complete 45 hours of integrated internship ulated student. Part I — Students taking core courses must activities for every core course. When all complete 45 hours of integrated internship coursework has been completed, the student Entry requirements include: activities for every core course. When all should have logged at least 270 internship 1. A master’s degree in education or related coursework has been completed, the student hours, fulfilling the requirements of Part I of field from an accredited college or univer- should have logged at least 270 internship the Internship Program. hours, fulfilling the requirements of Part I of sity, with a minimum 3.0 GPA, Part II — The remaining 270 hours will be ful- the Internship Program. 2. Satisfactory scores on the GRE Verbal and filled in an intensive internship: EDU 5950. Quantitative test; Part II — The remaining 270 hours will be ful- The application form and the internship pro- 3. A profile of professional accomplishments filled in an intensive internship: EDU 5950. posal must be completed and must be signed and leadership potential developed over a The application form and the internship pro- by the school/district administrator supervisor. minimum of 3 years of professional experi- posal must be completed and must be signed The application form and the proposed pro- ence. by the school/district administrator or supervi- gram must be submitted to the coordinator sor. The application form and the proposed of the internship program, Department of 4. Successful performance in an interview with program must be submitted to the coordinator Administrative and Instructional Leadership, members of the department’s Graduate of the internship program, Department of St. John’s University, at least one month prior Policy Committee. Administrative and Instructio1nal Leadership, to the session in which the applicant plans to 5. Evidence of scholarship, research and writ- St. John’s University, at least one month prior carry out his/her internship. ing skills as manifested in samples of term to the session in which the applicant plans to III. Capstone Course: 1 Credit papers or other scientific papers and perfor- carry out his/her internship. mance in courses in research and statistics, EDU 5499 General Review and Exam if available. IV. Capstone Course: 1 Credit Preparation EDU 5499 General Review and Exam The General Review and Exam Preparation Programs of Study Preparation involves a review of all of the state objectives The General Review and Exam Preparation in preparation for the state comprehensive School Building Leader Master of Science involves a review of all of the state objectives exams. Program in preparation for the state comprehensive Prerequisite: Please see admission requirements. exams. School District Leader Advanced Certificate Credit Hours: 34 credits Program V. NY State SBL Exam Minimum Credit Hours: 31 credits Note: Students not seeking NY State This master’s degree is dependent upon suc- Certification will be required to sign a waiver cessfully passing the NY State SBL Exam. Required Program of Study agreement. I. Administration Core: 24 Credits I. Administration Core: 21 Credits School Building Leader Advanced Certificate Program EDU 5103 Educational Governance and EDU 5415 Introduction to Educational Policy Issues Minimum Credits Hours: 22 credits Administration EDU 5301 Leadership, Values, Decision EDU 5651 School Community Relations Note: Students not seeking NY State Making and Multicultural in Education Certification will be required to sign a waiver Organizations EDU 5471 Leadership in Instructional agreement. EDU 5632 Organization and Administration Supervision of the Elementary and Secondary EDU 5571 Administrative Leadership & Required Program of Study School Curriculum Planned Change EDU 5655 Educational Research and I. Administration Core: 18 Credits EDU 5650 School Based Data Data Analysis I EDU 5471 Leadership in Instructional EDU 5791 Legal Aspects of the EDU 5665 Leadership in Technology I Supervision Administration of Schools EDU 5741 Finance in Education EDU 5571 Administrative Theory and EDU 5761 School Business Administration EDU 5761 School Based Business Planned Change Administration II. Administration Specialization: 9 Credits EDU 5650 School Based Data Analysis EDU 5791 Legal Aspects of the EDU 5418 Administrative Theory EDU 5701 Curriculum and Teaching: Administration of Schools EDU 5701 Curriculum and Teaching Theories Theories into Practice EDU 7665 Leadership in Technology I into Practice EDU 5761 School Based Business EDU 5811 Administration and Administration for Administrators Supervision of Services forDiverse and Supervisors Students EDU 5791 Legal Aspects of the OR Administration of Schools

98 II. School District Leader Internship: EDU 5791 Legal Aspects of the EDU 5552 Issues and Problems in the 3 credits. Administration of Schools Administration of Higher EDU 5951 School District Leader Internship EDU 5811 Administration for Diverse Education Students EDU 5811 Administration and Supervision The internship program in School District Services for Diverse Students Leadership at St. John’s University is fully inte- II. Internships: 6 Credits EDU 7410 Identification of the Gifted and grated into the professional diploma. The total EDU 5950 School Building Leader Internship Talented* number of hours for completion of the intern- EDU 5951 School District Leader Internship EDU 7413 Professional Collaboration and ship program is 540 hours. These hours are [Requirements are delineated above] Leadership in Gifted Education* divided in the following manner: EDU 7708 Trends and Techniques in the Part I — The first 270 hours will be embed- III. Capstone Courses: 2 credits Evaluation of Programs ded in the degree coursework. Students tak- EDU 5499 General Review and Exam EDU 7715 Issues in Curriculum: ing core courses must complete 45 hours of Preparation SBL Theory and Development integrated internship activities for every core EDU 5599 General Review and Exam Other electives may be taken with the approval course. These activities are course requirements Preparation SDL of the advisor and Department chair. given to students in class. When all coursework has been completed, the student should have IV. NY State SBL/SDL Exams III. Research: 12 Credits logged at least 270 internship hours, fulfilling The General Review and Exam Preparation EDU 5655 Educational Research and the requirements of Part I of the Internship involves a review of all the state objectives in Data Analysis I Program. preparation for the state comprehensive exams. EDU 7211 Educational Research and Data Part II — The remaining 270 hours will be Analysis II (Prereq. EDU 5655) Doctoral Program in Educational fulfilled in a descriptive internship: EDU 5951. EDU 7800 Multivariate Data Analysis* Administration and Supervision The application form and the intern- EDU 7900 Qualitative Research Methods in ship proposal must be completed and must Credit Hours: 60 beyond master’s degree Education* be signed by the school/district administrator (minimum) EDU 7901 Educational Research and Data responsible for the internship or supervisor. Students enrolled in the doctoral program who Analysis III (Prereq. EDU 5655, THE SCHOOL OF EDUCATION The application form and the proposed pro- desire certification at either the School Building 7211) gram must be submitted to the coordinator Leader or School District Leader level, would * See advisors for recommendation on the of the internship program, Department of be required to shift from the doctoral program choice between EDU 7800 or EDU 7900. Administrative and Instructional Leadership, St. into a certification program. Upon completion John’s University, at least two one months prior of the certification program, the student would IV. Internship Seminar/Independent Study to the session in which the applicant plans to return to their doctoral studies. Other than the (3 credits.) carry out his/her internship. internship, no additional coursework would be EDU 5550/5950/5951 Internship required. EDU 5890 Independent Study III. Capstone Course: 1 credit EDU 5599 General Review and Exam Required Courses V. Social and Behavioral Sciences Preparation in SDL I. Fundamentals: Component: 9 credits All of the following: 15 credits Choices must be made by prior approval of The General Review and Exam Preparation EDU 7004 Essential Readings for Curriculum the academic advisor and the Chair. Suggested involves a review of all of the state objectives in in the 21st Century areas are: preparation for the state comprehensive exams. EDU 5571 Administrative Theory and Planned Change A. Anthropology SBL/SDL Dual Advanced Certificate EDU 5301 Leadership Values, Decision B. Sociology Program Making and Multicultural C. Economics D. Political Science Credit Hours: 35 Organizations EDU 5103 Educational Governance and E. Business and Accounting Note: Students not seeking NY State Policy Issues F. Humanities Certification will be required to sign a EDU 7665 Leadership in Instructional G. Literature waiver agreement. Technology I VI. Full-time Residency Verification II. Administrative Electives: 24 credits I. Administration Core: 27 Credits EDU 5471 Leadership in Instructional VII. Doctoral Comprehensive EDU 5571 Administrative Theory and Supervision Examination/Portfolio Planned Change EDU 5632 Organization and Administration EDU 5301 Leadership values, Decision- of the Elem. & Second. School Students should see their advisor for require- making and Multicultural Curricula ments as stated in the Doctoral Handbook. Organizations EDU 5650 School Based Data Analysis VIII. Doctoral Research Seminar EDU 5103 Educational Governance and EDU 5701 Curriculum and Teaching: EDU 5990 Doctoral Research Seminar Must Policy Issues Theories into Practice be taken each semester until dis- EDU 5471 Leadership in Instructional EDU 5761 School Business Administration sertation and oral are approved. Supervision for Administrators and Supervisors *Internship Courses EDU 5650 School Based Data Analysis EDU 7669 Leadership in Instructional EDU 5701 Curriculum and Teaching: Technology II Theories into Practice EDU 5741 Finance in Education EDU 5761 School Based Business EDU 5551 Organization and Administrative Administration for Administrators Leadership in Higher Education and Supervisors

stjohns.edu/graduatebulletin 99 Instructional Leadership Programs: Programs of Study Doctoral Program (Ed.D.) in Instructional (A.C., Ed.D.) Leadership Advanced Certificate in Instructional The advanced degree programs in Instructional Leadership I. Core Components 12 credits Leadership have been designed to provide (four of the following) students with an intellectual environment that Credit Hours: 30 Credits beyond Master’s EDU 7004 Essential Readings In Curriculum enables them to take leadership positions I. Core Components: 12 credits through the in the areas of curriculum, learning and Students must complete four out of five 21st Century instruction. courses for 12 credits of the following: EDU 7579 Observational Analysis for Students are expected not only to reflect EDU 7004 Essential readings in Curriculum Teachers upon and improve their own professional prac- through the 21st Century EDU 7665 Leadership in Technology I tices but also to develop leadership in facilitat- EDU 7410 Identification of the Gifted and EDU 7708 Trends and Techniques in the ing the growth and development of other Talented* Evaluation of Programs educators. EDU 7579 Observational Analysis for EDU 7410 Identification of the Gifted and Admission Requirements for Teachers Talented* Instructional Leadership EDU 7665 Leadership in Technology I EDU 7708 Trends and Techniques in the II. Areas of Interest: Advanced Certificate Evaluation of Programs Students must complete 15 credits in one sequence, and an additional 12 credits in 1 Entry requirements include: II. Areas of Interest–Choose six of or more sequences for a total of 27 credits. 16 Courses–18 credits 1. A master’s degree in education or related With approval from their advisor, a student field from an accredited college or univer- EDU 5301 Leadership, Values, Decision may take an independent study within any sity, with a minimum 3.0 GPA. Making and Multicultural of the sequences a-e. 2. A minimum of three years experience in Organizations* II(a) Curriculum and Instruction in Teaching education or related field. EDU 5471 Leadership in Instructional Supervision* Sequence (6-12 credits) Students whose background and preparation EDU 5551 Organization & Administrative EDU 5632 Organization and Administration manifest deficiencies in professional courses Leadership in Higher Education of Elem. and Secondary School and teaching experience may be required EDU 5552 Issues and Problems in the Curricula to complete additional credit hours and are Administration of Higher EDU 5701 Curriculum and Teaching: advised to consult with the Chair of the Education Theories into Practice Department to secure approval of their EDU 5632 Organization and Administra-tion EDU 7001 Curriculum and Instruction programs and degree requirements. of Elem. and Secondary School EDU 7715 Issues in Curriculum: Theory and Curricula* Development Doctoral Program (Q) EDU 5701 Curriculum and Teaching: II(b) Instructional Technology Sequence Theories into Practice The doctoral program in Instructional (6-18 Credits). See Advisor to discuss EDU 7715 Issues in Curriculum: Theory and Leadership at St. John’s University is an eligibility and courses advanced professional degree open to carefully Development EDU 5669/ selected and highly qualified graduate students EDU 7411 Introduction to Designing 7669 Leadership in Technology II who have manifested professional maturity Programs, Curriculum and (Prereq. 5665/7665) Requires and demonstrated academic ability, and who Materials for the Gifted and Dept. Approval are seeking to upgrade their professional prep- Talented EDU 7270 Research Seminar in Educational aration and acquire specialized knowledge and EDU 7412 Teaching Creative Thinking and Technology skills necessary for leadership roles in various Problem Solving to Gifted and EDU 7662 Issues in Educational Computing areas of education. Talented Students EDU 7413 Professional Collaboration and EDU 7664 Foundations of Online Learning Entry requirements include: Leadership in Gifted Education II(c) Higher Education Sequence 1. A master’s degree in education or related EDU 7662 Issues in Educational Computing (6-15 Credits) field from an accredited college or university EDU 7667 Foundations of Instructional EDU 5551 Organization & Administrative with a minimum 3.0 GPA Design Leadership in Higher Education 2. Satisfactory scores on the GRE Verbal and EDU 5650 School Based Data Analysis* EDU 5552 Issues and Problems in the Quantitative test. Other electives may be taken with the approval Administration of Higher 3. A profile of professional accomplishments of the advisor and Department chair. Education and leadership potential developed over a EDU 5557 Student Advisement, III. Administration Courses (6-15 Credits). minimum of 3 years of professional experi- Recruitment and Retention in Students interested in certification must ence. Higher Education enroll in the appropriate program. See EDU 5741 Finance in Education 4. Successful performance in an interview with advisor for details. Transfer credits may be members of the department’s Graduate accepted. Policy Committee. 5. Evidence of scholarship, research and writ- *Internship Courses ing skills as manifested in samples of term papers or other scientific papers and perfor- mance in courses in research and statistics if available.

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Language Acquisition and Literacy Development for General Education and English Language Learners (ELLs), K - 12* Theories of and Strategies for Teaching Literacy and English Language Arts in the Content Areas* stjohns.edu/graduatebulletin In response to the need for teachers in Upon completion of the first half of the Please see your advisor for specific For details refer to programs under The Department of Curriculum and Instruction. Required Courses: EDU 3200 EDU 3270 Science degree. * Adolescent Education Master’s Degree Program Career Change in Adolescent Education– 42 credit program The Career Change program is intended for students whose academic background is out side the field of education and who do not presently hold a teaching certificate. grades 7–12, St. John’s University offers a master’s degree program — the career change program — that can qualify you for a full-time salaried teaching position. program (seven courses), meeting the liberal arts requirements as set by the Department of Education and successfully passing the New York State Teacher’s Certification Examinations, you may be eligible for internship certification by the State Education Department and full time employment in public and private schools within New York as a salaried employee EDU 7117 and 7585 should be taken at the end of the program. information. standing that they must receive this teaching they must receive this standing that to be eligible for institutional certification profes for the New York State endorsement certification. sional teaching of Study Programs of Curriculum and Instruction Department of study (Adolescent: provides eight programs and Continuing; Career Change, Field Change Field Change and Childhood: Career Change, Career Change Continuing; Early Childhood: an additional four and Field Change; plus of study in Career Change programs Department of Education collaboration with the Childhood and Specialties and Counseling: Early Childhood Childhood Special Education; with Disabilities (Early and Teaching Students Education & Childhood); and Childhood Special Education T.E.S.O.L. Adolescent and a range of teach These programs encompass ing and learning experiences through relevant pedagogical methods and a broad knowledge of strategies for devising, implementing and assessing learning experiences for all learners. Each of these programs leads to a Master of - - - - -

Identification of the Gifted and Introduction to Designing Teaching Creative Thinking and Problem Solving Professional Collaboration and Leadership in Gifted Education Talented Programs, Curriculum and Materials for G&T A baccalaureate degree from an accred Students seeking professional certification Doctoral Research Seminar Doctoral Research Doctoral Comprehensive Examination/ Doctoral Comprehensive Portfolio. fied for the New York State initial teaching certificate. Students who do not possess the certificate at the time they seek admission will be accepted with the under Admission Requirements: Master’s Degree Programs Applicants seeking admission to graduate degree programs must submit the following evidence of their ability to pursue graduate study: ited college or university. Undergraduate scholastic achievement must be such as to give reasonable assurance of success in work for an advanced degree. Normally this will be a “B,” both in the general average and in the major field. are expected to have received or to have quali Curriculum and Instruction The programs in the Department of Curriculum and Instruction lead to the Master of Science Degree in Education and provide opportunities for graduate students to prepare for a teach ing career. In view of recent changes in the requirements for New York State professional teaching certification, students must consult with their advisor concerning eligibility for teaching certification. degree in Education or closely related field may degree in Education or take the 12 credit sequence. EDU 7410 EDU 7411 EDU 7412 EDU 7413 Department of Students should see their advisor for require see their advisor for Students should . in the Doctoral Handbook ments as stated VIII.  Seminar EDU 7990 Doctoral Research until dissertation Must be taken each semester and oral are approved. *Internship Courses Education Certificate in Gifted courses leads to New A 12 credit sequence of for Gifted Education, York State Certification an initial teacher which is an extension of with a baccalaureate certification. Individuals VII. 

ndependent Study in Instructional Leadership OR Qualitative Research Methods in Education (Prereq. 5655) Analysis I Analysis II (Prereq. 5655) Educational Research and Data Analysis III Multivariate Data Analysis (Prereq. 5655 and 7211) Internship Seminar in Instructional Leadership* I Educational Research and Data Educational Research & Data and Inclusive Educational Settings: Childhood* Administration and Supervision of Services for Diverse Students* Theories of Learning and Development Related to Special and Gifted Populations Leadership in Gifted Education Partnerships and Strategic Instruction for General, Special Introduction to Designing Introduction Programs, Curriculum and and Materials for the Gifted Talented and Teaching Creative Thinking and Problem Solving to Gifted Talented Students and Professional Collaboration Research in Collaborative

Exceptional and Diverse Learners and Diverse Learners Exceptional two areas Sequence (6-30 Credits) for Sequence (6-30 any select courses in Specialization Business, Linguistics etc.) Component (6 credits) Relevant courses determined by faculty advisor (eg. Anthropology, Sociology, Speech, (12 credits) Full-Time Residency Verification Behavioral and Social Sciences Required Research Methodology VI. V. EDU 7900 EDU 7901 EDU 7800 EDU 5655 EDU 7211 IV.  3 credits.) EDU 7550 EDU 7890 See Advisor for selection of appropriate Administration coursework* III. Internship Seminar /Independent Study II(e) Administration Sequence EDU 5811 EDU 9713 Area: Educational Issues of Students with Area: Educational Issues Disabilities EDU 9700 EDU 7413 EDU 7412 Area: Educational Issues of Gifted/Talented Area: Educational EDU 7411 II(d)  EDU 7000 Psychological Foundations of EDU 7222 Philosophical, Historical, and EDU 7666 Developing Curriculum Learning Sociological Foundations of Materials for the Web EDU 7107 Methods and Strategies of Education **This course should be taken at the end of Teaching Middle School/ EDU 7290 Human Relations in the program Adolescent Learners in General Multicultural and Inclusive One Course Elective and Inclusive Settings* Settings EDU 7117 Associate Teaching: EDU 7295 Teaching and Learning: EDU 7410 Identification of the Gifted and Adolescence Adolescent* Talented* EDU 7222 Philosophical, Historical, and EDU 7297 Introduction to Research OR Sociological Foundations of Methods EDU 7106 Socio-Emotional, Cultural & Education EDU 7585 Assessment and Evaluation Cognitive Aspects of Middle EDU 7267 Technology for Literacy-Based in the Teaching/Learning School/Adolescent Learners in Applications in Content Area in Process** General and Inclusive Settings Regular and Special Education EDU 7666 Developing Curriculum EDU 7107 Methods and Strategies of Settings Materials for the Web Teaching Middle School/ EDU 7290 Human Relations in Adolescent Learners in General Select one of the following: Multicultural and Inclusive and Inclusive Settings* EDU 7291 Innovative Strategies in Settings Secondary Education: Social EDU 7295 Teaching and Learning: *Field Experience Course Studies* Adolescent* EDU 7292 Innovative Strategies in EDU 7297 Introduction to Research 12 Credits in Student’s Liberal Arts Area Secondary Education: Science (check one): Methods EDU 7293 Innovative Strategies in EDU 7585 Assessment and Evaluation • Biology Secondary Education: in the Teaching/Learning • English Mathematics* Process** • Math EDU 7294 Innovative Strategies in EDU 7666 Developing Curriculum • Social Studies Secondary Education: Foreign Materials for the Web • Spanish Language* EDU 9711 Education and Accommodating EDU 7296 Innovative Strategies in Needs of Individuals with Childhood Education Master’s Degree Secondary Education English Exceptionalities, K-12* Program (ELA) Select one of the following: Career Change EDU 7291 Innovative Strategies in *Field Experience Courses The Career Change program is intended for Secondary Education: Social **This course should be taken at the end of students whose academic background is out- Studies* the program side the field of education and do not pres- EDU 7292 Innovative Strategies in ently hold a teaching certificate. Secondary Education: Science* One Course Elective In response to the need for teachers in EDU 7293 Innovative Strategies in EDU 7412 Creative Thinking and Problem Grades 1–6, St. John’s University offers a Secondary Education: Solving for Gifted and Talented master’s degree program—the career change Mathematics* Students program—that can qualify you for a full-time EDU 7294 Innovative Strategies in OR salaried teaching position. Secondary Education: Foreign EDU 7106 Understanding Socio- Upon completion of the first half of the Language* Emotional, Cultural & Cognitive program (seven courses), meeting the liberal EDU 7296 Innovative Strategies in Aspects of Middle School/ arts requirements as set by the Department Secondary Education English Adolescent Learners in General of Education and successfully passing the (ELA)* and Inclusive Settings New York State Teacher’s Certification Examinations, you may be eligible for intern- *Field Experience Courses Continuing Program ship certification by the State Education ** This course should be taken at the end of The Continuing program is intended for stu- Department and fulltime employment in public the program. dents who wish to pursue a Master’s degree and private schools within New York as a sala- in the same academic area as their Initial ried employee. Please see your advisor for specific information. Field Change Certification. Semester hours: 33 credits. Semester hours: 42 credits The Field Change program is intended for Required Courses: EDU 7115 and EDU 7585 should be taken students who have received or have qualified EDU 7000 Psychological Foundations of at the end of the program. for an initial certification outside of Adolescent Learning Education. Semester hours: 33 credits. Required Courses: EDU 7222 Philosophical, Historical, and EDU 3200 Language Acquisition and Required Courses: Sociological Foundations of Education Literacy Development for EDU 3270 Theories of and Strategies for EDU 7290 Human Relations in General Education and English Teaching Literacy and English Multicultural and Inclusive Language Learners (ELLs), K-12 * Language Arts in the Content Settings EDU 3220 Approaches, Materials, and Areas* EDU 7297 Introduction to Research Performance Evaluation in EDU 7000 Psychological Foundations of Methods Literacy and English Language Learning EDU 7585 Assessment and Evaluation Arts Development, K-12* EDU 7107 Methods and Strategies of in the Teaching/Learning EDU 7000 Psychological Foundations of Teaching Middle School / Process** Learning Adolescent Learners in General and Inclusive Settings* 102 EDU 7135 Current Trends, Research and EDU 7297 Introduction to Research Middle School Extension Assessment in Social Studies * Methods Extension for Adolescent Education certificate EDU 7136 Current Trends, Research and EDU 7585 Assessment and Evaluation holders: After successfully completing EDU Assessment in Science* in the Teaching/Learning 7106 and 7107 courses, students will be eligi- EDU 7137 Current Trends Research and Process** ble to extend their eligibility to teach grades 5 Assessment in Mathematics* and 6 in the same content area as their original EDU 7195 Teaching and Learning: *Field Experience Courses **This course should be taken at the end of the certificate. Childhood* program. Extension for Childhood Education certifi- EDU 7222 Philosophical, Historical, and cate holders: This extension will allow students Sociological Foundations of Continuing Program to teach grades 7, 8, and 9 in a subject area. Education The Continuing Program is intended for In addition to successfully completing EDU EDU 7290 Human Relations in students who wish to pursue a Master’s degree 7106 and 7107, students must have 30 credits Multicultural and Inclusive in the same academic area as their initial completed (C or better) in one content area Settings certification. Semester hours: 33 credits. and must pass the New York State Content EDU 7585 Assessment and Evaluation **EDU 7585 should be taken toward the Specialty Test (CST) in the same subject area in the Teaching/Learning end of the program. to complete the extension. The School of Process** Education’s Certification Officer will review all EDU 7266 Technology for Teaching Required Courses: transcripts during the application process to Literacy Applications assess whether or not the content area course- in Regular and Special EDU 7000 Sociological & Psychological work has been satisfied for the extension. Education Settings Foundations of Learning EDU 7115 Childhood Education Associate EDU 7222 Philosophical, Historical, and Eligibility for the Programs Teaching Sociological Foundations of EDU 7666 Developing Curriculum Education Applicants to each program should possess Materials for the Web EDU 7290 Human Relations in an undergraduate grade point average of B or EDU 9711 Education and Multicultural and Inclusive better.

Accommodating Needs Settings Students must possess New York State THE SCHOOL OF EDUCATION of Individuals with EDU 7297 Introduction to Research initial or professional teacher certification in Exceptionalities, K-12* Methods either Adolescent or Childhood Education, or EDU 7585 Assessment and Evaluation be in the process of attaining that credential. *Field Experience Courses in the Teaching/Learning The Middle School Extension can only be grant- **This course should be taken at the end of the Process** ed to individuals who attain certification. program. EDU 7666 Developing Curriculum Materials for the Web Application Procedure Field Change Students not currently enrolled at St. John’s The Field Change Program is intended for 12 Credits from the following: University can request an application and infor- students who have received or have qualified EDU 7135 Current Trends, Research and mation about the program at each of the four for an initial certification outside of Childhood Assessment in Social Studies* campuses. Education. Semester hours: 33 credits. EDU 7136 Current Trends, Research and Students currently enrolled at St. John’s EDU 7195 should be taken early in course Assessment in Science* University as undergraduate seniors or gradu- work. EDU 7585 should be taken toward the EDU 7137 Current Trends, Research and ate students should meet with their advisor to end of the program. Assessment in Mathematics* determine how to qualify for the Middle School EDU 7138 Current Trends and Research Required Courses: Extension. in the Teaching of Language EDU 3200 Language Acquisition and Arts* Required Courses in Both Certificate Literacy Development for EDU 7129 Mathematics and Science in Programs General Education and English Early Childhood EDU 7106 Socio-Emotional, Cultural and Language Learners (ELLs), Cognitive Aspects of Middle K-12* *Field Experience Courses School/Adolescent Learners in EDU 7000 Sociological & Psychological **This course should be taken at the end of the program. General and Inclusive Settings Foundations of Learning (3 credits.) EDU 7135 Current Trends, Research and 3 Credit elective from the following: EDU 7107 Methods and Strategies for Assessment in Social Studies* Teaching Middle School/ EDU 7136 Current Trends, Research and EDU 7410 Identification of the Gifted and Adolescent Learners in General Assessment in Science* Talented* and Inclusive Settings* EDU 7137 Current Trends, Research and EDU 7411 Introduction to Designing *Field Experience Courses Assessment in Mathematics* Programs, Curriculum and Materials for Gifted and EDU 7195 Teaching and Learning: Certification: Childhood* Talented Students Adolescent Education Certificate Extension EDU 7222 Philosophical, Historical, and EDU 7106 Socio-Emotional, Cultural & to Grades 5 and 6: Students satisfactorily Sociological Foundations of Cognitive Aspects of Middle completing the two requisite courses will be Education School/Adolescent Learners in eligible to apply for certification, grades 5 and EDU 7666 Developing Curriculum General and Inclusive Settings 6, in their initial content certification area. Materials for the Web EDU 7107 Methods and Strategies of Students can apply through the School of EDU 7290 Human Relations in Teaching Middle School/ Education for certification endorsement upon Multicultural and Inclusive Adolescent Learners In General completion of the course work. Settings and Inclusive Settings* *Field Experience Courses

stjohns.edu/graduatebulletin 103 Childhood Education Certificate Extension EDU 7123 Creative Arts in Linguistically/ EDU 7128 Integrated Curriculum in Early to Grades 7, 8, and 9: Students satisfying the Culturally Diverse and Childhood* 30 credits in a content area with a minimum Inclusive Early Childhood EDU 7129 Mathematics and Science in grade of C, passing the CST in that subject Education* Early Childhood area, and satisfactorily completing the two EDU 7124 Literature in Early Childhood EDU 7585 Assessment and Evaluation requisite courses will be eligible to apply for Education in the Teaching Learning certification, grades 7, 8, and 9 in their con- EDU 7126 Observing and Recording the Process** tent area. Upon completion of the course work Behavior of Young Children* EDU 9711 Education and students can apply through The School of EDU 7127 School, Family and Accommodating Education for certification endorsement in the Community Partnerships Needs of Individuals with following content areas: English, Mathematics, EDU 7128 Integrated Curriculum in Early Exceptionalities, K-12* Spanish, Social Studies, Physics and Biology. Childhood* OR Students who hold Childhood certification out- EDU 7129 Mathematics and Science in EDU 9737 Early Childhood Special side of those areas mentioned above can apply Early Childhood Education* to the State Education Department via the EDU 7585 Assessment and Evaluation “Individual Evaluation” pathway to receive the in the Teaching Learning *Field Experience Courses Middle School Extension in their subject area if Process** **This course should be taken at the end of they have met all requirements and provide EDU 7666 Developing Curriculum the program appropriate documentation. materials for the Web OR For a complete listing of approved courses, Early Childhood Education Master’s EDU 7266  Technology for Teaching please contact the Dean’s office. Degree Program Literacy in Regular and Special Career Change Education Settings EDU 9711 Education and The Career Change program is intended for Accommodating Needs of students whose academic background is out- Department Individuals with side the field of education and do not pres- Exceptionalities, K-12* of Education ently hold a teaching certificate. OR In response to the need for teachers of EDU 9737 Early Childhood Special birth through Grade 2, St. John’s University Specialties and Education* offers a master’s degree program—the career Counseling change program—that can qualify you for a *Field Experience Courses full-time salaried teaching position. **This course should be taken at the end of the The Department of Education Specialties and Upon completion of the first half of the program Counseling offers programs and coursework program (seven courses), meeting the liberal in professional teacher and counseling Field Change arts requirements as set by the New York preparation. State Department of Education and success- The Field Change program is intended for students who have received or have qualified fully passing the New York State Teacher’s The department offers programs in five major for an initial certification outside of Certification Examinations, you may be eli- areas Early Childhood Education. gible for internship certification by the State • Bilingual Education Semester hours: 36 credits. Education Department and full-time employ- • Counseling ment in public and private schools within New EDU 7114 and EDU 7585 should be taken • Literacy York as a salaried employee. toward the end of the program. • Special Education Please see your advisor for specific informa- • TESOL (Teaching English to Students of Other tion. Semester hours: 42 credits Required Courses: Languages) EDU 7114 and EDU 7585 should be taken EDU 3200 Language Acquisition and toward the end of the program. Literacy Development for In most instances, candidates require an initial General Education and English or base certificate for entry into the teacher Required Courses: Language Learners (ELL) K-12* preparation programs in Literacy, Teaching EDU 3200 Language Acquisition and EDU 7000 Psychological Foundations of English to Speakers of Other Languages Literacy Development for Learning (TESOL) and Special Education. The profes- General Education and English EDU 7114 Early Childhood Associate sional preparation coursework of 18 credits Language Learners (ELLs), Teaching (half semester) for entry into the Counseling programs varies K-12* EDU 7122 Programs in Early Childhood depending on the specialization. Two dual cer- EDU 3220 Approaches, Materials, and Education: Play, Social tification career change programs in TESOL and Performance Evaluation in Learning in Early Childhood Special Education allow candidates to earn the Literacy and English Language Environments* initial and professional coursework simultane- Arts Development, K-12* EDU 7123 Creative Arts in Linguistically/ ously. These programs, and related coursework EDU 7000 Psychological Foundations of Culturally Diverse and support the University Mission as articulated Learning Inclusive Early Childhood by St. Vincent de Paul and carried out through EDU 7114 Early Childhood Associate Education* academic rigor and service to the community. Teaching EDU 7124 Literature in Early Childhood At the present time at the Queens cam- EDU 7122 Programs in Early Childhood Education pus, the department offers five graduate pro- Education: Play, Social EDU 7126 Observing and Recording the grams including Literacy, Counseling, Special Learning in Early Childhood Behavior of Young Children* Education, TESOL and Bilingual Education. Environments* EDU 7127 School, Family and Within the Literacy program, there are Ph.D. Community Partnerships and three graduate level programs and course- work in teaching literacy from birth through 104 stjohns.edu/graduatebulletin 105 12th grade. TESOL (plus a bilingual extension a Bilingual Extension and Clinical Mental permanent certification also requires two years course sequence of 15 credits which can be Health Counseling. In addition, there is an of full-time paid employment as a School added onto most base certificates); teaching Advanced Certificate offered in the area of Counselor or as a Bilingual School Counselor, students with disabilities, childhood and School Counseling and Clinical Mental Health as appropriate. However, both programs allow adolescence (special education); Also a 48-cred- Counseling. students to obtain provisional certification it Childhood and Childhood Special Education Students in each masters program are upon the completion of thirty credits of speci- (internship) program and a 48-credit Childhood required to pass the Counselor Preparation fied course work, that includes the practicum Education and TESOL program are offered for Comprehensive Examination (CPCE) given by in School Counseling or Bilingual School those eligible candidates lacking initial teacher the Center for Credentialing & Education. Counseling. The Master’s in School Counseling certification. There are also three 48-credit dual The three master’s degree programs have requires the completion of twelve credits of masters programs in Literacy B-6/TESOL K-12, been designed to meet the national standards core counseling courses, 33 credits of spe- Literacy 5-12/TESOL K-12 and Literacy B-6/ specified by the Council on Accreditation of cialization courses and three credits in Special Teaching Children with Disabilities (Childhood). Counseling and Related Educational Programs Education. The Bilingual Extension requires the The School Counseling and School (CACREP), as well as, the requirements of the completion of 12 credits of core courses and Counseling with Bilingual Extension Programs New York State Department of Education and 36 credits of specialization courses. Students are both 48 credits. The Clinical Mental Health Office of Professions. The School Counseling seeking Professional School Counselor certi- Counseling program is 60 credits. and Clinical Mental Health Counseling fication in states other than New York State At present, two new degree programs programs are fully accredited by CACREP. should become informed regarding certification are now offered on Queens and Staten Island requirements in those states and meet with campuses with some coursework offered on Some of the required and elective courses are their advisors to plan accordingly. Students Oakdale and Manhattan campuses: Teaching also offered online. in New York State must attend two seminars Students with Disabilities 7-12 Generalist for (Child Abuse and Violence Prevention), as well high school teachers and Teaching Students School Counseling Programs as, be fingerprinted before applying for provi- with Disabilities Childhood - Online Masters The School Counseling programs require sional or permanent certification in New York. Degree for elementary teachers. Both 33 credit 48-credit hours for the master’s level including Admission requirements: degree programs are available for those courses in a core body of knowledge, in the with initial certification in elementary or unique area of specialization, and appropri- 1. A baccalaureate degree from an accredited THE SCHOOL OF EDUCATION adolescence. ate field-based clinical experiences. The core college or university with undergraduate At the Staten Island campus, the depart- courses focus on developing competencies in scholastic achievement indicating reason- ment offers graduate level programs and four areas: professional orientation, helping able assurance of success in work for an coursework in Teaching Literacy at levels relationships, group methods and assessment. advanced degree. Normally this will be a B-6 and in grades 5-12 and B-12; Advanced The specialization courses focus on developing “B” (3.0) both in the general average and in Certificates in Teaching Literacy, B-6; 5-12 and competencies in human growth and the major field. Literacy Leadership; a career change program development, cultural foundations, career 2. A minimum of 18 credits in the behavioral in Childhood and Childhood Special Education development, research, consultation and and social sciences and/or professional edu- (internship); Teaching Children with Disabilities: evaluation, developmental school counseling, cation courses. Students who do not fully Childhood and Adolescent; Clinical Mental and organizing and administering compre- meet this requirement will need to make up Health Counseling; and School Counseling. hensive counseling programs in schools. The deficit credits by completing course work At the Oakdale, Long Island location, field-based clinical experiences include both a in those areas, before beginning their third special graduate level programs and course- one-semester practicum and a two-semester semester of study. These deficit credits are in work are offered in Literacy, TESOL, Bilingual internship in school settings. The field-based addition to the usual program requirements. Education and Teaching Students with courses focus on integrating theoretical and 3. Two letters of recommendation from college Disabilities, Childhood and Adolescent. A practical knowledge in order to effectively instructors or field supervisors. 15-credit bilingual course sequence, which deliver professional counseling services to stu- 4. An interview with counseling faculty. may be added to most base teaching certifi- dents, and their families and school personnel 5. The interest, ability and personality to func- cates, is offered as well.Coursework in Literacy, in K–12 settings. tion successfully in the field of counseling. TESOL and Special Education is offered on the 6. In addition to the above, applicants to the Manhattan campus. Some of the department’s The School Counseling Programs bilingual school counseling program must course offerings may be taken online. “D” indi- are Fully Accredited by The demonstrate language proficiency in both cates those courses that are offered through Council for the Accreditation of English and the target language by passing online learning. the New York State Bilingual Assessment Counseling and Related Education (BEA) that is administered by the New York Counselor Education Program Programs (CACREP) State Education Department. The BEA is Master’s Degree The program in School Counseling is designed required of candidates seeking a bilingual The programs in counselor education provide to prepare students to counsel children and extension to a certificate. opportunities for graduate students to prepare youth in traditional and alternative programs themselves for counseling and leadership posi- in public and private elementary and second- tions in counseling in a variety of settings. The ary schools. The Bilingual Extension is intended programs provide an integrated approach to for students fluent in English and a second theory and practice and aim at meeting the language who want to counsel culturally and professional educational needs of both full-time linguistically different youth in a variety of mul- and part-time students in the urban and subur- tiethnic/multicultural school settings. ban environments that the University serves. Both programs meet the academic Counselor education programs of requirements in New York State for permanent study are available at the master’s degree certification for Professional School Counselor level in three different specialization areas: and for Professional School Counselor with School Counseling, School Counseling with bilingual extension, respectively. In both cases,

stjohns.edu/graduatebulletin 105 Programs of Study in School Advanced Certificate in Admission requirements: Counseling and Bilingual School Counseling 1. A baccalaureate degree from an accredited Extension college or university with undergraduate Admission Requirements: scholastic achievement indicating reason- The School Counseling programs are accred- In order to be eligible for the Advanced able assurance of success in work for an ited by the Council for Accreditation of Certificate in School Counseling, applicants advanced degree. Normally this will be a Counseling and Related Educational Programs must have successfully completed a master’s “B” (3.0) both in the general average and in (CACREP). All master’s degree programs degree in school counseling or its equivalent. the major field. require the completion of 48 credit hours that Applicants should have a minimum of a 3.2 2. A minimum of 18 credits in psychology include three field based courses (1 practicum grade point average in graduate coursework including courses in statistics and research. and 2 internships) and the successful comple- and must submit two letters of recommenda- Students who do not fully meet these tion of the required national examination. tion with their application. An interview with requirements will need to make up deficit All students in all programs must meet counseling faculty is also required. credits by completing course work in those with their assigned program advisor before areas before beginning their third semester beginning course work to identify program Program of Study: of study. These deficit credits are in addition requirements and complete program advise- Students who have completed a master’s to the usual program requirements. ment forms. School counseling students degree in counseling have the opportunity to 3. Two letters of recommendation from college are expected to join the American School earn the Advanced Certificate in school coun- instructors or field supervisors. Counseling Association and with that mem- seling. The program is designed to provide 4. An interview with counseling faculty. bership they will obtain the liability insurance additional professional preparation for these 5. The interest, ability and personality to func- required for the duration of their studies. individuals. Candidates will have their creden- tion successfully in the field of counseling. Core Courses (12 credits) tials evaluated by program faculty to determine which courses should be taken. The total Program of study: 6122 Orientation to School Counseling number of credits required for the Advanced The master’s degree program requires the 6205 Group Dynamics Certificate is a minimum of 60 credits including completion of a 60-credit hour program and 6262 Assessment in Counseling the master’s degree. the successful completion of the required CPCE 6264 Counseling Skills and Techniques Exam. Since programs of study are designed School Counseling Program Clinical Mental Health Counseling to meet the unique needs of every student, Specialization Courses (36 credits) Program students must meet with their assigned pro- gram advisor before beginning course work to 6206 Psychosocial Development Across The CACREP accredited Clinical Mental Health identify program requirements and complete the Lifespan Counseling Program is designed to prepare program advisement forms. Counseling stu- 6207 Developmental Counseling students to become professionals trained in dents are required to join the American Mental 6208 Counseling and Personality Theories counseling and psychotherapy to evaluate Health Counseling Association, and with that 6301 Career Development and treat individuals, couples and families membership they will attain the liability insur- 6305 Practicum in School Counseling with mental and emotional disorders, as well ance required for the duration of their studies.. 6307 Research in Counseling as other behavioral challenges. Mental health Typical 60-semester hour programs are indi- 6530 Multicultural Counseling counselors work in private practice, group and/ cated below: 6590 Internship in School Counseling I or organized settings. The program has been 6591 Internship in School Counseling II approved by the New York State Education Core Courses (48 credits) 6595 Organization and Administration of Department as license qualifying. As a license EDU 6121 Orientation to Mental Health Pupil Personnel Services qualifying program, the master’s degree fulfills Counseling 6650 Consultation and Evaluation in the educational requirement for licensure. EDU 6205 Group Dynamics Schools There are two additional requirements that EDU 6206 Psychosocial Development 9711 Education and Accommodating must be fulfilled before individuals can obtain Across the Lifespan Needs of Individuals with the license as a mental health counselor. They EDU 6208 Counseling and Personality Exceptionalities, K-12 must complete a minimum of three thousand Theory School Counseling with Bilingual hours of post-masters supervised experience EDU 6262 Assessment in Counseling relevant to the practice of mental health coun- EDU 6264 Counseling Skills and Extension (36 credits) seling and pass a State examination. Additional Techniques 6206 Psychosocial Development Across information can be found on this website: EDU 6270 Case Conceptualization, the Lifespan http://www.op.nysed.gov/prof/mphclic.htm Treatment Planning and 6207 Developmental Counseling The Clinical Mental Health Counseling Psychopharmacology 6208 Counseling and Personality Theories program requires 60 credit hours for the mas- EDU 6301 Career Development 6301 Career Development ter’s degree consisting of 48 credits of core EDU 6307 Research in Counseling 6306 Bilingual Practicum in School knowledge, 9 credits of field-based experience EDU 6651 Foundations of Mental Health Counseling courses (1 practicum and 2 internships), and 3 Counseling and Consultation 6307 Research in Counseling credits of elective coursework. Students who EDU 726 Psychopathology I 6530 Multicultural Counseling are seeking licensure in New York State are EDU 727 Psychopathology II 6592 Internship in Bilingual School also required to complete coursework or train- EDU 636 Objective Personality Counseling I ing in the identification and reporting of child Assessment 6593 Internship in Bilingual School abuse. Such training is offered by a New York EDU 6364 Counseling the Substance Counseling II State approved provider. Abuser 6595 Organization and Administration of EDU 6424 Case Studies and Community Pupil Personnel Services Resources 6650 Consultation and Evaluation EDU 6530 Multicultural Counseling 9001 Foundations of Bilingual and Second Language Education 106 Field work Courses (9 credits) Semester One must be passed to obtain NYS certification in EDU 6310 Practicum in Clinical Mental 6121 Orientation to Mental Health Literacy. This program will be offered on the Health Counseling Counseling Queens, Staten Island, Oakdale and Manhattan EDU 6311 Internship in Clinical Mental 6651 Foundations of Mental Health sites. Literacy courses (6 credits) taken as part Health Counseling I Counseling of a previously earned career change Master’s EDU 6312 Internship in Clinical Mental in Education may be counted for this Advanced Health Counseling II Semester Two Certificate. There is also a 15-credit Advanced 6270 Case Conceptualization, Treatment Certificate in Literacy Leadership which can be Elective Courses (3 credits) Planning, and Psychopharmacology added to a Master’s in Literacy. Courses in the Students in the Clinical Mental Health 726 Psychopathology Across the Lifespan I Advanced Certificate in Literacy Leadership may Counseling program may select 3 credits in be applied to the Ph.D. program in Literacy. elective courses related to the student’s needs, Semester Three This advanced certificate prepares literacy interests, and career goals. The specific courses 6424 Case Studies and Community coaches for leadership positions. must be approved by the student’s advisor. Resources Courses may be selected from within the coun- 6311 Internship I Program of Study: seling program or from the psychology depart- Advanced Certificate in Literacy B–6 Semester Four ment. The elective courses from within the (21 Credits) 6364 Counseling the Substance Abuser counseling program include: EDU 3200 Language Acquisition and 6312 Internship II EDU 6125 Brief Counseling of Children Literacy Development and Adolescents for General Education EDU 6211 Crisis Prevention and Literacy Programs and English Language Intervention Learners (ELL) K-12* The department offers a Ph.D. in Literacy and EDU 6314 Counseling and Special EDU 3210 Research and Practice of three Master’s level graduate programs with Education Teaching Writing /English specialization in the teaching of literacy. These EDU 6610 Spiritual Issues in Counseling Language Arts in General graduate programs lead to initial or profes- and Psychotherapy and Inclusive Education, B–6 THE SCHOOL OF EDUCATION sional certification in Teaching Literacy, Birth OR through Grade 6; Teaching Literacy, Grades 5 A sample of elective courses from within the EDU 3264 Teaching Literacy through through 12; or Teaching Literacy, Birth through psychology program include: Literature, B–6 Grade 12. EDU 631 Psychoanalytic Psychotherapy AND The department also offers: a dual EDU 749  Behavior Therapy EDU 3220 Approaches, Materials, and master’s degree in Literacy B-6/Special EDU 760 Marital and Family Therapy Performance Evaluation Education: Childhood and Literacy B-6 and EDU 850 Cognitive Psychotherapy in Literacy and English 5-12/Teaching English to Speakers of Other Language Arts Development, Languages (T.E.S.O.L.) K-12, each 48 credits K-12* and three advanced certificates in literacy. Advanced Certificate in Clinical EDU 3230 Diagnosis and Case Study Completion of these programs qualifies Mental Health Counseling Analysis of Literacy students for New York State initial or profes- Performance* (Prereq., 3220 The Advanced Certificate in Clinical Mental sional certification in the literacy certifying and 3270) Health Counseling was designed to enable areas, provided they have met prerequisite EDU 3270 Theories of and Strategies for candidates who hold a master’s degree in requirements; they have successfully completed Teaching Literacy and English counseling in an area other than mental all State mandated external tests, training mod- Language Arts in the health counseling to fulfill the educational ules and field experiences, and they have met Content Areas* requirement for licensure in New York State. citizenship requirements. EDU 3240 Case Study and Instructional Applicants should have a minimum GPA of 3.5 Strategies for Diverse in graduate coursework and must submit two Requirements for the Advanced Certificate Learners* (Prereq. 3230) letters of recommendation with their applica- in Literacy B–6 or 5–12 (21 credits) EDU 3250 Practicum and Seminar in tion. An interview with counseling faculty is Must possess a Master’s Degree in Education Literacy Instruction B–6 also required. and initial certification. Must maintain a “B” 50 hours (Prereq. 3230 (3.0) average in all course work. Must com- Program of Study: and 3240) . plete 50 hour practicum. Must pass Content *Field Experience Courses The program is designed to provide the addi- Specialty Test in Literacy to obtain State tional preparation necessary to fulfill the edu- Certification. Advanced Certificate in Literacy 5–12 cational requirement for licensure. Candidates (21 credits) will have their credentials evaluated by pro- Description: EDU 3200 Language Acquisition and gram faculty to determine whether any addi- The Advanced Certificate in Literacy Programs, Literacy Development for tional courses needed to be taken to meet the B–6 or 5–12 requires 21 credits of literacy General Education and State’s requirements. The Advanced Certificate courses. This certificate enables the initially English Language Learners requires a minimum of 24 credits outlined certified teacher to acquire the skills to teach (ELLs) K-12* below. The total number of credits required reading, writing, and related language arts to EDU 3215 Research and Practice of by the State for licensure is a minimum of students from early childhood to high school Teaching Writing /English 60 credits including the master’s degree. The levels. In addition, the student will acquire Language Arts in General Advanced Certificate is designed to be com- skills to become a reading specialist capable and Inclusive Education , 5–12 pleted in two years. of assessing reading and writing ability and OR providing instruction to help children and EDU 3265 Teaching Literacy through adolescents with literacy-related problems. Literature, 5–12 The Content Specialty Exam (CST in Literacy) AND

stjohns.edu/graduatebulletin 107 EDU 3220 Approaches, Materials, and the program requirements but whose GPAs ing children to overcome their special literacy Performance Evaluation in fall below 3.0 in their initial certified area, problems. A comprehensive exam requirement Literacy & English Language will be reviewed by a committee of desig- occurs at the end of the full program. It must Arts Development, K-12* nated faculty members to assess applicants’ be taken and passed during the last year of EDU 3230 Diagnosis and Case potential to successfully complete the pro- coursework provided that all core courses Study Analysis of Literacy gram. In such cases the committee may also have been successfully completed and with Performance* (Prereq. 3220 request an interview with the candidate. the approval of the student’s advisor. Students and 3270) Upon committee recommendation, those must also pass the CST in Literacy to qualify for EDU 3270 Theories of and Strategies applicants will be accepted conditionally New York State certification. Full programs are for Teaching Literacy and with the proviso that they achieve at least offered at the Queens, Staten Island campuses English Language Arts in the a 3.0 (B or better) in each of their first four and coursework is offered at the Manhattan Content Areas* program courses. and Oakdale sites EDU 3240 Case Study and The following courses comprise the mas- Admission Requirements for Ph.D. Degree Instructional Strategies for ter’s program in literacy leading to initial or Diverse Learners* in Literacy professional certification in Teaching Literacy, B–6: (Prereq. 3230) Applicants seeking admission to the doctoral EDU 3255 Practicum and Seminar in program (Ph.D.) must submit evidence of their General Core: (6 credits) Literacy Instruction, 5-12 ability to pursue advanced graduate study: EDU 9711 Education and Accommodating (50 hours), (Prereq. 3230 A master’s degree in an education field Needs of Individuals with and 3240) . from an accredited college or university is Exceptionalities, K-12* *Field Experience Courses required. Graduate scholastic achievement EDU 7266 Technology for Teaching must be such as to give reasonable assurance Literacy Applications in Regular Advanced Certificate: Literacy Leadership of success in work for an advanced degree. and Special Education Settings Coach Normally this will be a 3.2 GPA or better in (for students with limited tech- (15 credits) Must be attached to Literacy prior graduate work. nology background) Master’s degree OR EDU 3283 Research and Strategies in Application Process: EDU 7666 Advanced Technology in Literacy Leadership Education (Prereq. Permission of 1) Submit a complete application to the Office instructor) EDU 3285 Research Perspectives in of Graduate Admission for the School of Literacy Education. Supporting documents include: EDU 9004 Content Area Instruction Literacy Methodology Core: (18 credits) a. Official transcripts of all previous course EDU 3200 Language Acquisition and to Linguistically/Culturally work (undergraduate and graduate) that Diverse Learners* Literacy Development for document a minimum GPA of 3.2 in a General Education and English EDU 9716 Curriculum and Instructional master’s level program, Design for Teaching Language Learners (ELL) K-12* b. A statement of goals for doctoral study, EDU 3210 Research and Practice of Literacy to Individuals with c. A professional resume or curriculum vitae, Exceptionalities: Childhood* Teaching Writing/English d. Documentation of full-time teaching Language Arts in General and EDU 5650 School Based Data Analysis experience, Inclusive Education, B–6 e. A score at or above the 50th percentile EDU 3220 Approaches, Materials, and Courses can be applied to the Ph. D. program on the Miller Analogies Test (MAT), or in Literacy Performance Evaluation in f. A score of at least 4 on the Analytical Literacy and English Language *Field Experience Courses Writing section of the Graduate Record Arts Development, K-12* Examination (GRE). (You need not take EDU 3264 Teaching Literacy through the other sections of the GRE). Admission Requirements for M.S.Ed. Literature, B–6 Degree Programs 2) A successful interview with members of the EDU 3270 Theories of and Strategies for 1. A baccalaureate degree from an accredited Literacy core faculty and the department Teaching Literacy and English college or university. Undergraduate scho- chairperson. Language Arts in the lastic achievement must be such as to give Notification of the decision will be sent by Content Areas* reasonable assurance of success in work for mail. If accepted, the student will be assigned EDU 3283 Research and Strategies in an advanced degree, normally, a “B,” both an advisor who will assist in developing a Literacy Leadership in general average and in the major field. program of study. Literacy Specialist Core (in sequence) 2. The teaching literacy programs service stu- (9 credits) dents who already hold initial certification in Programs of Study EDU 3230 Diagnosis and Case Study either childhood education, early childhood Analysis of Literacy education, adolescence education, teaching Teaching Literacy, Birth–Grade 6 Performance* students with disabilities, teaching students (Prereq 3220 and 3270) who are deaf or hard of hearing, teaching The Master of Science in Education program with a specialization in the Teaching of EDU 3240 Case Study and Instructional students who are blind or visually impaired, Strategies for Diverse Learners* teaching students with speech and language Literacy, B-6 is a 33-credit program. This pro- gram enhances the initially certified teacher’s (Prereq. EDU 3230) disabilities, teaching English to speakers of EDU 3250 Practicum and Seminar in other languages and library media special- ability to teach reading and the related language arts to students at the early child- Literacy Instruction, B-6 (50 ists. Candidates seeking admission shall hours) (Prereq. 3230 and 3240). normally have achieved a B average, or 3.0 hood, elementary and middle school levels. or better cumulative grade point average in In addition, the program enables prospective These courses can be substituted with permis- the program leading to the degree of their and practicing teachers to acquire and develop sion of an advisor or can be taken after the existing initial certificate. the skills they will need to become reading degree is conferred toward additional profes- 3. Applications of those individuals who meet specialists capable of diagnosing and assist- sional development. 108 EDU 3241 Multi-Sensory Approach to EDU 3265 Teaching Literacy through OR Language Learning and Phonics Literature, grades 5–12, in EDU 7267 Technology for Literacy-Based Instruction-Part I* General and Inclusive Settings Applications in Content Area EDU 3242 Multi-Sensory Approach to EDU 3270 Theories of and Strategies for Learning in Regular and Special Language Learning and Phonics Teaching Literacy and English Education Settings Instruction-Part II* Language Arts in the Content OR Areas* EDU 7666 Advanced Technology in Teaching Literacy, Grades 5–12 EDU 3283 Research and Strategies in Education, (Prereq.: Permission The Master of Science in Education program Literacy Leadership of instructor) with a specialization in the Teaching of Literacy, Literacy Specialist Core: 9 credits Grades 5–12, is a 33-credit program. This Literacy Methodology Core (24 credits) program allows the initially certified teacher to EDU 3230 Diagnosis and Case EDU 3200 Language Acquisition and teach reading, writing and the related language Study Analysis of Literacy Literacy Development for arts to students at the middle school, junior Performance* (Prereq. 3220 General Education and high and high school levels. In addition, the or 3270) English Language Learners program enables prospective and practicing EDU 3240 Case Study and Instructional (ELL) K-12* teachers to acquire and develop the skills they Strategies for Diverse EDU 3217 Research and Practice of need to become reading specialists, capable of Learners* (Prereq. 3230) Teaching Writing/English diagnosing and assisting youngsters and youth EDU 3255 Practicum and Seminar in Language Arts in General in overcoming their literacy-related problems. Literacy Instruction, 5-12 Inclusion Education, B–12 A comprehensive exam requirement occurs at (50 hours) (Prereq. 3230 EDU 3220 Approaches, Materials, and the end of the program. It must be taken and and 3240) Performance Evaluation in passed during the last year of coursework pro- Literacy and English Language vided that all core courses have been success- These courses can be substituted with per- Arts Development, K-12* fully completed and with the approval of the mission of an advisor or can be taken after EDU 3241 Multi-Sensory Approach to student’s advisor. If a student fails the exam, the degree is conferred toward additional professional development Language Learning and Phonics he/she must take it in the following semes- THE SCHOOL OF EDUCATION Instruction-Part I* ter. Students may only take the exam twice. EDU 3241 Multi-sensory Approach EDU 3242 Multi-sensory Approach to Students must also pass the CST in Literacy to Language Learning and Language Learning and Phonics to obtain NY State certification. Full programs Phonics Instruction, Part I* Instruction, Part II* are offered at the Queens, Staten Island, and EDU 3242 Multi-sensory Approach EDU 3270 Theories of and Strategies for Oakdale campuses; coursework is offered at to Language Learning and Teaching Literacy and English the Manhattan campus. Phonics Instruction, Part II* Language Arts in the Content The following courses comprise the Master’s *Field Experience Courses Areas* program in literacy leading to initial or profes- EDU 3268 Teaching Literacy through sional certification in Teaching Literacy, 5-12. Teaching Literacy, Birth through Grade 12 Literature, B–12 The Master of Science in Education program General Core: (6 Credits) with a specialization in the teaching of Literacy, EDU 3283 Research and Strategies in Literacy Leadership EDU 9711 Education and Birth through Grade 12 is a 42-credit program Accommodating Needs leading to initial and professional New York Literacy Specialist Core (in sequence): of Individuals with State Teacher Certification. This program (12 credits) enhances the initially certified teacher’s ability Exceptionalities, K-12* EDU 3230 Diagnosis and Case to teach reading and the related language arts. EDU 7267 Technology for Literary-Based Study Analysis of Literacy In addition, the program enables prospective Applications in Content Area Performance* (Prereq. and practicing teachers to acquire and develop Learning in Regular and EDU 3220 or 3270) the skills they will need to become literacy Special Education Settings EDU 3240 Case Study and Instructional coaches and reading specialists capable of OR Strategies for Diverse Learners* diagnosing and assisting children in overcom- EDU 7666 Advanced Technology in (Prereq. EDU 3230) ing their special literacy problems. A compre- Education (for students with EDU 3250 Practicum and Seminar in hensive exam requirement occurs at the end prior education technology Literacy Instruction, B-6 (50 of the program. It must be taken and passed course) hours) (Prereq. 3230 and during the last year of coursework provided 3240). Literacy Methodology: 18 credits that all core courses have been successfully EDU 3255 Practicum and Seminar in EDU 3200 Language Acquisition and completed and with the approval of the stu- Literacy Instruction, 5-12 Literacy Development for dent’s advisor. Students must also pass the CST (50 hours) (Prereq. EDU 3230) . General Education and in Literacy to obtain NY State certification. Full English Language Learners programs are offered at the Queens and Staten (ELL) K-12* Island campuses with courses offered at the *Field Experience Courses EDU 3215 Research and Practice of Oakdale site. Teaching Writing /English ORTON CERTIFICATION OPTION Language Arts in General and General Core: (6 Credits) If you wish to receive certification from The Inclusive Education, 5–12 EDU 9711 Educational and Accommodating Orton Academy, you must take both EDU EDU 3220 Approaches, Materials, and Needs of Individual with 3241 and EDU 3242 plus 100 hours of applied Performance Evaluation Exceptionalities, K-12* instruction which incorporates the strategies of in Literacy and English EDU 7266 Technology for Teaching the Orton Academy. Language Arts Development, Literacy Applications in Regular K-12* and Special Education Settings *Field Experience Courses (for students with limited technology background) stjohns.edu/graduatebulletin 109 Admission and Program Requirements for EDU 3220 Approaches, Materials, and Teaching Literacy 5–12 and Teaching Literacy-Field Change Performance Evaluation in English to Speakers of Other Languages Students with teaching certificates in other Literacy and English Language (48 credits) licensing areas may apply for one of the Arts Development, K-12* This program will provide Master’s Degree literacy field change programs. EDU 3230 Diagnosis and Case candidates with dual certification in Literacy 1. A master’s degree in education or a func- Study Analysis of Literacy 5–12 and Teaching English to Speakers of tionally related area, with scholastic achieve- Performance* (Prereq. 3220 Other Languages (T.E.S.O.L) K–12. It will give ment at a level to give reasonable assurance and 3270) teachers the opportunity to enrich their class- of success in work for an advanced degree. EDU 3240 Case Study and Instructional room pedagogy with specialization in literacy Normally, this will be a “B” average. Strategies for Diverse Learners* instruction and instruction for the English 2. New York State initial teaching certification (Pre-req. EDU 3230) Language Learners. A comprehensive exam as specified in Admission Requirements for EDU 3264 Teaching Literacy through in both Literacy and TESOL occurs separately Degree Programs (2). Literature, B-6 at the end of each portion of the program. 3. Coursework as outlined in the B–6, 5–12, or EDU 3270 Theories of and Strategies for Comprehensive exams must be taken and B–12 degree programs is required. If some Teaching Literacy and English passed during the last year of coursework pro- literacy coursework was completed in an Language Arts in the Content vided that all core courses have been success- M.S. degree program, electives may be Areas* fully completed and with the approval of the substituted in consultation with the OR student’s advisor. Students will be eligible for student’s program advisor. EDU 3283 Research and Strategies in certification in Literacy 5–12 and TESOL K–12 4. A comprehensive examination completed Literacy Leadership at program completion and after passing the in other M.S. programs satisfy program TESOL Core (18 credits) CST-exams in Literacy and TESOL. requirements. EDU 9001 Foundations Bilingual, General Core: (6 credits) Teaching Literacy B–6 and Teaching Multicultural and Second English to Speakers of Other Languages Language Education EDU 9711 Education and Accommodating (TESOL) K–12 (48 credits) EDU 9003 Literacy Development for the Needs of Individuals with Exceptionalities, K-12* This program will provide Master’s Degree First and Second Language EDU 7266 Technology Literacy Based candidates with dual certification in Literacy Learners* Applications in Content Area B–6 and Teaching English to Speakers of Other OR Learning in Regular and Special Languages (TESOL) K–12. It will give teachers EDU 3200 Language Acquisition and Education Settings the opportunity to enrich their classroom peda- Literacy Development for OR gogy with specialization in literacy instruction General Education and English EDU 7666 Developing Curriculum and instruction for the English Language Language Learners (ELLs), K-12* Materials for the Web ( for Learners. A comprehensive exam in both EDU 9004 Content Area Instruction for students with more technology Literacy and TESOL occurs separately at Linguistically/Culturally Diverse background) the end of each portion of the program. Learners* Comprehensive exams must be taken and EDU 9006 Human Development in Literacy Core: (21 credits) Cross-cultural Perspective passed during the last year of coursework EDU 3215 Research and Practice of EDU 9010 Linguistics for Teachers of provided that all core courses have been suc- Teaching Writing/English English Language (ELL) and cessfully completed and with the approval of Language Arts in General Exceptional Learners* the student’s advisor. Teaching Literacy B-6 Inclusion Education, 5-12 OR and Teaching English to Speakers of Other EDU 3220 Approaches, Materials, and EDU 9015 Structure of the English Languages (TESOL) K-12 (48 credits). Students Performance Evaluation in Language will be eligible for certification in Literacy B–6 Literacy and English Language EDU 9012 Methods of Language and and TESOL K–12 at program completion and Arts Development, K-12* Academic Assessment of ELLS after passing the CST-exams in Literacy and EDU 3230 Diagnosis and Case and Exceptional Learners* TESOL. Study Analysis of Literacy Capstone Courses: Program Completion Performance* (Prereq. EDU General Core: (6 credits) (6 credits) 3220 and 3270) EDU 3240 Case Study and Instructional EDU 9711 Education and Accommodating EDU 3250 Practicum and Seminar in Strategies for Diverse Learners* Needs of Individuals with Literacy Instruction, B–6 (Prereq. EDU 3230) Exceptionalities, K-12* (50 hours) (Prereq. EDU 3230 EDU 3265 Teaching Literacy through EDU 7266 Technology for Teaching and 3240) . Literature, 5-12 Literacy Applications in Regular Clinical Setting EDU 3270 Theories of and Strategies for and Special Education Settings Teaching Literacy and English (For students with limited tech- EDU 9014 Practicum and Seminar in Language Arts in the Content nology background) TESOL (100 hours) Areas* OR TESOL students must have 12 credits in a lan- EDU 3283 Research and Strategies in EDU 7666 Advanced Technology in guage other than English prior to admission or Literacy Leadership Education completion of program. (TESOL) K–12.

*Field Experience Courses TESOL Core (18 credits) Literacy Core: (18 credits) EDU 9001 Foundations Bilingual, EDU 3210 Research and Practice of Multicultural and Second Teaching Writing/English Language Education Language Arts in General Inclusion Education, B–6 110 EDU 9003 Literacy Development for the EDU 3210 Research and Practice of Ph.D. in Literacy: Program of Study First and Second Language Teaching Writing/English The Doctor of Philosophy (Ph.D.) program Learners* Language Arts in General in Literacy focusing on Diverse and At Risk OR Inclusion Education, B–6 Learners prepares professionals for these role EDU 3200 Language Acquisition and EDU 3220 Approaches, Materials, and options: Literacy Development for Performance Evaluation in Teacher Educator (College or University General Education and English Literacy and English Language Faculty for Teacher Preparation, Research and Language Learners (ELLs), Arts Development, K-12* Service) K-12* EDU 3230 Diagnosis and Case School Literacy Specialist (Reading or EDU 9006 Human Development in Study Analysis of Literacy Writing Specialist or Literacy Coach Developing Cross-cultural Perspective Performance (Prereq. EDU Literacy for All Learners) EDU 9010 Linguistics for Teachers of 3220 and 3270) Literacy Leader Advocate (Agency, English Language (ELL) and EDU 3240 Case Study and Instructional Community, or School District Curriculum Exceptional Learners* Strategies for Diverse Learners Specialist–Developing, Organizing and OR (Prereq. 3230) Supervising Literacy Programs) EDU 9015 Structure of the English EDU 3264 Teaching Literacy through The Ph.D. program was approved by Language Literature, B–6 the New York State Education Department in EDU 9012 Methods of Language and EDU 3270 Theories of and Strategies for January 2008. Academic Assessment of ELLS Teaching Literacy and English Students holding a master’s degree or and Exceptional Learners* Language Arts in the Content certificate in literacy and/or New York State Areas* certification in literacy may proceed to doctoral Capstone Courses: Program Completion OR (6 credits) level course work. Those with background in EDU 3283 Research and Strategies in other educational disciplines will need to take EDU 3255 Practicum and Seminar in Literacy Leadership prerequisite literacy courses at the master’s Literacy Instruction, 5–12 (50 level in conjunction with doctoral level Hours) (Prereq. EDU 3230 and Special Education Core (18 credits) course work. 3240) . EDU 9707 Curriculum Adaptation and THE SCHOOL OF EDUCATION Students take a minimum of two evening EDU 9014 Practicum and Seminar in Modification Planning for courses a semester (fall, spring, summer) as TESOL (100 hours) Exceptional Students: a cohort while maintaining their professional TESOL students must have 12 credits in a lan- Childhood* positions during the day. Course work is com- guage other than English prior to admission or EDU 9711 Education and pleted in three years leaving the fourth year completion of program. Accommodating Needs and beyond for the dissertation. of Individuals with *Field Experience Courses Exceptionalities K-12* Digital Portfolio (Introduced in EDU 3281): EDU 9712 Educational Assessment Teaching Literacy B–6 and Teaching of Individuals with A portfolio system is used to ensure success- Children with Disabilities (48 credits) Exceptionalities* ful completion of the program. It includes This program will provide Master’s degree EDU 3241 Multi-sensory Approach to lan- Comprehensive Examination through Domain candidates with dual certification in Literacy guage Learning and Phonics Essays. Artifacts for Expertise, Professionalism, B-6 and Teaching Children with Disabilities. Instruction – Part I* Scholarship, Teaching, and Service. Doctoral A comprehensive exam in both Literacy and OR faculty evaluates the portfolio annually. TESOL occurs separately at the end of each EDU 9718 Curriculum and Instructional Doctoral Course Work (42 Credits) portion of the program. Comprehensive exams Design for Individuals with must be taken and passed during the last year Exceptionalities: Math, Literacy Doctoral Courses (18 credits) of coursework provided that all core courses Science, Social Studies – EDU 3281 Foundations of Literacy Inquiry have been successfully completed and with the Childhood* and Professionalism approval of the student’s advisor. EDU 9719 Principles of Applied Behavior EDU 3282 Models and Processes of Reading Technology Core: (3 credits.) Analysis and Positive and Writing Acquisition and Behavioral Supports, K–12* Development EDU 7266 Technology for Teaching EDU 3285 Research Perspectives in Literacy Capstone Courses: Program Completion Literacy Applications in EDU 3290 Analysis of Current Topics in (6 credits) Regular and Special Education Literacy Settings (for students with EDU 3250 Practicum and Seminar in EDU 3291 Seminar in Literacy for At Risk, limited technology back- Literacy Instruction, B–6 (50 Diverse Learners ground) hours) (Prereq. EDU 3230 and EDU 3292 Dissertation Seminar OR 3240) EDU 3293 Dissertation Seminar Continued EDU 7267 Technology for Literacy-Based (Requires continuous enrollment Clinical Setting Applications in Content Area until completion of dissertation.) Learning in Regular and EDU 9702 Practicum in Special Special Education Settings Education-Childhood Final Research Methodology Courses (15 credits): Semester (150 hours: Special EDU 5655 Educational Research and Data Literacy Methodology Core: (21 credits) Education School Clinical Analysis I EDU 3200 Language Acquisition and Setting) EDU 7211 Educational Research and Data Literacy Development for *Field Experience Courses Analysis II General Education and EDU 7800 Multivariate Data Analysis English Language Learners EDU 7900 Qualitative Research: (ELL) K-12* Methodology and Analysis

stjohns.edu/graduatebulletin 111 EDU 7901 Educational Research and Data some coursework available on the Manhattan interview with program faculty prior to Analysis III and Oakdale campuses. Students enrolled in admittance to determine if they meet rudi- the 48-credit program on Staten Island may mentary computer proficiency requirements, Cognate Studies Courses (9 credits) need to take courses at the Queens campus or such as Internet experience, logging on, cut- To address the research focus, the advisor online. ting and pasting text using word processing and doctoral student choose: Education, The Special Education Program for teach- software and attaching documents as e-mail Educational Leadership, Sociology, Psychology, ing students with disabilities at the childhood attachments. Library Science, Speech, TESOL, English. and adolescent levels are designed to foster the 5. Applicants for the Teaching Students with development of skills, attitudes, and abilities Disabilities 7-12 Generalist Masters must Doctoral Dissertation needed to identify and remediate major learn- enter with a total of twenty four credits, The doctoral student conducts an original ing and behavior disorders including autism. either at the undergraduate or graduate research study under the guidance of a faculty They also prepare teachers to instruct children levels, in the following content areas: Social mentor and dissertation committee. and youth who manifest learning and behav- Studies (6 credits); Math (6 credits); English ioral problems ranging from mild to profound, (6 credits) and Science (6 credits). Candidates Residency Requirement regardless of etiology. Attention is paid to must have received initial teaching certifica- Students may fulfill the residency requirement diagnosis, intervention, program planning and tion prior to entering the program. by a variety of means. program evaluation. Completion of the special education master’s programs qualifies students Programs of Study for New York State initial or professional certifi- Special Education cation as a teacher of students with disabilities Early Childhood and Teaching Students Programs at the childhood and adolescent levels, provided with Disabilities (Early Childhood) Master’s students have successfully completed all State Degree Program The Department of Education Specialties and mandated external tests, training modules, Counseling offers graduate level programs lead- workshops and teaching experiences. Early Childhood Education and Teaching ing to a professional state certificate valid for The 24-credit Advanced Certificates in Children with Disabilities (B-2) Field teaching students with disabilities: Teaching Childhood and Adolescence Special Education Change: (45 Credits) Students with Disabilities in Childhood (33 are offered on the Queens and Staten Island Early Childhood Core (21 Credits) credits.); Teaching Students with Disabilities campus with some coursework available on the EDU 3241 Multi-Sensory Approach to in Childhood-Online Learning; Teaching Manhattan and Oakdale sites. Please look on Language Learning and Phonics Students with Disabilities 7–12 Generalists; and the web for more information on these new Instruction-Part I* Childhood and Childhood Special Education programs. EDU 7122 Programs in Early Childhood Internship (48 credits). The 33-credit programs Education: Play, Social lead to state certification valid for teaching Admission Requirements for Master’s Learning, and Early Childhood students with disabilities at the childhood level Program in Special Education Environments* (Grades 1–6) or adolescent level (Grades 7–12). EDU 7126 Observing and Recording the 1. A baccalaureate degree from an accredited The 48-credit career change early childhood, Behavior of Young Children* college or university. Undergraduate scho- childhood and adolescent special education EDU 7127 School, Family and Community lastic achievement must be such as to give programs, offered in collaboration with the Partnerships for Early reasonable assurance of success in work for Department of Curriculum and Instruction, are Childhood Professionals. an advanced degree. Normally this will be a intended for students who have received initial EDU 7114 Early Childhood Associate “B,” both in the general average and in the certification and who wish to obtain additional Teaching (Student Teaching) major field. certification in teaching students with disabilities 2. The special education program serves stu- at the early childhood, childhood or adolescent Prereq.: Completed at least 21 credits of Early dents who have received or who have quali- level. Programs are offered at the Queens and Childhood Core and have passed all NYS fied for the New York State initial teaching Staten Island campuses. A combination TESOL/ General Education exams: ALST, EAS, CST- certificate. Students who do not possess Special Education program is offered at the Multisubject, ed TPA Oakdale location. the certificate at the time they seek admis- Elementary teachers can now enroll in sion will be accepted into the 48-credit Choose two courses (6 credits), including at the first completely online graduate degree program with the understanding that they least one field experience course. must receive this teaching certification to program in teaching children with disabilities EDU 7123 Creative Arts in be eligible for institutional endorsement for at the childhood level (Grades 1–6) recognized Linguistically/Culturally Diverse the New York State professional teaching by New York State for certification. Teachers and Inclusive Early Childhood* certification. who complete this online degree will be eli- EDU 7128 Integrated Curriculum in Early 3. Applications for those individuals who meet gible for a professional state certificate valid Childhood Settings* program requirements but whose GPAs fall for teaching students with disabilities at the EDU 7129 Mathematics and Science in below 3.0 in their initial certification area childhood level (Grades 1–6). A “D” indicates Early Childhood will be reviewed by a committee of desig- those courses that are offered online. Students EDU 7002 International Perspectives in nated faculty members to assess applicants’ have the option of enrolling in this 33-credit Early Childhood Education potential to successfully complete the pro- program online through online learning or (Travel Abroad) live on the Queens campus. In addition, the gram. In such cases the committee may also Special Education Core (24 Credits) new 33 credit 7–12 Generalist degree for high request an interview with the candidate. EDU 9716 Curriculum & Instructional school teachers is now offered on both Queens Upon committee recommendation, those Design for Teaching Literacy to and Staten Island campuses with some courses applicants will be accepted conditionally Individuals with Exceptionalities: offered on the Oakdale and Manhattan with the provision that they achieve at least Childhood* campuses. a 3.0 in each of the first four courses in the EDU 9737 Early Childhood Special The 48-credit program is offered on both program. Education* the Queens and Staten Island campuses with 4. In addition to meeting all academic prereq- uisites, prospective online students must EDU 9719 Principles of Applied Behavior 112 Analysis and Positive Behavior this Career Change Master’s program qualifies EDU 9739 Practicum in Special Supports, K-12* students for New York State initial/professional Education-Early Childhood EDU 9733 Educational Assessment of dual certification as a teacher of students in EDU 9716 Curriculum & Instructional Young Children with general education programs, birth to grade 2 Design for Teaching Exceptionalities (Prereq. and of students with disabilities at the early Literacy to Individuals with EDU 7126 and EDU 9737)* childhood level, provided students have suc- Exceptionalities: Childhood* EDU 9734 Curriculum Modifications cessfully completed all state mandated external EDU 9737 Early Childhood Special for Teaching Students with tests, training modules and teaching Education* Disabilities in Diverse Early experiences. EDU 9719 Principles of Applied Behavior Childhood Settings* Upon completion of the first half of the Analysis and Positive EDU 9736 Early Intervention and program (eight courses), meeting the liberal Behavioral Supports, K-12 Provision of Services for arts requirements as set by the Department of *Field Experience Courses Preschoolers with Special Education and successfully passing the New **Comprehensive exams must be taken and Needs (Prereq. EDU York State Teacher’s Certification Examinations, passed during the last year of coursework pro- 7126 and EDU 9737)* you may be eligible for internship certification vided that all core courses have been success- EDU 9738 Research on Issues in Early by the State Education Department and full- fully completed and with the approval of the Childhood Special Education* time employment in public and private schools student’s advisor. EDU 9739 Practicum in Special Education within New York as a salaried employee. – Early Childhood, Final Please see your advisor for specific information. The CST – Students with Disabilities must be Semester (Completed EDU Semester hour: 48 credits. passed prior to graduation 7114 all Special Education All students who do not take EDU 9711 must Coursework) (150 hours) Required courses: complete a NY State mandated 3-hour autism *Field Experience Courses Early Childhood Pedagogical Core: workshop. A Comprehensive exam must be taken and EDU 3241 Multi-sensory Approach Teaching Students with Disabilities: passed during the last year of coursework pro- to Language Learning and Childhood (33 credits.) vided that all core courses have been success- Phonics Instruction Part I * These programs leading to state certification THE SCHOOL OF EDUCATION fully completed and with the approval of the EDU 7122 Programs in Early Childhood valid for teaching students with disabilities at student’s advisor. Education: Play, Social the childhood level consist of two segments. Learning in Early Childhood The CST – Students with Disabilities must be I. Core Special Education Courses Environments* passed prior to graduation (24 credits) EDU 7123 Creative Arts in Linguistically/ All students who do not take EDU 9737 must Culturally Diverse and Inclusive EDU 9707 Curriculum Adaptation and complete a NY State mandated 3-hour autism Early Childhood Settings* Modification Planning for workshop. EDU 7126 Observing and Recording the Exceptional Students: Behavior of Young Children in Childhood* Career Change Early Childhood Settings* EDU 9711 Education and Accommodating Needs of Individuals with The Department of Curriculum and Instruction, EDU 7127 School, Family and Exceptionalities, K-12* In collaboration with the Department of Community Partnerships for EDU 9712 Educational Assessment Education Specialties and Counseling, offers a Early Childhood Professionals of Individuals with 48 credit Career Change Program leading to EDU 7128 Integrated Curriculum in Early Exceptionalities* certification in both Early Education (B-2) and Childhood* EDU 9716 Curriculum and Instructional Teaching Students with Disabilities (early child- EDU 7129 Mathematics and Science in Design for Teaching Literacy to hood). This program is intended for Early Childhood Individuals with Exceptionalities: students who have not received initial certifica- EDU 7114 Early Childhood Associate Childhood* tion in early childhood education and who wish Teaching EDU 9718 Curriculum and Instructional to obtain additional certification in teaching Completed at least 21 credits and have passed Design for Individuals with students with disabilities at the early childhood all New York State General Ed exams. EAS, Alst, CST-Multisubject, edTPA Exceptionalities: Math, level. Science,Social Studies– The program is intended for students Special Education Core: Childhood whose academic background is outside the EDU 9719 Principles of Applied Behavior field of education and who do not presently EDU 9733 Educational Assessment Analysis and Positive Behavioral hold a teaching certificate. of Young Children Supports, K–12* This program is designed to foster the with Exceptionalities* EDU 9700 Research in Collaborative development of skills, attitudes and knowledge (Prereqs EDU 7126, Partnerships and Strategic needed to teach diverse populations of young EDU 9737) Instruction for General, Special children, birth to grade 2, in general education, EDU 9734 Curriculum Modifications and Inclusive Educational early intervention, “inclusion,” and self-con- for Teaching Students with Settings: Childhood* tained special education settings. The program Disabilities in Diverse Early EDU 9702 Practicum in Special prepares teachers in methods of developmental Childhood Settings* Education – Childhood (Final assessment and of curriculum development, EDU 9736 Early Intervention and Semester) modification and implementation. It also pro- Provision of Services for EDU 3241 Multi-sensory Approach to motes skills for working with interdisciplinary Preschoolers with Special Language Learning and Phonics teams and culturally diverse families to sup- Needs* (prereqs EDU 7126, Instruction Part I * port the learning and development of children EDU 9737) EDU 3242 Multi-Sensory Approach to across the range of abilities. Completion of EDU 9738 Research on Issues in Early Language Learning and Phonics Childhood Special Education Instruction-Part II* (Capstone research project) stjohns.edu/graduatebulletin 113 EDU 7266 Technology for Teaching EDU 9003 Literacy Development for EDU 9705 Practicum in Special Literacy Applications in First and Second Language Education—Adolescent regular and special education Learners (Prereq: All Special Education settings. *Field Experience Courses Core) – Final Semester. *Field Experience Courses A Comprehensive exam must be taken and Technology (Core) 3 credits. A Comprehensive exam must be taken and passed during the last year of coursework passed during the last year of coursework pro- provided that all core courses have been EDU 7666 Developing Curriculum vided that all core courses have been success- successfully completed and with the approval Material for the Web fully completed and with the approval of the of the student’s advisor. OR student’s advisor. EDU 7267 Technology for Literacy-Based The CST-Childhood Disabilities must be passed Applications in Content The CST – Students with Disabilities must be prior to graduation. Area in Regular and Special passed prior to graduation Students who do not take EDU 9711 must Education Settings All students who do not take EDU 9711 must complete a 3-hour NYS mandated autism *Field Experience Courses complete a NY State mandated 3-hour autism workshop. A Comprehensive exam must be taken and workshop. passed during the last year of coursework pro- Teaching Students with Disabilities: vided that all core courses have been success- Teaching Students with Disabilities: Adolescence 7-12 Generalist (33 credits.) fully completed and with the approval of the Childhood - Online Learning (33 credits.) This program, leading to state certification student’s advisor. I. Core Special Education Courses valid for teaching students with disabilities The CST – Students with Disabilities must be (27 credits) at the adolescence level, consists of two passed prior to graduation segments. EDU 3200 Language Acquisition and All students who do not take EDU 9711must Literacy Development for I. Core General Education (6 Credits) complete a NY State mandated 3-hour autism General Education and English EDU 3241 Multi-sensory Approach workshop. Language Learners (ELL) to Language Learning and K-12* Phonics Instruction Part I EDU 9700 Research in Collaborative Childhood and Childhood Special EDU 3242 Multi-sensory Approach Education (Internship) (48 Credits) Partnerships and Strategic to Language Learning and Instruction for General, Special Phonics Instruction Part II I. Core Childhood Education Credits and Inclusive Educational (24 Credits) Settings: Childhood* Special Education (Core) 24 Credits EDU 3241 Multi-Sensory Approach EDU 9707 Curriculum Adaptation and EDU 9704 Research in Collaborative to Language Learning and Modification Planning for Partnerships and Strategic Phonics Instruction-Part I* Exceptional Students* Instruction for General, Special EDU 7000 Psychological Foundations of EDU 9711 Education and and Inclusive Educational Learning Accommodating Needs Settings—Adolescent EDU 7266 Technology for Teaching of Individuals with EDU 9706 Curriculum Adaptation Literacy Applications in regular Exceptionalities, K-12* and Modification Planning and Special Education Settings EDU 9712 Educational Assessment of for Exceptional Students- (for students with limited Individuals with Adolescent* technology background) Exceptionalities* EDU 9711 Education and EDU 7135 Current Trends Research and EDU 9716 Curriculum and Instructional Accommodating Needs Assessment in Social Studies* Design for Teaching of Individuals with EDU 7136 Current Trends Research and Literacy to Individuals Exceptionalities, K-12* Assessment in Science* with Exceptionalities: EDU 9719 Principles of A.B.A. and EDU 7137 Current Trends Research and Childhood* Positive Behavioral Supports, Assessment in Mathematics* EDU 9718 Curriculum and Instructional K-12* EDU 7195 Teaching and Learning: Design for Individuals with EDU 9726 Curriculum and Instructional Childhood* Exceptionalities: Math, Design for Individuals with EDU 7115 Childhood Associate Teaching Science, Social Studies - Exceptionalities: Math, OR Childhood* Science, and Social Studies– EDU 7115I Internship EDU 9719 Principles of Applied Behavior Adolescent* (completed at least 21 credits and have passed Analysis and Positive EDU 9742 Formal and Informal all NYS General Ed exams: EAS, ALST, Behavioral Supports, K-12* Educational Assessment CST-Multisubject, edTPA) EDU 9702 Practicum in Special of Individuals with Education—Childhood (Final Exceptionalities–Adolescent* *Field Experience Courses Semester) (Prereq. EDU 9711) II. Special Education Core (24 credits) Choose 2 Electives (6 credits) EDU 9744 Curriculum and Instructional design for teaching EDU 9700 Research in Collaborative EDU 3220 Approaches, Materials, and Literacy to Individuals with Partnership and Strategic Performance Evaluation Exceptionalities–Adolescent* Instruction for General, in Literacy and English Special and Inclusive Language Arts Development, Educational Settings: K-12* Childhood* EDU 7206 Web Technology: Enhance Literacy Based Reading

114 EDU 9707 Curriculum Adaptation EDU 7290 Human Relations in Students who do not take EDU 9711 must and Modification Multicultural and Inclusive complete a NY State mandated 3-hour autism Planning for Exceptional Settings workshop. The CST- Students with Disabilities Students: Childhood* OR must be passed prior to graduation. EDU 9711 Education and EDU 7297 Introduction to Research Accommodating Needs Methods Advanced Certificate in Teaching Children of Individuals with EDU 7295 Teaching and Learning: with Disabilities: Childhood (24 credits) Exceptionalities, K–12* Adolescent* Childhood certificate attached to an existing EDU 9712 Education of Assessment EDU 7117 Student Teaching – Adolescent Master’s Program with Initial Certification. of Individuals with Special Education Courses (24 Credits) Exceptionalities Choose one of the following: (Prereq. EDU 9711) EDU 7291 Innovative Strategies in EDU 9700 Research in Collaborative EDU 9716 Curriculum and Instructional Secondary Education: Social Partnerships, Strategic Design for Teaching Studies* Instruction for General, Special, Literacy to Individuals with EDU 7292 Innovative Strategies in and Inclusive Educational Exceptionalities: Childhood* Secondary Education: Science* Settings: Childhood * EDU 9718 Curriculum and Instructional EDU 7293 Innovative Strategies in EDU 9707 Curriculum Adaptation Design for Individuals with Secondary Education: Math* and Modification Planning Exceptionalities: Math, Science, EDU 7294 Innovative Strategies in for Exceptional Students: Social Studies—Childhood* Secondary Education: Foreign Childhood* EDU 9719 Principles of Applied Behavior Language* EDU 9711 Education and Accommodating Analysis and Positive EDU 7296 Innovative Strategies in Needs for Individuals with Behavioral Supports, K-12* Secondary Education: English Exceptionalities, K-12* EDU 9702 Practicum in Special (ELA)* EDU 9712 Educational Assessment of Education—Childhood** (completed at least 21 credits and have passed Individuals with Exceptionalities (Final Semester) all NYS General Ed exams: EAS, ALST, CST- (prerequisite EDU 9711)*

(Prereq. EDU 7115 and Multi Subject, edTPA) EDU 9716 Curriculum and Instructional THE SCHOOL OF EDUCATION all Special Education Design for Teaching Coursework) Special Education Core Courses (24 Credits) Literacy to Individuals with Exceptionalities: Childhood * *Field Experience Courses EDU 9704 Research in Collaborative Partnerships and Strategic EDU 9718 Curriculum and Instructional A Comprehensive exam must be taken and Instruction for General, Special Design for Individuals with passed during the last year of coursework pro- and Inclusive Educational Exceptionalities: Math, Science, vided that all core courses have been success- Settings: Adolescent* Social Studies–Childhood* fully completed and with the approval of the EDU 9706 Curriculum Adaptation EDU 9719 Principles of Applied Behavior student’s advisor. and Modification Planning Analysis and Positive Behavior The CST – Students with Disabilities must be for Exceptional Students: Supports, K-12* passed prior to graduation Adolescent* EDU 9702 Practicum in Special Education EDU 9711 Principles of A.B.A. and Positive (150 Hrs.) – Childhood* All students who do not take EDU 9711must Behavior Supports K-12* Must be taken in your final complete a NY State mandated 3-hour autism EDU 9726 Curriculum and Instruction Semester. Must have complet- workshop. Design for Individuals with ed all Special Education Exceptionalities: Math, Coursework and CST- Students with Disabilities Adolescent Education and Teaching Science, and Social Studies – *Field Experience Courses Students with Disabilities 7-12 Generalist Adolescent* with Subject Extensions, Career Change: EDU 9742 Formal and Informal A comprehensive exam must be taken and (48 credits) Educational Assessment of passed during the last year of coursework pro- Individuals with Exceptionalities vided that all core courses have been success- Adolescent Education Core Course – Adolescent (Prerequisite: EDU fully completed and with the approval of the (24 Credits) 9711)* student’s advisor. EDU 3200 Language Acquisition and EDU 9744 Curriculum and Instructional Students who do not take EDU 9711 must Literacy Development for Design for Teaching Literacy to complete a NY State mandated 3-hour autism General Education and English Individuals with Exceptionalities workshop. The CST- Students with Disabilities Language Learners (ELLs), K-12 – Adolescent* must be passed prior to graduation. EDU 7000 Psychological Foundations of EDU 9705 Practicum in Special Education Learning – Adolescent* EDU 7106 Socio-emotional, Cultural and (Final Semester) Cognitive Aspect of Middle (Prereq. EDU 7117 and all Special Education School/Adolescent Learners in Coursework) General and Inclusive Settings *Field Experience Courses EDU 7267 Technology for Literacy Based A comprehensive exam must be taken and Applications in Content Area passed during the last year of coursework pro- Learning in Regular and Special vided that all core courses have been success- Education Settings fully completed and with the approval of the student’s advisor.

stjohns.edu/graduatebulletin 115 Advanced Certificate in Teaching Children TEACHING ENGLISH TO SPEAKERS APPLICANTS SEEKING NEW YORK with Disabilities Generalist 7-12: Adolescent OF OTHER LANGUAGES (TESOL) STATE CERTIFICATION (24 Credits) AND BILINGUAL EDUCATION Adolescent Certificate attached to an existing (K–12) PROGRAMS Admission Requirements: TESOL (K–12) Master’s Program with Initial Certification. Master of Science Programs The department offers several advanced degree Special Education Courses (24 Credits) programs in TESOL, and Bilingual Education. 1. A baccalaureate degree from an accredited college or university, which includes a con- EDU 9704 Research in Collaborative These programs prepare qualified individu- centration or major in one of the liberal arts Partnerships and Strategic als to meet the educational needs of English and sciences and no fewer than six semester Instruction for General, Language Learners (ELLs) who are children, hours in each of the following academic Special and Inclusive adolescents and youth. There are seven areas: English, mathematics, science and Educational Settings: graduate programs presently offered in TESOL social studies. In addition, certification can- Adolescent * and Bilingual Education. There are seven didates must have 12 hours in a language EDU 9706 Curriculum Adaptation graduate programs presently offered in TESOL other than English. Undergraduate scholastic and Modification Planning and Bilingual Education. All programs involve achievement must be such as to give reason- for Exceptional Students: students in a rich array of field experiences in able assurance of success in work for an Adolescent* schools. advanced degree. Normally, this will be a EDU 9711 Education and Accommodating Programs Leading to New York State “B,” both in the general average and in the Needs for Individuals with major field. Exceptionalities, K-12* Certification: 2. New York State initial teacher certification or EDU 9719 Principles of Applied Behavior • Masters in TESOL, K-12 (students holding eligibility for teaching certification. Entry Analysis and Positive Behavior initial certification) into the TESOL program is open to those Supports, K-12* • Dual Certification Masters: Childhood students who hold initial certification in early EDU 9726 Curriculum and Instruction Education (1-6) and TESOL (K-12) childhood, elementary or childhood, middle Design for Individuals with • Advanced Certificate in TESOL (K-12) childhood, secondary or adolescent educa- Exceptionalities: Math, Science, (students holding a Master’s degree) tion, literacy or special education. Students and Social Studies- Adolescent * • Bilingual Extension which extends most base who do not hold initial certification EDU 9742 Formal and Informal certification should apply to the dual Childhood Educational Assessment of • Intensive Teacher Institute (ITI) Program . Education and TESOL Program. Individuals with Exceptionalities- 3. International students are not required to Adolescent (prerequisite: EDU Accelerated weekend classes and online hold initial certification. However, interna- 9711) * courses are available for our programs. tional students who are interested in possi- EDU 9744 Curriculum and Instructional Program Options bly qualifying to apply for NY State teaching design for teaching Literacy to certification should consider the 48-credit Individuals with Exceptionalities- • All TESOL and Bilingual Education programs career change program option. Adolescent * prepare students to become exemplary edu- 4. Proficiency in English. Students who have EDU 9705 Practicum in Special Education cators at K-12 levels, including “non-certifica- foreign academic credentials must demon- (150 Hrs.) – Adolescent* tion” track programs. • International students who wish to obtain strate proficiency in English at the start of Must be taken in your final semester. New York State certification should pursue the program by passing oral language and Must have completed all Special Education the 48-credit career change program. written reading and writing proficiency tests Coursework and CST-Students with Disabilities in English administered by the University’s • Students, including international students or ESL Department. Students who do not *Field Experience Courses those whose career goals are outside teach- demonstrate adequate English language ing in the traditional New York State K-12 A comprehensive exam must be taken and proficiency will be required to take ESL classroom and, who do not wish New York passed during the last year of coursework course work to bring their English language State certification should opt for non-certifi- provided that all core courses have been suc- proficiency up to the required level, as cation track program. cessfully completed and with the approval recommended by the ESL Director. Such of the student’s advisor. • Students who enroll in a TESOL program coursework will be used to meet a program already possessing initial New York State prerequisite and will not count towards Students who do not take EDU 9711 must certification will receive endorsement for meeting the credits required for the TESOL complete a NY State mandated 3-hour autism NYS professional certification upon program degree. workshop. The CST-Student with Disabilities completion. 5. Although not a prerequisite, all TESOL must be passed prior to graduation. students must have 12 credits of a Study Abroad Opportunities language other than English before apply- The TESOL and Bilingual Programs offer ing for state certification. TESOL students expanding, cultural study-abroad opportunities must take the CST in TESOL for certifica- where students have the opportunity to take tion. International students are exempt from TESOL courses. Currently, we offer short-term these language requirements. programs in Italy, France, Spain and Vietnam. 6. A comprehensive exam must be taken during the last semester of coursework. This requirement does not apply to to the advanced Certificate in TESOL or the Bilingual Extension.

116 Program of Study: Career Change Dual Certification: *Field Experience Courses Childhood (1–6) and TESOL (K–12) MSED Master of Science in TESOL Although not required prior to matriculation Programs (48 credits MSED) The master’s program in TESOL Grades K-12 is a into the TESOL program, all TESOL students 33-credit program which includes course work in Students who seek initial certification should must have 12 credits of a language other than three areas: foundations, TESOL professional core take this program of study. English before applying for State certification. and technology. Extensive in-depth field experi- Students admitted to the Dual Childhood TESOL students must take the CST in TESOL for ences at exemplary school sites are included for Education and TESOL master’s program must certification. International students not seek- all students. A comprehensive exam must be complete 48 credits of coursework as follows: ing NYSED certification are exempt from these taken and passed during the last year of course- I. Core Childhood Education Courses requirements. work provided that all core courses have been (24 credits) A comprehensive exam must be taken and successfully completed and with the approval of passed during the last year of coursework the student’s advisor. Field work is required. EDU 7000 Sociological & Psychological Foundations of Learning provided that all core courses have been Master’s Degree in TESOL (K–12) EDU 7266 Technology for Teaching successfully completed and with the approval (33 credits.) Literacy Applications (for stu- of the student’s advisor. Foundations (9 credits) dents with limited technology background) EDU 9001 Foundations of Bilingual and Advanced Certificate EDU 7135 Current Trends, Research and Second Language Education EDU 9002 Psychology and Sociology of Assessment in Social Studies* Programs Language and Bilingualism EDU 7136 Current Trends, Research and EDU 9006 Human Development in Cross- Assessment in Science* TESOL Advanced Certificate Program EDU 7137 Current Trends, Research and Cultural Perspective The division department offers a 15-graduate Assessment in Mathematics* credit course sequence leading to a bilingual TESOL Professional Core (21 credits) EDU 7195 Teaching and Learning: extension certificate or TESOL Advanced Childhood* EDU 9711 Educating and Accommodating Certificate. Coursework will provide students EDU 7115 Childhood Associate Teaching the Needs of Individuals with with the theory, multicultural perspectives, and (taken in the last 6 credits of THE SCHOOL OF EDUCATION Exceptionalities, K–12* practical background to work in bilingual and/ entire program) OR EDU 9003 Literacy Development for First or dual-language classroom settings. The five EDU 7115I Internship and Second Language Learners* course sequence will allow the initially certi- OR (Completed at least 21 credits and have passed fied teacher to obtain the knowledge and skills EDU 9005 Teaching English to Speakers of all NYS General Ed exams: ATSW, CST, LAST) of: (1) the theories of bilingual education and Other Languages: Theory and *Field Experience courses. bilingualism; (2) the multicultural viewpoints Practice of education; (3) the social, psychological, and EDU 9004 Content Area Instruction for II. TESOL Foundations (6 credits) psycho-linguistic aspects of bilingualism; (4) the Linguistically/Culturally Diverse EDU 9001 Foundations of Bilingual, methods of teaching English language arts and Learners* Multicultural and Second first language arts to bilingual English language OR Language Education learners; and (5) methods of teaching content EDU 9009 Teaching Strategies in the ESL EDU 9006 Human Development in Cross- area instruction to bilingual English language and Bilingual Classroom: Sci- cultural Perspective learners, using both the native language and ence, Mathematics and Social III. TESOL Professional Core (21 Credits) English. Studies* EDU 9003 Literacy Development for the EDU 9010 Linguistics for Teachers of First and Second Language Students must pass the required N.Y. State English Language (ELL) and Learners* examination for certification. Exceptional Learners* OR Field work is a requirement for most program EDU 9012 Methods of Language and EDU 9005 Teaching English to Speakers of coursework. Academic Assessment for Eng- Other Languages: Theory and lish Language and Exceptional Practices Admission Requirements: Learners* TESOL Advanced Certificate Program EDU 9014 Practicum and Seminar in EDU 9004 Content Area Instruction for TESOL. Comprehensive exams Linguistically/Culturally Diverse (15 credits) are to be taken during same Learners* Candidates wishing to obtain the Advanced semester as this course. OR Certificate in TESOL must have initial certifica- EDU 9015 The Structure of the English EDU 9009 Teaching Strategies in the tion in Education. They may add the 15 credit Language ESL and Bilingual Classroom: coursework in TESOL Advanced Certificate as a Science, Mathematics and wraparound to their Masters certification. Technology Course (3 credits.) Social Studies* EDU 7266 Technology for Teaching EDU 9010 Linguistics for Teachers of Course Requirements Literacy Applications in Regular English Language (ELL) and and Special Education Settings Exceptional Learners* EDU 9002 Psychology and Sociology of (Childhood Education) EDU 9012 Methods of Language and Language and Bilingualism* OR Academic Assessment of ELLS EDU 9003 Literacy Development for EDU 7267 Technology for Literacy-Based and Exceptional Learners* First and Second Language Applications in Content Area EDU 9711 Educating and Accommodating Learners* Learning in Regular and Special the Needs of Individuals with EDU 9004 Content Area Instruction for Education Setting (Adolescent Exceptionalities, K–12* Linguistically/Culturally Diverse Education) EDU 9014 Practicum and Seminar in Learners* OR TESOL EDU 9010 Linguistics for Teachers of EDU 7666 Advanced Technology in EDU 9015 Structure of the English English Language (ELL) and Education Language Exceptional Learners* *Field Experience Courses stjohns.edu/graduatebulletin 117 EDU 9014 Practicum and Seminar in These programs were created to address TESOL the shortage of certified bilingual and English Total: 15 credits to Speakers of Other Languages (ESOL) teach- *Field Experience Courses ers in New York State already employed New York State public school educators and Bilingual Education Extension counselors working in grades K-12. The ITI-BE Advanced Certificate Admission 15 credit course sequence programs offered Requirements: Bilingual Extension– at St John’s University are structured to pre- Advanced Certificate pare teachers and Pupil Personnel Service providers who are currently employed as NYS Candidates wishing to obtain the bilingual public school teachers and counselors with extension can add the 15-credit course work to an advanced certificate from New York State their initial or professional certificate programs Education Department. in early childhood education; childhood educa- For further information, please contact tion; career and technical education; students the Program Coordinator at (718) 990-6407 or with disabilities in early childhood, or child- refer to www.stjohns.edu. hood, or middle childhood, or adolescence; students who are blind or visually impaired; Applicants with International Credentials students who are deaf or hard of hearing; All credentials in support of an application students with speech and language disabilities, to a graduate program must be evaluated by and literacy education B–6, 5–12, school World Education Services, Inc. (WES) or GLOBE counseling. Language Services, Inc. Course Requirements The TESOL Program requires all gradu- ate applicants who are nonnative speakers of EDU 9001 Foundations of Bilingual, English, as indicated on the admissions applica- Multicultural and Second tion, or who do not hold a prior degree from Language Education an accredited American college or university, EDU 9002 Psychology and Sociology of to submit scores from the TOEFL (Test of Language and Bilingualism* English as a Foreign Language) examination. EDU 9005 Teaching English to Speakers Successful candidates present a score of 500 of Other Languages and Dual on the paper-based test; 173 on the computer- Language Instruction ized test; 61 on the internet-based test; or 5.0 EDU 9009 Content Area Instruction for on the IELTS (International English Language Linguistically/Culturally Diverse Testing System). Learners* Students with foreign credentials who EDU 9012 Methods of Language and wish to teach in New York State will need Academic Assessment of ELLS to satisfy the requirements for entry into the and Exceptional Learners* initial TESOL certificate program, including Total: 15 credits passing the appropriate New York State certifi- cation examinations. *Field Experience Courses Students should also refer to the International Students and Scholar Services Intensive Teaching Institute (ITI) - Office. Advanced Certificate Program (15 credits)

Advanced Certificate in TESOL and Bilingual Extension programs Intensive Teaching Institute in Bilingual Education and English as a Second Language is funded by New York State Education Department (NYSED) in partnership with St John’s University, Graduate Programs in Teaching English to Speakers of Other Languages.

118 Courses

EDU 3200 Language Acquisition and children’s reading to writing and writing to EDU 3241 Multi-sensory Approach to Literacy Development for General reading skills. They will also demonstrate their Language Learning and Phonics Instruction Education and English Language Learners knowledge for teaching writing in a variety of Part I (ELL) K–12 original, imaginative works, as well as, narra- Study of the underlying principles of multi- Examines theories of first and second language tive and expository texts, that observe conven- sensory language learning with an emphasis on acquisition and literacy development of native tions of genres and use of figurative language the structure of language. Part I also includes English speakers and English language learners and text structure. Teachers will enable their learners with dyslexia. Course requires special- including construct of emergent literacy, early students to communicate clearly to an external ized manuals and diagnostic instruments. oral language development and relationship of audience improving their form, content and *Note: If you wish to receive certification from oral to written language. Field work required. style of writing using appropriate language and the Orton Academy, you must take both Credit: 3 semester hours. grammar. Credit: 3 semester hours. Fee $25. EDU 3241 and EDU 3242 plus a 100-hour practicum over the course of both semesters. EDU 3210 Research & Practice of Teaching EDU 3220 Approaches, Materials, and Field work required. Credit: 3 semester hours. Writing/English Language Arts in General Performance Evaluation in Literacy and & Inclusive Education, B-6 English Language Arts Development, EDU 3242 Multi-sensory Approach to This course is designed to instruct teachers K-12 Language Learning and Phonics Instruction to develop effective Literacy/ English language Study and analysis of approaches and materials Part II Arts skills for early childhood and elementary for literacy & English Language Arts instruction Prerequisite EDU 3241. Study of various diagnos- school children. Teachers will learn to incorpo- focusing on language acquisition, word identifi- tic instruments, administration of relevant aca- rate the Common Core State Standards in writ- cation, vocabulary development, comprehension, demic and diagnostic tests, and designing specific ing, grammar, speaking, listening and reading. Common Core ELA competencies and motiva- therapeutic interventions incorporating the princi- Teachers will learn to use multisensory materials tional aspects for Birth through Grade 12. This ples of multi-sensory language learning. Requires & technology to enhance children’s reading to course will also provide teachers with knowledge specialized manuals and diagnostic instruments. writing and writing to reading skills. They will of and methods of teaching the New York State *Note: If you wish to receive certification from also demonstrate their knowledge for teach- Common Core Standards. (Field work at the the Orton Academy, you must take both EDU ing writing in a variety of original, imaginative childhood or adolescent level). 3241 and EDU 3242 plus a 100-hour practicum works, as, well as, narrative and expository Credit: 3 semester hours. over the course of both semesters. Field work THE SCHOOL OF EDUCATION texts that observe conventions of genres and required. Credit: 3 semester hours. use of figurative language and text structure. EDU 3228 Curriculum and Instructional Teachers will enable their children to communi- Design for Teaching Literacy to Individuals EDU 3250 Practicum and Seminar in with Exceptionalities — Adolescent Literacy Instruction (Grades Birth–6) cate clearly to an external audience improving Examines theories and models of how adoles- (Prerequisites EDU 3230 and EDU 3240) their form, content and style of writing using cents with exceptionalities process and learn Students complete a comprehensive supervised appropriate language and grammar. Credit: 3 from the oral and written languages. Field case study as part of a practicum component. semester hours. Fee $25. work required. Credit: 3 semester hours. After reviewing the case study with the instruc- EDU 3215 Research & Practice of Teaching tor, a plan of remedial instruction is designed. EDU 3230 Diagnosis and Case Study Writing/English Language Arts in General Fifty (50) hours of practicum experience is Analysis of Literacy Performance & Inclusive Education, 5-12 required: teaching literacy to a student at the (Prerequisite: 3220 and 3270. Open only to This course is designed to instruct teachers to early childhood or childhood levels, (Grades Birth- students matriculated in M.S.or Advanced develop effective Literacy/ English language 6). Credit: 3 semester hours. Certificate Literacy Programs) Principles and Arts skills for middle school and adolescent practices of assessing and correcting literacy students. Teachers will learn to incorporate EDU 3255 Practicum and Seminar in performance; use of formal and informal read- the Common Core State Standards in writ- Literacy Instruction (Grades 5–12) ing, writing, and perceptual tests to establish ing, grammar, speaking, listening and reading. (Prerequisites EDU 3230 and EDU 3240) reading levels and behaviors for students Students complete a supervised case study as Teachers will learn to use multisensory materials in either Grades K-6 or 5-12. Students will & technology to enhance children’s reading to part of a practicum component. After review- construct a comprehensive case study as a ing the case study with the instructor, a plan writing and writing to reading skills. They will means of communicating assessment results also demonstrate their knowledge for teach- of remedial instruction is designed. Fifty (50) to parents, caregivers and school personnel. hours of practicum experience is required: ing writing in a variety of original, imaginative Students must receive a “B” or better in this teaching literacy to a student at the adolescent works, as well as, narrative and expository course to proceed to EDU 3240. No grade INC or high school level, (Grades 5–12). texts, that observe conventions of genres and (incomplete) will be given for this course. Field Credit: 3 semester hours. use of figurative language and text structure. work required; diagnostic instruments must be Teachers will enable their students to commu- purchased. Credit: 3 semester hours. EDU 3260 Emergent Literacy Within a nicate clearly to an external audience improving Constructivist, Social Context their form, content and style of writing using EDU 3240 Case Study and Instructional Review of theory, research and related models appropriate language and grammar. Strategies for Diverse Learners of emergent literacy; examination of literacy Credit: 3 semester hours. Fee $25 (Prerequisite EDU 3230) Study and analysis of behaviors and instructional procedures for literacy development, individual differences young children. Credit: 3 semester hours. EDU 3217 Research & Practice of Teaching and language difficulties experienced by the Writing/English Language Arts in General diverse learner. As a continuation of EDU 3230, EDU 3262 Individualizing Reading & Inclusive Education, B-12 students learn to adapt instructional strate- Instruction through Literature, Media This course is designed to instruct teachers to gies and specialized procedures for learning/ and the Arts develop effective Literacy/ English language Arts language differences and disabilities. Students Selection, evaluation and organization of alterna- skills for early childhood, elementary, middle must receive a “B” or better in this course to tive approaches to implement a program stress- school and adolescent students. Teachers will proceed to EDU 3250. No grade INC (incom- ing individual needs; theories and techniques of learn to incorporate the Common Core State plete) will be given for this course. Field work individualization and classroom management Standards in writing, grammar, speaking, lis- required. (Diagnostic instruments must be pur- procedures; emphasis on examination and criti- tening and reading. Teachers will learn to use chased). Credit: 3 semester hours. cal analysis of materials and modes of utilization. multisensory materials & technology to enhance Credit: 3 semester hours. stjohns.edu/graduatebulletin 119 EDU 3264 Teaching Literacy through EDU 3278 Curriculum and Instructional EDU 3291 Seminar in Literacy for At Risk, Literature, Grades B–6 in General and Design for Teaching Literacy to Individuals Diverse Populations Inclusive Settings with Exceptionalities B–12 Open to students in advanced or doctoral pro- Explores reading-writing connections, tech- Examines theories and models of how children grams. Explores theories, research and issues in niques and strategies that promote children’s with exceptionalities and diverse and at-risk literacy education for at risk and diverse popu- active construction of meaning through the students process oral and written language; lations. Emphasis is on the influence of poverty use of quality literature. Credit: 3 semester hours. discusses how to plan and implement specific and inequality issues in literacy issues. programs that focus on emergent literacy, Credit: 3 semester hours. EDU 3265 Teaching Literacy through reading and writing; included is focus on cur- Literature, Grades 5–12 in General and riculum adaptation and design, teaching strate- EDU 3292 Dissertation Seminar Inclusive Settings gies and monitoring techniques. Field work Students continuously register for Dissertation Emphasizes reading and writing relationships, required. Credit: 3 semester hours. Seminar until the dissertation is completed student cooperation, classroom management, and the degree is awarded The proposal is a literature discussion groups and circles and the EDU 3281 Foundations of Literacy Inquiry document in which the student outlines the writing process approach in responding actively and Professionalism need for the study, a literature review, the pro- to literature. Credit: 3 semester hours. Open to students in advanced or doctoral cedures and design of the study among other programs. Introduces foundations of literacy sections. The student also selects a faculty EDU 3268 Teaching Literacy through research, the range of methodologies and Literature, Grades B–12 in General and member who serves as a mentor. A disserta- methods of inquiry, and examines the current Inclusive Settings tion study cannot be conducted until all course state of research appropriate to the literacy Students expand and develop their under- requirements are met and satisfactory scores field, including points of concern and debate. standings about the conventions, style, genres, on the third annual portfolio are achieved to Students establish a digital portfolio to docu- audiences, and purposeful nature of the craft satisfy the doctoral culminating requirement. ment progress and achievement in their doc- of writing, through the integration of quality Credit: 3 semester hours. toral program to be assessed annually by the literature into reading and writing instruction. literacy doctoral faculty across three years. EDU 3293 Dissertation Seminar Continued Credit: 3 semester hours. Credit: 3 semester hours. Students continuously register for Dissertations EDU 3270 Theories of and Strategies for seminar until the dissertation is completed and EDU 3282 Models and Process of Reading Teaching Literacy and English Language the degree is awarded. Directed research and and Writing Acquisition and Competency Arts in the Content Areas chapter writing occur under guidance from the Prerequisites: EDU 3220, 3230, 3270. Presents theories of and instructional Strategies dissertation mentor and committee members. Examines the diverse viewpoints and approach- for Teaching Literacy and English Language Credit: 3 semester hours. es to reading and writing revealing that literacy Arts in the Content Areas in regular and acquistion and development involves integrat- EDU 3925 Maintaining Matriculation inclusive settings through print and techno- ing a complex network of interactive processes. Master’s students not registered for other logical means. Emphasis on comprehension, Literacy is studied through the viewpoints of courses must register for 3925 until all degree vocabulary, and motivation through informa- different disciplines and explored through a requirements are completed and the degree is tional reading and writing consistent with the range of theoretical models within each granted. No credit. Offered each semester. competencies of English Language Arts of discipline. Credit: 3 semester hours. the Common Core Standards. Field work is EDU 5103 Educational Governance and required. Credit: 3 semester hours. EDU 3283 Research and Strategies in Policy Issues Literacy Leadership This course develops leadership abilities at the EDU 3271 Literacy Best Practices Informed Prerequisites: EDU 3220, 3230 and 3270. school district level in designing and execut- by Research Explores research and evidence-based practice ing district-wide systems to improve student Examines literacy instruction as informed by in pre-school to grade 16, literacy program achievement; communicate effectively with scientifically based research and best prac- assessment, curriculum development and com- school boards and other constituents to devel- tices of the field. Course components focus munity advocacy and outreach. This course op and execute policies; and lead comprehen- on the processes of word reading to include addresses International Reading Association sive long-range planning, informed by multiple phonemic awareness and phonics, vocabulary standards for preparing literacy coaches and data sources. Credit: 3 semester hours. development, fluency, reading comprehension, reading specialists. Credit: 3 semester hours.. writing development, motivation and affective EDU 5104 School District Legal Aspects and engagement through the grades, integration EDU 3285 Research Perspectives in Literacy Personnel Administration of reading/writing strategies in the content Open to student in advanced or doctoral pro- This course develops leadership abilities at areas, classroom management via grouping grams. Review of major topics (e.g. compre- the school district level in communicating and patterns and progress monitoring assessment. hension) in literacy research with emphasis on working effectively with diverse groups of per- Field work on course project required. the appropriate application of research designs sonnel; supporting, supervising, and evaluating Credit: 3 semester hours. and data analysis methodologies. personnel consistent with district and state pol- Credit: 3 semester hours. icies; creating a culture conducive to student EDU 3274 Innovative Approaches to learning and staff professional development; Thinking and Literacy Development for the EDU 3290 Analysis of Current Topics of and setting a high standard for professional Literacy Gifted Learner conduct by example. Credit: 3 semester hours. Study of theories and models for developing Open to students in advanced or doctoral and extending reading and writing for gifted programs. Course analyzes current issues and EDU 5300 Organizational Theory and and talented students through literature, design approaches in literacy theory and prac- Planned Change in Education poetry and content materials. tice and examines emerging initiatives in the This course develops leadership abilities at the Credit: 3 semester hours. literacy field. Doctoral students begin to iden- school district level to lead comprehensive, tify a potential domain and focus of inquiry for long-term improvement based on theoretical, the dissertation. Credit: 3 semester hours. analytical, and evidence-based frames of refer- ence. Major theoretical constructs underlying organizational culture, curriculum develop- ment, and planned change are discussed. Credit: 3 semester hours. 120 EDU 5301 Leadership Values, Decision EDU 5425: Personality, Society and Culture EDU 5555 Data Management and Making, and Multicultural Organization This class explores the impact of society and Accountability in Higher Education This course develops leadership abilities at the culture on the development of personality. It This course examines the various systems that school district level in implementing an educa- examines the sociological, psychological and are used to track and analyze data for the tional vision that incorporates respect for diver- anthropological approaches to examining per- various functions within institutions of Higher sity and special needs based on theories, ethical sonality. It considers the confluence of nature Education. These include student, faculty, values, and evidence-based practices for mul- and nurture in personality development as well institutional, and financial reporting systems. A ticultural organizations. It addresses all aspects as the various socio-cultural factors and how special emphasis is on reporting for purposes of district operations, including curriculum, they may impact personality formation and of federal, state, and accreditation agency instruction, staffing, and facilities management, development. Also included is an examination accountability. Credit: 3 semester hours. as they pertain to meeting the needs of diverse of some of the research tools available in per- EDU 5556 Psychology and Development of groups. Credit: 3 semester hours. sonality research. Credit: 3 semester hours. Students in Higher Education EDU 5415 Introduction to Educational EDU 5426 Perspectives on Education This course looks at the research on student- Administration This class explores the limits and possibilities of related issues in higher education, with a This course develops leadership at the school schooling in achieving an educational experi- view to providing programs and opportunities building level in communicating effectively ence that is equitable and excellent. It examines that enhance students’ college experiences with diverse stakeholders in the school system, the various theoretical perspectives (functional, and encourage college completion. A special leading comprehensive long-range planning conflict, symbolic, interactionist) and how they emphasis is placed on supporting students to improve all aspects of schools, creating a contribute to an understanding of what con- from diverse backgrounds, including students supportive learning environment, and manag- stitutes achievement. Additionally, it considers of poverty, students who are first-generation ing school finances and facilities to support how ascribed characteristics of race, gender college goers, and students from immigrant achievement of educational goals. and class intersect with the daily interactions backgrounds. Credit: 3 semester hours. Credit: 3 semester hours. of teachers and students in classrooms (testing, EDU 5557 Recruitment, Retention, and tracking and teacher expectations) to play an EDU 5418 Administrative Theory in Academic Advisement in Higher Education exacting role in the construction of academic Education This course provides a comprehensive over- success or failure. Credit: 3 semester hours. This course develops understanding of theories view of the foundations of academic advising, THE SCHOOL OF EDUCATION of leadership as they apply to educational set- EDU 5471 Leadership in Instructional including its history, philosophical and theoreti- tings, and builds leadership abilities in articu- Supervision cal perspectives, and delivery models, as well lating a vision with accompanying goals and This course develops leadership strategies and as the application and influence of academic objectives, planning the implementation of the skills at the school building level that are advising strategies and practices in modern col- vision, and incorporating multiple perspectives essential for supervising staff within schools leges and university. In addition, an overview of and alternative points of view, which include and leading professional development to historical and current recruitment and retention differentiated instruction and strategies for realize the school vision and create a cohesive theories and practices, and their relationship to diverse populations. The development of a school culture. It discusses various supervisory academic advising, will be explored. Credit: 3 personal plan for improvement is emphasized. approaches grounded in research on instruc- semester hours. Credit: 3 semester hours. tionally effective schools, and builds leadership EDU 5571 Administrative Leadership and abilities in using differentiation strategies for EDU 5419 Advanced Study in Planned Change adults and students, and multiple data sources Organizational Theory This course develops leadership abilities at the to improve all aspects of the educational The second course in theoretical perspectives school building level in effective supervision program. Credit: 3 semester hours. closely considers a number of theories to give of the day-to-day operational practices of the practitioners access to the research litera- EDU 5499 General Review and Exam school, and managing school finances from ture of the fields and the frame problems as Preparation-SBL federal, state, and local sources, facilities, and researchable questions. As an advanced doc- This course provides a comprehensive review of personnel, to achieve educational goals for toral course, the primary focus is on different administrative principles and practices empha- students, teachers, and other stakeholders. This perspectives on theory building in educational sized on the State licensing examination for includes major theoretical constructs underlying administration. Second, there is the substance School Building Leaders. organizational culture, curriculum development, of contemporary theories as they relate to Credit: 1 semester hour. and planned change, and support of person- organizational structures and processes. Third, nel to assist in their professional development. the instructional strategy incorporates the intel- EDU 5551 Organization and Administrative Credit: 3 semester hours. lectual tasks involved in developing a concep- Leadership in Higher Education tual framework for candidates’ own doctoral An examination of the basic aspects of college EDU 5599 General Review and Exam research. Credit: 3 semester hours. and university organization including the back- Preparation SDL ground, development, goals and functions of This course provides a comprehensive review of EDU 5420 Politics of Education public and private colleges and universities; the administrative principles and practices empha- This course develops leadership abilities at the legal status, boards of control, state and local sized on the State licensing examination for school district level in interacting and commu- controls, professional associations and accredi- SDL. Credit: 1 semester hour. nicating effectively with school boards, commu- tations. Credit: 3 semester hours. nity agencies, and diverse groups to enhance EDU 5632 Organization and Administration educational programs based on theoretical EDU 5552 Issues and Problems in the of the Elementary and Secondary School Curricula perspectives, advocacy initiatives, and evidence- Administration of Higher Education This course develops leadership ability at the based practices. It addresses current policies This course provides a unique opportunity to school district level to implement long-range and legislation pertinent to education such as examine and discuss selected current and per- planning in curriculum development, instruc- charter schools, merit pay, and responsiveness tinent issues and significant problems in the tional strategies, classroom organization, and to federal and state mandates. administration of higher education through a assessment through examination of the histori- Credit: 3 semester hours. study of relevant topics including the following: governance and control of higher education. cal development of elementary, middle, and Credit: 3 semester hours. high school curricula. It addresses how policies stjohns.edu/graduatebulletin 121 are constructed at the district level for curricu- EDU 5669 Leadership in Technology II personnel plans, and implementing a strategic lum adoption and monitoring, and processes (cf. EDU 7669) business plan in accordance with ethical prin- for change. Credit: 3 semester hours. Prerequisite EDU 5665/7665. This course ciples and federal and state regulations. focuses on using technology to make data Credit: 3 semester hours. EDU 5650 School Based Data Analysis driven decisions for effective school leadership. This course develops leadership abilities at the It explores the role of data in making effective EDU 5791 Legal Aspects of the school building level in using multiple data instructional, financial, and administrative deci- Administration of Schools sources to identify present issues in the school sions in schools. Development and application This course develops leadership abilities at and propose solutions. The course introduces of data-management and data-driven decision the school building level in setting standards students to basic statistical tools for individual, making processes are emphasized. Current for ethical behavior by example; encourag- classroom, department, and school-based research on technology in educational settings is ing initiative, innovation, collaboration, and data-analysis to support school improvement. critically examined. Credits: 3 semester hours. mutual respect; and applying statutes and It includes interpretation of standard scores regulations and implementing school policies in and the reliability and validity of assessments. EDU 5701 Curriculum and Teaching: accordance with ethical principles, and federal It addresses the need to implement ethical Theories into Practice and state laws, including managing personnel decision-making, and establish accountability This course develops leadership at the school issues, resolving conflicts, and implementing systems for student achievement and fiscal building level in long range planning of curricu- mandated services. Credit: 3 semester hours. responsibility Credit: 3 semester hours. lum, instructional practices, technology integra- tion in learning, assessment, and inclusion of EDU 5800 Case Studies in Educational EDU 5651 School Community Relations in students with diverse learning needs through Administration Education examination of major theories, models, and This course develops leadership at the school This course develops leadership abilities at the principles of learning. It includes a critical review district level in meeting State standards for school building level in communicating and of current research as it applies to practice. leaders through the analysis of cases that rep- working effectively with community members Credit: 3 semester hours. resent issues in implementing the vision, goals, and organizations to build support for improv- curricula, instructional practices, assessment ing student engagement and achievement, EDU 5721 Collective Negotiations practices, student support, school organiza- and create opportunities for student learning This course develops leadership at the school tion, personnel management, community rela- and growth. It includes developing long-range district level in implementing federal, state, and tions, accountability procedures, and laws that planning for building student, family, and com- district policies regarding contractual and per- impact educational programs throughout the munity relationships to identify issues and pro- sonnel matters. It includes an overview of the district. Credit: 3 semester hours. pose solutions. Credit: 3 semester hours. legal, financial, and ethical aspects of negotia- tion. Credit: 3 semester hours. EDU 5811 Administration and Supervision EDU 5655 Educational Research and Data of Services for Diverse Students Analysis I EDU 5741 Finance in Education This course develops leadership abilities at the Prerequisite: EDU 5650 or the professor’s per- This course develops leadership abilities at the school building and school district levels in mission. This course provides an introduction school district level to create and sustain finan- planning, organizing, implementing, and evalu- to the principles of statistical inquiry and their cial and operational conditions that enable ating support services for students with special application of an evidence-based approach the achievement of State learning standards, education needs, English language learners, to educational problems. Students will implement employment agreements, and and other groups with learning needs to maxi- formulate research questions and hypotheses allocate resources in accordance with federal mize their educational outcomes. The course and use descriptive and inferential statistics to and state regulations. The collective bargaining includes establishing accountability systems investigate research reports. Students will have process is discussed, along with the develop- for support services, and applying statutes and hands-on use of computer technology and ment of a management information system, regulations as required by federal and state SPSS to organize and analyze data. Students and effective ways to communicate financial laws. Credit: 3 semester hours. will learn to use measures of central tendency information to stakeholders. and variability, standard scores, the normal Credit: 3 semester hours. EDU 5925 Maintaining Matriculation– distribution, correlation and regression, t-tests, Master’s Degree ANOVA, and chi-square as well as to compute EDU 5743 Educational Planning Master’s degree students not registered for and interpret statistical power. Building upon knowledge of classical and con- other courses must register for 5925 until all Credits: 3 Semester hours. temporary theories of organizational behavior degree requirements are completed and the in social institutions, this course examines sev- degree is granted. No credit. Fee required. EDU 5665 Leadership in Technology I eral analytical frames of reference as constructs (cf. EDU 7665) for understanding organizational culture. These EDU 5935 Maintaining Matriculation– This course develops leadership at the school frames are then overlaid on written case stud- Advanced Certificate building and school district levels to under- ies and simulations of social organizations in Advanced Certificate students not registered stand administrative and instructional uses order to more effectively transfer applicable for other courses must register for 5935 until of technology, validate improvements in cur- theories and strategies of planned change. all degree requirements are completed and the riculum development and instruction practices Those “lenses” which are specified and expli- degree is granted. No credit. Fee required. through the integration of technology, to cated by individuals and teams within the make decisions about future technology hard- EDU 5940 Maintaining Matriculation– course place a major emphasis on improving Doctoral Degree ware and software enhancement, consistent leadership practice. Credit: 3 semester hours. with the National Technology Standards as Doctoral students who have NOT passed their they pertain to educational contexts and the EDU 5761 School-Based Business comprehensive examinations and are NOT reg- needs of diverse students, and to make deci- Administration for Administrators and istered for other courses must register for 5940 sions about future technology for professional Supervisors until all degree requirements are completed development at all levels. Credits: 3 semester This course develops leadership at the school and the degree is granted. No credit. hours. building and school district levels in identify- Fee required. ing revenue sources, forecasting building and district expenditures, applying accounting prin- ciples, developing data-informed facility and 122 EDU 5950 School Building Leader ing: group content, group process compo- in schools, clinical settings, or private practice. Internship nents, developmental stage theories, leadership The psychometric properties of test instruments The SBL Internship develops leadership at the styles, group members’ roles and behaviors, and their appropriate and ethical use with school building level by facilitating hands-on therapeutic factors of group work and meth- diverse populations will be discussed. Students experiences in every aspect of school administra- ods of evaluating group effectiveness. Students taking this course will have to demonstrate tion, accompanied by reflective analyses, and con- taking this course are required to develop their competence in using various strategies to nections between evidence-based research and activities and assignments that demonstrate complete a case study. Fee $75. practice. Credit: 3 semester hours. their cumulative knowledge of a specific topic, Credit: 3 semester hours. and participate in a 10-hour small group activ- EDU 5951 School District Leader Internship EDU 6264 Counseling Skills and Techniques ity. Credit: 3 semester hours. The SDL Internship develops leadership at the Prerequisites: None. This course introduces school district level by facilitating hands-on experi- EDU 6206 Psychosocial Development: students to the counseling skills and techniques ences in every aspect of district administration, Across the Lifespan that make a counselor successful either in a accompanied by reflective analyses, and connec- Prerequisites: None. This course provides an school or clinical setting. The major approaches tions between evidence-based research and prac- overview of human growth and development, to counseling, including counseling microskills, tice. Credit: 3 semester hours. across the lifespan. This course focuses on the will be studied and demonstrated by the pro- psychosocial factors involved in understanding fessor and students in a supportive classroom EDU 5990 Doctoral Research Seminar individuals across the lifespan, in various cul- environment. Instruction will include didactic Students who have passed the doctoral com- tures, including: current understanding about instruction, video presentation, audio taping of prehensive examination and completed all neurobiological behaviors, models of psychopa- clients, and role playing. Active participation in course work requirements register for Research thology and resilience as well as their relation- this course is required. Credit: 3 semester hours. Seminar for 3 credits. for each semester until ship with positive development and mental the dissertation is completed and the degree EDU 6270 Case Conceptualization, health. Credit: 3 semester hours. is awarded. Credit: 3 semester hours. Offered Treatment Planning & each semester. EDU 6207 Developmental Counseling Psychopharmacology Prerequisites: completion of 24 credits in the Co-requisites: EDU 6590. The primary objec- EDU 6121 Orientation to Mental Health clinical mental health program and permission tive of this course is to analyze the different Counseling of the advisor. This seminar course in mental

developmental stages, established by expert THE SCHOOL OF EDUCATION Prerequisites: None.This course is designed for health counseling will develop advanced inter- theorists within the counseling field. Students beginner level mental health counseling stu- viewing skills and techniques necessary for will be required to utilize this knowledge dents. This course will provide students with differential diagnosis, case conceptualization through practical applications. Students will knowledge, perspectives, and an introduction and treatment planning using the DSM 5, as combine theory and practice by developing to the skills necessary for effective practice as a well as, for maintaining and terminating the age and cognitively appropriate activities. The culturally competent mental health counselor. psychotherapeutic relationship. The appropri- challenging course work will enable students SJU students will gain the skills necessary for ateness of consultation and collaboration with to conceptualize and create developmentally working with individuals from diverse cultural other mental health providers will be discussed. appropriate school counseling group and indi- backgrounds in settings such as hospitals, clin- In addition, the basic classifications, indications, vidual activities. Credit: 3 semester hours. ics, state programs and/or private practices. and contraindications of commonly prescribed psychopharmacological medications will be The course places an emphasis on ethical and EDU 6208 Counseling and Personality studied along with a discussion of the need legal considerations in counseling. Theories for appropriate referrals for medication evalua- Credit: 3 semester hours. Prerequisites: None. This course reviews the tions.Credit: 3 semester hours. major theories of counseling, as well as their EDU 6122 Orientation to School Counseling associated counseling techniques and applica- EDU 6301 Career Development Prerequisites: None. This course is designed for tions. Students taking this course are required Prerequisites: None. This course will enable beginner level school counseling students. This to analyze their similarities and differences, students to acquire the knowledge and skills course will provide an examination of the trans- among the theories presented, in order to necessary to understand and intervene in other forming role of the profession, which includes develop an integrated approach to counseling individual’s career development as well as understanding the dynamics of the culture of a client in a provided case study. understand the variables influencing their own education, in the 21st century. Students will be Credit: 3 semester hours. career path. Interrelationship among lifestyle, introduced to the essential concept of successful work place, and career planning are explored. counseling by learning about interaction of ethi- EDU 6211 Crisis Prevention and Intervention I Career development theories, occupational, cal and legal standards and practices, technology, Prerequisites: None. This course is designed to educational and personal/social information current research and best practices. introduce and increase students’ conceptualiza- sources and delivery systems, and organization Credit: 3 semester hours. tion of prevention and intervention methodolo- of career development programs are studied gies, as these terms apply to manage crisis situ- Credit: 3 semester hours. EDU 6125 Brief Counseling of Children and ations either in a school or community setting. Adolescents Both proactive and reactive strategies will be EDU 6305 Practicum in School Counseling Prerequisites: EDU 6206, 6208. This course discussed and demonstrated. This course also Prerequisites: EDU 6122, 6205, 6264, 6262. introduces students to brief counseling meth- utilizes the following resources to provide the ** Student must file application with program ods and techniques for children and ado- advisor the semester prior to enrollment in most current and accredited methods: research lescents. Interviewing techniques and case practicum. EDU 6305 is designed to provide best practices, social media, guest speakers and conceptualization in terms of evidence-based graduate students with a minimum of 100 student technique demonstrations. Students’ practices will be emphasized. Strategies for hours of clinical experiences in an approved active participation is an essential component professional counselors to document the effec- school counseling setting. A minimum of 40 of this course. Credit: 3 semester hours. tiveness of counseling interventions will also be hours of direct counseling/consultation services presented. Credit: 3 semester hours. EDU 6262 Assessment in Counseling and 60 hours of indirect services with students, Prerequisites: None. This introductory course school personnel, and families, are required EDU 6205 Group Dynamics involves the study of the various psychologi- at the site. Supervision is provided by a quali- Prerequisites: None. This course involves the cal assessment instruments and techniques fied site supervisor, an approved St. John’s study of principles of group dynamics—includ- relevant to the professional counselor working University clinical associate and by a faculty stjohns.edu/graduatebulletin 123 member. This course includes a weekly seminar viewing and assessment skills, individual and toms, causes, and experience of various types with a faculty member, where the student will group counseling skills, and consultation skills of psychological disorders. An emphasis on the receive individual and group supervision related to under the supervision of an approved super- case study approach is used to understand- the field experience. Credit: 3 semester hours. visor. In addition to the on-site supervision, ing these conditions as well as incorporating EDU 6306 Practicum in School Counseling students will participate in a weekly on-campus theory, research, and socio-cultural issues in with Bilingual Students seminar in which group supervision will be pro- developing appropriate treatment options. Prerequisite: EDU 6122, 6205, 6264, 6262. vided. A comprehensive case study is required Credit: 3 semester hours. as part of this course. Credit: 3 semester hours. **Student must file application with program EDU 6455 Directed Study in Counselor advisor the semester prior to enrollment in EDU 6312 Internship in Clinical Mental Education practicum. EDU 6306 is designed to provide Health Counseling II Prerequisite: Permission of the Advisor and the graduate students with a minimum of 100 Prerequisites: EDU 6311. This course consists Program Coordinator. Directed study in an area hours of clinical experience in an approved of placement in an approved clinical setting of competence relevant to the student’s coun- bilingual school counseling setting. A minimum (hospital, outpatient clinic, etc.) for a minimum seling program. Student works with an advisor of 40 hours of direct counseling/consultation of 300 hours during which the student will to develop an appropriate study plan. services, and 60 hours of indirect services with engage in a minimum of 120 hours of direct Credit: 3 semester hours. students, school personnel and families, are service with clients and the remaining hours EDU 6530 Multicultural Counseling required at the site. Supervision is provided by a performing indirect services under the supervi- Prerequisites: completion of 12 credits in the qualified bilingual site supervisor, an approved sion of an approved site supervisor. The intern- program and permission of the advisor. This STJ clinical associate and by a faculty member. ship experience is the third field experience for theoretical and experiential course introduces This course includes a weekly seminar with a students and provides them with additional students to multicultural issues in counseling faculty member, where the student will receive opportunities to enhance their clinical inter- theory, practice, and research. Emphasis is individual and group supervision related to the viewing and assessment skills, individual and placed on three dimensions of multicultural field experience. Credit: 3 semester hours. group counseling skills, and consultation skills competence: (a) awareness of one’s own EDU 6307 Research in Counseling under the supervision of an approved super- culture, biases, and values; (b) knowledge of Prerequisite: EDU 6262. This introductory visor. In addition to the on-site supervision, other cultures; and (c) skills in counseling, edu- course examines the major qualitative and students will participate in a weekly on-campus cating, and advocating for and with ethnically quantitative models used in counseling research seminar in which group supervision will be diverse populations. Credit: 3 semester hours. along with the appropriate methodologies for provided. During the on-campus seminar topics on counselor wellness will also be explored. A EDU 6590 Internship in School Counseling I analyzing research results. Students will critically Prerequisite: EDU 6305 and permission of review articles in the professional literature. comprehensive case study is required as part of this course. Credit: 3 semester hours. the student’s advisor. Students must file In addition they will be required to prepare a application with program advisor and file an research proposal consisting of a review of the EDU 6314 Counseling and Special application the semester prior to enrollment literature and proposed methodology for the Education in the internship. The internship is designed study. Credit: 3 semester hours. Prerequisites: EDU 9711 or equivalent and per- to provide advanced graduate students with a mission of advisor. This course is designed for minimum of 300 hours of supervised clinical EDU 6310 Practicum in Clinical Mental experience, including a minimum of 120 direct Health Counseling school counseling and clinical mental health service hours in an approved school counseling Co-requisites: EDU 6270. This course consists counseling students. The focus of this course setting and remaining hours of indirect service. of placement in an approved clinical setting involves learning the issues, concerns, and Supervision is provided through various meth- (hospital, outpatient clinic, etc.) for a minimum best-practice interventions that support edu- ods by a qualified site supervisor, an approved of 100 hours during which the student will cational and social equity for the exceptional STJ clinical associate, and by a faculty member. engage in a minimum of 40 hours of direct student/individual. Understanding the concepts This course includes a weekly group seminar service with clients and the remaining hours of impairment, disability, and handicap, current with a faculty member. Students are required performing indirect services under the supervi- legislation, incidence and prevalence of excep- to have malpractice insurance. sion of an approved site supervisor. The practi- tional students and how counselors can best cum experience provides students with the advocate and empower persons and families to Credit: 3-6 semester hours. opportunity to integrate theoretical knowledge offer every chance for life success and satisfac- EDU 6591 Internship in School Counseling II with practical experience and to apply particular tion will be studied. Students will be taught by Prerequisite: EDU 6590. **Student must file treatment approaches specific to client popula- didactic and multimedia presentation, inter- application with program advisor the semester tions. In addition to the on-site supervision, views, and role-playing. prior to enrollment in the second internship. students will participate in a weekly on-campus Credit: 3 semester hours. The second internship is designed to provide seminar in which group supervision will be pro- advanced graduate students with a minimum vided. A comprehensive case study is required EDU 6364 Counseling the Substance of 300 hours of supervised clinical experience, as part of this course. Credit: 3 semester hours. Abuser Prerequisites: None. This course is designed including a minimum of 120 direct service EDU 6311 Internship in Clinical Mental to introduce students to issues relevant to hours in an approved school counseling setting Health Counseling I substance abuse and addiction. The biological, and the remaining hours of indirect service. Prerequisites: EDU 6310. This course consists psychological and sociological factors related Supervision is provided through various meth- of placement in an approved clinical setting to the use of alcohol and other drugs will be ods by a qualified site supervisor, an approved (hospital, outpatient clinic, etc.) for a minimum studied. Assessment, counseling, and treat- STJ clinical associate, and by a faculty member. of 300 hours during which the student will ment approaches are considered as well as the This course includes a weekly group seminar engage in a minimum of 120 hours of direct utilization of appropriate community resources with a faculty member. Credit: 3 semester service with clients and the remaining hours and support services. Credit: 3 semester hours. hours. performing indirect services under the supervi- EDU 6592; 6593 Internship in Bilingual sion of an approved site supervisor. The intern- EDU 6424 Case Studies and Community School Counseling I, II ship experience is the second field experience Resources in Counseling The prerequisites and course description are for students and provides them with additional Prerequisites: completion of 24 credits in the the same as 6590 and 6591, except that the opportunities to enhance their clinical inter- clinical mental health program and permission of the advisor. This course examines the symp- field site is a multicultural school and the can- 124 didate works primarily with bilingual/bicultural EDU 6935 Maintaining Matriculation middle level curriculum theory, characteristics students. Credit 3–6 semester hours. Advance Certificate students who have not reg- of young adolescents, including physical, cogni- istered for other courses must register for 6935 tive, moral, psychological and social-emotional EDU 6595 Organization and Administration until all diploma requirements are completed attributes: identity development; home and of Personnel Services and the diploma is granted. No credit. Offered community involvement; and the future of the Prerequisites: School program core courses. each semester. middle grades movement. Credit: 3 semester hours. This course focuses on integrating theoretical and practical skills from the prerequisite courses in EDU 7000 Psychological Foundations of EDU 7107 Methods and Strategies of order to develop and evaluate comprehensive Learning Teaching Middle School/Adolescent counseling programs in schools. The American This course takes a critical perspective on the Learners in General and Inclusive Settings School Counseling Association model is used to psychological issues that help contextualize This course will focus on understanding how guide various activities. The various roles of the American schools and explain student achieve- to organize school structures and classroom school counselor and types of services provided ment. We will examine topics related to the practice to best facilitate learning for the young are discussed. Credit: 3 semester hours. psychological facets of learning and education, adolescent. Course topics include: advisory, respectively. The course is aimed at providing teaming, scheduling, curriculum, assessment, EDU 6606 and 6607 Supervision of students with conceptual tools essential for instruction, athletics and the arts, teacher dis- Counseling understanding education. The psychological positions that lead to positive learning environ- Prerequisites: Completion of master’s pro- foundations of the course address the nature ments, and the future of the middle school in gram in counseling, adequate experience as of schooling from the perspective of students’ relation to the 21st-century skills movement. a practitioner, and permission of the Program cognitive development. It examines both con- Field work required. Credit: 3 semester hours. Coordinator. This first course explores mod- cepts and applications of learning theories. els of supervision and the various processes EDU 7114 Early Childhood Education Credit: 3 semester hours. involved in supervision. The second course Associate Teaching involves the evaluation and critique of counsel- EDU 7001 Curriculum Instruction and Prerequisite: Completion of pedagogical course- ing sessions through actual supervision of coun- Teaching work and permission of the selor trainees. Credit: 3–6 semester hours. Basic theories and principles of curriculum Graduate Committee on Associate Teaching. and instruction; emphasis on developing and Observation and participation in teaching in an EDU 6610 Spiritual Issues in Counseling designing a curriculum plan, as well as histori- early childhood school under University supervi- THE SCHOOL OF EDUCATION and Psychotherapy cal, philosophical and social foundations of cur- sion at both the Pre-K and the grades 1–2 lev- Prerequisites: None. This course focuses on riculum. Credit: 3 semester hours. els, 4-1/2 days per week. Attendance at weekly current research that relates to the integration seminars is required. of spirituality and best-practice counseling and EDU 7002 Early Childhood Study Abroad Credit: 3 semester hours. psychotherapy. Credit: 3 semester hours. Elective: International Perspectives in Early Childhood Education EDU 7115 Childhood Associate Teaching EDU 6650 Consultation and Evaluation The study of educational philosophy, culture, Prerequisite: Completion of pedagogical Prerequisites: Completion of 24 credits in the policy and practices in early childhood settings coursework and permission of the Graduate School Counseling course sequence. This course abroad. Group travel program elective; offered Committee on Associate Teaching. Observation provides the counselor with the knowledge and annually. Credit: 3 semester hours. and participation in teaching in an approved skills necessary to analyze the culture of school elementary school under University supervision settings in order to maximize the effectiveness EDU 7003 Current Issues and Change at both the primary (1–3) and elementary lev- of consultation interventions. In addition there Theory in Curriculum els, 4-1/2 days per week. Attendance at weekly is an emphasis on the integration of the theory Controversial issues related to teaching, learn- seminars required. Credit: 3 semester hours. and practice of learning and/or behavioral prob- ing, supervision and curriculum change; essen- lems of students in K-12 settings. Students will tial knowledge that shapes a person’s EDU 7117 Adolescent Education Associate also be taught how to write grants to provide philosophy of curriculum. Credit: 3 semester hours. Teaching needed resources in their school. Evaluation of Prerequisite: Completion of pedagogical EDU 7004 Essential Readings in Curriculum outcomes will also be discussed. coursework and permission of the Graduate from the 20th Century Credit: 3 semester hours. Committee on Associate Teaching. Observation Important books of the 20th century, which have and participation in teaching in an approved EDU 6651 Foundations in Mental Health shaped curriculum are read and discussed. The school under University supervision at both the Counseling and Consultation relevance of the theoretical perspectives to school grades 7–9 and the 10–12 levels, 4-1/2 days per Prerequisites: Core 6121, 6205, 6264. This and society today are discussed within the context week. Attendance at weekly seminars required. course provides students with basic information of current political and fiscal climate. Credit: 3 semester hours. on the principles and practices of mental health Credit: 3 semester hours. counseling and consultation. Topics include EDU 7120 Individualization: Diagnosing EDU 7006 Study Abroad Elective: the history and philosophy of mental health Students’ Instructional Needs International Perspectives in Education counseling, professional identity, the roles of The development of diagnostic skills to analyze The study of educational philosophy, culture, the mental health counselor, professional eth- individual learning styles and to then develop policy and practices in early childhood, child- ics, integrating theory to practice, various con- instructional prescriptions on the basis of that hood and adolescent settings abroad. Group texts of practice and organizational structures, data. Credit: 3 semester hours. travel program elective; offered annually. assessment, prevention, consultation and an Credit: 3 semester hours. understanding of how diversity influences the EDU 7122 Programs in Early Childhood Education: Play, Social Learning in Early practice of mental health counseling. EDU 7106 Understanding Socio-Emotional, Childhood Environments Credit: 3 semester hours. Cultural and Cognitive Aspects of Middle This course examines historical, philosophical School/Adolescent Learners in General and EDU 6925 Maintaining Matriculation and current perspectives on early childhood Inclusive Settings Students seeking master’s degrees who are not education programs, including their implications This course will focus on understanding, cel- registered for other courses must register for for the role of play in children’s development ebrating and nurturing the young adolescent. 6925 until all degree requirements are com- and learning in all domains, cognitive, linguistic, Course topics include historical perspectives on pleted and the degree is granted. No credit. physical, emotional, social, and aesthetic. Field the middle school philosophy, foundations for Offered each semester. work required. Credit: 3 semester hours. stjohns.edu/graduatebulletin 125 EDU 7123 Creative Arts in Linguistically/ EDU 7137 Current Trends, Research and used to acquire information, communicate, and Culturally Diverse and Inclusive Early Assessment in Mathematics enhance learning in grades 6–12. Childhood Settings An examination of the present-day curriculum Credit: 3 semester hours. Through workshop experiences, readings, in elementary school mathematics in addition EDU 7270 Research Seminar: Investigating and reflection, students become familiar with to current practices and trends with emphasis and Evaluating Research in the Field of process-oriented approaches to young chil- on the content of modern mathematics. Field Instructional Technology dren’s creativity in the arts and with rationales work required. Credit: 3 semester hours. for infusing creative arts into curriculum. Issues This course will focus on investigating and eval- regarding sensory integration and assistive EDU 7138 Current Trends and Research in uating current research findings and method- technology are explored. Field work required. the Teaching of Language Arts ologies in the field of instructional technology. Credit: 3 semester hours. Current practices and trends; examination of Students will explore how theories, research selected innovative programs and the develop- methodologies and technology research tools EDU 7126 Observing and Recording the ment of skills and techniques for language arts are being used to study teaching and learning Behavior of Young Children instruction. Field work required. with emerging technologies. Upon completion This course focuses on young children’s growth Credit: 3 semester hours. of the course, students will develop a literature and development and explores the reasons for review and research plan in an area of interest EDU 7195 Teaching and Learning: and methods of observing young children and for their dissertation proposal. Childhood teacher-child interaction in diverse early educa- Credit: 3 semester hours. tional settings. Field work required. This course is designed to provide prospective Credit: 3 semester hours. teachers of elementary school students with EDU 7290 Human Relations in Multicultural focused knowledge of learning and develop- and Inclusive Settings EDU 7127 School, Family and Community ment as they relate to teaching strategies and The course will focus on improving commu- Partnerships techniques in both urban and rural settings. nication skills and relationships with parents, This course takes an ecological perspective on Field work required. Credit: 3 semester hours. students, administrators and members of the supporting children’s learning and development community in a multicultural society. EDU 7211 Educational Research and Data through strengthening positive links between Credit: 3 semester hours. school, family, and community. Examines roles Analysis II of members in interdisciplinary teams and Prerequisite: EDU 5655. This course develops EDU 7291 Innovative Strategies in collaborative partnerships in assessing and knowledge and applications of advanced uni- Secondary Education: Social Studies planning for young students with disabilities. variate and multiunivarate inferential statistical This course examines issues, perspectives and Credit: 3 semester hours. methods, multiple correlation and regression, strategies related to developing a critical peda- principles of measurement, internal valid- gogy of reflective practice in secondary social EDU 7128 Integrated Curriculum in Early ity, power analysis and effect size. Students studies education, and is designed around four Childhood will have hands-on use of statistical software interrelated themes: 1. Exploring the theoretical Students learn to design and implement integrated such as SPSS to organize and analyze data and historical underpinnings of history educa- curriculum including both teacher-planned and and engage in critical analyses of published tion; 2. Understanding best practices related to child-initiated learning experience to address state research that exemplifies a variety of statistical methods of social studies education at the ado- learning standards in social studies, language arts, techniques. Credit: 3 semester hours. lescent level; 3. Examining planning and assess- mathematics, science, and technology. Field work ment practice and purpose through reflective EDU 7217 Creating Basic Audiovisual required. Credit: 3 semester hours. self-evaluation, and 4. Developing pedagogical Media (CF.LIS 217) practices that are responsive to the context of EDU 7129 Mathematics and Science in Early Creation and evaluation of multi-media urban schools and inclusive of the multifaceted Childhood programs for all libraries. Independent projects identities of metropolitan adolescents and their In this course, students explore the teaching and will require additional laboratory time. families. Field work required. learning of scientific and mathematical concepts Credit: 3 semester hours. Field trip may be Credit: 3 semester hours. and processes through content of relevance and required. Library Science fee: $25. interest to children, Pre-K through second grade. EDU 7292 Innovative Strategies in EDU 7222 Philosophical, Historical, and Includes evaluating and integrating technology Secondary Education: Science Sociological Foundations of Education resources into lesson planning for inquiry-based This course examines issues, perspectives and This course focuses upon current issues and learning. Credit: 3 semester hours. strategies related to developing a critical peda- problems within the field of curriculum. The gogy of reflective practice in secondary science EDU 7135 Current Trends, Research and course examines conceptions of curriculum as education, and is designed around four inter- Assessment in Social Studies well as historical, philosophical, social, psycho- related themes: Current practices and trends; an examination of logical, and intellectual foundations of those 1. Exploring models and theories related to selected innovative programs and the develop- conceptions. Credit: 3 semester hours. ment of skills and techniques for social studies methods of science teaching and learning; instruction. Field work required. EDU 7266 Technology for Teaching Literacy 2. Understanding current research on best Credit: 3 semester hours. in Regular and Special Education Settings practices related to methods of science edu- Technology utilization for literacy-based cation at the adolescent level; EDU 7136 Current Trends, Research and instruction. Emphasis is placed on the ways 3. Examining planning and assessment practice Assessment in Science that technology can be used in the classroom and purpose through reflective self-evalua- Current practices, trends and examination of to acquire information, communicate, and tion, and selected innovative programs and the develop- enhance learning in grades Pre K–5. 4. Developing pedagogical practices that are ment of skills and techniques for instruction in Credit: 3 semester hours. responsive to the context of urban schools science. Field work required. and inclusive of the multifaceted identities EDU 7267 Technology for Literacy-Based Credit: 3 semester hours. of metropolitan adolescents and their Applications in Content Area Learning in families. Regular and Special Education Settings Field work required. Credit: 3 semester hours. Technology utilization for literacy-based instruction in the content areas. Emphasis is placed on the ways that technology can be 126 EDU 7293 Innovative Strategies in EDU 7297 Introduction to Research EDU 7319 Approaches, Strategies and Secondary Education: Mathematics Methods Materials for Literacy Development This course examines issues, perspectives Surveys methods of qualitative and quantita- Study of various approaches to reading instruc- and strategies related to developing a critical tive inquiry into educational issues from Grade tion; analysis of strengths and weaknesses of pedagogy of reflective practice in secondary B–12 in mainstream and inclusive settings each mode; classroom grouping and manage- mathematics education, and is designed around marked by racial, ethnic, linguistic, and cultural ment procedures for reading instruction. Credit: four interrelated themes: 1.Exploring models diversity. Students will analyze and synthesize 3 semester hours. and theories related to methods of mathemat- research relevant to selected topics in literacy, EDU 7334 School Media Centers ics teaching and learning; 2. Understanding home-school-community relations and other (Cf. LIS 234) current research on best practices related to program-related areas of interest in early Introduction to the organization and functions methods of mathematics education at the ado- childhood, childhood, adolescent education or of school media centers. Discussion of the edu- lescent level; 3. Examining planning and assess- education for inclusive, educationally disadvan- cational setting, program relationships within ment practice and purpose through reflective taged students. Credit: 3 semester hours. the school and the community, finances and self-evaluation, and 4. Developing pedagogical EDU 7300 Educational Assessment of budgeting, staffing, services and program plan- practices that are responsive to the context of ning. Emphasized are operations of the building urban schools and inclusive of the multifaceted Young Children with Exceptionalities (cf. EDU 9733) level media program. Credit: 3 semester hours. identities of metropolitan adolescents and their Prerequisites: EDU 9737 and EDU 7126. Use of Field trip required. families. Credit: 3 semester hours. Field work formal and informal strategies for assessment required. EDU 7399 Field Research in Reading and and evaluation of young children with excep- Learning EDU 7294 Innovative Strategies in tionalities. Emphasis in interdisciplinary and This course serves as a combined seminar and Secondary Education: Foreign Language family collaborator in collection and analysis of practicum in which a variety of approaches to This course examines issues, perspectives and assessment data for formulation of interven- teaching students to read are explored and strategies related to developing a critical peda- tions. Field work required. Credit: 3 semester hours. field-tested. Students are required to use previ- gogy of reflective practice in secondary foreign ous research as the basis for the development language education, and is designed around EDU 7301 Curriculum Modifications for Teaching Students with Disabilities in of experimental study focuses on the applica- four interrelated themes: 1. Exploring models Diverse Early Childhood Setting tion of varied reading ideologies for students THE SCHOOL OF EDUCATION and theories related to methods of foreign lan- (cf. EDU 9734) with diverse learning styles and to submit their guage teaching and learning; 2. Understanding Focuses on adapting general education cur- findings in a manuscript for publication. current research on best practice related to riculum, methods, technology, resources and Credit: 3 semester hours. methods of foreign language education at materials to support students over a wide the adolescent level; 3. Examining planning EDU 7410 Identification of the Gifted and range of disabilities and cultural/linguistic back- and assessment practice and purpose through Talented grounds in meeting state learning standards. reflective self-evaluation, and 4. Developing This course examines the identification of Field work required. Credit: 3 semester hours. pedagogical practices that are responsive to the gifted/ talented and high ability students and context of urban schools, and inclusive of the EDU 7302 Early Intervention and Provision factors involved with the development of their multifaceted identities of metropolitan adoles- of Services for Preschoolers with Special talents. Multiple criteria are illustrated in the cents and their families. Field work required. Needs (cf. EDU 9736) identification process and special emphasis Credit: 3 semester hours. Highlights needs of infants, toddlers and pre- is placed on diverse students. This course is schoolers with or at risk for developmental designed to satisfy NY State license extensions EDU 7295 Teaching and Learning delays or disabilities. Examines assessment for teaching gifted students, for which an Adolescent and intervention processes and strategies in a Internship will be required. This course involves planning for instruction variety of natural environments and issues in Credit: 3 semester hours. with a view toward differentiated instructional the transition to preschool environments. Field strategies for all students in both urban and EDU 7411 Introduction to Designing work required. Credit: 3 semester hours. Programs, Curriculum and Materials for the rural settings, in the several content areas, pay- Gifted and Talented ing special attention to current standards. Field EDU 7303 Research on Issues in Early This course develops ability in the design of work required. Credit: 3 semester hours. Childhood Special Education appropriate programs, curriculum and materials Focus on relationships between research, the- EDU 7296 Innovative Strategies in for gifted/ talented and high ability students ory and practice in providing appropriate ser- Secondary Education: English (ELA) groups along with a critical review of relevant vices for infants, toddlers and young children This course examines issues, perspectives and research and contrasts of alternative models with special needs. Credit: 3 semester hours. strategies related to developing a critical peda- and perspectives within gifted education. This gogy of reflective practice in secondary ELA EDU 7304 Practicum in Special Education- course is designed to satisfy NY State license education, and is designed around four interre- Early Childhood (cf. EDU 9739) extensions for teaching gifted students for lated themes: 1. Exploring models and theories Prerequisites EDU 7114, Core Special Education which an Internship will be required. related to methods of ELA reaching and learn- courses and permission of instructor. Credit: 3 semester hours. ings; 2. Understanding current research on best Applications of instructional strategies for EDU 7412 Teaching Creative Thinking and practices related to methods of ELA education students with disabilities in inclusive or special Problem Solving to Gifted and Talented at the adolescent level; 3. Examining planning education settings, under university supervi- Students and assessment practice and purpose through sion. Students will learn the means for identify- This course responds to immediate and long- reflective self-evaluation, and 4. Developing ing and reporting suspected child abuse, and range needs of gifted/talented and high ability pedagogical practice that is responsive to the maltreatment and the prevention and interven- students by promoting the achievement of context of urban schools and inclusive of the tion of child abduction, school violence and basic skills and experience in creative thinking multifaceted identities of metropolitan adoles- alcohol, tobacco and other drug abuse. A mini- and problem solving both globally, and within cents and their families. Field work required. mum of 25 days or 150 hours of field work various subject areas, along with critical review Credit: 3 semester hours. required. Seminar attendance required. of relevant research. This course is designed to Credit: 3 semester hours. satisfy NY State license extensions for teaching gifted students for which an Internship will be required. Credit: 3 semester hours. stjohns.edu/graduatebulletin 127 EDU 7413 Professional Collaboration and EDU 7585 Assessment and Evaluation in of interactive multimedia and online experiences Leadership in Gifted Education the Teaching/Learning Process that support student cognition through the use This course will cover collaborative models This course focuses on formal and informal of appropriate websites and the creation of tools of professional development and program means of assessing students’ learning and the like wikis, WebQuests, and curriculum webs. A evaluation for gifted/talented and high ability teacher’s analysis and improvement of his/her curriculum web is a website designed to support students’ education, major issues and lead- own practice through connecting this process a specific curriculum plan while utilizing electronic ership concerns in the field, e.g., including with the relevant research. resources. Students will evaluate, design, and underrepresented populations and integrated Credit: 3 semester hours. construct assistive learning tools that integrate gifted practices school wide and system wide. powerful topics with innovative online resources EDU 7590 Communications and Human Students will investigate how to network and that embrace principles of the common core. Relations disseminate information on gifted education. This course will cover detailed procedures, stan- The educational implications of prejudice and This course is designed to satisfy NY State dards and protocols for technology integration sexism are examined as well as the develop- license extensions for teaching gifted students in the classroom and provide students with firm ment of skills necessary to identify needs of for which an Internship will be required. understanding of ways to support the diverse adolescents; training for group facilitating Credit: 3 semester hours. learning needs and interests of students. The related to the classroom and the development course assumes a basic knowledge of computers, EDU 7440 Designing, Implementing and of communication skills are also discussed. including use of e-mail, the Internet, and word Evaluating In-Service Programs Credit: 3 semester hours. processing. Most important this class assumes a This course examines, though reading and dis- EDU 7663 Using Technology in the Study willingness to put time and energy into the plan- cussion of current research and literature, char- of Qualitative Research Methodology ning and development of online resources and acteristics as well as theoretical frameworks of Students in this course will learn how qualita- assignments. Credit: 3 semester hours. effective in-service design processes. Models of tive data analysis software can be used as a effective in-service programs are analyzed and EDU 7667 Foundations of Instructional tool to enhance the research analysis process. adapted to address students’ educational needs Design for Technology-Supported Learning This course will integrate theory with applica- and settings. Credit: 3 semester hours. This course provides an introduction to tions, as well as provide instruction on how to instructional design for technology-supported EDU 7550 Introduction to Doctoral use the software. Students will use both text learning. The purpose is that students gain an Research analysis and qualitative analysis software pro- understanding of the field, learn to analyze a This seminar will be the springboard for doc- grams in a study where they design the instru- subject domain and to design, develop, imple- toral dissertation research through introducing ments, collect the data, and analyze the results. ment, and evaluate technology-supported students to the resources available and pro- Credit: 3 semester hours. learning experiences to facilitate student cesses involved in constructing a dissertation EDU 7664 Foundations of Online Learning construction of knowledge in that domain. study. Students will learn how to conduct a This course provides an introduction to the Students will apply knowledge of approaches conceptual and methodological analysis of prior field of e-learning and distance education. to teaching and learning of cognitive, psycho- research in their fields of study, how to design The course provides learning opportunities to motor and affective goals, approaches to for- feasible and ethical research projects, and strat- understand the foundations, theories, research, mative evaluation of instructional design and egies for dissemination of research. and delivery technologies of distance education. communication and collaboration technologies Credit: 3 semester hours. Learners explore current e-learning tools used in the design of a learning experience. EDU 7555 Planning for Curriculum in online and blended instruction. The emphasis Credit: 3 semester hours. Development in Elementary and Secondary is on pedagogy and the learner, rather than the EDU 7668 Computer Technology in Education Schools technology itself. Learners also engage in activi- This course considers the three ways in which Theories of learning and relevant research; ties that involve applying effective design and computers can be used in instruction; as tutors, study of the curriculum decision-making pro- teaching strategies to a course module appro- tools, or tutees. Examples of each of these uses cess; research evaluation and practice concern- priate for their teaching. are examined in terms of the theories of learn- ing operational aspect of educational objec- Credit: 3 semester hours. tives; behavioral analysis of educational tasks. ing and curriculum implicit in each. Authoring Credit: 3 semester hours. EDU 7665 Leadership in Technology I systems, which allow teachers to design com- (cf. EDU 5665) puter-assisted instruction, are used. EDU 7579 Observational Analysis for This course develops leadership abilities at the Credit: 3 semester hours. Teachers school building and school district levels to EDU 7669 Leadership in Technology II Macro-and micro-analyses of teaching through understand the administrative and instructional (cf. EDU 5669) the use of affective, cognitive, verbal and non- uses of technology; validate improvements Prerequisite: EDU 5665/7665. This course verbal observational systems are discussed, in curriculum development and instructional focuses on using technology to make data along with a critical analysis of current research practices through the integration of technol- driven decisions for effective school leadership. on teaching approaches and practices. ogy; to make decisions about future hardware It explores the role of data in making effective Credit: 3 semester hours. and software enhancement, consistent with the instructional, financial, and administrative deci- National Technology Standards, as they pertain EDU 7580 Analysis of Teaching and sions in schools Development and application to classroom, school, and district goals for Educational Process of data-management and data-driven decision students, including students with diverse learn- The relationships that exist between instruc- making processes are emphasized. Current ing needs; and to make decisions about future tional objectives and teaching behavior; appli- research on technology in educational technology for professional development at all cations of human development and learning settings is critically examined. levels. Credit: 3 semester hours. concepts as they relate to specialized teaching Credit: 3 semester hours. methods and materials. Research results and EDU 7666 Developing Curriculum Materials selected generic theories of teaching behavior for the Web 701 Research Development in Instructional are used to extend the teacher’s concept of the This course explores online technology tools that Strategies teaching-learning process. can enhance teaching and learning in the K-12 Emphasis is placed on leadership strategies and Credit: 3 semester hours. classroom. Fueled by research and real world supervisory skills for instructional improvement applications, this course examines several forms and teacher’s professional growth; current 128 trends and innovations in planning, develop- research project in a curriculum or teaching ment, implementation and evaluation of super- area along with a faculty mentor. visory programs. From classroom lectures and Credit: 3 semester hours. discussions, readings from current literature, and the preparation of written assignments, the EDU 7891 Independent Study – Curriculum student should acquire specific knowledge of and Instruction effective practices in instructional supervision. Prerequisite: Permission and approval of Credit: 3 semester hours. Chairperson is required. Open only to quali- fied students who wish to pursue an advanced EDU 7703 Analysis of Alternative research project in a curriculum or teaching Innovative Strategies area along with a faculty mentor. The purpose of this course is to examine educa- Credit: 3 semester hours. tional alternatives through historical, sociologi- cal and philosophical analyses of schools and EDU 7900 Qualitative Research– education. Study of the origin, the character- Methods in Education istics and the current directions of educational This course focuses on a variety of qualitative alternatives provide the framework for this approaches to discipline and inquiry that can course. Credit: 3 semester hours. be brought to bear on the problems in educa- tion and also examines underlying theoretical EDU 7708 Trends and Techniques in the frameworks of these approaches. The course Evaluation of Programs provides opportunities for students to develop This course will provide information about knowledge and skills in the various qualitative approaches to formative and summative pro- techniques and methods. gram evaluation. It will include the establish- Credit: 3 semester hours. ment of evaluation criteria and standards, data gathering and analysis techniques, utilization of EDU 7901 Educational Research and Data evaluation data, criteria for judging evaluations, Analysis III and ethical issues in program evaluation. Case Prerequisites: 5655 and 7211. This course THE SCHOOL OF EDUCATION studies will be used to illustrate application of advances the principles and concepts devel- theoretical issues in evaluation to practical situ- oped in earlier research courses through practi- ations. Credit: 3 semester hours. cal applications and field-based studies. The course will include instrument development, EDU 7712 Change Theory and the data collection strategies and advanced data Curriculum analysis techniques using statistical software. The purpose of this course is to help students Credit: 3 semester hours. to better understand the organization of school systems and to suggest ways in which cur- EDU 7902 Advanced Qualitative Research riculum specialists can bring about educational in Education (prerequisite EDU 5655, EDU 7900) change in a systematic and planned way. This course will expand student expertise in the Curriculum change strategies and tactics based paradigms and strategies used when conduct- upon recently developed scientific knowledge, ing ethnographic and other narrative forms of concepts and theory are considered. research. Students will design and implement Credit: 3 semester hours. field-based projects, apply reflective analytic EDU 7715 Issues in Curriculum: Theory and techniques, and communicate findings using Development various approaches. Students will also develop This course reviews the historical evolution of familiarity with software used for qualitative curriculum as a field as well as the works of data analysis as applied to narrative text, arti- those who have contributed to this evolution. facts, and media. Credit: 3 semester hours. Traditional as well as contemporary conceptions of curriculum theory, design and development EDU 7925 Maintaining Matriculation– Master’s Degree are compared. Credit: 3 semester hours. Master’s degree students not registered for EDU 7800 Multivariate Data Analysis other courses must register for 7925 until all Prerequisite: EDU 5655 and 7211. This course degree requirements are completed and the examines advanced research and statisti- degree is granted. No credit. Fee required. cal design approaches, including multiple EDU 7935 Maintaining Matriculation– and logistic regression, discriminant analysis, Advanced Certificate MANOVA, HLM, causal modeling, factor Advanced Certificate students not registered analysis and validity and reliability assessment. for other courses must register for 7935 until Students will have hands-on use of computer all degree requirements are completed and the technology and statistical software such as SPSS degree is granted. No credit. Fee required. to organize and analyze data. Credit: 3 semester hours. EDU 7940 Maintaining Matriculation– Doctoral Degree EDU 7890 Independent Study– Instructional Doctoral students not registered for other Leadership courses must register for 7940 until all degree Prerequisite: Permission and approval of requirements are completed and the degree is Chairperson is required. Open to only quali- granted. No credit. Fee required. fied students who wish to pursue an advanced

stjohns.edu/graduatebulletin 129 EDU 7990 Doctoral Research Seminar EDU 9010 Linguistics for Teachers of Field work required. Credit: 3 semester hours. Original research leading to the doctoral dis- English Language (ELL) and sertation is the focus on this seminar. Students Exceptional Learners (cf. EDU 9710) EDU 9704 Research in Collaborative who have passed the doctoral comprehensive An introduction to the fundamental principles Partnerships and Strategic Instruction for General, Special and Inclusive Education: examination and completed all course work of descriptive and theoretical linguistics and the Adolescent requirement register for Research Seminar for 3 application of linguistic analyses to the teaching This course shows students how to become credits. for each semester until the dissertation of language. (Field work of five hours required.) informed consumers of qualitative and quanti- is completed and the degree is awarded. Credit: 3 semester hours. tative research methods as they apply to gen- Credit: 3 semester hours. EDU 9012 Methods of Language and eral, special and inclusive education. Research EDU 9001 Foundations of Bilingual and Academic Assessment for ELLs and study will include examining techniques for Second Language Education Exceptional Learners promoting collaborative partnerships and stra- History, and legal/political underpinnings of Methods for adapting and utilizing instruments tegic instruction and learning for general and American education with an emphasis on to assess language proficiency and cultural special educators. Models of collaboration, programs for linguistically diverse learners; learning in TESOL, bilingual education and theoretical approaches to school-based collabo- examination of exemplary principles, policies, exceptional learners with second language ration and roles of members of interdisciplinary educational models, research, assessment and competencies. Field work required. teams will be examined. Field work required. technology. Credit: 3 semester hours. Credit: 3 semester hours. Credit: 3 semester hours. EDU 9002 Psychology and Sociology of EDU 9014 Practicum and Seminar in TESOL EDU 9705 Practicum in Special Education: Language and Bilingualism Open only to TESOL majors and prerequisite Adolescent Social and psychological aspects of bilingualism core courses needed. Observation and field- Prerequisites: Core Special Education Courses in the context of current theory and research based teaching using conventional and tech- and permission of instructor. In this combined on first- and second-language acquisition and nological resources in elementary and second- practicum seminar course, participants will use from birth through adolescence. Field work ary level TESOL classrooms, under University apply research on instructional strategies in required. Credit: 3 semester hours. supervision. Attendance at a weekly on-campus educational settings. Students will learn the seminar is required. Thesis is conducted based means for identifying and reporting suspected EDU 9003 Literacy Development for First on independent research. Field work required. child abuse, and maltreatment and the preven- and Second Language Learners Credit: 3 semester hours. tion and intervention of child abduction, school Provides students with theory and practice and violence and alcohol, tobacco and other drug necessary knowledge and skills for teaching EDU 9015 Structure of the English Language abuse. Field work required. literacy and language arts to monolingual and Linguistic description and analysis of the major Credit: 3 semester hours. linguistically/culturally diverse learners. Field subsystems of present-day American English; work required. Credit: 3 semester hours. phonology, morphology, and syntax. Analysis of EDU 9706 Curriculum Adaptation and major challenges in English grammar for ELLs. Modification Planning for Exceptional EDU 9004 Content Area Instruction for Credit: 3 semester hours. Students: Adolescent Linguistically/Culturally Diverse Learners Theories and practice for creating and manag- Prepares students with the necessary skills for EDU 9025 Maintaining Matriculation ing environments that foster learning, accep- teaching science, mathematics, and social stud- Master’s students not registered for other tance, positive behaviors and developing tech- ies through English as a second language and, courses must register for 9025 until all degree niques for differentiated instruction. as a means for improving English language requirements are completed and the degree is Field work required. Credit: 3 semester hours. skills. Field work required. Credit: 3 semester granted. No credit. Offered each semester. hours. EDU 9707 Curriculum Adaptation and EDU 9700 Research in Collaborative Modification Planning for Exceptional EDU 9005 Teaching English to Speakers Partnerships and Strategic Instruction for Students: Childhood of Other Languages and Dual Language General, Special and Inclusive Educational Theories and practice for creating and manag- Instruction Settings: Childhood ing environments that foster learning, accep- Theoretical and practical aspects of teaching This course shows students how to become tance, positive behaviors and developing English to speakers of other languages and dual informed consumers of qualitative and quanti- techniques for differentiated instruction. language instruction for all age groups and lan- tative research methods as they apply to gen- Field work required. Credit: 3 semester hours. guage proficiency levels. eral, special and inclusive education. Research Credit: 3 semester hours. study will include examining techniques for pro- EDU 9710 Linguistics for Teachers of moting collaborative partnerships and strategic English Language (ELL) and Exceptional EDU 9006 Human Development in Cross- instruction and learning for general and special Learners (cf 9010) Cultural Perspective educators. Models of collaboration, theoreti- An introduction to the fundamental principles Presents a cross-cultural framework for the cal approaches to school-based collaboration of descriptive and theoretical linguistics and the study of birth through adolescent development. and roles of members of interdisciplinary teams application of linguistic analyses to the teach- Emphasis is placed on the effects of cultural, will be examined. Field work required. Credit: 3 ing of language. Field work required. heritage characteristics and socioeconomic semester hours. Credit: 3 semester hours. levels. Credit: 3 semester hours. EDU 9702 Practicum in Special Education - EDU 9711: Education and Accommodating EDU 9009 Teaching Strategies in the Childhood Needs of Individuals with Exceptionalities, ESL and Bilingual Classroom: Science, Prerequisites: Core Special Education Courses K-12 Mathematics and Social Studies and permission of instructor. In this combined This course presents an overview of issues Prepares students with the necessary skills for practicum seminar course, participants will involving exceptional learners, students with teaching science, mathematics and social stud- apply research on instructional strategies in diagnosed disabilities as well as, English ies through English as a second language and educational settings. Students will learn the Language Learners, children with special as a means for improving English language means for identifying and reporting suspected health-care needs, and children at-risk for skills. Field work required. Credit: 3 semester hours. child abuse, and maltreatment and the preven- school failure. The entire human development tion and intervention of child abduction, school from childhood to adolescent will be treated. violence and alcohol, tobacco and other drug abuse. Focal points of the course lie in issues of 130 demographics, current events, the 7 disability Students will be introduced to advanced con- EDU 9739 Practicum in Special Education categories including autism, characteristics cepts pertaining to data collection, research Early Childhood (cf. EDU 7304) and remediation of all learners, pertinent laws, design and behavior change strategies. Field Prerequisites: EDU 7114, Core Special community resources, the role of technology work required. Credit: 3 semester hours. Education courses and permission of instruc- (assistive and instructional) and accommoda- tor. Applications of instructional strategies for EDU 9726 Curriculum and Instructional tions. Students will learn about the process of students with disabilities in inclusive or special Design for Individuals with special education from assessment, the IEP, to education settings, under university supervi- Exceptionalities: Math, Science, and Social the annual CSE meeting and subsequent place- sion. Students will learn the means for identify- Studies: Adolescent ment. Field work required. ing and reporting suspected child abuse, and Focuses on planning and implementing cur- Credit: 3 semester hours. maltreatment and the prevention and interven- riculum, material, technology, and multiple- tion of child abduction, school violence and EDU 9712: Educational Assessment of validated instructional strategies and programs alcohol, tobacco and other drug abuse. A mini- Individuals with Exceptionalities in mathematics, social studies and science for mum of 25 days or 150 hours of field work Centers on the diagnosis and evaluation of students with a full range of abilities. Field required. Seminar attendance required. individuals with exceptionalities. Formal and work required. Credit: 3 semester hours. Credit: 3 semester hours. informal methods of assessing student learning EDU 9733 Educational Assessment of will be addressed as well as the means of ana- EDU 9742 Formal and Informal Educational Young Children with Exceptionalities lyzing one’s own teaching practice and skill in Assessment of Individuals with (cf. EDU 7300) using information gathered through assessment Exceptionalities: Adolescent Prerequisites: EDU 9737 and EDU 7126. Use of and analysis to plan or modify instruction. Field (Prerequisite: EDU 9711) Centers on the formal and informal strategies for assessment work required for interviews, observations, and diagnosis and evaluation of individuals with and evaluation of young children with excep- assessment procedures in school, clinic and/or exceptionalities. Formal and informal methods tionalities. Emphasis in multiple research- community settings. Materials fee: $25. Credit: of assessing student learning will be addressed validated instructional strategies and adapta- 3 semester hours. as well as the means of analyzing one’s own THE SCHOOL OF EDUCATION tions in literacy for students with a full range teaching practice and skill in using information EDU 9716 Curriculum and Instructional of abilities. Field work required. gathered through assessment and analysis to Design for Teaching Literacy to Individuals Credit: 3 semester hours. plan or modify instruction. Field work required with Exceptionalities: Childhood EDU 9734 Curriculum Modifications for for interviews, observations, and assessment Examines theories and models of how children Teaching Students with Disabilities in procedures in school, clinic and/or community with exceptionalities process and learn from Diverse Early Childhood Settings settings. Credit: 3 semester hours. the oral and written languages and ways to (cf. EDU 7301) develop curriculum, material and multiple Focuses on adapting general education cur- EDU 9744 Curriculum and Instructional research-validated instructional strategies adap- riculum, methods, technology, resources and design for teaching Literacy to Individuals tations in literacy for students with a full range with Exceptionalities: Adolescent materials to support students over a wide of abilities. Field work required. Examines theories and models of how youth range of disabilities and cultural/linguistic back- Credit: 3 semester hours. with exceptionalities process and learn from grounds in meeting state learning standards. the oral and written languages and ways to EDU 9718 Curriculum and Instructional Field work required. Credit: 3 semester hours. develop curriculum, material and multiple Design for Individuals with EDU 9736 Early Intervention and Provision research-validated instructional strategies and Exceptionalities: Math, Science, Social of Services for Preschoolers with Special adaptations in literacy for students with a full Studies: Childhood Needs (cf. EDU 7302) range of abilities. Field work required. Focuses on planning and implementing cur- Highlights needs of infants, toddlers and pre- Credit: 3 semester hours. riculum, material, technology, and multiple- schoolers with or at risk for developmental validated instructional strategies and programs delays or disabilities. Examines assessment and EDU 9955 Maintaining Matriculation in mathematics, social studies and science for intervention processes, technologies, and strat- Master’s students not registered for other students with a full range of abilities. Field egies in a variety of natural environments and courses must register for EDU 9955 until all work required. Credit: 3 semester hours. issues in the transition to preschool environ- degree requirements are completed and the degree is granted. No credit. Offered each EDU 9719 Principles of Applied Behavior ments. Field work required. Credit: 3 semester Analysis and Positive Behavioral Supports, hours. semester. Fee required. K–12 EDU 9737 Early Childhood Special Education This course familiarizes special education teach- For a complete listing of approved courses, Provides an understanding of child develop- ers with appropriate behavioral approaches please contact the Dean’s office. ment for young children with exceptional and methods for the instruction and manage- needs. Identification, assessment and interven- ment of individuals with disabilities. Field work tion strategies are presented in the context of required. Credit: 3 semester hours. the historical, social and legal foundations of EDU 9720 Applications of Behavior special education. Field work required. Management Techniques Credit: 3 semester hours. This course is the second of a 2-part sequence (EDU 9719) designed to further investigate EDU 9738 Research on Issues in Early Childhood Special Education the science of behavior as it applies to the Focus on relationships between research, the- education of students who present learning ory and practice in providing appropriate ser- and behavioral difficulties. It assumes that vices for infants, toddlers and young children the students have acquired the fundamental with special needs. Field work required. vocabulary, philosophy, and methodology of Credit: 3 semester hours. the science of applied behavior analysis from the first course in the sequence. This course will focus on the development and application of instructional and behavorial interventions. stjohns.edu/graduatebulletin 131 Faculty

Michael R. Sampson, Dean and Professor,. Julie Hope Carter, Associate Professor, B.A., Lina Gilic, Assistant Professor, B.S., St. John’s B.S. East Texas State University; M.Ed., Texas Bard College; Ed.M., Ph.D. State University University; M.S., Adelphi University; Ph.D., A & M-Commerce; Ph.D., University of Arizona. New York at Buffalo. Urban education, social Teachers College, Columbia University. Autism Reading comprehension, English language context of schooling, social foundations and and developmental disabilities, multiple exem- acquisition and historical research as an author new teacher development. plar instruction, self-management, and verbal of children’s literature. Xioajun June Chen, Assistant Professor, B.A., behavior. Board Certified Behavior Analyst. Jerrold Ross, Professor and Dean Emeritus, Hunan University, China; M.Ed., University E. Francine Guastello, Associate Professor, B.S., New York University; M.S., Queens of Manchester, UK; Ph.D., Purdue University. B.S., M.S., Ed.D., St. John’s University. Literacy; College, CUNY; Ph.D., New York University; Interdisciplinary learning and teams, issues of Exploring multi-sensory techniques for teaching D.Hum. (HON), Emerson College. Education, technology integration, international develop- dyslexic children and adults; Effective practices Arts Education, Administration and ment and cultural perspectives on instructional in literacy leadership; Parental involvement in Assessment. technology. student academic success; Improving teacher Sandra S. Abrams, Assistant Professor, Seokhee Cho, Professor, B. A., M. A. Ewha effectiveness in writing instruction. B.A. Washington University, M.A., American Women’s University, Korea; Ph.D. in Ed. Smita Guha, Associate Professor, B.A., M.A. University, M.A., New York University, Ph.D., Psy., University of Alberta, Canada; Gifted University of Calcutta; M.Ed., Ph.D. State Rutgers University. Adolescent Education; Education, Educational measurement and University of NY at Buffalo. Math and technol- Video Gaming, Virtual Environments, and evaluation, Cognitive Psychology, Learning ogy in Early Childhood Instructions. Learning; Digital Literacies in Academic and Psychology, Individual differences, Education of Aliya E. Holmes, Associate Professor, B.S., Social Domains. Learning Disabled, Instructional Methodology, M.S., Ph.D., University of Albany. Teacher Anthony Annunziato, Associate Professor, Teacher Training, Open Education, Early mentoring related to technology integration B.A., CUNY Queens College; M.S.Ed., Childhood Education. in the classroom, online learning, professional CUNY Queens College; Ed.D., Teachers Gina Cicco, Associate Professor, B.S., M.S., development. College Columbia University. Educational Ed.D., St. John’s University. Online instruction, Samuel E. Jackson, Assistant Professor, B.S. Administration; Educational Finance; the use of online education for counselors-in- York College; M.A. Brooklyn College Graduate Professional Development; Educational Policy. training, partnerships among school counselors School of Education; Ph.D.,The Graduate Jennifer Altieri, Professor, B.S. Bowling Green and teachers, perceptions on the role of school School and University Center, City University of State; M.Ed. University of Houston; Ph.D. Texas counselors. New York. Urban Education. A&M University: Literacy material and disciplin- Randall Clemens, Assistant Professor, B.A., Abigail M. Jewkes, Associate Professor. B.S. ary literacy. University of Maryland; M.S.Ed., Johns Hopkins Boston University; Ed.M., Harvard Graduate John D. Beach, Associate Professor, B.A., University; Ph.D., University of Southern School of Education; Ph.D., University of State University of NY; M.A., Binghamton California. Urban poverty; At-risk students; Michigan. Early childhood learners with a par- University, State University of NY; M.S., C.W. Educational reform. ticular focus on literacy, the role of early envi- Post Center; Ph.D., University at Albany, State Barbara Cozza, Associate Professor, B.F.A. ronments, family influences and self-regulation University of NY. Literacy Education; Guided CUNY-Hunter College; M.S. CUNY-Hunter in preschooler’s development. Reasoning For Higher Order Comprehension; College; Ph.D. Fordham University. Curriculum Ishita Khemka, Assistant Professor, B.A., Delhi Children’s Literature and Literacy Development. and instruction, professional development, cog- University: M.A., Teachers College, Columbia Richard Bernato, Associate Professor, B.A., nition, international education. University; Ph.D., Columbia University, NY St. John’s University; M.S., City University of Della DeKay, Assistant Professor, B.A., Research in special education, intellectual and New York; Ed.D., Dowling College. Educational Southwest Missouri University; M.A., Teachers developmental disabilities and autism; interper- leadership; Curriculum development; College, Columbia University; Ed.D., Teachers sonal decision-making theory, peer-victimiza- Instructional technology. College; JD Pace Law School. TESOL, Cultural tion, bullying, and abuse prevention training; James S. Bethea, Associate Professor, Diversity, Philosophy and History of Education. arts and literacy. B.S., Mount Olive College; M.S., Boston Michael P. Downton, Assistant Professor, B.A. Mary Theresa Kiely, Assistant Professor, B.A., University; Ph.D., The University of Iowa. Purdue University, Ph.D., Indiana University, Iona College; M.A., New York University; Ph.D., Spirituality in Counseling; Students with Learning and Developmental Sciences. University of Florida. Special Education, Teacher Disabilities, Substance Abuse and International Robert Eschenauer, Associate Professor, B.A., Education, Teacher Cognition, Teacher Quality, Rehabilitation in Poor and Developing St. Francis College; M.S., St. John’s University; High Incidence Disabilities, Literacy. Countries. Ph.D., St. John’s University; Adv. Certificate Helen U. Kwah, Assistant Professor, B.A. Yale Brett Elizabeth Blake, Professor, B.A., State School Psychology, City College, Counselor University, Fine Arts and Art History; M.P.H. University of New York, Stony Brook; M.A., Education; Assessment, Individual Counseling, University of Hawaii School of Public Health; Northwestern University; Ph.D., University of Outcome Research, Therapeutic Communi- Ph.D. New York University, Steinhardt School, Illinois at Chicago. Socio-cultural dimensions of cation, Clinical Hypnosis, Reflective Practice. Educational Communications and Technology. adolescent language and literacy development Mary Ellen Freeley, Associate Professor, Salika Ann Lawrence, Associate Professor, among urban and English-language learners; B. A. St. Joseph’s College; M. S. Queens B.A. Queens College CUNY; M.A. New York language acquisition; gender equity; curriculum College; Ed.D., St. John’s University; University; M.A. Fordham University; Ph.D. reform in middle schools. Instruction, Administration, Supervision and Fordham University. Working with diverse James R. Campbell, Professor, B.S., Fordham Leadership. learners and urban education to foster stu- University; M.S., Syracuse University; Ph.D., Andrew D. Ferdinandi, Associate Professor, dents’ critical literacy. New York University. Instructional Process and B.S., M.S., P.D., Ed.D., St. John’s University. Analysis; Gifted Education. Counselor Education; Working with Mental Illness and Dual Diagnosis Individuals; Assisting Troubled Teens with Substance Abuse and Truancy.

132 Ming-hui Li, Associate Professor, B.A., Melissa Parenti, Assistant Professor, B.A., Soochow University, Taipei, Taiwan; M.A., John Carroll; M.S., National Louis University; University of Colorado; Ed.D., Texas Tech M.S., Loyola University; Ed.D., University of University. Counselor Education; Stress Southern California. Faculty and student per- and Self-Efficacy as Predictors of Coping; ceptions of perceived ability of asynchronous Counseling Socially Troubled Children and and synchronous web based instructional tools Parent-Child Relationships. in attaining academic outcomes. Mary Ann Maslak, Professor, B.M.T., Rene S. Parmar, Professor, B.A., University of B.M.E., Shenandoah University; M.Ed., Ph.D., Jabalpur (India); M.Ed., Vanderbilt University; Pennsylvania State University. Gender Equity Ph.D., University of North Texas. Educational in Education; Social Mobility and Education; Evaluation, Mathematics for Students with International and Comparative Education. Learning Disabilities, Educational Assessment, John William McKenna, Assistant Professor, Evaluation. B.A., The University of Massachusetts at Barbara Peltzman, Associate Professor, B.S., Amherst; M.Ed., Boston University; Ph.D., The Mills College; M.S., St. John’s University; University of Texas at Austin. Evidence-based Ed.D., Teacher’s College; Columbia University; practices for students with emotional and P.D., Hofstra University. behavioral disorders; Teacher preparation; Yvonne K. Pratt-Johnson, Professor, Positive Behavior Supports; Responsible B.A., State University of New York at Stony inclusion. Brook; M.S., Georgetown University; M.A., Judith McVarish, Associate Professor, B.S., M.Ed., Ed.D., Teachers College at Columbia Bridgewater College; M.Ed., Ph.D., Lesley University. Bilingual Education and TESOL; THE SCHOOL OF EDUCATION University. Mathematics Education, self evalua- Literacy Development Among Second Language tion, reflective journal writing in mathematics, Learners; Jamaican Creole/Educating Crede- Teacher/Administrator Voices re: Math Reform. Speaking Students in American Schools. Ranier Melucci, Associate Professor, B.A., Heather Robertson, Assistant Professor, B.A., M.A., Brooklyn College; Ed.D., Fordham Syracuse University; M.S., Texas A&M; Ph.D., University. Educational administration and Virginia Tech. Military to civilian career transi- supervision; Professional development; tion and life satisfaction of veterans and military Leadership; High school mathematics. families, college parent involvement and stu- Paul Miller, Associate Professor, B.S., Ohio dent retention in higher education settings. State University; M.S., Idaho State University; Mary Beth Schaefer, Associate Professor, Ph.D., University of Utah. Educational B.A., Queens College; M.A., Queens College; Measurement, Measurement and Statistics M.A., Texas Woman’s University; Ed.D., Computer Technology, Instructional Design University of Pennsylvania. Adolescent Literacy; Decision-Making. Middle School; Career Development in Regina Mistretta, Professor, B.S., St. John’s Secondary Schools; Socio-Cultural Influences in/ University; M.S., Brooklyn College; Ed.D., among Readers’ Responses to Literature. Teachers College at Columbia University. Richard Sinatra, Professor, B.A., Lafayette Mathematics Education in Elementary, Middle College; M.S., P.D., Ph.D., Hofstra University. and Secondary School Levels, Professional Literacy Education: The Reading and Writing Development 1–8, Technology Education in Process; Cognitive Mapping, Vocabulary Mathematics. Parental involvement in Development, Out-of-school time programs for mathematical learning. at-risk students. Nancy Montgomery, Associate Professor, John Spiridakis, Professor, B.A., State B.S., M.S., Indiana University; PhD., New York University of New York at Stony Brook; M.S., University. Adolescent Education; English/ Ph.D., Florida State University. Bilingual/ Literacy Education; especially the teaching of Multicultural Education and TESOL, second and writing, writing with computers and coopera- heritage language research development. tive learning; Arts Education. Nancy Morabito, Assistant Professor, B.A., University of Virginia; M.Ed., Vanderbilt University; Ph.D., Vanderbilt University. Teachers’ conceptions and Teaching of the nature of Science. Audrey Figueroa Murphy, Associate Professor, B.A., Queens College, Spanish Education; M.S., St. John’s University, Bilingual Education; P.D., Ed.D, St. John’s University, Administration and Supervision. Allan Ornstein, Professor, B.A., City College of New York; M.A., Brooklyn College; M.A., Ed.D., New York University. Education Curriculum, Instruction and Teaching.

stjohns.edu/graduatebulletin 133 The Peter J. Tobin College of Business

Victoria L. Shoaf, CPA, Ph.D. Professional Accreditation and encouraging a sense of ethical, social and Dean public responsibility. This College strives for teaching excellence in R. Mitch Casselman, B.Comm., M.A. Ph.D. the theory and practice of business administra- Assistant Dean, Learning and Innovation Beta Gamma Sigma tion. It is accredited by AACSB International— and Director, Center for Global Business The Tobin College of Business hosts the Iota The Association To Advance Collegiate Schools Stewardship chapter of Beta Gamma Sigma, the officially of Business. AACSB International is recognized designated honor society of AACSB Intern- Dru Burtz, B.A., M.A., M.B.A., Director and by the Council on Postsecondary Accreditation ational. This chapter has been in existence Assistant Dean, Rome campus and by the U.S. Department of Education as since 1968. To be considered for membership, Asia L. Hauter, B.A. the sole accrediting agency for bachelor’s and a student must have graduated or be a can- Communications Manager master’s degree programs in business admin- didate for graduation in the current academic Susan L. McCall, B.B.A., M.B.A. istration. The Tobin College of Business is one year. The election to membership is from Assistant Dean and Associate Director of of the few business programs in the world the upper 20 percent of the group described Academic Advisement, Queens campus that have attained this prestigious accredita- above. tion. The programs in Accounting, Enterprise Kristine McGovern, B.B.A., M.B.A, Risk Management and Taxation at the Tobin Gamma Iota Sigma Assistant Dean of Planning and Compliance, College of Business are separately accredited by The School of Risk Management hosts the Queens campus AACSB International. Alpha Iota Chapter of this fraternal society, Donna M. Narducci, B.S., M.S., Ed.D., Accreditation standards have evolved to which was established in 1965 to promote, Associate Dean, Staten Island campus meet the contemporary needs of business, the encourage, and sustain student interest in professions, government, and graduate and Linda M. Sama, B.A., M.B.A., M.Phil, Ph.D., insurance, risk management, and actuarial professional schools. By meeting and maintain- Associate Dean for Global Initiatives and Joseph science as professions; to encourage the high ing the required level of quality for accredita- F. Adams Professor of Management, Executive moral and scholastic attainments of its mem- tion in professional education for accounting, Director–Center for Global Business Stewardship bers; and to facilitate interaction of educational business and management, the Masters of Jennifer Sedwick, B.S.E.D., M.S.E.D institutions and industry by fostering research Business Administration program of the Tobin Assistant Dean, Queens campus activities, scholarship, and improved public College of Business constitutes a sound choice relations. The Alpha Iota Chapter has been Carol J. Swanberg, B.S., M.B.A. Assistant for both the prospective student and for those in existence since 1991. The Chapter offers Dean and Director of Graduate Admissions persons responsible for recruiting students multiple opportunities for members to interact with professional preparation in business Stephanie M. Robertson, B.A., J.D. with and learn from industry leaders, to make administration. AACSB International standards Assistant Director of Graduate Admissions, contacts with students in other chapters, and include an evaluation of faculty adequacy and Manhattan campus to offer community services. competence, admissions standards and caliber Massimiliano Tomassini, B.A., M.B.A., of the student body, library facilities, computer Assistant Vice President and Executive Director, Omicron Delta Epsilon equipment, financial support of the institu- Rome campus The Theta Chapter of Omicron Delta Epsilon, tion, and the content and breadth of both the the International honor society in econom- Laura Vega-Konefal, B.S., M.S.E.D., Assistant professional and non-professional curricular ics, was established at St. John’s in 1958. Dean and Associate Director of Academic requirements. The professional curriculum in an The Theta Chapter is an active honor society, Advisement, Manhattan campus AACSB International accredited school stresses striving to broaden the student’s professional a working knowledge of the major areas of interest in economics. Several times each year, business activity, proficiencies in the use of Omicron invites working specialists from the Objectives analytical techniques in arriving at logical solu- business and financial community to speak on The Peter J. Tobin College of Business prepares tions to management problems, and an appre- topical problems in their fields of interest. graduates for rewarding managerial and ciation for and dedication to the social and New members are formally inducted in the professional careers. ethical responsibilities of the business manager. spring semester of each academic year. Its educational programs combined with progressive technology provide the practical Sigma Iota Epsilon experience, solid knowledge base, strong Honor Societies and Sigma Iota Epsilon is the national scholastic ethical foundation and global perspective Programs honor society in management. Its general pur- graduates need to make immediate and valu- pose is two-fold: to encourage and recognize able contributions as business professionals. M.B.A. HONORS scholarly excellence and to promote coop- The Tobin College of Business faculty An M.B.A. with honors is awarded to students eration between the academic and practical carry out its responsibility for this preparation who have an overall cumulative graduate index aspects of management. through excellence in teaching, supported by a of 3.5, and in addition write an acceptable commitment to applied business research. research-oriented thesis. Beta Alpha Psi Beta Alpha Psi is the national honor society for financial information students and profession- als. The primary objective of Beta Alpha Psi is to encourage and give recognition to scholastic and professional excellence in the business information field. This includes promoting the study and practice of accounting, finance and information systems providing opportunities for self development, service and association among members and practicing professionals 134 Graduate Business and Finance department to schedule an inter- an opportunity to plan and execute a research view. study while responding creatively to an intel- Association lectual challenge determined by the student’s Global Destination Courses own interest. Graduate Executive-in-Residence Global Destination Courses (GDCs) are The six-credit thesis option (901/902) is Program designed to provide students with international strongly recommended by the Tobin College The Executive-in-Residence Program substitutes travel opportunities that expose them to global of Business for students with a cumulative for Management 700 which is required of all business practices. The courses combine a graduate index of 3.5 or better or who seek to M.B.A. students. Admission to the program rigorous educational component, usually deliv- explore select subject matter of their specializa- is by invitation only. Students who wish to ered through online learning, with an experien- tion in great length. The student choosing the participate in the program must meet the fol- tial field trip to a global destination. The course thesis option should contact the Chairperson lowing criteria: component typically runs during the Fall or of his/her major department to develop aca­­ 1. The requirements for enrollment in Spring semester with travel during the Winter demic program specifics once he/she has Management 700. (January) or Spring (May) Intersessions or dur- gained a commitment from a full-time faculty 2. A minimum grade point index of 3.5. ing Spring Break. Course destinations have member to act as his/her mentor. Any credit 3. Successfully complete an interview with included Chile, Romania, the UK and Peru and awarded for Thesis 901 will not be applicable the Program Director. are designed to match a location with the aca- towards M.B.A./M.S. degree requirements The Executive-in-Residence Program is demic course content. The travel component without the completion of Thesis 902. designed to provide a forum for interaction includes a number of site visits to meet with between practicing executives and the business and discuss practical business operations with Time Limitation student in order to: senior executives as well as cultural activities to In general, courses are on a cycle of two years • Improve student analytical skills all the students to understand and appreciate for the master’s degree. Students who are different cultures. unable to devote their full time to graduate • Improve student written and oral GDCs are open to students from all study may extend the time for completing the communication skills campuses who must submit an application for degree beyond this two-year span. However, • Provide additional practical insights into approval prior to registration. all requirements for the degree must be com- the issues which were examined in pleted within five years. THE PETER J. TOBIN COLLEGE OF BUSINESS previous coursework Financial Lab • Provide students with the ability to The Financial Information Lab is a facility whose Maintaining Matriculation develop effective strategic and business goal is to enhance the educational and research Graduate students not registered for courses plans missions of the Tobin College of Business. The during a semester must maintain matricula- Students, after meeting with organiza- room is equipped with state-of-the-art data- tion in order to return to the program for their tional executives, work in teams to develop bases and analytical software tools including remaining courses. A fee of $100 per semester strategic and/or business plans which are then Bloomberg and FactSet, 3 LCD screens, a securi- is required to maintain matriculation. A student presented to company executives. Participating ties markets tracker, 3 overhead projectors, a six may only maintain matriculation for two con- organizations have included Pricewaterhouse- time-zone clock, a fully-functional audio-visual secutive semesters. Thereafter, a student must Coopers, The Thompson Corporation (a large podium and a room-length whiteboard projec- reapply to the program. British conglomerate), KPMG Consulting, tion surface. Its dual-purpose design allows the Standard & Poors, Deloitte, Keyspan Energy Lab to serve either as a classroom or as a busi- Enrollment and ADP, Inc. Participating executives have ness research worklab. Professors can bring their The college expects full attendance from all included the chief executive officers, chief students in for selected class sessions which are enrolled students and as such the college financial officers, senior partners, marketing enhanced by the Lab’s features, or they can does not have an allowable excuse policy. vice presidents, etc. leverage the Lab’s tools to create coursework International students must be enrolled in a The Executive-in-Residence Program (EIRP) that provides students with real-world problems minimum of nine credits. Students receiving offers the challenge of independent and coop- and situations to better develop their business government loans must be enrolled in a erative research and analysis as well as provid- critical-thinking skills. minimum of six credits. ing for the development of individual initiative. Further details may be obtained at the web site Internship Program Distance Learning http://www.sju.stjohns.edu/eirp. Approval for internship must be sought prior The Peter J. Tobin College of Business deliv- to the start of the semester. Only new intern- Asset Management Program ers the M.S. in Accounting, the M.S. in ship opportunities qualify for internship credit. Management of Risk, and the M.S. in Taxation (FIN 684) In addition, a research project is required. programs using an electronic platform and John Neumann, Ph.D. The equivalent of a full semester’s coursework using the latest online tools. Our three M.S. Economics and Finance must be completed prior to enrolling in degree programs are offered in asynchronous The Student Managed Investment Fund was an internship. Students must also be in learning mode so that students have access established as part of the graduate curriculum good academic standing to participate in to course materials flexibly and on their own in Fall 2002. In this program funds are invest- an internship. schedules. Students are not required to meet ed by students in listed securities of their together at the same time. All graduate stu- choosing under the supervision of faculty and Thesis Alternative dents who use online learning tools, experi- advisory alumni. This program provides stu- The master’s thesis integrates academic ence the same curricula taught in classrooms, dents with practical experience in asset and knowledge and technical skills by employ- are mentored by the same full-time faculty, portfolio management, equipping them to ing them in a research task. It aims to widen and graduate with the same valued degrees become immediate contributors to trading or and deepen the student’s understanding of as their on-campus peers. Students who are portfolio management activities upon comple- the broad problems of business by systematic successful in our distance learning program, tion of their degree program. investigation and explanation. The thesis itself not only earn identical M.S. degrees, but they Students interested in taking this course takes the form of a written report on a faculty- are as impressive to recruiters and employers should contact the Chair of the Economics supervised research undertaking. It provides as their residential peers. Graduate students stjohns.edu/graduatebulletin 135 taking online M.S. in Accounting, M.S. in Curriculum Practical Training (CPT) Finance (M.B.A.) Management of Risk, or M.S. in Taxation for F-1 International Students Investment Management (M.S.) also benefit as online learning and distance Management of Risk (M.S.) education open up new doors and opportu- Students enrolling in internship courses have Risk Management (M.B.A.) nities. Our online M.S. in Accounting, M.S. the opportunity to do for-credit internships in Taxation (M.S.) in Management of Risk, or M.S. in Taxation their areas of concentration. These internships degree programs have never had more value enable our graduate students to apply the skills Online Learning: and may be just the program you’re looking and knowledge developed through rigorous Accounting (M.S.) for to reinvigorate your career or to put you on study in challenging positions offered by sev- Management of Risk (M.S.) a new and exciting path to greater success. eral multi-national corporations headquartered Taxation (M.S.) in New York City. CPT is only available prior to Incomplete Grades the completion of your degree program and you must have an internship offer at the time All “INC” grades must be completed without Programs of Study of application. For further information, interna- exception by October 15th in the fall semester tional students should contact the International and March 15th in the spring semester. If a Academic Information Student and Scholar Services Office (ISSSO), student receives an “INC” in their last course, St. John Hall, Room 116. then conferral date of degree will be the next Application conferral after the INC has been completed. Optional Practical Training (OPT) In order for an application to be considered, Unresolved INC grades permanently remain for F-1 International Students the applicant should submit the following to on transcripts as INC, but do not impact the the Office of Graduate Admissions: student’s GPA. International Students in F1 status can apply • A completed application form for OPT three months prior to degree confer- • Official transcripts from all colleges and Graduate Assistantships ral and up to two months after. This allows universities previously attended (foreign The College offers a number of highly competi- students to stay and work in the United States documents must be accompanied by a tive graduate assistantships to new incoming for a period of one year. Further information certified English translation) students whose applications display high levels is available from the International Student & • Results of the Graduate Management of academic achievement. Scholar Services Office (ISSSO), St. John Hall, Admission Test (GMAT) Room 116. • Two letters of recommendation SRM Apprenticeship Program Academic Warning and Probation • A written statement outlining the applicant’s The Ellen Thrower Center for Career Services at objectives for seeking admission and future The School of Risk Management, Insurance and A student in the Tobin College of Business is plans in relation to graduate business study Actuarial Science (SRM) administers the SRM expected to achieve an index of at least 3.0 • Résumé Apprenticeship Program, providing a structured (“B”) grade point average for all work carried • An official TOEFL or IELTS score report is experience that allows students to apply their each semester and to maintain a 3.0 cumula- required of all applicants whose native lan- classroom knowledge to paid professional tive grade point average for all work complet- guage is not English. Students found to be work with major employers in the insurance ed/carried in the Tobin College of Business. deficient in the English language may be and financial services industry. The program A graduate student in the Tobin College required to complete a University sponsored affords students the opportunity to build their of Business will be placed on academic proba- English placement exam prior to the start of industry knowledge, develop workplace com- tion if his/her cumulative grade point average their studies and may be required to take petencies, explore careers, increase their mar- falls below the 3.0 GPA requirement. Failure English classes while they begin their ketability and make a valuable contribution to to show adequate progress toward good aca- graduate studies. an organization through consecutive semesters demic standing may result in academic dismissal. of meaningful work assignments. The program incorporates collaboration among SRM, the Queens campus: Graduate Management Admission student and the employer. Each assumes dis- Accounting (M.B.A. or M.S.) Test (GMAT) Business Analytics (M.B.A.) tinct responsibilities for the purpose of enhanc- As part of the admission requirements, all Computer Information Systems (M.B.A.) ing the student’s learning experience. Learning applicants for the M.B.A. program or M.S. pro- Controllership (M.B.A.) objectives are employed and periodic reviews grams in Accounting or Taxation are required Executive Management (M.B.A.) are conducted, providing important assessment to submit official Graduate Management Finance (M.B.A.) and feedback to the participating student. Admission Test (GMAT) results. International Business (M.B.A.) The SRM Apprenticeship Program is open to Applicants to the M.S. programs in Marketing Management (M.B.A.) graduate students in Risk Management with a Accounting, Enterprise Risk Management, or Taxation (M.B.A. or M.S.) minimum cumulative index of 3.0. Participants Taxation, who have completed the uniform are required to attend a pre-placement seminar Staten Island campus: CPA examination or a similiar examination are prior to employer referrals. Students complete waived from the GMAT requirement. Accounting (M.B.A. or M.S.) work periods of not less than two consecu- Information regarding the GMAT may be Executive Management (M.B.A.) tive semesters. Work schedules may include obtained from the website www.mba.com full-time (35 hours/week) employment during Rome campus: summer and part-time (15-20 hours/week) dur- Finance (M.B.A.) English Language Requirements ing spring and fall semesters. Upon successful Foreign students entering the Peter J. Tobin conclusion of the Apprenticeship Program, par- International Business (M.B.A.) Marketing Management (M.B.A.) College of Business with an F-1 or J-1 visa ticipation is noted on the student’s academic not meeting minium required scores for the transcript. Manhattan campus: TOEFL or IELTS must take the English Language Accounting (M.B.A. or M.S.) Placement Test. If they are found to be defi- Enterprise Risk Management (M.S.) cient in the above, they must successfully Enterprise Risk Management (M.B.A.) complete the ESL (written and speech) program Executive Management (M.B.A.) prior to beginning the second year of their 136 graduate program. The exam is administered A student may satisfy course requirements by International Elective: 3 credits. by The Language Connection. passing proficiency examinations administered One course taken from any discipline that has by the Tobin College of Business. A student an international focus. Program Updates and Revisions may take each proficiency examination only Free Elective: 3 credits. In an effort to enhance the academic experi- once. One course taken in any area of your choice. ence and outcome for our students, The Peter Students are obligated to make them- J. Tobin College of Business continuously selves familiar with the rules of the Tobin Capstone Course: 3 credits. reviews program requirements and course College of Business contained in this bulletin. MGT 700 Seminar in Business Strategy offerings and may make revisions when neces- The time demands are substantial to suc- sary. Please consult with your academic cessfully complete courses, gain the required M.B.A. Program in Accounting advisor or visit our website at http://www. knowledge and skills, do library research and stjohns.edu/academics/schools-and-colleges/ be available for team meetings and other Students must take the following courses. peter-j-tobin-college-business for updates on projects that students are assigned. Therefore Required Courses: 27 credits. our programs. Tobin College of Business graduate students (Some courses may be eligible for waiver based who are employed full-time should register on undergraduate course work): for no more than two classes (six credits) per ACC 515 Financial Reporting: Concepts Master of Business Administration semester and no more than one class (three and Problems The Master of Business Administration degree credits) in each summer session. The Dean’s DS 504 Business Statistics requires the completion of a minimum of 36 Office reserves the right to require students to CIS 505 Business Information Technology credits to a maximum of 54 credits either withdraw from a class if there is an overload. ECO 506 Economics for Management taken in full-time residence or on a part-time FIN 507 Managerial Finance basis. These credits are divided into: Admission Requirements: LAW 653 Commercial Law in lieu of 8 required (some courses may be eligible for M.B.A. Programs LAW 501 Law, Ethics and waiver based on undergraduate course work) Admission to the M.B.A. program is open only Society 1 required non-waivable courses to applicants holding a bachelor’s degree from MKT 508 Marketing Management 4 concentration elective courses

accredited institutions who show promise of MGT 502  Organizational Behavior and THE PETER J. TOBIN COLLEGE OF BUSINESS 1 international elective course success in graduate business studies. Among Corporate Social Responsibility 1 required capstone course the criteria used for admission are (1) under- MGT 509 Managing Organizational 2 related non-field courses graduate grade point average; (2) performance Operations 1 free elective course on the Graduate Management Admission Test The thesis alternative, 901/902, is available (GMAT); (3) junior-senior grade point average; Concentration Courses: 27 credits. upon consultation with an academic advisor.­ (4) rank in collegiate graduating class; Nine courses taken from the Certified Public The total number of credits required is (5) letters of recommendation; (6) statement of Accounting Concentration. determined on an individual basis depending professional goals; and (7) résumé. on the applicant’s undergraduate background. Related Non-Field Courses: 6 credits. Additional credits may be required for students Two courses chosen from taxation. majoring in accounting or taxation. M.B.A. Programs (all M.B.A. International Elective: 3 credits. It is required that the student request an Programs other than Accounting. One course taken from any discipline that has appointment with a graduate advisor to outline an international focus. course requirements as soon as possible after See separate listing below for admission. Accounting) Free Elective: 3 credits. In order to qualify for the M.B.A. degree, One course taken in any area of your choice. a student must complete all courses with a Required Courses: 24 credits Capstone Course: 3 credits. “B” average (3.0/4.0). Each student’s prog- (some courses may be eligible for waiver One course, MGT 700, Seminar in Business ress is regularly monitored according to the based on undergraduate course work) Strategy procedures and criteria established by the ACC 503 Financial Reporting Graduate Committee on Academic Standing. DS 504 Business Statistics Students may request consideration for a maxi- CIS 505 Business Information Technology Second Concentration for M.B.A., mum of six transfer credits, with a grade of ECO 506 Economics for Management M.B.A. in Accounting, or M.S. in “B” or higher, from an AACSB International- FIN 507 Managerial Finance Accounting accredited college or school, provided the MKT 508 Marketing Management ­courses have equivalent course offerings at St. MGT 509 Managing Organizational The Peter J. Tobin College allows students to John’s and have been completed within a five- Operations select a second four course (twelve credits) year period from the date of conferral for the LAW 501 Law, Ethics and Society concentration in the M.B.A. programs and a second three course (nine credits) concentra- M.B.A. degree. Once matriculated, students Required Course: 3 credits. cannot take courses at other institutions for tion in the M.S. in accounting program. The MGT 502 Organizational Behavior and second concentration allows a student enrolled transfer credit except under unusual circum- Corporate Social Responsibility stances and for not more than six credit hours. in the M.B.A. programs to elect a second con- No student may enroll in a course with- Concentration Courses: 12 credits centration in addition to the concentration of out the proper course prerequisites. All mate- Four courses taken from your area of the M.B.A. Available second concentrations rial submitted for waiver of courses must be concentration. for the M.B.A. include: Business Analytics, received for consideration during the student’s Computer Information Systems, Controllership, Related Non-Field Courses: 6 credits first semester of study. No consideration is Enterprise Risk Management, Executive Two courses chosen from outside your area of given to material submitted after the comple- Management, Finance, International Business, concentration that have relevance to your field. tion of the student’s first semester of study. Marketing Management, Risk Management, or Consideration for waiver is only given to cours- Taxation. es taken at accredited universities and colleges.

stjohns.edu/graduatebulletin 137 The second concentration allows a stu- DS 504 Business Statistics ACC 642 Accounting Information: dent enrolled in the M.B.A. in accounting ECO 506 Economics for Management Controls and Assessment program or the M.S. in accounting program to FIN 507 Managerial Finance ACC 643 Accounting Information: specialize in Accounting Information Systems, LAW 653 Commercial Law Cybersecurity and Forensics Accounting Research, Controllership, Enterprise MGT 502 Organizational Behavior and ACC 650 Global Insurance Accounting I Risk Management (Manhattan Only), Financial Corporate Social Responsibility ACC 651 Global Insurance Accounting II Services Industry Reporting and Taxation, MGT 509 Managing Organizational ACC 654 International Financial Reporting I Forensic Accounting and Fraud Examination, Operations ACC 655 International Financial Reporting II Insurance Accounting and Taxation (Manhattan MKT 508 Marketing Management ACC 656 Analysis of Foreign Financial Only), Internal Auditing and Risk Advisory, * Requires a one-hour workshop Statements International Financial Reporting and ACC 660 Fraud Examination I II. Curriculum in Public Accounting Assurance, International Taxation (Rome, Italy ACC 661 Fraud Examination II only), Taxation, by completing the additional A. Required ACC 662 Accounting Information: courses related to each concentration. In addi- ACC 624 Information Technology Governance, Risk Management, tion, a student can select a concentration Auditing and Audit offered by another business department. ACC 625 Accounting Ethics and ACC 663 Accounting Information: Acquisition, Development and Accounting Professionalism TAX 635 Business Tax Planning Implementation The objective of the accounting concentration ACC 664 Accounting Information: is to supplement the M.B.A. with a level of Select the following seven courses: Operations, Maintenance and technical knowledge, skills and competencies ACC 620** Global Managerial Accounting I Support that permit entry into the accounting profes- ACC 622** Global Managerial Accounting II ACC 665 Accounting Information: sion. The Business curriculum of the M.B.A. ACC 630** Financial Reporting: Specialized Protection of Assets provides the student a deeper understanding Topics* ACC 667 Accounting Information: of management problems and the business ACC 638** Business Entities and Enterprise Resource Planning firm’s position in the economy. Combinations ERM 601 Foundations of Enterprise Risk Laws and regulations issued by the New ACC 639** Government and Non-Profit Management York State Education Department (NYSED) ACC 623** Auditing Problems ERM 603 Culture, Leadership, and stipulate the number of credits in accounting TAX 610** Individual Tax Planning Governance Risk (33) and the number of credits in general busi- ** If a student successfully completed under- ERM 705 Strategic Risk Analysis and Tools ness (36) that are required to be licensed as a graduate coursework that is substantially certified public accountant (CPA) in the State equivalent to TAX 610, ACC 620, ACC 622, III. International Elective and Free Elective (2) of New York. The M.B.A. in Accounting pro- ACC 623, ACC 630, ACC 638, or ACC 639, One International and one free elective course. gram, presented below (i.e., the certified public or has completed the uniform CPA examina- The international elective can be any course accounting concentration), provides all of the tion, then that student must select an alterna- from the international elective list. 69 credits that a non-business, undergraduate tive concentration (from the following list) The free elective can be any graduate (600- would need to complete at this graduate pro- or coursework from the below list of elective level) course in the college. gram to meet the education requirements for courses. The other available accounting con- IV. Capstone Course (1) C.P.A. licensure in New York State. centrations include: accounting information MGT 700 Seminar in Business Strategy systems, accounting research, controllership, Accounting Scholarships enterprise risk management (Manhattan only), Accounting and taxation students who have financial services industry reporting and taxa- Controllership completed all prerequisite courses may apply tion, forensic accounting and fraud exami- The objective of the controllership concentra- for the following scholarships: nation, insurance accounting and taxation tion is to supplement the M.B.A. with a level • Bridie and Charles Fitzsimons Endowed and (Manhattan only), internal auditing and risk of technical competence that will enable our Expendable Scholarships advisory, international financial reporting and graduates to enter corporate management and assurance, international taxation (Rome, Italy advance their careers in the accounting area. • Deloitte Endowed and Expendable only), or taxation. Students may also select Several of our alumni are controllers and chief Scholarships a second concentration in their M.B.A. in financial officers of Fortune 500 companies. Accounting degree. • Edward Smith KPMG Endowed Scholarships Field Courses (4) B. Elective (Select 1) • Ernst & Young Expendable Scholarships A. Required ACC 600 Financial Statement Analysis I • PricewaterhouseCoopers Endowed and ACC 621 Controllership Expendable Scholarships ACC 601 Financial Statement Analysis II ACC 605 Internships in Assurance and B. Elective (Select three) • Stanley Shirk KPMG Endowed Scholarships Advisory Services ACC 600 Financial Statement Analysis I ACC 621 Controllership • Grant Thornton Endowed Scholarship ACC 601 Financial Statement Analysis II ACC 626 Forensic Accounting Principles ACC 605 Internships in Assurance and ACC 627 Business Valuations Courses and Prerequisites for M.B.A. in Advisory Services ACC 628 Internal Auditing Accounting ACC 620 Global Managerial Accounting I ACC 629 International Auditing ACC 622 Global Managerial Accounting II I. Core (some courses may be eligible for ACC 632 Critique of Accounting Theory ACC 623 Auditing Problems waiver based on undergraduate course ACC 635 Accounting for Derivatives and ACC 624 Information Technology Auditing work) Other Financial Instruments ACC 625 Accounting Ethics and ACC 636 Accounting for Financial ACC 515* Financial Reporting Concepts Professionalism Institutions and Problems ACC 626 Forensic Accounting Principles ACC 640 SEC Practice CIS 505 Business Information Technology ACC 627 Business Valuations 138 ACC 628 Internal Auditing of the modern systems approach to business Field Courses (4) ACC 629 International Auditing information systems. The option prepares ACC 632 Critique of Accounting Theory the student as an administrator who will be Required (3) ACC 635 Accounting for Derivatives and knowledgeable in the latest applications of DS631 Decision Science & Other Financial Instruments Information Technology so that he or she Spreadsheet Modeling ACC 636 Accounting for Financial may assume a prominent role in directing and DS 633 Predictive Analytics and Institutions improving the management process. The cur- Business Forecasting ACC 638 Business Entities and riculum emphasis is placed on learning the DS 635 Big Data and Data Mining Combinations wide spectrum of emerging technologies, and Choose any one of: ACC 639 Government and Not-for-Profit its role as catalyst to achieve strategic and CIS 601 Advanced Computer ACC 640 SEC Practice competitive advantage in the global market. Applications for Business ACC 642 Accounting Information: The program includes courses such as database DS 634 Statistical Quality Control for Controls and Assessment management, telecommunication and data Business ACC 643 Accounting Information: networks, systems analysis and design, and CIS 646 Computer Simulation Security and Forensics other state-of-the-art information technologies. Methods ACC 650 Global Insurance Accounting I CIS 650 Seminar in CIS/DS ACC 651 Global Insurance Accounting II Field Courses (4) DS 609 Advanced Managerial ACC 654 International Financial Reporting I Required Statistics ACC 655 International Financial Reporting II CIS 645 Database Management DS 632 Bayesian Statistics for Business ACC 656 Analysis of Foreign Financial CIS 647 Business Data Communication Decision Making Statements and Networks for Business ACC 660 Fraud Examination I Out-of Field Courses (2) ACC 661 Fraud Examination II Courses may be any (2) 600-level courses in Other Electives Select two from: ACC 662 Accounting Information: Graduate TCB outside the concentration field. CIS 601 Advanced Computer Governance, Risk Management, Applications for Business and Audit International Elective and Free Elective (2)

CIS 605 Applied Computer Languages THE PETER J. TOBIN COLLEGE OF BUSINESS ACC 663 Accounting Information: CIS 644 Systems Analysis and Design The international elective can be any course Acquisition, Development and CIS 646 Computer Simulation from the international elective list. The free Implementation Methods elective can be any graduate (600-level) course ACC 664 Accounting Information: CIS 650 Seminar in CIS/DS in the College. Operations, Maintenance CIS 699 CIS Internship and Support Capstone Course (1) ACC 665 Accounting Information: Out-of-field courses (2) MGT 700 Seminar in Business Strategy Protection of Assets Courses may be any (2) 600-level courses in ACC 667 Accounting Information: Graduate TCB outside the concentration field. Enterprise Risk Management (M.B.A.) Enterprise Resource Planning ERM 601 Foundations of Enterprise Risk Enterprise Risk Management (ERM) process is International Elective and Free Elective (2) Management designed to create, protect, and enhance the The international elective can be any course ERM 603 Culture, Leadership, and value of the organization. The objective of from the international elective list. Governance Risk the MBA concentration in ERM is to combine ERM 705 Strategic Risk Analysis and Tools The free elective can be any graduate some of the key graduate business classes to TAX 610 Individual Tax Planning (600-level) course in the College. develop not only the skills to understand and TAX 635 Business Tax Planning identify a myriad of risks, but the skills to guide Capstone Course (1) the organization in management of those III. Out of field courses (2) MGT 700 Seminar in Business Strategy risks in an integrated approach that moves the Courses may be any (2) 600-level courses in organization forward. The ERM concentration Graduate TCB outside the Accounting field, recognizes the interdisciplinary nature of busi- Option II: Business Analytics thus, courses in Taxation and Enterprise Risk ness activity and integrates the fields of assur- Management would fulfill this requirement. The objective of the Business Analytics option ance, finance, insurance, and management to IV. International Elective and Free is to develop professionals with training in the prepare our students for careers in the increas- Elective (2) emerging field of integrating statistical analysis, ingly important field of risk management. One International and one free elective course. data mining, predictive modeling, business The international elective can be any course intelligence and optimization methodologies Field Courses (4) from the international elective list. with the state of the art information technol- Required The free elective can be any graduate (600- ogy tools to automate or support decision- level) course in the college. making activities in the fast-changing ERM 601 Foundations of Enterprise Risk economy. The Business Analytics concentration Management V. Capstone Course (1) within the Tobin College of Business M.B.A. ERM 603 Culture, Leadership, and MGT 700 Seminar in Business Strategy program provides students with a combination Governance Risk of technical and managerial coursework need- ERM 705 Strategic Risk Analysis and Computer Information Systems/ ed for dealing with future challenges in the Tools Decision Sciences technology and data-driven global environ- Elective (Select One) ment. Currently identified areas of applications ACC 642 Accounting Information: Option I: Computer Information Systems using Business Analytics include marketing Assessment and Controls (CIS) for Managers analytics, risk & credit analytics, web analytics, finance analytics, fraud analytics, supply chain FIN 628 Market Risk Management The objective of this program is to provide analytics, financial services analytics, and health FIN 629 Credit Risk Management the student with a moderately technical yet care analytics, to name a few. comprehensive and professional understanding stjohns.edu/graduatebulletin 139 FIN 633 Corporate Financial Field Courses (4) ACC 646 Analysis of Foreign Financial Management Statements MGT 628 Operations Management Required ECO 605 International Trade and Systems FIN 633 Corporate Financial Management Investment MGT 663 Strategic and Risk Human FIN 635 Capital and Money Markets Resource Management Other Electives FIN 636 Financial Economics RMI 600 Introduction to Insurance FIN 625 Ethics and Professionalism for FIN 643 International Corporate Economics Financing Finance RMI 604 Risk Pricing Simulation FIN 628 Market Risk Management FIN 651 Bank Financial Management RMI 614 Risk Funding Tools for Insurers FIN 629 Credit Risk Management FIN 700 Seminar in Finance RMI 602 Risk Analysis Methods FIN 634 Investment Analysis LAW 652 International Business Law FIN 635 Capital and Money Markets and Negotiation III. Out of field courses (2) FIN 636 Financial Economics MGT 600 Contemporary Issues in Courses may be any (2) 600-level courses in FIN 638 Fixed Income Analytics Management Graduate TCB outside the concentration field. FIN 642 Real Estate Finance and MGT 652 Seminar in International Two courses from the above list of electives Investments Management can be used to fulfill this requirement . FIN 643 International Corporate MGT 654 Global Information Systems IV. International Elective and Free Finance MGT 659 International Business Policy Elective (2) FIN 651 Bank Financial Management MGT 662 International Human Resource One International and one free elective course. FIN 654 Advanced Corporate Finance Management The international elective can be any course FIN 655 Financial Risk Management MKT 624 Global Brand Marketing from the international elective list. FIN 664  Advanced Investment Analysis MKT 626 Global Marketing The free elective can be any graduate (600- FIN 668 Financial Derivatives Management Seminar level) course in the college. FIN 674 Investment Banking and MKT 628 Comparative Marketing V. Capstone Course (1) Brokerage Systems and Research MGT 700 Seminar in Business Strategy FIN 684 Asset Management MKT 633 Marketing in East Asia FIN 699 Finance Internship MKT 635 Strategic Internet Marketing FIN 700 Seminar in Finance MKT 701 Seminar in Current Finance International Marketing Topics Out-of-Field Courses (2) The design of the finance concentration pro- MKT 702 International Marketing vides you with a high degree of flexibility in Courses may be any (2) 600-level courses in Seminar Abroad your pursuit of depth in finance knowledge Graduate TCB outside the concentration field. TAX 651 Foreign Operations and in the areas of your professional Out-of-Field Courses (2) International Elective and Free Elective (2) preferences. Fin 633 Corporate Financial Courses may be any (2) 600-level courses in The international elective can be any course Management is a required course. Once you Graduate TCB outside the concentration field. have taken the corporate finance course, you from the international elective list. will take an additional three courses from a list The free elective can be any graduate Free Elective (1) of suggested finance courses. You will select (600-level) course in the College. The free elective can be any graduate (600- the three that best fit your preferences. For level) course in the College. example, the recommended selections are Fin Capstone Course (1) 634 Investment Analysis, Fin 664 Advanced MGT 700 Seminar in Business Strategy Capstone Course (1) Investment Analysis, and Fin 684 Asset MGT 700 Seminar in Business Strategy Management if your interests are in investment International Business For a complete listing of approved courses, management. You might want to consider please contact the Dean’s office. Fin 643 International Corporate Finance, and This interdisciplinary program is for students Fin 700 Seminar in Finance if you pursue the interested in a general approach to interna- international direction. Courses such as Fin 638 tional business education. Those wishing to Executive Management Fixed-Income Analytics, Fin 655 Financial Risk supplement their education with an interna- This concentration takes an integrated Management, and Fin 668 Financial Derivatives tional dimension or seeking to add business approach to business management and is are appropriate for financial engineering. Of education to a background in language, liberal aimed at those students interested in the course, you will consider alternative selections arts, government and politics, law or interna- general management of the enterprise. The such as Fin 635 Capital and Money Markets, tional studies could benefit from this degree. program is designed to provide students with Fin 651 Bank Financial Management, Fin 655 Students whose career goals include working the flexibility to meet their individual needs. Financial Risk Management, Fin 668 Financial abroad or with a global firm may choose this Specifically, by choosing an appropriate course Derivatives, and Fin 674 Investment Banking learning experience. This degree program pro- from the list of courses listed below, students and Brokerage if your interests are in banking vides a unique combination of knowledge and can acquire expertise in such specialized areas or investment banking. You are also invited skills for those who wish to meet the demands as: to meet with the Chair of the Department of of today’s global marketplace. • E-Business Management Economics and Finance to discuss your course • Entrepreneurship selection. • Human Resource Management Field Courses (4) and International In addition, you are required to take • International Management two courses from the list of Related Non-Field Elective (1) • Management Information Systems Courses and one from International Elective Required: Choose five courses from the • Operations/Supply Management Courses. Again, you will be able to tailor those following list from at least three different Or, students can choose a general approach to selections to meet your preferences either in academic fields: executive management. depth or breadth. ACC 645 International Financial Reporting 140 This program synthesizes the follow- Capstone Course (1) graduate to either enter the accounting profes- ing general and specific aspects of modern MGT 700  Seminar in Business Strategy sion of as a tax specialist or enter corporate management: strategic management, global management in the tax area. management, managerial problem-solving Marketing Management Accounting and business decisions must and decision-making, management informa- The objective of the graduate marketing pro- be evaluated in terms of possible tax implica- tion systems, entrepreneurial management, gram is to develop professional marketing tions and consequences. Tax specialization has organizational behavior, human relations, cor- executives by equipping current and prospec- developed in both the accounting and legal porate social responsibility and management of tive practitioners with a broad, integrated professions to facilitate this assessment. Public change. The goal of this program is to expand understanding of the role of marketing within accounting firms have organized separate tax the learning experience of our students beyond a business firm, the economy, society and the departments staffed by professional accoun- traditional problem-solving and decision-mak- world. Emphasis is placed on creating sensi- tants with special training in the understanding ing methods, to include the examination of tivity to the rapidly changing demands of a and application of the Internal Revenue Code. the impact of the global business environment, marketing manager’s environment. The role of Major business corporations have adopted a information technology and the social system marketing in the strategic interpretation and similar approach by attaching increasing impor- on the operations of the business firm. management of demand has become more tance to the function of the internal tax man- crucial to the profitable operation and growth ager. The taxation concentration is designed Field Courses (4) of business firms. to provide opportunities for our graduates seeking advancement in the area of tax spe- Required The curriculum shown below focuses on the role of the marketing executive. The cialization. MGT 631 Leading Modern student is exposed to new product develop- The taxation curriculum is open to stu- Organizations ment, management of advertising, distribu- dents who have majored in accounting at tion and sales administration. In addition, the the undergraduate level and for law school Choose any three from: student is expected to become familiar with students or graduates seeking an M.B.A. with THE PETER J. TOBIN COLLEGE OF BUSINESS MGT 600 Contemporary Issues in the assembly of marketing data, analysis and a taxation concentration. Other students wish- Management quantitative marketing models. The student, in ing to enroll in the program are required to MGT 621 Decision Support Systems assuming the role of the marketing manager, complete necessary courses in accounting as MGT 622 Theory and Applications of is subjected to typical marketing problems that a prerequisite for registration in the taxation Management Information require solutions. program. Such students should consult their Systems M.B.A. advisor for an approved course of MGT 623 Management of Field Courses (4) study. Human Resources Required  MGT 628 Operations Management and MKT 601 Marketing Research Seminar Field Courses (2) Management Systems MKT 623 Contemporary Marketing MGT 632 Organizational Theory Strategies A. Required MGT 640 Seminar in Entrepreneurship TAX 600 Tax Research and Writing MGT 650 Managing a Web-based Other Electives (one credit) Entrepreneurial Business Select two from: TAX 603 Corporate Taxation MKT 603 Dynamics of Consumer MGT 651 Creating an E-Commerce B. Elective (Select Three): Business Motivation & Behavior MGT 652 Seminar in International MKT 624 Global Brand Marketing TAX 611 Tax Planning for High Net- Management MKT 626 Global Marketing Worth Individuals MGT 653 Managing for Sustainability Management Seminar TAX 612 Partnerships and Partners MGT 654 Global Information Systems MKT 630 Marketing of Services TAX 621 Estates and Gifts MGT 659 International Business Policy MKT 699 Marketing Internship TAX 622 Income Taxation of Trusts and MGT 661 Compensation, Training and MKT 700 Marketing Seminar on Special Estates Development and Labor Interest Topics TAX 631 Corporate Distributions, Relations Liquidations and MGT 662 International Human Resource Out-of-Field Courses (2) Reorganizations Management Courses may be any (2) 600-level courses in TAX 632 Consolidated Federal Income MGT 663 Strategic and Risk Human Graduate TCB outside the concentration field. Tax Returns Resource Management TAX 641 Interstate Commerce International Elective and Free Elective (2) MGT 680 Organizational Development: TAX 642 Sales, Use and Property Managing Change The international elective can be any course Taxation MGT 685  Managing and Staffing Virtual from the international elective list. The free TAX 643 State and Local Income Organizations elective can be any graduate (600-level) course Taxation MGT 690 E-commerce Impacts on in the College. TAX 651 International Taxation I Organizations TAX 653 Global Taxation Systems MGT 699 Management Internship Capstone Course (1) TAX 654 Transfer Pricing MGT 700  Seminar in Business Strategy TAX 661 Compensation, Benefit and Out-of-Field Courses (2) Retirement Plans Courses may be any (2) 600-level courses in Taxation TAX 662 Real Estate TAX 663 Financial Products Graduate TCB outside the concentration field. The objective of the taxation program is to TAX 664 Intellectual Property provide a course of study which enables our International Elective and Free Elective (2) TAX 671 Taxation-Related Issues for Tax-Exempt Institutions The international elective can be any course from the international elective list. The free elective can be any graduate (600-level) course in the College. stjohns.edu/graduatebulletin 141 TAX 672 Specialized Industries Capstone Course (1) II. Curriculum TAX 674 Depository and Lending MGT 700  Seminar in Business Strategy A. Required Institutions I ACC 624 Information Technology TAX 675 Depository and Lending Programs of Study Auditing Institutions II ACC 625 Accounting Ethics and TAX 676 Insurance Companies I Professionalism TAX 677 Insurance Companies II M.S. Programs TAX 635 Business Tax Planning TAX 681 Tax Accounting TAX 682 Special Topics in Taxation M.S. Accountancy (CPA program) Select the following seven courses for the TAX 683 Practice and Procedure M.S. in Enterprise Risk Management, Certified Public Accounting Concentration and M.S. in Taxation Programs TAX 610** Individual Tax Planning Out of field courses (2) ACC 620** Global Managerial Courses may be any (2) 600-level courses in Admission Requirements Accounting I Graduate TCB outside the concentration field. To be admitted into the M.S. in Accounting, ACC 622** Global Managerial International Elective and Free Elective (2) M.S. in Enterprise Risk Management, or M.S. in Accounting II ACC 630** Financial Reporting: One international and one free elective course. Taxation programs, candidates must satisfy the Specialized Topics* The international elective can be any course from following requirements: ACC 623** Auditing Problems the international elective list. • Possess an undergraduate or graduate ACC 638** Business Entities and degree in business or a related field. Students Combinations The free elective can be any graduate (600-level) must have completed core business courses ACC 639** Government and Not-for- course in the College. or must take such courses before completing Profit the degree. Capstone Course (1) • Successful completion of the GMAT. The * Requires a one-hour workshop MGT 700  Seminar in Business Strategy successful completion of the uniform ** If a student successfully completed under- Certified Public Accountants examination graduate coursework that is substantially (CPA license), may be used in lieu of the Risk Management equivalent to TAX 610, ACC 620, ACC 622, GMAT examination for admission to the ACC 623, ACC 630, ACC 638, or ACC 639, The School of Risk Management, Insurance and M.S. in Accounting, M.S. in Enterprise Risk or has completed the uniform CPA examina- Actuarial Science (SRM) is an academic depart- Management, or M.S. in Taxation programs. tion, then that student must select an alterna- ment within the Peter J. Tobin College of Business. • Students with degrees in accounting, that tive concentration (from the following list) In 2001 the School of Risk Management was cre- were obtained from foreign universities, or coursework from the below list of elective ated from a consolidation of St. John’s University would be required to have their coursework courses. The other available accounting con- and the 100-year old College of Insurance. The reviewed by a faculty member involved in the centrations include: accounting information School of Risk Management’s program enables program and/or specified external reviewer systems, accounting research, controllership, students to gain a thorough understanding of to ensure that the contents covered in such enterprise risk management (Manhattan the theory and practice of risk management and coursework is appropriate. only), financial services industry reporting insurance. Students are exposed to the actuarial, • Professional experience in business, govern- and taxation, forensic accounting and fraud financial, legal and economic principles underly- ment, or not-for-profit is recommended but examination, insurance accounting and taxa- ing corporate risk management. Available courses not required. explore in depth the functional areas of financial tion (Manhattan only), internal auditing and service company management (such as investments, risk advisory, international financial reporting pricing, and underwriting). Thus the Tobin College M.S. Accountancy (CPA program) and assurance, international taxation (Rome, Italy only), or taxation. Students may also of Business is able to expand its historically strong The Master of Science degree program in select a second concentration in their M.S. in business related offerings to the critical area of risk Accounting is intended to provide students Accounting degree. management and insurance. with the specialized technical knowledge in Field Courses (4) Risk Management accounting, tax and auditing that will enable B. Elective (Select One Course) them to enter or advance their careers in the ACC 600 Financial Statement Analysis I Required: accounting profession or in managerial posi- ACC 601 Financial Statement Analysis II RMI 600 Introduction to Insurance tions in industry, government and not-for-profit ACC 605 Internships in Assurance and Economics organizations. Students in the M.S. Accounting Advisory Services RMI 604 Risk Pricing Simulation program are expected to have an undergradu- ACC 621 Controllership RMI 605 Finance Policy for Insurers ate or graduate degree in business or a related ACC 626 Forensic Accounting Principles RMI 614 Risk Funding Tools for Insurers field and thus they have already completed 36 ACC 627 Business Valuations Out-of-field Courses (2) credits of business courses. ACC 628 Internal Auditing If a student intends to sit for the Certified ACC 629 International Auditing Courses may be any (2) 600-level courses in Public Accountancy examination and become ACC 632 Critique of Accounting Theory Graduate TCB outside the concentration field. licensed in the State of New York in public ACC 635 Accounting for Derivatives and accountancy, he or she is required to satisfy Other Financial Instruments International Elective (1) and Free Elective (1) additional examination and experience ACC 636 Accounting for Financial The international elective can be any course requirements. Institutions from the international elective list. ACC 640 SEC Practice Recommended Curriculum for M.S. in The free elective can be any graduate (600- ACC 642 Accounting Information: Accountancy level) course in the College. Controls and Assessment I. Core ACC 643 Accounting Information: Students are encouraged but not required to ACC 515 Financial Reporting: Concepts Security and Forensics take RMI 609, RMI 610 or RMI 611 as their and Problems* ACC 650 Global Insurance Accounting I free elective. ACC 651 Global Insurance Accounting II 142 ACC 654 International Financial Recommended Curriculum for M.S. in FIN 625 Ethics and Professionalism for Reporting I Enterprise Risk Management Finance ACC 656 Analysis of Foreign Financial FIN 633 Corporate Financial I. Prerequisite courses (if required) Statements Management DS 504 Business Statistics ACC 660 Fraud Examination I FIN 634 Investment Analysis FIN 507 Managerial Finance ACC 661 Fraud Examination II FIN 638 Fixed-Income Analytics ACC 662 Accounting Information: II. Curriculum FIN 668 Financial Derivatives Governance, Risk A. Required FIN 664 Advanced Investment Analysis Management, and Audit ACC 664 Accounting Information: ERM 601 Foundations of Enterprise M.S. Taxation Risk Management Operations, Maintenance The Master of Science in Taxation is intended ERM 603 Culture, Leadership, and and Support to provide students with the technical knowl- Governance Risk ERM 601 Foundations of Enterprise Risk edge necessary for career advancement in ERM 705 Strategic Risk Analysis Management the field of taxation. The program provides and Tools ERM 603 Culture, Leadership, and students with a comprehensive and in-depth FIN 628 Market Risk Management Governance Risk knowledge of the Internal Revenue Code, tax FIN 633 Corporate Financial ERM 705 Strategic Risk Analysis and regulations, judicial decisions and Treasury Management Tools rulings. It equips students to conduct tax MGT 700 Seminar in Business Strategy research, to facilitate tax compliance and to III. General Electives RMI 602 Risk Analysis Methods Three Graduate Elective Courses develop tax-planning strategies. Select one from the following The student will be able to select three 600 Recommended Curriculum for M.S. RMI 600 Introduction to Insurance Taxation

level graduate courses (i.e., nine credits). The THE PETER J. TOBIN COLLEGE OF BUSINESS Economics three graduate electives could be used to meet I. Core RMI 604 Risk Pricing Simulation core requirements or to advance their studies TAX 610 Individual Tax Planning RMI 614 Risk Funding Tools for and explore specialized accounting area(s) or II. Curriculum to diversify their knowledge into enterprise risk Insurers management, taxation, or another business- B. Elective (Select Two) A. Required related field(s). ACC 642 Accounting Information: TAX 600 Tax Research and Writing Assessment and Controls TAX 603 Corporate Taxation M.S. Enterprise Risk Management FIN 629 Credit Risk Management TAX 612 Partnerships and Partners MGT 628 Operations Management TAX 621 Estates and Gifts The Master of Science in Enterprise Risk Systems TAX 683 Practice and Procedure Management reinforces the need for risk to MGT 663 Strategic and Risk Human TAX 691 Research Project be managed at the strategic, financial, reputa- Resource Management tional, and operational levels of the organiza- B. Elective (Select two) tion. ERM has become the new global standard M.S. Investment Management TAX 605 Internship in Taxation for how to run a business and to develop critical TAX 611 Tax Planning for High The Master of Science degree program in holistic thinking about business problems. Risk Net-Worth Individuals Investment Management is designed to pro- intelligence is the goal of many organizations. TAX 622 Income Taxation of Trusts and vide students with the expertise to make Rating agencies, regulators, and investors all Estates effective financial analysis and investment deci- are pushing for better enterprise risk manage- TAX 631 Corporate Distributions, sions. Its content is relevant to students just ment by organizations. Even boards of direc- Liquidations and learning skills for investment management, to tors are now being mandated to develop their Reorganizations investment management professionals need- ERM expertise. The goal of an enterprise risk TAX 632 Consolidated Federal Income ing a higher degree to advance their careers or management process is to create, protect, and Tax Returns wanting to improve their skills in preparation enhance the value of the organization. TAX 641 Interstate Commerce for CFA® certification, and also to profession- The program combines some of the key TAX 642 Sales, Use and Property als outside the investment management indus- graduate business classes to create a degree Taxation try to gain knowledge and skills for financial that develops not only the skills to understand TAX 643 State and Local Income analysis and tackling investment problems. and identify a myriad of risks, but the skills to Taxation Applicants must submit results from either the guide the organization in management of those TAX 651 International Taxation I GMAT or GRE. risks in an integrated approach that moves the TAX 653 Global Taxation Systems organization forward. Our 30-credit program Prerequisite courses (if required) TAX 654 Transfer Pricing provides students an opportunity to study one DS 504 Business Statistics TAX 661 Compensations, Benefits and of the most important business topics in today’s Retirement Plans ECO 506 Economics for Management business world, in New York City, with several TAX 662 Real Estate of the world’s most renowned risk scholars. FIN 507 Managerial Finance TAX 663 Financial Products Evening classes are offered on the Manhattan TAX 664 Intellectual Property campus. While the curriculum is intended to Curriculum TAX 671 Taxation-Related Issues for provide rigorous academic and applied content, ACC 600 Financial Statement Analysis I Tax-Exempt Institutions students may also find the material helpful in ACC 601 Financial Statement TAX 672 Specialized Industries preparation for the Financial Risk Management Analysis II TAX 674 Depository and Lending (FRM), Certification in Risk Management DS 609 Advanced Managerial Institutions I Assurance (CRMA) and the Associate in Risk Statistics TAX 675 Depository and Lending Management - ERM (ARM-E) exams. ECO 631 Monetary and Fiscal Policies Institutions II

stjohns.edu/graduatebulletin 143 TAX 676 Insurance Companies I second half of their junior year and must meet TAX 677 Insurance Companies II Programs of Study criteria for admission to the Graduate Division TAX 681 Tax Accounting of the Tobin college of Business. Applicants J.D./M.B.A. Programs TAX 682 Special Topics in Taxation must have a 3.25 undergraduate grade point The J.D./M.B.A. program is a dual degree average and must submit results from the III. General Electives program for exceptional students in law and GMAT. The student must also meet other eligi- Three Graduate Elective Courses business leading to a Juris Doctor (J.D.) and bility requirements to progress to the fifth year the Master of Business Administration (M.B.A.) of study as a graduate student. The student will be able to select three 600 degrees offered by the School of Law and For more information on these programs, level graduate courses (i.e., nine credits). The the Tobin College of Business, respectively. Its see the undergraduate bulletin at www. three graduate electives could be used to meet purpose is to prepare students for careers in stjohns.edu/academics/undergraduate/bulletin. core requirements or to advance their studies the areas of law and business, which require For the current combined degree offerings, see and explore specialized tax area(s) or to diver- both legal expertise and a knowledge of the stjohns.edu/admission/undergraduate/programs/ sify their knowledge into accounting, enterprise theory and practice of business and, including fiveyear.stj risk management, or another business-related accounting. field(s). Applicants for admission to this joint B.S. or B.A./M.S. Programs

degree program must meet criteria for admis- The Department of Accounting and M.S. Management of Risk sion to the School of Law and the Graduate Taxation and the Graduate Division of the The objective of this full-time, 30-credit cohort Division of the Tobin College of Business. Tobin College of Business in conjunction with M.S. degree program is to develop the ability to For further information on this program, several undergraduate colleges within St. John’s solve challenges and resolve dilemmas faced by an appointment should be made to meet with University offers 5-year combined degree pro- the risk and insurance industry and effectively an academic advisor. grams leading to a Bachelor of Arts (B.A.) or communicate recommendations. During candi- Bachelor of Science (B.S.) and the Master of dacy for the M.S. degree, students will develop Science in Accounting (M.S.A.) or offers 5-year and integrate knowledge and skills through a J.D./M.S. Accounting Program combined degree programs leading to the B.S. variety of learning tools. As a graduate of the The J.D./M.S. program is a dual degree pro- in Accounting and the Master of Science in M.S. program students will be able to work gram for exceptional students in law and Taxation (M.S.T.). The combination allows the effectively as financial economists in the risk accounting leading to the Juris Doctor (J.D.) student to complete both programs with a cost and insurance industry. Applicants must submit and the Master of Science (M.S.) in Accounting saving and fewer credits. These programs meet results from either the GMAT or GRE. offered by the School of Law and the Tobin the 150 hour requirement of the State of New Prerequisite courses (if required) College of Business, respectively. Its purpose is York and are thus licensure-qualifying programs DS 504 Business Statistics to prepare students for careers in the areas of enabling the student to fulfill the education law and accounting, which require both legal requirement for the uniform CPA examination. I. Required Curriculum expertise and an in-depth knowledge of the Applicants for admission to these com- RMI 600 Introduction to Insurance theory and practice of accounting. Applicants bined degree programs apply to both the Tobin Economics for admission to this joint degree program College of Business Graduate Division and the RMI 602 Risk Research Methods must meet criteria for admission to the School RMI 604 Risk Pricing Simulation Department of Accounting and Taxation in their of Law and the Graduate Division of the Tobin RMI 605 Finance Policy for Insurers junior year and must meet criteria for admission, College of Business. For further information on RMI 607 Insurance Operation that include (a) meeting the required undergrad- RMI 609 Property and Liability (Re) this program, an appointment should be made uate grade point averages (overall and account- Insurance to meet with an academic advisor. ing), and (b) successfully completing the GMAT exam. The student must also meet other eligibil- RMI 610 Life-Health Insurance and M.B.A. Accounting/ M.S. Taxation Employee Benefits ity requirements to progress to the fifth year of RMI 611 Cases in Insurance The Department on Accounting and Taxation study as a graduate student. For more informa- RMI 614 Risk Funding Tools for offers a combined program leading to an tion on these programs, contact the Chair of the Insurers M.B.A. in Accounting and a Master of Science in Department of Accounting and Taxation, see the II.Elective (Select One) Taxation. The combination allows the student to undergraduate bulletin at stjohns.edu/academics/ RMI 608 Microinsurance complete both programs with a cost savings and undergraduate/bulletin. RMI 612 Applied Risk Research and fewer credits. Please contact the Department Writing Chair or designee for further details. RMI 613 Graduate Risk Seminar RMI 621 Risk Project B.A. or B.S./M.B.A. Programs RMI 699 Risk Management Internship The Graduate Division of the Tobin College of Business in conjunction with a number of undergraduate colleges within St. John’s University offers 5-year combined degree pro- grams leading to the Bachelor of Arts (B.A.) Bachelor of Science (B.S.) and the Master of Business Administration (M.B.A.). The combina- tion allows the student to complete both pro- grams with a cost saving and fewer credits. Applicants for admission to these com- bined degree programs apply to the Tobin College of Business Graduate Division in the

144 Courses

Department of Accounting and ACC 620 Global Managerial Accounting I and communication systems and considers Taxation (ACC, TAX) (formerly, ACC 620 Cost Administration) the procedures performed by the internal and Prerequisite: None. This course focuses on the external auditors to obtain assurance regarding ACC 503 Financial Reporting study of managerial accounting as a technique IT governance; systems acquisition, develop- Prerequisite: None. This course explains and for planning and control. Emphasis is on the ment, and implementation; systems operations, interprets the form and content of financial manager and management accounting; an maintenance and support; continuity planning; reports issued by business entities in order to introduction to cost terms and purposes; cost- and physical and data security. provide investors, creditors, and others with volume-profit analysis; job costing, activity- Credit: 3 semester hours. based costing and activity-based management; the information necessary to understand the ACC 625 Accounting Ethics and master budget and responsibility accounting; entities’ financial positions, profitability and Professionalism flexible budgets, direct-cost variances, and future cash flows, all which determine market Prerequisite: Taken in last 12 credits. This management control; flexible budgets, over- values. Topics include working capital, operat- capstone course addresses ethical issues relat- head cost variances, and management control; ing assets, long-term financing instruments, ing to professional responsibilities posed by inventory costing and capacity analysis; deter- pensions, share-based payments, stockholders’ the federal regulatory agencies (e.g. SEC, IRS, mining how costs behave; decision making and equity, and comprehensive income. GAO, DOL, etc., self-regulatory bodies ((i.e., relevant information; and strategy, balanced Credit: 3 semester hours. PCAOB), and professional organizations (e.g., scorecard, and strategic profitability analysis. AICPA, IIA, IMA, ISACA, etc.) as well as the ACC 515 Financial Reporting: Concepts and International and U.S. case studies will be code of conduct, used by different states as a Problems* assigned to demonstrate the students problem basis for professional certification. This course Prerequisite: None. This course examines gener- solving and decision making skills. requires students to research current and new ally accepted accounting principles underlying Credit: 3 semester hours. the preparation of financial statements in the accounting and auditing guidance, prepare United States. Topics include the theory upon ACC 621 Controllership written memoranda to express their findings, which financial statements are prepared, as Prerequisite: ACC 620 or equivalent. This and prepare and deliver presentations on THE PETER J. TOBIN COLLEGE OF BUSINESS well as its application to valuation, classifica- course focuses on major corporate decision their research. A written report on a selected tion, and disclosure of various assets. A com- areas such as special purpose statements, loan research project is a major requirement in this prehensive financial accounting practice set is agreement provisions, product additions and course. Credit: 3 semester hours. deletions, make or buy decisions and capital assigned. The course requires a one-hour non- ACC 626 Forensic Accounting Principles budgeting. Credit: 3 semester hours. credit workshop. Credit: 3 semester hours. Prerequisite: ACC 623, ACC 624, ACC 628, ACC 600 Financial Statement Analysis I ACC 622 Global Managerial Accounting ERM 601, or equivalent. This course provides Prerequisite: None. This course examines the II (formerly Advanced Management the forensic techniques needed to examine basic techniques applied in the analysis of Accounting) fraudulent financial schemes, with emphasis on financial statements to evaluate the quality of Prerequisite: ACC 620 or equivalent. This understanding the characteristics of fraud and accounting information. The course considers course provides students with an opportunity its prevention and detection. the appropriateness of accounting policies and to discuss and understand pricing decisions and Credit: 3 semester hours. cost management; cost allocation, customer- estimates and, discusses possible techniques to ACC 627 Business Valuations profitability analysis, and sales-variance analy- undo distortions. Because financial statement Prerequisite: ACC 515 or equivalent. This sis; allocation of support-department costs, analysis is essentially a forward-looking process course provides study of the role of financial common costs, and revenues; cost allocation: it is important to consider issues involved in accounting in business valuations with an joint products and byproducts; process costing; forecasting future accounting numbers. emphasis on contemporary valuation approach- spoilage, rework, and scrap; balanced score- Credit: 3 semester hours. es and methodologies including those based card: quality and time; inventory management, on: income, discounted income; market value, ACC 601 Financial Statement Analysis II just-in-time, and simplified costing methods; merged and acquired company; capitalized Prerequisites: ACC 600 or equivalent. The capital budgeting and cost analysis; manage- excess earnings; asset-based; and asset accu- course examines contemporary tools and ment control systems, transfer pricing, and mulation. Credit: 3 semester hours. techniques available for analyzing the financial multinational considerations; and performance statements and other data to derive measure- measurement. International and U.S. case ACC 628 Internal Auditing ments and relationships that are useful in studies will be assigned to demonstrate the Prerequisite: None. This course evaluates risk decision-making. Financial analysis is discussed students problem solving and decision making exposures relating to the organization’s gover- in detail as a screening tool in the selection of skills. Credit: 3 semester hours. nance, operations and information systems, in investments or merger candidates, a method relation to: (a) effectiveness and efficiency of ACC 623 Auditing Problems of forecasting future financial and operating operations, (b) reliability and integrity of finan- Prerequisites or Co-requisite: ACC 515 or results, and as a means of diagnosing manage- cial and operational information, (c) safeguard- equivalent. This course provides a study of rial, operating, or other problem areas. ing of assets, and (d) compliance with laws, current auditing theory and techniques, gener- Credit: 3 semester hours. regulations, and contracts. ally accepted auditing standards, the auditing Credit: 3 semester hours. ACC 605 Internships in Assurance and standards of the PCAOB and IFAC, especially as Advisory Services they relate to audit objectives, pre-engagement ACC 629 International Auditing Prerequisite: ACC 630 and ACC 623 or equiva- and audit planning activities, the assessment of Prerequisite: ACC 515 or equivalent. This lent. This course provides students with the internal controls, the uses of sampling, the per- course examines International Standards opportunity to develop assurance and advisory formance of procedures during the audit, and on Auditing (ISA) issued by International services skills in an actual work setting outside the various reports and services rendered by Federation of Accountants (IFAC) and examines the classroom. A research paper, a journal of independent auditors. Credit: 3 semester hours. how those standards improve the uniformity of accomplishments, and employer evaluations practice by professional accountants through- ACC 624 Information Technology Auditing are required. Credit: 3 semester hours. out the world. Credit: 3 semester hours. Prerequisite or Co-requisite: ACC 515 or equiv- alent. The course evaluates technology controls in mitigating risks in accounting information

stjohns.edu/graduatebulletin 145 ACC 630 Financial Reporting: Specialized ACC 640 SEC Practice ACC 656 Analysis of Foreign Financial Topics* Prerequisite: ACC 503 or ACC 515 or equiva- Statements (formerly, ACC 646, Foreign Prerequisite: ACC 515 or equivalent. This lent. This course examines the registration Financial Statement Analysis) course examines accounting issues underlying and reporting requirements contained in vari- Prerequisite: ACC 515, or ACC 503, or financial reporting. Topics include accounting ous SEC rules such as Regulations S-K, S-X, equivalent. The course focuses on the analysis for: intangible assets, investments, non-current S-T, and S-B along with exemptions provided of financial statements of companies using assets, current and long-term liabilities, stock- under Regulations A and D. Financial Reporting International Financial Reporting Standards holders’ equity, earnings per share, cash flows, Releases, Industry Guides, and Staff Accounting (IFRS), as promulgated or adopted by the income taxes, pensions, leases, accounting Bulletins are also discussed. International Accounting Standards Board changes, disclosures, and revenue recognition. Credit: 3 semester hours. (IASB). Financial statement analysis is intro- Includes a one-hour workshop. duced and international accounting and report- ACC 642 Accounting Information: Controls Credit: 3 semester hours. ing practices underlying financial statements and Assessment are analyzed. Emphasis is placed on the existing ACC 632 Critique of Accounting Theory Prerequisite: None. This course examines the differences between U.S. GAAP and IFRS, and Prerequisite: or Co-requisite: ACC 638 or equiv- tools and techniques used to assess risk in the on the convergence process. operations of business entities and the appli- alent. This course addresses the difficulties of Credit: 3 semester hours. preparing precise and universally acceptable cation of internal controls to an enterprise’s definitions of theory and principles, a review of accounting information and communication ACC 660, Fraud Examination I current professional studies and selected areas systems. Credit: 3 semester hours. Prerequisite: ACC 623, or ACC 624, or ACC of research. Credit: 3 semester hours. 628, or equivalent. This course examines frauds ACC 643 Accounting Information: Security that have occurred in recent years and address- and Forensics ACC 635 Accounting for Derivatives and es: (a) the nature of the scheme and how the Other Financial Instruments (formerly, Prerequisite: None. This course examines issues fraud was perpetrated, (b) how the fraud was Accounting for Financial Instruments and related to the logical and physical security of covered up, (c) why the auditors, the board of Derivative Products) accounting information and communication directors, and the regulators did not discover Prerequisite: ACC 515 or ACC 503 or equiva- systems and investigates information technol- the fraud, (d) what should have been done lent. This course examines the accounting, ogy frauds and methods of fraud detection and by auditors, board members and regulators to economic, regulatory, reporting, and disclosure deterrence. Credit: 3 semester hours. prevent and detect the fraud, and what weak- requirements relating to derivatives and other ACC 650 Global Insurance Accounting I nesses in controls existed to allow the situation financial instruments from both an investing Prerequisite: ACC 503 or ACC 515 or equiva- to occur. Actual examples of recent frauds will and financing perspective. lent. This course introduces students to insur- be used and discussed. Credit: 3 semester hours. Credit: 3 semester hours. ance accounting, specifically that applicable to ACC 661, Fraud Examination II ACC 636 Accounting for Financial the property and liability insurance companies. Prerequisite: ACC 660 or equivalent. This Institutions Insurance accounting is based on regulatory course analyzes frauds to determine the Prerequisite: ACC 515 or ACC 503 or equiva- requirements (Statutory Accounting Principles meaning or type of fraud involved (fraudu- lent. This course examines significant issues or SAP), as well as elements of International lent financial statements, misappropriation of relating to regulatory, accounting, financial pre- Financial Reporting Standards (IFRS) and assets, or corruption), the people responsible sentation and disclosure requirements of com- Generally Accepted Accounting Principles for perpetrating the fraud and their motivation mercial, savings and investment banks, credit (GAAP) applicable to insurers based on the to commit fraud, the risks of fraud by function unions, finance companies, and investment jurisdiction in which the insurer is organized. and why management and other responsible companies. Credit: 3 semester hours. Credit: 3 semester hours. parties fail to uncover fraud, corporate gover- ACC 638 Business Entities and ACC 651 Global Insurance Accounting II nance and its responsibility, the role of internal Combinations Prerequisite: ACC 650 or equivalent. This controls in fraud prevention, fraud detection, Prerequisite: ACC 630 or equivalent. This course introduces students to insurance and fraud correction, how to conduct a fraud course covers accounting for mergers and accounting, especially that applicable to the life Investigation and maintain proper evidential acquisitions by corporations including the prep- and health insurance entities. That accounting matter, as well as, ethical considerations. aration of consolidated financial statements, is based on regulatory requirements (Statutory Credit: 3 semester hours. accounting for foreign currency transactions Accounting Principles or SAP), as well as ele- ACC 662 Accounting Information: and foreign subsidiaries. Extensive use of Excel ments of International Financial Reporting Governance, Risk Management, and Audit required. Credit: 3 semester hours. Standards (IFRS) and Generally Accepted (formerly ACC 641 Accounting Information: Accounting Principles (GAAP) applicable to ACC 639 Government and Not-for-Profit Contemporary Issues) insurers based on the jurisdiction in which the Prerequisite: ACC 630 or equivalent. This Prerequisite: ACC 623, or ACC 624, or ACC insurer is organized. Credit: 3 semester hours. course examines the special accounting pro- 628, or ERM 601, or equivalent. This course cedures and problems with respect to gov- ACC 654 International Financial Reporting I addresses the concepts and application of ernmental and not-for-profit entities and the (formerly, ACC 645, International Financial internal controls to enterprise information and reporting requirements promulgated by the Reporting) communication systems, including applicable FASAB, the GASB and other standard setting Prerequisite: ACC 515 or ACC 503 or equiva- frameworks developed to assess risks inherent bodies. In addition, this course examines gov- lent. This course is designed to familiarized in those systems, and the review of control ernmental auditing standards as promulgated students with the infrastructure and institu- objectives and best control practices. The by the Governmental Accountability Office tional elements of IFRS, provide an overview of course also discusses best practices in the gov- (GAO). Credit: 3 semester hours. the International Accounting Standards Board ernance of enterprise IT, as well as, auditing of (IASB) and its due process, conceptual frame- IT governance and implementation, and busi- work underlying IFRS, and the core accounting ness continuity. Credit: 3 semester hours. topics on financial statement elements and pre- sentation. Differences between IFRS and U.S. Generally Accepted Accounting Principles (U.S. GAAP) are explored. Credit: 3 semester hours. 146 ACC 664 Accounting Information: TAX 600 Tax Research and Writing TAX 631 Corporate Distributions, Operations, Maintenance and Support Prerequisite: None. This course concentrates on Liquidations and Reorganizations (formerly ACC 644 Accounting Information: the skills needed to research tax questions and Prerequisites: TAX 603 or TAX 635 or equiva- Systems and Processes) considers the sources of the federal tax law lent. This course provides a study of the tax Prerequisite: ACC 623, or ACC 624, or ACC including legislative, administrative and judicial aspects of corporate-stockholder relationships; 628, or ERM 601, or equivalent. This course explanations and interpretations. Credit: 1 tax-free re-organizations, liquidations, parent- provides an overview of various accounting semester hour. subsidiary transactions and corporate distribu- information and communication systems by tions. Credit: 3 semester hours. discussing procedures used to monitor opera- TAX 601 Tax Concepts and Strategies tions, maintenance and support. Topics include Prerequisite: None. This course provides a TAX 632 Consolidated Federal Income Tax Returns accounting information systems operations and broad knowledge of the federal income tax Prerequisite: TAX 603 or equivalent. This hardware; AIS architecture and software; AIS system and the legislative and administrative course examines corporations with subsidiar- network infrastructure; auditing infrastructure procedures which create and interpret the ies that elect to file consolidated tax returns and operations; disaster recovery planning. Internal Revenue Code. Credit: 3 semester and the regulations concerning such returns Credit: 3 semester hours. hours. (emphasizing the concepts, rules and methods ERM 601, Foundations of Enterprise Risk TAX 603 Corporate Taxation for computing consolidated taxable income). Management (formerly, Enterprise Risk Prerequisite: TAX 610 or equivalent. This course Credit: 3 semester hours. Management I) provides an intensive study of the choice of Prerequisite: None. This course covers the business organizations; corporate stockholder TAX 635 Business Tax Planning fundamentals of enterprise risk management transactions; tax accounting; and special types Prerequisite: TAX 610 or equivalent. This (ERM). Specific topics include how companies of corporations. Credit: 3 semester hours. course provides a study of tax issues pertaining to corporations, partnerships, and special enti- build frameworks and controls to manage their TAX 605 Internship in Taxation

ties. Credit: 3 semester hours. THE PETER J. TOBIN COLLEGE OF BUSINESS risks, how those frameworks are developed Prerequisite: TAX 603 or equivalent. This around the world, including the role of regula- course provides students with the opportunity TAX 641 Interstate Commerce tory bodies in mandating their adoption; how to develop tax skills in an actual work setting Prerequisite: None. This course examines the ERM processes are established, how companies outside the classroom. A research paper, a constitutional basis of the taxation of interstate assess and measure risk, and how companies journal of accomplishments, and employer commerce and tax problems of conflicting can use a variety of techniques to identify their evaluations are required. Credit: 3 semester jurisdictions; qualification to do business in for- risks. Credit: 3 semester hours. hours. eign states, sales and use taxes, franchise and income taxes, apportionment formulae and ERM 603, Culture, Leadership, and TAX 610 Individual Tax Planning Governance Risk (formerly Enterprise Risk real and personal property taxation. Credit: 3 Prerequisite: None. This course examines how semester hours. Management II) to determine taxable income, including cover- Prerequisite: ERM 601 or equivalent. This age of income, exclusions, deductions, and TAX 642 Sales, Use and Property Taxation course covers how enterprise risk management credits. Credit: 3 semester hours. Prerequisite: None. The course examines sales (ERM) can be used to add value to an organi- and use taxation by addressing such issues as zation. Companies that have lost considerable TAX 611 Tax Planning for High Net-Worth constitutional issues, nexus, taxable transac- Individuals value due to not managing risks (so called tions, exemptions, exemption certificates, inter- Prerequisites: TAX 610 or equivalent. This value killer risks), companies that have recov- state sales, gross receipts taxes, services and course examines income and estate tax plan- ered from risks, as well as, companies that intellectual property, construction contractors, ning for wealthy individuals, dealing with have gone into bankruptcy because of misman- manufacturers, repairs of tangible personal passive activities (tax shelters), the use and agement of risk are analyzed. Students will link property, maintenance contracts, and elec- limitations of qualified plans, investment plan- risks to strategy and learn how to develop key tronic commerce. The course also examines ning (asset allocation) life, disability and liability risk indicators. Students gain knowledge of property taxation by addressing, such issues as, insurance exposures and retirement and estate ERM tools that help companies identify, assess, constitutional issues, real versus personal prop- planning. Credit: 3 semester hours. and build ERM processes, the impact of using erty, exemptions, valuation methods, highest ERM in mergers and acquisitions, and the role TAX 612 Partnerships and Partners and best use, contaminated property, industry of boards and corporate governance. Credit: 3 Prerequisites: None. This course provides a specific issues, personal and intellectual prop- semester hours. study of the uses, formation, operation and erty taxes, and natural resources. Credit: 3 ERM 705, Strategic Risk Analysis and Tools termination of partnerships, including family semester hours. partnerships. Credit: 3 semester hours. (formerly Enterprise Risk Management III) TAX 643 State and Local Income Taxation Prerequisite: ERM 601, and ERM 603 or TAX 621 Estates and Gifts Prerequisite: None. The course examines equivalent. This course is the capstone course Prerequisites: None. This course examines the state and local level corporate and individual in the M.S. in Enterprise Risk Management. rules and interrelationship between the estate income taxes and how several selected state The course covers what a new CRO or ERM tax and gift tax, and introduces basic elements tax systems interact with federal taxation sys- director must do to successfully implement of estate planning. Credit: 3 semester hours. tems. This course analyses the nexus of in-state ERM. Students will gain experience as an ERM business activity that requires state tax filings, director, CRO, or ERM consultant as they TAX 622 Income Taxation of Trusts and including the general requirements to start analyze real companies with ERM problems. Estates a business in a particular state, the financial Finally, students will conduct an ERM project Prerequisites: TAX 621 or equivalent. This impact of state income taxation systems on the on an actual organization, working closely with course provides a study of the planning and provision for taxes and the knowledge neces- the instructor and client organization (when a preparation of trust and estate income tax sary to properly comply with interstate filings permitted) to help develop an ERM process and returns; computation of taxable net income and interacting federal compliance tax laws. identify risks and reporting structures. and distributable net income; operation of the In addition the student will learn how to deal Credit: 3 semester hours. “throwback” rule. Credit: 3 semester hours. with the ethical and social issues that regularly confront taxpayers on interstate commerce transaction. Credit: 3 semester hours. stjohns.edu/graduatebulletin 147 TAX 651 International Taxation I (formerly (whether or not patentable), trade secrets, Consideration is given to why property and Foreign Operations) trademarks, trade names, copyrights and com- casualty insurance entities are treated differ- Prerequisite or Co-requisite: TAX 610 or puter software. Credit: 3 semester hours. ently from other taxpayers and to differences in equivalent. This course examines the effect of the treatment accorded to their various types TAX 671 Taxation-Related Issues for Tax- the Internal Revenue Code on: (a) U.S. persons of financial products. Credit: 3 semester hours. Exempt Institutions investing or operating abroad and (b) foreign Prerequisite: TAX 603 or equivalent. This TAX 681 Tax Accounting persons investing or operating in the U.S. course examines the tax aspects of tax-exempt Prerequisite: TAX 610 or equivalent. This Credit: 3 semester hours. organizations, including those of charitable and course examines the difference between the TAX 653 Global Taxation Systems educational organizations, civic leagues, labor government rules required to compute tax Prerequisite: TAX 635 or TAX 603 or equiva- unions, and health and welfare funds. Credit: 3 liability and those required by the accounting lent. This course broadens the student’s semester hours. profession to reflect the financial condition of a understanding of “taxation” as it relates to business. Credit: 3 semester hours. TAX 672 Specialized Industries their professional responsibility and their effec- Prerequisite: TAX 610 or equivalent. This TAX 682 Special Topics in Taxation tiveness in global business dealings by review- course examines the tax treatment of specific Prerequisite: TAX 610 or equivalent. This ing a broad array of tax models and methods industries (such as health care and entertain- course examines current developments in used by governments to finance government ment) and capitalizes on the availability of federal income, estate and gift taxation, as a expenditures. Taxation systems studied include industry experts and government officials to consequence of recent court decisions, legisla- income taxes, such as the current federal, analyze issues in depth from a particular indus- tion, regulations and rulings. Credit: 3 semester state, and local income taxes, flat tax and gross try perspective. Credit: 3 semester hours. hours. income tax; consumption taxes such as sales taxes, use taxes, excise taxes and a variety of TAX 674 Depository and Lending TAX 683 Practice and Procedure transaction taxes; transfer taxes such as estate Institutions I Prerequisite: TAX 610 or equivalent. This and gift taxes, inheritance tax and value added Prerequisite: TAX 610 or equivalent. This course examines the procedures to resolve dis- taxes, as well as examining property taxes. course investigates the taxation of commercial agreements—both pre- and post-audit— with Credit: 3 semester hours. banks, thrift institutions, and other depository the Internal Revenue Service. or lending institutions. The course analyzes Credit: 3 semester hours. TAX 654 Transfer Pricing the applicable special tax provisions in light Prerequisite: TAX 652 or TAX 655 or equiva- of the economic function and operation of TAX 691 Research Project lent. This course examines multinational enter- those institutions. Consideration is given to Prerequisite: TAX 600 or equivalent, Taken in prises (MNE) transfer pricing, including the core why depository and lending institutions are last 12 credits. This course offers an opportu- principles necessary for taxing authorities to treated differently from other taxpayers and to nity to research and write about a current and ensure that the taxable profit of MNEs are not differences in the treatment accorded to their relevant topic in taxation, resulting in an article artificially shifted out of their jurisdictions; that various types of financial products. Credit: 3 of publishable quality. the tax base reported by MNEs in their respec- Credit: 3 semester hours. semester hours. tive countries reflects the economic activity undertaken therein; that MNEs need to estab- TAX 675 Depository and Lending lish a sound transfer pricing policy and strate- Institutions II Department of Computer gies to avoid unnecessary tax audits. Credit: 3 Prerequisite: TAX 674 or equivalent. This Information Systems/Decision semester hours. course investigates the taxation of commercial Sciences (CIS/DS) banks, thrift institutions, and other depository TAX 661 Compensation, Benefit and or lending institutions. The course analyzes Retirement Plans CIS 505 Business Information Technology the applicable special tax provisions in light Prerequisite: TAX 610 or equivalent. This This course provides the entering M.B.A. stu- of the economic function and operation of course examines the tax consequences as well dents with the needed computer skills and those institutions. Consideration is given to as various strategies and opportunities relating knowledge; and it covers: (i) the introductory why depository and lending institutions are to the design and implementation of execu- and intermediate treatment of state-of-the-art treated differently from other taxpayers and to tive compensation and benefit and retirement information technology and (ii) the in-depth differences in the treatment accorded to their plans. Credit: 3 semester hours. coverage of the integrated business software various types of financial products. Credit: 3 applications. Students will finish this course TAX 662 Real Estate semester hours. with a comprehensive understanding of the Prerequisite TAX 610 or equivalent. This course fundamentals and development of information TAX 676 Insurance Companies I examines the tax issues and planning oppor- technology and the integrated use of today’s Prerequisite: TAX 610 or equivalent. This course tunities encountered in the acquisition, opera- software for solving business problems. investigates the taxation of life insurance enti- tion, and disposition of real property. Credit: 3 Credit: 3 semester hours. ties. The course analyzes the applicable special semester hours. tax provisions in light of the economic function CIS 601 Advanced Computer Applications TAX 663 Financial Products and operation of life insurers. Consideration is for Business Prerequisite TAX 610 or equivalent. This course given to why life insurers are treated differently Prerequisite: CIS 505 or equivalent. This is an examines the tax issues relating to financial from other taxpayers and to differences in the advanced course in applications of computer products including debt and equity securities, treatment accorded to their various types of software. This course changes each semes- mortgage-backed securities, derivative, and financial products. Credit: 3 semester hours. ter, but currently includes sophisticated and foreign exchange contracts. Credit: 3 semester integrated applications of spreadsheets, data TAX 677 Insurance Companies II hours. bases, project management and the internet. Prerequisite: TAX 676 or equivalent. This Credit: 3 semester hours. TAX 664 Intellectual Property course investigates the taxation of property Prerequisite: TAX 610 or equivalent. This course and casualty insurance entities, including health examines the federal tax consequences of the insurers. The course analyzes the applicable development, purchase, sale and licensing of special tax provisions in light of the economic intellectual properties, including inventions function and operation of those institutions. 148 CIS 605 Applied Computer Languages CIS 699 CIS Internship DS 631 Decision Science and Spreadsheet Prerequisite: CIS 505. This course covers the This internship seeks to provide students Modeling design, modeling, implementation and man- with the opportunity to develop Information Prerequisite: DS 504 or equivalent. This is a agement of relational database systems. Key Systems skills in an actual work setting outside survey course in the most commonly used course topics include design principles, data the classroom. The internship is a one term, decision-making techniques for planning and modeling, normalization, and implementation part time, credit bearing IT position within a analysis of managerial problems. Spreadsheet using relational DBMS software such as Oracle, supervised work environment. Practical applica- software and other related computer pack- MYSQL and MS SQL Server. It will also survey tion of IT practices and theories is emphasized. ages are utilized for real-time problem solving. the emerging trend topics such as data ware- In addition to Internship responsibilities a Credit: 3 semester hours. house and Web database technologies. research project is required. This course may DS 632 Bayesian Statistics for Business Credit: 3 semester hours. be taken only once. Credit: 3 semester hours. Decision Making CIS 644 Systems Analysis and Design CIS 901; CIS 902 Methodology of Business Prerequisite: DS 504 or DS 609. This course is Prerequisite: CIS 505 or equivalent program- Research an intermediate treatment to Bayesian infer- ming exposure. This course deals with the Prerequisites: (1) The student must have ential and decision procedures as applied to analysis, design and implementation of com- completed at least nine credits (600-level) in managerial problems. Real cases in inventory puter information systems. There is in-depth a major area. (2) The student is expected to control, development and introduction of new exposure to the theory, application and proce- have explored possible thesis subjects with the product, demand forecasts and evaluation of dures of systems analysis. Case studies in the department Chair well in advance of taking the business research projects are used to dem- areas of finance, personnel, production and course. (3) The student must bring to the first onstrate the application of Bayesian statistical marketing systems are examined. class a completed Thesis Proposal form, defin- principles. This course is especially recommend- Credit: 3 semester hours. ing the thesis project. (These forms may he ed to management and marketing majors. obtained from the Graduate Dean’s office). Credit: 3 semester hours.

CIS 645 Database Management THE PETER J. TOBIN COLLEGE OF BUSINESS The purpose of this course is three-fold: Prerequisite: CIS 505. An intensive presentation DS 633 Predictive Analytics and Business (1) to give the student an appreciation and appraisal of the fundamental technology Forecasting and understanding of research and and practice of database management systems Prerequisite: DS 504. This course covers the scholarship; design, implementation and application. This application of generally accepted regression (2) to develop skills in research and in course examines the organization and manage- and forecasting techniques to various phases analysis and evaluation of problems ment of data and databases. of business decision making. Actual models in important to the business profession; Credit: 3 semester hours. use will be reviewed and evaluated. Credit: 3 and semester hours. CIS 646 Computer Simulation Methods (3) to give experience in writing clearly Prerequisite: DS 504 and CIS 505. This course and convincingly on subjects in the DS 634 Statistical Quality Control for covers the application of simulation techniques business field. Business as a method for planning and system evalu- In CIS 901 the student is required to Prerequisite: DS 504. This course covers the ation in business and government; emphasis develop a thesis subject, obtain approval of the application of statistical quality control tech- is on discrete systems. System and modeling subject from the department Chair, draw up niques to industrial processes. Topics covered concepts are examined and related to the con- an outline of the thesis, complete a major por- are sampling techniques; the design and use struction of simulation models to solve com- tion of the research and write the introduction of single, double and sequential acceptance plex problems. Major simulation languages and and first chapter of the thesis. sampling plans; control charts and the design spreadsheet are utilized. In CIS 902 the student is required to of industrial experiments. Credit: 3 semester hours. complete the master’s thesis. Contact hours to Credit: 3 semester hours. be arranged by the professor. CIS 647 Data Communications and DS 635 Big Data and Data Mining Credit: 3 semester hours. Networks for Business Prerequisite: DS504. This course deals with Prerequisite: CIS 505. This course combines a DS 504 Business Statistics applying the state-of-the-art methodologies detailed introduction to data communications This course provides the entering M.B.A. stu- and techniques for analyzing enormous quan- and networking concepts and theory with a dents with the minimally needed statistical tities of raw data in high-dimensional data practical, approach that enables students to tools and knowledge for business applica- spaces for the purpose of extracting new infor- apply the theory in real world environments. It tions. Emphasis is placed on applying data mation for decision making. The covered topics also intends to give a comprehensive survey of analysis using statistical and spreadsheet include methods and algorithms originating the entire data and computer communications software packages and understanding data from different disciplines including statistics, field. Credit: 3 semester hours. interpretation for business decision-making. machine learning, neural networks, fuzzy logic, CIS 650 Seminar in CIS/DS Ethical issues of employing business statistics and evolutionary computation. Case studies Prerequisite: DS 504 or DS 631 or CIS 645. are discussed throughout the course. Credit: 3 in the areas of finance, accounting, person- This is a research and case study course in the semester hours. nel, production, health care, and marketing systems are examined. Class projects will be application of information technology and DS 609 Advanced Managerial Statistics assigned for hands-on practice. Credit: 3 semes- quantitative techniques to business problems. Prerequisites: DS 504 or equivalent. This course ter hours. Students are expected to carry out indepen- covers applications of statistical theory to dent research and prepare written and oral managerial problems. Topics include: analysis DS 925 Maintaining Matriculation reports of their findings as a major require- of variance; testing of hypotheses; correlation Master of Business Administration students ment of the course. Credit: 3 semester hours. and regression (simple and multiple); analysis not registered for courses during a semester of economic time series and problems of fore- must register for DS 925 in order to maintain casting: non-parametric methods and index matriculation and return to the program for numbers. Students use standard statistical pro- the remaining courses. No Credit. Fee: $100 grams. Credit: 3 semester hours. per semester.

stjohns.edu/graduatebulletin 149 Department of Economics and pany’s portfolio risk exposures. In addition, FIN 643 International Corporate Finance Finance (ECO, FIN) derivative hedging strategies will be demon- Prerequisite: FIN 507. This course covers inter- strated by means of futures, forwards, swaps, national environment and operations of major ECO 506 Economics for Management and options. Credit: 3 semester hours. corporations. The course also emphasizes the analysis and control of currency risk and expo- This course introduces students to a basic FIN 629 Credit Risk Management sure. Credit: 3 semester hours. understanding of the structure and functioning Prerequisite: FIN 507. This course focuses on of a market economy. It will give an introduc- understanding and controlling credit risk of FIN 651 Bank Financial Management tion to methods of evaluating economic prob- the firm in the global credit environment. It Prerequisite: FIN 507. Major variables affecting lems and policies at both macroeconomic and provides a conceptual framework as well as financial management of commercial banks microeconomic levels. Credit: 3 semester hours. relevant tools and techniques to identify and in both national and international settings. ECO 600 Managerial Economics and measure credit risk exposures. In addition, Consideration is given to bank operations, Forecasting techniques to mitigate the exposures are exam- structure and earnings. Liquidity and financial Prerequisite: ECO 506. This course focuses on ined as well. Credit: 3 semester hours. risk analysis is also given special consideration. Credit: 3 semester hours. applied microeconomics. It addresses practical FIN 633 Corporate Financial Management business problems, including analysis of indus- Prerequisite: FIN 507. This course examines the FIN 654 Advanced Corporate Finance tries within national and international contexts. theory of business finance and the financial Prerequisite: FIN 633. Students are expected to The course also analyzes the problem of fore- techniques and tools employed by modern apply financial theories and skills acquired in casting as an integral part of decision-making. corporate managers. The student will be intro- previous coursework in real-life cases. Instead Credit: 3 semester hours. duced to corporate investment and financing of lecturing to students, the instructor will ECO 605 International Trade and decisions, financial modeling, financial forecast- serve merely as a “facilitator” in class. Students Investment ing and other microcomputer applications that are expected to commit additional efforts every Prerequisite: ECO 506. This course focuses pertain to finance. Credit: 3 semester hours. week outside of class to analyze and discuss on the international economic and monetary cases in study groups. FIN 634 Investment Analysis systems. It examines the different international Credit: 3 semester hours. Prerequisite: FIN 507. This course covers the monetary arrangements, analyzes the balance microstructure of the securities markets, trad- FIN 655 Financial Risk Management of payments accounts, provides theoretical ing mechanisms, investment processes, invest- Prerequisite: FIN 507. Topics include risk identi- bases for trade among countries, and address- ment objectives, risk analysis and security valu- fication, risk measurement, risk monitoring and es current problems and issues in commercial ation. The course examines the applicability of risk management/control. The primary objective policy, and foreign business investment to and fundamental analysis, efficient market theory is to expose students to primary areas of risk from the United States, the EU and other eco- and technical analysis. Hedging and alternative management and enable them to understand nomic blocks. Credit: 3 semester hours. investments are also covered. risk reports and data and their implications to ECO 631 Monetary and Fiscal Policies Credit: 3 semester hours. the institution. Credit: 3 semester hours. Prerequisite: ECO 506. The course looks at FIN 635 Capital and Money Markets FIN 664 Advanced Investment Analysis how the government and the central bank use Prerequisite: FIN 507. The course focuses on Prerequisite: FIN 634. This course deals with macroeconomic policies to achieve macroeco- structure, operation, instruments and players of advanced topics in investment analysis and nomic stability. Topics include the structure and the capital markets in the United States, Japan, portfolio management. The course involves operation of the banking system; money supply Europe and emerging markets. The course also an in-depth examination of the tools of mod- and demand and the tools of monetary, fiscal discusses the impact of government policy on ern portfolio theory and investment analysis and debt management policies and their appli- interest rates, exchange rates, market practices, together with specific hands-on applications of cation over a typical business cycle. development of securities design, financial risk these tools. Credit: 3 semester hours. Credit: 3 semester hours. management and international monetary poli- FIN 668 Financial Derivatives FIN 507 Managerial Finance cies. Credit: 3 semester hours. Prerequisite: FIN 507. This course focuses on This course is designed to provide an overview FIN 636 Financial Economics derivative instruments including futures, for- of the corporate financial decision-making Prerequisite: FIN 507. This course explores the wards, swaps, options, exotic derivatives, and process as well as the general financial services concept of market efficiency. The course covers other derivative securities. Critical issues include environment. The objective is to provide an a number of topics: the creation of corporate pricing, daily revaluation, and hedging. This understanding of the basics of all finance sub- value, corporate governance, restructuring and requires an in-depth understanding of the valu- jects to serve as a primer for business students. mergers, the microstructure of markets, the ation models employed and the assumptions Credit: 3 semester hours. financial economics of markets, and multina- that underlie these models. The course also FIN 625 Ethics and Professionalism for tional firms. Credit: 3 semester hours. examines how derivatives are used by banks, Finance corporations and investment firms to reduce FIN 638 Fixed-Income Analytics Prerequisite: None. This course provides an financing costs, hedge price and credit risks, Prerequisite: FIN 507. This course focuses exclu- introduction to ethical reasoning, integrity, and to adjust return and risk profiles. sively on fixed income analytics and markets. objectivity, independence, core values and Credit: 3 semester hours. The traditional yield to maturity methodology professional issues in investment management for bond valuation first gave way to a spot FIN 674 Investment Banking and Brokerage and finance. Students will apply the concepts rate methodology, then to a forward rate Prerequisite: FIN 507. This course examines the and theories to investment management cases. methodology, and most recently to an option- business of investment banking and securities Credit: 3 semester hours. based methodology. This evolving valuation brokerage. These business activities include FIN 628 Market Risk Management methodology has led to progressively better venture capital, mergers and acquisitions, Prerequisite: FIN 507. This course examines risk-management measures and assessment of underwriting, primarily dealership operations, market risk measurement and management the risks of fixed income securities containing money management, prime brokerage, propri- analytics. The course covers market risks on embedded derivatives. etary trading, market making, financial engi- various types of assets. Value-at-Risk will is Credit: 3 semester hours. neering and financing. Credit: 3 semester hours. addressed in detail as a measure of a com- 150 FIN 684 Asset Management FIN 925 Maintaining Matriculation Department of Management (MGT) Prerequisite: FIN 507. The course provides M.B.A. and M.S. students not registered for an opportunity for managing a live portfolio. courses during a semester must register for MGT 502 Organizational Behavior and This course examines issues involved in the ECO 925 in order to maintain matriculation Corporate Social Responsibility management and investment strategies of an and return to the program for the remaining This course explores the latest theoretical and endorsement. Students will initiate trading courses. No Credit. Fee: $100 per semester. empirical perspectives on factors influenc- recommendations, supported by complete ing human attitudinal, behavioral, and ethi- research reports and present to program Department of Law (LAW) cal responses in and around organizations. investment committee for approval. Industry Emphasis is given to the role of corporate executives will participate in class presentations LAW 501 Law, Ethics and Society social responsibility. Credit: 3 semester hours. and discussions. Credit: 3 semester hours. This course introduces the legal and ethical environment of business and covers legal prin- MGT 509 Managing Organizational FIN 699 Finance Internship ciples essential for proper managerial decision- Operations The finance internship seeks to provide stu- making. Students analyze corporate problems This course studies the fundamentals of a firm’s dents with the opportunity to develop a with special emphasis on the ethical implica- operations. Topics studied include operating strate- deeper understanding of the finance industry tions for business persons. gies, product design, manufacturing and service and the development of financial skills built Credit: 3 semester hours. operations, supply management and distribution, upon previous program coursework in an and other factors essential for an organization’s actual work setting outside the classroom. LAW 650 Government Regulation of competitive success and long term survival in the The internship which exposes students to the Business global environment. Credit: 3 semester hours. practice of finance in an actual work setting is A study of the relationship between govern- MGT 600 Contemporary Issues in a one term, part time, credit bearing internship ments and business. The course examines Management position within a supervised work environment. the goals of governments and the regulatory

Prerequisite: MGT 502. An advanced seminar THE PETER J. TOBIN COLLEGE OF BUSINESS Practical application of financial knowledge, schemes they use to achieve these goals. It course designed to identify and explore con- practices and theories is emphasized. In addi- covers government regulation in the U.S. temporary forces of major significance in man- tion to internship responsibilities a research and globally, emphasizing securities markets, aging enterprises as they develop and compete project is required. This course may be taken acquisitions, marketing, antitrust, labor and within increasingly global and turbulent mar- only once. Credit: 3 semester hours. E-Commerce. Credit: 3 semester hours. kets. Credit: 3 semester hours. FIN 700 Seminar in Finance LAW 652 International Business Law and Negotiations MGT 621 Decision Support Systems Prerequisite: Permission of the department. A Students gain real advantages over competitors Prerequisite: MGT 502. Students are taught research course designed to cover special top- by learning how to win business competition conceptualization and model-building tools to ics of interest. Coursework includes research by combining international business law, nego- enhance their management problem solving into specialized areas, class lectures, discus- tiating skills and problem solving. Students and decision making capability. sions, guest lecturers, field trips and written gain competitive advantage by learning how to Credit: 3 semester hours. reports. Credit: 3 semester hours. combine the critical legal principles of global MGT 622 Theory and Applications of FIN 901; FIN 902 Methodology of Business enterprise with negotiating skills and problem Management Information Systems Research solving. Students improve their cross border Prerequisite: MGT 502. Students learn how to Prerequisites: (1) The student must have business negotiation skills through simulations utilize procedures and techniques essential for completed at least nine credits (600 level) in involving international sales and marketing the design, measurement and evaluation of a major area; (2) The student is expected to contracts, overseas capital investments, joint management information systems. have explored possible thesis subjects with the ventures, mergers and other international busi- Credit: 3 semester hours. department Chair well in advance of taking the ness arrangement, which require a core knowl- course; (3) The student must bring to the first edge of international business law. MGT 623 Management of Human class a Thesis Proposal Form, filled in, defin- Credit: 3 semester hours. Resources ing the thesis project. (These forms may be Prerequisite: MGT 502.The course explores obtained from the Graduate Dean’s office). LAW 653 Commercial Law important contemporary issues and perspec- The purpose of this course is three-fold: Prerequisite: LAW 1310 or its equivalent. tives in the field of human resources manage- (1) to give the student an appreciation and This course covers Property, Contracts and ment. Emphasis is given to work design, man- understanding of research and scholarship; Commercial Law. This course is important for agement of diversity, and core human resource (2) to develop skills in research and in analysis all students, but is crucial for accountants since management issues. Credit: 3 semester hours. and evaluation of problems important to it covers approximately 25% of one part of the the business profession; and CPA exam and Commercial Law (required for MGT 628 Operations Management and (3) to give experience in writing clearly and CPA licensure). Credit: 3 semester hours. Management Systems convincingly on subjects in the business Prerequisite: MGT 502. An advanced course in LAW 654 Human Resources Law field. the management of operations. Students learn This course covers employment law and labor In FIN 901 the student is required to how to use operations management systems to law. It explains discrimination, harassment, develop a thesis subject, obtain approval of the manage, analyze and evaluate the operations privacy, benefits and hiring/termination poli- subject from the department Chair, draw up of an organization. Credit: 3 semester hours. cies, giving students this essential knowledge an outline of the thesis, complete a major por- to become effective managers. International MGT 631 Leading Modern Organizations tion of the research and write the introduction issues, problem solving and current trends are Prerequisite: MGT 502. This course examines and first chapter of thesis. explored. Credit: 3 semester hours. the theoretical underpinnings that determine In FIN 902 the student is required to com- effective leadership styles and their impact plete the master’s thesis. Hours to be arranged upon the business and the society at large. by the professor. Credit: 3 semester hours. Credit: 3 semester hours.

stjohns.edu/graduatebulletin 151 MGT 632 Organizational Theory MGT 661 Compensation, Training and MGT 700 Seminar in Business Strategy Prerequisite: MGT 502. This course addresses Development and Labor Relations Prerequisite: MGT 502, taken in last semester. major theoretical perspectives relevant to the This course builds student understanding of The course concerns enterprise wide strategic development and management of organiza- key areas of human resource management management. In this course students learn how tions. Topics include organizational power and in preparation for real world application. The to develop business strategies, how to imple- control, corporate governance, and interrela- focal topics are building compensation plans ment these strategies through translating them tionships between organizations. that support the firm’s competitive position; into operational policies and action, and how Credit: 3 semester hours. understanding how training and develop- to exercise strategic control. ment support the goal of improving employee Credit: 3 semester hours. MGT 640 Seminar in Entrepreneurship performance and guiding employees through Prerequisite: MGT 502. Students learn how to MGT 901; MGT 902 Methodology of career stages. The course covers labor relations plan, organize and implement a new venture. Business Research and employment law. Credit: 3 semester hours. Prerequisites: (1) The student must have Credit: 3 semester hours. completed at least nine credits (600 level) in MGT 650 Managing a Web-based MGT 662 International Human Resource a major area. (2) The student is expected to Entrepreneurial Business Management have explored possible thesis subjects with the Prerequisite: MGT 502. In this course students This course is designed to provide a compre- department Chair well in advance of taking the learn how to manage a cyber-space entrepre- hensive and up-to-date introduction to the course. (3) The student must bring to the first neurial business. The course examines case field of international human resource man- class a Thesis Proposal Form, completed, defin- studies of existing companies on the Web. agement. Emphasis will be on attempting to ing the thesis project. (These forms may be Credit: 3 semester hours. understand the interaction between people obtained from the Graduate Dean’s office). MGT 651 Creating an E-Commerce Business and cultures in multinational and global orga- The purpose of this course is three-fold: Prerequisite: MGT 502. Students learn how to nizations, and effective management of human (1) to give the student an appreciation and carry out the basic steps involved in developing resource systems in cross-cultural, multicultural, understanding of research and scholarship; an e-commerce venture, whether as an inde- and the global contexts. Credit: 3 semester hours (2) to develop skills in research and in analysis pendent entity or in conjunction with an estab- and evaluation of problems important to MGT 663 Strategic and Risk Human lished business. Credit: 3 semester hours. the business profession; and Resource Management (3) to give experience in writing clearly and MGT 652 Seminar in International The course examines the strategic aspects and convincingly on subjects in the business Management the risk management of human resources (HR). field. Prerequisite: MGT 502. An advanced seminar Credit: 3 semester hours In MGT 901 the student is required to course designed to identify and explore cross MGT 680 Organizational Development: develop a thesis subject, obtain approval of the cultural issues and emerging trends of major Managing Change subject from the department Chair, draw up an significance relating to managing global orga- Students learn skills necessary in improving the outline of the thesis, complete a major portion nizations in both the for-profit and not-for- performance of individuals, groups and organi- of the research and write the introduction and profit sectors, and cross-border transactions. zations in situations involving major change. first chapter of the thesis. Credit: 3 semester hours. Credit: 3 semester hours. In MGT 902 the student is required to complete the master’s thesis. Hours to be MGT 653 Managing for Sustainability MGT 685 Managing and Staffing Virtual arranged by professor. Credit: 3 semester hours. Global warming and other ecological problems Organizations are endangering the world’s success on a Prerequisite: MGT 502. This course teaches MGT 925 Maintaining Matriculation macro-level. However, it is clear that individual students how to develop and effectively utilize Master of Business Administration students businesses can foster sustainable practices human resources in a variety of contemporary not registered for courses during a semester by themselves and their stakeholders in ways international and global organizational forms must register for MGT 925 in order to maintain that bolster the achievement of many of their and across cultures. Credit: 3 semester hours. matriculation and return to the program for strategic objectives. This course will cover the the remaining courses. No Credit. Fee: $100 issues and opportunities that make global sus- MGT 690 E-Commerce Impacts on per semester. tainability a business imperative. Organizations Credit: 3 semester hours. Prerequisite: MGT 502. The course provides Department of Marketing (MKT) a foundation for effectively developing and MKT 508 Marketing Management MGT 654 Global Information Systems applying electronic commerce within an exist- Prerequisite: MGT 502. This course enables The course focuses on formulating and imple- ing organization by utilizing techniques such menting marketing management strategies the students to develop and manage the inte- as, among others, the training and develop- grated information system needed to manage and policies. The course provides a systematic ment of its existing human resource force. framework for understanding marketing man- multinational organizations. Credit: 3 semester hours. Credit: 3 semester hours. agement and strategy in an ever-changing MGT 699 Management Internship business environment. Course topics include MGT 659 International Business Policy This internship program provides students marketing planning, scanning the environment, Prerequisite: MGT 502. This course teaches stu- with the opportunity to develop research and growth strategies, understanding and predict- dents how to formulate, implement and con- analytical skills in an actual work setting within ing behavior of consumers and competitors, trol multinational business strategies in a global a supervised work environment. Practical appli- the Internet as a strategic resource, global mar- environment, taking into account social, regu- cation of management tools and tactics are keting and so forth. Credit: 3 semester hours. latory, political and economic issues. Credit: 3 emphasized throughout as is the importance of semester hours. ethics in the workplace. Credit: 3 semester hours.

152 MKT 601 Marketing Research Seminar MKT 901; 902 Methodology of Business RMI 604 Risk Pricing Simulation Prerequisite: MKT 508. Marketing research is Research Prerequisite: RMI 600. This course focuses on treated as a tool utilized by management in Prerequisites: (1) The student must have the pricing of individual risks and portfolios of exploration, examination and evaluation of completed at least nine credits (600 level) in contingent and uncertain cash flows from risk marketing problems and opportunities and the a major area. (2) The student is expected to in a dynamic, probabilistic modeling framework role of marketing research in the firm’s market- have explored possible thesis subjects with the in the presence of market incompleteness, ing information system (MIS). Topics covered department Chair well in advance of taking the background risk, downside risk aversion, pru- include questionnaire design, attitude, mea- course. (3) The student must bring to the first dence and parameter uncertainty. Emphasis is surement, sampling, and hypothesis testing. class a Thesis Proposal Form, completed, defin- on computer-aided applications. The course Credit: 3 semester hours. ing the thesis project. (These forms may be results in students being able to use simula- obtained from the Graduate Dean’s office). tion to investigate the link between economic MKT 603 Dynamics of Consumer capital, risk and revenue for an insurance firm. Motivation and Behavior The purpose of this course is three-fold: Credit: 3 semester hours. Prerequisite: MKT 508. This course acquaints (1) to give the student an appreciation and the student with the basic factors affecting understanding of research and scholarship; RMI 605 Finance Policy for Insurers the behavior of consumers—a key element of (2) to develop skills in research and in analysis This course focuses on the strategic use of capi- the business environment. The subject mat- and evaluation of problems important to the tal budgeting, capital structure, asset-liability ter draws primarily upon contributions from business profession; and management, investing and insurance market economics, psychology and sociology. Credit: 3 (3) to give experience in writing clearly and con- economics to create economic value. The semester hours. vincingly on subjects in the business field. efficacy of the shareholder value objective in In MKT 901 the student is required to light of insurance sustainability principles, evolv- MKT 623 Contemporary Marketing develop a thesis subject, obtain approval of the ing regulation and the concept of a “good” Strategies subject from the department Chair, draw up an company are considered. The course leads to Prerequisites: MKT 508. The student is placed outline of the thesis, complete a major portion students being able to investigate how and THE PETER J. TOBIN COLLEGE OF BUSINESS in the role of the principal marketing manager of the research and write the introduction and whether insurance firms create shared econom- and decision-making skills are sharpened via first chapter of the thesis. ic value for their shareholders, as they meet the liberal use of business cases and computer In MKT 902 the student is required to their obligations to policyholders. simulation marketing games. complete the master’s thesis. Hours to be Credit: 3 semester hours. Credit: 3 semester hours. arranged by the professor. Credit: 3 semester hours. RMI 607 Insurance Operations MKT 624 Global Brand Marketing MKT 925 Maintaining Matriculation This course provides a review of key elements Prerequisites: MKT 508. This course is designed Master of Business Administration students and processes of non life and health insurance to provide a course of study in which students not registered for courses during a semester company operations; examples include market- will secure an appreciation and understand- must register for MKT 925 in order to maintain ing and distribution, underwriting, premium ing of the rapidly changing global brand and matriculation and return to the program for the auditing, actuarial operations, claims and claims branding landscape, and how global brands are remaining courses. No Credit. Fee: $100 adjusting, statutory accounting and regulatory increasing being created all over the world. The per semester. compliance. The course results in students challenge for players in the global marketplace being able to explain key processes, functions is increasingly to develop and manage branded School of Risk Management, and reporting activities of insurance firms products and services, which enable them to Insurance and Actuarial Science Credit: 3 semester hours. better compete by introducing and building (RMI) their brand RMI 608 Microinsurance offerings. Credit: 3 semester hours. RMI 600 Introduction to Insurance This course examines the underlying issues Economics that give rise to the need for microinsurance, MKT 626 Global Marketing Management and critically evaluates the development and Seminar This course deals with core concepts of the operation of the global microinsurance mar- Prerequisite: MKT 508. This course focuses on theory of insurance demand. After a review of ket. Students understand the microinsurance the growing importance of the international essentials of decision theory the optimal design product development process and the evolving marketing operations of multinational firms. of insurance products is addressed from an microinsurance models and products. The student’s perception of marketing manage- information economics point of view. Optimal Credit: 3 semester hours. ment’s domain is expanded from the domestic risk sharing in a complete information setting is environment to the global market place. Credit: discussed as the benchmark case. The class cov- 3 semester hours. ers adverse selection and moral hazard which heavily affect almost any real-life insurance MKT 699 Marketing Internship market. Implications for product design as well This internship program provides students with as the interaction between insurance and other the opportunity to develop research and ana- markets are analyzed. lytical skills in an actual work setting within a Credit: 3 semester hours. supervised work environment. Practical applica- tion of marketing tools and tactics are empha- RMI 602 Risk Analysis Methods sized throughout. Credit: 3 semester hours. Prerequisite: DS 504. Research tools and data sources for risk evaluation. Emphasis on com- MKT 700 Marketing Seminar on Special puter-aided application. Results in students able Interest Topics to produce credible analysis reports on risk and Prerequisite: MKT 508. A course designed to its consequences and develops a knowledge of cover special topics of interest. coursework the required MS thesis format. Seating priority includes research into specialized areas, class is for M.S. Risk students. Other students wish- lectures, discussions, guest lecturers, field trips ing to take this course should contact their and written reports. Credit: 3 semester hours. advisor. Credit: 3 semester hours.

stjohns.edu/graduatebulletin 153 RMI 609 Property and Liability RMI 621 Risk Project (Re)Insurance Students apply their knowledge and skills Underwriting, claims administration, financial to complete a project of practical use to the reporting and ratemaking for insurable property banking, risk or insurance industry. The project, and liability risks. Results in students able to however, requires the student to apply critical structure (re)insurance programs to finance risk. thinking skills and a systematic problem-solving Credit: 3 semester hours. approach within professional contexts. The requirements and scope of the project is less RMI 610 Life-Health Insurance and than the scope of a thesis. Requires permission Employee Benefits of department. An international student on a Pre/co-requisite: RMI 601. Funding premature student visa may apply for the CPT (Curriculum death, medical care costs, unexpected loss of Practical Training), if the student identifies an income and retirement. Results in students able appropriate project. Credit: 3 semester hours. to identify, measure, and fund the consequenc- es of personal risks. Credit: 3 semester hours. RMI 699 Risk Management Internship This internship program provides students RMI 611. Cases in Insurance with the opportunity to develop research and Prerequisite: RMI 600 and RMI 602. This course analytical skills in the area of risk management includes practice-oriented readings, case analy- within an actual work setting environment. sis, topical discussions and related presenta- Concepts already considered during course- tions by industry speakers. The course results in work are expected to be applied and built students able to connect concepts to the cur- upon to gain a deeper understanding of the rent and evolving practice of insurance, and in industry of risk and insurance. students understanding the nature of decisions Credit: 3 semester hours. insurance practitioners ordinarily have to make. Credit: 3 semester hours. RMI 925 Maintaining Matriculation M.B.A. and M.S. students not registered for RMI 612 Applied Risk Research & Writing courses during a semester must register for Students, monitored by the instructor, apply RMI 925 in order to maintain matriculation the analysis tools they have already acquired and return to the program for the remaining to complete a series of large sample empirical courses. No Credit. Fee: $100 per semester. research projects of applied interest to the risk, insurance or banking industry. Students are *For a complete listing of approved courses, responsible for all aspects of the research proj- please contact the Dean’s office. ect including data collection, data analysis and the presentation of their results. At the end of the course students have a first hand experi- ence in resolving the practical issues involved in conducting large sample empirical research. Credit: 3 semester hours. RMI 613 Graduate Risk Seminar Students collaborate to examine in detail and depth topical issues in risk and insur- ance. Results in students able to articulate the nuanced impact of the topics examined for the practice of risk management or the formula- tion of social policy. Credit: 3 semester hours. RMI 614. Risk Funding Tools for Insurers Prerequisite: RMI 600. This course focuses on derivatives, swaps, hybrid securities, indexed debt, contingent financing and reinsurance. The course results in students being able to finance and hedge pure financial risks faced by insurance firms singularly or jointly. Credit: 3 semester hours.

154 Faculty

Victoria Shoaf, CPA, Dean, Professor of David Y. Chan, CPA, CIA, CFE, Assistant Ingrid D. Fray, Assistant Professor of Accounting and Taxation, B.A., California State Professor of Accounting and Taxation, B.S., Management, B.A., Fairleigh Dickinson College; M.B.A., Pace University; Ph.D., Baruch M.S., St. John’s University, Ph.D., Rutgers University, M.B.A., University of Phoenix, Ph.D. College, City University of New York. University. Arlene J. Furfero, Associate Professor of

Thomas P. Chen, Professor of Economics and Economics and Finance, B.A., M.A., Pace Ivan Abel, Associate Professor of Marketing, Finance, B.A., Tunghai University; M.A., State College; J.D., Pace University; Ph.D., Rutgers B.E.E., The City College, The City University of University of New York at Buffalo; Ph.D., City University. New York; M.B.A., Baruch College; Ph.D., The University of New York. City University of New York. Leonora Fuxman, Associate Professor of Amber M. Chenevert, Assistant Professor of Management, B.S., Kiev State University, John Angelidis, Chair and Professor of Marketing, B.S., Hampton University, M.A., Ukraine; M.A., Ph.D., Wharton School, Management, B.S., Georgia Institute of Syracuse University; Ph.D., the University of University of Pennsylvania. Technology, M.S., Ph.D., Georgia State Texas at Austin. University. Aleksandr V. Gevorkyan, Assistant Professor Young Back Choi, Professor of Economics, of Economics and Finance, B.S., Int’l Trade and Mark Aquilio, CPA, Professor of Accounting B.A., SUNY Old Westbury; M.A., Ph.D., Fin – Louisiana State University, M.S., Louisiana and Taxation, B.S., J.D., Fordham University; University of Michigan. State University; Ph.D., New School for Social LL.M., New York University. Research. Joan Ball, Assistant Professor of Marketing, Yeong C. Choi, CPA, Associate Professor of B.A., State University of New York, Albany, Accounting and Taxation, B.A., M.A., M.S., Joseph A. Giacalone, Professor of Economics, M.S., Nyack College, Ph.D., ISM. YeungNam University, Korea; M.S., University Henry George Chair, B.A., M.B.A., St. John’s of Delaware; Ph.D., Drexel University. University, Ph.D., Columbia University. Vipul K. Bansal, Chair and Associate Professor of Finance, B.A., Jiwaju University; M.B.A., Charles M. Clark, Professor of Economics, Sylwia Gornik-Tomaszewski, CMA, CFM, University of Delhi; Ph.D., University of B.A., Fordham University; M.A., Ph.D., Associate Professor of Accounting and Taxation, M.S., Academy of Economics, THE PETER J. TOBIN COLLEGE OF BUSINESS Mississippi. New School for Social Research. Katowice, Poland; M.S., Kent State University; John Clarke, Chair and Visiting Associate James Barrese, Professor of Risk Management D.B.A., Cleveland State University. and Insurance, Robert F. Caroon Academic Professor of Law, B.B.A., J.D., St. John’s Niall C. Hegarty, Assistant Professor of Chair, B.S., Ph.D., Rutgers University. University. Management, B.S., M.B.A., Ed.D., St. John’s Albert J. Beer, F.C.A.S., M.A.A.A, Assistant Sylvia Clark, Associate Professor of Marketing, University. Professor, B.S., Manhattan College, M.A. B.B.A., Baruch College, M.B.A., New York University; Ph.D., Baruch College. Sven Horak, Assistant Professor of University of Colorado. Management, B.A., University of Applied Mikael C. Bergbrant, Assistant Professor of Patrick R. Colabella, CPA, Associate Professor Science Stralsund, M.S., London South Bank Economics and Finance, B.S., University of of Accounting and Taxation, B.S., St. John’s University; Ph.D., University of Duisburg-Essen. South Florida, M.S., University of South Florida, University; M.B.A., Pace University, Ed.D., St. John’s University. Kiran M. Ismail, Assistant Professor of M.B.A., University of South Florida; Ph.D., Management, B.S., Southeastern University, University of South Florida. Timothy Coville, CPA, Assistant Professor of M.B.A., M.S., Ph.D., University of Texas at Jason P. Berkowitz, Assistant Professor Accounting, B.S., SUNY Albany, M.B.A. New Dallas. York University, Ph.D. Rutgers University. of Economics and Finance, B.B.A., George Chaman Lal Jain, Professor of Economics, Washing University; M.S., The George Gerald P. Cusack, Associate Professor B.A., M.A., Punjab University, India; M.A., Washington University Ph.D., University of of Management, B.A., M.B.A., St. John’s Vanderbilt University; Ph.D., American North Carolina. University; M.A., New School for Social University. Research; Ph.D., New York University. Mark J. Browne, Professor and Chair of Shreekant G. Joag, Associate Professor of Risk Management and Insurance, B.S.E., Nina T. Dorata, CPA, Professor of Accounting Marketing, B. Tech. Mech., Indian Institute University of Pennsylvania, M.A., University of and Taxation, B.S., M.B.A., St. John’s of Technology; B.A., Indian Institute of Pennsylvania; Ph.D., University of Pennsylvania. University, Ph.D., Rutgers University. Management; Ph.D., Oklahoma State M. Northrup Buechner, Associate Professor Reza Eftekharzadeh, Associate Professor of University. of Economics, A.B., Lawrence University; Ph.D., Computer Information Systems and Decision Sreedhar Kavil, Associate Professor of University of Virginia. Sciences, B.A., Tehran, Iran; M.B.A., St. John’s Marketing, B.A., Madros University; B.Com., William Ryall Carroll, Chair and Associate University; M.B.A., M.Phil., Ph.D., Baruch College, LL.B., M.B.A., Calcutta University; M.B.A., Long Professor of Marketing, B.A., University City University of New York. Island University; D.P.S., Pace University. I. Hilmi Elifoglu, CISA, CISM, Associate of Rochester, M.S., University of Texas Deborah Kleiner, Associate Professor of Professor of Accounting and Taxation, B.S., at Arlington, Ph.D., Baruch College, City Law, B.A., Brooklyn College; J.D., New York Ankara University; M.B.A., University of University of New York. University School of Law. Minnesota; M.S., Ph.D., New School for Social Patrick A. Casabona, Professor of Accounting Research. W. Jean Kwon, C.P.C.U., Professor, B.B.A., and Taxation, B.A., Iona College; M.B.A., University of Maryland, M.B.A., The College of Robert B. Fireworker, Professor of Computer Ph.D., Baruch College of the City University of Insurance; Ph.D., Georgia State University. New York. Information Systems and Decision Sciences, B.S., Brooklyn College; M.S., Ph.D., New York Craig Latshaw, CPA, Associate Professor of R. Mitch Casselman, Associate Dean, Director, University. Accounting and Taxation, B.S., Gettysburg Center for Global Business Stewardship, College; M.B.A., Kutztown University, Ph.D., Associate Professor of Management, B.Comm., Adrian P. Fitzsimons, CPA, CISA, CMA, CFA, Drexel University. Chair and Professor of Accounting and M.A., Carleton University, Ph.D. University of Francis A. Lees, Professor of Economics and Melbourne. Taxation, B.S., M.B.A., St. John’s University; Ph.D., New School for Social Research. Finance, B.A., Brooklyn College; M.A., St. Louis Chiang-Nan Chao, Professor of Management, University; Ph.D., New York University. B.A., Jilin University, China; M.B.A., Lamar Edward B. Flowers, Professor of Economics University; Ph.D., Arizona State University. and Finance, A.B., J.D., Emory University; M.B.A., Ph.D., Georgia State University. stjohns.edu/graduatebulletin 155 K. Thomas Liaw, Professor of Economics and Cynthia R. Phillips, Assistant Professor of Eugene J. Sullivan, University Professor for Finance, B.A., National Chenchi University, Accounting,and Taxation, B.B.A., Hofstra Strategic Planning, Executive-in-Residence Taiwan; Ph.D., Northwestern University. University, M.B.A., Ed.D., St. John’s University. Program; Chairman Emeritus, Executive Committee, Borden, Inc., B.S., St. John’s John Lynch, Assistant Professor of Accounting Simcha Pollack, Professor of Decision Sciences, University; M.B.A., New York University; D.C.S. and Taxation, B.B.A., St. Francis College, B.S., CUNY Brooklyn College; M.S., Ph.D., New (Hon.), St. John’s University. M.B.A., Pace University. York University. Jialin Kevin Sun, CFA, Assistant Professor F. Victor Lu, Professor of Computer David M. Pooser, Assistant Professor of Risk of Accounting and Taxation, B.S., Shanghai Information Systems and Decision Sciences, Management and Insurance, B.S., Florida State University; Ph.D., University of Colorado at B.S., Cheng Kung University, Taiwan; M.S., University; Ph.D., Florida State University. Boulder. Georgia Institute of Technology; Ph.D., Maria M. Pirrone, CPA, Assistant Professor of Ralph A. Terregrossa, Associate Professor of Syracuse University. Accounting and Taxation, B.S., M.B.A., J.D., St. Economics, B.A., SUNY Cortland; M.A., Ph.D., George Maggiore, Instructor of Marketing, John’s University, LL.M., New York Law School. SUNY Binghamton. B.A., Bernard M. Baruch College; M.B.A., Ronnie Rong Qi, Associate Professor of Igor Tomic, Professor of Economics and St. John’s University. Economics and Finance, B.S., Renmin University, Finance, B.S., M.A., CUNY Queens College; Laura Lee Mannino, Associate Professor China; M.A., Ohio State University; Ph.D., Ph.D., City University of New York. of Accounting and Taxation, B.S., Fairfield Columbia University. Joseph E. Trainor, CPA, Assistant Professor of University; J.D., Hofstra University; LL.M., New Jack Raisner, Professor of Law, Boston Accounting and Taxation, B.S., Southern New York University. University, J.D. Cardoza School of Law, Yeshiva Hampshire University, M.B.A., Ph.D., Florida Anna Martin, Alois J. Theis Professor in University. Atlantic University. Global Finance, B.S., Purdue University, M.B.A. William Reisel, Associate Professor of Farok Vakil, Chair and Associate Professor of University of Miami, Ph.D., Florida Atlantic Management, M.A., M.B.A., Ph.D., The City Computer Information Systems and Decision University. University of New York. Sciences, B.S., National University, Tehran, Iran; Brenda L. Massetti, Associate Professor of Manuel G. Russon, Associate Professor of M.B.A., LaSalle University; M.S., Ph.D., Temple Management, B.A., University of South Florida; Decision Sciences, B.A., University of Pittsburgh; University. M.B.A., University of Alabama in Birmingham; M.A., Ph.D., University of Mississippi. Ph.D., Florida State University. Athanasios Vasilopoulos, Professor of Anthony Sabino, Professor of Law, B.S., J.D., Computer Information Systems and Decision Irene N. McCarthy, CPA, Professor of St. John’s University. Sciences, B.E.E., M.E.E., Ph.D., New York Accounting and Taxation, B.B.A., Baruch University. College; M.S., City College of New York; Linda M. Sama, Associate Dean for Global Ph.D., New York University. Initiatives, Executive Director, Center for Raja Vatti, Associate Professor of Computer Global Business Stewardship, Joseph F. Adams Information Systems and Decision Sciences, Iris Mohr, Associate Professor of Marketing, Professor of Management, B.A., SUNY Albany, B.A. Andhra University, India; M.S., Emory B.S., SUNY at Albany; M.A., Hebrew University; M.B.A., McGill University, M.Phil, Baruch University; M.B.A., Iona College; Ph.D., New M.B.A., Ph.D., Baruch College. College, City University of New York, Ph.D., York University. Gary Mongiovi, Professor of Economics and City University of New York. Paul L. Walker, CPA, Professor of Accounting Finance, B.S., St. John’s University; M.A., New Leon G. Schiffman, Professor of Marketing, and Taxation, Risk Management and Insurance, York University; Ph.D., New School for Social J. Donald Kennedy Endowed Chair in B.B.A., University of Texas; Ph.D., University of Research. E-Commerce, B.B.A., Pace University; M.B.A., Colorado at Boulder. Ronald L. Moy, Associate Professor of City College of New York; Ph.D., City University Ping Wang, Professor, B.S, M.S. and Ph.D, Economics and Finance, B.A., M.A., Ph.D., of New York. Nankai University (China); Ph.D., University of Rutgers University. Vincent Shea, CPA, Assistant Professor of Wisconsin – Madison. Harry L. Nagel, Professor of Computer Accounting and Taxation, B.B.A., M.B.A., Charles Wankel, Professor of Management, Information Systems and Decision Sciences, University of North Florida, Ph.D. Kent State B.B.A., Iona College; M.B.A., Ph.D., New York B.S., CUNY Brooklyn College; M.S., Ph.D., New University. University. York University. Nicos A. Scordis, Ph.D., Professor of Risk Kwok-Fai Matthew Wong, Associate Jay Nathan, CFPIM, APP, CPM, Professor Management and Insurance, John R. Cox/ Professor of Economics and Finance, B.A., of Management, M.E., University of Florida; ACE Ltd. Chair of Risk and Insurance, Ph.D., Acadia University, Canada; M.B.A., University M.B.A., Ph.D., University of Cincinnati. University of South Carolina, M.B.A., University of Manitoba, Canada; J.D., Fordham University; John J. Neumann, Associate Professor of of Georgia; B.S., Florida State University. Ph.D., University of Mississippi. Economics and Finance, B.S., University of Benjamin R. Silliman, CPA, Associate Yun Zhu, Assistant Professor of Economics Pennsylvania; Ph.D., Boston University. Professor of Accounting and Taxation, and Finance, B.A., Fudan University, M.S., B.ACCY., M. ACCY., University of Mississippi, Theresa Pactwa, Associate Professor of South Dakota State University; Ph.D., M.Tax, University of Denver, M.A., Ed.D, New Finance and Economics, M.S., Drexel University; Rensselaer Polytechnic Institute. Ph.D., Florida International University. York University, M.S. in Economics, Columbia University. Anthony Pappas, Associate Professor of Abraham Stefanidis, Assistant Professor of Economics and Finance, B.S., Massachusetts Management, B.A., M.B.A., Ph.D., Athens Institute of Technology; M.A., Ph.D., Yale University of Economics and Business. University. Petra Steinorth, Assistant Professor of Risk Biagio Pilato CPA, Assistant Professor of Management and Insurance, B.A., University of Accounting and Taxation, B.S., J.D., St. John’s Hamburg, M.A., Ph.D., LMU. University, LL.M New York Law School.

156 College of Pharmacy and Health Sciences

Russell J. DiGate, B.A., M.S., Ph.D specialty track in biopharmaceutical technology Program Requirements Dean and regulatory affairs/quality assurance. S. William Zito, B.S. Phm., Ph.D. The College of Pharmacy and Health Pharmaceutical Sciences Sciences also offers a program of study in Senior Associate Dean, Assessment Students who plan to undertake graduate pharmaceutical sciences leading to the Doctor Sawanee Khongsawatwaja, B.A., M.S. work in the master’s programs in pharmaceuti- of Philosophy degree. Associate Dean, Administration and Fiscal cal sciences must hold an appropriate bacca- Affairs laureate degree with a major in pharmacy or John-Emery Konecsni, B.S., M.A., Ph.D. Master of Science Degrees in one of the physical, chemical or biological Assistant Dean, Graduate Programs sciences. For graduate study in pharmaceutical sciences with a specialization in pharmacother- Joanne Carroll, B.S., M.A., Ph.D. Programs of Study apeutics, a baccalaureate degree with a major Director of Graduate Programs The programs leading to the Master of Science in pharmacy, nursing, or physician’s assistant is degree are designed to enable individuals to be Sue Ford, B.S., M.S., Ph.D. required. Director of Toxicology Program skilled in the areas of pharmaceutical sciences, toxicology, basic and applied biomedical sci- Pharmacy Administration ences and pharmacy administration. Graduates For graduate study in pharmacy administra- are prepared for positions in industry, research, Statement tion applicants should possess a baccalaureate education and health care settings. Master’s degree in pharmacy; however, those possess- The College of Pharmacy and Health Sciences students are equipped with the skills to inter- ing a bachelor’s degree in other areas are commits to academic excellence, scholarship pret and critically review research and integrate considered. The latter may be required to take and service to humanity through the discovery theoretical knowledge to provide solutions to certain undergraduate pharmacy administration and application of biomedical knowledge. practical problems. courses in order to rectify any deficiencies. COLLEGE OF PHARMACY AND HEALTH SCIENCES We facilitate and advance scholarship by The Graduate Division of the College offering innovative programs of study utilizing of Pharmacy and Health Sciences offers the active learning approaches that are student following programs of study leading to the Toxicology centered, outcomes-oriented and that inspire Master of Science degree: Students who plan to undertake graduate­ lifelong learning. work in the master’s program in toxicology As compassionate health care profession- Pharmaceutical Sciences must hold an acceptable baccalaureate degree als and scientists, we serve humanity through Specialization in: Industrial Pharmacy; with a major in pharmacy or in one of the our dedication to excellence in health care and Medicinal Chemistry; Pharmacology; physical, chemical or biological sciences. biomedical research. Building on a commitment Pharmacotherapeutics to cultural diversity and benefiting from our  metropolitan location and strategic alliances Pharmacy Administration Double Master’s Degree Program in with the leading health care institutions, we Specialization in: Pharmaceutical Marketing; Pharmaceutical Sciences and Library strive to serve as effective leaders, good Regulatory Affairs/Quality Assurance Science citizens and moral and ethical individuals. Students with an appropriate bioscience back- We commit ourselves to the discovery, Toxicology ground may apply for admission to the double communication and application of biomedi- master’s program. The M.S. in pharmaceutical cal knowledge as a critical component for the sciences is awarded with a specialization in development of health care professionals and Double Master’s Degree Program pharmacology. scientists. Through innovative basic, social and This leads to an M.S. in Pharmaceutical clinical research initiatives, we contribute to Sciences and an M.L.S. in Library Science. This scientific knowledge, address contemporary dual master’s program is offered in conjunction Degree Options health care issues and seek solutions to health with the Division of Library and Information Two options are offered within most programs care problems. Sciences of the St. John’s College Graduate leading to the Master of Science degree. The Our mission embodies the principles of Division of Liberal Arts and Science. thesis option requires 24 semester hours of the University’s mission statement: to provide coursework (exclusive of prerequisites) and a quality education in an environment that is Entrance and Degree a thesis project for which a minimum of six Catholic, Vincentian and metropolitan. Requirements semester hours of research credit are required. Students that are accepted under the the- Applicants with strong credentials in the scienc- sis option are permitted to take more than Objectives es are considered for admission to the master’s 24 semester hours of coursework subject programs. All applicants to the master’s pro- to approval. The non-thesis option requires The Graduate Division of the College of grams must submit scores from the Graduate additional coursework in lieu of the thesis (a Pharmacy and Health Sciences, in harmony with Record Examination, two letters of recommen- minimum total of 33 semester hours of course- the mission of the University, prepares students dation and a statement of goals in support of work, exclusive of prerequisites). Students for positions in industry, health care facilities, their application. Other specific requirements are typically required to complete the degree pharmacy practice, governmental agencies and depend on the particular degree program program option (thesis or non-thesis) for which education. The College provides an opportunity chosen by the student. Graduate students who they have been accepted. for students to develop and maintain scholarly have certain deficiencies in their undergraduate growth in the pharmaceutical, industrial, bio- curriculum may be required to enroll in gradu- medical and administrative sciences. In order ate or undergraduate courses to remedy these to meet these objectives, the College offers deficiencies. These remedial courses provide no programs at the master’s level in pharmaceuti- credit towards the master’s degree. Students cal sciences, toxicology, public health, and are notified of the specific requirements upon pharmacy administration. Thesis and non-thesis acceptance into the program.­ options are available in all programs leading to the Master of Science degree except the stjohns.edu/graduatebulletin 157 Degree Requirements Degree Options Prior to registration, the student must receive written confirmation from the Office of The Master of Public Health degree requires 45 Admission as to the approval of matriculation Master of Science Programs credit hours of coursework including a culmi- in the doctoral program. Post-M.S. courses Residency* One Year nating experience in which students submit a completed prior to acceptance in the Ph.D. major written paper. Time Limit on Credit Five Years program may not be applied toward the Ph.D. Minimum Credit in 30 (24 Course- Degree Requirements degree requirements. The admissions com- Semester Hours: work; 6 Thesis mittee may require that certain deficiencies For graduate study in public health, students Thesis Option Research) be remedied during the first year of the Ph.D. must complete a total of 45 credit hours to Minimum Credit in program. Admission to the doctoral program satisfy the degree requirements. All students Semester Hours: 33 to 36 does not imply advancement to candidacy for complete 18-credit hours that cover the core Non-Thesis Option (Coursework) the degree. Additional requirements, including discipline areas of public health (biostatistics, satisfactory completion of the core curricu- Comprehensive Required environmental health sciences, epidemiology, lum, passing the comprehensive examination, Examination (for Plan B) health services administration, and social and passing the oral presentation of the research Graduate Record behavioral sciences), 12-credit hours of con- proposal and the establishment of the Ph.D. Examination Required centration courses, 9-credit hours of methods research committee must be fulfilled before a and evaluation electives, a 3-credit hour field- * Residency for the Master of Science degree graduate student may be considered a candi- work practice experience, and a 3-credit hour requires completing six credits per semester date for a degree. The Ph.D. research commit- culminating experience. The MPH degree can for two consecutive semesters. tee is responsible for assisting the candidate in be completed on a full-time basis in two years his/her research, but the primary responsibility (including summer matriculation) or on a part- Double Master’s Degree Program for successfully completing the research and time basis in up to five years. Library Science 24 semester dissertation rests with the candidate. hours of credit Students must take PAS 265 Scientific Pharmaceutical Sciences 21 semester Inquiry: Regulation and Ethical Challenges on (Pharmacology) hours Doctor of Philosophy a Pass/Fail basis. These credits do not apply Exchange of credits Degree toward degree. applied toward the The program in pharmaceutical sciences lead- completion of both 12 semester Program of Study ing to the Doctor of Philosophy degree pre- degrees hours pares graduates for leadership roles in meeting The program of study consists of a minimum Total 57 semester the evolving needs in pharmaceutical and of 60 semester hours beyond the bachelor’s hours biomedical education, research and industry. degree or a minimum of 30 semester hours The Doctor of Philosophy degree program is beyond the master’s degree, exclusive of pre- Master of Public Health offered with areas of specialization in: requisites but inclusive of dissertation research. • Industrial Pharmacy The coursework for each student consists of a Degree • Pharmacology core curriculum and a specialization curriculum that is determined in consultation with the Program of Study • Toxicology • Medicinal Chemistry faculty mentor. In some cases, students may be A 45-credit professional program leading to required to complete more than the minimum a Master of Public Health (MPH) degree is Entrance Requirements number of credits in their area of specialization designed to provide graduate public health An applicant seeking acceptance in the Doctor or a minor field of study in order to make up education centered in community issues and of Philosophy program must have completed any deficiencies which may exist. global issues. The MPH degree prepares gradu- an appropriate baccalaureate or master’s ates for diverse careers in positions such as degree program. This degree must be in the Curriculum program managers, community health educa- natural or physical sciences and may include Core Curriculum: Credits tors, and program planners. Specializations in: degrees in the pharmaceutical sciences, toxicol- PHS 212 Applied Biopharmaceutical community health or global health. ogy, biology or chemistry. Other degree areas Chemistry 3 cr. are considered on a case by case basis by the or Entrance Requirements Admissions Committee. IPP 241 Advanced Biopharmaceutics 3 cr. Students interested in the Master of Public • Basic minimum requirements for a student­ PAS 252 Biostatistics 3 cr. Health program must hold a baccalaureate with an undergraduate degree include: PHS 251 Seminar in the Pharmaceutical degree and submit the appropriate documen- a) An undergraduate grade point average­ Sciences 0 cr. tation to be considered for admission includ- of 3.5 or better PHS 253 Seminar in the Pharmaceutical ing: official transcripts (minimum 3.0 grade b) Suitable Graduate Record Examination Sciences 0 cr. point average on a 4.0 scale), two letters of (General Exam) scores PHS 254 Seminar in the Pharmaceutical recommendation, a current resume or curricu- c) Two letters of recommendation Sciences 1 cr. lum vitae, official Graduate Record Examination PHS 256 Pharmaceutical Analysis Laboratory scores, and a personal statement (up to 1,000 • Basic minimum requirements for a student­ 3 cr. words) outlining interest in the field of public with a suitable master’s degree include: Total 10 cr. health, career goals, overview of any relevant a) A graduate grade point average of 3.0 All core requirements must be completed public health experience, and reasons for pur- or better within the first two years of study. The specific suing an MPH degree at St. John’s. b) Suitable Graduate Record Examination (General Exam) scores curriculum for a specialization­ area will be c) Two letters of recommendation determined in consultation with the doctoral student’s faculty mentor.

158 COLLEGE OF PHARMACY AND HEALTH SCIENCES - - - 159 -

stjohns.edu/graduatebulletin , Ph.D., Chair and quality assurance. A successful student is then able to pursue employment in his or her chosen field and become a leader or seek career advancement in pharmaceutical indus try, hospital, academia, government, research, and health care organization. PAH also prepares students who are interested in pursuing a career in public health to improve and protect the health of populations by performing an array of essential public health services. Students will have various opportunities to develop core public health competencies and specialize in either com munity health or global health. The Master of Public Health program equips students with the skills to review, analyze, interpret and integrate research and knowledge to provide practical solutions to public health problems in local, national, and global communities. Graduates may pursue work in the public and private sectors, including local, state or federal health departments, community-based organizations or international agencies, in a variety of posi tions such as program planners, community health educators, global program managers, health promotion coordinators, and program evaluators. Department Department of Pharmacy and Administration (PAH) Public Health Wenchen Wu Program of Study Administration The Department of Pharmacy prepares students and Public Health(PAH) Marketing, in the area of Pharmaceutical Assurance or Public Regulatory Affairs/Quality is to prepare a student Health. One objective in the area who is interested in specializing or Regulatory of Pharmaceutical Marketing to demonstrate and Affairs/Quality Assurance communicate the quality and value of pharma ceutical/health care products and services in a competitive environment, while building the foundations for a career track in marketing, outcomes research, pharmaceutical regulations, - - -

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academic dismissal.

, M.L.S., Director concerning academic status review and concerning academic status M.S. students should consult the M.S. students details. handbook for further M.S. candidate resource center provides educational and techni cal services to support the course objectives of the College of Pharmacy and Health Sciences. The center features a specialized collection con sisting of books, periodicals, media, and elec tronic resources in the primary subject specialties of pharmacy and health sciences. The students, faculty, alumni, and practitioners of the college are also provided with a number of services at the center, which include: refer ence and research support, document delivery, public work stations, and quiet study areas. The center also sponsors educational programs, led by leaders from the fields of pharmacy and health sciences, which focus on contemporary healthcare issues. details ­ ­dismissal. The Health Education Resource Center Jaclyn Vialet HERC is open weekdays in the Sister Jane M. Durgin Pharmacy Education Center of St. Augustine Hall, Room B22. This instructional Academic Standing Academic are the graduate programs Students in in all receive at least a “B” grade required to a grade of less courses. If a student receives falls below 3.0, the than a “B”, or their G.P.A. automatically become student’s program will a review may result subject to review. Such Master’s students who in academic dismissal. grades less than “B” receive more than two for ­ are typically considered more than one Ph.D. students who receive typically considered grade less than “B” are Ph.D. students should for academic dismissal. handbook for consult the College doctoral * - - - -

tory, adminis

Required Minimum of 15 credits of Dissertation Research (PHS 950) of specialty subject to the of specialty subject to the Doctoral Committee; 45 credits of course work beyond the baccalaureate degree. Seven years 15 credits of coursework plus beyond the M.S. degree basic requirements in area 24 credits or equivalent in a 24 credits or 24-month period (including summer)

concerning degree requirements.) must also complete a research project and submit and successfully orally defend a written dissertation. (Ph.D. students should consult the College Doctoral Handbook for details defending the written thesis.* Ph.D. students are required to take and pass a comprehensive examination. Ph.D. students master’s students that are enrolled in the thesis option (Plan A) must satisfy the comprehen sive examination requirement by completing a research project and submitting and orally include a required number of course credits with satisfactory grades indicative of scholar ship. All master’s students must take and pass a comprehensive examination. However, master’s committee. Examinations and Grading Graduate degree requirements for all programs up to and including the semester in which the up to and including the semester in which the thesis or dissertation is defended. All laboratory research must be conducted at the University, unless explicitly authorized by the Ph.D. or oral examination. All thesis and dissertation candidates must take the appropriate 900 level research course each semester from completion of comprehensive examination requirements must conduct an original labora­ trative or clinical investigation. The results are reported in the form of a written dissertation that must be presented and defended at an All candidates for the Ph.D. degree must con duct an original laboratory investigation. All master’s students electing the thesis option, Thesis and Dissertation Research Dissertation Research Examination Graduate Record Examination Required Comprehensive Minimum Credit in Semester Hours Time Limit on Credit Degree Requirements Residency Courses

MPH 204 Health Care System and its ing of health related behavior and explore MPH 310 Health Disparities Financing some of the ways in which these theories and This course will introduce the concept of This course will provide an overview of those approaches may be used in public health prac- health disparities in relation to socioeconomic factors affecting the access disparity, efficiency tice. 3 semester hours, 3 credits. status (SES), access to care, racial and eth- and quality of the U.S. health care system. nic group in the United States. Students will MPH 302 Health Care Data Analysis and Students will gain an appreciation of the compare health status across social, racial Management dilemmas confronting policy makers, provid- and ethnic groups and discuss the concept This course is designed to develop effective ers, and the public, and how to balance the of socioeconomic status and its association data management skills in clinical and health conflicting priorities in the current health care between poverty and poor health. 3 semester care research. The course will provide gradu- system. hours, 3 credits. ate students with an overview of statistical 3 semester hours, 3 credits. software and provide technical skills for data MPH 311 Health Promotion & Disease MPH 219 Healthcare Outcomes Assessment management, data analysis, and producing Prevention The 3-credit course is designed to provide a graphs and reports. 3 semester hours, 3 cred- The purpose of this course is to evaluate dif- comprehensive review of economic analysis its. ferent approaches to health promotion and and health status assessment in the appraisal disease prevention for different target groups. MPH 303 Public Health Program Planning of health outcomes and program effective- The course focuses on the specifics of interven- The course is designed to provide students ness in health service research. Application of tion both development and delivery and how with a systematic approach to planning effec- economic tools and quality of life evaluation these might vary across settings, behaviors and tive public health programs and will cover the instruments in clinical investigations, health strategies. 3 semester hours, 3 credits. general principles of public health program services research, and policy analysis will be planning including needs assessment, design, MPH 312 Health Communication (3) discussed. 3 semester hours, 3 credits. implementation and evaluation. The student The course is designed to help public health MPH 252 Biostatistics will be able to develop a plan for implement- professionals apply sound judgment when This course will allow the student to conceptu- ing an effective public health program and/ making decisions about how to communicate alize the different statistical methods used to or intervention to address public health issues effectively with the public. The course includes evaluate drugs and health care protocols used affecting the communities at local, national, theoretical and practical content on: persuasive in clinical and non-clinical public health set- and international levels. 3 semester hours, approaches to group and individual change; tings. The principal emphasis will be placed on 3 credits. audience, message, and channel factors in data analyses involving human in observational campaign development; and measurement of MPH 304 Public Health Program Evaluation and experimental studies in the health scienc- campaign impacts. 3 semester hours, 3 credits. This course will provide students with an over- es, including public health. 3 semester hours, view of program evaluation, qualitative and MPH 315 Global Health and Healthcare in 3 credits. quantitative evaluation methods and analysis Developing Countries MPH 275 Introduction to Public Health tools to evaluate data. A critical examination This course will explore factors that contribute Management of a wide variety of research and program to unequal prevalence of diseases and status This course will introduce the student to the evaluation designs and methods used in of health and introduce key concepts of global historical evolution of public health infrastruc- applied areas of health care will be evaluated. health. The student will be introduced to the ture and practice and provide an introduction 3 semester hours, 3 credits. burden of diseases on the economic resources to public health management. of developing countries; challenges faced MPH 305 Geographic Information Systems 3 semester hours, 3 credits. by the global health systems, and economic (GIS) and social inequity issues in global health. 3 MPH 280 Introduction to Epidemiology This course is an introduction to the concepts semester hours, 3 credits. This course introduces students to the basic of Geographic Information Systems (GIS) as concepts of epidemiology as applied to public they apply to public health, access to care MPH 316 Global Environmental health problems. The course will examine how and health disparities. Participants will acquire Sustainability & Health epidemiology contributes to assessing the hands-on experience using type of GIS soft- The course explores the major issues pertaining health of the population, identifying the risk ware to create and manage geo-referenced to the maintenance of a sustainable ecosystem factors that may cause diseases and evaluating data layers; learn principles of geocoding and as an essential prerequisite for population the procedures for studying and preventing the use of Global Positioning Systems (GPS); growth without compromising the ability of diseases. 3 semester hours, 3 credits. perform queries, searches, and statistical analy- the next generation to meet its needs. The ses; and create maps and reports for the field course examines the current challenges in MPH 285 Introduction to Environmental of public health. 3 semester hours, 3 credits. global sustainability such as climate stabiliza- Health Sciences tion, energy security, and sustainable land use. Environmental health sciences represent the MPH 306 Research Methods in Public 3 semester hours, 3 credits. study of environmental factors including Health biological, physical and chemical factors that The course will introduce the student to the MPH 317 Public Health Practice affect the health of a community. The overall fundamentals of research study design, data Students will apply skills and knowledge role of environmental risks in the pattern of collection, data analysis and interpretation of acquired from their coursework in a real-world human disease, and the engineering and policy study results in public health research or evalu- setting in this supervised fieldwork practice strategies, including risk assessment, will be ation project. It serves as an introduction to experience to addresses a public health issue. introduced. 3 semester hours, 3 credits. various quantitative, qualitative, mixed method As students carry out the assigned projects, and participatory approaches for undertaking they will attend seminars and submit interim MPH 301 Social and Behavioral Health research on issues pertaining to public health reports to document their progress towards The course is designed to introduce the stu- and health services evaluation. 3 semester goals and objectives. 3 semester hours, dent to psychosocial concepts and processes hours, 3 credits. 3 credits. that influence health status and public health interventions. The course will provide an intro- ductory background to the kinds of social and behavioral theories that guide our understand- 160 MPH 330 Culminating Experience PAS 217 Retail Pharmacy Management PAS 261 Foundations of GXP The culminating experience provides continued This course deals with the theoretical and This course introduces the fundamental con- development of the students’ skills and helps practical aspects of the activities involved in cepts of GLP, GCO and GMP. It explores basic advance the transition into knowledgeable the retailing of pharmaceutical goods and ser- regulatory and quality assurance issues pertinent public health professionals. This course is inte- vices—specifically with respect to the places, to pre-clinical safety research. 3 semester hours, grated with the fieldwork practice experience times, prices and quantities that enable a 3 credits. and requires application of the cross-cutting retailer to reach its goals. Lecture. PAS 262 Regulatory Submissions and concepts and core areas of knowledge in 3 semester hours, 3 credits. the Drug Approval Process which students plan, analyze, present their PAS 218 Contemporary Administrative This course covers the development of IND and fieldwork experience and attend seminars. Principles NDA submissions for FDA review. In addition, Prerequisites: MPH 317 Public Health Practice. The evaluation of contemporary administrative the most recently revised regulations governing 3 semester hours, 3 credits. concepts; the essentials of the planning, orga- IND, NDA, SNDA and ANDA are discussed as PAS 204 Health Care Systems and its nizing, coordinating and controlling processes; they relate to facilitation of the review process. Financing and the techniques of interviewing, com- Credit: 3 semester hours. This course will provide an overview of those municating, motivating and establishing per- PAS 263 Generic Drug Regulation factors affecting the access disparity, efficiency formance criteria are explored in this course. Prerequisite: PAS 215. This course studies the and quality of the U.S. health care system. Lecture. 3 semester hours, 3 credits. FDA’s regulations on generic drug manufactur- These factors include: demographic changes, PAS 219 Health Care Outcomes Assessment ing, clinical trial, application preparation and demand for services, cost shifting, use of This course is designed to provide a compre- submission and marketing. It covers related health technology, health care workforce hensive review of economic analysis and health guidance documents, policies, requirements distribution, financing of services by public and status assessment in the appraisal of health and general procedures. private payers, the rise of cost containment,

outcomes and program effectiveness in health 3 semester hours, 3 credits. COLLEGE OF PHARMACY AND HEALTH SCIENCES Medicare and Medicaid, the evolution of the service research. Major economic evaluation managed care market, and health care reform PAS 264 Advanced Food and Drug Law methods such as: cost effectiveness analysis, initiatives. Lecture. 3 semester hours, 3 credits. Regulation cost benefit analysis and cost utility analysis are Prerequisite: PAS 215. This course develops an PAS 211 Introduction to Pharmaceutical introduced in the context of current health care in-depth understanding of the laws governing Marketing service system. Lecture. food and drugs. This course focuses on the This course covers topics including the modern 3 semester hours, 3 credits. laws and regulations promulgated by the fed- pharmaceutical industry; the nature of pharma- eral government, especially the Food and Drug ceutical products; ad factors affecting market- PAS 220 Global Pharmaceutical Marketing Administration, related to drug development, ing of pharmaceutical products. The U.S. phar- Prerequisite: PAS 211 or equivalent. This manufacturing marketing and distribution. maceutical market is the focus for studying the course covers the global pharmaceutical market 3 semester hours, 3 credits. above aspects. Lecture. 3 semester hours, and the economic, legal, cultural, political and competitive environment in which the global 3 credits. PAS 265 Scientific Inquiry: Regulation and pharmaceutical market operates. Ethical Challenges PAS 212 Pharmaceutical Promotion 3 semester hours, 3 credits. This course considers the nature of the scien- This course deals with the theoretical, tific enterprise and both the legal and ethical practical and unique aspects and issues in PAS 252 Biostatistics This course will allow the student to concep- restrictions placed on its methods and products pharmaceutical promotion. Lecture. tualize the different statistical methods used by the government through imposition of 3 semester hours, 3 credits. to evaluate drugs and health care protocols regulation and society at large through moral PAS 213 Research Methods in Health Care used in clinical and non-clinical public health suasion. 3 semester hours, 3 credits. Marketing settings. While the principal emphasis will PAS 266 Bio-Pharmaceutical Statistics-II Prerequisite: PAS 252 or equivalent. This be placed on data analyses involving animal Prerequisites: PAS 252 or equivalent. This required course allows the student to under- and humans in preclinical and clinical studies, course will provide the student with explana- stand the fundamental nature of the scientific case studies will involve the application of the tion of the approaches and solutions to com- approach to conducting research. Lecture. concepts learned in the course to other health monly encountered statistical problems, with 3 semester hours, 3 credits. related fields including but not limited to public health. 3 semester hours, 3 credits. examples that are relevant to scientists involved PAS 214 Management in the Health in pharmaceutical and related research. Care Industries PAS 256 Principles of Experimental Design 3 semester hours, 3 credits. Management policies and procedures of those Prerequisite: Undergraduate courses in bio- institutions organized to deliver health care logical and chemical sciences. This course is PAS 267 Post Approval Affairs services and related products to the consumer. designed to develop competencies necessary This course reviews FDA guidelines for Scale Up 3 semester hours, 3 credits. to solve complex biological problems with Post Approval changes (SUPAC) developed by efficient experiments using small sample size. the Center for Drug Evaluation and Research PAS 215 Foundations of Regulatory Affairs Lecture. 3 semester hours, 3 credits. (CDER). The FDA guidelines, published work- This course provides the student with an shop reports and applicable scientific literature PAS 260 Basic Concepts of Drug understanding of the laws, regulations and will be discussed. 3 semester hours, 3 credits. Development procedures of federal and state regulations that affect drugs and medical devices during This course is designed to study the modern PAS 268 Good Manufacturing Practices their development, production and distribution drug development process in the pharmaceu- This course will provide the students with a stages. Lecture. 3 semester hours, 3 credits. tical industry from drug discovery up to the comprehensive understanding of the require- Submission of NDA for FDA approval. ments described in the Food and Drug PAS 216 Consumer Behavior in Purchasing 3 semester hours, 3 credits. Administration’s (FDA) regulations on GMPS Drug Products as they pertain to pharmaceutical drugs and Sociological, psychological and anthropological medical devices. 3 semester hours, 3 credits. factors affecting consumer buying tendencies. 3 semester hours, 3 credits. stjohns.edu/graduatebulletin 161 PAS 269 Good Laboratory Practices PAS 302 Health Care Data Analysis and tical and biomedical sciences. Prerequisite: PAS 261 This course is designed Management IPP 101 Special Problems in Industrial to provide an understanding of the regula- This course is designed to develop effec- Pharmacy tory requirements for designing, conducting, tive data management skills in clinical and Laboratory and/or fieldwork in area of special- auditing, and reporting pre-clinical laboratory health care research. The course will provide ization in institutional, hospital, cosmetic or studies in support of research or marketing graduate students with an overview of the SAS industrial pharmacy. 3 semester hours, applications. It will explore the regulations and software and provide technical skills for data 3 credits. Current laboratory fee. guidelines set forth by the US Food and Drug management, data analysis, and producing Administration (FDA), the European Union (EU) graphs and reports. Hands-on experiences and IPP 231 Principles of Manufacturing and other significant national regulations. assignments with real world data from a wide Pharmacy I 3 semester hours, 3 credits. variety of sources such as health care adminis- Corequisite IPP 231L. A study of the process trative files and Health Survey databases from and equipment employed in the manufacture PAS 272 Process Validation National Center for Health Statistics will be of solid pharmaceuticals. Operations on a This course will provide the students with an offered to enable students to master the skills pilot plant scale are utilized to demonstrate understanding of the scientific principles and learned in the course. 3 semester hours, the common types of industrial equipment. regulatory requirements for pharmaceutical 3 credits. Lecture. 3 semester hours, 3 credits. companies that are legally mandated to vali- date their manufacturing processes. PAS 900 Master’s Research IPP 231L Laboratory for Principles of 3 semester hours, 3 credits. Supervised research leading to the preparation Manufacturing Pharmacy I and completion of a thesis in partial fulfillment Credit: 3 semester hours; 1 credit hour. PAS 275 Good Clinical Practices of the master’s degree requirements. All mas- Current laboratory fee. Prerequisite PAS 261 This course is designed ter’s candidates must register for this course to provide an understanding of the quality IPP 233; Industrial Pharmacy Journal Club until thesis is completed in order to satisfy standards for designing, conducting, record- This course is composed of research seminars research requirements. Although students may ing, and reporting clinical trials. It will explore for graduate students pursuing a M.S./Ph.D. register for more than six hours, no more than the regulations and guidelines set forth by the degree in Industrial Pharmacy in which discus- six credits may be applied towards the degree. U.S. Food & Drug Administration (FDA) and sion will focus on interpretation, analysis and 3-6 hours per semester, 3-6 credits. Current fee. the International Conference on Harmonization critical evaluation of research data in published (ICH) and briefly cover the impact of the PAS 925 Maintaining Matriculation – research articles and unpublished research data European Union (EU) Clinical Trial Directive. Master’s generated by the graduate students during 3 semester hours, 3 credits. All master’s students who are not registered their dissertation research. 2 semester hours, 2 credits. PAS 276 International Drug Regulatory for any other courses must maintain enroll- Affairs ment in the University by registering for this IPP 235 Product Formulation This course provides a detailed analysis of course. Eligibility for thesis option students is Corequisite IPP 235L. A study of the formula- the regulatory processes for new drug and typically limited to students who have satis- tion and stability testing of dosage forms. device approvals outside of the United States. fied all research and degree requirements but Lecture. 3 semester hours, 3 credits. have not completed the written and oral com- Students will gain experience in comparing IPP 235L Laboratory for Product the European, Canadian, Japanese, Asian and ponents of the thesis. Thesis option students must have written approval from their advisor, Formulation South American registration trends with those Corequisite IPP 235. Laboratory. of the United States. Future regulatory struc- department chairman and permission from the graduate dean to register for this course. 3 semester hours, 1 credit. tures in the major world markets will also be Current laboratory fee. explored. 3 semester hours, 3 credits. No credit. Current fee. IPP 236 Evaluation of Pharmaceutical PAS 277 Product Labeling Dosage Forms This course will examine strategies for creating Physical and physiochemical procedures used drug labels and product labeling for new drugs Department of to evaluate pharmaceutical dosage forms are and for dealing with labeling issues generated discussed. Factors affecting drug release from by post-marketing surveillance activities and Pharmaceutical pharmaceutical products are covered along alterations in federal Regulation or guidance. with in vitro and in vivo procedures for assess- Students will gain insight into the regulatory Sciences (PHS) ing drug absorption efficiency. Lecture. 3 process and the enforcement process of the semester hours, 3 credits. Frank A. Barile, Ph.D., Chair FDA for drug, biologic, device, dietary supple- ment and cosmetic labeling. International IPP 237 Industrial Pharmacy The basics of pharmaceutical processing and labeling issues will be addressed as they impact Program of Study unit operations including both theory and on harmonization. 3 semester hours, 3 credits. The Department of Pharmaceutical Sciences is practice of all the major operations underlying PAS 301 Social and Behavioral Health committed to educating research scientists for pharmaceutical production. Lecture. 3 semester This course is designed to introduce the stu- academic, governmental and industrial institu- hours, 3 credits. dent to social concepts and processes that tions. The program is designed to provide the IPP 239 Homogeneous Pharmaceutical influence health status and public health student with critical learning skills, research Systems interventions. The course will provide an intro- expertise and a fundamental knowledge base Application of selected physicochemical princi- ductory background to the kinds of social and that enables scientists to remain current with ples to homogeneous pharmaceutical systems. behavioral theories that guide our understand- scientific literature, to carry out laboratory Credit: 3 semester hours. ing of health related behavior and explore investigations and to analyze research findings. some of the ways in which these theories and Students will acquire the necessary skills in a approaches may be used in public health chosen area of concentration (industrial phar- practice. 3 semester hours, 3 credits. macy, medicinal chemistry, pharmacology, and toxicology) that are essential to enable them to assume leadership positions in the pharmaceu- 162 IPP 240 Heterogeneous Pharmaceutical prehend the advanced level material taught in MCM 265; 266 Principles of Drug Systems various courses in the industrial pharmacy cur- Design I; II Application of selected physicochemical riculum. 3 semester hours, 3 credits. Required course designed to present an over- properties to heterogeneous pharmaceutical view of the basic principles involved in medici- IPP 273 Pharmacokinetic and systems. Lecture. 3 semester hours, 3 credits. nal chemistry. 3 semester hours, 3 credits. Pharmacodynamic Data Analysis IPP 241 Advanced Biopharmaceutics Recommended: IPP 241 or equivalent. MCM 267 Computer-Aided Drug Design A course designed to study the physicochemi- This course is designed to develop a basic This course is designed to provide students cal, formulation and biological factors which understanding of the pharmacokinetic and with the background and a hands-on under- affect the processes of drug absorption, pharmacodynamics concepts and their model standing of techniques involved in computer- distribution, metabolism and excretion, to learn applications governing the time course of drug aided drug design, including molecular the advanced pharmacokinetic calculation, absorption, distribution and elimination as well mechanics/dynamics, quantum mechanics, pro- analysis, modeling and the use of computer as drug action. 3 semester hours, 3 credits. tein sequence alignments, homology modeling, soft wares, and to optimize drug delivery sys- protein binding site identification and analysis, MCM 101 Special Problems tems for various routes of administration based small molecule conformation generation/ Laboratory and/or fieldwork in Medicinal on biopharmaceutical, pharmacokinetic and clustering, property generation/filtering, virtual Chemistry. 3 semester hours, 3 credits. clinical considerations. Lecture. 3 semester screening, ADME/Toxicity predictions, quan- hours, 3 credits. MCM 223 Design of Nucleoside Analogs titative structure-activity relationship (QSAR), The chemistry of nucleic acids, nucleotides, cheminformatics, ligand docking, and pharma- IPP 247 Special Drug Delivery Systems nucleosides, purine and pyrimidines is discussed cophore mapping in drug development. The Considerations involved in the development with respect to their structures, syntheses and first half of the semester will be mainly lectures and formulation of sustained and controlled properties. 3 semester hours, 3 credits. to provide necessary background for doing release drug delivery systems are discussed. subsequent hands-on modeling experiments.

Lecture. 3 semester hours, 3 credits. COLLEGE OF PHARMACY AND HEALTH SCIENCES MCM 224 Design of Enzyme Inhibitors 3 semester hours, 3 credits. The modification of proteins or protein activity IPP 250 Targeted Drug Delivery Systems by irreversible binding of drugs and other small MCM 268 Drug Synthesis This elective is designed to focus on different chemical molecules is discussed. This course will present synthesis of current concepts and strategies involved in the design 3 semester hours, 3 credits. and new drugs. Chemical methods of syn- and development of targeted drug delivery thesis will be introduced. Both heterocyclic systems to different organs and/or sites. MCM 231 Medicinal Chemistry Journal Club and carbocyclic methods will be covered. This 3 semester hours, 3 credits. Seminar for graduate students in pharmaceuti- course will provide the students with a working cal sciences in which discussions focus on pub- IPP 255 Biotechnological Drug Delivery knowledge of the principles of chemical syn- Systems lished experimental results with a view toward theses as they apply to specific drugs. This course is designed to focus on various evaluation of methodology and a presentation 3 semester hours, 3 credits. physicochemical, biological and pharmaceutical of data. Participation by graduate faculty and MCM 269 Advanced Topics in Prodrug concepts and strategies involved in the design students. 2 semester hours, 2 credits. Design and development of invasive (parenteral) and MCM 245 Laboratory Use of Radiotracers This course is designed to provide the students noninvasive drug delivery systems for biotech- A course designed to present the fundamentals with selected advanced topics of prodrugs and nological drug molecules such as proteins and of the use of radiotracers in the modern the principles involved in prodrug design. This peptides. Lecture. 3 semester hours, 3 credits. laboratory. Emphasis is placed on safety, will also include discussion on objectives and IPP 271 Degradation and Stability of experimental design and the variety of special strategic consideration of prodrug design and Pharmaceutical Systems techniques in use today in pharmaceutical characterization. 3 semester hours, 3 credits. This course involves study of physical and research. 3 semester hours, 3 credits. MCM 270 Medicinal Chemistry of Antiviral chemical factors affecting stability of drugs in MCM 248 Receptors and Mechanism of and Anticancer Chemotherapeutic Agents pharmaceutical dosage forms and approaches Drug Action This course is designed to instruct the students to enhance their stability and shelf-life. Credit: Discussion is focused on the concept and theo- on the design, discovery, structure activity rela- 3 semester hours. ries of receptors as an explanation for drug tionships and chemical mechanisms of actions IPP 265 Introduction to Industrial Pharmacy I action and design of new therapeutic agents. of antiviral and anticancer chemotherapeutic This introductory course is designed for stu- Special emphasis is placed on the mechanism agents. Case studies in the discovery and dents who wish to pursue graduate education of action and drug interaction with important development of novel antiviral and antican- in Industrial Pharmacy, This course is designed categories of drugs. 3 semester hours, 3 credits. cer agents will be presented and will include to provide students opportunities to learn fun- MCM 255 Chemical Aspects of Drug strategies for enzyme inhibition and metabolic damentals of physical, chemical and biological Metabolism blockade. 3 semester hours, 3 credits. principles used in the preparation, preservation, A detailed discussion of drug metabolizing PHM 101 Special Problems evaluation and utilization of drug products enzyme systems and reactions. The relationship Conferences on specialized topics accompanied and/or pharmaceutical dosage forms that are between chemical structure and drug metabo- by laboratory work in pharmacology. required to comprehend the advanced level lism is particularly emphasized. Drug metabo- 3 semester hours, 3 credits. material taught in various courses in the indus- lism related toxicity is also considered. Current laboratory fee. trial pharmacy curriculum. 3 semester hours, 3 semester hours, 3 credits. 3 credits. MCM 263 Laboratory in Analysis of IPP 266 Introduction to Industrial Pharmacy II Biomacromolecules This course further develops the student’s A course designed to present the fundamentals opportunities to learn fundamentals of physi- of the use of modern analytical techniques for cal, chemical and biological principles used in the identification and isolation of biomacromol- the preparation, preservation, evaluation and ecules. Emphasis is placed on protein purifica- utilization of drug products and/or pharmaceu- tion methods. 3 semester hours, 3 credits. tical dosage forms that are required to com- stjohns.edu/graduatebulletin 163 PHM 102; 103 Principles of PHM 232 Pharmacology Journal Club PHS 250 Cell and Tissue Culture Pharmacology I; II Seminar for graduate students in pharmaceuti- Student is acquainted with cell culture tech- Introduction to the science of pharmacology cal sciences in which discussions focus on pub- nology as well as biochemical and biophysical with emphasis on the basic principles. There is lished experimental results with a view toward characteristics and capabilities of mammalian in-depth consideration of the factors modifying evaluation of methodology and a presentation cells in culture. 3 semester hours, 3 credits. drug responses and dose-response relation- of data. Participation by graduate faculty and ships. Lecture. 3 semester hours, 3 credits. students. 3 semester hours, 3 credits. PHS 250L Cell and Tissue Culture (No credit applied toward graduate degree.) Laboratory Cf. PHS 4301 and 4303. PHM 240 Pharmacology of Anticancer Corequisite: PHS 250. This course is the labora- Drugs tory component of PHS 250. Hands-on labora- PHM 201 Pharmacology of the Autonomic This course is designed to instruct the students tory experiments in cell culture technology are Nervous System in the area of Pharmacology of anticancer performed by the students. The objective of An overview of the established pharmacology drugs. This course covers the following aspects the laboratory assignments is to expose the of the autonomic nervous system is presented of anticancer drugs: mechanisms of action; student to the biological, biophysical, and toxi- as well as a comparison with the pharmacol- critical pharmacokinetic parameters and cological characteristics of mammalian cells in ogy of the somatic nervous system. drug-drug interactions; adverse reactions and culture. 3 semester hours, 1 credit. 3 semester hours, 3 credits. toxicity. 3 semester hours, 3 credits. Current laboratory fee. PHM 202 Advanced Pharmacology PHM 246 Pharmacology of Drug Abuse Credit: 3 semester hours. PHS 251 Doctoral Seminar in the A study of the various chemical agents of Pharmaceutical Sciences I dependence with in-depth consideration of PHM 203 Research Methods in A monthly seminar of two hours for all stu- the mechanisms and nature of the chemical Pharmacology dents pursuing the Ph.D. The seminar consists agents involved in this phenomenon. This course intends to introduce the student of scheduled presentations given by scholars Credit: 3 semester hours. to select in vivo and in vitro techniques used in the pharmaceutical sciences. 8 hours per in quantitative evaluation of pharmacological PHM 247 Reproductive Pharmacology semester. No credit. agents. 3 semester hours, 3 credits. A consideration of the effect of drugs on the Current laboratory fee. reproductive system during the periods of PHS 252 Doctoral Seminar in the development, maturation and aging. Pharmaceutical Sciences II PHM 209 Pharmacological Aspects of 3 semester hours, 3 credits. A monthly seminar of two hours for all stu- Respiratory Disease dents pursuing the Ph.D. The seminar consists Pulmonary physiology will be reviewed; PHM 249 Cardiovascular Pharmacology of scheduled presentations given by scholars anatomy and the process of respiration, gas The course considers the mechanism of action in the pharmaceutical sciences. 8 hours per exchange, control of respiration and acid base of myocardial stimulants and depressants as semester. No credit. balance will be included. The anatomical, phys- well as anti-arrhythmic drugs. iological and biochemical basis of respiratory 3 semester hours, 3 credits. PHS 253 Doctoral Seminar in the disease (or pathology) will be discussed. Pharmaceutical Sciences III 3 semester hours, 3 credits. PHS 212; 213 Applied Biochemistry I; II A monthly seminar of two hours for all stu- A course dealing with those aspects of bio- dents pursuing the Ph.D. The seminar consists PHM 211 Biochemical Neuropharmacology chemistry of special relevance to students of of scheduled presentations given by scholars The biochemical bases of the action of drugs the health sciences. Emphasis is placed on fun- in the pharmaceutical sciences. 8 hours per in the nervous system. The molecular and bio- damental metabolic cycles and processes and semester. No credit. chemical pharmacology of acute and chronic on biochemical concepts needed to understand PHS 254 Doctoral Seminar in the effects of pharmacologic agents are and new drug action and metabolism, biogenetic path- Pharmaceutical Sciences IV techniques and findings. ways and various disease states. A monthly seminar of two hours for all stu- 3 semester hours, 3 credits. 3 semester hours, 3 credits. dents pursuing the Ph.D. The seminar consists PHM 216 Advanced Psychopharmacology PHS 239 Functional Neuroanatomy and of scheduled presentations given by scholars This course provides an introduction to the Neuropathology in the pharmaceutical sciences. 8 hours per neuro-pharmacological bases of behavior and This course instructs the student in the anato- semester. 1 credit. drugs used to treat behavior disorders. The role my and physiology of the central and peripher- PHS 256 Pharmaceutical Analysis that specific neurochemical systems play in reg- al nervous systems and describes the processes Laboratory ulating behavior is considered and discussed. by which these systems undergo pathological A detailed discussion of the basic principles of The molecular, biochemical and behavioral change. 3 semester hours, 3 credits. mechanism of action of many psychotropic pharmaceutical analysis. Special emphasis is drugs is covered. 3 semester hours, 3 credits. PHS 240 Principles of Electron Microscopy placed on the selection and development of Corequisite: PHS 240L. This course is intended qualitative and quantitative methodology for PHM 221 Clinical Pharmacology to instruct the student in the basic techniques the analysis of drug molecules in a variety of Discussion and demonstration of the clinical of electron microscopy. It also describes the sample environments. 3 semester hours, basis for the therapeutic application of drugs. analytical methods used to identify various bio- 3 credits. Toxicity and adverse reactions are considered. logical systems. 3 semester hours, 3 credits. Case material from actual patient populations PHS 257 Gene Technology in the is used to illustrate and support this informa- PHS 240L Electron Microscopy Laboratory Pharmaceutical and Health Sciences tion. 3 semester hours, 3 credits. Corequisite: PHS 240. This course instructs the Corequisite PHS 261L. Course presents the student in the preparation of tissue for elec- basic mechanism underlying the expression of tron microscopy and the interpretation the information encoded in the DNA: transcrip- and analysis of electron micrographs. tion, translation and replication. 3 semester hours; 1 credit hour. Current 3 semester hours, 3 credits. laboratory fee.

164 PHS 259 Cell Signals and Regulatory PHS 280 Regulation of Intermediary TOX 101 Special Problems Systems Metabolism Conferences on specialized topics accompanied A course covering the elements of regulation The basis for understanding how pathways by laboratory work in toxicology. 3 semester at the level of the cell. The intracellular events of intermediary metabolism relate to energy hours, 3 credits. Current laboratory fee. of signaling, i.e., post-receptor events, are the and to one another is presented. Methods TOX 102; 103 Toxicology I; II focus. 3 semester hours, 3 credits. for identification of control points, means of control of pathway flow, and how homeostasis The source, chemical composition action, PHS 260 Clinical Immunology is achieved from a biochemical viewpoint are tests and antidotes of toxic substances. First A detailed discussion of the basic concepts of presented. The classical basis of metabolism semester consideration is given to materials of immunology, immunity and immuno-patholo- and current advances are presented. inorganic origin; second semester is devoted to gy. Special emphasis is placed on the aspects 3 semester hours, 3 credits. substances of organic nature, both natural and of clinical immunology with reference to the synthetic in origin. Lecture. 3 semester hours, theory which underlies laboratory­ tests and PHS 900 Master’s Research 3 credits. No credits applied toward graduate methods of procedure. 3 semester hours, Supervised research leading to the preparation degree. Cf. PHS 2401; 2402. 3 credits. and completion of a thesis in partial fulfillment of the master’s degree requirements. All mas- TOX 201 Methods in Toxicologic PHS 261 Laboratory in Gene Technology ter’s candidates must register for this course Evaluation for the Pharmaceutical and Allied Health until research is completed in order to satisfy Experimental toxicology and pathology deals Professions research requirements. Although students may with the variety of experimental methods Corequisite PHS 257. The use of modern data- register for more than six hours, no more than utilized to determine the safety and toxicity bases to mine known information and synthe- six credits may be applied toward the degree. of materials administered by mouth, applied size new conclusions from combined resources Credit: 3–6 hours per semester. topically to the skin or mucous membranes, or is used as a starting point. The class is divided Current laboratory fee. administered by inhalation of gasses or into groups, each working with a different aerosols. 3 semester hours, 3 credits. COLLEGE OF PHARMACY AND HEALTH SCIENCES protein or a mutant of the target protein. PHS 910 Advanced Master’s Research 3 semester hours, 1 credit. Current laboratory fee. The student will conduct research in their field TOX 205 Neurotoxicology of study. Results will be presented in the form This course examines the various classes of PHS 264 Analysis of Cell Structure and of a written dissertation. Students may register neurotoxins, their mechanism of toxicity and Function for this course to a maximum of 2 semesters. experimental models used to assess neurotoxic Corequisite PHS 264L. A study of cell structure Credit: 1 credit mechanisms. 3 semester hours, 3 credits. and function including discussions of mem- brane transport, respiration, cell division and PHS 925 Maintaining Matriculation– TOX 207 Recent Advances in Forensic cell motility. Additional topics include enzyme Master’s Toxicology function. DNA, RNA and protein synthesis and All master’s students who are not registered A survey emphasizing recent developments their control. Discussion of methods of cell for any other courses must maintain enrollment in the field of forensic toxicology. Emphasis is study will be incorporated in specific lecture in the University by registering for this course. placed on documentation and interpretation of topics, i.e., membranes, and in laboratory ses- Eligibility for thesis option students is limited analytical results. 3 semester hours, 3 credits. to students who have satisfied all research and sions. 3 semester hours, 3 credits. TOX 209 Recent Advances in Clinical degree requirements but have not completed Toxicology PHS 264L Analysis of Cell Structure and the written and oral components of the the- A survey of current literature, emphasizing Function Laboratory sis. Thesis option students must have written Co-requisite: PHS 263. Laboratory component recent advances in clinical toxicology. approval from their advisor, department chair- 3 semester hours, 3 credits. of PHS 264.3 semester hours. Credit: 1 credit man and permission from the graduate dean to hour. Current laboratory fee. register for this course. No credit. Current fee. TOX 210 Biochemical Toxicology PHS 270 Introduction to Biotechnology An advanced study of the biochemical PHS 940 Maintaining Matriculation–Ph.D. principles and mechanisms underlying the This course discusses the basic mechanisms Ph.D. students must maintain matriculation if underlying the expression of information toxicity of xenobiotics at the cellular level. they are not registered for courses or have Biotransformation pathways and the subcellular encoded in the DNA, i.e., transcription, transla- not yet passed their comprehensives. tion and replication. 3 semester hours, 3 credits. toxicity of selected toxicants are examined in Limit: 2 semesters. No credit. Current fee. depth. 3 semester hours, 3 credits. PHS 271 Oxidants, Antioxidants and Free PHS 950 Doctoral Research Radicals TOX 215 Analytical Methods in Toxicology Original research leading to the doctoral This course considers methods of specimen and The involvement of free radicals/reactive oxygen degree. Doctoral students may register for 950 species (ROS) in the pathogenesis of a wide sample preparations and extraction and analyti- while completing degree requirements; how- cal chemical techniques used to solve problems variety of human diseases has been increasingly ever, upon the successful completion of formal recognized over the last two decades. confronting the analytical toxicologist. courses, language requirement and compre- 3 semester hours, 3 credits. 3 semester hours, 3 credits. hensive examination, doctoral candidates must PHS 278 Human Physiology register for PHS 950 until the dissertation is TOX 216 Environmental and Occupational An examination of the principles of human completed and the degree is awarded. Toxicology physiology, starting with cellular physiology 3 semester hours, 3 credits. Current laboratory fee. The chemical and regulatory aspects of principles such as membrane transporters and environmental and occupational hazards are PHS 960 Advanced Doctoral Research presented, with an overview of methods in action potentials, and covering several of the Original research, leading to the doctoral key topics of physiology: endocrine, neural, epidemiology and risk assessment. degree. Doctoral students may register for PHS Credit: 3 semester hours. muscle, cardiovascular, respiratory, gastrointes- 960 upon the successful completion of formal tinal, and renal. 3 semester hours, 3 credits. courses, language requirement and compre- hensive examination, and 15 credits of doctoral research PHS 950. Students may register for this course to a maximum of 2 semesters. Credit: 1 credit.

stjohns.edu/graduatebulletin 165 TOX 217 Toxicology of the Hematopoietic TOX 285 Environmental Health Sciences and Immune System Environmental health sciences represents Focuses upon the effects of toxic substances on the study of environmental factors including hematologic and immunologic function. biological, physical and chemical factors that 3 semester hours, 3 credits. affect the health of a community. The casual links between chemical, physical, and biologi- TOX 218 Pathophysiology of Organ Systems (CPP 304) cal agents in the environment and their impact This course is designed to explain the abnor- on human health will be satisfied. mal physiological processes which result when 3 semester hours, 3 credits. normal metabolic functions are disturbed. TOX 900 Master’s Research Mechanisms of normal function are described Supervised research leading to the preparation as well as the resulting effect of altered homeo- and completion of a thesis in partial fulfillment stasis. 3 semester hours, 3 credits. of the master’s degree requirements. All mas- TOX 219 Molecular Toxicology ter’s candidates must register for this course This is an advanced study of the specific molec- until research is completed in order to satisfy ular, biochemical and cellular mechanisms of research requirements. Although students may toxic injury. 3 semester hours, 3 credits. register for more than six hours, no more than six credits may be applied towards the TOX 221 Hematologic Pathology degree. Credits: 3–6 semester hours. Current A study of the hematopoietic system. Topics laboratory fee. covered include anemias, leukemias, coagula- tion defects with consideration of etiology, TOX 925 Maintaining Matriculation physiologic and cellular manifestations and All master’s students who are not registered therapeutic modalities. 3 semester hours, for any other courses must maintain enroll- 3 credits. ment in the University by registering for this course. Eligibility for thesis-option students TOX 222 Cellular Pathophysiology is limited to students who have satisfied all This course is designed to explain the­ cellular research and degree requirements but have response to injury. Molecular, biochemical and not completed the written and oral compo- organelle pathology is discussed in relation to nents of the thesis. Thesis-option students normal cell function. 3 semester hours, 3 credits. must have written approval from their advisor, department chairman and permission from TOX 223 Liver & Kidney Toxicology the graduate dean to register for this course. This toxicology course will cover the principles Current fee. and mechanisms underlying the responses of the liver and kidneys to environmental and For complete listing of approved courses, pharmaceutical agents at the molecular, cellular, please contact your Dean’s office. and organ levels. Biotransformation pathways, signaling pathways, and the subcellular toxici- ties of selected liver and kidney toxicants will be examined in depth. Lectures will emphasize current concepts and applied methodologies related to liver and kidney toxicology and safety assessment. 3 semester hours, 3 credits. TOX 230 Toxicology Journal Club Seminar for graduate students in pharmaceuti- cal sciences in which discussions focus on pub- lished experimental results with a view toward evaluation of methodology and a presentation of data. Participation by graduate faculty and students. 2 semester hours, 2 credits.. TOX 250 Product Safety and Risk Management This course is designed to provide toxicology graduate students with practical knowledge of applied product safety and risk assessment in the pharmaceutical and consumer products industry. 3 semester hours, 3 credits.

166 Faculty

Department of Clinical Health Regina Ginzburg, Associate Clinical Professor, Kimberly Ng, Assistant Professor Industry Professions B.S. Phm., Pharm.D., St John’s University; Professional, Pharm.D. St. John’s University. Ambulatory care. Ambulatory Care. Khusbu Patel, Assistant Ebtesam Ahmed, Assistant Clinical Professor; Professor Industry Professional, Pharm.D., St. Pharm.D., St. John’s University; Palliative care. Rivka Hecht, Assistant Professor Industry Professional, Pharm.D. Touro College of John’s University; Ambulatory care. Emily M. Ambizas, Associate Clinical Pharmacy. Ambulatory Care. Mary Jo Perry, Assistant Professor Industry Professor, B.S. Phm., Pharm.D., St. John’s Professional, A.S., Northeastern University; B.S., University; Ambulatory care. Olga Hilas, Assistant Clinical Professor, B.S. Phm., Pharm.D., St. John’s University; Internal Adelphi University; M.S., Long Island University, Vibhuti Arya, Assistant Clinical Professor, medicine. C.W. Post College; Applied patient care. Pharm.D., St. John’s University; Public Health. Lisa Hochstein, Assistant Professor Industry Daniel Podd, Associate Professor Industry Laura M. Gianni Augusto, Associate Clinical Professional, B.S., Richmond College; M.S., Professional, B.S., St. John’s University; M.S., Professor, B.S. Phm., Pharm.D., St. John’s St. John’s University; Applied patient care. University of Nebraska Medical Center; Applied University; Drug information. patient care. Mary Ann Howland, Clinical Professor, B.S., Carmela Avena-Woods, Assistant Clinical Wake Forest University; B.S. Phm., Rutgers Michelle Pisano, Assistant Professor Industry Professor, B.S. Phm., Pharm.D., St. John’s University; Pharm.D., Philadelphia College of Professional, Pharm.D., St. John’s University. University; Community pharmacy. Pharmacy and Science; Clinical toxicology; Maha Saad, Assistant Clinical Professor, B.S., Joseph Brocavich, Associate Clinical Professor, poison control expertise, clinical toxicological Rosary School Mansourieh, Lebanon; B.S., B.S.Phm., Philadelphia College of Pharmacy management: emergency medicine pharma- Phm., Pharm.D., Lebanese American University; and Science; Pharm.D., Duquesne University; ceutical care. Internal medicine. HIV Pharmaco-Therapy, Infectious diseases; Gregory J. Hughes, Assistant Clinical Sharon See, Associate Clinical Professor, B.S. pharmaeconomics; curricular design; leadership Professor, Pharm.D., St. John’s University; Phm., Pharm.D., Rutgers University; Family development. Internal medicine. medicine. COLLEGE OF PHARMACY AND HEALTH SCIENCES Judith L. Beizer, Clinical Professor, B.S. Phm., Samantha Jellinek-Cohen, Associate Clinical Hira Shafeeq, Assistant Professor Industry St. Louis College of Pharmacy; Pharm.D., Professor, Pharm.D., Long Island University. Professional, Pharm.D., St. John’s University; University of Tennessee; Geriatric therapeutics. Tomasz Jodlowski, Assistant Clinical Ambulatory care. Sandra Beysolow, Associate Professor Professor, Pharm.D., St. John’s University; Stacey Singer-Leshinsky, Associate Professor Industry Professional, B.S., Long Island Infectious diseases. Industry Professional; B.S., Brooklyn College, University; M.S., Capella University; Applied M.S., Capella University; Applied patient care. patient care. Tina Kanmaz, Associate Clinical Professor, B.A., Hofstra University, B.S. Phm., Pharm.D., Candace J. Smith, Associate Clinical Manouchkathe Cassagnol, Assistant Clinical St. John’s University; Ambulatory care. Professor, B.S., San Jose State University; Professor, Pharm.D., Florida Agricultural and B.S. Phm., Pharm.D., St. John’s University; Mechanical University; Internal medicine. Danielle Kruger, Assistant Professor Industry Professional, B.S., St. Francis College; M.S., Pharmacokinetics; critical care. Christine Chim, Assistant Professor Industry Capella University; Applied patient care. Donna Sym, Assistant Clinical Professor, B.S., Professional, Pharm.D. St. John’s University. Pharm.D., St. John’s University; Infectious Ambulatory Care. Sum Lam, Associate Clinical Professor, B.S. Phm., Pharm.D., University of Connecticut; diseases. Jennifer Chiu, Assistant Professor Industry Geriatric therapeutics. Christan Thomas, Assistant Clinical Professor; Professional, B.S., Binghamton; M.B.A., B.A. Milligan College, Tennessee; Pharm.D. St. Joseph’s College; Applied patient care. Chung-Shien Lee, Assistant Professor Industry Professional, Pharm.D. St. John’s University. Gatton College of Pharmacy, East Tennessee John Conry, Associate Clinical Professor, Ambulatory Care. State University, Tennessee. B.S. Phm., Pharm.D., St. John’s University; Michael S. Torre, Clinical Professor, B.S. Phm., Ambulatory care. Maria Leibfried, Assistant Professor Industry Professional, B.S., Pharm.D., Rutgers University; M.S., St. John’s University; Diabetes. Angela Eaton, Assistant Professor Industry Simulation. Damary Torres, Associate Clinical Professor, Professional , B.S. and M.Ed. Wayland Baptist Celia Lu, Assistant Professor Industry B.S. Phm., Pharm.D., St. John’s University; University, Instructional Leadership. Applied Internal medicine. patient care. Professional, Pharm.D. St. John’s University. Ambulatory Care. Tran Tran, Assistant Clinical Professor, B.S., Gladys M. El-Chaar, Associate Clinical William M. Maidhof, Assistant Professor Pharm.D., University of North Carolina; Internal Professor, B.A., East Stroudsburg University; medicine. B.S. Phm., St. John’s University; Pharm.D., Industry Professional, B.S. Phm., Pharm.D., St. John’s University. Medical University of South Carolina; Pediatric Department of Pharmacy therapeutics. Nicole M. Maisch, Associate Clinical Professor, Administration and Public Health Irene Eng, Instructor Industry Professional, B.S. Phm., Pharm.D., Albany College of Pharmacy; Internal medicine; drug information. B.S. Alderson Broaddus College; Applied Preety Gadhoke, Assistant Professor Industry Maria Mantione, Associate Clinical Professor, patient Care. Professional, B.A. Knox College, M.P.H. Rollins B.S. Phm., Pharm.D., St. John’s University; Joseph V. Etzel, Associate Clinical Professor, School of Public Health, Emory University, Ph.D. Community pharmacy practice; patient education. B.S. Phm., Pharm.D., St. John’s University; Johns Hopkins Bloomberg School of Public Infectious disease pharmacotherapy. Nissa Mazzola, Assistant Clinical Professor, Health, International Health. Public Health. Pharm.D., St. John’s University; Ambulatory Danielle C. Ezzo, Assistant Clinical Professor, Sen Gu, Assistant Professor, M.A., M.S., Ph.D., care. B.S. Phm., Pharm.D., St. John’s University; University of Maryland; M.D., Tongji Medical Ambulatory care. Zaidalynet Morales, Instructor Industry University, China; Pharmaceutical Health Pamela Gregory-Fernandez, Associate Professional, B.S., Lehman College; Applied Services. patient care. Professor Industry Professional, B.S., St. John’s Monica Hwang, Assistant Professor, B.S., University, M.S., Still University; Applied patient Cathleen A. Murphy, Assistant Professor Sung Kyun Kwan University, South Korea; care. Industry Professional, B.S. Adelphi University; M.S.,Ph.D., University of Wisconsin; Social and M.S. and D.C. New York Chiropractic College, Administrative Sciences in Pharmacy. Human Anatomy & Physiology Instruction. Applied patient care. stjohns.edu/graduatebulletin 167 Martha L. Mackey, Associate Professor, B.A., experimental therapeutics, especially cellular Vladimir Poltoratsky, Assistant Professor, M.A., J.D., St. John’s University; Pharmacy law; mechanisms of multi-drug resistance and its M.S., St. Petersburg State University, Russia; pharmacy education. reversal. Ph.D., St. Petersburg Institute of Cytology, Russia. Robert A. Mangione, Professor, B.S. Phm., Xingguo Cheng, Assistant Professor, M.S., P.D., Ed.D., St. John’s University; B.S., M.S., Wuhan University, China; Ph.D. Sandra E. Reznik, Associate Professor, A.B. Pharmacy education; celiac disease; pharma- University of Kansas Medical Center. Harvard University; M.D., Ph.D., Mount Sinai ceutical care for disadvantaged patients. Sue M. Ford, Associate Professor, B.S., School of Medicine; Developmental and pla- cental pathology, specifically the role of several Jagannath M. Muzumdar, Assistant Cornell University; M.S., Ph.D., Michigan State placental peptidases and proteinases in perina- Professor, B.S., Mumbai University; M.S., University; Use of cell culture to study respons- tal pathology. Mississippi State University; M.S., University of es of kidney to toxicants; nutrition. Toledo; Ph.D., University of Minnesota; Social Marc Gillespie, Professor, B.A., University of Bhagwan D. Rohera, Professor, B.S. Phm., and Administrative Pharmacy. Vermont, Ph.D., University of Utah; The devel- M.S., Saugar University; Ph.D., University of Basel, Switzerland; Compaction of powder sys- Rajesh Nayak, Associate Professor, B.S. opment of a simple biochemical system that tems; controlled drug delivery; formulation and Phm., M.S. Phm., Mangalore University; Ph.D., allows us to evaluate the function assembly process optimization. University of Florida; Pharmaceutical outcomes and disassembly of neuronal SNARE complex. research; evaluation of health care policies and Diane Hardej, Associate Professor, B.A., Francis A.X. Schanne, Associate Professor, programs; pharmacoeconomics. Queens College; M.S., Ph.D., St. John’s B.A., La Salle College; Ph.D., Temple University; Molecular mechanisms of cellular injury and Somnath Pal, Professor, B.S. Phm., M.S., University; The use of antioxidants in the treat- protection. Jadavpur University; M.B.A., Calcutta ment of neurotoxicity and stress proteins as University; Ph.D., University of Iowa; Drug biomarkers. Abu Serajuddin, Professor, B.S. Phm., Dhakra utilization studies. Vijaya L. Korlipara, Professor, B.S. Phm., University, Bangladesh; M.S., Columbia University; Ph.D., St. John’s University; Industrial Wenchen Wu, Associate Professor, B.S., Taipei Banaras Hindu University; Ph.D., University of pharmacy. Medical College; M.B.A., Ph.D., University of Minnesota; Design and synthesis of receptor Minnesota; Pharmacoeconomics; computer selective probes for opioid and neurokinin Jun Shao, Associate Professor, B.S. Phm., applications in pharmacy; pharmacy receptors. Zhejiang University, M.S., China Pharmaceutical management. Chul-Hoon-Kwon, Professor, B.S. Phm., University, Ph.D., West Virginia University; Howard University; Ph.D., University of Biotechnology and drug delivery; traditional Department of Pharmaceutical Minnesota; Design, synthesis and evaluation Chinese medicine for cancer. Sciences of pro-drugs, especially in anti-tumor agents Emilio Squillante, Associate Professor, B.S. and anticonvulsants; chemical aspects of drug Phm., M.S., Ph.D., University of Rhode Island; Frank A. Barile, Professor, B.S. Phm., M.S., metabolism and toxicology. Supercritical fluids; dissolution, pharmacokinetic St. John’s University; Ph.D., In vitro toxicology. Cesar A. Lau-Cam, Professor, B.S. Phm., and bioavailability to studies; drug analysis; Michael Barletta, Professor, B.S. Phm., M.S., University of San Marcos, Peru; M.S., Ph.D., transdermal absorption studies. St. John’s University; Ph.D., New York Medical University of Rhode Island; Effect of natural Tanaji Talele, Professor, B.S., University of College; Cardiovascular pharmacology using product (amino acids, carbohydrates, vitamins, Pune, India; M.S., Ph.D., Mumbai University, animal models for myocardial infarcton, cardiac plant constituents) on the biochemistry, phar- India; Computer-aided design (docking- arhythmias, ischemic heart disease and macology and toxicology of ethanol. 3D-QSAR) and development of anticancer and thrombosis. Senshang Lin, Professor, B.S. Phm., Taipei antifungal compounds. Andrew J. Bartilucci, Dean Emeritus and Medical College; Ph.D., Temple University; Louis Trombetta, Professor, B.S., M.S., Ph.D., Executive Vice President Emeritus, B.S., Phm., pharmacodynamic, transmucosal drug delivery. Fordham University; Metal neurotoxicology and St. John’s University; M.S., Rutgers University; oxidative stress. Ph.D., University of Maryland. Woon-Kai Low, Assistant Professor, B.S., University of Waterloo; Ph.D., University of John N.D. Wurpel, Associate Professor, Blase C. Billack, Associate Professor, B.S., Toronto; Study of eukaryotic control mecha- B. S., Belmont Abbey College; M.S., Fairleigh University of Richmond; Ph.D., Rutgers nisms of protein translation and the cellular Dickinson University; Ph.D., Pennsylvania State University; Role of BRCA1 in DNA damage impact of deregulation in disease states. University; Effects of neuropeptides on CNS; repair and transcription. Parshotam L. Madan, Professor, B.S. Phm., neurophysiology of seizures. Jerome Cantor, Professor, B.A., Columbia Birla College, India, M.S., Ph.D., University of Byron C. Yoburn, Professor, B.A., Boston University; M.D., University of Pennsylvania; Georgia; Controlled and targeted drug delivery University; M.A., Hollins College; Ph.D., Experimental lung pathology. systems; bio-erodible polymers as drug delivery Northeastern University; Molecular aspects of Joanne M. Carroll, Associate Professor, B.S., systems. opioid receptor regulation, drug tolerance and Molloy College; M.A., CUNY, Hunter College; Lin Mantell, Associate Professor, M.D., Beijing dependence. Ph.D., CUNY; Molecular mechanisms regulat- University; Ph.D., Stony Brook University; Sabesan Yoganathan, Assistant Professor, ing gene expression in neural and endocrine Identifying and characterizing molecular and B.Sc. Chemistry: McMaster University, Canada; cells. cellular mechanisms underlying the increased Ph.D. Organic Chemistry and Chemical Biology: Joseph M. Cerreta, Associate Professor, B.S., lung injury and infection due to oxidative stress University of Alberta, Canada. M.S., Ph.D., Fordham University; Molecular biol- during oxygen therapy. S. William Zito, Professor, B.S. Phm., St. John’s ogy of connective tissue alterations in the lung. Ashley Thomas Martino, Assistant Professor, University; Ph.D., University of Connecticut; Parnali Chatterjee, Assistant Professor, B.S., B.A., California State University Northridge; Biosynthesis of pyrethrins; tissue culture as a University of Bombay, India; M.S., D.A.V. Ph.D., University of Florida; method to study drug metabolism. University, India; Ph.D., University of Louisiana. Raymond S. Ochs, Professor, B.S., Purdue Please visit the following webpage for a Zhe-Sheng Chen, Professor, M.S., Sun Yat- University; Ph.D., Indiana University; The con- complete list of our faculty, including current Sen University of Medical Sciences, P.R. China; trol of metabolic pathways by hormones and adjunct faculty. M.D., Guangdong Medical and Pharmaceutical energy supply; muscle cell culture line and College, Guangdong Province, China; Ph.D., computer modeling. Institute for Cancer Research, Kagoshima University, Japan; Cancer pharmacology and 168 College of Professional Studies

Jeffery P. Grossman, J.D. 4. Completion of the following undergraduate Interim Dean Division of Computer mathematics courses or equivalent: Ronald W. Fechter, Ph.D., Chair, Division of Science, Mathematics MTH 1008 - Matrix Methods Computer Science, Mathematics and Science MTH 1009 - Calculus I MTH 1013 - Probability and Statistics I Glenn Gerstner, M.B.A. and Sciences: Master of MTH 1014 - Probability and Statistics II Chair, Division of Sport Management Science (M.S.) in Data Richard Rex Thomas Chair, Mass Communication Mining and Predictive Degree Plan Thomas J. Ward, D.P.A. Analytics Director, Graduate Program in Criminal A. Required Courses (15 credits) Justice Leadership Program Description DS 609 Advanced Managerial Statistics 3 credits The M.S. program in Data Mining and DS 633 Applied Regression and Forecasting Predictive Analytics will combine the study of Models 3 credits Objective data mining, predictive analytics, and busi- CUS 510 Database System Design and Data ness intelligence. Predictive analytics applies Warehousing 3 credits The Graduate Division of the College of powerful statistical and data mining techniques CUS 610 Data Mining and Predictive Professional Studies is a uniquely structured unit to large data sets in order to generate use- Modeling I 3 credits within the University offering academic degree ful information, identify patterns and trends, CUS 615 Data Mining and Predictive programs in professional fields. The College is and build models to predict future events. Modeling II 3 credits committed to offering each student an edu- Applications of these techniques are now cation that prepares that individual to make transforming decision-making throughout busi- B. Choice of Two Electives (6 credits) significant contributions to society, to the local ness, government, healthcare, and academia. community and to his/her chosen profession. The demand for professionals knowledgeable CUS 625 Computer Visualization Applications The mission is accomplished by providing an in this area is projected to grow rapidly in the 3 credits education which is value-oriented and consis- coming years. CUS 630 Operations Research 3 credits tent with the historical relationship of St. John’s CUS 635 Web Data Mining 3 credits University to the Catholic community. The CUS 670 Monte Carlo Techniques 3 credits uniqueness of the College comes from its blend Admission Requirements CUS 675 Database Programming of a strong liberal arts model of education Admission to the program is contingent upon combined with a highly respected professionally an assessment of the candidate’s ability to C. Analytics Specialization (6 credits) oriented curriculum. Throughout each of the successfully pursue graduate study. This assess- college’s programs, an enriched intellectual and C1. Marketing Analytics ment will be made by examining previous academic environment is provided, enabling the MKT 508 Marketing Management academic performance, letters of recommenda- student to explore and develop an apprecia- 3 credits MKT 611 tion, the applicant’s essay, work experience, tion for truth and within which the value and Data Analysis in Marketing Research performance on standardized exams (such dignity of the human person is understood and 3 credits OR as the GRE), and any other evidence that the respected. C2. Healthcare Analytics admissions committee believes to be relevant. HCI 520 Medical and Health Informatics Applicants must submit the following evi- 3 credits dence of their ability to pursue graduate study: 1. A baccalaureate degree from a regionally HCI 525 Applied Healthcare Analytics accredited college or university. Transcripts 3 credits from each institution attended must be sub- D. Capstone Course (3 credits) mitted even if a degree was not conferred. 2. A record of scholarly achievement at the CUS 690 Applied Analytics Project 3 credits undergraduate level. Applicants are expected OR to have a 3.0 (based on a 4.0 scale) cumula- CUS 695 Software Implementation Project tive undergraduate grade point average, and 3 credits a 3.0 in their major field of study. An appli- Total: 30 credits cant whose grade point average is below 3.0 may submit an official copy of his/her GRE to support his or her application. Completion Requirements 3. Two letters of recommendation from indi- All candidates admitted to the MS in Data viduals who can comment on the applicant’s Mining and Predictive Analytics degree pro- academic abilities and potential to succeed gram of study must complete all degree in an academically rigorous graduate pro- requirements within five years of commenc- gram. At least one of these letters must be ing study and must complete the 30 credit from an instructor who has taught and eval- program with a minimum average of “B” (3.0 uated the applicant in an academic setting. GPA).

169 Course Descriptions add intelligence to web-based information which is based on integrating genetic, genom- systems in areas from business to healthcare ic, and clinical information to predict the likeli- to e-government to education. We will cover hood of disease, the course of disease, and CUS 510 Database System Design and Data concepts from data mining and text mining as response to potential treatments. We will also Warehousing they apply to the web, and discuss the use of focus on how public health data can be ana- An examination of techniques used for ontologies and semantic web languages. lyzed to reveal meaningful patterns and trends. database design, implementation, and man- Additional topics include emerging technolo- agement. Design and construction of data CUS 670 Monte Carlo Techniques gies in healthcare. warehouses, including choosing internal and Prerequisites: MTH 1010 and MTH 1014, or external data sources, determining the degree equivalent; Pre/Co-requisite: CUS 610 of granularity, selecting time spans, and choos- A study of the computational algorithms that ing how to group subjects. Introduction to data rely on repeated random sampling to compute Master of Professional­ mining, including definition, objectives, query their results. Examples of computer simulation design and analysis of query results. of physical and mathematical systems. Studies (M.P.S.) in CUS 610 Data Mining and Predictive CUS 675 Database Programming Criminal Justice Modeling I Prerequisite: CUS 1126, or equivalent; Pre/Co-requisite: CUS 510 Pre/Co-requisite: CUS 610 Leadership Serving as the foundation of predictive analyt- Development of large-scale software applica- ics, this course focuses on identifying patterns tions which are integrated with a database Program of Study and relationships in data and the creation of management system. Topics include database models to determine future behavior. Data min- programming using open architectures, stored The Graduate Division of the College of ing algorithms and techniques will be studied procedures, transaction management, web- Professional Studies offers the Master of and applied to extract valuable information based applications, and extensible markup data Professional Studies in Criminal Justice from large data sets. The process of knowledge definition and retrieval languages Leadership which prepares students for man- discovery will be covered from data collec- agement and executive positions by examin- tion and preparation to data analysis, model CUS 690 Applied Analytics Project ing critical leadership issues confronting the development, and deployment. Data mining Pre/Co-requisite: CUS 615 criminal justice system. The program employs algorithms for association, classification and Data mining and analytics techniques will be an integrative approach linking theory with prediction will be examined, along with the applied in a domain area selected by each stu- professional practice. As a result, criminal jus- development of models to predict categorical dent. Knowledge discovery and predictive ana- tice practitioners gain the advanced knowledge and continuous outcomes. lytics have become valuable across data-rich and leadership skills that are essential for exec- disciplines and fields. Students will design and utive positions in policing, courts, correctional CUS 615 Data Mining and Predictive complete a project that involves collecting data services., corporate and homeland security. Modeling II and analyzing information with the goal of Students benefit from the superb resourc- Prerequisite: CUS 610 generating useful knowledge. Domain applica- es and faculty of St. John’s University, one of As the second course in the data mining and tions may include areas such as: business and the largest Catholic universities in the U.S. predictive modeling sequence, this course management, finance and economics, medi- St. John’s has a long record of excellence in includes topics such as neural networks, data cine and healthcare, public health, marketing educating criminal justice professionals. This stream mining, time series data, web mining, and CRM, security, and social networks. distinguished record—and the University’s and sequence detection. Algorithms for com- close ties to the criminal justice community— plex data types and advanced data preparation CUS 695 Software Implementation Project add luster to this outstanding learning experi- methods will be covered. Additional topics Prerequisite: CUS 1126, or equivalent; ence. include model performance evaluation and Pre/Co-requisite: CUS 615 The master’s degree in Criminal Justice combining models to improve predictions. Data mining, web mining, and text mining methods will be applied in the context of a Leadership is a 36-credit program of study. CUS 625 Computer Visualization software system. Students will design and build Applied Research Project: Applications a working software implementation. Domain Pre/Co-requisite: CUS 610 applications may be in areas such as business The Capstone Study of computer visualization tools used to and management, finance and economics, The Capstone project is a comprehensive navigate the data analysis process in order to medicine and healthcare, social network min- analysis of a significant incident, case problem identify important informational patterns. The ing, e-government and education. or policy dilemma related to an agency with course will focus on learning how to use cur- which the student is familiar. Students are HCI 520 Medical and Health Informatics rent computer graphical methods to produce required to develop a proposal identifying the This course will focus on information technolo- visualizations that display data clearly and problem they will address, the data to be col- gies that are used to represent, transmit, and effectively. lected and analyzed, a list of viable alternatives analyze medical data and information in the and a set of evaluation criteria to be used in CUS 630 Operations Research healthcare field. Biomedical databases, clas- selecting the best course of action to resolve Pre/Co-requisite: CUS 610 sification systems for medical data, as well as the problem. The objective of The Capstone Review of probability theory; stochastic process- messaging standards utilized by healthcare sys- project is to produce a comprehensive ana- es; queueing theory; inventory theory; review tems for information exchange will be covered. of solution of systems of linear equations; linear lytical report that could be used in solving an programming; duality; assignment and trans- HCI 525 Applied Healthcare Analytics actual organizational or policy-related problem portation problems; applications of mathemati- Pre-requisite: HCI 520; in the agency considered. cal models. Pre/Co-requisite: CUS 615 Healthcare analytics involves performing Completion Requirements large-scale analytics on electronic healthcare All candidates admitted to the Master of CUS 635 Web Data Mining data to generate knowledge that will lead to Professional Studies in Criminal Justice Pre/Co-requisite: CUS 610 more efficient and effective healthcare. In this Leadership must complete the degree require- Investigation of concepts and algorithms that course, we will cover personalized medicine, ments within five years of commencing studies. 170 Students must complete the 36-credit program CJL 500 Seminar in Applied Leardership research concepts and techniques. with an average of “B” (3.0 GPA). Practices Credit: 3 semester hours. MGT 232 Organizational Behavior CJL 500 Seminar in Applied Leadership Admission Requirements MGT 280 Organizational Development Practices Applicants must submit the following evidence This course is designed to provide graduate of their ability to pursue graduate study: Course Descriptions students with the supervised observation and/ 1. A baccalaureate degree from a regionally or application of the professional practices accredited college or university CJL 101 Police Administration in the 21st of leadership. This practical perspective (field Century work), when coupled with readings and gradu- 2. A record of scholarly achievement at the This course traces the history of American ate seminars, will provide students with a rich, undergraduate level. In general, applicants policing and examines organizational models integrated understanding of the most current are expected to have an overall undergradu- used to deliver police services to communities. leadership practices. The seminar in Applied ate average of “B” (3.0/4.0). Students review the literature and research on Leardership Practices is an elective. 3. Two letters of recommendation from individ- policing in a democratic society. Credit: 3 semester hours. uals who can comment on the candidate’s Credit: 3 semester hours. academic abilities and potential to suc- CJL 501 Applied Research Project: The Capstone ceed in an academically rigorous graduate CJL 102 Critical Issues in Correctional Administration The Capstone project is a comprehensive program. An academician who has taught This course addresses the most pressing issues analysis of a significant incident, case problem and evaluated the candidate at the under- facing correctional managers and executives or policy dilemma related to an agency with graduate level should submit one of these and traces the history of correctional theories, which the criminal justice practitioner is famil- references. A supervisor or manager at the with particular emphasis placed on care, cus- iar. Credit: 3 semester hours. agency where an applicant is employed may tody and control issues. Credit: 3 semester hours. submit a letter that addresses the applicant’s leadership potential. CJL 103 the U.S. Constitution and Criminal Management Courses 4. An essay of approximately 300 words Justice Administration

describing the candidate’s reason for pursu- Students analyze landmark decisions of the MGT 232 Organizational Behavior C ollege of professio n al S tudies ing graduate study and his or her leadership U.S. Supreme Court to explore the tension Prerequisite: CJL 202. This course examines objectives must be included with the admis- between the goals of public safety and indi- the contributions of behavioral science to the sion application. vidual liberty in a democratic society, and how management process and the organization as a these competing interests currently have been social-political system. Credit: 3 semester hours. Program Requirements balanced in the U.S. Credit: 3 semester hours. Mgt 280 Organizational Development The M.P.S. in Criminal Justice Leadership is a CJL 201 Criminal Justice Policy Formation Prerequisite: MGT 232. This course examines 36-credit program that offers a comprehen- and Analysis planned change for improving the perfor- sive program of study to ensure that students This course provides an advanced examination mance of individuals, groups and organizations meet specific learning objectives. Students may of the development, implementation and eval- emphasizing the structure and behavioral fac- choose up to four courses from the “Selected uation of criminal justice policy in the United tors that interact to influence organizational Topics” offerings, which feature different top- States and elsewhere. Credit: 3 semester hours. effectiveness and productivity. ics on a number of pressing issues facing the Credit: 3 semester hours. criminal justice system. All courses in the M.P.S. CJL 202 Public Administration and the Criminal Justice Agency. Program are three-credit offerings. This course examines the field of public admin- Master of Science­ istration with specific emphasis placed on the Core Courses executive and leadership responsibilities of the (M.S.) in International criminal justice administrator. Credit: 3 semes- CJL 101 Police Administration in the 21st ter hours. Communication Century CJL 203 Ethical Issues in Criminal Justice CJL 102 Critical Issues In Correctional Administration General Requirements: Administration This course analyzes the most pressing ethi- CJL 103 U.S. Constuitution and Criminal Entrance Requirements for M.S. in cal issues facing the criminal justice executive. Justice Administration International Communication Case studies are reviewed to determine more CJL 201 Criminal Justice Policy Formation and effective integrity control policies and proce- For admission to the graduate studies program Analysis dures. Credit: 3 semester hours. in International Communication, students are CJL 202 Public Administration and the expected to have an undergraduate degree Criminal Justice Agency CJL 301 Selected Topics Series in Criminal from an accredited institution. All applications CJL 203 Ethical Issues in Criminal Justice Justice are subject to departmental review to assess Administration These courses feature an in-depth analysis of the appropriateness of the applicant; students a selected topic in criminal justice. A different Research Courses may be accepted with Special Student status, topic will be examined each semester, enabling provided that the applicants have, in the judg- CJL 401 Methods of Research in Criminal students to explore a pressing contemporary ment of the department, necessary prepara- Justice issue in criminal justice. Credit: 3 semester hours. tion to take on the graduate studies in the CJL 501 Applied Reasarch: The Capstone CJL 401 Methods of Research in Criminal International Communication program. Electives Justice CJL 301 Selected Topics in Criminal Justice I Students will be exposed to major research and II studies in policing, the courts and correc- tions, and encouraged to identify their relative strengths and weaknesses based on accepted

stjohns.edu/graduatebulletin 171 Admission M.S. in International ICM 831 International cation in selected European and developing Communication Film Studies 3 credits countries. An emphasis will be on the impact ICM 833 Political Communication 3 credits it has had on the mass media and on informa- Admission MS in International Communication ICM 840 Special Topics in tion exchange, economics and national identity. is contigent upon an assessment of the candi- International It will also examine various aspects of world date’s ability to successfully pursue graduate Communication 3 credits telecommunication and media systems from study. historical, political and legal points of view. The Ability is demonstrated by previous aca- C – ICM 850/851Thesis (6 cr.) international communications networks are far demic performance, letters of recommendation from homogeneous; they are full of contradic- and other factors that suggest academic poten- D – ICM 860 Internship (3 cr. = 150 hrs.) tions and they are subject to powerful social, tial and motivation. political, and cultural forces. Degree candidate must provide the Credit: 3 semester hours. following for admission consideration: Required Courses: ICM 802 Media and Communication 1. Evidence of a baccalaureate degree from Research Methods an accredited college or university includ- ICM 800 Theories and Processes of Research in communication is a necessary ing official transcripts from each institution Communication tool in the search for answers. This course in attended. ICM 801 International Communication mass media and communication research will 2. Two letters of recommendation from instruc- ICM 802 Media and Communication Research investigate methods used in collecting and tors/professors or other qualified individuals. Methods analyzing information and communication data, 3. Minimum GPA must be 3.0. ICM 810 Media, Communication and Public and study scientific methods of qualitative and Policy quantitative research. Students will learn to Degree Requirements: ICM 811 Media, Culture and Society critically evaluate published research, design ICM 812 International Communication and To be condidered as a degree candidate the instruments for research and exercise them Global Development student must meet the following requirements. within the classroom set up.

1. Must complete 18 credits of core required Credit: 3 semester hours. courses, and 9 electives courses Electives: 2. Must maintain a minimum of 3.0 overall ICM 820 Communication and New Media: ICM 810 Media, Communication, and Public average Building Communities Policy 3. Those opting for thesis must follow the ICM 821 International Public Relations This course will explore the role of media in guidelines in consultation with the Director ICM 822 International Advertising influencing domestic and foreign policy. We of the Program ICM 830 Crisis Communication will particularly examine the role of elite media 4. Demonstrate proficiency in a foreign lan- ICM 831 International Film Studies in initiating and shaping public discourse and guage (this requirement may be fulfilled dur- ICM 833 Political Communication public policy. We will study the processes of ing the course of studies in the program, but ICM 834 Media, Communication and Human public policy and how media mediate the out- before graduation). Rights comes of policy. We will closely examine the ICM 835 Media Governance processes and theories of public opinion and ICM 836 Global Feminism and Media persuasion. Credit: 3 semester hours. Degree Plan: ICM 837 Media, Communication and Public ICM 811 Media, Culture, and Society Diplomacy This course is an exploration of the role of A - Required Courses (18 cr.) ICM 840 (1) Special Topics: Media Strategies media in popular culture and society. The and the Politics of Peacebuilding ICM 800 Theories and Processes of media’s role in reflecting society and, in turn, ICM 840 ( 2) Special Topics: Transnational Communication 3 credits the role of society in shaping of media practice Advocacy Campaign ICM 801 International Communication will be explored. Credit: 3 semester hours. 3 credits ICM 850 Thesis I ICM 802 Media and ICM 851 Thesis II ICM 812 International Communication and Communication Research ICM 860 Internship I Global Development Methodology 3 credits ICM 861 Internship II This course will explore and propose commu- ICM 810 Media, Communication ICM 865 Independent Study nication as a vehicle for promoting justice and and Public Policy 3 credits human rights in a pluralistic society. The course ICM 811 Media, Culture and will encompass a broad range of theoretical Society 3 credits Course Descriptions and historical studies of communication, media and development. A particular attention will be ICM 812 International ICM 800 Theories and Processes of paid to the trends of globalization and econom- Communication and Communication ic upheavels. Learn the development of global Global Development 3 credits This course is designed to give the students a communication structures and world informa- working map of important theories in com- B - Electives (9 cr.) tiona and communication order; a particular munication. It will take a close, critical look focus will be paid to development media and ICM 820 Communication and at some of the most important contemporary the inter-relationship between communication New Media: Building theories of human communication, emphasiz- and development, advocacy communication, Community 3 credits ing their practical applications for society, for communication as an instrument of integration, ICM 821 International public policy, and our everyday lives. The course and to the issues of peace, war, and communi- Public Relations 3 credits has the additional pedagogic intention to help cation. Credit: 3 semester hours. ICM 822 International students preparing for thesis work and scholarly Advertising 3 credits investigation. Credit: 3 semester hours. ICM 820 Communication and New Media: ICM 830 Crisis Building Communities ICM 801 International Communication Communication 3 credits This course is designed to expore the applica- This course will focus on ideological-humanistic, tion of new and converging media, and dem- economic and political aspects of communi- onstrate through various class projects their 172 proficiency in using them comfortably and of a global consciousness through cinema and world. In our increasingly mediated societies, effectively. This course will focus on the theo- other audiovisual media. media governance challenges are constantly ries of a new media applications, and on the Credit: 3 semester hours. being debated amongst and between media creative and developmental dimensions of new industries, networks and service provides, ICM 832 Design for Print and Web in media and building community within various journalists, policy makers, and the civil society. Global Media cultural contexts. Credit: 3 semester hours. Credit: 3 semester hours. This course exposes students to concepts and ICM 821 International Public Relations procedures in preparing art and designs for ICM 836 Global Feminism and Media An interdisciplinary approach will draw case professional printing and Web design and An examination of the various ways feminism is studies from a range of study, including inter- development. Topics will include layout, file defined and used in the construction of media national public relations, integrated marketing preparation, color selection, digital proofing representations of women. Contemporary cul- communication (international advertising), inter- and output, and print technology. The course tural theories of representation and tools for national social marketing, development and focuses on effective print design, planning a creating critical cultural analysis are reviewed participatory communication, public diplomacy publications program, budgeting and work- with the focus not only on how women have and propaganda, international non-govern- ing with printers and suppliers. This course been represented by others across cultures, mental organizations (NGOs), and international also features instruction in the principles and but also on how women, in more recent years, responses to humanitarian crisis. Credit: 3 techniques of web page creation and design. have been choosing to influence the means of semester hours. Students will review current designers’ solutions representation. Credit: 3 semester hours. to complex media projects and pursue their ICM 822 International Advertising ICM 837 Media, Communication and Public own direction, with an emphasis on innovation. This course focuses on the basic principles Diplomacy Individual projects are created dealing with fun- of international marketing communication in In the media-centric world public diplomacy damental aspects of design. the 21st century with an emphasis on global is gaining greater significance. In this course Credit: 3 semester hours. advertising. These principles will include global students will examine, and study very closely versus local creative strategies and executions, ICM 833 Political Communication the role of transnational news and media international media opportunities, and global This course reviews major areas of research diplomacy, how media channels are used and research methods. The course does not provide in political communication, and how various the outcomes in matters of public diplomacy, a country-by-country analysis of the global mar- forms of media shape civic life, elections, and and how this in turn impacts the nation-state’s C ollege of professio n al S tudies ketplace. Given how quickly our world changes, policy decisions. It will also study how citizens, efforts in diplomacy. We will examine media as this would be a futile effort. Rather, it equips journalists, and elected officials make sense of vehicles for public and cultural diplomacy, or the student with an understanding of the basic an use political messages, and examine how soft power, in world of politics, how the line principles of global marketing and advertising, news, advertising, and entertainment media between state-diplomacy and public diplomacy including the differing cultural, economic, and shape perceptions, emotions, and behavior, is increasingly blurred. Credit: 3 semester hours. political factors that have an impact on inter- how micro-targeting are ether complementing ICM 840 Special Topics in International national marketing communications. Credit: 3 or replacing campaign activities and mobiliza- Communication semester hours. tion efforts. Credit: 3 semester hours. This course will address topical issues and will be organized in seminar form. Guest speakers ICM 830 Crisis Communication ICM 834 Media, Communication and with expertise in various areas of international Crisis communication is an advanced level of Human Rights communication may be invited to address stu- public relations course. In view of the fact that This course will provide a thorough background dents. Credit: 3 semester hours. crises are becoming more and more frequent, for understanding how “human rights” can Credit: 3 semester hours. there is a need to understand crisis commu- be used as an objective conceptual framework nication from an academic and practitioner regardless of one’s political or social persua- point-of¬view. The purpose of this course is to sions, and closely examine the critical role in develop a theoretical conceptualization of the shaping the internationalization of human Master of Professional process of crisis communication and an under- rights. The focus will be on the successful and standing of crisis communication practices. It unsuccessful combinations to provoke and sus- Studies (M.P.S.) in focuses on the issues relevant to the planning, tain tangible respect for human rights. development and execution of crisis communi- Credit: 3 semester hours. cations programs for businesses, governments, Sport Management organizations and with stakeholders during a ICM 835 Media Governance crisis. A particular emphasis will be placed on This course is designed to give the students a Objective covering the advent of new media technolo- thorough understanding of the concept, stake- New York City is called “the sports capital of gies, the rise of consumer power, the growing holders in, and international practices of, media the world.” A St. John’s graduate degree in development of international public relations, governance. A concept that used to refer to sport management offers students in this large and the need for an audience orientation to media and communication policies, as well as metropolitan sport community an opportunity studying and practicing crisis communication. to self-regulation of media organizations, is to pursue advanced education in this field. Credit: 3 semester hours. in the digital era used to discuss a variety of The coaching and international specializations contested issues regarding media technologies, serve both college graduates who wish to pur- ICM 831 International Film Studies media and communications businesses, and sue careers in sport management and current A chronological review of the development consumption practices. In addition, questions practitioners who wish to enhance their knowl- of international cinema as an answer to the of governance are increasingly international edge and skills. The program provides access Hollywood industry—decade by decade, for and even global. Challenges such as privacy, to education in coaching/administration and more than 100 years. Students learn critical intellectual property rights, cross—media own- sport management founded on Vincentian prin- and technical vocabulary of the subject and ership, and freedom of expression no longer ciples of ethics and social justice. Professionals study important films in weekly screenings. The pertain to individual governments, but re-define grounded in these principles can have a positive course combines readings in theories of global- business practices, challenge marketing and PR effect on the climate of sport, both amateur ization and cosmopolitanism of international efforts, transform the nature of journalism, and and professional. cinema with case studies about the formation impact everyday lives of citizens all around the stjohns.edu/graduatebulletin 173 Program of Study strengths and weaknesses, to apply learned Or theory to practical situations, and to gain an SPG 510 internship (6 credits) The 39-credit program curriculum is based on appreciation of the role, duties, responsibilities, the guidelines of the Commission on Sport and nature of the work that has been chosen Management Accreditation (COSMA) and the as a career. Admission Requirements National Council for Accreditation of Coaching It is expected that students specializing Education (NCACE). Specializations are avail- Admission to the program contingent upon in coaching leadership will pursue internship able in the international dimensions of sport an assessment of the candidate’s ability to opportunities that include a coaching com- and coaching leadership. Students must com- successfully pursue graduate study. This assess- ponent in their daily activities as an intern. To plete either an internship or a master’s thesis ment will be made by examining previous the extent practical, students specializing in to complete their program of study. academic performance, letters of recommenda- the international dimensions of sport should tion, the applicant’s essay, work experience, Coaching Leadership pursue internship opportunities that include an performance on standardized exams (such as Specialization exposure to international business as part of the GRE or GMAT), and any other evidence their internship activities. that the admissions committee believes to be This specialization meets the demand for relevant. professionally trained coaches and program Thesis Option Applicants must submit the following for administrators of school-based sport at all Students who choose not to do a graduate admission consideration: educational levels, as well as positions in internship are required to write a master’s 1. Evidence of the conferral of a baccalaureate league and community–centered programs. thesis as a requirement for the conferral of degree from a regionally accredited college Well trained, ethically grounded profession- the MPS in Sports Management degree. The or university. Transcripts from each institu- als in these areas are increasingly important proposal, data collection, and final draft will tion attended must be submitted even if a for the physical and emotional well being of be prepared under the supervision of a mem- degree was not conferred. Applicants are young athletes. Graduates with the coaching ber of the sport management faculty and expected to have an overall undergraduate leadership specialization are well equipped for must conform to the style guidelines of the average of at least 3.0 (B) on a 4.0 scale. careers in both educational and professional American Psychological Association and the St. 2. Two letters of recommendation from indi- sport areas. John’s University Libraries. The master’s thesis viduals who can comment on the applicant’s International Dimensions of Sport is expected to offer evidence of sound research academic abilities and potential to succeed and adequate treatment of well-defined subject. in an academically rigorous graduate pro- Specialization gram. At least one of these letters must be This specialization is designed to meet the need Completion Requirements from an instructor who has taught and eval- for managers in the increasingly complex global All candidates admitted to the MPS in Sport uated the applicant in an academic setting. sport industry which extends well beyond the Management degree program must complete 3. An essay of approximately 300 words Olympics, Grand Slam tennis and World Cup all degree requirements (including the intern- describing the applicant’s reason for pursu- soccer. Not only do individual college and pro- ship or thesis) within five years of commencing ing graduate study and his or her leadership fessional athletes participate in sport outside study and must complete the 39-credit pro- objectives. their home countries, but also, many American gram with a minimum average of “B” The GRE or GMAT is not required to be college and professional teams compete with (3.0 GPA). considered for admission, but the admissions teams throughout the globe. Graduates with a committee will consider scores on standardized specialization in the international dimensions of Common Core: 21 Credits exams if they are submitted with the applica- sport are prepared to meet the needs of both SPG 301 Strategic Sport Management tion. The admissions committee may request national and international sport organizations. SPG 302 Strategic Communication in Sport to interview the applicant either in person or SPG 303 Information Management in Sport by telephone. The final approval of admission Electronic Portfolio SPG 304 Philosophy, Principles, and will rest with the graduate admissions commit- Students compile an e-portfolio throughout Leadership in Sport tee of the Division of Hospitality, Tourism, and the program as evidence of their developing SPG 305 Ethical and Legal Aspects of Sport Sport Management. mastery of the subject matter. These portfolios SPG 306 Financial Perspectives in Sport include completed coursework as well as stu- SPG 401 Research Methods in Sport dents’ reflections on what they have learned Course Descriptions and how it will help in their career. Portfolios Specialization: 9 Credits SPG 301 Strategic Sport Management can also be used as an “electronic resume” SPG 307 Social/Psychological Aspects of Sport Critical analysis of strategic management when students begin their job search. SPG 308 Sport Science: Coaching for Optimal theory as it relates to sporting organizations. Performance Key elements include the role of the general Internship SPG 309 Sport Science: Techniques and manager, strategy formation, environmental The sport management internship is an in- Analysis analysis, and strategic implementation within depth field experience in which students work SPG 310 Event and Venue Administration: the sport setting. Case studies representing more than 400 hours in a professional setting. International Perspectives the globalization of the sport industry are The internship experience provides the stu- SPG 311 Sport Marketing: International examined. Cooperative analysis of managing dent with some practical experience needed Perspectives sport activities in the EU and selected nations, for success in the competitive job market. SPG 313 Power, Politics, and International e.g., Australia, Japan, China and Canada. The Understanding that many of the applications Sport Governance E-portfolio is introduced in this course. Credit: of sport management are service-oriented SPG 402 Special Topics in Sport Management 3 semester hours. professions, serving various clients, learning is enhanced by the opportunities for hands- Capstone: 9 Credits SPG 302 Strategic Communication in Sport on experience and maximized when qualified SPG 312 Seminar in Sport Management This course focuses on the symbiotic relation- professionals provide supervision. The intern- And ship between sport media and the sport indus- ship experience is also designed to allow the SPG 502 Thesis I try. Students will analyze and discuss key public student to grow professionally, to identify SPG 503 Thesis II relations concepts, strategies and best practices 174 in the sport industry. Credit: 3 semester hours. tioning of athletes. Credit: 3 semester hours. SPG 402 Special Topics in Sport This course offers a concentrated focus on a SPG 303 Information Management in Sport SPG 309 Sport Science: Techniques and selected topic in sport management. This course explores the use of networked Analysis Credit: 3 semester hours. information discovery and retrieval for profes- This course studies the techniques, skills, and sional problem solving. Technology’s impact, methods of coaching, officiating and participat- SPG 500 – Internship both local and global, on sport management is ing in various sports. The course will study the Prerequisites: Completion of all core courses also explored. The moral and ethical dimensions growth and development of the athlete, ana- and the permission of the Program Director. that should control dissemination of illegal and tomical and mechanical principles of sport, and The internship provides students with in-depth harmful content are also examined. the learning of specialized motor skills. experience in a sport management work set- Credit: 3 semester hours. Credit: 3 semester hours. ting. Management practices will be applied to enhance the students’ network and job place- SPG 304 Philosophy, Principles, and SPG 310 Event/Sport Venue Administration: ment opportunities. A member of the faculty Leadership in Sport International Perspectives completes final agreements and arrangements. This course will examine the basic philosophy This course examines the management of Credit: 3 semester hours. and principles of sport leadership in a variety of sports facilities. Topics include financial settings. Topics discussed include legal issues, management of sport facilities, scheduling SPG 502 Thesis I functions of sport organizations, administrative events, event production, human resource Prerequisites: SPG 401 and permission of the duties, personal standards for administrators management, and merchandising. A particular Program Director. Supervised research lead- and coaches, public relations and safety proce- emphasis is on international event and facil- ing to the preparation and completion of a dures. Specific attention will be given to regula- ity management. Cooperative analysis of the master’s thesis in partial fulfillment of the MPS tions and policies at each level of sport. administration of sport venues in the EU and in Sport Management degree requirements. Credit: 3 semester hours. selected nations such as Australia, Japan, China Credit: 3 semester hours. and Canada. Credit: 3 semester hours. SPG 305 Ethical and Legal Aspects of Sport SPG 503 Thesis II Students will examine the legal and practical SPG 311 Sport Marketing: International Prerequisites: SPG 502 and permission of the problems facing directors and industry execu- Perspectives Program Director. Supervised research leading tives in franchised, leagues, associations, and The concepts and processes of successful tothe preparation and completion of a master’s C ollege of professio n al S tudies school-based programs. This course analyzes international marketing of sport programs and thesis in partial fulfillment of the MPS in Sport sport related tort law, criminal law, contract events are discussed in this course. Special Management degree requirements. law, constitutional law, and labor law. Other emphasis is placed on the application of sport Credit: 3 semester hours. topics include liability, methods of limiting marketing principles to all levels of sport orga- exposure, and risk management techniques. nizations. Cooperative analysis of sport market- SPG 510 Internship Prerequisites: Completion of all core courses Moral and ethical development theories are ing in the EU and selected nations, e.g., and the permission of the Program Director. also discussed along with models of ethical Australia, Japan, China and Canada. Students The internship provides students with in-depth analysis and situational analysis. are required to complete an international sport experience in a sport management work Credit: 3 semester hours. marketing research project, and write an inter- national sport marketing proposal. setting. Management practices will be applied SPG 306 Financial Perspectives in Sport Credit: 3 semester hours. to enhance the students’ network and job Financial management and budgetary com- placement opportunities. A member of the fac- ponents of the sport industry are analyzed. SPG 312 Seminar in Sport Management ulty completes final agreements and arrange- Students will explore strategies for successful Prerequisite: Completion of all core courses. ments. Credit: 6 semester hours. international sport financial management. Usually taken in the last semester of study, the Topics include economic issues affecting sport seminar is the capstone course in the gradu- stjohns.edu/about/student-consumer- and leisure, various revenue sources, income ate sport management program. The course information and expenditure factors, and the various types integrates material from previous courses and of budgets available to administrators. Specific requires each student to prepare a comprehen- applications to educational, professional, and sive analysis of a significant case, problem, or commercial sport are presented, International policy dilemma in sport management. perspectives will be discussed in each topic area Credit: 3 semester hours. along with case studies. Credit: 3 semester hours. SPG 313 Power, Politics, and International Sport Governance SPG 307 Social/Psychological Aspects The theoretical framework of organizational of Sport governance is applied to analyze the power, Students study the structure and function of political influence, and policy making processes sport, and the effects of psychosocial states on of global sport governing bodies. the participant. Topics include socio-cultural Credit: 3 semester hours. phenomena and their influences on sport. Credit: 3 semester hours. SPG 401 Research Methods in Sport SPG 308 Sport Science: Coaching for This course will enable students to more fully Optimal Performance understand specific research methods. Students This course introduces selected principles of critically examine published studies and learn biology, anatomy, physiology, kinesiology, bio- to appreciate research as a professional tool for mechanics, psychology, and sociology related sport managers. Students will address a sport to coaching effectiveness. Applications of these management problem using the Comparative areas will be discussed as they relate to human Analysis Decision-Making Model (CADMM). growth and development, safety, first aid, care Credit: 3 semester hours. and prevention of injuries, training and condi-

stjohns.edu/graduatebulletin 175 Faculty

Howard Abadinsky, Professor of Criminal Glenn Gerstner, Associate Professor of Sharon Norton, Associate Professor of Legal Justice, B.A., City University of New York, Sport Management, Chair, Division of Sport Studies, B.A., University of Dayton; J.D., Queens College; M.S.W., Fordham University; Management, B.S., St. John’s University; St. John’s University School of Law. Ph.D., New York University. M.B.A., Hofstra University. John Otero, Associate Professor of Computer Kara Alaimo, Assistant Professor, M.A., City Louis J. Gesualdi, Associate Professor of Science, Director of Cyber Security Systems, University of New York, International Public Sport Management and Chair, Division of B.F.S., SUNY; M.A., Seton Hall University. Relations, Crisis Communication. Sport Management, B.A., B.S., University of Angelo Pisani, Associate Professor of Criminal Connecticut; M.A., St. John’s University; Ph.D., Alla Baeva, Associate Professor, MFA, Florida Justice, B.A., M.A., City University of New Fordham University. State University, International Film Studies. York, John Jay College of Criminal Justice; Ph.D Carmine P. Gibaldi, Associate Professor of City University of New York. Joyce Boland- DeVito, Professor Business Management, B.A., M.B.A., St. John’s University; Law, B.S., St. John’s University; J.D., Fordham James Rhoads, Adjunct Assistant of Criminal M.A., M.Ed., Ed.D., Columbia University. University; M.B.A., Hofstra University. Justice, B.S., New York Institute of Technology; Deborah Greh, Professor, Ed.D., Columbia M.P.S., St. John’s University. Anthony Borgese, Adjunct Associate University, Design for Print and Web in Global Professor of Sport Management, B.A., Brooklyn Robert Romano, Adjunct Associate Professor Media. College, M.B.A., Baruch College, D.S.M., of Sport Management, B.S., Southern United States Sports Academy. Jeffrey Grossmann, Assistant Professor of Connecticut State University; M.S., Columbia Criminal Justice, B.S. St. John’s University; J.D., University; J.D., Loyola University. Keith Carrington, Chair, Division of Criminal Touro Law Center. Justice & Legal Studies, Associate Professor of Antoinette Collarini Schlossberg, Associate Criminal Justice, B.A./M.P.A., City University of New David P. Hedlund, Assistant Professor of Professor of Criminal Justice, B.A., Fordham York, John Jay College of Criminal Justice;, Ph.D., Sport Management and Director, Graduate University; M.S., City University of New York, Rutgers, The State University of New Jersey. Sport Management Program, B.A., St. Olaf Hunter College; M.Phil., Ph.D., Columbia College, M.P.A., Fairleigh Dickinson University, University. Judith Cramer, Associate Professor, Ph.D., Ph.D., Florida State University. Union Institute and University, Theories and Harvey Schlossberg, Associate Professor Processes of Communication, Media and Oscar Holt III, Associate Professor of Criminal of Criminal Justice, B.S., CUNY, Brooklyn Gender Issues. Justice and Paralegal Studies, B.A., M.S., J.D., College; M.S., Long Island University; Ph.D., St. John’s University. Yeshiva University, Ferkauf Graduate School of Thomas C. Creelman, Adjunct Associate Humanities. Professor of Criminal Justice, B.A., M.P.A., Emese Ivan, Assistant Professor of Sport M.A., City University of New York, John Jay Management, B.A., M.A., University of Business Christina Schweikert, Assistant Professor of College; M.P.S., Long Island University at C.W. Post. and Governance (Budapest); M.S., Purdue Computer Science, B.S., Fordham University, University; Ph.D., University of Western Ontario. M.S., New York Institute of Technology; Ph.D., Joan E. DeBello, Associate Professor of CUNY Graduate Center. Computer Science and Mathematics, B.S., M.A., Thomas M. Kitts, Chair, Division of English St. John’s University; Ed.D. Columbia University. and Speech; Professor of English, B.A., Richard Scorce, Assistant Professor of St. John’s University; M.A., Ph.D., New York Computer Science, B.A., Fordham University; Theresa M. DiBartolo, Associate Professor of University. M.A., CUNY, Brooklyn College. Mathematics, B.A., CUNY, Queens; M.A., C.W. Post College; Ed.D., Columbia University. John Koster, Associate Professor, Ph.D., Frank Servas, Jr., Director of Student Hofstra University, Research Methods, Statistics. Advisement and Program Review, Associate Philip DiBlasi, Adjunct Instructor of Criminal Professor of Mathematics and Computer Justice; B.S., City University of New York, John Brook Lauro, Associate Professor of Biology, Science, B.S., Pratt Institute; M.A., M.Phil., Jay College of Criminal Justice; M.P.S., B.S., M.S., Rutgers University; Ph.D., CUNY, Columbia University. St. John’s University. Queens College. Ronald Sklar, Associate Professor of Compute Robert Dranoff, Adjunct Associate Professor Katie Lebel, Assistant Professor of Sport Science and Mathematics, B.A., CUNY, Queens of Sport Management, B.S., M.S., St. John’s Management, B.A., St. John’s University, M.A., College; M.S., University of Connecticut; Ed.D., University; Ed.D., Dowling College. Ph.D., University of Western Ontario. Andrea Licari, Professor of Management, Columbia University; M.S., Polytechnic Institute Guy Evans, Adjunct Assistant Professor of of New York. Sport Management, B.S., M.S., University of B.S., M.B.A., St. John’s University, D.P.S., Pace James Swike, Adjunct Instructor of Sport Worcester (U.K.). University, International Advertising. Ying Liu, Assistant Professor of Computer Management, B.S., Dowling College, M.A., Simin Farkhondeh, Assistant Professor, MFA, St. John’s University. City University of NY, Media and Culture. Science, B.S., Nanjing University; M.S., M.B.A., Ph.D., Georgia Institute of Technology. Heidi H. Sung, Associate Professor of Ronald W. Fechter, Chair, Division of Hospitality Management, B.A., Yonsei Computer Science, Mathematics and Science; Antonio Lodato, Assistant Dean, Adjunct Assistant Professor of Criminal Justice, B.B.A., University; M.S., Purdue University; Ph.D., Associate Professor of Mathematics and Purdue University. Computer Science, B.S., CUNY; M.S., M.A., City University of New York, Baruch College; Mark Tannian, Assistant Professor of Ph.D., New York University. M.P.S., St. John’s University. Computer Science, B.E.E., University of Maura C. Flannery, Professor of Biology, B.S., James Luongo, Adjunct Associate Professor of Criminal Justice, B.S., St. John’s University; Delaware, M.S.E.E., George Washington Marymount Manhattan College; M.S., Boston University, Ph.D., Iowa State University. College; Ph.D., New York University. M.S., New York University. Susan Lushing, Associate Professor of Ellen Tufano, Associate Dean and Associate Carol A. Fletcher, Associate Professor of Sport Professor of Computer Science and Mathematics, Management, B.S., Edinboro University; M.S., Criminal Justice and Paralegal Studies, B.A., Cornell University; J.D., New York University. B.S., St. John’s University; M.S., Polytechnic California Polytechnic State University, San Luis University, Ph.D., Long Island University. Obispo; Ph.D., University of Connecticut. Bonnie K. MacKellar, Associate Professor Thomas J. Ward, Associate Professor of Almerinda Forte, Chair, Division of of Computer Science, B.S., Boston University; M.S., Ph.D., University of Connecticute. Criminal Justice and Director, Graduate Administration and Economics and Associate Program in Criminal Justice Leadership, B.S., Professor of Management, B.S., M.B.A., Basilio G. Monteiro, Chair, Division of Mass M.A., City University of New York, John St. John’s University; Ph.D., New York University. Communication, Associate Professor, Ph.D., Jay College of Criminal Justice; D.P.A. Nova Julie Freudenheim, Adjunct Assistant Union Institute and University, International Southeastern University. Professor of Criminal Justice, B.A., St. Lawrence Communication, Media and Global Development, Media and Public Policy, Media Michael J. Zanca, Adjunct Instructor of Sport University; M.A., State University of New York Management, B.S., University of California at at Albany; J.D., University at Buffalo. and Human Rights. 176 Los Angeles, M.S., New York University.

176 General Information

Administration Mark Meng, Associate Professor, Director, University Libraries Staten Island Library, B.A., Chongquing Dermot Cooper, University Records Manager, The St. John’s University Libraries engage in the Architectural Engineering Institute, People’s B.A., City College of the City University of New teaching and learning processes by providing Republic of China; M.L.S., Ph.D., Rutgers York; M.L.S., St. John’s University. information resources, instructional services University. Shilpa Karnik, Assistant Director, eServices, and other support in the most effective for- Andrzej Sankowski, Associate Professor and B.S., Parle College (Bombay, India); B.S., M.L.S., mats for University programs and student and Director of Collections and Information St. John’s University. faculty research. Major libraries on three cam- Management, L.L.M., Jagiellonian University, puses (Queens, Staten Island and Manhattan) Theresa M. Maylone, Dean of Libraries and Poland; M.L.S., Columbia University; M.A., support additional collections at the Rome and University Librarian, B.A., Syracuse University; Queens College of the City University of Oakdale Campuses. St. John’s University School M.S., Pratt Institute. New York. of Law separately maintains the Rittenberg Law Ismael Rivera-Sierra, Director, Davis Library, Kathryn Shaughnessy, Associate Professor, Library on the Queens campus. Together these B.S. Agricultural Economics, University of B.A., Loyola College; M.A. Fordham; M.L.S., libraries contain the equivalent of nearly 1 mil- Puerto Rico, Mayagüez Campus; M.S. Library St. John’s University. lion volumes (books, periodicals, government Science, Florida State University. Victoria Tamborrino, Associate Professor, publications, digital and other media materials) Blythe E. Roveland-Brenton, Associate B.S., M.S., M.L.S., St. John’s University. which support the undergraduate and gradu- University Librarian for Collections and Anthony Todman, Associate Professor, B.S., ate programs of the University. Cultural and University Archivist, B.A., Binghamton Boston University; M.L.S., Pratt Institute; M.S., recreational materials are also available. University; M.L.S., St. John’s University; M.A., Iona College. Ph.D., University of Massachusetts-Amherst. Ben Turner, Associate Professor, B.A., The Main Library, renovated in 2008, Richard E. Waller, Web Librarian, Davis Concordia University; M.L.S., University of is a selective depository for United States Library, B.S. Virginia Commonwealth University; British Columbia; M.A., Hunter College of the government documents, and houses M.S.L.S., Columbia University. Special Collections, the University Archives, City University of New York. Maureen B. Weicher, Electronic Resources Instructional Materials and Media Centers, and Tian Xiao Zhang, Associate Professor, B.A., Librarian, B.A., Barnard College; M.S., Baruch Hunan Normal University; M.A., Fordham a teaching technology center. The Main Library College of the City University of New York; University; M.L.S., St. John’s University. also oversees the Chin Ying Asian Library locat- M.L.I.S., Pratt Institute. ed in the Sun Yat Sen Center building. Law Library Faculty The Loretto Memorial Library on the Staten Island campus houses over 130,000 volumes, a Muhammed Billah, Associate Professor, Administration digital teaching lab, and collaborative learning B.S., Diploma in LIS, M.A. in Library Science, Martin Cerjan, B.A., University of Michigan, University of Dhaka; M.L.S., St. John’s space. Ann Arbor; J.D., M.S.L.S., University of North University; M.A., Queens College of the City Carolina at Chapel Hill. Associate Dean for University of New York. The Davis Library on the Manhattan campus Library and Technology Services. is internationally recognized as one of the fin- Cynthia D. Chambers, Associate Professor and Head of Information Management, B.A., Joseph Hinger, B.A., M.L.S., University of est collections of contemporary and historical Pittsburgh. Associate Director for Technical insurance and risk management materials. Capital University, Ohio; M.L.S., Kent State University; M.T.S., Trinity Lutheran Seminary. Services. The Libraries provide onsite access to study Lois Cherepon, Associate Professor (Staten Barbara G. Traub, B.A., J.D., SUNY, Buffalo; space and to books and journals in traditional Island), B.A., Rutgers College; M.A., State M.L.S., Long Island University. Head of formats. Ever increasing numbers of digital University of New York at Binghamton; M.L.S., Reference and Instructional Services. Rutgers University. resources, including e-books and mobile appli- Professional Staff cations, are available locally and remotely to Anna M. Donnelly, Associate Professor, B.A., authenticated University users, including those St. John’s University; M.S., Columbia University; Astrid Emel, B.A., M.L.S., St. John’s University. at our global campuses and in our online learn- M.A., New York University. Senior Circulation Librarian. ing programs. On campus and virtually, subject Caroline Fuchs, Associate Professor, B.A., Rosemary LaSala, B.A., M.L.S., St. John’s specialist librarians provide discipline specific M.A. (English), M.A. (History), Queens College University. Reference/Government Collections research support and instruction appropriate of the City University of New York; M.L.S., Librarian. to graduate study. Cooperative arrangements St. John’s University. William Manz, A.B., College of the Holy with other libraries guarantee regional, national Lucy Heckman, Associate Professor and Head Cross; M.A., Northwestern University; and international access to materials. of Reference, B.A., M.L.S., St. John’s University; M.L.S., Long Island University; J.D., St. John’s M.B.A., Adelphi University. University. Senior Research Librarian. Ann M. Jusino, Associate Professor, B.A. Antonio Ramirez, LL.B, Universidad Catolica Villanova University; M.L.S., Rutgers University; Andres Bello; J.D., Duke University; M.L.S., M.A. College of Staten Island. St. John’s University. Reference Librarian. William Keogan, Associate Professor, B.A., Allan Ryan, B.A., Providence College; M.L.S., M.A., Queens College of the City University of Queens College; M.A.L.S., St. John’s University. New York; M.L.S., St. John’s University. Assistant Director of Technical Services. P. Charles Livermore, Associate Professor, Arundhati Satkalmi, B.S., M.S., University B.A., College of Wooster, Ohio; M.L.S., of Poona, India; M.L.S., St. John’s University; Columbia University; M.B.A., Rutgers M.A., St. John’s University. Senior Research University. Librarian. Andrea C. McElrath, Associate Professor (Staten Island), B.S., Western Connecticut State University; M.L.S., Southern Connecticut State University; M.A.L.S., City University of New York, Staten Island. stjohns.edu/graduatebulletin 177 located at stjohns.edu/about/ All documentation will be kept Academic Service- administrative-offices/operations/division- confidential in accordance with legal Learning student-affairs/student-handbook/chapter- requirements and should be submitted 6-policies-and-procedures. directly to: As an added means of fulfilling its Mission FERPA provides that “Directory Information” Queens Campus The Office of Academic Service-Learning may be released to any person without the Dorothy Schmitt (AS-L) was founded in 1995. It is now a part written consent of the student, unless the stu- Associate Director of the Vincentian Institute for Social Action dent has requested that such information not Office of Disability Services (VISA). VISA was launched by the University be disclosed.For further information Marillac Hall, Room 134 to more visibly embed St. John’s Catholic go to stjohns.edu/about/administrative- Tel (718) 990-6867 and Vincentian mission into the educational offices/operations/division-student-affairs/ Fax (718) 990-2609 experience of its students. VISA provides an student-handbook /chapter- organizational focus for a variety of new and 6-policies-and-procedures. Staten Island Campus ongoing programs through which faculty and Erin Ryan students can work together to explore the Associate Director causes of and develop solutions for poverty Guidelines Determining Center for Counseling and Consultation and social injustice throughout the world. Eligibility for Students Flynn Hall, Room 115 Using Academic Service-Learning, faculty Tel (718) 390-4425 engage students in serving in the community with Disabilities Fax (718) 390-4036 to fulfill the learning goals and objectives of their courses. The service is used as a means • St. John’s University students requesting for students to better understand course con- accommodations for a disability must pres- Campus Security cepts. Reflection activities tie together what ent documentation of the disability to the Report/Missing is learned in the classroom to the service per- Student Life Administrator on the appropri- formed in the community. While reflecting on ate campus for verification of eligibility. Persons Procedures/Fire their service experience, students are also able • The evaluation must have been completed Prevention to gain insight into how their service in the by a qualified, certified and/or licensed pro- Statistics are available for the present year and community fulfills the St. John’s mission as a fessional (physician, health care provider, previous years concerning crimes that occurred Catholic and Vincentian university. psychologist/psychiatrist) who has experience on campus, in or on non-campus buildings or Academic Service-Learning can be incor- with an adolescent and adult population. The property, public property, or residence halls. porated in both graduate and undergraduate professional’s credentials must appear on the courses across all disciplines and at all cam- documentation and the documentation must You can view the University’s campus crime puses, as well as in courses taught globally and be dated within three years of the request statistics at stjohns.edu/sites/default/files/ online. For further information on Academic for accommodation. documents/admission/m1-8660_pub- Service-Learning contact Lynn Stravino, lic_safety_2013_report_.pdf. This informa- Director, at (718) 990-7902 or stravinl@ • The Evaluator must include in the test report tion is also available from the United States stjohns.edu. evidence that instruments selected are reli- able and valid for use with an adolescent or Department of Education online at ope. Student Consumer adult. Documentation of impairment alone ed.gov/security. If you have any questions or may not be sufficient to require that the require additional information, please contact Information student be provided a reasonable accom- Public Safety at The following is a summary of the Student modation. It must be demonstrated that the 718-990-6281. Consumer Information that is available to impairment rises to the level of a disability students. Please refer to stjohns.edu/policies according to the Americans with Disabilities Procedures for reporting a missing student for additional and the most up to date student Act. For example, the impairment must sub- are available stjohns.edu/sites/default/ consumer information. stantially limit or restrict a major life activity files/documents/admission/m1-8660_pub- as compared to the average person in the lic_safety_2013_report_.pdf. Printed copies general population. of the statistics and missing person procedures Family Educational Rights are available upon request from Public Safety and Privacy Act (FERPA) • The Student Life Administrator will review at 718-990-6281. the documentation and the request for The Family Educational Rights and Privacy Act accommodation will be determined. When Information on fire safety policies is located at (FERPA) affords students certain rights with necessary, specific academic units will be stjohns.edu/about/administrative-offices/ respect to their educational records. They consulted regarding the accommodation operations/environmental-health-safety/ include the right to: (1) inspect and review requested. If the presented documenta- fire-safety. educational records; (2) request an amendment tion is sufficient the student will meet with to these records; (3) consent to disclosures the Student Life Administrator regarding of personally identifiable information in these appropriate accommodations at St. John’s records; (4) restrict disclosure of information University. designated as directory information that • A student having dissatisfaction with the may be released without consent of the decision for accommodation granted, has student; and (5) file a complaint with the U.S. the right to appeal the decision in accor- Department of Education for alleged failure dance with the University’s “Policy Against by St. John’s University to comply with FERPA Discrimination and Sexual Harassment and requirements. Information regarding FERPA is Related Grievance Procedures.” • The Student Life Administrator may be con- tacted regarding specific documentation required or for explanation of this policy. 178 Graduation Rates Retention Rates Other General Seventy-nine percent of all Associate, Student Right to Know/ Completion Baccalaureate and Pharm.D. seeking fresh- Institutional Information and Graduation Rates men who entered in Fall 2012 returned in Fall St. John’s University Alcohol and 2013. Eighty percent of Baccalaureate and Drug Policy GRADUATION RATES All* Baccalaureate/ Pharm.D. first-time degree seeking freshmen WITHIN 150% of nor- PharmD who entered in the Fall 2012 returned in the stjohns.edu/drug-alcohol-policy Fall 2013. mal time – Fall 2007 Seeking Placement Rates Full-time cohort Students Student Body Diversity (Full-time For detailed information on placement rates, Overall 56% 55% Undergraduates – Fall 2013) please visit: stjohns.edu/policies Gender: Gender: Financial Aid Male 52% 51% • 45% Male For additional information on Financial Aid Female 59% 59% • 55% Female Ethnicity offered at St. John’s University, please refer to Ethnicity: • 15% Black the Financial Aid section of this bulletin or visit- www.stjohns.edu/services/financial Black 53% 53% • 16% Asian • 16% Hispanic Asian Vaccination Policy 62% 62% • 40% White Hispanic 50% 50% • 1% Native Hawaiian or Other Pacific St. John’s University’s policy on vaccinations Islander can be found at White 60% 60% • 3% Two or More Races stjohns.edu/healthservices Non-Resident 56% 56% • 4% Non-Resident (International) Voter Registration • 5% Unknown Unknown 47% 47% St. John’s University makes voter registration 44% of this population were Federal Pell forms available to their students at locations By Aid Grant Recipients throughout the University. Additional informa- Recipients of 56% 56% tion and links to registration forms can also Federal Pell Grant Teacher Education Preparation Programs be found at stjohns.edu/academics/office- Recipients of a registrar/voter-registrationj subsidized Stafford Our teacher preparation program is approved 53% 53% Loan who did not by the New York State Education Department receive a Pell Grant and is accredited by the Teacher Education Officers of Administration Accreditation Council (TEAC). Students who did Conrado M. Gempesaw, Ph.D., B.A., Ateneo not receive either A student spends an average of 28 hours a de Davao University; M.S., West Virginia a Pell Grant or a 57% 57% week student teaching depending on the pro- University; Ph.D., Pennsylvania State University; subsidized Stafford gram. The most current pass rates are available President Loan at https://title2.ed.gov/View.asp Bernard M. Tracey, C.M., B.A., St. John’s 4 yr. Average 57% 59% Copyright Infringement Policy and University; M.Div., Mary Immaculate Seminary; Student Athletic 2007 Grad Rate: 64% Sanctions Executive Vice President for Mission Student Athletic 4 yr Class Rate: 59% Sharing copyrighted works without the owner’s permission is illegal and in violation Robert A. Mangione, Ed.D., R.Ph., B.S., of University policy. Copyrighted works may Phm., M.S., P.D., St. John’s University; Provost *All includes students pursuing a include songs, films, television shows, video Joseph E Oliva, Esq., B.S., J.D., St. John’s Baccalaureate/ Pharm.D. degree as well as games, software, and other original creative University; M.A., Seminary of the Immaculate those pursuing an Associate degree works. Information on University policy can be Conception; General Counsel and Secretary of found at stjohns.edu/about/general/con- the University Athletic Program Participation sumer_information.stj Rates and Financial Support Data Complaint Resolution for Online Mary T. Harper Hagan, B.A., Trinity College; Senior Vice President for Human Resources and Completion and graduation rates for students Learning who receive athletically-related student aid Strategic Planning St. John’s University is committed to providing and the annual Equity in Athletics Disclosure online learning students with an exceptional Sharon Hewitt Watkins, CPA, B.S., New Act Report that contains participation rates, education experience that is transparent, York University; M.A., Columbia University; financial support and other information on efficient, stimulating and fair. If, as a prospec- Vice President for Business Affairs and Chief men’s and women’s inter collegiate athletic tive or current student, you feel that your Financial Officer programs can be located at edstormsports. experience with a online learning course or com/genrel/100908aae.html or at http:// program for the University has not lived up to Ed Kull, B.A., Stony Brook University; ope.ed.gov/athletics/ those standards, you may register a complaint. M.B.A., St. John’s University; Acting Vice Information on the process can be found at President, Institutional Advancement stjohns.edu/academics/graduate/distance- learning/about/120507_complaint_resolu- tion_students.stj

stjohns.edu/graduatebulletin 179 Recognition/Accreditation cal education. The Belson Soccer Stadium and Newman Hall houses the central University varsity baseball field are also located on the executive and administrative offices. It also Accreditation Council for Pharmaceutical Queens campus. houses the University Computer Center, Education (ACPE) St. Augustine Hall, is the center of the Enrollment Management, International and Accreditation Review Commission on University library system. The building includes Graduate Admission, Office of Institutional Education for the Physician Assistant (ARC-PA) among its special facilities seminar rooms, Research, Registrar, Office of Financial Services American Association for Accreditation of carrels, exhibition areas, the Health Education (Financial Aid/Bursar) Information Technology Laboratory Animal Care (AAALAC) Resource Center, the Faculty/Department of and Business Affairs. American Bar Association (ABA) Clinical Pharmacy Practice, Honors Program, University Center, houses Alumni Relations, the University Freshman Center,the Institute Marketing and Communications, Institutional American Chemical Society (ACS) for Writing Studies, tutoring center and quite Advancement and Human Resources. American Library Association (ALA) study rooms. The Rev. John B. Murray House is the American Psychological Association (APA) St. John the Baptist Hall houses International recently constructed residence that provides American Speech-Language-Hearing Student Services, Liberty Partnership, STEP, the living accommodations for the Vincentian Association (ASHA) Graduate Division of ESL Program, Gear Up, Fathers and is located near St. Thomas More Committee on Latin American and Caribbean Church. The spacious, three-story building Association of American Law Schools (AALS) Studies, St. John’s College of Liberal Arts boasts a common living room with a working Council for Accreditation of Counseling and and Sciences and the Division of Special and fireplace, a reading area/library, chapel and Related Educational Programs (CACREP) Opportunity Programs and the Chaplain. It dining room. Joint Review Committee on Education in contains fine arts studios, photography dark- St. Vincent de Paul Hall is a student resi- Radiologic Technology (JRCERT) rooms, classrooms and faculty offices. dence hall. It also houses the Undergraduate Middle States Association Commission on St. Louise de Marillac Hall houses Campus Admission and the Vincentian Center for Higher Education (MSCHE) Ministry, a closed circuit Television Center, Church and Society, the Ozanam Lounge, and classrooms, faculty offices, Office of University a Café. National Accrediting Agency for Clinical Events, the Counseling Center, Psychology Laboratory Sciences (NAACLS) The Second Lt. Thomas J. McDonald Department, Campus Ministry, an auditorium Reserve Training Center is named for a National Association of Schools of Art and and the main food court. The Marillac Food distinguished alumnus of St. John’s College Design (NASAD) Court seats over 500 people. The University who was killed in World War II. It was erected New York State Education Department bookstore located on the lower level. by the federal government on a portion of (NYSED) Founders Village is the on-campus hous- the campus leased from the University. The Teacher Education Accreditation Council ing environment that contains one residence reserves will be relocating and the building (TEAC) (upper floors of St. Vincent de Paul Hall) will be utilized by the University. Facilities and The Association to Advance Collegiate Schools and five townhouses that were recently con- Campus Services, Public Safety, Storm Card of Business (AACSB International) (Business structed. Office, Printing and Distribution, University mail and Accounting) Residence Village is the on-campus housing services and the ROTC facilities are housed environment that contains the six residence here. The University maintains membership in some buildings, O’Connor Hall, Carey Hall, DaSilva Belson Hall and Finley Hall house The 200 professional organizations. Hall, Century Hall, Donovan Hall, Hollis Hall, School of Law, including the Office of the Montgoris Dining Hall, and the women’s Dean, Registrar, Admissions, Career Services, Founded by the Vincentian Community. softball field. Clinics, the Law Library, the Writing Center, Chartered by the Board of Regents of the DaSilva Hall houses the Office of Heath LLM Center, the Belson Moot Court Room, University of the State of New York. Services (entrance on the Mall). classrooms, faculty offices, student lounges, a cafeteria and other areas to support the School D’Angelo Center houses Office of Student of Law. Queens Campus Facilities Life, mailboxes and offices for student organi- zations and locker rental services, Board Room, Sun Yat Sen Hall houses the Center of Asian Queens Campus, housing the principal Multipurpose Room, lounges, meeting rooms, Studies, Chung-Cheng Art Gallery,Faculty administrative offices of the University, is locat- seminar rooms, classrooms, Division of Student Lounge and Office of Global Studies. ed on a 105 acre tract in the Hillcrest section Affairs Office, Dining Room and Coffee House. Bent Hall houses The Peter J. Tobin College of the borough. Donovan Hall houses the Office of Residence of Business, College of Professional Studies, St. Albert the Great Hall houses the College Life and a satellite mail room (entrance behind Office of Study Abroad Program, Professional of Pharmacy and Health Sciences and the Donovan Hall at garden level). Development and Training Center, the Division science departments, Environmental Health of Student Affairs. It also contains faculty O’Connor Hall houses the Learning and Safety. In addition to classrooms, science offices, an auditorium and Asian Studies and Communities (entrance at rear of building). laboratories and faculty offices, the building Student Financial Services (One Stop Shop) and also contains an auditorium and an animal care St. Thomas More Church is a freestanding Discover New York. church that houses the Campus Ministry office. facility. Sullivan Hall houses the offices of The Carnesecca Arena, the athletic center, houses Lourdes Hall houses the Vincentian Institute School of Education, the Academic Technology the main gymnasium seating approximately for Social Action, Ozanam Scholars, and Center, Laptop Repair Center, classrooms, 5,000, an auxiliary gymnasium, various athletic Transfer Students. lecture rooms and special purpose teaching activities rooms, coaches’ offices, the Little Council Hall houses Undergraduate Welcome facilities. Theatre and classrooms for hygiene and physi- Center. Chiang Ching-Kuo Hall houses the Offices for Career Services. Campus crime statistics as reported to the United States Department of Education can be accessed online at http://new.stjohns.edu/educationlaw. In addition, the Advisory Committee on Campus Safety will provide upon request all campus crime statistics as reported to the United States Department of Education. 180 Seton Complex is the off-campus student The Loretto Memorial Library is committed From the Bronx: Triboro Bridge to Grand housing that contains the Speech & Hearing to the teaching and learning processes by pro- Central Parkway (East), exit at Utopia Center, Center for Psychological Services and viding information resources and instructional Parkway. Left at light to campus. the Reading and Writing Education Center. services. It contains over 134,000 volumes of Throgs Neck Bridge to Clearview Expressway De Paul Complex is the off-campus student books, periodicals, microfilm and microfiche (South) to Union Turnpike (West) exit. Right housing. which support the undergraduate and gradu- on Union Turnpike to Gate 4 (175th Street). ate programs of the University. An instructional The Dr. Andrew J. Bartilucci Center is a program provides training in the use of library From Westchester, Rockland and recently acquired 40,000 square foot building. materials through class lectures, orientation Connecticut: Proceed as from the Bronx. The facility is utilized for instruction in some programs and individual instruction. From Brooklyn: Jackie Robinson (Interboro) academic programs and various certificate pro- Computer terminals located throughout the Parkway onto Grand Central Parkway, exit grams offered by the College of Pharmacy and library provide access to numerous databases, at Utopia Parkway (exit 25). Left at light Allied Health Professions. including the catalogs of three St. John’s librar- to campus. Henley Road off campus housing. ies and other consortium libraries, journal cita- Belt Parkway to the Van Wyck Expressway, tion databases and full-text document Taffner Field House exit at Main Street, continue to Union services. Cooperative arrangements with other The facility houses: Turnpike, right to campus. libraries provide regional, national and Department of Athletics: international access to materials. The library From Manhattan: Queens Midtown Tunnel • (2) varsity basketball courts, with amenities also contains the Language Laboratory and onto Long Island Expressway, exit at Utopia for volleyball poles lounge where art exhibits and other Parkway (exit 25), right on Utopia to Union • (2) teams’ locker rooms, bathrooms, shower community events are held. Turnpike. rooms,and lounges for the men’s and wom- Kelleher Center houses Admissions and the From New Jersey: George Washington en’s players Office of Student Enrollment Services along Bridge onto Cross Bronx Expressway to • Office level with (2) private bathrooms, with the Fitness Center, Student lounge, and Throgs Neck Bridge to Clearview Expressway locker rooms and pantries to accommodate Bookstore and various meeting spaces, includ- (South). Proceed as under Bronx above. the men’s and women’s basketball coaches ing our premier event space, Kiernan Suite. Verrazano-Narrows Bridge to Belt Parkway • A weight training room, and medical training to Van Wyck Expressway. Proceed as under room, designed specifically for basketball Notre Dame House Facilities office and shop, Brooklyn. • A team classroom Campus Ministry is also housed in this • A basketball equipment storage room. building. By Public Transportation • (2) recreational basketball courts, with Campus Center On the second level of this amenities for volleyball poles building is the gym, on the lower level the IND: “E” or “F” train to Union Turnpike - • (2) recreational locker rooms, bathrooms, cafeteria, Student Life offices, student govern- Kew Gardens station. Q46 bus to Utopia shower rooms ment and health offices. Parkway and Union Turnpike. “F” train to 169th St. station. Q30 bus or • Recreational gathering area featuring a Rosati Hall The College of Professional Q31 bus to St. John’s University. community lounge and cafe, Studies, their offices and faculty are housed • A recreation equipment storage room. here. IRT: Flushing subway to Main St., Flushing; Q17 bus to Utopia Parkway and Long Island DaSilva Center Housed in this building, on Expressway. Transfer to Q30 or Q31 bus for the third floor, are faculty offices for St. John’s Staten Island Campus St. John’s University. Facilities College and the School of Education. On the second floor are classrooms and the School LIRR: Jamaica Station. Q30 or Q31 bus to Staten Island Campus the Notre Dame of Education Deans office. On the first floor 169th St. and Hillside Ave. Flushing station. Division of SJU, is located on Grymes Hill in the is the computer lab and School of Education Q17 bus to Utopia Parkway and Long Island borough of Richmond. Teaching & Learning Classrooms. Expressway. Transfer to Q30 or Q31 bus for St. John’s University. Flynn Hall, the Administration building, Resident Housing The students are housed in Bus: Express bus from Manhattan to Queens houses the offices of the Vice Provost and apartments adjacent to St. John’s University. Campus Operations. Also in this building is the campus via Union Turnpike. Additional Center for Counseling and Consultation, and bus lines serve the immediate vicinity from the School of Education’s School Counseling Directions to Queens Campus Nassau, Queens, Brooklyn, Manhattan and Lab, the Dean’s Office of St. John’s College of the Bronx. Liberal Arts and Sciences and the Boardroom. By Automobile Spellman Hall houses the following offic- es: The Peter J. Tobin College of Business, From Long Island: Northern State Parkway Graduate and Undergraduate Divisions, faculty onto Grand Central Parkway, exit at 188th offices, Accounting Labs, Public Safety, and Street. Left at light and sharp right onto Black Box Theatre. service road; continue to campus; or exit at 168th Street, right turn onto service road Lavelle Hall contains classrooms, the and continue to campus. St. Vincent de Paul Chapel, an office for Campus Ministry, the Career Center and the Southern State Parkway to Cross Island Speech Pathology Lab. Parkway (North) onto Grand Central Parkway (West); proceed as above. Mahoney Hall provides classrooms, the Writing Center, Honors Classroom and Lounge. Long Island Expressway, exit at Utopia The Rathskeller/Student Lounge, located on the Parkway (exit 25), left on Utopia to Union lower level, is a multi-function student space Turnpike. and is equipped with vending machines.

stjohns.edu/graduatebulletin 181 Directions to Directions to Take 1,2 Train Downtown, Transfer to N or R Train at Times Square 42 St, Get off at 8st Staten Island Campus Manhattan Campus NYU. By Automobile By Automobile Take B,D Train Downtown, Transfer to N or R Train at 34th St Herald Square, Get off at 8 From Manhattan: West Side Highway or From Western Upstate New York: New St NYU. F.D.R. Drive to Brooklyn-Battery Tunnel. York State Thruway to Route 81 south, to .From Staten Island: Get off Staten Island Follow signs “Staten Island” and/or Route 17 East, to New York State Thruway Ferry, Take 4,5 Train Uptown at Bowling “Verrazano-Narrows Bridge” to Staten at Harriman, New York. Proceed to Palisades Green, Transfer to 6 Train at Brooklyn Bridge Island. Take Staten Island Expressway Parkway, to George Washington Bridge, City Hall, Get off at Astor Place to Henry Hudson Parkway, which becomes (Interstate 278) West to the Richmond Road/ Get off Staten Island Ferry, Take R Train the West Side Highway South. Proceed past Clove Road exit. Proceed on service road Uptown at Whitehall St South Ferry, Get off Canal St. Take the 1st left onto W Broadway. past two traffic signals and turn right at the at 8 St NYU third (Clove Road). Turn right at the next Turn right onto W Houston St. Turn left onto From Penn Station and Port Authority Bus traffic light (Howard Avenue) and proceed Lafayette St. Turn right onto Astor Place. Terminal: approximately one mile on Howard (eight From Eastern Upstate New York: Take minutes from bridge). the Major Deegan Expressway (Route 87) Take E Train Heading towards World Trade Take the Staten Island Ferry from South to the Triboro Bridge, cross the bridge to Center, Transfer to L Train at 14 St, Take Ferry, Manhattan to St. George, S.I., and Manhattan and onto the FDR Drive South. L Train Heading towards Brooklyn until proceed as from St. George. Exit at 23rd Street. Turn right onto E 25th 14 St-Union Square, Transfer to 6 Train St. Turn left onto 2nd Ave. Turn right onto E Downtown, Get off at Astor Place. From St. George: Proceed straight into Bay 9th St. Turn left onto 3rd Ave. Street. Turn right at Victory Boulevard. At Directions to Oakdale Location Eddy Street (opposite Silver Lake), turn left. From New Jersey: Proceed through the At the end of Eddy Street turn right on Holland Tunnel to Canal Street. Take the 1st By Automobile Howard Avenue to Greta Place which leads left onto W Broadway. Turn right onto W From the Long Island Expressway (L.I.E.) to the campus. Houston St. Turn left onto Lafayette St. Turn Eastbound: Take L.I.E. (I-495) eastbound to right onto Astor Place. From Brooklyn: Belt Parkway or Brooklyn- Exit 53S, south to Sagtikos State Parkway to Queens Expressway to Verrazano-Narrows From Long Island: Take the Long Island Exit S4/Southern State Parkway eastbound. Bridge; proceed as from Manhattan. Expressway. Head west on I-495 W towards Then, follow directions from Southern State Exit 51. Take the exit on the left toward E Parkway. From New Jersey: Via Bayonne or Goethals 35th St. Take the 1st right onto 2nd Ave. Bridge, stay on Staten Island Expressway From the Southern State Parkway Turn right onto E 9th St .Turn left onto 3rd (Interstate 278 East) to the Richmond Road/ Eastbound: Use Exit 44 East (Montauk), Ave. Clove Road exit. Follow service road to first and get on Sunrise Highway (27) eastbound. traffic light. Turn left onto Clove Road. Turn Pay parking is available at Alliance Parking Follow directions from Sunrise Highway west right at Howard Avenue (second light) and Services, at the corner of E 9th St and 3RD of Oakdale. proceed approximately one mile on Howard. Ave. From Sunrise Highway west of Oakdale: Campus is on the left. Via Outerbridge By Public Transportation Crossing—follow West Shore Expressway (Rte Take Sunrise Highway (27) eastbound 440N) to Staten Island Expressway (278 East) From Queens: Take E Train Heading towards until you see a sign for Oakdale–Montauk and proceed as above. World Trade Center, Transfer to Downtown Highway (Rte. 85). Exit Sunrise Highway 6 Train at until Lexington Avenue-51 St, Get on your right, and at the light, make a left By Public Transportation off at Astor Place. turn. Bear right going over a small bridge. From Manhattan: Staten Island Ferry from Take F Train Heading towards Manhattan, From here, follow directions “From Oakdale” South Ferry, Manhattan to St. George, S.I., Transfer to Downtown N or R Train at 34th (below). and follow directions from St. George to the St Herald Square, Get off at 8 St NYU. From Oakdale: Drive through Oakdale passing campus. Take 7 Train Heading towards Manhattan, 5 traffic lights. (The Oakdale shopping plaza From St. George, S.I.: Buses marked S61, 62, Transfer to Downtown 6 Train at Grand is on your left after the 5th light.) After this 66, or 67. Get off at Clove Road and Victory Central 42 St, Get off at Astor Place. light, you should see the west entrance of Boulevard and transfer to Grymes Hill Shuttle the campus on your right. Enter the campus From Brooklyn: Take L Train Heading towards bus direct to Arlo Road, adjacent to the and proceed until you come to a gate. Turn 14th St, Transfer to Downtown 6 Train at campus. left. “The Mansion” (Administrative Offices) 14st-Union Square, Get off at Astor Place. is approximately 100 feet on your right. From Brooklyn: Take the S53 bus (at 86th Take N,R Train Heading towards Manhattan, St. and Fourth Avenue) across Verrazano- Get off at 8st NYU. From Sunrise Highway east of Oakdale: Take Sunrise Highway (27) westbound to Exit Narrows Bridge to Clove Road and Howard Take B,D,F,M Train Heading towards 48, Locust Avenue / Oakdale - Bohemia. At Avenue. Transfer to Grymes Hill shuttle bus Manhattan, Transfer to Uptown 6 Train at the light, make a left onto Locust Avenue direct to Arlo Road, adjacent to the campus. B’way-Lafayette St, Get off at Astor Place. south. Proceed southbound on Locust for Take 4,5 Train Uptown, Transfer to 6 Train at 2 miles until you reach the end, which is Brooklyn Bridge City Hall, Get off at Astor Montauk Highway (27A). Make a right onto Place. Montauk Highway, and take your immediate From Bronx: Take 6 Train to Brooklyn Bridge left onto the west entrance of the campus. City Hall, Get off at Astor Place. Proceed until you come to a gate. Turn left. Take 4,5 Train Downtown, Transfer to 6 Train “The Mansion” (Administrative Offices) is at Grand Central 42 St, Get off at Astor Place. approximately 100 feet on the right side.

182 Index

Academic Calendar M.A.L.S. program, 61 Beta Alpha Psi, 134 2014 Fall Semester, 3–4 M.B.A. program, 137 Beta Gamma Sigma, 134 2015 Fall Semester, 4–5 Pharmacy and Health Sciences, College of, 157 Beta Phi Mu, 64 2015 Spring Semester, 4 Professional Studies, College of, 169, 172, 174 Bilingual Education Extension Certificate 2016 Spring Semester, 6 Psychology, Department of, 66–67 program, 117–18 Academic Computing Initiative, 24 Records, 13 Bilingual Education programs, 116–17, 118 Academic information and regulations, 10–16. Registration, 13 Bilingual School Counseling, 105, 106 See also specific Schools Special Education, 112 Biological Sciences, Department of, 33–36 Academic Service-Learning, 178 TESOL programs, 116–17 Assistantships, 35 Academic standing/status, 15 Transfer of credit, 8, 28–29, 61 B.S./M.S. program, 34 Business, Tobin College of, 136 Transfer students, 8 Courses, 35–36 Degrees, conferral of, 14 Veterans, 13 Doctor of Philosophy program, 34–35 Doctoral dissertation, 16 Adolescent Education program, 101–2 Entrance requirements, 33 Education, School of, 96 Advanced standing, 8 Faculty and research interests, 87 Examinations, 14 Advisement, 13 Fellowships, 35 Grading system, 14–15 Career advisement, 21 Master of Science program, 33 Liberal Arts and Sciences, St. John’s College Education, School of, 95–96 Matriculation, maintaining, 36 of, 26 History Department, 53 Program requirements, 33–35 Master’s thesis, 15–16 Liberal Arts and Sciences, St. John’s College Business, Tobin College of, 134–56 Matriculation, requirements for maintaining, 15 of, 28 Academic warning and probation, 136 Pharmacy and Health Sciences, College of, Library and Information Science, 63–64 Accountancy (CPA program), 142–43 159 Advisement reports, 13 Accounting and Taxation Department, 137– Program requirements, 10 Alumni Relations, Office of, 19 42, 145–48 Research Review Board, 15 American Government, 49 Accreditation, 134 Residence requirements, 15 Anthropology. See Sociology and Admission requirements, 136 Time limit for obtaining degree or diploma, 14 Anthropology, Department of Applications, 136 Academic units and programs. See Degree Applications, 7–8 Asset Management program, 135 programs Business, Tobin College of, 136 Assistantships, 136 Accelerated programs. See Combined degree Deadlines, 7 Attendance policy, 135 programs for degrees, 14 Campus Centers, 136 Accident insurance, 8 for diplomas, 14 Computer Information Systems/Decision Accountancy (CPA program), 142–43 Education, School of, 94 Sciences Department, 139, 148–49 Accounting, 137–39, 145–48 Fees, 8 Controllership (Non-CPA program), 138–39 Accreditation Financial aid applications, 17 Courses, 145–54 Library and Information Science, Division of, 62 M.B.A. program, 136 Degrees and disciplines, 11–12 School and Bilingual School Counseling Art and Design, Department of, 30 Distance Learning/Online, 93, 135–36 programs, 105 Courses, 30 Economics and Finance Department, 140, Administration of University, 179–80 Degree requirements, 30 150–51 Administrative and Instructional Leadership, Entrance requirements, 30 Enterprise Risk Management, 139–40, 143 Department of, 94, 95, 97–101 Faculty and research interests, 87 Executive Management, 140–41 Administrative and Supervision programs, Matriculation, maintaining, 30 Executive-in-Residence program, 135 97–101 Asian Studies, Institute of, 30–33 Faculty, 155–56 Courses, 98 B.A./M.A. program, 31 Finance, 140 Instructional Leadership programs, 100–101 Certificate programs, 31 Financial Lab, 135 Administrative and Supervision programs, 94, Chinese Studies, 31 Foreign students, English requirements for, 95, 97–101 Courses, 31–33 136–37 Admission requirements, 97–98 East Asian Studies, 30–31 GMAT, 136 Certificate program, 97, 98 Faculty and research interests, 87 Honors and societies, 134 Doctor of Education, 97–98, 99–100 Master of Arts programs, 30–31 Incomplete grades, 136 Internships, 99 Matriculation, maintaining, 33 International Business, 140 Master of Science in Education, 97, 98 Asset Management, 135 Internship program, 135 Matriculation, maintaining, 131 Assistantships and fellowships, 17 Investment Management, 143 Objectives, 97 Biological Sciences, 35 J.D./M.B.A. program, 144 Admission, 7–9 Business, Tobin College of, 136 J.D./M.S. program, 144 Advanced standing, 8 Center for Global Development, 45 Law Department, 151 Application procedures, 7–8 Chemistry, 37 Management Department, 140–41, 151–52 Bilingual Education Extension, 117–18 Languages and Literatures, Department of, 59 Marketing Department, 152–53 Biological Sciences, Department of, 33 Library and Information Science, 63 Marketing Management, 141 Center for Global Development, 45 Modern World History (D.A.), 55 Master of Business Administration programs, Counselor Education programs, 105 Athletics program, 19, 179 137–42 Degree programs, 7 Attendance policy Master of Science programs, 142–44 Education, School of, 94 Business, Tobin College of, 135 Matriculation, maintaining, 135 Educational Administration and Supervision, Education, School of, 96 Objectives, 134 97–98 Liberal Arts and Sciences, St. John’s College Proficiency requirements, 136–37 Government and Politics, Department of, 47 of, 29 Programs of study, 136–44 Instructional Leadership programs, 100 M.A.L.S. program, 61 School of Risk Management, Insurance and International students, 7 Audiology, 38–39, 40–42 Actuarial Science, 142, 144, 153–54 Liberal Arts and Sciences, St. John’s College Auditing courses, 14 SRM Apprenticeship Program, 136 of, 27–28 Taxation, 141–42, 143–44 Library and Information Science, 62 Bachelor/Master’s combined degree programs. Thesis alternatives, 135 Literacy program, 108 See Combined degree programs stjohns.edu/graduatebulletin 183 Time limit for completion of degree, 135 B.A./M.A. in English, 43 Course schedules Business Administration. See Master of B.A./M.A. in Government and Politics, 48 Liberal Arts and Sciences, St. John’s College Business Administration B.A./M.A. in History, 54 of, 29 B.A./M.A. in Psychology, 74 Criminal Justice Leadership, Master of Calendar, academic, 3–6 B.A./M.A. in Public History, 53–54 Professional Studies (M.P.S.), 170–71 Campus Ministry, 20 B.A./M.A. in Sociology, 80 Cultural Studies Track, M.A.L.S. program, 61 Campus Recreation, 20 B.A./M.A. in Spanish, 59 Curriculum and Instruction, Department of, Campus Security Report/Missing Persons B.A./M.A. in Theology, 83 101–4 Procedures/Fire Prevention, 178 B.S. Communication Arts/M.A. Government Admission, 101 Candidacy and Politics, 48 Programs of Study, 101–4 Doctor of Arts (D.A.), 29 B.S. Communication Arts/M.A. Sociology, 80 Doctor of Philosophy (Ph.D.), 29 B.S. Criminal Justice/M.A. Government and Data Mining and Predictive Analytics, Master of Liberal Arts and Sciences, St. John’s College Politics, 48 Science (M.S.), 169–70 of, 29 B.S. Criminal Justice/M.A. Sociology, 80 Davis Library, 25, 177 Career advisement, 21 B.S. Health Services Administration/M.A. Decision Sciences/Computer Information Career awareness programs, 21 Government and Politics, 48 Systems, Department of, 139, 148–49 Career Center, 20–21 B.S. Health Services Administration/M.A. Degree programs, 10–12. See also specific Career fairs, 21 Sociology, 80 Degrees Center for Counseling and Consultation, 21 B.S. Human Services/M.A. Sociology, 81 Admission to, 7 Center for Global Development, 45–47 B.S. Journalism/M.A. Government and Politics, Business, Tobin College of, 11–12, 136–44 Admission, 45 48–49 Education, School of, 10–11, 94 Assistantships, 45 B.S. Journalism/M.A. Sociology, 80 Law, School of, 12 Courses, 45–47 B.S. Legal Studies/M.A. Government and Liberal Arts and Sciences, St. John’s College Master of Arts program, 45 Politics, 49 of, 10, 26–27 Transfer of Credit, 45 B.S. Legal Studies/M.A. Sociology, 81 Pharmacy and Health Sciences, College of, Center for Psychological Services and Clinical B.S./M.S. in Biological Sciences, 34 12, 157–58 Studies, 74 B.S./M.S. in Chemistry, 36 Professional Studies, College of, 12, 169–75 Certificate programs, 10–12 M.A. Government and Politics/M.S. Library Degrees, conferral of, 14 Asian Studies, 31 and Information Science, 26, 48, 62 Dining etiquette, 21 Bilingual Education Extension, 118 M.A./J.D. in Government and Politics, 26, Dining services, 21 Clinical Mental Health Counselor, 107 47–48 Diploma applications, 14 Education, School of, 94, 95, 97, 98 M.B.A. Accounting/M.S. Taxation, 144 Diplomacy and International Law, certificate Instructional Leadership, 100–101 M.B.A./J.D. program, 144 program in, 47 Intensive Teaching Institute (I.T.I.), 118 M.S. Pharmaceutical Science/M.S. Library and Disabilities, students with, guidelines International Law and Diplomacy, 47 Information Science, 26, 63, 157 determining eligibility for, 178 Latin American and Caribbean Studies, 60–61 Commencement ceremonies, 14 Dissertations. See Doctoral Dissertations Liberal Arts and Sciences, St. John’s College Communication Sciences. See Communication Distance Learning/Online of, 27, 28 Sciences and Disorders, Department of Business, Tobin College of, 93, 135–36 Library and Information Science, 63 Communication Sciences and Disorders, Doctor of Arts (D.A.) Literacy, 107–8, 109 Department of, 38–42 Candidacy, 29 Public Administration, 47 Courses, 39–42 English, 26, 43–44 School Counseling, 106 Faculty and research interests, 88 Liberal Arts and Sciences, St. John’s College Special Education, 112 Master of Arts program, 38, 39–41 of, 10 Teacher of Students with Speech and Teacher of Students with Speech and Modern World History, 26, 54 Language Disabilities, 38 Language Disabilities, certification as, 38 Requirements for, 28 TESOL and Bilingual Education, 116–17 Comparative Politics, 49 Doctor of Audiology (Au.D), 10, 26, 38–39, Chemistry, Department of, 36–37 Complaint resolution for online learning, 179 40–42 Assistantships, 37 Comprehensive examination, 15 Doctor of Education (Ed.D.), 11, 94, 95 B.S./M.S. program, 36 Education, School of, 96 Educational Administration and Supervision, Courses, 37 Liberal Arts and Sciences, St. John’s College 97–98, 99–100 Faculty and research interests, 87–88 of, 29 Instructional Leadership, 100–101 Master of Science program, 36–37 Pharmacy and Health Sciences, College of, Doctor of Philosophy (Ph.D.) Matriculation, maintaining, 37 159 Biological Sciences, 26, 34–35 Childhood Education program, 102–4 Computer Information Systems/Decision Candidacy, 29 Chinese Studies, 31 Sciences, Department of, 139, 148–49 Clinical Psychology, 26, 67–68 Clinical Mental Health Counseling, 106–7 Computer Science. See Mathematics and Educational Administration and Supervision, Clinical Pharmacy Practice, Department of Computer Science, Department of 94 Faculty and research interests, 167 Computing facilities, 24 Instructional Leadership, 94 Clinical Psychology doctoral program, 67–68 Continuous enrollment requirements, 15 Liberal Arts and Sciences, St. John’s College COACH program, 21 Controllership, 138–39 of, 10 College of Business. See Business, Tobin Copyright Infringement Policy and Sanctions, Literacy, 94, 95, 107, 108, 111–12 College of 179 Pharmaceutical Sciences, 158–59 College of Pharmacy and Health Sciences. See Counseling Centers, 21 Requirements for, 28 Pharmacy and Health Sciences, College of Counselor Education programs, 104–5 School Psychology, 68–71 Combined degree programs, 27 Admission requirements, 105, 108, 112 Doctor of Psychology (Psy.D.) B.A. Psychology/M.A. Criminology and Bilingual School Counseling, 105, 106 School Psychology, 10, 26 Justice, 80 Clinical Mental Health Counseling, 106–7 Doctoral dissertations, 16 B.A. Sociology/M.A. Criminology and Justice, Courses, 106 Liberal Arts and Sciences, St. John’s College 80 Master’s Degree programs, 105–6 of, 29 B.A./M.A. in Asian Studies, 31 School Counseling, 105–7 Pharmacy and Health Sciences, College of, 159 Doctoral fellows, 17 184 Doctoral research essay, Arts and Sciences, 29

Early Childhood program, 104 F-1 Visa students Master of Arts, 47 East Asian Studies, 30–31 Curriculum Practical Training for, 136 Matriculation, maintaining, 53 Economics and Finance, Department of, 137– English requirements for, 7, 136–37 Programs of study, 47–49 38, 150–51 Health insurance for, 8 Grading system, 14–15 Education, School of, 92–133 Optional Practical Training requirements for, 136 Graduate assistantships, 17 Academic standing, 96 Faculty and research interests Graduate School of Arts and Sciences. See Administration, 92 Business, Tobin College of, 155–56 Liberal Arts and Sciences, St. John’s College of Administrative and Instructional Leadership, College of Professional Studies, 176 Graduation, 13–14 Department of, 95, 97–101 Education, School of, 132–33 Graduation rates, 179 Admission, 94 Liberal Arts and Sciences, St. John’s College Advisement, 95–96 of, 77–79, 87–91 Health Education Resource Center, 159 Affiliations, 92 Pharmacy and Health Sciences, College of, Health insurance, 8, 9, 29 Attendance policy, 96 167–68 Health Services, 22 Campuses, 93 University libraries, 177 Hearing Center, Speech and, 23 Classification of students, 92–93 FAFSA (Free Application for Federal Student History, Department of, 53–59 Comprehensive examination, 96 Aid), 17, 19 B.A./M.A. program in Public History, 53–54 Courses, 119–31 Family Education Loan Programs (FELP), 18–19 Courses, 55–59 Curriculum and Instruction, Department of, Family Education Rights and Privacy Act Doctor of Arts program, 54–55 101–4 (FERFA), 178 Faculty advisors, 53 Degrees and disciplines, 10–11, 94 Federal Direct Graduate PLUS Loan program, Faculty and research interests, 89 Distance Learning/Online, 93 18–19 Fellowships (Doctor of Arts), 55 Doctoral degree requirements, 93, 95 Federal financial aid, 18–19 Master of Arts program, 53–54 Education options, 94 Fees and expenses, 8–9 Matriculation, maintaining, 59 Faculty and research interests, 132–33 Fellowships. See Assistantships and fellowships Practicum, 58 Full-time study, 96 FELP (Family Education Loan Programs), 18–19 Programs of study, 53–55 General information, 92–96 FERFA (Family Education Rights and Privacy Housing Off-Campus, 22 Human Services and Counseling, Department Act), 178 Human Services and Counseling, Department of, 95, 104–18 Finance programs, 140, 150–51 of, 95, 104–18 Instructional Materials Center (MC), 96 Financial aid, 17–19, 180. See also Counselor Education programs, 104–5 Master’s degree requirements, 94 Assistantships and Fellowships; Scholarships Programs of study, 104–17 Matriculation, maintaining, 92–93 Applications, 17 TESOL programs, 104–5, 116–18 New York City licensure, 96 Assistantships and fellowships, 17 Humanities Track, M.A.L.S. program, 61 New York State certification, 96 Federal financial aid, 18–19 Non-matriculated students, 93 Forms, 17 ID Cards, 23 Objectives, 92 Free Application for Federal Student Aid IELTS, 7 Organization, 92 (FAFSA), 17, 19 IEP, 7 Program requirements, 94–95 Government and Politics, Department of, 49 Immunization requirements, 22 Programs of study, 94 Languages and Literature, Department of, 59 Incomplete grades, 14 Residence requirements, 96 Library and Information Science, Division of, 63 Business, Tobin College of, 136 Scholarships, 17 Loan programs, 18–19 Liberal Arts and Sciences, St. John’s College Student responsibilities, 92 Scholarships, 17–18, 59 of, 29 Educational Administration and Supervision Student Aid Reports (SAR), 17 Institute for Catholic Schools, 23 programs. See Administrative and Financial Lab, 135 Instructional Leadership programs, 94, 100– Supervision programs Food service facilities, 21 101 Employment opportunities, 21 Free Application for Federal Student Aid Admission requirements, 100 Full-time employment, 21 (FAFSA), 17, 19 Certificate program, 100–101 Part-time employment, 21 Full-time employment opportunities, 21 Courses, 100–101 English, Department of, 42–45 Full-time study, 14 Doctor of Education, 100–101 B.A./M.A. program, 43 Education, School of, 96 Programs of study, 100–101 Courses, 44–45 Liberal Arts and Sciences, St. John’s College Instructional Materials Center (IMC), 96 Doctor of Arts, 43–44 of, 29 Insurance, health, 8, 29 Faculty and research interests, 88 Intensive Teaching Institute (I.T.I.), 118 Master of Arts, 43 Gamma Iota Sigma, 134 Interdisciplinary Studies Track, M.A.L.S. Matriculation, maintaining, 45 General-Experimental Psychology, 73–74 program, 61 Programs of study, 42–44 Global Development, Center for, 45–47 International Business, 140 English requirements for F-1 and J-1 Visa Global Language and Culture Center, 22 International Communication, Master of students, 7, 136–37 GMAT (Graduate Management Admission Science (M.S.), 171–73 Enterprise Risk Management, 139–40, 143 Test), 136 International Law and Diplomacy, certificate Entrance requirements. See Admission Government and Politics, Department of, 18, program in, 47 ESL, 7 47–53 International Relations, 49 Examinations, 14 B.A./M.A. programs, 48 International Relations Program in Rome, Italy, Comprehensive examinations, 15 B.S./M.A. programs, 48–49 47 Make-up examinations, 14 Certificate programs, 47 International students TOEFL or IELTS examination requirement for Courses, 49–53 Admission, 7 international students, 7, 37 Entrance requirements, 47 Application deadlines, 7 Executive Management, 140–41 Faculty and research interests, 88–89 Curriculum practical training for, 136 Executive-in-Residence Program, 135 Financial aid, 49 English requirements for, 7, 136–37 Expenses and fees, 8–9 International Relations Program in Rome, Health insurance, 8 Experiential Learning, 63 Italy, 47 Optional practical training for, 136 Extension programs M.A./J.D. program, 26, 47–48 Residence Scholar services, 22 Education, School of, 94 M.A./M.S. program, 26, 48, 62–63 TOEFL or IELTS examination requirement, 7, 37

stjohns.edu/graduatebulletin 185 Internships, 21 Matriculation, maintaining (general M.S. program, 144 Business, Tobin College of, 135 information), 15 Manhattan Campus Library and Information Science, Division of, 63 Non-matriculated students, requirements for, 28 Description, 93 School Administration and Supervision, 99 Objectives, 26 Directions, 182 Sport Management, 174, 175 Organization, 26 Marketing, Department of, 141, 152–53 Interview programs and seminars, 21 Part-time status, 29 Marketing Management, 141 Investment Management, 143 Politics, 47–53 Master of Arts Programs of study, 26–27 Chinese Studies, 26, 31 J-1 Visa students, requirements for, 7, 8, Registration, 13, 28 Criminology and Justice, 26, 80 136–37 Religious Studies, 83–86 East Asian Studies, 26, 30–31 Juris Doctor (J.D.) Scheduling of courses, 29 English, 26, 43 Liberal Arts and Sciences, St. John’s College Sociology and Anthropology Department, General-Experimental Psychology, 26, 73–74 of, 12 79–83 Global Development and Social Justice, 26, 45 /M.A. in Government and Politics, 26, 47–48 Special students, requirements for, 28 Government and Politics, 26, 47 /M.B.A., 144 Theology and Religious Studies Department, Government and Politics/B.S. Journalism, /M.S., 144 83–86 48–49 Transfer of credit, 28–29 Government and Politics/M.S. Library and Laboratory fees, 8 Liberal Studies. See M.A.L.S. (Master of Arts in Information Science, 26, 48, 62–63 Languages and Literatures, Department of, Liberal Studies) History, 26, 53–54 59–60 Libraries. See University libraries /J.D. in Government and Politics, 26, 47–48 Assistantships, 59 Library and Information Science, Division of, Liberal Arts and Sciences, St. John’s College B.A./M.A. program in Spanish, 59 62–66 of, 10, 26, 27 Courses, 59–60 Accreditation, 62 Liberal Studies, 26, 61–62 Faculty and research interests, 89 Advisement, 63 Museum Administration, 26, 30 Financial aid, 59 Alumni organizations, 64 Public History, 26, 53–54 Master of Arts program in Spanish, 59 Assistantships, 63 Requirements for, 28 Matriculation, maintaining, 60 Certificate programs, 63 Sociology, 26, 79–80 Scholarships, 59 Courses, 64–66 Spanish, 26, 59 Latin American and Caribbean Studies, 60–61 Degree requirements, 62–63 Speech-Language Pathology, 26, 38, 39–41 Law, School of, 12, 151 Entrance requirements, 62 Theology, 26, 83 Law School Library, 25, 177 Experiential learning, 63 Master of Business Administration, 137–42 Liberal Arts and Sciences, St. John’s College of, Faculty and research interests, 89–90 Accounting, 137–38 26–91 Fellowships, 63 Admission, 137 Academic information, 27–29 Financial aid, 63 /B.A. program, 144 Academic status, 26 Internships, 63 /B.S. program, 144 Administration, 26 M.A. Government and Politics/M.S., 26, 48, Computer Information Systems/Decision Admission requirements, 27–28 62–63 Sciences, 139 Advisement, 28 M.S. Pharmaceutical Science/M.S., 26, 63, 157 Controllership, 138–39 Anthropology, 79–83 Programs of study, 62–63 Enterprise Risk Management, 139–40 Asian Studies, Institute of, 30–33 Literacy, 94, 95, 107–12 Executive Management, 140–41 Attendance policy, 29 Certificate programs, 107–8, 109 Fields of specialization, 137–42 Biological Sciences Department, 33–36 Doctorate program, 94, 95, 107, 108, Finance, 140 Candidacy for doctoral degree, 29 111–12 International Business, 140 Certificate programs, 27, 28 M.S. program, 107, 108–11 /J.D. program, 144 Chemistry Department, 36–37 Loan programs, 18–19 Marketing Management, 141 Combined degree programs, 27 Loretto Memorial Library, 25, 177 /M.S. program, 144 Communication Sciences and Disorders, Programs of study, 137–42 Department of, 38–42 Main Library, 25, 177 Risk Management, Insurance and Actuarial Comprehensive examination, 29 Maintaining matriculation. See Matriculation, Science, 142 Course schedules, 29 maintaining Taxation, 141–42 Degrees and disciplines available, 10, 26–27 Make-up examinations, 14 Master of Divinity Doctoral degree requirements, 28 M.A.L.S. (Master of Arts in Liberal Studies), Ministerial Studies, 10, 26 Doctoral dissertation, 29 61–62 Master of Philosophy, 10, 26 Doctoral research essay, 29 Admission, 61 Master of Professional Studies (M.P.S.) in English Department, 42–45 Attendance policy, 61 Criminal Justice Leadership, 170–71 Faculty and research interests, 77–79, 87–91 Courses, 61–62 Master of Professional Studies (M.P.S.) in Sport Full-time status, 29 Cultural Studies Track, 61 Management, 173–75 Government and Politics, Department of, Humanities Track, 61 Master of Public Health (MPH), 158 47–53 Interdisciplinary Studies, 61 Master of Science. See also Master of Science History Department, 53–59 Programs of study, 61 in Education Incomplete grades, 29 Social Science Track, 61 Accountancy (CPA program), 142–43 Insurance, 29 Special students, requirements for, 61 Biological Sciences, Biotechnology Languages and Literatures, Department of, Transfer of credit, 61 Concentration, 26, 33–34 59–60 Women’s and Gender Studies concentration, 61 Biology, 26, 33 Library and Information Sciences, Division of, Management, Department of, 140–41, 151–52 /B.S. program (School of Business), 144 62–66 Management, Executive, 140–41 Chemistry, 26, 36–37 M.A./J.D. research scholarships, 17 Management, Marketing, 141 Data Mining and Predictive Analytics, 169–70 Master of Arts in Liberal Studies, 61 Management of Risk Enterprise Risk Management, 143 Master’s degree requirements, 28 Courses, 153–54 International Communication, 171–73 Master’s thesis, 29 M.B.A. program, 142 Investment Management, 143 /J.D., 144 186 Liberal Arts and Sciences, St. John’s College Students with Speech and Language Master of Science (M.S.) in Data Mining and of, 10, 26, 27 Disabilities, Teacher of, 38 Predictive Analytics, 169–70 Library and Information Science, 10, 26, 62 Teachers and administrators, certification of, 96 Master of Science (M.S.) in International Library and Information Science/M.A. Non-matriculated students, requirements for, 28 Communication, 171–73 Government and Politics, 26, 48, 62–63 Nonpublic School Building Leadership Program Objectives, 169, 173 Library and Information Science/M.S. (NPBL), 23 Program requirements, 169, 171–72, 174 Pharmaceutical Science, 26, 63, 157 Programs of study, 169–75 Management of Risk, 144 Oakdale location, 18 Programs of study. See Degree programs Pharmaceutical Science/M.S. Library and Description, 93 Psychology, Department of, 66–79 Information Science, 26, 63, 157 Directions, 182 Admission requirements, 66–67 Pharmacy and Health Sciences, 157–58 Objectives. See specific Departments Affiliate Clinical Professors of Psychology, Requirements for, 28 Off-Campus Housing, 22 77–79 School Psychology, 26, 72–73 Officers of Administration, University, 179–80 B.A./M.A. program, 74 Taxation, 143–44 Omicron Delta Epsilon, 134 Center for Psychological Services and Clinical Master of Science in Education (M.S.Ed.), Studies, 74 10–11, 92–93, 94 Part-time employment opportunities, 21 Clinical Psychology, 67–68 Administration and Supervision, 97, 98 Part-time status, 29 Courses, 74–77 Adolescent Education program, 101–2 Peter J. Tobin College of Business. See Cultural Diversity in the Curriculum, 71 Bilingual Education, 116–17, 118 Business, Tobin College of Doctoral dissertation project, 71–72 Bilingual School Counseling, 105, 106 Pharmaceutical Sciences, Department of, 157, Faculty and research interests, 90–91 Childhood Education program, 102–4 162–66 General-Experimental Psychology, 73–74 Clinical Mental Health Counseling, 106–7 Courses, 162–66 Matriculation, maintaining, 77 Counseling programs, 105–6 Faculty and research interests, 168 Professional Practice Competency Early Childhood program, 104 Matriculation, maintaining, 162 Examination, 71 Literacy, 107, 108–11 M.S./M.S. Library Science program, 26, 63, Programs of study, 67–74 School Counseling, 105–6 157 School Psychology Doctoral program, 68–71 Special Education, 112–16 Program of study, 162 School Psychology M.S. program, 72–73 TESOL, 104–5, 116–17 Pharmacy Administration and Allied Health Public Administration Master Promissory Note (MPN), 19 Services, Department of, 157, 159–62 Certificate program, 47 Master’s thesis, 15–16, 29 Courses, 159–62 Courses, 49 Mathematics and Computer Science, Faculty and research interests, 167–68 Public History, 53–54 Department of Matriculation, maintaining, 162 Public librarians in New York State, certification Faculty and research interests, 90 Program of study, 159 of, 63 Matriculation, maintaining, 15 Pharmacy and Health Sciences, College of, Art and Design, 30 157–68 Queens Campus Asian Studies, 33 Academic standing, 159 Description, 93 Biological Sciences, 36 Comprehensive examination, 159 Directions, 181 Chemistry, 37 Degree requirements, 158–59 Disabilities, Students with, submission of Computer Information Systems/Decision Degrees and disciplines, 12, 157–59 documentation for, 178 Sciences, 149 Doctor of Philosophy program, 158–59 Facilities, 180–81 Counseling, 131 Doctoral dissertation, 159 Education, School of, 92–93 Entrance requirements, 157 Records, 13 English, 45 Examinations, 159 Refund policy, 9 Finance, 151 Faculty and research interests, 167–68 Registrar’s Office, 12–14 Government and Politics, 53 Grading, 159 Registration, 13 History, 59 Health Education Resource Center, 159 Liberal Arts and Sciences, St. John’s College Management, 152 Master of Public Health degree, 158 of, 28 Management of Risk, 154 Master of Science Degree, 157–58 Web, via, 13 Marketing, 153 Objectives, 157 Regulations. See Academic information and M.B.A. program, 135 Pharmaceutical Sciences Department, 162–66 regulations Pharmaceutical Sciences, 165 Pharmacy Administration and Allied Health Religious Studies. See Theology and Religious Pharmacy Administration and Allied Health Services, Department of, 159–62 Studies, Department of Services, 162 Programs of study, 157–59 Replacement diplomas, 14 Psychology, 77 Placement rates, 179 Research Review Board, 15 Sociology, 83 Political theory, 49 Residence requirements, 15 Spanish, 60 Politics. See Government and Politics, Education, School of, 96 Theology, 86 Department of Retention rates, 179 Toxicology, 166 Professional Development Center for School Risk Management. See Management of Risk Mental Health Counseling, Clinical, 106–7 Improvement, 23 Rome, Italy, campus Microcomputer laboratories, 24 Professional School Counselor, certification commencement ceremonies, 14 Ministry, Campus, 20 for, 105 International Relations Program, 47 Mock interview session, 21 Professional Studies, College of, 169–76 Room and Board, 9 Multimedia classrooms, 24 Admission requirements, 169, 172, 174 Museum Administration, 30 Courses, 169–75 St. John’s University. See also specific topics Degrees and disciplines, 12, 169–75 Academic Calendar, 3–6 New York City licensure of teachers and Faculty and research interests, 176 Academic regulations, 10–16 administrators, 96 Master of Professional Studies (M.P.S.) in Academic Service-Learning education, 178 New York State Certification Criminal Justice Leadership, 170–71 Administration, 179–80 Professional School Counselor, 105 Master of Professional Studies (M.P.S.) in Admission, 7–9 Public librarians, 63 Sport Management, 173–75 Athletic Program participation rates, 179 School Librarian, 63 stjohns.edu/graduatebulletin 187 Auditing courses, 14 Stafford loans, Federal, 18–19 Transfer students Campus Security Report/Missing Persons Staten Island campus Admission, 8 Procedures/Fire Prevention, 178 Description, 93 Tuition CareerLink, 21 Directions, 182 General, 8–9 Center for Psychological Services and Clinical Disabilities, Students with, submission of Refund policy, 9 Studies, 74 documentation for, 178 Tuition Assistance Program (TAP), 59 Commencement ceremonies, 14 Facilities, 181 Copyright Infringement Policy and Sanctions, 179 Stormcard ID Cards, 23 UIS (University Information System), 12, 13 Degree programs, 10–12 Student Aid Reports (SAR), 17 University Doctor of Arts fellowships, 17 Degrees, conferral of, 14 Student Consumer Information, 178 University libraries, 25, 177 Diploma applications, 14 Student support services and resources, 20–25 Administration, 177 Disabilities students with, guidelines Alumni Relations, Office of, 19 Davis Library, 25, 177 determining eligibility for, 178 Athletics program, 19, 179 Faculties, 177 Expenses and fees, 8–9 Campus Ministry, 20 Law School Library, 25, 177 Financial aid, 17–19, 179 Campus Recreation, 20 Loretto Memorial Library, 25, 177 General information, 7, 177–82 Career Center, 21 Main Library, 25, 177 Graduation, 13–14 Computing facilities, 24 Graduation rates, 179 Counseling Centers, 21 Vaccination policy, 179 Manhattan Campus, 182 Dining service facilities, 21 Verifications, requests for, 13 Oakdale location, 182 Global Language and Culture Center, 22 Veterans information, 14 Placement rates, 179 Health insurance, 29 Voter registration, 179 Queens Campus, 93, 180–81 Health Services, 22 Recognition/Accreditation, 180 Housing Off-Campus, 22 Withdrawal from courses, 9, 13, 15 Registrar’s Office, 12–14 ID Cards, 23 Women’s and Gender Studies concentration, Replacement diplomas, 14 Immunization requirements, 22 M.A.L.S. program, 61 Retention rates, 179 Institute for Catholic Schools, 23 Staten Island campus, 93, 181, 182 International student and Resident Scholar Student body diversity, 179 services, 22 Student support services and resources, Libraries, 25 20–25 Multimedia classrooms, 24 Teacher Education Preparation programs, 179 Professional Development Center for School Transcripts, requests for, 13 Improvement, 23 Tuition, 8–9 Sickness insurance, 29 Verifications, requests for, 13 Speech and Hearing Center, 23 Withdrawal from courses, 9, 13, 15 Students with Speech and Language Scholarships, 17–18 Disabilities, Teacher of, certification of, 38 Accounting, 137 Summer Graduate Assistants, 17 Asian Studies, 31 Spanish, 59 TAP (Tuition Assistance Program), 59 School Counseling, 105–7 Taxation, 141–42, 143–44, 145–48 School Library Media Specialist Teacher Education Preparation programs, 179 Certification, 63 Teacher of Students with Speech and Program, 62 Language Disabilities, certification as, 38 School of Education. See Education, School of Teachers and administrators, 96 School Psychology TESOL programs, 104–5, 116–18 Doctoral program, 68–71 Admission requirements, 117–18 M.S. program, 72–73 Courses, 117 Sickness insurance, 8, 29 Master’s Degree programs, 116–17 Sigma Iota Epsilon, 134 Theology and Religious Studies, Department Social Science Track, M.A.L.S. program, 61 of, 83–86 Sociology and Anthropology, Department of, B.A./M.A. program, 83 79–83 Biblical Studies track, 84 B.A./M.A. programs, 80 Courses, 84–86 B.S./M.A. programs, 80–81 Faculty and research interests, 91 Courses, 81–83 Historical/Theological Studies track, 84–85 Faculty and research interests, 91 Master of Arts program, 83 Master of Arts program, 79–80 Matriculation, maintaining, 86 Matriculation, maintaining, 83 Pastoral Theology track, 85–86 Spanish, 59–60 Program of study, 83 Special Education, 112–16 Thesis for master’s degree. See Master’s thesis Special Students Time limit for obtaining degree or diploma, Liberal Arts and Sciences, St. John’s College 14, 135 of, 28 TOEFL, 7, 37 M.A.L.S. program, 61 Toxicology, 157, 165–66 Speech and Hearing Center, 23 Transcripts, request for, 13 Sport Management, Master of Professional Transfer of credit, 8 Studies (M.P.S.), 173–75 Center for Global Development, 45 Internships, 174, 175 Liberal Arts and Sciences, St. John’s College SRM Apprenticeship Program, 136 of, 28–29 M.A.L.S. program, 61

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