rockland graduate campus long island university

R

O

C

K

L

A

N

D

C

A

M

P

U

S

G

R

A

D

U

A

T

E

B

U

L

L

E

T

I

N

2

0

0

9

-

2

0

1

1

10-09 – 5,000 GR

AD

UA

TE

BU

LL

ET

IN2

00

9-2

011

70 ROUTE 340ORANGEBURG, NEW YORK 10962

www.liu.edu/rockland(845) 359-7200 • Fax (845) 359-7248

[email protected]

ROCKLAND GRADUATE CAMPUSLONG ISLAND UNIVERSITY

Long Island University Rockland Graduate Campus Bulletin 2009-2011

Rockland Graduate Campus

ii

LONG ISLAND UNIVERSITYIn its ninth decade of providing access to the Americandream through excellence in higher education, LongIsland University is a multicampus, diverse, doctoralinstitution of higher learning. One of the largest and mostcomprehensive private universities in the country, LongIsland University offers 590 undergraduate, graduate anddoctoral degree programs and certificates, and educatesover 24,000* students in degree-credit and continuingeducation programs in Brooklyn, Brookville (C.W. Post),Brentwood, Riverhead, Rockland and Westchester.The Arnold & Marie Schwartz College of Pharmacy andHealth Sciences prepares students for successful careers inthe fields of pharmacy and health care. The University’sGlobal College offers a wide range of study abroad optionsat overseas centers in Australia, China, Costa Ricaand India.

Long Island University’s nearly 650 full-time facultymembers provide outstanding instruction, which issupplemented by internships and cooperative educationopportunities. The accomplishments of more than

170,000 living alumni are a testament to the success of itsmission – providing the highest level of education topeople from all walks of life. The University’s NCAADivision I and II athletic teams, nationally renownedGeorge Polk Awards in journalism, Tilles Center for thePerforming Arts and Long Island University Public RadioNetwork (WLIU-FM and WCWP-FM) provideenrichment for students and the community.

*This number includes high school students enrolled in one or moredegree-credit courses.

Accreditation and program registration.Long Island University is accredited by the Commissionon Higher Education of the Middle States Association ofColleges and Schools, 3624 Market Street, Philadelphia,PA 19104, (215) 662-5606. The Commission on HigherEducation is an institutional accrediting agencyrecognized by the U.S. Secretary of Education and theCouncil for Higher Education Accreditation. The degreeand certificate programs also are approved and registeredby the New York State Department of Education.


Table of Contents

Long Island University......................ii

Campuses of Long Island University ...1

Overview ..........................................3

Mission Statement.............................3

Graduate Degree Programs................4

Academic Calendar2009-2011 ....................................5

Admission.........................................6

Registration.......................................8

Academic Policy..............................10

Requirements for Degrees ...............11

Tuition and Fees..............................13

Scholarshipsand Financial Aid.........................15

Student Life/CampusPolicies and Procedures ...................18

Facilities and Services......................19

Graduate Degree Programs.........21-52Business Administration..................20Education .........................................26Counseling and Development.........29Curriculum and Instruction ............37Adolescence Education ...................38Special Education and Literacy.......42Educational Leadership andAdministration ............................46

Health Administration and PublicAdministration ............................50

Pharmaceutics ..................................56

Approved Programs.........................61

Rockland GraduateCampus Administration ...............62

Rockland GraduateCampus Faculty...........................63

Long Island UniversityBoard of Trusteesand Administration......................66

Directions to the RocklandGraduate Campus ........................70

Table of Contents

ROCKLAND GRADUATE CAMPUSBULLETIN 2009-2011

iii



iv

1Long Island University Rockland Graduate Campus Bulletin 2009-2011

Campuses of Long Island University

CAMPUSES OF LONG ISLAND UNIVERSITY

The ResidentialCampuses

Brooklyn CampusThe Brooklyn Campus is distinguished

by dynamic curricula reflecting the greaturban community it serves. Distinctiveprograms encompass the arts and media,the natural sciences, business, socialpolicy, urban education, the healthprofessions, pharmacy and the healthsciences, all on a pluralistic campus thatdraws insight and strength fromdifferences. The Campus offers Ph.D.programs in clinical psychology andpharmaceutics, the D.P.T. in physicaltherapy and the Pharm.D. in pharmacy.In the past year, the Brooklyn Campushas received $3,505,012 in new externalfunding to support a variety of programsincluding faculty research, communityoutreach and student-centered projects.Founded in 1926, the Brooklyn

Campus is the original unit of LongIsland University and its only one inNew York City. The 11-acre site indowntown Brooklyn is convenient toall subway lines, many bus lines and theLong Island Rail Road.The Brooklyn Campus offers 212

associate, undergraduate, graduate,doctoral and certificate programs. Servingnearly 11,200 students, its academic unitsinclude the Richard L. Conolly Collegeof Liberal Arts and Sciences; the Schoolof Business, Public Administration andInformation Sciences; the School ofEducation; the School of Nursing; theSchool of Health Professions; and theArnold & Marie Schwartz College ofPharmacy and Health Sciences. It isknown for its nationally recognizedHonors Program.

In 2006, a $45-million Wellness,Recreation and Athletic Center wasopened to serve the Campus and thesurrounding community. In 2007, theCyber Café was launched, providing ahigh-tech hot spot for students andfaculty members to meet and eat.

C.W. Post CampusThe C.W. Post Campus is distinguished

by programs of excellence with smallclasses in accountancy, business,information and computer science,education, public service, healthprofessions and nursing, visual andperforming arts, and liberal arts andsciences. The wooded suburban campus,only 20 miles from New York City, is hometo the renowned Tilles Center for thePerforming Arts, Hillwood Art Museumand WCWP-FM, a Long Island UniversityPublic Radio Network station. C.W. Postoffers the Ph.D. in information studies, thePsy.D. in clinical psychology and the Ed.D.in interdisciplinary educational studies.

The Campus was established on theformer estate of cereal heiress MarjorieMerriweather Post in 1954 to accommodatethe growing educational needs of NassauCounty following World War II. Namedfor breakfast cereal magnate CharlesWilliam Post, C.W. Post offers its 11,031full-time, part-time and non-creditstudents a comprehensive range of 261associate, undergraduate, graduate, anddoctoral degree programs and certificates.In addition, the Campus offers college-credit courses to more than 2,000 highschool students in area schools.The Campus is recognized as one of the

nation’s most beautiful academic settings.Modern buildings range from an acclaimedstudent union to an elegant library.Beautiful red-brick academic buildings,including Humanities Hall, Pell Hall/LifeScience and the Kahn Discovery Center,are outfitted with wireless classrooms,major-specific laboratories and computercenters. C.W. Post’s award-winningcooperative education program is nationallyrenowned for its extensive careercounseling and job placement services.Fifteen NCAA men’s and women’s

sports teams take advantage of C.W. Post’s70 acres of playing fields. Clubs, fraternitiesand sororities provide many other outletsfor student activities. C.W. Post’s$18 million Pratt Recreation Center is astate-of-the-art health and fitness facilityfeaturing an eight-lane swimming pool,three full-size basketball courts, racquetballcourts and an elevated jogging track.Tilles Center for the Performing Arts,

Long Island’s premier concert facility,brings Carnegie Hall and Lincoln Centerto the Campus with world-class jazz, rock,folk music, dance, mime, orchestral andchamber music performances.

The RegionalCampuses

Brentwood CampusThe Brentwood Campus of Long Island

University has been offering undergraduateand graduate programs to residents ofSuffolk County, Long Island since 1959.The Campus, which serves a total of nearly1,100 graduate, undergraduate and non-credit students, is located on SecondAvenue in Brentwood, on 172 acres oftree-lined property owned by the Sisters ofSt. Joseph.

The Brentwood Campus has been aninnovator in developing Fast-Track Master’sDegree programs for working professionalswho wish to accelerate their studies. Theseprograms offer a set schedule of courses anda reduced tuition rate. Qualified applicantsenroll as a cohort and proceed to earn theM.S. in criminal justice. A Master ofBusiness Administration (M.B.A.) also isoffered.The Campus offers M.S. degrees in

early childhood education B-2, childhoodeducation 1-6, childhood education/specialeducation, childhood education/literacyeducation B-6, mental health counselingand school counselor, as well as theM.S.Ed. in literacy B-6 and specialeducation 1-6.

Graduate courses are offered inconjunction with a number of differentprograms at the C.W. Post Campus,including library and information science.The Campus also offers an undergraduateprogram in criminal justice.Classes are small and personalized.

Students take advantage of a full range ofcomputer and library facilities bynetworking with the University’smainframe systems. The Campus schedulesmost of its courses during late afternoons,evenings and weekends.


2 Long Island University Rockland Graduate Campus Bulletin 2009-2011

Rockland Graduate CampusThe Rockland Graduate Campus offers

courses that are diverse and classes thatare small. For nearly three decades, theCampus has been providing residents inthe Lower Hudson Region and NewJersey with access to master’s degrees andadvanced certificates from Long IslandUniversity, a recognized and respectedinstitution of higher education.Conveniently located near the

Palisades Parkway in Orangeburg, N.Y.,just two miles from the New Jersey bor-der, the Campus offers personalizedinstruction delivered by a full-time facul-ty and adjunct professors drawn from thetop ranks of their professions. Most cours-es are offered during the evenings andweekends to accommodate the busyschedules of working professionals.

The Rockland Graduate Campuslibrary features an online catalog thatlists holdings across the Long IslandUniversity campuses. In addition, accessto Internet resources provide high-techdelivery of full-text databases.Information is instantly available throughtwo IBM compatible Pentium computerlabs, which are connected through theUniversity’s network.A bachelor’s degree from an accredited

institution is required for admission.Many of the graduate programs permitchanges in major from undergraduatestudies.The Rockland Graduate Campus

offers master’s degrees and programsin business administration (M.B.A.),with concentrations in finance andmanagement; health administration(M.P.A.); public administration (M.P.A.);gerontology (advanced certificate);mental health counseling (M.S.); schoolcounselor (M.S.); education includingadolescence education (M.S.Ed.), specialeducation (M.S.Ed.), special education –autism (M.S.Ed.), literacy – B-6(M.S.Ed.), childhood education – 1-6(M.S.), childhood/childhood specialeducation (M.S.), childhood/literacy – B-6 (M.S.), school building leader(M.S.Ed.), and educational leadership(advanced certificate); andpharmaceutics (M.S.) with specializationsin industrial pharmacy and cosmeticscience.

Long Island University at RiverheadLong Island University at Riverhead

offers high-quality graduate courses andprograms to residents of Long Island’sEast End. Conveniently located onSuffolk County Community College’sEastern Campus, just 10 minutes fromexit 70 on the Long Island Expressway, itprovides working adults and recentbaccalaureate graduates with theopportunity to pursue a privateeducation during the evenings andweekends. Offerings include the B.S. inchildhood education (1-6)(upperdivision), M.S. in childhoodeducation, the M.S. in literacyeducation, the M.S. in teaching studentswith disabilities and an advancedcertificate in applied behavior analysis.In addition, an M.S. and an advancedcertificate in homeland securitymanagement (HSM) are offered fullyonline. The HSM program featurescomprehensive curricula designed byprofessionals for professionals. Facultymembers and guest lecturers includesome of the top names in lawenforcement, counterterrorism andgovernment. All programs are accreditedby the Commission of Higher Educationof the Middle States Association ofColleges and Secondary Schools.

Westchester Graduate CampusSince 1975, Long Island University

has been offering graduate degree andcertificate programs in WestchesterCounty. The Westchester GraduateCampus is located in a state-of-the artfacility on the grounds of PurchaseCollege of the State University of NewYork. The facility features high-techclassrooms designed for adult learners,technologically advanced libraryfacilities, mainframe-networkedcomputer labs and other resources.Students enroll as degree candidates

or as non-degree students who wish topursue graduate courses for personalenrichment or professional advancement.

Most classes are held in the lateafternoons, in the evenings and onweekends to meet the scheduling needsof working adults. Program offeringsinclude business (M.B.A.); education(M.S.Ed., advanced certificate) in theareas of childhood education –1-6, early childhood, middle childhoodand adolescence – 5-12, specialeducation, literacy, bilingual, TESOL,writing and reading, school counseling,and school psychology; marriage andfamily therapy (M.S.); and mental healthcounseling (M.S.).These diverse courses are taught in

small classes by distinguished full-timeand adjunct faculty members who arecommitted to personalized instructionand who bring practical experience tothe classroom.The C.W. Post Campus’ Palmer

School of Library and InformationScience also offers graduate-level coursesat the Westchester Graduate Campus.

General Information


OVERVIEWThe Rockland Graduate Campus of

Long Island University is recognized asRockland County’s premier provider ofmaster’s degree programs for adults, withcourse offerings in education, businessadministration, school and mental healthcounseling, public and health adminis-tration, and pharmaceutics. Flexiblecourse schedules play an integral role inthe tradition of success at the RocklandGraduate Campus. Courses are offered inthe late afternoons, evenings and onweekends to afford working adult stu-dents the opportunity to balance theireducational pursuits with family andbusiness responsibilities.The Campus is one of six campuses

that comprise Long Island University,one of the largest and most comprehen-sive private universities in the country.Today’s full-service Rockland GraduateCampus evolved from the original exten-sion site that opened in 1980 to meet theemerging educational needs of the grow-ing Hudson River Valley area. TheCampus is dedicated to maintaining andenhancing its present programs, whileconcurrently assessing the future educa-tional needs of area residents. TheCampus offers 13 graduate degrees, fourgraduate certificate programs and a con-tinuing education program to over 500students.The Rockland Graduate Campus

steadfastly adheres to the University’scommitment to educate each of its stu-dents one at a time in an experience-enriched environment conducive topersonal growth and professional devel-opment. Classes are small and intimate;students receive considerable personalattention and advisement. The Rockland

Graduate Campus is primarily a teachingcampus, offering academic and profes-sional programs of study that address thepersonal and career needs of the resi-dents of Rockland and Orange Counties,the lower Hudson Valley and borderingNew Jersey counties.

This specialized and tailored approachto education has been made possiblethrough the Rockland Graduate Campus’ability to utilize and incorporate theresources of a major university while pro-viding the atmosphere and personal ser-vices of a small college. Each programwas designed to help the student acquireand refine professional skills, as well as toincrease appreciation and understandingof cultural values.Central to the continued success and

evolution of the Rockland GraduateCampus has been the consistent avail-ability of a distinguished and seasonedfaculty who challenge our students andenrich their educational experience.Faculty are drawn from Long IslandUniversity’s C.W. Post Campus and thebusiness and professional communities.Many faculty members have given morethan a decade of service to the programsat the Rockland Graduate Campus. Astrong and consistent governance, theparticipation of a diverse faculty,University-wide support and the over-whelming enthusiasm of our students andour alumni have each contributed to andshaped its growth. The Campus offersacademic counseling, a modern librarywith extensive access to online full-textand abstract databases, up-to-date com-puter facilities and a substantial scholar-ship program for part-time graduatestudy.The Rockland Graduate Campus of

Long Island University does not discrimi-nate on the basis of gender, sexual orien-

tation, race, color, creed, national origin,religion, age, handicap or political belief,in any of its educational programs andactivities, including employment prac-tices and policies relating to recruitmentand admission of students. Additionally,the Rockland Graduate Campus takesaffirmative action to recruit applicantsfrom among women, members of protect-ed minority groups, handicapped individ-uals and veterans, including disabledveterans and Vietnam-era veterans.

Mission StatementAs a regional campus of Long Island

University, the Rockland GraduateCampus shares the University’s missionto provide access to the American dreamthrough excellence in higher education.

The offering of quality graduate pro-grams – relevant in content and accessi-ble in delivery to the adult populationswe serve – is the focus of our endeavors.This is accomplished through our statusas a regional campus within a multi-cam-pus University, a result of our access toaccomplished faculty, high-quality courseofferings and cutting-edge technologies.A small college community atmosphereis developed and encouraged through anemphasis on communication, accessibili-ty, convenience, flexibility and personalattention. A priority of the Campus,consistent with the mission of the largerUniversity, is to provide individualizedattention for each student.At the Rockland Graduate Campus,

academic program offerings are geared toenhance the intellectual and professionaldevelopment of our students. In addition,the Campus reaches out to local resi-dents, business communities, school dis-tricts and other organizations toencourage lifelong intellectual growthand career enhancement, and to partici-pate fully as a contributing member ofthe local community.



Business ProgramsBusiness Administration (M.B.A.)Business Administration (Advanced Certificate)

Education ProgramsAdolescence Education (M.S.Ed.)English 7-12Earth Science 7-12Biology 7-12Chemistry 7-12Mathematics 7-12Physics 7-12Social Studies 7-12

Childhood Education (M.S.)Childhood/ChildhoodSpecial Education (M.S.)

Childhood/Literacy B-6 (M.S.)Educational Leadership (M.S.Ed.), (Advanced Certificate)Gifted Education (Certificate Extension)Literacy Birth - Grade 6 (M.S.Ed.)Mental Health Counseling (M.S.)School Counselor (M.S.)Special Education (M.S.Ed.)Special Education(Autism Concentration) (M.S.Ed.)

Health Administration ProgramsGerontology (Advanced Certificate)Non-Profit Management (Advanced Certificate)Health Administration (M.P.A.)Public Administration (M.P.A.)

Pharmacy Program

Pharmaceutics (M.S.)

GRADUATE DEGREE PROGRAMSThe graduate degree programs provide qualified college graduates with the opportunity to work with faculty members in formal

courses, seminars and research projects that encourage sound independent thought and the maximum development of each student’sintellectual capacities. Each course is designed to help the student acquire and refine professional skills as well as to increase appre-ciation and understanding of cultural values.The Rockland Graduate Campus of Long Island University offers degree programs and certificates in business, education, health

administration, school counseling, nonprofit management, mental health counseling and pharmaceutics.


FALL 2009MBA Fall and MBA Fall I Begin..................................August 31All other Classes Begin ............................................September 8Add/Drop and Late Registration ......................September 8 - 21Conferral of September Degrees..............................September 18Rosh Hashanah - No Classes ..........................September 19 - 20Weekend College I ..........................................September 26, 27;

Oct. 17, 18; Nov. 7, 8Columbus Day - No Holiday - Classes Meet ............October 12MBA Fall I Ends ..........................................................October 23MBA Fall II Begins......................................................October 27On-Line Registration Begins For Spring 2010 ........November 2**Last Day To File For January 2010 Degrees ................October 16Election Day - No Holiday - Classes Meet ..............November 3Last Day To Opt P/F Or W......................................November 13Weekend College II..............................Nov. 21, 22, Dec. 19, 20;

Jan 16, 17 2010Thanksgiving Recess - No Classes ..................November 25 - 29Tuesday Classes Suspended ........................................December 8Study/Snow Day(CLASSES MAKE UP DAYS) ................December 11 and 14

Final Examinations ..........................................December 15 - 21MBA Fall and MBA Fall II End ..............................December 21Term Ends ................................................................December 23

WINTER 2009 - 2010Classes Begin ............................................................December 28Late Registration & Add/Drop ................................December 28New Year’s Holiday - No Classes..........December 31 - January 1Classes End....................................................................January 12

SPRING 2010Conferral of January Degrees........................................January 15MBA Spring and MBA Spring I Begins ......................January 18All other Classes Begin ................................................January 19Add/Drop and Late Registration ............January 19 - February 1Weekend College III ..................................................Jan. 30, 31;

Feb. 27, 28; Mar. 20, 21Last Day To File For May 2010 Degrees ....................February 12Presidents Weekend- No Classes

(MBA may meet)............................................February 13 - 15Monday Classes Meet

Tuesday Classes Suspended ..................................February 16MBA Spring I Ends ........................................................March 12MBA Spring II Begins....................................................March 15Spring Recess - No Classes

(MBA may meet) ......................................March 29 - April 4

On-Line Registration Begins ForSummer & Fall 2010 ..................................................April 5**

Last Day to Opt P/F or W ................................................April 9Weekend College IV................................April 10, 11; May 1, 2;

May 22, 23Study/Snow Day(CLASSES MAKE UP DAYS) ............................April 28 - 29

Final Examinations ............................................April 30 - May 6MBA Spring and MBA Spring II End ................................May 7Term Ends ..........................................................................May 14Commencement ................................................................May 20

SUMMER 2010Summer IMBA Summer and MBA Summer I Begin ......................May 10All other Classes Begin......................................................May 17Late Registration Drop/Add ......................................May 17 - 18Weekend College IV ................................................May 22 - 23Memorial Day - Holiday - No Classes

(Make-up 6/4) (MBA may meet) ........................May 29 - 31Make-up day for 5/31 ..........................................................June 4Last Day to Opt P/F or W ................................................June 11Classes End ........................................................................June 18

Summer IIClasses Begin......................................................................June 21Late Registration Drop/Add ......................................June 21 - 22MBA Summer I Ends............................................................July 2Independence Day Weekend - Holiday –

No Classes (MBA may meet) ..................................July 3 - 5MBA Summer II Begins ......................................................July 5Make-up day for 7/5..............................................................July 9Last Day To File For September 2010 Degrees ..................July 16Last Day to Opt P/F or W ..................................................July 16Classes End..........................................................................July 23

Summer IIIClasses Begin ......................................................................July 26Late Registration Drop/Add........................................July 26 - 27Last Day to Opt P/F or W ............................................August 20MBA Summer I & II Ends ..........................................August 27Term Ends ......................................................................August 27

** Online Registration dates are subject to change.

ACADEMIC CALENDAR

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

Academic Calendar

This calendar is subject to change.Please consult the schedule of classes and the

Web site each semester.

ADMISSIONAn application for admission may be

obtained by writing to the RocklandGraduate Campus Admissions Office,calling (845) 359-7200, via email: [email protected] or through the Web site atwww.liu.edu/rockland. The completedapplication must be submitted to theAdmissions Office along with two officialtranscripts from each university that thestudent has attended, undergraduate andgraduate, and completed six or morecredits. A bachelor’s degree (or its equiv-alent) from an accredited institution,indicating a strong record, is necessary tobe considered for admission to the gradu-ate programs. Letters of recommendationand test scores must be submitted, ifrequired by the specific academic disci-pline. A nonrefundable fee of $30 mustaccompany the application.Applicants should file their applica-

tions and supporting materials as early aspossible. Applicants who wish to beaccepted as matriculated (degree-seeking)students before beginning their studiesmust file the application and supportingcredentials no later than one monthbefore the opening of the semester inwhich they expect to enroll.International students must provide an

application and all supporting informa-tion to be received no later than May 1for September admission and November 1for January admission. For informationconcerning specific programs, see individ-ual sections in this bulletin. Applicationscan be mailed to:Admissions OfficeLong Island UniversityRockland Graduate Campus70 Route 340Orangeburg, NY 10962

Admission StatusA student may be admitted to a

Rockland Graduate Campus program inone of the following categories:

1.) A Full Matriculant is a studentwho has submitted all required documen-tation and meets all eligibility require-ments for his or her degree program.

2.) A Limited Matriculant is a studentwho plans to apply for full matriculationbut does not currently meet all academicrequirements. Any student accepted as alimited matriculant because of technicaldeficiencies (e.g., awaiting final transcriptstating degree conferred) or academicdeficiencies must satisfy all conditionsoutlined in the acceptance letter to be

considered for full matriculation.Typically, limited matriculant studentswill only be permitted to register for amaximum of 12 credits, unless otherwisestated by the academic department. If theconditions for limited matriculation arenot satisfied, the student may be perma-nently reclassified as a non-matriculant.Once all deficiencies are removed, thestudent must petition the Office ofAcademic Advisement to be reclassifiedas a full matriculant. The student does soby filling out an application which can beobtained in the Rockland GraduateCampus Main Office or Office ofAcademic Advisement.3.) A Non-Matriculant is a student

who has a bachelor’s degree but is not acandidate for a graduate degree and istaking a limited number of courses forcertification, professional advancement orpersonal enrichment. Admission as anon-matriculant student is usually for onesemester only. Students must sign a non-matriculant registration waiver whichpermits registration for a maximum of sixcredits. A non-matriculated student isexpected to complete all assignments andis graded on the same scale as a matricu-lated student. If a student subsequentlywishes to matriculate, a new applicationmust be filed with the Admissions Office.Upon review of the student’s applicationand supporting credentials, the appropri-ate department will decide if all require-ments for matriculation have been met.Courses completed by non-matriculatedstudents, if pertinent to the degree pro-gram in which the student has matricu-lated and if completed within thefive-year time limit, may be creditedtoward the degree.All students admitted to a master’s pro-

gram will be classified as matriculated orlimited matriculated students.Matriculants must submit evidence of abachelor’s degree. They must have anacceptable record in undergraduate andother studies as reflected in official tran-scripts of all colleges and universitiesattended. A 2.75 average in the under-graduate major is required for certain pro-grams. Attention is given to overall gradeaverages, grade trends during undergradu-ate study, and areas of scholasticstrengths. Individual departments mayhave additional requirements.

Admission to CoursesAdmission to graduate classes does not

imply that the student has been acceptedas a candidate for a degree. Acceptanceto a degree candidacy is contingent upon

the student obtaining matriculated statusand satisfying all requirements.

Re-AdmissionStudents who have not registered for

two consecutive major semesters (summersemester not included) and who have notmaintained matriculation should reapplyto the degree program through theAdmissions Office. Unless otherwise stip-ulated, students who are re-admitted mustmeet the program degree or certificaterequirements in effect at the time of theirre-admission.

New York StateImmunization LawThe New York State Health

Department requires college and universi-ty students born on or after January 1,1957 to be immunized against measles,mumps and rubella. All students attend-ing the University, including matriculantsand non-degree students, must showproof of immunity if they wish to registerfor classes. For information on studentprocedures for complying with this law,please contact the Registration Office at(845) 359-7200, ext. 5405. New YorkState requires that Long Island Universitymaintains a record of each student’sresponse to the meningococcal diseaseand vaccine information. The form mustbe signed by the student and containeither a record of meningitis immuniza-tion within the past 10 years or anacknowledgement of meningococcal dis-ease risk and refusal of meningitis immu-nization signed by the student. Studentswho do not sign and return this form willbe blocked from registration.

Transfer CreditsGraduate courses pertinent to the plan

of study, and taken at other institutionsprior to admission to the RocklandGraduate Campus, may be credited to thegraduate degree. Permission to transfersuch credit must be requested at the timeof admission and official transcripts mustbe submitted to the Admissions Office.Only credits earned during the five yearsimmediately prior to registration at theRockland Graduate Campus will be con-sidered. The total number of transfercredits is normally limited to six semesterhours and are not recorded as part of thequality-point average. In all instances,



Admission


transfer credit will not be allowed for anygraduate course in which the grade wasless than B, including a grade of B-.Transfer credit is not recorded until thestudent has completed 15 semester hoursof credit in residence. Courses taken atother universities after admission to amaster’s program at the RocklandGraduate Campus may not be used fortransfer credit unless prior permission isobtained from the major department.

Admission ofUndergraduateStudents

Qualified college seniors who need lessthan a full program to meet the require-ments for a bachelor’s degree may applyfor admission to the Rockland GraduateCampus. The student must fill out anapplication for admission, submit all offi-cial transcripts to date, and meet alladmission requirements of the program.The student may then be accepted intothe program on a provisional limitedmatriculant basis.The student must then submit the final

official undergraduate transcript statingdegree conferred prior to being eligible toenroll in courses. Upon receipt of thefinal official transcript (with degree con-ferred statement), the student may bereclassified as either a full matriculant orlimited matriculant, depending on acade-mic qualifications.Qualified seniors at any Long Island

University campus who need less than afull program to meet the requirements forthe bachelor’s degree may take, concur-rently with their undergraduate program,a limited number of graduate courses andreserve these semester hours of credittoward a master’s degree. These studentsmust: fill out an application for admission(as outlined above); be accepted provi-sionally into the department or school (ifaccepted, the graduate department orschool must notify the Records Office toestablish a graduate transcript for thesestudents); declare their intention to takesuch courses and reserve them for gradu-ate credit at the time of registration,while simultaneously registering for theundergraduate courses needed to com-plete the bachelor’s degree; and havetheir registration cards signed by boththeir undergraduate and graduate advi-sors, as well as their department chair anddeans. Depending on the program, otherrequirements may apply.

International StudentsAdmission Criteria

An international student applicantmust submit an Application forInternational Admission and the follow-ing supporting documents to the Office ofAdmissions by June 1 for Septemberadmission or by November 15 for Januaryadmission (except where other depart-mental deadlines apply as outlined indepartmental requirements).1. Original, official records of completed

university work and verification ofearned degrees. Official certified trans-lations are required if the records arenot in English.

2. Test of English as a Foreign Language(TOEFL) or International EnglishLanguage Testing System (IELTS)results.

3. Statement of intended major or field ofinterest.

4. GMAT or GRE results, if required byprogram (see specific program require-ments).

5. Letters of recommendation and/orother documentation required forspecific programs as outlined in depart-mental admissions requirements.

Immigration RequirementsAn international applicant who

intends to apply for an F-1 student visamust submit a “Financial Affidavit ofSupport” from a sponsor who is willingand able to undertake the student’sapproximated costs of education and liv-ing expenses. Financial documents mustbe submitted in support of the FinancialAffidavit of Support.

Upon submission and acceptance of allrequired financial documentation eacheligible student is sent a “Certificate ofEligibility for Non-Immigrant (F-1)Student Status” (also called Form I-20).This form may be used to apply for an F-1entrance visa to the U.S. issued byAmerican Embassies abroad.

Applications from international stu-dents must be accompanied by a non-refundable $30 application fee. Uponnotification of admission, the student willbe required to send a nonrefundabledeposit of $100 which will be appliedtoward the first semester’s tuition andfees. Upon receipt of the deposit and of asponsor’s or bank’s statement of financialsupport, an I-20AB form will be issuedwhich will enable the student to apply fora student visa. Students should not makeplans to come to the United States untilthey receive appropriate non-immigrantforms.Health insurance coverage is required

for all international students and for theirdependents.Students holding F-1 (student) visas

are required by law to be fully matriculat-ed and must be registered for at least ninecredit hours per semester.

Language ProficiencyAn international student who demon-

strates an insufficient level of English lan-guage proficiency may be grantedconditional acceptance if his/her TOEFLscore is at least 425. Once his or her lan-guage ability demonstrates the requiredproficiency level, he or she will be offeredfull acceptance and will be eligible toenroll in Rockland Graduate Campusacademic programs and courses.



Visiting StudentsA graduate student in good standing at

another college or university may registerfor courses at the Rockland GraduateCampus by filing an application as a visit-ing student and submitting authorizationfrom the graduate school where he or sheis pursuing a degree.

VeteransThe Rockland Graduate Campus wel-

comes applications from veterans andencourages them to take full advantage oftheir G.I. Bill benefits. Candidates arerequired to submit a copy of DD Form214, Report of Separation, to theRegistration Office.

Auditing of CoursesIn order to gain necessary background

or enhance general knowledge, studentsmay audit graduate courses for no credit.Audited courses cannot be taken later forcredit. The permission of the instructor isrequired in every case. Laboratory cours-es, field work practicum and certain othercourses may not be audited. The studentpays half the regular tuition and full feesfor the course, and his or her transcriptreflects that the course has been audited.Students who audit must complete auditforms in the Registration Office at thetime of registration.

Center for ProfessionalDevelopment andLifelong Learning

The mission of the Center for ProfessionalDevelopment and Lifelong Learning is toprovide an opportunity for continuedgrowth and development for adults by tak-ing non-credit courses. For information onany of our Continuing Education programs,contact the Center for ProfessionalDevelopment and Lifelong Learning at(845) 359-7200, ext. 5434.

REGISTRATIONOnce the Schedule of Classes is made

available several months prior to eachsemester, registration officially begins andcontinues through the first week of class-es. Registration rules and regulationsapply equally to all students.

For the convenience of students, theRegistration Office, located in the MainOffice, is open Monday-Thursday, 9 a.m.-8:30 p.m., on Friday, 9 a.m.-5 p.m. and onSaturday 8:30 a.m.-3:30 p.m. (Summeroffice hours are different.) For furtherinformation call (845) 359-7200, ext.5405.

AdvisementStudents are assigned an Academic

Advisor for advisement purposes.Although advisement in course selectionis provided in the initial interview, stu-dents should arrange to see their desig-nated advisor for approval of theirprogram plan in their first semester ofenrollment. A plan of study will besigned by the advisor and copies will bekept in the Academic Advisement office.Course registration forms require theadvisor’s signature. In addition, each aca-demic department provides ProgramDirectors who assist students in academicplanning and course selection. TheAcademic Advisement Office can bereached by calling (845) 359-7200 ext.5420.

Procedure forRegistrationRegistration can be made online,

in person or by mail at the RocklandGraduate Campus. Please consult theacademic calendar on page 5 foradditional information regarding thedates and times of registration for eachsemester. Registrations are approved bythe Academic Advisor. Approved registra-tions are processed by the RegistrationOffice at the Rockland Graduate Campus.

Program ChangesStudents may drop and/or add courses

with the Academic Advisor’s permission,or change from a credit to an audit status(or vice versa), by filing an officialchange of program form with theRegistration Office. The deadline for allsuch program changes is specified in theacademic calendar; changes cannot bemade after these dates. For any voluntarychange of program, the student will becharged a fee.

WithdrawalStudents may wish to withdraw from a

course in which they are doing satisfacto-ry work. To withdraw, students must com-plete the official Enrollment ChangeForm and submit it to the RegistrationOffice prior to the established deadline.Students who do so will be given thegrade of W. If the deadline has passed,the student must obtain the approval of


Tuition and Fees

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

Payment of Tuitionand FeesEach semester the Bursar’s Office mails

a bill for the tuition and fee charges tothe home address of students who regis-ter. It is the responsibility of students tonotify the bursar if a bill is not received.One copy of the bill must be returned

to the Bursar’s Office with a payment bythe due date shown on the mailer.Students on scholarship, tuition assis-tance or financial aid programs are alsorequired to return their copies to theBursar’s Office with the applicable expla-nation noted.

Failure to return any bill by the end ofthe first week of classes may result in anofficial withdrawal, although the finan-cial obligation will remain. No registra-tion will be considered completedwithout payment or an arrangementacceptable to the Bursar.Any student who has outstanding

indebtedness to the University will notbe allowed to register or re-register,receive a transcript of his or her record,have academic credits certified, be grant-ed a leave of absence, or have a degreeconferred.

University LimitedDeferred Payment PlanStudents may defer up to half of their

tuition and fees provided their account is ingood standing with the bursar. Defermentsare available for the fall and spring semes-ters only. There is a $35 service charge onall deferments.

If students wish to use the defermentplan, they must submit, with their bill, apayment for 50 percent of their tuition.Students must indicate that they wish todefer payment and they must sign thepayment agreement on the reverse sideof the bill.A confirmation of the deferment will

be sent indicating the balance due andthe due dates (usually three paymentsthroughout the semester).

Change of AddressIt is the responsibility of the student to

inform the Registration Office in writingof a change of address. A change ofaddress form may be obtained from theRegistration Office, which is located inthe Main Office.

Class SchedulesMost courses convene once a week

during fall and spring semesters for aminimum of 14 class sessions. Each ses-sion lasts for approximately two hours.Specifically scheduled days and times areoutlined in the Schedule of Classesbooklet and on our Web site atwww.liu.edu/rockland. Weekend classesare available in some academic areas.

Weekend CollegeWeekend College is an intensive edu-

cational program and is designed for stu-dents who are unable to attend classesduring the week or who prefer a weekendformat. Courses offered are the equiva-lent in content and credit to coursesoffered during the regular academic year.The intensive classroom format, com-bined with independent study and indi-vidual consultations, provides studentswith a beneficial and rewarding educa-tional challenge.

Most weekend college courses at theRockland Graduate Campus follow aschedule which consists of three inten-sive, nonconsecutive weekends. It is pos-sible to earn graduate credits throughWeekend College in our Education pro-

grams. Weekend College also providesthe opportunity for concentrated study inseveral academic areas, course work forcertification, and in-service training foreducators and professionals. Please notenot all classes are offered in the weekendformat.

Class SizeEvery effort is made to restrict the num-

ber of students in a section of a course toensure maximum learning. Most coursesare limited to no more than 25 students.

Course LoadFull-time students must register for at

least nine graduate credits each semester.Financial aid eligibility for direct subsi-dized and unsubsidized loans from thefederal government requires half-timeenrollment, which is equivalent toenrollment in a minimum of six creditsper semester. Eligibility for some finan-cial aid programs (i.e, New York StateTuition Assistance Program) may requireenrollment in a minimum of 12 creditsper semester. For additional information,check with the Office of Financial Aid,located in the Admissions Office.

Maintenance ofStandingA student is expected to fulfill graduate

degree requirements by registeringfor consecutive semesters (excluding sum-mer sessions) either by attending class ormaintaining matriculation. A degreecandidate who does not register for



classes and who wishes to continue underthe requirements in effect when admittedmust apply to his or her academic advisorfor maintenance of matriculation prior toor during the registration period. A $50fee must be paid during the registrationperiod of each inactive semester, exclud-ing summer sessions. Students should beaware that their financial aid status maybe impacted.The maintenance of matriculation sta-

tus is limited to two semesters. Beyondthe two-semester time frame, a studentmust apply for re-admission to his or herprogram. All rules regarding requests forre-admission apply. Under extenuatingcircumstances, a student may appeal tohis or her dean for extension of the two-semester limit.Students who have applied for mainte-

nance are entitled to use Universityfacilities.

Maintenance of matriculation doesnot extend the time limits specifiedunder “Requirements for Degrees.”

ACADEMICPOLICY

Program-SpecificDegree RequirementsBeyond admission to candidacy for the

degree and completion of the specifiedgeneral requirements for that degree, astudent must satisfy the various addition-al requirements and restrictions thatappear under the respective school anddepartmental headings in this Bulletin.

GradingGrades: Credit is granted for courses

completed with the grade A, A-, B+, B,B-, C+, C, C- or P. P signifies pass. Thegrade of F signifies failure. W indicates astudent-initiated withdrawal from acourse after the change of program peri-od through the last day for grade changeoptions (as noted in each semester’sschedule of classes.) UW indicates anunauthorized withdrawal.A grade of INC is assigned at the

discretion of the professor and indicatesthat some of the course requirementshave not been completed. A student hasuntil the end of the following semester tomake up incomplete coursework, inwhich case the student must submit a

written request to the appropriate facultymember, department chairperson and thedean of the department for an extension.After completion of a course following agrade of INC, the grade I will beretained on the transcript along with thefinal earned grade and the date the workwas completed.Quality-Point Index: The University’s

quality-point index is employed to deter-mine the average grade of a student. (A)corresponds to an index number of 4.00,(A-) to 3.67, (B+) to 3.33, (B) to 3.00,(B-) to 2.67, (C+) to 2.33, (C) to 2.00,(C-) to 1.67, and (F) to 0.00.

The grades W, UW, P, and INC arenot counted in the computation, nor arethe grades for courses taken at anothercollege or university.Unsatisfactory Grades: The average of

grades attained in the approved programof study may be no less than B (equiva-lent to a quality point index of 3.00).Students who receive below B in twograduate courses are considered to havean academic deficiency. A third gradebelow B may cause the student to losematriculated status or be dismissed fromthe graduate program.Academic standards vary and may be

more stringent in select departments,especially in cases involving the coursegrade of F. Complete information isfound in the department listings.

AttendanceIt is expected that students will attend

all class sessions scheduled for the coursesin which they are enrolled. Regulationsconcerning attendance in a particularcourse are at the discretion of the instruc-tor. Responsibility for class attendancerests with the student.Absences from classes or laboratories

may affect the final grade. Permission tomake up work missed through absence isnot automatic and is given at the discre-tion of the instructor.The University reserves the right to

exclude a student whose attendance isunsatisfactory to his/her instructors or tothe dean, from an examination, course orprogram. Students exhibiting an excessiverate of unexcused absences may receive agrade of F or UW for the semester.

Absence from FinalExaminationStudents who are absent from a final

examination must:1. Notify their professor and the depart-

ment chair by letter or fax of the rea-son for the absence within 24 hours ofthe final examination.

2. Request permission from the professorto take a deferred final examination.The deferred final examination isgranted as a privilege, not as a right.It may be permitted only to a studentwho complies with the notificationregulations indicated above, whosework during the semester has beensatisfactory, and whose reason for miss-ing the scheduled examination isaccepted by the department chairper-son or dean.

Academic Conduct

Student ConductAll Rockland Graduate Campus stu-

dents are expected to conduct them-selves within the bounds of acceptedsocial behavior. Behavior that interfereswith the educational effectiveness of aclass is not tolerated and will be consid-ered sufficient cause for suspension of astudent from class. A student who is sus-pended from class for disciplinary reasonsmust first attempt to resolve the problemwith the faculty member. If this is notpossible, the problem will be referred firstto the program director, then the depart-ment chairperson, and finally to the aca-demic dean.In cases of classroom misconduct, a

student may be charged with a violationof the Rockland Graduate Campus Codeof Conduct. In such cases, that matter ishandled by the associate provost of theRockland Graduate Campus.

Academic IrregularitiesResponsibility for disciplinary action

in cases of academic irregularities or dis-honesty in examinations or class work isassigned to the appropriate academicdean. Plagiarism and cheating are notonly serious violations of the rules but,also may reflect adversely on thestudent’s reputation on the Campus.

Faculty, administrators and the studentbody share the responsibility for academ-ic integrity. A student in violation ofaccepted academic procedures may besubject to disciplinary action, up to andincluding expulsion from the Campus.Faculty members will report to the

Academic Policy


academic dean any case of irregular ordishonest behavior that occurs in theclass that is observed by the professor.Students may likewise make such areport to the faculty member or dean.The dean shall decide what disposition isto be made of the charges. Requestsfor appeals may be made to theStudent/Faculty Appeals Board.In the case of a minor infraction that

is the students first disciplinary offense,the dean may authorize the faculty mem-ber to dispose the charges, and limit themaximum penalty to failure in thecourse. The faculty member will make areport of the incident and the actiontaken to the academic dean and the asso-ciate provost.

Course FrequencyThe frequency with which courses are

offered is indicated after every coursedescription under Academic Programs inthis bulletin. Most courses are offered onrotation.

Course NumbersCourse numbers 500 and above are

generally open only to those who qualifyfor graduate standing. Courses numbered600 to 700 are designed primarily forthose who qualify for graduate standing,but may be taken by advanced under-graduate students with permission fromthe dean of the school in which the grad-uate course is offered.

Change of MajorA student transferring from one major

department to another must be formallyaccepted by the chairperson of thedepartment to which the application isbeing made. The student is expected tonotify the chairperson of the departmentfrom which he/she is leaving. If the stu-dent has a grade point average of lessthan 3.0, the proposed change must beapproved by the dean. Application formsare available in the Main Office at theRockland Graduate Campus.Please see the sections of the individual

schools for additional academic policies. Anexception to the provisions of this section ofthe Bulletin may be made only with writtenpermission of the appropriate dean.

REQUIREMENTSFOR DEGREESThe responsibility for properly fulfill-

ing the requirements for degrees restsentirely with the student. Students gen-erally meet the requirements announcedin the Graduate Bulletin for the academ-ic year in which they were matriculatedor readmitted. Students for whom gradu-ation requirements change during theirprogress to a degree may, with theirdean’s permission, choose requirementsin effect at the time of admission orthose in effect at the end of the course ofstudy.Exceptions to the provisions of this

section of this Bulletin may be made onlywith the prior written sanction of theappropriate dean or the recommendationof the appropriate department chair.In addition to the requirements listed

in this section, students must satisfy thevarious additional requirements and con-ditions which appear in the respectivedepartmental sections in this Bulletin.

ResidencyRequirementsA candidate for the master’s degree

must complete at least one year of work,equaling 24 credits at the RocklandGraduate Campus. A candidate for theM.B.A. program must complete 30 cred-its of advanced work at the Rockland

Graduate Campus.Courses taken at another university

after admission to Long Island Universitymay not be used for transfer credit unlessprior permission is obtained from themajor department chairperson and thestudent’s dean. The sum total of transfercredit granted on admission or authorizedsubsequently towards the master’s degreeis normally limited to six semester hoursof credit and is not recorded as part ofthe quality-point average. In allinstances, transfer credit will not beallowed for any graduate course in whichthe grade was less than B. Courses with agrade of less than B are not transferable.Time limits on transferability are out-lined below.

Time LimitDegree requirements for a master’s

degree must be completed within fiveyears from the term during which thecandidate is admitted and enrolled(exclusive of time spent in military ser-vice). Any request for extension must bemade in writing and submitted to theappropriate dean for approval.

ThesisThe thesis requirement or thesis option

required in some of the graduate programsis intended to test the candidate’s abilityto engage in original research, organizeand evaluate source materials, and expresshim/herself creatively in the area of

Mary Eppolito, ‘03 SDL Alumna and School Principal


12

specialization. (See each program for spe-cific requirements.) A course in researchmethods is required of all candidateswriting a thesis. The interim grade forthesis courses is INC. This grade will bereplaced by the letter P or a letter gradeonly upon acceptance of the approvedthesis.

Completion of the required coursesand matriculated status are among theprerequisites which must be met before acandidate’s thesis will be accepted forconsideration. An oral defense of thethesis is normally required. Candidatesare assigned a thesis mentor by thedepartment chair.

Oral Qualifying orComprehensiveExaminationSome departments require students to

take examinations in their major field.These examinations include:

Qualifying ExaminationThis type of examination is usually

given in departments that require stu-dents to complete a common core ofcourses. Degree candidacy status andassignment of a thesis project aredeferred until the examination is success-fully completed.Comprehensive ExaminationSome departments give a comprehen-

sive examination after the student com-pletes a minimum of 30 semester credithours. This examination is designed totest the candidate’s knowledge of bothgeneral concepts and his or her area ofconcentration. The examination may beoral or written.Oral Examination (and defense of thethesis): Departments that require adegree candidate to write a thesis mayrequire the candidate to defend his orher thesis through oral examination. Theexamination is designed to test the can-didate not only on the thesis project butalso on ancillary areas.To be admitted into these examina-

tions a student must be fully matriculatedand complete the minimum number ofsemester credit hours indicated under therespective departmental headings. A stu-dent must attend Rockland GraduateCampus classes or maintain matricula-tion for the semester during which he orshe applies for graduation.

Graduation andDiplomasA graduation candidate is required to

file a degree application well in advance ofCommencement and to notify theAcademic Advisor of his or her anticipat-ed graduation date by the deadline datefound in the Academic Calendar includedin the Schedule of Classes. A student whomeets all requirements for his or herdegree in September or January will be inthe following May’s graduating class.Diplomas are dated three times a year:September, January and May. Assumingthey are approved for graduation, studentswho file their degree applications after thespecified graduation date will automatical-ly have their degrees awarded at the fol-lowing conferral.

Transcript RequestsThere are three ways in which a

student may obtain a transcript.

Option 1- Online RequestOrder a transcript online through

Transcripts Plus. You can request a tran-script 24 hours/day, 7 days/week. The Website is https://www.credentials-inc.com/tpoSelect the C.W. Post Campus. The cost ofa transcript, including the processing fee,is $7. All fees must be paid by a majorcredit card.

Option 2- Customer ServiceTelephone Request

Call Credentials, the academic recordservice provider, at (800) 646-1858 torequest a transcript over the phone. Anadditional $5 processing fee will be addedto your order.

Option 3- In personCome to the Rockland Graduate

Campus Main Office, fill out a transcriptrequest form, pay the fee, and the tran-scripts will be mailed directly to you. Thecost is $5 per official copy. Two student orunofficial copies are free.Transcript requests will not be processed

if a student’s University account is inarrears.


Requirements for Degrees


TUITION AND FEESSpecial Note: Tuition and fee schedules below are the prevailing

rates for the 2009-2010 academic year. The Rockland GraduateCampus accepts payment by check, money order, Discover, VISA orMasterCard. There are many scholarship programs available toRockland Graduate Campus students. See “Scholarships andFinancial Aid” section.

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

Registration Fee, per semester:12 or more credits ..............................................................$40011.9 credits or less ..............................................................$200

Other:Application Fee (non-refundable) ..........................................$30Audit fee (half tuition and full tees), per credit ..................$465Computer access for select courses ......................................variesLate Registration Fee (not applicable to new or

re-entering students) ............................................................$10Program Change Fee ................................................................$15Transcript (per request)..........................................................$5**I.D. Card Replacement ............................................................$10Reinstatement Fee............................................................$100***Delayed Registration Fee ................................................$200***Returned Check Fee................................................................$50Late Payment Fee ....................................................................$50Maintenance of Matriculation, per semester ..........................$50

*Tuition per credit, Pharmacy students $1079

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

*** Registered students who have not cleared the Bursar by the duedate indicated on the bill will be obligated to pay the Late PaymentFee of $50. Bills not cleared by mid-point of semester will be assessedan additional late fee of $50. In addition, students will be notifiedthat if they fail to clear the Bursar, their registration may be cancelledand they will be assessed a $100 Reinstatement Fee. Any studentwho deliberately fails to register, but attends classes with the intentionof registering late in the term, will be responsible for paying a DelayedRegistration Fee of $200.

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

Tuition and other fees are payable as specified above. Checksand money orders should be drawn to the order of Long IslandUniversity for the exact amount of the tuition and fee payment.Students failing to fulfill all non-academic requirements(tuition, fees, library obligations, etc.) will be denied subsequentservices until these requirements have been met. These servicesinclude, but are not limited to, withholding of diplomas, tran-scripts, letters of certification or licensure eligibility.



14

Special Programs

Senior AdultsThe following rates apply to adults who have reached age 65

before the first day of the semester. No Application Fee,University Fee or Special Course Fees will be charged. Senioradult students may not register prior to the week before thebeginning of a semester. These rates are not applicable to insti-tutes, workshops, reading courses, continuing education pro-grams, per capita classes, individual courses of instruction andStudio Art classes.Graduate Tuition per credit ..............................................$465.00Audit Tuition per credit....................................................$232.50

Lifetime of Learning ProgramThis program is for Rockland Graduate Campus alumni and

enables graduates to audit courses for pleasure and enrichment.These courses will not appear on official transcripts.Stipulations apply. Please contact the Admissions Office at(845) 359-7200 for further details.Lifetime of Learning Program Fee (per semester) ............$100.00

RefundsA student may make a written request to withdraw from one

or more courses before the end of the semester by completingan Enrollment Change Form. The Enrollment Change Formalso requires the approval of the student’s advisor and instruc-tor. Once the appropriate form is submitted to the registrar andprocessed, the student bill (i.e., the student liability) will beadjusted as indicated in the following schedule. The officialwithdrawal date shall be the date on which the registrarreceives the properly completed form. (Refer to withdrawal pol-icy in registration section.)The percentage of tuition refunded is computed based upon

the number of weeks elapsed in the semester when the studentwithdraws from the class.If the withdrawal from the course occurs prior to the begin-

ning of the semester, the student is entitled to apply for a fulltuition refund. Registration fees are non-refundable.

Tuition Liability

Fall and Spring TermWithdrawal prior to beginning of term ..........................NoneDuring the first calendar week ........................................NoneDuring the second calendar week............................25 percentDuring the third calendar week ..............................50 percentDuring the fourth calendar week ............................75 percentAfter the fourth week ............................................100 percent

Summer Sessions (Five- or Six- Week Session)Withdrawal prior to beginning of session........................NoneDay 1 through 2 of session ..............................................NoneDay 3 through 9 of session ......................................40 percentDay 10 through 16 of session ..................................75 percentAfter Day 16 of session ..........................................100 percent

Three-Week SessionWithdrawal prior to beginning of session........................NoneDay 1 of session ................................................................NoneDay 2 through 8 of session ......................................40 percentAfter Day 8 of session ............................................100 percent

Seven- or Eight-Week SessionWithdrawal prior to beginning of session........................NoneDay 1 through 2 of session ..............................................NoneDay 3 through 9 of session ......................................30 percentDay 10 through 16 of session ..................................70 percentAfter Day 16 of session ..........................................100 percent

Ten-Week SessionWithdrawal prior to beginning of session........................NoneDay 1 through 2 of session ..............................................NoneDay 3 through 9 of session ......................................20 percentDay 10 through 16 of session ..................................40 percentDay 17 through 23 of session ..................................75 percentAfter Day 23 of session ..........................................100 percent

Weekend CollegeWithdrawal prior to beginning of session........................NoneDay 1 through 2 of session ..............................................NoneDay 3 through 9 of session ......................................30 percentDay 10 through 16 of session ..................................70 percentAfter Day 16 of session ..........................................100 percent

Short Term Institutes (Three Weeks or Less)Withdrawal prior to beginning of session........................NoneDay 1 of session ................................................................NoneDay 2 session ............................................................20 percentAfter Day 2 of session ............................................100 percent

Continuing Education - Refund PolicyFees for individual courses will be refunded to students who

formally withdraw from classes based on the number of sessionsa class is scheduled to meet, according to the schedule below:

One-Session Courses - No refund unless withdrawal is made atleast three days prior to the first class meeting.

Two-Session Courses - Prior to start of class - full refund; afterfirst class meeting but before the second class 50 percent; aftersecond class meeting, no refund.

Three or More Session Courses - Prior to start of class, full refund;after first class meeting, 75 percent refund; after second class,50 percent refund; after third class, no refund.


Tuition and Fees

SCHOLARSHIPSANDFINANCIAL AIDThe Rockland Graduate Campus offers

many different scholarship programs forprofessionals and students. Whetheryou’re returning to graduate school afterseveral years or are a recent college grad-uate, chances are you will be eligible forone of the scholarships listed below. Mostscholarships do not require an incometest or other evidence of financial need.However, all students are required tocomplete a Free Application for FederalStudent Aid (FAFSA) at FAFSA.ed.govfor each year in order to receive a schol-arship. Please use LIU School Code002751 when completing the FAFSA.Please note that the FAFSA year beginswith each summer semester and includesthe following fall and spring semesters.For any questions about these scholar-

ship programs, please call the AdmissionsOffice at (845) 359-7200 ext. 5415.Please note: Students are eligible for

only one University-funded scholarshipprogram, with the exception of the FriendsEducating Friends (FEF) ScholarshipProgram. For most scholarships, studentsmust be fully matriculated.

Credit BankScholarshipsThis program is a merit-based academic

scholarship program. Scholarship awardsare made based on the cumulative gradepoint average of all official college tran-scripts submitted. The scholarship may beused anytime within your first three yearsof graduate study. There are three levels ofCredit Bank Scholarships:

Merit Bank Scholarship-Six-credit award

Tuition charges will be waived for atotal of six graduate credits at the currenttuition rate. A 3.4 cumulative index of allundergraduate studies is required, or ascore in the 85th percentile in all cate-gories within the previous seven years onany of the following standardized tests:GMAT, GRE general subject, NTE,LSAT, MCAT, or the MAT. Previousgraduate work may be also considered.

Incentive Scholarship-Four-credit award

Tuition charges will be waived for atotal of four graduate credits at the cur-

rent rate of tuition. A 3.2 cumulativeindex of all undergraduate studies isrequired, or a score in the 75th percentilein all categories within the previousseven years on the above mentioned stan-dardized test. Previous graduate work mayalso be considered.

Graduate Scholarship-Two-credit award

Tuition charges will be waived for atotal of two graduate credits at the cur-rent rate of tuition. A 3.0 cumulativeindex of all undergraduate studies or ascore in the 65th percentile in all cate-gories within the past seven years on theabove mentioned standardized tests isrequired. Previous graduate work may alsobe considered.

Eligibility Criteriafor Credit BankScholarshipsCredit Bank Scholarships do not

require income tests or other evidence offinancial need. A special application formis not required. In order to be consideredeligible, a student must be newly admit-ted to a program at the RocklandGraduate Campus as a matriculated,degree-seeking student. Students areassessed automatically by the AdmissionsOffice upon acceptance into the degreeprogram and then notified of the award.Awards are based on information includ-ed in the application at the time ofadmission only.Award recipients should return their

bills to the Bursar’s Office with an expla-nation of their scholarship status. As thestudent progresses through his/her studies,the Bursar’s Office applies all awards tothe student’s account at a rate of onescholarship credit per three credits regis-tered. However, no more than threescholarship credits will be issued duringany one semester.

Please note that only one University-funded grant or scholarship can be issuedper person, per program, with the exceptionof the Friends Educating Friends (FEF)Scholarship Program.

Friends EducatingFriends ScholarshipProgram (FEF)A current student who is matriculated

in a Rockland Graduate Campus degreeprogram may be eligible to receive an FEFScholarship if he/she refers a new student

to the Rockland Graduate Campus andthe recruitment effort leads to a recom-mended friend or colleague completingat least six credits with a grade of B orhigher toward a degree as a matriculatedstudent. In order to qualify for the FEFScholarship, the FEF application must besubmitted along with the application foradmission of the new student. One FEFScholarship award is equivalent to onefree course (three graduate tuition cred-its) and must be taken at the RocklandCampus. There is no limit to the numberof nominees a current student can recom-mend or the number of FEF Scholarshipshe/she may be eligible to receive. FEFapplication requirements apply and mustbe followed. The FEF eligibility require-ments can be found on the FEF applica-tion form. Please contact the AdmissionsOffice to obtain an FEF application formand for additional information. AllUniversity financial aid policies apply.

Dominican/ConcordiaAlumni ScholarshipStudents who graduated from

Dominican College in Rockland Countyor Concordia College in WestchesterCounty with a cumulative grade pointaverage of 3.0 or higher may be eligiblefor the Dominican/Concordia AlumniScholarship. This scholarship is a one-third reduction in tuition at theRockland Graduate Campus for theduration of the student’s graduate degreeprogram. It becomes effective once a stu-dent is fully accepted and fully matricu-lated in a degree granting program. Pleasecontact the Rockland Graduate CampusAdmissions Office for eligibility require-ments.Long Island University and Dominican

and Concordia Colleges have a strong affili-ation and commitment to promote pro-grams that enable graduates to further theireducation and reach their professional goals.

Long Island UniversityAlumni ScholarshipResidents of Bergen, Rockland, or

Orange counties who graduated from theC.W. Post Campus or Brooklyn Campusof Long Island University between 1995and present who are new students, maybe eligible for a one-third tuition reduc-tion scholarship for any of the RocklandGraduate Campus master’s degree,advanced certificate or non-degree pro-grams. Please contact the AdmissionsOffice for further information.



Rockland GraduateCampus AlumniScholarshipGraduates of the Rockland Graduate

Campus of Long Island University areawarded a one-third tuition reductionscholarship when they are enrolled as afull or limited matriculated or non-degree student in any program at theRockland Graduate Campus. Thistuition reduction scholarship may beused to study in another graduate area orto earn an advanced certificate in thesame degree area. In order to be eligiblefor an Alumni Scholarship, alumni stu-dents must complete a new applicationfor admission and submit it to theAdmissions Office. Additionally, stu-dents must file the Free Application forFederal Student Aid (FAFSA). Pleasecontact the Admissions Office for furtherinformation.

Rockland CountyEmployee ScholarshipLong Island University and the Offices

of Rockland County Government haveforged a unique affiliation to encourageand promote the advanced education ofRockland County Government employ-ees. The Rockland Graduate Campus ofLong Island University offers a one-thirdtuition scholarship for the duration of amaster’s degree program for any RocklandCounty Government employee who isaccepted into a degree-granting program.Additionally, entry awards are availablefor spouses and dependent children ofthese County employees. Entry awardswill provide a one-third tuition reductionscholarship for the first six credits ofgraduate study taken by a spouse or

dependent child who is accepted into adegree granting program at the RocklandGraduate Campus. Please contact theRockland Graduate Campus AdmissionsOffice to receive an application for thisscholarship and for further eligibilityrequirements. Proof of employment eachsemester is required to process an award.

School LeadersScholarshipStudents who are employed full-time

in education in either Rockland Countyor Bergen County public or privateschools are eligible to receive a one-thirdtuition reduction scholarship for allcourses, when enrolling in theEducational Leadership AdvancedCertificate program. A limited number ofeducators from each county will be award-ed this scholarship each year. Please seethe Admissions Office for further detailsabout the scholarship and to apply.

Rockland Non-ProfitScholarshipThis scholarship offers a one-third

tuition reduction for all courses and isavailable for all those matriculatedin the M.P.A. in health or public admin-istration or the mental health counsel-ing program. Eligibility requires that thestudent is an employee of an approvedRockland County-based nonprofit orga-nization. Students must complete anapplication for this scholarship. Othereligibility requirements apply.

All ScholarshipsStudents are required to indicate on the

back of the tuition bill whether they arereceiving any scholarships or financial aid.Employers that are billed directly by theUniversity will receive a bill which reflectsall scholarships and financial assistancethat the employee is receiving and will benotified of any scholarship awarded afterbilling. Scholarships require acceptanceinto a degree program. Most scholarshipcommitments will be honored for threeyears from the date of award. Students maytake courses at their own pace. There is nominimum number of credits which mustbe taken each semester, nor are recipientsrequired to attend every session in order tomaintain the scholarship.

FINANCIAL AIDThe following information is provided

in summary form. Detailed informationregarding application procedures, selectionof recipients, award schedules, and rightsand responsibilities of recipients should beobtained from the Rockland GraduateCampus Admissions/Financial Aid Office.

Full-time enrollment status for graduatestudents for all federal and state financialaid programs is defined as 12 credits persemester. For international students, ninecredits per semester is considered full-time.Half-time enrollment status for graduatestudents for some loan eligibility is sixcredits per semester.

Standard of Satisfactory Academic Progress for the Purpose of Determining Eligibility for State TAP Awards

Before being certified for this TAP 1st 2nd 3rd 4th 5th 6th 7th 8thpayment, a student must:

1. Have earned this minimum number 0 6 12 18 30 45 60 70of credits

2. Have earned this minimum 0 .6 1.2 1.8 2.5 2.5 2.5 2.5Cumulative Grade Point Average

3. Be registered for 12 credits 12 12 12 12 12 12 12 12

4. Complete each term this number of 0 6 6 9 9 12 12 12credits without withdrawals


New York StateAssistance

Tuition Assistance Program (TAP)To qualify for this grant, a student

must be a legal resident of New YorkState, be a United States citizen or eligi-ble non-citizen, be enrolled full-time (atleast 12 credits per semester), be fullymatriculated in an approved degree pro-gram and be in good academic standing.Awards are based on the student’s family(and spouse, if applicable) net taxableNew York State income of the previousfiscal year. For further information,please contact the Long IslandUniversity, C.W. Post Campus Office ofFinancial Assistance at (516) 299-3215.

Federal AssistanceStudents will be considered for the fol-

lowing types of federal assistance on thebasis of information provided on the FreeApplication for Federal Student Aid(FAFSA).

Federal William D. Ford DirectStudent LoanAll students receiving a scholarship

and/or financial assistance must completethe FAFSA. Please note that you mustfile a new FAFSA every year. The stepsto filing this are:1. File your free application for Federal

Student Aid online atwww.fafsa.ed.gov. (Please use LIUschool code #002751.Helpline: 1-800-4FED-AID)

2. Complete the Direct Loan EntranceCounseling Interview atwww.dlssonline.com (Please use LIUschool code #002751-00: G02751Helpline: 1-800-848-0979)

3. Sign the Electronic Master PromissoryNote (E-MPN) for Direct Loans forSubsidized/Unsubsidized Loans athttp://dlenote.ed.gov (Please use LIUschool code #G02751Helpline: 1-800-848-0979)

U.S. citizenship or permanent residentstatus is required. Matriculated studentsin a degree granting program who areregistered for at least six credits persemester are eligible to apply for directloans. Repayment begins six monthsafter graduation or termination of at leastpart-time studies. Should you have anyquestions, please call (845) 359-7200ext. 5415 or (516) 299-3215.Federal direct loans may be subsidized

or unsubsidized. When a loan is subsi-dized, the federal government will paythe interest on the loan while the stu-dent is in school. The borrower has todemonstrate financial need in order toqualify for this type of loan.The Financial Aid Office determines

this status based on the student’s estimat-ed family contribution. If a student doesnot qualify for a subsidized direct loan,he/she may apply for the unsubsidizeddirect loan. It offers the same terms andconditions as the subsidized loan, exceptthat the borrower is responsible to paythe interest, or the interest may be capi-talized while the student is in school.

Maximum loan amounts for gradu-ate students are as follows:Annual Limit $20,500Aggregate Limit $138,500

For each academic year, a graduate stu-dent may borrow up to the annual limitof $20,500, based on a review of theirannual cost of attendance. At least$12,000 of this amount may be in unsub-sidized Direct Loans.

Students who drop below six creditsbefore loan disbursement will not beallowed any portion of the loan, whichmust be returned to the federal loanservicer. Students withdrawing followingloan disbursement are subject to aReturn of Title IV funds review. Futurefederal loan assistance may be rescindedif the student is not making satisfactoryprogress towards their degree. Studentsreceiving aid through any of the federalprograms receive verification of their eli-gibility for this loan from the Financial

Aid Office. Deferment benefits are avail-able for those students who qualify.Contact the Federal Direct Student LoanServicer at 1-800-FED AID.

Academic Standardsfor Federal ProgramsStudents receiving Title IV financial

aid assistance are required to meet stan-dards of satisfactory progress toward theirdegree objective.

In addition to maintaining the yearlyincrements of credits earned, studentsmust also satisfy the average require-ments as detailed in this bulletin.Students studying business admin-istration and health administration mustmaintain a 2.5 grade point average. Allother students who have earned 13 cred-its or more must maintain a 3.0 GPA.Title IV probation status will be con-

sidered in the following manner: first, areview is made at the end of each semes-ter to determine if a student’s average issatisfactory. A review is made at the endof each semester of each year for evalua-tion of work completed. If a student hasfailed to meet the minimum require-ments, the student is placed on proba-tion for the following year. At the end ofthe following year, after the springsemester, a determination is made. Asdefined below, if progress toward mini-mum standards has still not been made,the student will lose eligibility for thethird year.Progress toward the minimum stan-

dards is defined as: (1) completing theminimum number of credits required forthat year or cumulative increments; or(2) showing improvement in the gradepoint average.

P grades will be reviewed for gradepoint requirements by the dean. U, F,W, WF, INC, ABS, UW, NGR, AUDgrades do not count toward successfulcompletion requirements. In addition,repeated courses count only once towardcredits earned.

Scholarships and Financial Aid

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

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

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

Cumulative credits 4 8 12 16 20 24 29 34 39 44 49



Part-time students should simply pro-rate the full-time chart requirements.A student must conform to the stan-

dards of good academic standing pub-lished in this University bulletin. Therecords of a student who is either onprobation or who fails to make adequateprogress toward his or her degree aresubject to review for mitigating circum-stances based upon professional judg-ment. A student will remain in goodstanding and eligible to receive Title IVfunds until he or she is declared ineligi-ble. The determination will be made atthe end of each semester.

STUDENT LIFE/CAMPUSPOLICIES ANDPROCEDURESThe responsibility for compliance with

academic and campus policies restsentirely with the student.

Solving ProblemsTo settle a dispute of any kind,

remember to always follow the chain ofcommand, whether academic or non-academic.

Academic DisputesIf you are involved in an academic dis-

pute, always attempt to resolve it withyour professor first. Often, the professormay not be aware of the problem andcan help you solve it. If that fails, con-tact the Rockland Graduate Campus pro-gram director or appropriate departmentchairperson. If you still feel that youmust further pursue the matter, contactthe dean for that area. He or she canhelp you or suggest a method for resolv-ing your problem. If you are concernedwith program requirements, graduationrequirements, academic standing, or aca-demic suspension, the person to see firstis the academic advisor.

Non-AcademicDisputesThe procedure for resolving a non-aca-

demic dispute is similar to the above

process. First talk to the person withwhom you have the problem or with arepresentative of that area. If that provesunsatisfactory, try to speak to the directorof that department. If that fails, reportthe problem to the associate provost.

What if I have a problem of apersonal nature?

If you have a problem and don’t knowwhere to turn, speak to your academicadvisor, a faculty member with whom youare comfortable, or the associate provost.

Alumni AmbassadorsThe Rockland Graduate Campus has

invited a select group of its alumni torepresent the campus at recruitmentevents and outside social activities. Thealumni help to promote the campus toprospective students by sharing their ownexperiences as students. Ambassadors arevolunteers who devote the amount oftime and effort that they feel comfortableexpending.

Public InformationPolicyThe Family Educational Rights and

Privacy Act of 1974 specifically statesthat a school may provide what is termed“directory information,” and only thisinformation, without the student’s con-sent except as otherwise required by law.Directory information includes the fol-lowing: the student’s name, address, tele-phone number, date and place of birth,major field of study, participation in offi-cially recognized activities and sports,weight and height of members of athleticteams, dates of attendance, degrees andawards received, and the most recentprevious educational agency or institu-tion attended.

Any student who wishes any or all ofhis/her directory information to remainconfidential may inform the Main Officemanager of his/her request in writing atany time. In addition, The FamilyEducational Rights Privacy Act guaran-tees all students access to their own aca-demic records. Detailed informationregarding confidentiality of specific por-tions of a student’s record is availablethrough the Registration Office (MainOffice).

Campus Security

Annual Campus Security ReportA copy of the Rockland Graduate

Campus Annual Security Reportincludes statistics for the previous threeyears concerning reported crimes thatoccurred on Campus; in certain off-cam-pus buildings or property owned by orcontrolled by the Rockland GraduateCampus; and on public property within,or immediately adjacent to and accessi-ble from, the Campus. The report alsoincludes institutional policies concerningcampus security, such as policies con-cerning alcohol and drug use, crime pre-vention, the reporting of crimes, sexualassault, and other matters. Copies of thisreport are available at the RocklandGraduate Campus Main Office.

Students with SpecialNeedsNew York State guidelines indicate

that recent federal and state laws requirecolleges and universities to provide quali-fied individuals with special needs “theopportunity to participate in all programsand services, curricular and extracurricu-lar, which are available to non-disabledindividuals, including test programs andexaminations. In order to permit individ-uals with disabilities the opportunity tobenefit from such participation, reason-able accommodations, including appro-priate adjustments and modifications ofexaminations, must be implemented.”Under the law, reasonable accommo-

dations will be offered at the RocklandGraduate Campus of Long IslandUniversity for individuals with specialneeds. Students with special needs willreceive basic academic accommodationsby their individual professors and theiracademic departments. Accommodationswill be made by other departments asrequired for non-academic matters.Students with special needs who desire

accommodations must submit appropri-ate documentation of their disabilities tothe Coordinator of Services for Studentswith Special Needs whose office is locat-ed at the C.W. Post Campus of LongIsland University in the Office ofStudent Health and Counseling.In most cases, appropriate documenta-

tion should be no older than three years,and should include a diagnosis of disabil-ity, testing and results that explain thenature of the disability, the way it cur-rently impacts the student academically


Campus Policies and Procedures

or otherwise, and suggestions of accom-modations that might work for the stu-dent.Professional staff will review and eval-

uate the documentation and establish aconfidential file. Information regardingthe student with a disability is consideredconfidential and will not be released toanyone without written permission of thestudent.Once the documentation has been

evaluated and accepted, the Coordinatorof Services for Students with SpecialNeeds will discuss with the student theappropriate accommodations and providethe student with letters that notify facul-ty of these necessary accommodations.Other campus departments will be noti-fied, as necessary, of the needs for addi-tional accommodations noted in thestudent’s documentation.To contact the Coordinator of

Services for Students with SpecialNeeds:Phone: (516) 299-2345Fax: (516) 299-3539Or send mail to:Coordinator of Services for Studentswith Special NeedsC.W. Post CampusLong Island UniversityStudent Health and CounselingLife Sciences Building – Room 154Brookville, NY 11548-1300

Students also have the option of iden-tifying their special need through theiracademic advisor who will assist them inreaching the coordinator of Services forStudents with Special Needs.Students are strongly encouraged to

contact the coordinator or their academ-ic advisor well in advance so appropriateaccommodations can be arranged.

FACILITIES ANDSERVICES

LibraryThe Rockland Graduate Campus

library is an open stack library that pro-vides the resources to support the acade-mic programs at the Campus. It is staffedby library and information science pro-fessionals and is open Monday throughSaturday (and occasional Sundays) forstudent use. Equipped with six computerterminals, the library allows studentsimmediate access to the on-line databasewhich lists not only the RocklandCampus book collection, but also

includes the book collections of otherLong Island University campus libraries.Materials from all Long Island Universitycampuses are made available to studentsthrough courier service among campuses.In addition, full-text databases such asLEXIS-NEXIS, PROQUEST, and INFO-TRAC are available on and off-campus.Up-to-date index searching is offered viacomputers in the areas of education,health, business, sociology and psychology.

The Rockland Graduate CampusLibrary has been designated as a NewYork State Document ResearchDepository, and houses in excess of60,000 state documents. The library islocated on the second floor of theRockland Campus building. A valid stu-dent identification card is required toborrow materials from the library or toaccess the online database.

Career Resource CenterThe Career Resource Center at the

Rockland Graduate Campus offers stu-dents and alumni a variety of career-related services. Located on the secondfloor in the Library, the Career ResourceCenter has many useful handouts, booksand Internet resources to assist you withyour job search and career planning.Numerous job announcements from localand area schools, agencies and corpora-tions, as well as applications and materi-als on fellowships, scholarships, grants,and research opportunities are posted onthe Center’s Career Information Board.To learn more about the Career ResourceCenter contact Christy Wrightington,director of advisement at (845) 359-7200,ext. 5420.

Computer FacilitiesThe Rockland Graduate Campus has

two computer labs. The labs are equippedwith IBM-compatible computers.Appropriate software is available for stu-dent and faculty use. The Long IslandUniversity network spans six campusesand provides our students with access toadditional software, as well as on-linesearches of all databases available in theLong Island University system.

The first floor computer lab is availablefor student use every day. The secondfloor lab is a classroom lab; this room isused mostly for classes and special work-shops. Students should consult the postedschedule for hours of operation of bothlabs.The Rockland Graduate Campus has

distance-learning technologies, whichmay be utilized for courses given else-where in the University.

Virtual BookstoreTo purchase textbooks students should

visit our Virtual Bookstore (MBS Direct).MBS is one of the largest online sellers ofcollege textbooks in the U.S. A link can befound online at www.liu.edu/rockland byclicking on the “Current Students” “BuyBooks” tab. Students can also access MBSdirectly athttp://bookstore.mbsdirect.net/liurockland.htmIf a student does not have Internet

access, they may call (800)-325-3252 toplace an order. Several options are avail-able for the shipment of textbooks.Students should purchase textbooks at leasttwo weeks prior to the beginning of eachsemester. MBS Direct also offers many usedtextbooks to reduce the cost of buying text-books and also offers to buy back textbooksif students wish to sell them.


BUSINESS ADMINISTRATION PROGRAMS

Program Director

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


BUSINESSADMINISTRATION(M.B.A.)Rockland Campus Program DirectorLynn Johnson, B.A., M.S., Ph.D.(845) 359-7200 ext. [email protected]

The M.B.A. program is for men andwomen who wish to upgrade their profes-sional credentials, increase their knowl-edge of business disciplines, and enhancetheir competencies as effective managers.

Long Island University’s M.B.A. pro-gram in Rockland meets the higheststandards in curriculum and instruction,and its schedule and delivery make it apractical undertaking for the studentwith other work or family responsibilities.

(1) Rapid Completion: Known as “TheFast-Track M.B.A.,” the program canbe completed in 24 months, owing tothe intensive eight-week semestersand innovative cohort schedule.

(2) Practical Orientation: Students haveextensive and direct contact withexperienced faculty practitioners,who bring a real-world orientation tothe classroom.

(3) Critical Competencies: The M.B.A.program focuses on the mastery ofskills in communication, teamwork,diversity management, financialanalysis, strategic thinking, and lead-ership—the kinds of vital skillsrequired for effective managerialperformance.

(4) Cohort System: Students enteringthe program at the same time willtake courses together throughoutthe 24-month period. This cohortsystem affords mutual support whilefostering team leadership and projectmanagement skills. Individualarrangements are made to accommo-date different entry points or specialscheduling needs.

Prospective students are invited tomeet with the M.B.A. program directorin a personal interview on-site. A carefulassessment of each candidate’s education-al background, professional experience,and career goals is part of the admissionsprocess and ensures that enrollment is asound decision for each applicant.While most M.B.A. students are cur-

rently employed in business, those inother fields such as health, government,education, non-profit organizations andthe arts have also found the program

beneficial for career advancement.Inquiries may be directed to:M.B.A. Program Director(914) 831-2711

AdmissionsRequirements

Full Matriculant StatusRequirements

The standards for admission as a fullmatriculant student into the graduateprogram are the following:• Bachelor’s degree from an accreditedinstitution

• Minimum undergraduate GPA of 3.0• Official transcripts from all collegesand universities previously attended(foreign documents must be accompa-nied by a certified English translation)

• Results of the Graduate ManagementAdmissions Test (GMAT). TheGMAT will be waived for applicantswho hold a previous master’s or doctor-al degree and for applicants with pro-fessional credentials such as CPA,CMA, CFA, etc. The GMAT may alsobe waived for applicants with signifi-cant business experience, whichincludes at least seven years of profes-

sional employment after completing anundergraduate degree

• Two letters of recommendation• A written statement outlining theapplicant’s objective for seeking admis-sion to the M.B.A. Program

• Current resume• Official score report of the TOEFLexamination required of all applicantswith degrees from foreign colleges oruniversities

Applications and information regarding theGMAT can be obtained through the Officeof Admissions, by visiting the GMAT Website at www.GMAT.org/GMAT or bycalling 1-800-GMAT-NOW.

Limited Matriculant StatusRequirementsA student admitted with technical or

academic deficiencies will be classified asa limited matriculant student. A limitedmatriculant student may enroll for amaximum of 12 credits before applyingfor full matriculation. If full matricula-tion status is not attained after ninecredits, the student may not enroll forany additional credits in the degree pro-gram. The standards for admission as alimited matriculant are as follows:

Business Administration



• Bachelor’s degree from an accreditedinstitution

• Minimum undergraduate GPA of 2.5• Official transcripts from all collegesand universities previously attended(foreign documents must be accompa-nied by a certified English translation)

• Results of the Graduate ManagementAdmissions Test (GMAT). Howeverthe GMAT will be waived for appli-cants who hold a previous master’s ordoctoral degree and for applicants withprofessional credentials such as CPA,CMA, CFA, etc. The GMAT may alsobe waived for applicants with signifi-cant business experience, whichincludes at least seven years of profes-sional employment after completing anundergraduate degree.

• Two letters of recommendation• A written statement outlining theapplicant’s objective for seeking admis-sion to the M.B.A. Program.

• Current resume• Official score report of the TOEFLexamination – required of all appli-cants with degrees from foreign col-leges or universities

Reclassification From Limited to FullMatriculant StatusA student admitted as a limited

matriculant may achieve full matriculantstatus by:1. Maintaining a 3.0 cumulative GPA in9 credits of graduate level courses as alimited matriculant student

2. Submitting all required documentation.

Post Master’sAdvanced Certificatein BusinessAdministrationThe post master’s advanced certificate

in business administration is designed toprovide M.B.A. graduates the opportuni-ty to acquire additional expertise ineither finance or management. Thisadvanced certificate may be earned bysuccessfully completing 12 credits (four700-level advanced courses) in a specificconcentration offered in the M.B.A. pro-gram and earning a grade of B or better.With the approval of an advisor, studentsmay develop a plan of study specificallytailored to their career objectives. To beadmitted into the post master’s program,applicants must provide an official tran-script of a conferred M.B.A. from anaccredited institution.

MASTER OFBUSINESSADMINISTRATION

Degree RequirementsStructure of the ProgramThe M.B.A. curriculum has four levels:

General Business CoreSix courses (18 credits) at the 500 level

Advanced Business CoreFive courses (15 credits) at the 600 level

ElectivesFour advanced courses (12 credits) at

the 700 levelCapstone Courses

One Business Policy course (3 credits),800 level

The general business core courses areparticularly important for students whohave not had previous work in econom-ics or business, or who lack comparablebusiness experience. Students who com-pleted business courses as an undergradu-ate may qualify for a reduction of someor all of the general business core cours-es, reducing the total requirements of theprogram. Information about coursewaivers is found below.

WaiversStudents with undergraduate and/or

graduate business administration trainingmay petition the program director towaive courses in the general businesscore. Students must have received gradesof at least 3.0 (B) in two courses for eachgeneral business core course to bewaived. They must also submit collegecatalogue course descriptions. If coursesare waived for students, their perfor-mance in the remaining general businesscore courses will be used to assess eligi-bility for M.B.A. matriculation.

The CohortFrameworkCourses at each level of the M.B.A.

are offered within a framework providedto each entering cohort of students. Thecurriculum for the M.B.A. program con-sists of the following courses:

General Business CoreCourse CreditsGBA 510 Financial Accounting forManagers ............................................3

GBA 511Corporate FinancialManagement ......................................3

GBA 512 Principles of Managementand Leadership ..................................3

GBA 515 ManagerialCommunications................................3

GBA 516 Business Statistics ................3GBA 517 Fundamentals of ManagementInformation Systems ..........................3

Advanced Business CoreCourse CreditsMBA 611 Global EconomicEnvironment ......................................3

MBA 614 Operations Management......3MBA 630 Financial Services andCapital Markets ................................3

MBA 632 Marketing Managementand Strategy ......................................3

MBA 633 Organizational Behaviorand Global Society ............................3

Special CompetenciesCourse CreditsFour 700-Level Courses inManagement ....................................12

Four 700-Level Courses inFinance ............................................12

CapstoneCourse CreditsMBA 821 Business Policy

and Strategy ......................................3Program Total ................................48

All courses at the 500 level (except forwaivers) and at the 600 level arerequired of all students. Some of thesecourses have prerequisites, as indicatedin the course descriptions.

The four courses at the 700 level mayvary somewhat from year to year, depend-ing on the size and characteristics of eachcohort, but will be drawn from the listbelow. All 700 courses have prerequisites,as indicated in the course descriptions.The capstone course (MBA 821) is

also required of all students and is takenwhen all other courses have been satis-factorily completed. An application toenroll in capstone course must be sub-mitted to the program director or theadvisor at least one month before coursebegins.


MBA CourseDescriptionsBusiness Courses

General Business Core: 24 Credits

GBA 510 Financial Accounting forManagersStudy of basic accounting concepts andmethods and their significance to man-agement and to the financial analyst.Topics include an introduction to finan-cial statement analysis, the measurementof income and capital, accounting forfixed assets, inventory costing and price-level changes, measuring and accountingfor corporate debt, corporate investmentin securities, and computer applicationsin accounting. This course does notrequire previous training in accounting.3 credits

GBA 511 Corporate FinancialManagementIn a risky global environment, methods arestudied by which firms and individuals:1) evaluate stocks, bonds and investmentprojects, 2) combine them in optimalportfolios, and 3) determine the best levelof debt versus equity. The basic tools arerisk versus return, and the evaluation offuture cash flows.Prerequisite: GBA 5103 credits

GBA 512 Principles of Managementand LeadershipAnalysis of current management theoryand practice. Discussion of its historicalfoundations and investigation of variousapproaches to the management discipline.Primary emphasis on administrative func-tions of planning, decision-making, orga-nizing, staffing and controlling.3 credits

GBA 515 Managerial CommunicationsThis course is concerned with improvingthe way people within organizationscommunicate. It includes the interpreta-tion and application of organizationalcommunication theory for the workingor aspiring manager. Topics include: per-sonal communication styles, media andtools for the manager/communicator,organizational communications climate,one-to-one communications, meetingsand conferences, speaking before groups,written managerial communications,planning and producing business reports,advertising managerial communications.3 credits

GBA 516 Business StatisticsThis course is designed to give funda-mental knowledge of principles, conceptsand techniques involved in applicationof probability and statistics to businessresearch and managerial decisions. Therange of applications covers various func-tional areas such as finance, marketing,accounting, management, economics andproduction. Topics include descriptivestatistics, probability concepts, riskassessment techniques, decision theory,and statistical inference (estimation andhypothesis testing).3 credits

GBA 517 Fundamentals ofManagement Information SystemsThis is a survey course analyzing the roleof information systems in business strate-gy. Information systems are shown to befacilitators of market penetration, com-petitive advantage and organizationalchange. The material is presented withinan integrated framework of organization,management and technology. Topicsinclude: organizational and technicalfoundations of information systems;applications of information systems tooperational, tactical and strategic deci-

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

Advanced Business Core: 18 Credits

MBA 611 Global EconomicEnvironmentThe main goal of this course is to analyzeand understand the global economy inwhich business operates. Attention cen-ters on the key policy issues and majoreconomic forces that affect businessactivity and on the tools necessary toevaluate these issues and forces. The for-mer include unemployment, inflation,fiscal policy, budget deficits, monetarypolicy, the changing financial environ-ment, the roles of the U.S. dollar, pro-ductivity, and international trade. Thetools of analysis include the portfolioapproach, post-Keynesian and modernmonetarist approaches, rational expecta-tions and state-of-the-art analysis of sav-ing and investment. The course alsoexplores the role played by U.S. andworld financial markets in influencingthe domestic and global economic envi-ronment.Prerequisites: GBA 510, GBA 5113 credits

MBA 614 Operations ManagementAnalysis and synthesis of importantproblems encountered in the manage-ment operations of a business organiza-tion. Analytical methods employed insolving problems such as inventory,queuing, network models, linear pro-gramming and PERT are explored.Emphasis is on problem-solving and deci-sion-making in such areas as investmentin operations, production planning,scheduling and control, reliability andmaintenance.Prerequisites: GBA 512, GBA 5163 credits

MBA 630 Financial Services andCapital MarketsThis course is a survey of money markets,the banking function, investments, andnew corporate financing techniques inrelation to global macroeconomic activi-ty. Emphasis will be given to understand-ing the principal forces that shape U.S.and global money and capital markets.Money creation, the demand for money,and the relation of money to inflationand financial flows will be reviewed in anational and international context.Interest rates and their behavior will be




examined carefully within the context ofoffering a broad based introduction tothe financial world, the changing role ofcompetitive financial institutions andthe effects of these changes on fiscal andmonetary policy.Prerequisites: GBA 510, GBA5113 credits

MBA 632 Marketing Management andStrategyThis course focuses on strategic plan-ning, problem-solving, and managementof the marketing function. The principalcomponents of marketing operations,including product development, promo-tion, pricing, and distribution, will bediscussed, as well as the processes, con-cepts, and methods of marketing strategyat both the product level and the corpo-rate level. The marketing strategies andmanagement practices of contemporaryfirms will be examined as they relate toindustrial and consumer products andservices. The relation between marketingand other business functions will bereviewed as well.3 credits

MBA 633 Organizational Behavior inGlobal SocietyThis course analyzes both the formal andinformal aspects of organizational behav-ior as well as the ethical demands on thebusiness organization for social responsi-bility. Topics cover issues of humanbehavior in an organizational context,such as individual patterns of motivationand behavior, norms and values, ethicaldilemmas, communication, teamwork,collaboration versus conflict, and groupdynamics. Organization-wide issues suchas leadership, superior/subordinate rela-tionships, and organizational change arealso explored. The moral, legal, andpolitical challenges which arise as aresult of conducting business in a globalsociety are discussed.Prerequisite: GBA 5123 credits.

MBA 821 Business Policy and StrategyAn examination of the fields of policymaking and management that integratesthe work covered in the graduate busi-ness curriculum. The viewpoint is that ofsenior general managers who set compa-ny-wide objectives and coordinatedepartmental policies and activities. Asan integrating experience, students areexpected to bring their acquired businessknowledge to bear on managerial deci-sion making. Through readings in strate-gic management, case analyses, and acomputer-based simulation, students takethe role of executive team members to

test their skill in the use of financial,marketing, and management variables incompetition with other student teams onthe campus and in other universities.Selected guest lecturers and a major writ-ten project complement the learningexperience.3 credits

Advanced Courses, FinanceConcentration: 12 CreditsThe student may choose either financeor management as a field of concentra-tion. Four finance concentration coursesmay be drawn from the following:

Finance 702 Money and CapitalMarket ApplicationsStudy of financial markets as allocatorsof funds and distributors of risk.Emphasis is given to the roles and func-tions of financial intermediaries.Theories of financial asset pricing areconsidered as they help to determine riskand return in competitive markets.Prerequisites: GBA 510, GBA 5113 credits

Finance 704 Financial ReportsAnalysisSurvey of the analytical tools and tech-niques used to evaluate the currentfinancial position of the firm. Financialreports are analyzed for growth potential,solvency, earnings quality, investments,and forecasting implications. Topicsinclude: business and financial trends,proper adjustments of financial data,cash flow forecasting, estimation of debtrisk premiums, and identification of like-ly candidates for acquisition and highbankruptcy risk firms. Required of allfinance concentration students.Prerequisites: GBA510, GBA 5113 credits

Finance 705 Securities AnalysisIntroduction to the theory and practice ofsecurity analysis, including the valuationof individual securities, valuation of thestock market as a whole, portfolio manage-ment and investment strategies.Investment risks will be analyzed and mea-surements of risk, including duration andconvexity, will be examined. An introduc-tion to derivative securities and interna-tional investments will be included.Prerequisites: GBA 510, GBA 511,Finance 7043 credits

Finance 707 Portfolio ManagementThis course considers the most effectivemethods of meeting investment objec-tives for individual and institutional

portfolios (specifically pension funds,endowment funds and mutual funds).Focus will begin with dedicated equityand fixed income portfolios and thenprogress to asset allocation and manage-ment strategies for mixed portfolios.Alternative techniques for managingrisk, including derivatives, will beexplored. Portfolio management, imple-mentation and performance measure-ment will be analyzed and appraised interms of economic shifts, yield curvechanges, tax and legal considerations.The course makes heavy use of computerprograms for portfolio management andanalysis. Actual individual and institu-tional portfolios, managed by large andsmall institutions, will be examined.Prerequisites: GBA 510, GBA 511,Finance 704, Finance 7053 credits

Finance 710 Corporate Mergers andAcquisitionsStudy of business enterprise growththrough merger and acquisition. Topicsinclude pre-merger planning and factfinding, legal and accounting considera-tions, financing aspects, tax and antitrustproblems, personnel issues, post-mergerintegration and valuation techniques.International and domestic mergers andacquisitions are considered. Case studiesare employed.Prerequisites: GBA 510, GBA 5113 credits

Finance 715 International TradeIncludes a review of international trade,its magnitude, direction, and industrialclassification, as well as the institutions(GATT, etc) facilitating it. The coursefocuses on practical techniques and prob-lems of exporting and importing withspecial attention to small business.Topics include: sources of marketinginformation, techniques of payment andcollections, currency fluctuation prob-lems and balance of payments analysis,sources and uses of funds to finance for-eign trade, and government assistance.Prerequisites: GBA 510, GBA 5113 credits

Finance 750 Financial ProblemsSeminarSelected foreign and domestic financialand economic developments are ana-lyzed. Emphasis is upon integratingacquired financial knowledge with theproblems under study.Prerequisites: GBA 510, GBA 5113 credits


Advanced Courses, ManagementConcentration: 12 CreditsThe student may choose either finance ormanagement as a field of concentration.Four management concentration coursesmay be drawn from the following:

Management 702 Theories of theOrganizationSurvey of organizational theories withparticular emphasis on goal setting,assessing, achievement and displacement.Topics include: the relationship ofauthority, role responsibility, organiza-tional structure, design and culture.Students will diagnose organizationalfunctions, analyze deficiencies and deter-mine ways of adapting organizationalstructure to realize goals.Prerequisites: GBA 512, MBA 6333 credits

Management 703 Project Analysis andProgram ManagementSurvey of managerial criteria for effectiveproject planning and management.Topics discussed: establishment of objec-tives, cost benefit analysis, planningmethods, organizational concepts, causesof conflict, conflict resolution andoptions in allocation of resources.Prerequisites: GBA 512, MBA 6333 credits

Management 704 Managerial Planningand Control SystemsFormulation of integrated long-range andstrategic plans relating to organizationalobjectives, expense centers, performancecenters and investment centers. Alsostudied are methods of performance mea-suring and information handling.Prerequisites: GBA 512, MBA 6333 credits

Management 705 ManagementDecision TheorySurvey of the decision-making processesand methods for examining, defining,analyzing and solving complex problems.Emphasis is on defining objectives, valuesystems and methods for identifying andassessing alternative courses of action.Prerequisites: GBA 512, MBA 6333 credits

Management 722 Human ResourcesManagementA review of the major areas of personneladministration. Topics include: selectionand replacement, compensation, trainingand development, labor relations andemployee services. These activities areviewed from the position of both thelarge and small firm.Prerequisites: GBA 512, MBA 6333 credits

Management 724 OrganizationalDevelopmentSurvey of contemporary training anddevelopment problems with emphasis onthe relationship between developmentand the organizations personnel deci-sions. Techniques of personnel trainingare examined.Prerequisites: GBA 512, MBA 6333 credits

Management 725 Work, People andProductivityAnalysis of the problems of the occupa-tional environment in small and largeenterprises. Emphasis on the practicalproblem-solving that is of immediateconcern to the participants. Topicsinclude: survey of new approaches tomotivation, attitudes, job satisfaction,job enrichment, monotony, fatigue,working conditions and conflict resolu-tion, quality circles and productivity.Prerequisites: GBA 512, MBA 6333 credits

Management 750 Management SeminarThe human problems of organizationalmanagement considered from a multi-disciplinary point of view. Concepts andresearch from the behavior sciences areapplied to the personnel problems ofmanagement. Theory and technique willbe integrated by using group and individ-ual study projects. Course is designed toenhance interpersonal skills related tosuperiors, subordinates, staff specialists,and peers.Prerequisites: GBA 512, MBA 6333 credits

Capstone Course: 3 Credits

MBA 821 Business Strategy and PolicyAn examination of the fields of policy-making and administration that buildsupon and integrates the work covered inthe graduate curriculum. The viewpointis that of senior general managers whoset company-wide objectives and coordi-nate departmental policies and activities.As an integrating experience, studentsare expected to bring their overallacquired business knowledge to bear onthe intricacies of managerial decision-making. Through text, case analysis anda computer-based simulation, studentshave an opportunity to test their skill inthe use of financial, marketing and man-agement variables in a competitive situa-tion. Selected guest lecturers andassignment of a major written projectcomplement the learning experience.3 credits



EDUCATION PROGRAMS

Program Directors

Curriculum and InstructionNancy T. Goldman, Ed.D.(845) 359-7200, ext. [email protected]

Special Education and LiteracyElaine B. Geller, M.S.Ed., C.A.S., S.D.A.(845) 359-7200, ext. [email protected]

Educational Leadership and AdministrationCharles Murphy, Ed.D.(845) 359-7200, ext. [email protected]

Counseling ProgramsLinda Rosen, B.A., M.S., Psy.D.(845) 359-7200, ext. [email protected]


OVERVIEWThe education programs at the

Rockland Graduate Campus prepare pre-sent and future teachers and administra-tors to help young people, preserveindividuality, develop democratic valuesand find self-fulfillment.The Rockland Graduate Campus has

responded to the increased demands forquality educators by offering graduate-level education programs leading to amaster’s degree or advanced certificate.Educational professionals gain uniquecompetencies that not only place themin high demand, but offer them a broadrange of professional opportunities.The Rockland Graduate Campus pro-

vides professional experiences integral toprograms of study for professional educa-tors. These experiences bring theprospective teacher, specialist or admin-istrator face-to-face with the realities ofthe classroom, the school and the com-munity. Students will also have theopportunity to participate in the study,research and analysis of contemporaryeducation problems.

ACADEMICPOLICY

AdmissionsRequirementsApplicants must have a bachelor’s

degree from an accredited college oruniversity.Admission requires a minimum overall

undergraduate grade point average of2.50 and a minimum 2.75 average in themajor area.Application for admission to the pro-

gram must be made through theAdmissions Office. A student possessingthe necessary grade point average will beadmitted to the program upon submis-sion of two official transcripts.Applicants not meeting the requiredundergraduate grade point average foradmission to the program may petitionthe dean of the School of Education or adelegated representative, and offer otherevidence of ability to succeed in graduatestudy.There are two categories for admission

to the graduate education program:matriculant or non-matriculant status.Students who wish to apply earned

credits toward a master’s degree or anadvanced certificate must request matric-ulant status, whereas students who donot wish to have credits applied towardthe degree may enroll as a non-matricu-lant. Admission requirements are thesame for matriculated and non-matricu-lated students.

Academic StatusMatriculated Students - Upon com-

pletion of 12 to 15 credit hours, matricu-lated students must apply for interimassessment on a form available from theacademic advisor.The application for interim assessment

will be examined by faculty from withinthe candidate’s major. The candidate’sprofessional objectives, experiences andstrengths will be reviewed, and facultywill recommend additional courses andexperiences to the student to completehis or her program. Interim advisementwill be provided and the academic advi-sor and student work together to developa culminating plan which encompassesfaculty recommendations and studentpreferences. If the interim assessmentdoes not lead to a positive recommenda-tion, the candidate may petition thedean for review. Matriculated students’applications for interim assessment mustbe approved and a culminating plandeveloped before students may enroll forcourses beyond those appearing on theirinitial plan.

Limited Matriculated Students -Limited matriculated students (a studentwho plans to apply for full matriculationbut does not currently meet all academicrequirements) will be referred by the aca-demic advisor to the program director inthe student’s major. The student will beadvised and assisted in the developmentof a plan of study comprised of a maxi-mum of 12 credit hours. Upon comple-tion of 12 credit hours, a new plan ofstudy must be developed with the acade-mic advisor before the limited matricu-lated student may enroll for additionalcourses. It is important to note that arandom collection of elective creditsdoes not constitute an acceptable pro-gram of study. Limited matriculated stu-dents who later request matriculatedstatus must secure the approval of thedean of the School of Education or a del-egated representative, and may transferno more than 18 credit hours from limit-ed matriculated to matriculated status.

Program Options forMaster’s DegreeUpon successful completion of interim

assessment, the student—through facultyadvisement—will be assigned one of theculminating options listed below.(Program options vary. See program sec-tions for specific requirements.) Each ofthe options provides the student with theopportunity to satisfy the student teach-ing requirement for certification.A. Degree with a ThesisMost programs call for a minimum of

36 semester hours of course work whichincludes the option of completing a satis-factory thesis. For childhood programstudents, most of the coursework may betaken in education with electives appro-priate to the person’s background.The thesis or project required in the

graduate programs is intended to test thecandidate’s ability to engage in originalresearch, evaluate source materials, andcommunicate clearly and accurately. Acourse in research methods is required ofall candidates writing a thesis.

Completion of the required semesterhours of credit in courses listed on theinitial plan of study and successful inter-im assessment are prerequisites whichmust be met before a candidate’s thesiswill be accepted for consideration.Each candidate for the master’s degree

who chooses the thesis option will writehis or her thesis under the direct supervi-sion of a committee chair that has beenapproved by the dean of the School ofEducation at the C.W. Post Campus. Thecandidate will be encouraged to recom-mend a chair for the committee, butapproval for this choice will be given bythe dean after conferring with the chairof the department concerned.The student must file the request for

the appointment of a thesis chair at least30 days prior to the date on which thecandidate registers for the thesis writingcourse. Approved procedures and anapproved manual of style must be fol-lowed in the preparation of the thesis.Once the thesis receives faculty com-

mittee approval, the student must defendit through an oral examination. Studentselecting the thesis option will not berequired to complete a comprehensiveexamination.B. Degree Without a ThesisNon-thesis candidates must either pass

the comprehensive examinationdescribed below or an approved alterna-tive (see each program for specifics).

Education



Final/CulminatingProjectStudents in the adolescence educa-

tion, childhood education, and dual cer-tification programs complete a finalproject (teaching portfolio) in order tomeet childhood certification eligibility.Students in the dual certification pro-grams, and the 30-credit stand-alone pro-grams in special education and literacy,complete one research course (eitherEDS 622 or EDS 624) as the culminatingexperience for either the special educa-tion or literacy portion of the program.

ComprehensiveExaminationCandidates in the school counseling

and mental health counseling programschoosing this option will undergo a writ-ten evaluation. Professors from withinthe candidate’s major field will develop aunique examination. The faculty reservesthe right to require subsequent assess-ment of the candidate should it bedeemed appropriate.

Application for the ComprehensiveExamination should be made at theRockland Graduate Campus AdvisementOffice. Registration must be completedat least one month prior to the adminis-tration of the examination.Eligibility for the Comprehensive

Examination is dependent upon accep-tance as a degree candidate and comple-tion of 24 appropriate semester hours ofgraduate study by the end of the semesterin which the examination is taken.

New York StateTeacher CertificationTeacher certification at the Rockland

Graduate Campus is coordinated throughthe Office of Academic Advisement atthe Rockland Campus, in conjunctionwith the C.W. Post Campus CertificationOffice.

New York State requires teachers inpublic schools to be certified. The fol-lowing are approved teacher certificationprograms:

Adolescence Education (Grades 7-12)Childhood Education (Grades 1-6)Childhood/Special Education dual

certification (Grades 1-6)Childhood/Literacy dual certification

(Birth-Grade 6)Literacy (Birth-Grade 6)

Special Education (Grades 1-6)Special Education with Concentration

in Autism (Grades 1-6)

Those students who complete theabove programs are entitled to apply forcertification through the Office ofAcademic Advisement. However theymust complete the entire programincluding student teaching or practica orinternship. All students who apply forthe first teaching certificate—the initialcertificate—are required to take the NewYork State Teacher Certification Exams.These tests consist of the Liberal Artsand Sciences Test (LAST), theAssessment of Teaching Skills – Written(ATS-W), and tests of content knowl-edge in the certificate area, ContentSpecialty Test (CST).Students in the 48-credit dual pro-

grams must pass the LAST and ATS-WNew York State teacher certificationexams, before registering for more thansix credits in the Special Education orLiteracy portion of their program.After initial certificate holders have

acquired three years of teaching experi-ence and a master’s degree, they willqualify for the professional certificate.

The Rockland Graduate Campus isrequired to publish exam results annually.

Pass rates for Rockland GraduateCampus students taking the TeacherCertification Examinations in 2008-2009are as follows: There were seven adminis-trations of the ATS-W (Elementary andSecondary) and the LAST in 2008.Rockland Graduate Campus studentshave a 100 percent pass rate on thesetests, which were taken by 44 students(ATS-W) and 42 (LAST) studentsrespectively. The Total Summary PassRate for both tests is 100 percent.

In addition to the above requirements,the following are additional requirementsfor initial certification.

Required Workshopsfor New York StateCertification

Child Abuse: Identificationand Reporting

All persons who apply for an initial(formerly provisional) or professional(formerly permanent) teaching certifi-cate or license must complete a state-approved two-hour course in theidentification and reporting of suspectedchild abuse. This requirement must bemet either through state approvedcoursework integrated into the curricu-

lum or by participating in a speciallyscheduled two-hour seminar. This courseis offered free to Long Island Universitystudents each semester at the RocklandGraduate Campus.

Violence Prevention Workshop –Project S.A.V.E.

All persons who apply for any level ofcertification must complete a two-hourstate approved workshop on the warningsigns, classroom management techniques,referral process, statutes and regulationsregarding school violence. This course isoffered free to Long Island Universitystudents each semester at the RocklandGraduate Campus.

FingerprintingAll candidates seeking N.Y.S. certifi-

cation must be fingerprinted and submitto a criminal background check.Instructions and materials are availablein the Rockland Graduate Campus MainOffice.

NOTE: The professional certificate isrenewable every five years with 175 hoursof professional development training.

Interim Assessment(Required of alldegree candidates)To be considered for interim assess-

ment, the student must satisfy the fol-lowing requirements:1. Matriculant status (depending on pro-

gram area)2. Completion of 12-15 credit hours of

graduate courses listed on the candi-date’s initial plan of study with at leasta 3.0 grade index and a review withthe academic advisor.

3. Formal application for interim assess-ment filed at the Office of academicadvisement by the student.

4. Recommendations of the faculty with-in the candidate’s major. Faculty rec-ommendation may be withheld if, inthe judgment of the faculty, the candi-date lacks moral, emotional, personali-ty, or intellectual qualities necessary tofunction at the professional levelappropriate to the graduate program.


Unsatisfactory GradesThe grade average attained in the

approved program of study may be no lessthan a B (equivalent to the quality pointindex of 3.0). A student who receivesgrades below B in two graduate courses isconsidered to have an academic deficien-cy. A third grade below B requires formalaction on the part of the appropriatedepartment once the student receives aformal warning of deficiency. A studentwith such an academic deficiency maylose his or her matriculated status or bedropped from the graduate program alto-gether. Final disposition of such cases ismade by the dean. Individual depart-ments may impose even more stringentacademic standards, especially in casesinvolving a final grade of F. In no casemay a student graduate with a cumula-tive grade point average below a 3.0.

EmploymentOpportunities inEducationThe Rockland Graduate Campus offers

education programs leading to certifica-tion eligibility in childhood education,special education, literacy, school coun-selor, school district leader and schoolbuilding leader.There is a need for teachers and

administrators nationwide. In 2006, 4million teachers were employed through-out the United States; 1.5 million ofthese positions were held by kindergartenand elementary education teachers(Source: U.S. Department ofLabor/Bureau of Labor Statistics Website). It is expected that the overallemployment of kindergarten and elemen-tary school teachers will “increase aboutas fast as the average for all occupationsthrough the year 2012.”

There are an average of 4,000 newpositions available for elementary schoolteachers in New York State annually(Occupational Projections 1998-2008Web site). Job prospects for special edu-cation teachers are even more favorable.The need for special education teachersis expected to grow “faster than the aver-age for all occupations through the year2008.” In 2006 there were 45,900 specialeducation teachers in New York State.By 2016 it is anticipated that this needwill increase by 15 percent, with the num-ber of special education teachers in NewYork State reaching nearly 59,500. NewYork City school districts expect to hire50,000 teachers over the next seven

years. Employment for school districtadministrators is projected “to growabout as fast as the average for all occu-pations through 2016” (U.S. Departmentof Labor/Bureau of Labor Statistics WebSite). Pending retirements in the fieldwill increase job opportunities for educa-tional administrators over the next tenyears.While the job market varies according

to geographical location, demographicsproject an increased need for educatorsnationwide due to the growth in studentenrollments, pending retirements andenhanced public interest in educationissues. For more information on educa-tion job market trends, salaries andemployment opportunities, please go tothe following Web sites:• www.ncate.org – The Standard ofExcellence in Teacher Preparation

• www.nbpts.org – National Board ofProfessional Teaching Standards

• http://stats.bls.gov – U.S. Departmentof Labor – Bureau of Labor Statistics

• http://nces.ed.gov – National Centerfor Education Statistics

• www.nysed.gov – New York StateEducation Department

ACADEMICPROGRAMS INEDUCATION

COUNSELINGANDDEVELOPMENTPROGRAMSRockland Campus Program DirectorLinda Rosen, B.A., M.S., Psy.D.(845) 359-7200, ext [email protected]

Degree ProgramsThe Department of Counseling and

Development offers the following gradu-ate programs:

School Counselor - M.S.Mental Health Counseling - M.S.The Department of Counseling and

Development continues to evaluate pro-gram and course content in order to bein the forefront of the profession and toprovide the best and most competitive

Education



programs available. Consequently, mater-ial contained in this section of theBulletin may no longer be reflective ofthe requirements of the specialization inwhich the student is interested. Themost current information may be foundin the Graduate Student Handbook inCounseling and Development which isupdated every semester and available inthe Academic Advisor’s Office. Each stu-dent is required to check with the acade-mic advisor at the time of admission toobtain current program requirements forhis or her program of study.The department prepares professional

counselors and other personnel workersfor a variety of positions including:• School counselor• Mental health counselor• Career counselor• Public or private agency counselor• Supervisor or director of guidanceand counseling

• Supervisor or director in alliedpersonnel fields

Department ofCounseling andDevelopmentMission StatementThe Department of Counseling and

Development provides an educationalenvironment which fosters the personaland professional growth of future coun-selors and related professionals whileupholding the highest ethical standardsand respect for individual differences.The department’s goal is to prepare stu-dents to be competent, professional, andprepared to take leadership roles in thecounseling profession both in the greaterNew York area and nationally. Thedepartment is committed to provide fieldexperiences and professional activitieswhich enrich the lives of students andwhich foster professional partnershipswith community organizations.Graduates will be skilled in the latestcounseling techniques, cognizant of thetechnology available to counselors andrelated professionals, and will becomeadvocates for the diverse population theyserve. Both of our counseling specialtyprograms are based on a wellness modeland are developmentally oriented.

School CounselingMission StatementThe mission of the school counseling

program is to educate future schoolcounselors who are trained to work col-laboratively with other professionals tomeet the needs of their students and toproactively nurture a belief in the poten-tial of all students. School counselingstudents are trained in counseling, con-sulting, and coordinating skills, and areexposed to acculturative experiences. Inaddition, they acquire an understandingof the educational system and the effec-tive use of data in helping students makeinformed decisions.

Mental HealthCounseling MissionStatementThe mission of the mental health

counseling program is to educate futuremental health counselors who aretrained proactively to nurture a belief inthe potential of all clients and to workcollaboratively with other professionalsto meet the needs of their clients.Mental health counseling students aretrained in diagnoses, counseling, consult-ing, and coordinating skills and areexposed to acculturative experiences. Inaddition, they acquire an understandingof the mental health delivery system andthe effective use of data in helpingclients make informed choices.

School CounselingProgram OverviewIn order to be in the forefront of our

profession and provide the best and mostcompetitive program available, the coun-seling and development faculty continu-ally examine programs and coursecontent. Consequently, material con-tained in this section of the bulletin maychange. Hence, each applicant mustconsult with the Admissions Office forcurrent information.The program of study is designed to

prepare students for the position of pro-fessional school counselor. Students seek-ing New York State certification as aprofessional school counselor shouldmeet with the academic advisor in orderto plan their program of study according-ly. Because state certification require-ments are revised periodically, it isnecessary for students to obtain informa-tion concerning current regulations gov-erning these certificates from theacademic advisor at the RocklandGraduate Campus.New York State certification in school

counseling requires a minimum of 30credits, including an internship forprovisional certification. Permanentcertification requires the completion of amaster’s degree, a total of 60 graduatecredits (this includes the M.S. degree),and two years experience as a profession-al school counselor. Students must befingerprinted and complete two work-shop requirements in order to work in aschool in New York State. The tworequired workshops are Child Abuse:Identification and Reporting andViolence Prevention, or Project S.A.V.E.


Mental HealthCounseling ProgramOverviewThe M.S. program in mental health

counseling prepares students for licensurein New York State as mental health coun-selors. The sequence of studies in mentalhealth counseling leads to the Master ofScience degree. The program is designedfor agency counselors, mental health pro-fessionals, resource counselors, careercounselors, and other non-school coun-selors in public or private agencies andoutpatient clinics. With the passage ofMental Health Licensure (Article 163Education Law of New York State) bythe New York State Legislature, mentalhealth counseling is now considered tobe a legal profession.

Program emphasis is on the integra-tion of individual and group counselingtheories and approaches with supervisedpractical experience in appropriate fieldsettings. Individualized programs aim tocontribute to significant enhancement ofself-insight and to optimize professionalknowledge and demonstrated competen-cies. Each candidate will be required tocomplete 100 practicum hours and 900hours of internship experience.

FingerprintingAll candidates seeking NYS certifica-

tion must be fingerprinted and submit tocriminal background checks. Instructionsand materials are available in theRockland Graduate Campus Main Office.

Child Abuse:Identification andReportingAll persons who apply for an initial

and professional teaching certificate orlicense and all students in the schoolcounseling and mental health counselingprograms must complete a state-approvedtwo-hour long course in the identifica-tion and reporting of suspected childabuse. This requirement must be meteither through state approved courseworkintegrated into the curriculum or by par-ticipating in a specially scheduled twohour seminar. This course is offered freeto Long Island University students eachsemester at the Rockland GraduateCampus.

Violence PreventionWorkshop – ProjectS.A.V.E. (for SchoolCounseling Studentsonly)

All persons who apply for schoolcounseling certification must complete atwo-hour state approved workshop onthe warning signs, classroom manage-ment techniques, referral process,statutes and regulations regarding schoolviolence prevention and intervention.

Liability InsuranceRequirementAll students in the program are required

to procure liability insurance during theirfirst semester of course work, most specifi-cally in EDC 600, Introduction toProfessional Counseling and EDC 601,Introduction to Mental HealthCounseling. Students who commence thefirst semester with other courses (e.g. EDC702, Research Methods in Counseling)and who do not take EDC 600, are alsorequired to obtain insurance. Insurance isavailable from the American CounselingAssociation (ACA) (800) 545-2223, theAmerican School Counselor Association(ASCA) (888) 301-2722, the AmericanMental Health Counseling Association(AMHCA) (800) 326-2642, and otherprofessional associations, or from insurancecompanies. The cost of the insurance forgraduate students is relatively low.Membership fees in the professional orga-nizations for graduate students are alsolower than for regular members. Most stu-dents take out insurance when they jointhe American Counseling Association.

Health InsuranceRequirementMental health counseling majors

enrolled in the practicum/internshipcourses are required to carry health insur-ance, for which they will automaticallybe billed for by the University. Thosestudents who have health insurance mayopt out of the University plan by submit-ting a health insurance waiver form.Please go to the Web site for furtherdetails https://secure.visitaci.com/enroll-ment/home/liu.htm. Failure to complywith this waiver procedure will result inthe insurance fee becoming the student’sresponsibility. Waiver forms may be

obtained at the Rockland Campus MainOffice, from University Center InsuranceDepartment, or from Special RiskConsultants (610) 489-6100. Failure tosubmit the waiver form by the indicateddeadline will result in the students beingheld responsible for the insurance fee,even if they carry their own insurance.Students who do not have their ownhealth insurance do not need to do any-thing; they are automatically enrolled inthe University health insurance plan andare charged the insurance fee. ALLMHC students are initially billed for theUniversity insurance fee since typicallythe bills are generated before the waiversare available. The cutoff dates for falland spring semesters are determined inmid-summer to correspond as close aspossible to the dates for add/drop orwithdrawal of courses.

National Certificationin ProfessionalCounselingThe National Board of Certified

Counselors conducts a national examina-tion for general and specialty certifica-tions for qualified candidates in the fieldof professional counseling. Graduatesfrom the Rockland Graduate Campusprogram are eligible to take the NationalCertification Examination) providedthey meet NBCC requirements.Requirements are subject to change. Forcurrent information on specialty certifi-cations, the applicant should contact theNBCC at (336) 547-0607 or www.nbcc.org.

Chi Sigma IotaThe Sigma Kappa Chi Chapter of Chi

Sigma Iota, established at the RocklandGraduate Campus in 2000, is an interna-tional honor society of counseling profes-sionals-in-training dedicated toexcellence in scholarship, research andclinical practice. The purpose of ChiSigma Iota is to promote and recognizeexemplary attainment in counselor edu-cation and the practice of counseling.

Counseling and Development



EmploymentOpportunities inCounseling

Mental Health CounselingWith the passage of Mental Health

Licensure Article 163 Education Law ofNew York State by the New York StateLegislature, mental health counseling isnow considered to be a legal profession.The Department of Counseling andDevelopment, along with the profession-al associations, expects that this licens-ing will open many doors ofopportunities for mental health coun-selors in the metropolitan New York Cityarea, Rockland County, and elsewhere inNew York State. Graduates of our pro-gram can expect to find jobs in agencies,hospitals, and other such organizations.

School CounselingWhile the Department of Counseling

and Development is in the business ofpreparing prospective school counselorsfor jobs in Rockland County school dis-tricts and surrounding areas, we alsohave a more global perspective: we arepreparing people to become professionalschool counselors and to enter the pro-fession. School counseling studentsshould know that job opportunities arelimited in Rockland County. Therefore,graduates of our school counseling pro-gram are strongly encouraged to apply toschools in New York City, other areas ofNew York State and out of state toincrease the chances of employment intheir chosen field.

SCHOOLCOUNSELOR(M.S.)

AdmissionRequirementsAdmission to the master’s program

requires the following: 1) a generalundergraduate grade point average of 3.0or successful completion of a previousmaster’s degree from an accredited col-lege or university; 2) the submission oftwo official transcripts; 3) two recom-mendations from academic and/or profes-sional references; 4) an interview withthe program director, either individuallyor as a participant in a group situation,for the purpose of interpersonal and skillsassessment; 5) a spontaneous writingsample to be completed in the AdmissionsOffice prior to the interview. Applicantswho do not meet these academic require-ments must take the Graduate RecordExamination and/or an equivalentdemonstration of potential as determinedby the department. Applicants who takethe GRE will be considered to have metthe GRE requirement if they obtain ascore of 4.5 on a scale of 1 – 6 on thewriting assessment. Students who havereceived a master’s degree in counselingfrom other colleges or universities willnot be allowed to register for internshipuntil they have completed two courseswith Long Island University.

Certification

Students who complete the master’sdegree in school counseling with nomodifications to the plan of study will becertified with New York State throughthe University. Those seeking provisionalcertification prior to graduation mustself-certify. The Rockland GraduateCampus program is registered with theNew York State Education Department.Students who seek New York City certi-fication or New Jersey Certification mustalso meet those requirements which do,in fact, differ from the New York StateEducation Department’s requirements.Students should follow a study plandeveloped in consultation with the acad-emic advisor which should be reviewedeach semester.

New Jersey StateCertification forSchool CounselorsThe program in school counseling at

the Rockland Graduate Campus leadsdirectly to certification in New YorkState as a school counselor. Studentsinterested in obtaining New Jersey certi-fication as a school counselor are respon-sible for applying to New Jersey on theirown. Many of the New Jersey require-ments are met through the M.S. programin school counseling offered at theRockland Graduate Campus. However,students are responsible for keeping upwith the latest certification requirementsmandated by the State of New Jersey, asthese requirements are subject to change.Below are the certification requirementsas of the date of this printing.The school counselor endorsement

authorizes the holder to perform schoolcounseling services such as study andassessment of individual pupils withrespect to their status, abilities, interestand needs; counseling and administra-tors, teachers, students and parentsregarding personal, social educational,and vocational plans and programs; anddeveloping cooperative relationshipswith community agencies in assistingchildren and families. The certificateholder is authorized to perform theseduties in grades preschool through 12.

To be eligible for the standard servicecertificate with a high school counselorendorsement, a candidate must hold amaster’s or higher degree from a regional-ly-accredited college or university, andcomplete one of the following:


A department-approved graduate cur-riculum in school counseling; or a mini-mum of 48 graduate semester hours inthe following areas:• Counseling: minimum of 18 semes-ter hours that must include study intheory and procedures of individualand group counseling, counselingand interviewing techniques andcareer counseling;

• Testing and evaluation: minimum ofthree semester hours;

• Psychology: minimum of six semes-ter hours in study related to childand adolescent psychology, psychol-ogy of exceptional children and psy-chology of learning;

• Sociological foundations: minimumof six semester hours that mustinclude study in community agen-cies, and organizations and resourcesfor multicultural counseling;

• Statistics and research methods:minimum of three semester hourcredits;

• Supervised counseling practicum ina school setting: minimum of sixcredits; and the remaining six semes-ter hours of study may be chosenfrom among thetopics listed.

Degree Requirements(48 Credits)

Course CreditsEDC 600 Introduction toProfessional Counseling ....................3

EDC 610 Behavior DynamicsOver the Lifespan ..............................3

EDC 613 Diversity and Socio-Cultural Issues in Counseling ............3

EDC 614 Developmental Counselingwith Children and Adolescents ........3

EDC 615 Theories of Counseling ........3EDC 659 Counseling for the CollegeAdmission & Selection Process ........3

EDC 668 Counseling Pre-Practicum ....3EDC 669 Counseling Practicum ..........6EDC 670 Educational Tests &Measurements ....................................3

EDC 676 Career Development ............3EDC 683 Counseling Internship I ........3EDC 684 Counseling Internship II ......3EDC 687 Group Approaches:Theories and Practice ........................3

EDC 689 Group CounselingLaboratory ..........................................3

EDC 702 Research Methods inCounseling ........................................3

Program Total ....................................48

Culminating ExperienceThe Counselor Preparation Compre-

hensive Examination (CPCE) Exit Examis a required culminating measure thatmust be passed in order to graduate.Students must take the CPCE the semes-ter prior to their graduation.

MENTAL HEALTHCOUNSELING(M.S.)

Admission to theDegree ProgramAdmission to the master’s program

requires the following: 1) a generalundergraduate grade point average of 3.0or successful completion of a previousmaster’s degree from an accredited col-lege or university; 2) the submission oftwo official transcripts; 3) two recom-mendations from academic and/or profes-sional references; and 4) an interviewwith the program director, either individ-ually or as a participant in a group situa-tion, for the purpose of interpersonalskills assessment. Applicants who do notmeet these academic requirements musttake the Graduate Record Examinationand/or an equivalent demonstration ofpotential as determined by the depart-ment. Applicants who take the GRE willbe considered to have met the GRErequirement if they obtain a score of 4.5on a scale of 1 – 6 on the WritingAssessment. Students who have receiveda master’s degree in counseling fromother colleges or universities will not beallowed to register for internship untilthey have completed two courses withLong Island University.

Degree Requirements(60 Credits)I. Core CoursesCourse CreditsEDC 600 Introduction to ProfessionalCounseling ........................................3

EDC 610 Behavior Dynamics Overthe Lifespan........................................3

EDC 613 Diversity and Socio-CulturalIssues in Counseling...........................3

EDC 615 Theories of Counseling .........3EDC 668 Counseling Pre-Practicum.....3EDC 683 Counseling Internship I ........3EDC 687 Group Approaches:Theories and Practice ........................3

EDC 689 Group CounselingLaboratory ..........................................3

EDC 702 Research Methodsin Counseling .....................................3

Counseling and Development



II. Mental Health Counseling CoursesCourse CreditsEDC 601 Mental HealthCounseling ........................................3

EDC 608 Assessment & InterventionStrategies in Mental HealthCounseling ........................................3

EDC 616 Family Counseling.................3EDC 669 Counseling Practicum ..........6EDC 660 Practicum in PsychologicalTesting for Counselors ......................3

EDC 676 Career Development ............3EDC 684 Counseling Internship II ......3EDC 685 Counseling Internship III ....3Elective ..........................................3Elective ..........................................3Program Total ................................60

Culminating ExperienceThe Counselor Preparation Compre-

hensive Examination is a required culmi-nating measure that must be passed in orderto graduate. Students must take the CPCEthe semester prior to their graduation.

Practicum andInternship Experience

Practicum and internship courses provideopportunities to conduct individual andgroup counseling in a mental health agencyand to observe and participate in theagency’s activities. Students can also partic-ipate in ongoing developmental guidanceand counseling activities in schools, col-leges, agencies and other settings. Theinternships are taken in the latter part ofthe program and careful attention must bepaid to prerequisites, especially EDC 669,Counseling Practicum.Applications must be filed in advance

for all practicum and internship courses.The university supervisor will not submita grade until the student completes therequired number of hours and his or herpermission form is on file.

Practicum and Internship ExperienceEDC 669 Counseling PracticumEDC 683 Counseling Internship IEDC 684 Counseling Internship IIEDC 685 Counseling Internship III

In some cases, a student may satisfyrequirements for two areas of specializationin order to expand employment opportu-nities. The student must carefully selectelectives and plan additional, speciallyapproved internships. Dual emphasis gen-erally requires considerably more than the

minimal hours and courses required for asingle specialization. A secondary specialtyshould follow completion of the student’soriginal specialization.

The student must select one specialty ofrecord to appear on his or her transcript.

Summer Institutes

The Department of Counseling andDevelopment offers unique and timely one-week summer institutes and workshopsespecially designed to assist working profes-sionals and enrolled graduate students inunderstanding new developments in thefield of counseling.

Institutes and workshops change everyyear to reflect current relevant issues in thecounseling profession. These three-creditunit institutes may also be used for profes-sional certification for school counselors inNew York.

For further information, contact theDepartment of Counseling andDevelopment at (516) 845-359-7200ext. 5406.

Counseling CoursesEDC 600 Introduction to ProfessionalCounseling (MHC and SC)This is the basic course for counseling inschools, colleges, and mental health agen-cies and explains the role of the profes-sional counselor. The course focuses onthe student as a person and as a potentialcounselor. The changing world of thecounselor is also the world of the develop-ing client. Forces contributing to the vari-able, emerging culture of values, societalnorms, and individual choices are exam-ined in relation to the developmentalworld of young persons and adults and tothe practices, philosophies, and principlesof the institutions with which counselorsare associated. The course will also explorejob opportunities on Long Island, NewYork City, upstate New York and national-ly, as well as alternative paths in the coun-seling profession.The Graduate Handbook is requiredreading for the course.Offered Fall and Spring3 credits

EDC 601 Mental Health Counseling(MHC)To be taken as the first course in the men-tal health counseling specialization, withinthe student’s first 15 semester hours ofwork. This course is an introduction to

preventive education and counseling formental and emotional health as uniquelyavailable in mental health centers. Thecourse prepares students to work in coun-seling teams and enrichment programs, tohandle referral procedures, communityrelations and teamwork, and to deal withmental health problems in terms of theiretiology and the innovations in the field.Offered on rotation3 credits

EDC 608 Assessment and InterventionStrategies in Mental Health Counseling(MHC)This course is a weekly seminar that focus-es on the etiology, diagnosis, treatment,referral and prevention of disorders; psy-chological assessment, case conceptualiza-tion, psychopathology, and utilization ofcurrent diagnostic tools, including theDMS-IV use and limitations of psy-chopharmacological medications; guide-lines for conducting intake, mental status,biophysical, and mental health interviews;and consultation theory and practice.Offered on rotationPrerequisites: EDC 610 and EDC 6153 credits

EDC 610 Behavior Dynamics Over theLifespan (MHC and SC)This course provides for the study of thedynamics of human behavior over thelifespan. This course covers healthy adjust-ment versus maladjustment at each stageof life. The major models describinghuman behavior and the causes of mentalillness are described. The classification ofmental illness and adjustment disordersaccording to the DSM-IV are discussedand illustrated.Offered Fall and Spring3 credits

EDC 613 Diversity and Socio-CulturalIssues in Counseling (MHC and SC)Major 21st century contributions of sociol-ogy and anthropology will be examinedwith a view to understanding the role ofsocio-cultural factors in human develop-ment and behavior. This course will alsoexamine the impact of the socio-culturalviewpoint on contemporary concepts ofadaptive and maladaptive human behaviorand related mental health issues.Offered on rotation3 credits

EDC 614 Developmental Counselingwith Children and Adolescents (SC)This course focuses on understandingthe principles and rationale of develop-mental counseling children froma multicultural perspective. Studentsbecome familiar with the primary functions


of the developmental counselor: counsel-ing, consulting, coordinating, assessmentand advocacy. Students will be made awareof the kits, games, audiovisual material, andspecial programs used by the developmentalcounselor. In addition to an overview of thedevelopmental stages and developmentaltasks which children face, the courseincludes an exploration and experimenta-tion with the various and unique methodsused in developmental counseling.Students observe and interact with an indi-vidual child/adolescent from a develop-mental perspective.Offered on rotationPrerequisite: EDC 6003 credits

EDC 615 Theories of Counseling (MHCand SC)This is a basic course in counseling theo-ries and techniques and their applicationwithin a multicultural and diverse society.Students will gain an understanding of themajor theories of counseling and psy-chotherapy (e.g., psychoanalytic, existen-tial, person-centered, gestalt, reality,behavioral, cognitive-behavioral and fami-ly systems, etc.) In addition, the counseloras a person and a professional is exploredas well as ethical issues in counseling andtherapy.Offered Fall and SpringPrerequisites or corequisites: EDC 600 or601, and EDC 6103 credits

EDC 616 Family Counseling (MHC)This course offers a consideration of thetheories, practices and related activitiesfor couples, parents and/or other relatedadults and children. Included in the courseis a survey of some major trends and prob-lems associated with individual adjust-ments, adaptations and other reactionswithin family and social settings.Offered on rotationPrerequisite: EDC 6153 credits

EDC 617 Principles of CoupleCounseling (Elective MHC)A study of the theoretical and practicalaspects of couple counseling from initialreferral to termination. The differencebetween this form and individual, group orfamily counseling will be examined inorder to understand the clinical issuesinvolved. Both the object relations andthe systemic theories will be studied withemphasis on the clinical application tohelp couples change, according to theirtherapeutic goals.Prerequisite: EDC 6153 credits

EDC 652 Counselor’s Approach toHuman Sexuality (Elective MHC)A study of human sexuality from its normalmanifestations and development to its dys-functions. The student will be guided toexamine his/her own attitudes and valuesin this area and to learn counselingapproaches to problems and questionsrelated to sexuality.3 credits

EDC 654 The Counselor ExaminesAlcoholism (Elective MHC)Alcoholism, as a behavioral psychologicalproblem, is analyzed to enable the coun-selor to integrate current theories on thiscondition into his/her work. Approaches tothe treatment will be evaluated, and variedtechniques will be studied.3 credits

EDC 657 Counseling Families ofAlcoholics (Elective MHC)Consideration of theories, practices, prob-lems and trends as they relate to counselingthe family affected by alcoholism. Sessionswill include lectures, films and role-playingto explore the kinds of problems presentand the different approaches to counselingthese families.3 credits

EDC 659 Counseling for the CollegeAdmission and Selection Process (SC)This course is designed to provide system-atic training in counseling for the collegeadmission and selection process. Graduatestudents in school counseling and thosewho are already in the field will be intro-duced to the concepts and practical skillsrequired for competency in working withdiverse populations: the traditionally-agedcollege student applicant, the disadvan-taged, the minority student, the gifted, thelearning disabled, the student athlete, andthe adult. The course will consist of lec-tures, presentations, cooperative andgroup learning activities, video viewings,class discussions, and “hands-on” type ofactivities designed to enhance knowledgeof the college admission and selectionprocess. College admission personnel andschool counselors will be invited as guestpresenters.Offered Summer and Fall3 credits

EDC 660 Practicum in PsychologicalTesting for Counselors (MHC)This course is a laboratory experiencedesigned to develop an adequate under-standing and competency with respect toconcerns, issues, and implementation fac-tors related to the administration, scoring,recording and interpretations of aptitude,

intelligence and interest and personalityinventories.Offered on rotationPrerequisite: EDC 6003 credits

EDC 668 Counseling Pre-Practicum(MHC and SC)This is a basic counseling laboratory coursedesigned to provide supervised practicalcounseling experience from a lifespan and amulticultural perspective that can beapplied in the school, agency, or college set-ting. Students learn the basics in terms ofthe active listening skills and use of appro-priate counseling techniques through role-play and other activities. Students musthave three to five actual tape-recorded role-playing sessions with another student in thecourse who will act as the client; the profes-sor may give permission for students towork with a client who is not a member ofthe class. Interview summaries, detailedanalysis, and other relevant counselingexperiences are a part of the course.Orientation to the role of the professionalcounselor and ethical concerns are discussed.Offered Fall and SpringPrerequisites: EDC 600, 610, 615(or corequisite for full-time students)3 credits

EDC 669 Counseling Practicum(MHC and SC)This course is an in-depth counseling lab-oratory course designed to provide super-vised practical counseling experience froma lifespan and multicultural perspectivethrough successful completion of 100hours. Sixty hours of observation, interac-tion, and supervision at a school or mentalhealth agency site; 30 hours of direct ser-vice via individual and group counselingto clients at that site; and 10 hours offsitewith clients who will be audio taped.Practicum students meet in group seminarwith the professor every week. In addition,the professor provides an hour of individ-ual or triadic supervision (i.e., professorand two students), the time for which isbuilt into this six credit course. The appro-priate roles of the professional counselor,based upon the Ethical Guidelines of theAmerican Counseling Association, arecovered. This course is also designed todevelop and extend the student’s under-standing and competencies begun in 668,Counseling Pre-Practicum. This coursemust be completed prior to taking EDC683, Counseling Internship I. Healthinsurance required for Mental HealthCounseling students.Offered Fall and Spring Prerequisite: EDC 668;Prerequisite or corequisite: EDC 6876 credits

School Counselor



EDC 670 Educational Tests andMeasurements (SC)This is a survey course in the principlesand practices of testing and assessmentused in schools. After a quick look at theconcepts of educational statistics, and theunderlying mathematical basis of stan-dardized tests, the student will examinethe most widely used tests and assessmentsthat he/she will be expected to know andunderstand in the K-12 setting: achieve-ment tests, interest inventories, aptitudeand intelligence measures. In addition,time will be devoted to the New YorkState Learning Standards, and the assess-ments which will accompany the highergraduation requirements.Offered on rotation3 credits

EDC 676 Career Development (MHCand SC)This course is an in-depth study of theo-ries and emerging patterns in career devel-opment counseling. Attention is given topsychological, sociological, economic, andeducation dynamics. Emphasis is placedon practical counseling techniques at thevarious stages of development, and on theeffect that career choices, problems andsolutions have on members of the familysystem. Data from sociology and anthro-pology will be used to understand psycho-logical issues of career and employment asthey make an impact on the family.Offered on rotation3 credits

EDC 683 Counseling Internship I(MHC and SC)SC-Fall and Spring,MHC-All semestersThis course is designed for students in thelatter part of the graduate program, afterhaving taken considerable theory andcourse work in the counseling process. Thestudent is required to attend seminar meet-ings, and to prepare weekly logs directedtoward the observation, insight, and evalua-tion of activities in the field setting. Relatedprofessional readings and development ofan action or research project are alsorequired. The student is expected to devel-op a counseling caseload, participate ingroup work, attend staff meetings, and meetwith the field supervisor for evaluation. Aminimum of 300 hours in a counseling set-ting, appropriate to the student’s specializa-tion, is required. Health insurance requiredfor Mental Health Counseling students.Prerequisites: EDC 614 (for SchoolCounseling only), EDC 668, EDC 6693 credits

EDC 684 Counseling Internship II(MHC and SC)SC-Fall and Spring, MHC-All semestersA second semester internship requiredfor counseling students. Course contentand time requirements are the same asfor EDC 683. Health insurance requiredfor Mental Health Counseling students.Prerequisite: EDC 6833 credits

EDC 685 Counseling Internship III(MHC)Fall and Spring, MHCThis course consists of supervised experi-ence involving 300 hours in selectedschool or agency settings. Professionalreadings and an action research projectare required. However, the student atthis level is expected to be self-initiatingand able to perform both competentlyand creatively in considerable depth inachieving the objectives of the course atthe practitioner level. Health insurancerequired for Mental Health Counselingstudents.Offered all semestersPrerequisites: EDC 683, 6843 credits

EDC 686 Counseling Internship IVSC-Fall and Spring, MHC-All semestersThis course is a continuation of theadvanced internship placement and semi-nar experience. Health insurancerequired for Mental Health Counselingstudents.Prerequisite: EDC 6853 credits

EDC 687 Group Approaches:Theories and Practice (MHC and SC)This course will examine the dynamicspresent in a counseling group and howthese forces can be employed in the ser-vice of therapeutic change. Leadershipstyles and skills will be discussed with spe-cial consideration given to their applica-tion and impact on members. Theprogressive stages in group developmentwill be identified. Concomitant strategiesfor addressing relevant issues within thestages will be presented. Practical consid-erations necessary for screening potentialmembers, beginning/ending groups,process interventions, discussing confiden-tiality and ethical considerations will beincluded. A variety of theoretical orienta-tions on groups will be explored.Offered on rotation3 credits

EDC 689 Group CounselingLaboratory (MHC and SC)This course requires student demonstra-tion of accepted and appropriate practiceand procedure in supervised professionalgroup counseling methods and experi-ences. The course presumes familiarityand understanding of the dynamics oftherapeutic forces within a counselinggroup, the ability to assist in self-aware-ness and discovery, and the competenceto facilitate change. Although theorywill be reviewed, it is the practice ineffective group counseling leadershipthat will be the focus and goal of thiscourse. Professional reading, viewing ofgroup counseling videotapes, and analysisand evaluation of group sessions are used.Students will lead a minimum of two butpreferably three group sessions.Offered on rotationPrerequisite: EDC 687Pass/Fail only3 credits

EDC 700 Independent Study (MHCand SC)Independent study involves in-depth devel-opment of a project idea as an area of studyin a previous course. Permission to take thiscourse is based on the merit of the proposedstudy and the needs and background of thestudent. The signatures of the faculty mem-ber sponsoring the study, the departmentchair, and the Dean of the School ofEducation are required. Independent studyis not allowed in place of a course offered aspart of the program. Hours are arranged.Offered on rotation1, 2, or 3 credits

EDC 701 Counseling Supervision (SC)This course is designed to systematicallytrain experienced professional counselorsin counselor supervision. Both didacticand experiential instructions are includ-ed. Self-awareness, theoretical and con-ceptual knowledge, and skill acquisitionare stressed. Supervision trainees arerequired to apply theory to actual prac-tice through weekly face-to-face, hour-long, individual supervision of graduatestudents enrolled in EDC 669Counseling Practicum. Department fac-ulty members, in turn, oversee traineesupervision of 669 practicum students.Prerequisite: Master’s Degree in Counselingor its equivalent3 credits


EDC 702 Research Methods inCounseling (MHC and SC)This is a course in the understanding ofthe use, process and applications ofresearch findings in counseling.Students will examine recent researchstudies, explore topics of particular inter-est to them, and prepare a draft researchproposal on an issue of their choosing.Offered Fall and Spring3 credits

EDC 708 Thesis Seminar(MHC and SC)This seminar is available only to thosematriculated master’s degree candidateselecting to develop and write a thesisunder the supervision of approved facul-ty. Registration must be approved by thedepartment chair or designated represen-tative. Student must have received agrade of “A” in EDC 702.Prerequisite: EDC 7023 credits

CURRICULUMANDINSTRUCTIONPROGRAMSRockland Campus Program DirectorNancy T. Goldman, Ed.D.(845) 359-7200, ext. [email protected]

The Department of Curriculum andInstruction continuously seeks to developinnovative courses, programs and experi-ences that foster professional growth foreducators. Each student should consultwith the academic advisor each semesterand carefully review any bulletin addendaset forth in subsequent publications.

AdmissionsThe admissions requirements for the cur-riculum and instruction programs are thesame as those required by the educationprograms. Students who do not meet theminimum grade point average may beaccepted on a limited matriculationbasis. Students entering dual certificationprograms must be admitted by bothdepartments: Curriculum and Instructionand Special Education and Literacy.

Admission to theDegree Program

• Adolescence Education• Childhood Education• Childhood Education and SpecialEducation

• Childhood Education and LiteracyAll applicants for admission to the

Master of Science must have a baccalau-reate degree from an accredited institu-tion of higher education. The baccal-aureate degree shall include a concentra-tion in one of the liberal arts andsciences and college-level work inEnglish, mathematics, science, socialstudies, and a language other thanEnglish. If the applicant has completedan undergraduate major in an area otherthan education or the liberal arts, he orshe will be admitted as a fully matriculat-ed graduate student provided that themajor is deemed appropriate for contin-ued study at the graduate level and hassufficient depth and breadth in the majorarea of the baccalaureate degree. Suchmajors include, but are not limited to:fine arts, accounting, business, communi-cations, engineering, and the health sci-ences. In addition, he or she must haveat least three credits of college-levelstudy in a language other than English.

If a student’s grade point average fallsbelow the stated requirements the indi-vidual may be admitted on a limitedmatriculation basis.

ExceptionsShould the student decide to apply for

N.Y.S. certification independently, it willbe the student’s responsibility to meetthe requirements in effect at that time.

Student Teaching-ChildhoodEducation

Candidates for student teaching arerequired to attend an application andorientation seminar held during thesemester prior to student teaching. Allapplicants must have completed theappropriate departmental prerequisitesfor student teaching. Prospective studentteachers are reminded that studentteaching is a full-time endeavor; there-fore, they may not enroll in any coursesexcept student teaching and seminar dur-ing the actual clinical experience. Allstudent teachers must spend full days atan assigned school during the entire fallor the entire spring semester. Exceptionsmust be approved by the curriculum andinstruction program director. Studentspreparing to qualify as childhood teach-

ers are required to spend a minimum of360 hours at an assigned school forapproximately 15 weeks and to spend atleast 110 of those hours in actual teach-ing. The student teaching portion of theprogram is comprised of two experiences:grades 1-3 and grades 4-6.In addition to applying for student

teaching through the Office of ClinicalEducation, all student teachers must reg-ister for EDI 709 (Supervised StudentTeaching for grades 1-6). This six-creditrequirement includes a weekly seminarwith the assigned University supervisorand the completion of a culminatingproject.Students in the childhood/literacy mas-

ter’s program should register for EDI 710(three credits, eight-week student teachingexperience), but may seek departmentalapproval to complete EDI 709 (six credits,full-semester student teaching experience).Please meet with your academic advisor foradditional information.

Student Teaching- Childhood/Literacy(B-6)Childhood/Childhood SpecialEducationStudents in the childhood/childhood

special education program will have 18weeks of student teaching, comprised ofthe following:• Twelve weeks in childhood educationin two grade settings as prescribed instate regulations, and a six-week spe-cial education placement in grades 1-6.

• Students in the childhood/literacy pro-gram will have two six-week studentteaching sessions in childhood educa-tion. There is also an option to com-plete a full semester of studentteaching worth six credits. The studentmust request permission from thedepartment.

Student Teaching-AdolescenceEducation (7-12)

Students in the adolescence educationprogram will have 14 weeksof student teaching comprised of thefollowing:• Seven weeks in the grades 7-9 in thecontent area and seven weeks in grades10-12 in the content area as prescribedin state regulation.

Final or Culminating ProjectThis is completed in EDI 710(Supervised Student Teaching),or in EDI 712.

The teaching portfolio is the finalrequirement in both the childhoodeducation program and the dual child-hood/literacy and childhood/ specialeducation majors, and it must be

Mental Health Counseling



completed prior to graduation. In orderto complete this requirement, studentsdevelop a teaching portfolio of artifactsbased on standards from the InterstateNew Teacher Assessment and SupportConsortium. These 10 INTASCStandards are organized in five domains:1) motivation, learning and develop-ment; 2) curriculum; 3) instruction; 4)assessment; and 5) professionalism.Students are supported in this endeavorby their student teaching supervisor (EDI710) or by their professor (EDI 712).Final copies of the portfolio are kept onfile at the Campus.

ADOLESCENCEEDUCATION(GRADES 7-12)M.S.

AdolescenceEducation Leadingto N.Y.S. InitialCertification inGrades 7-12The M.S. in adolescence education is

a 33 credit master’s degree program thatleads to initial certification in New Yorkand New Jersey in grades 7-12.The adolescence education program

prepares change-of-career professionalsfor the highly fulfilling career of teachingat the intermediate and high school lev-els. The program provides a thoroughdevelopmental and theoretical frame-work while exploring the various meth-ods of teaching English, mathematics,social sciences, or science (biology,chemistry, earth science or physics).

AdmissionRequirements• Applicants for the M.S. in adolescenceeducation must hold a bachelor’sdegree from an accredited college oruniversity.

• The bachelor’s degree must show acompleted concentration of at least 30credits in a major area of study(English, mathematics, science orsocial studies).

• Applicants must have an overall gradepoint average of 2.5, with a 2.75 GPAin their major area of study.

Applications for the M.S.Ed. program areaccepted during the fall, spring and sum-mer semesters.

Degree Requirements (33 credits )

I. Core/Pre-Requisite Courses – 24 creditsCourse CreditsEDI 551 Psychology of theAdolescent Student............................3

EDI 601 Social Foundations ofEducation............................................3

EDS 600 Introduction to Study ofExceptional Children ........................3

EDS 618 Literacy Assessment andInstruction for Diverse Learners:Grades 5 –12 ..........................................3EDS 640 Literacy in theContent Area ....................................3

EDI 643 Race, Class and Gender:Teaching Diverse Populations............3

EDI 677 Curriculum & Assessmentfor Classroom Teachers ......................3

EDI 700 Introduction to EducationalResearch..............................................3

II. Pedagogical Core – 3 creditsEDI 614 Literacy and AdolescentLiterature ..........................................3

orEDI 655 Teaching Science inSecondary School ..............................3

EDI 658 Teaching English inSecondary School ..............................3

EDI 659 Teaching Mathematics inSecondary School ..............................3

EDI 660 Teaching Social Studies inSecondary School ..............................3

III. Student Teaching – 6 creditsEDI 712 Supervised Student Teachingand Seminar: Adolescence ................6

Program Total ................................33

Student Teaching – AdolescenceEducation (7-12)Students in the adolescence education

program will have 14 weeks of studentteaching comprised of the following:seven weeks in grades 7-9 in the contentarea and seven weeks in grades 10-12 inthe content area, as prescribed by NewYork State regulations.

In addition, there is a culminatingexperience which consists of a final pro-ject: the teaching portfolio.

Other program requirements forNew York State Certification:• Fieldwork: 10 hours required per course(100 hour total)

• Project S.A.V.E. (Schools AgainstViolence Education Act) Seminar

• Child Abuse Seminar• Fingerprinting• Liberal Arts and Science Test - LAST• Assessment of Teaching Skills -Written - ATS - W (Secondary)

• Content Specialty Test (CST) inmajor area.

CHILDHOODEDUCATION(GRADES 1-6)M.S.The childhood education program at

the Rockland Graduate Campus preparesstudents for the highly fulfilling career ofteaching at the elementary school level.This program will provide a thoroughdevelopmental and theoretical frame-work while exploring the various meth-ods of teaching literacy, mathematics,science and the social sciences.

Childhood EducationLeading to N.Y.S.Initial Certification inGrades 1-6

Degree Requirements (39 Credits)

I. Core/Pre-Requisite Courses – 15 creditsAll core courses must be taken prior to

co-related courses and pedagogical corecourses.

Course CreditsEDI 600 Psychological andDevelopmental Foundations ofEducation ..........................................3

EDI 601 Social Foundations ofEducation ..........................................3

EDI 643 Race, Class, and Gender:Teaching Diverse Populations ............

EDI 677 Curriculum & Assessmentfor Classroom Teachers ....................3

EDI 700 Introduction to EducationalResearch ............................................3

II. Related Core Requirements –9 creditsEDS 610 Literacy Teaching andLearning: Birth – Grade 6 ................3

EDS 611 Literacy Assessment andInstruction for Diverse Populations:Birth – Grade 6 ................................3

EDS 633 Accommodating Learners withSpecial Needs in InclusiveSettings (Including Technologyand Inclusion) ..................................3


III. Pedagogical Core – 9 creditsEDI 612 Teaching Social Studies inGrades 1-6 ........................................3

EDI 613 Teaching Mathematics inGrades 1-6 ........................................3

EDI 614 Teaching Science inGrades 1-6 ........................................3

IV. Student Teaching – 6 creditsEDI 709 Supervised Student Teachingand Seminar for Grade 1-6including final project ......................6

Total Credits ..................................39

Other requirements for New York StateCertification:• Child Abuse Identification andReporting, 2-hr. seminar

• Violence Prevention Workshop,Project S.A.V.E. (Schools AgainstViolence Education Act)

• Fingerprinting• Liberal Arts and Science Test - LAST• Assessment of Teaching Skills-Written- ATS - W

• Content Specialty Test (CST):Multi Subject

DUALCERTIFICATIONPROGRAMS:CHILDHOOD/LITERACY(BIRTH-GRADE 6)M.S.

CHILDHOOD/CHILDHOODSPECIALEDUCATION(GRADES 1-6)M.S.

Childhood Education(Grades 1-6)/ Literacy(Birth-Grade 6) M.S.

Childhood SpecialEducation (Grades 1-6)M.S.

CHILDHOOD/LITERACY(BIRTH-GRADE 6)M.S.Leading to N.Y.S. InitialCertificationThis dynamic program leads to dual

New York State certification in child-hood education and literacy. It offersthose graduate students wishing to enterthe teaching profession some uniqueoptions, as well as providing them withhighly desirable elementary credentials.Graduate students enrolled in this pro-gram will not only become skilled aschildhood teachers but will be armedwith literacy expertise which will enablethem to be reading consultants as well.(48 credits)

Degree Requirements

I. Curriculum and Instruction CoursesCourse CreditsEDI 600 Psychological andDevelopmental Foundations ofEducation ..........................................3

EDI 601 Social Foundations ofEducation ..........................................3

EDI 612 Teaching Social Studies inGrades 1-6 ........................................3

EDI 613 Teaching Mathematics inGrades 1-6 ........................................3

EDI 614 Teaching Science inGrades 1-6 ........................................3

EDI 677 Curriculum & Assessmentfor Classroom Teachers ....................3

Culminating Experience: Final ProjectSubtotal................................................18

II. Special Education and LiteracyCourses:EDS 600 Introduction to the Studyof the Exceptional Child ..................3

EDS 610 Literacy Teaching &Learning: Birth-Grade 6 ....................3

EDS 613 Literacy Through Children’sLiterature: Birth-Grade 6 ..................3

OREDS 619 Literacy Through LiteratureBased Reading InstructionBirth-Grade 6 ....................................3

EDS 640 Literacy in the Content Area 3EDS 642 Literacy and Language ArtsInstruction Birth-Grade 6..................3

EDS 615 Practicum I. LiteracyAssessment & Evaluation:Birth-Grade 6 (Supervised Clinic)....3

EDS 616 Practicum II. OvercomingLiteracy Difficulties: Birth-Grade 6(Supervised Clinic)............................3

EDS 703 Practicum III. LiteracyDifficulties: Birth-Grade 6 (SupervisedClinic)................................................3

EDS 622 Contemporary Issues andResearch in Literacy:Birth-Grade 6 ....................................3

III. Student Teaching: TeachingPortfolioEDI 710 Supervised StudentTeaching & Seminar Grades 1-6 ......3

Subtotals..............................................27Total credits ..................................48Other requirements for New York Statecertification:• Identification and Reporting ChildAbuse, 2 hour seminar

• Violence Prevention Workshop,

Childhood Education



Project S.A.V.E. (Schools AgainstViolence Education Act)

• Fingerprinting• Liberal Arts and Science Test (LAST)• Assessment of Teaching Skills-Written(ATS-W)

• Content Specialty Tests (CST):Multi-Subject and Literacy

CHILDHOOD/CHILDHOODSPECIALEDUCATION(GRADES 1-6) M.S.Leading to N.Y.S. InitialCertificationPrepare for a future in education

which not only broadens your scope ofchoices and expertise in childhood edu-cation, but equips you with the skills todeal with diverse populations of students.This program is designed for those gradu-ate students wishing to enter the teach-ing profession who are interested inbecoming dually certified in childhoodeducation (grades 1-6) as well as specialeducation (grades 1-6). (48 credits)

Degree RequirementsI. Curriculum and Instruction CoursesCourse CreditsEDI 600 Psychological andDevelopmental Foundations ofEducation ............................................3

EDI 601 Social Foundations ofEducation ............................................3

EDI 612 Teaching Social Studies inGrades 1-6 ..........................................3

EDI 613 Teaching Mathematics inGrades 1-6 ..........................................3

EDI 614 Teaching Science inGrades 1-6 ..........................................3

EDI 677 Curriculum & Assessmentfor Classroom Teachers ......................3

EDI 710 Supervised StudentTeaching & Seminar Grades 1-6 ........3

Subtotal ................................................21

II. Special Education and Literacy Courses:Course............................................CreditsEDS 600 Introduction to the Study ofthe Exceptional Child ........................3

EDS 610 Literacy Teaching &Learning: Birth-Grade 6 ....................3

EDS 617 Literacy For Children WithDisabilities: Birth-Grade 6..................3

EDS 624 Contemporary Issues andResearch in Special Education/Culminating Experience ....................3

EDS 630 The Assessment andInstruction of Students with MildDisabilities ..........................................3

EDS 631 The Assessment andInstruction of Students withSevere Disabilities ..............................3

EDS 632 The Assessment, Instructionand Classroom Management forChildren with Emotional andBehavioral Problems ..........................3

EDS 633 Accommodating Learnerswith Special Needs in InclusiveSettings (Includes Technologyand Inclusion) ....................................3

EDS 713 Supervised StudentTeaching in Special Education ..........3

Total Credits ....................................48

Other requirements for New YorkState certification:• Identification and Reporting ChildAbuse two hour seminar

• Violence Prevention Workshop,Project S.A.V.E. (Schools AgainstViolence Education Act)

• Fingerprinting• Liberal Arts and Science Test (LAST)• Assessment of Teaching Skills-Written(ATS –W)

• Content Specialty Tests in multi sub-jects students with disabilities (CST)

Special Education and ChildhoodCourse descriptions for all courses are

listed in the Curriculum and Instructionor Special Education and Literacy sec-tions on the following pages.

Gifted Education-ExtensionLeads to Initial/Professional CertificationTeachers who wish to work with gifted

students in a school district’s programmust obtain a certification extension oftheir regular certification to teach stu-dents in New York State. This extensioncertification requires that teachers com-plete an approved program of study. Thetwo courses leading to this certificationextension are:

Course CreditsEDI 631 Differentiating Instruction forGifted Children and Youth ................3

EDI 632 Nature and Needsof the Gifted ......................................3

Total Credits ....................................6

Curriculum andInstruction CoursesEDI 551 Psychology of the AdolescentStudentThis course examines various aspects ofearly adolescent psychological develop-ment, including cognition, socialrelationships, stress, self-esteem, andpolitical, and moral development.Considerable attention is given to gen-der, race, ethnicity, the special earlyadolescent, and the at-risk student.Offered Fall and Spring3 credits

EDI 600 Psychological Foundations ofEducationThis course is designed to introduce stu-dents to psychological theories and prin-ciples which affect teaching, learningand development. Students observe stu-dent and teacher behavior, as well asclassroom environments, in order toidentify operative psychological theoriesand principles.Offered Fall, Spring and Summer3 credits

EDI 601 Social Foundations ofAmerican EducationThis course introduces students to thesocial, economic, political and intellectu-al foundations of American education. Itdescribes the development of theAmerican school system in a rapidlychanging environment, with emphasison the relationship between educationand society. The main topics to beexplored include the structure and pur-poses of schooling, the professionaliza-tion of teaching, educationalpolicy-making and school social factorsinfluencing teaching and learning, andthe relationship between education andwork. Class discussions will be basedupon both primary and secondarysources.Offered Fall, Spring and Summer3 credits

EDI 612 Teaching Social Studies inGrades 1-6Social studies curriculum developmentthrough examination of theory and cur-rent practices in the school. Inquiry


approach, model development, organiza-tional patterns and teaching strategieswill be explored through currentresearch.Offered Fall, Spring and Summer3 credits

EDI 613 Teaching Mathematics inGrades 1-6Educational and psychological dimensionsof learning and teaching mathematics ingrades kindergarten-6 will be examined inthe context of current trends in mathe-matics education. The development ofmathematics concepts and understandingswill be explored through relevant activi-ties and materials. Model programs andteaching approaches will be discussed inlight of current recommendations formathematics education.Offered Fall, Spring and Summer3 credits

EDI 614 Teaching Science inGrades 1-6Examination of existing programs, mate-rials and problems of science educationin light of current psychological andphilosophical theories. The courseexplores the development of scienceactivities with emphasis on the processof science, conceptual understanding,meeting individual differences, discoveryapproach and utilization of inexpensiveand easily available materials for experi-ments and demonstrations.Offered Fall and Spring3 credits

EDI 631 Differentiating Instruction forGifted Children and YouthPrinciples of differentiated instruction incontent, process, and product are exam-ined in this course in order to addressthe curricular needs of gifted childrenand youth. Grouping practices, methodsof instruction, program options, and waysof meeting learner needs in school andin the broader community will be exam-ined. A differentiated classroom environ-ment will be studied, and tiered lessonswill be created and assessed.Offered on rotation3 credits

EDI 632 Nature and Needs of theGiftedHistorical and psychological perspectiveson the nature and needs of gifted childrenand youth are examined. Conceptions ofgiftedness and theories of intelligence, aswell as how these theories have evolvedover time, will be discussed. Issuesregarding methods of classification andprogramming, as well as working with

other school personnel, parents, and thebroader community, will also beaddressed.Offered on rotation3 credits

EDI 643 Race, Class and Gender –Teaching Diverse PopulationsThe principles and practices of multicul-tural education are studied in this course,which provides a practical approach toimplementation of a culturally diversecurriculum. Major issues covered include:human rights, involvement of parentsand the community, criteria for multicul-tural curricula, assessment and evalua-tion strategies, global issues in education,and formulating an agenda for educa-tional and social action.Offered Spring3 credits

EDI 655 Teaching Science inSecondary SchoolsThis course examines principles of teach-ing adolescents in the secondary schoolclassroom with a particular focus on sci-ence. Existing curricula, trends and issuesin science instruction in grades 7-12 areexamined in light of recent advances inscience content and in teaching forprocess, planning instruction, assessmentstrategies, classroom management, andthe use of easily available materials forlaboratory activities. The interaction ofscience and technology and the implica-tion for the development of values andattitudes in today’s youth are discussed.Offered Spring3 credits

EDI 658 Teaching English inSecondary SchoolsThe course examines principles of teach-ing adolescents in the secondary schoolclassroom with a focus on English as thecontent area. Elements of instruction,assessment, and classroom managementthat contribute to effective teaching areaddressed. Participants examine theEnglish curriculum standards and devel-op a unit plan, a regular lesson plan, atiered lesson, and a classroom manage-ment and discipline plan as well asobserve effective English teaching.Offered Spring3 credits

EDI 659 Teaching Mathematics inSecondary SchoolsThis course examines principles of teach-ing adolescents in the secondary schoolclassroom with a particular focus onmathematics. The psychological andeducational dimensions of teaching

mathematics as a secondary school subjectare explored, with particular attention tothe curriculum standards for mathematics.Detailed analysis of the content of algebraI, algebra II, geometry, coordinate geome-try, trigonometry and other branches ofsecondary school mathematics areexplored. Lesson planning is addressedacross the range of mathematics topics.Offered Spring3 credits

EDI 660 Teaching Social Studies inSecondary SchoolsThis course examines principles of teach-ing adolescents in the secondary schoolclassroom with a particular focus on socialstudies. This course is designed to acquaintthe student with the content areas whichcomprise social studies and to examine themethods relevant to its teaching. The stu-dent will become aware of a variety ofapproaches used in dealing with the subjectand create a method with which to presenthis or her competence. The five contentstandards in social studies are addressed, aswell as lesson planning and observation ofthe teaching of social studies.Offered Spring3 credits

EDI 700 Introduction to EducationalResearchThe primary purpose of this course is tohelp teachers and other education pro-fessionals become more informed con-sumers and producers of educationalresearch relative to their areas of special-ization or expertise. The course intro-duces the major principles which governthe conducting of action or evaluationresearch and examines elements com-mon to different types of research designand criteria appropriate to the evaluationof published research. The course alsoreviews measurement principles relevantto teaching.Offered Spring3 credits

EDI 677 Curriculum Assessmentfor Classroom TeachersThis course examines principles of cur-riculum construction, planning, develop-ment and justification in relationship tohistorical, theoretical and practical con-siderations of purpose, content, and theorganization of educational experiences.Consideration will be given to principlesof curriculum research and evaluation.The course will embrace concerns of theschool and non-school settings for edu-cational experiences.Offered Fall and Spring3 credits

Childhood Education



EDI 709 Supervised Student Teachingand Seminar in Elementary School:ChildhoodSystematic, extended observation andstudent teaching experience under super-vision in a selected private or publicschool; half of the experience being ingrades 1 through 3, and the other half ingrades 4 through 6. A minimum of 360hours of observation and student teach-ing and participation in appropriate staffand school activities are required.Students must spend at least 110 of those360 hours in actual teaching, with thebalance being given to related activities.A weekly seminar integrates theory withpractice and provides orientation to theteaching profession.Offered Fall and Spring6 credits

EDI 710 Supervised Student Teachingand Seminar in Elementary School:Literacy/Special EducationSystematic, extended observation andstudent teaching experience under super-vision in a selected private or publicschool; half of the experience being ingrade 1 through 3, and the other half ingrades 4 through 6. A minimum of 360hours of observation and student teach-ing and participation in appropriate staffand school activities are required.Students must spend at least 110 of those360 hours in actual teaching, with thebalance being given to related activities.A weekly seminar integrates theory withpractice and provides orientation to theteaching profession.Offered Fall and Spring3 credits

EDI 712 Supervised Student Teachingand Seminar in AdolescenceSystematic, extended observation andstudent teaching experience under super-vision in a selected private or publicschool; half of the experience being ingrades 7-9, and the other half in grades10 through 12. A minimum of 360 hoursof observation and student teaching andparticipation in appropriate staff andschool activities are required. Studentsmust spend at least 110 of those 360hours in actual teaching, with the bal-ance being given to related activities. Aweekly seminar integrates theory withpractice and provides orientation to theteaching profession.Offered Fall and Spring6 credits

SPECIALEDUCATION ANDLITERACYPROGRAMSRockland Graduate CampusProgram DirectorElaine B. Geller, M.S., C.A.S.(845) 359-7200, ext. [email protected]

The Department of Special Educationand Literacy offers curricula leading tothe Master of Science in education. Theprogram in special education leads toNew York State professional certifica-tion, grades 1-6. The literacy programleads to New York State professional cer-tification for reading teachers, birth-grade 6.For information on our dual-certifica-

tion program in special education andliteracy, which leads to initial N.Y.S.teacher certification, please see page 39.

Admission to theDegree Program –Special Educationor LiteracyRequirements for admission include an

undergraduate grade point average of2.75 in the candidate’s major field, and a2.5 cumulative average. In addition, aninitial (formerly provisional) teachingcertificate in childhood education or ele-mentary education is required for specialeducation and an initial (formerly provi-sional) license in any area is required forliteracy. A minimum grade point averageof 3.0 must be maintained for continua-tion in the program and eligibility forpracticum experiences.

Interim AssessmentSatisfactory completion of 12 graduate

credits will be required before a finaldecision on interim assessment is madein special education.Students must complete an application

for interim assessment through the acad-emic advisor upon completion of 12credits, but no more than 18 credits.

SPECIALEDUCATIONM.S.ED.This program is specifically designed

for those students who already hold certi-fication in childhood or elementary edu-cation and are seeking to extend theirscope of knowledge and expertise in thefield of special education (grades 1-6).Preparing teachers with the knowledge,strategies and skills to work with growingpopulations of special needs and learningdisabled students is the focus of thiscourse of study, which leads to profes-sional (formerly permanent) New YorkState teacher certification. (30 credits)

Degree Requirements

(For Students with Initial Certification)Leading to New York StateProfessional Certification

Course CreditsEDS 600 Introduction to the Study ofthe Exceptional Child ........................3

(Elective, if comparable course has beentaken within past five years) Elective:Summer InstituteEDS 620 Assessment & Diagnosis ofChildren with Disabilities ..................3

EDS 617 Literacy for Children withDisabilities: Birth-Grade 6 ................3

EDS 630 Curriculum-BasedAssessment and Instruction of Studentswith Mild Disabilities(Field Experience 15 hours) ..............3

EDS 631 Curriculum-Based Assessmentand Instruction of Students withSevere Disabilities(Field Experience 15 hours) ..............3

EDS 632 Instruction and ClassroomManagement for Children withEmotional and Behavior Problems(Field Experience 10 hours) ..............3

EDS 633 Accommodating Learners withSpecial Needs in Inclusive Settings(Field Experience 10 hours) ..............3

EDS 702 Supervised Practicum inSpecial Education ..............................3

EDS 624 Contemporary Issues andResearch in Special Education ..........3

Elective in Special Education................3(Students may choose a SpecialEducation Course as an Elective)

Total Credits ..................................30


New York StateRequirements forCertification:

• Child Abuse Identification andReporting: 2 hour seminar

• Violence Prevention Workshops,Project SAVE (Schools AgainstViolence Education Act)

• Fingerprinting• Liberal Arts and Science Test (LAST)• Assessment of Teaching Skills: Written(ATS-W)

• Content Specialty Test (CST SpecialEducation)

SPECIALEDUCATION WITHCONCENTRATIONIN AUTISMM.S.ED.

Program DescriptionThis concentration prepares highly-

specialized educators to work with autis-tic populations. It also prepares educatorsto work in teams with psychologists,social workers and families to respond totheir special needs.Note: Candidates must possess initial

teaching certification.

AdmissionsRequirements for admission to the

M.S.Ed. in special education with a con-centration in autism include a the fol-lowing:• Bachelor’s degree from an accreditedinstitution

• Undergraduate overall GPA of 2.5 orhigher with a 2.75 GPA in the candi-date’s major field

• An initial teaching certificate• Two professional letters of recommen-dation

• Written statement of professional goals

Degree Requirements

Course CreditsEDS 600 Introduction to the Study of

the Exceptional Child ......................3EDS 620 Assessment and Diagnosis ofChildren with Disabilities ................3

EDS 617 Literacy for Children withDisabilities: Birth-Grade 6

EDS 630 Curriculum-based Assessmentand Instruction of Students withMild Disabilities ................................3

EDS 631 Curriculum-based Assessmentand Instruction of Students withSevere Disabilities..............................3

EDS 635 Behavior Management forChildren in Autism andDevelopmental Disorders ..................3

SPH 681 Communication Developmentand Language Disorders in Childrenwith Autism ......................................3

EDS 625 Contemporary Issues inAutism Spectrum Disorders ..............3

EDS 750 Institute: Diagnosis andTreatment of Autism ........................3

EDS 704 Practicum in SpecialEducation/Autism..............................3

Total Credits ..................................30

LITERACY(BIRTH - GRADE 6)M.S.ED.Designed for students who already

hold an initial (formerly provisional)teaching certificate in any area, thisM.S.Ed. program has two primary pur-poses: to prepare individuals to work inschool and/or clinical settings as readingspecialists, and to help teachers meetrequirements for New York State profes-

sional certification as reading teachers,birth to grade 6. Students enrolled in thisprogram will gain expertise in conductingreading assessments and evaluations,designing programs to accommodate spe-cific needs, and selecting and organizingmaterials for enrichment and remedialinstruction.(30 credits)Upon completion of this program,

graduates will be able to:1. conduct instruction in reading and

written communication2. select, evaluate, group and schedule

pupils for developmental, correctiveand/or remedial instruction

3. organize and equip a reading-learningenvironment

4. provide teacher training in develop-mental and corrective reading

5. select, evaluate and utilize varied printand non-print materials related toinstruction

6. make recommendations for assessmentand improvement of all aspects of dis-trict-wide reading program

7. provide for parental advisement andeducation

Degree Requirements(For Students with Initial Certification)

Leading to New York StateProfessional CertificationCourse CreditsEDS 610 Literacy Teaching and

Learning: Birth-Grade 6 ....................3(Elective, if comparable course has beentaken within past five years)Electives: Summer Institute;EDS 617 Literacy for Children withDisabilities; OR

EDS 600 Introduction to the Study ofthe Exceptional Child ......................3

(Elective, if comparable course has beentaken within past five years)Electives: EDS 630, 632, or 633EDS 613 Literacy and Children’s

Literature: Birth-Grade 6 ................3EDS 619 Literacy and Literature-Based

Reading Instruction:Birth-Grade 6 ....................................3

EDS 640 Literacy in theContent Areas ..................................3

EDS 642 Literacy & Language ArtsInstruction: Birth-Grade 6 ................3

EDS 615 Practicum I. LiteracyAssessment & Intervention:Birth-Grade 6 (Supervised Clinic)....3

Special Education and Literacy



EDS 616 Practicum II. LiteracyIntervention: Birth-Grade 6(Supervised Clinic)............................3

EDS 703 Practicum III. OvercomingLiteracy Difficulties Birth-Grade 6(Supervised Clinic)............................3

EDS 622 Contemporary Issues inLiteracy Research: Birth-Grade 6......3

Total Credits ..................................30

New York StateRequirements forCertification:

• Child Abuse Identification andReporting: 2 hour seminar

• Violence Prevention Workshops, ProjectS.A.V.E. (Schools Against ViolenceEducation Act: 2 Hour Seminar)

• Fingerprinting• Liberal Arts and Science Test (LAST)• Assessment of Teaching Skills: Written(ATS-W)

• Content Specialty Test (CST Literacy)

Special Education &Literacy CoursesEDS 600 Introduction to the Study ofthe Exceptional ChildA basic introduction to exceptionality. Aconsideration of emotional, neurologicaland physically based etiologies as theyrelate to exceptionality. Specific refer-ence will be given to an overview of dis-ability and impairment and to a system ofclassification and criteria of classification.To be taken within initial 12 credits of study.Offered Fall, Spring and Summer3 credits

EDS 610 Literacy Teaching andLearning: Birth to Grade 6A study of strategies and resources inchildhood language acquisition and theteaching of literacy for elementary schoolchildren. The newest techniques andresearch findings will be discussed.Students will observe, plan and instructsample literacy lessons.Offered Fall, Spring and Summer3 credits

EDS 611 Literacy Assessment for theClassroom Teacher: Birth to Grade 6This course will acquaint students withthe current assessment techniques thatcan be used to evaluate elementaryschool children within the general edu-cation classroom. Emphasis will beplaced on current literacy practices,techniques, and strategies used in treat-

ing problems of the elementary schoolchild. Effective integration of technologyin support of literacy within the class-room setting will be explored. Studentswill be involved in developing and dis-cussing case studies.Offered on rotation3 credits

EDS 613 Literacy and Children’sLiterature: Birth to Grade 6A survey of the literature for the schoolchild with emphasis on the quality andcharacteristics of reading materials suit-able for various groups. The changingcharacteristics of children’s reading inter-ests and the presentation of booksthrough various media will be included.A reading file will be developed for aparticular age group.Offered Fall and SpringPrerequisite: EDS 6103 credits

EDS 614 Literacy and AdolescentLiteratureThis course will provide an introductionto adolescent/young adult literature andwill survey literature for the middlegrade/adolescent students with anemphasis on the quality, characteristicsand suitability of reading materials forthis age group. Practical classroom appli-cations, strategies for using literaturewith this age group and assessment of lit-eracy development will be explored.3 credits

EDS 615 Practicum I. LiteracyAssessment and Intervention (Birth toGrade 6)Lecture: This course will stress diagnosticprocedures for reading disabilities, obser-vation and interview procedures, diag-nostic instruments, standardized andinformal tests, report writing, and materi-als of instruction in these areas.Causative factors contributing to specificreading problems will also be exploredand discussed.Clinic: Students will develop case studieswith individual clients(Supervised Clinic) Offered Fall and SpringPrerequisite: EDS 6103 credits

EDS 618 Practicum: LiteracyAssessment and Instruction for DiverseLearners, Grades 5-12This course will stress diagnostic proce-dures which address reading/literacyproblems and disabilities of the adoles-cent/young adult learner. Will includeobservation and interview procedures,diagnostic instruments, standardized andinformal tests, report writing and materi-

als of instruction in these areas.Causative factors contributing to specificliteracy problems will be explored anddiscussed. The clinical piece will requirestudents to develop a case study with ayoung adult/adolescent.Offered Fall and Spring3 credits

EDS 616 Practicum II. LiteracyIntervention (Birth to Grade 6)May be taken concurrently with EDS 617.Applications for this course must be filedby October 1 for the spring semester andby February 14 for the fall semester.Lecture: The course will stress eight cor-rective procedures, planning and manage-ment for children with reading disabilities.Major creative techniques and clinicalremedial procedures will be included.Clinic: Students will work with individ-ual clients for a minimum of 20 hoursunder clinical supervision.(Supervised Clinic)Offered Spring and SummerPrerequisites: EDS 610, 613, 615, 617,640 & 6423 credits

EDS 617 Literacy for Children withDisabilities: Birth to Grade 6This course covers theory, research andeffective practices for teaching studentswith significant reading problems.Specifically, graduate students will becomeimmersed in the assessment of literacyproblems and in how they can use assess-ment results to provide effective instruc-tion. Both formal and informal instrumentswill be discussed for determining chil-dren’s strengths and needs. A variety ofinstructional approaches will be consid-ered for developing reading strategies andskills in children with disabilities.Offered Fall and Spring3 credits

EDS 619 Literature and Literacy-basedReading Instruction: Birth to Grade 6The background and description of thevarious types of literature-based readingprograms and their planning, develop-ment and implementation will be dis-cussed. The assessment procedures usedby the classroom teacher and the impli-cation of literature-based reading instruc-tion upon the total school program willalso be considered.Offered on rotationPrerequisite: EDS 610, 6133 credits


EDS 620 Assessment and Diagnosis ofChildren with DisabilitiesThis course is an introduction to instru-ments and evaluation strategies used inassessing children with disabilities, as wellas the environmental conditions, whichcontribute to their problems in learning.Practice in administration of test interpre-tation of results, with suggested remedialand therapeutic interventions, will beemphasized.Offered Fall3 credits

EDS 625 Contemporary Issues andResearch in Special Education/Autism(Culminating Experience)This course, an advanced seminar in cur-rent issues facing the field of special educa-tion, is designed to provide an opportunityfor students to research, discuss and under-stand the topics that are impacting thefield and its theoretical basis.Offered on rotation

EDS 640 Literacy in the ContentAreas: Birth to Grade 6This course will review expository andnarrative materials in the content areas,as well as those skills unique to eachcontent field. Readability of texts will beexplored and means of adapting instruc-tion to a variety of levels in reading willbe discussed. Schema development anddirect instruction will be emphasized.Offered Fall, Spring and Summer3 credits

EDS 642 Literacy and Language ArtsInstruction: Birth to Grade 6This course will enable teachers to devel-op a conceptual framework for the teach-ing of reading and written communicationskills in our schools, focusing on composi-tion, syntax, writing, spelling and hand-writing as interrelated elements of writtenexpression. Instructional practices andmaterials will be presented, analyzed andevaluated for classroom implementation.Offered on rotationPrerequisite or co-requisite: EDS 6103 credits

EDS 630 Curriculum-basedAssessment and Instruction of Studentswith Mild DisabilitiesThe course will examine the complexityof the issues inherent in the teaching-learning process with particular referenceto students with mild disabilities ininclusive settings. The instructionaldimensions that create the conditions offailure for students with learning prob-lems will be characterized. A frameworkand practical strategies for the use of

assessment procedures that focus oneffective instructional planning and thatcan reverse the cycle of failure for stu-dents with mild disabilities will beemphasized. An assessment model thatgenerates information for the design ofan instructional program and provides forthe continuous monitoring of studentprogress in academic areas (such as read-ing, writing and math) and in contentareas (such as social studies and science),will be outlined. Effective instructionalstrategies and elements of teaching prac-tice that support the learning and growthof students with mild disabilities will alsobe addressed.Offered Fall, Spring and Summer3 credits

EDS 631 Curriculum-basedAssessment and Instruction of Studentswith Severe DisabilitiesThis course focuses on methodologies of:(1) assessment, (2) curriculum develop-ment, (3) individualized educationalplanning (IEP), and (4)instructional pro-gramming for children with severe devel-opmental disabilities ages 6-12. Emphasiswill be given to curriculum-based assess-ment as it relates to instructional plan-ning. Assistive technology to support thelearning process will be addressed.Accommodations to facilitate the suc-cessful inclusion of students with severedisabilities in general education class-rooms will be covered. Attention will bedirected toward developing skill in taskanalysis, IEP preparation, and lessonplanning. Case presentations will be uti-lized to highlight team building andinterdisciplinary collaboration in educat-ing children with severe disabilities.Field experience.Offered Fall, Spring and Summer3 credits

EDS 632 Instruction and ClassroomManagement for Children withEmotional & Behavior ProblemsFocus in this course will be on programdevelopment, which will include pre-scriptive remediation based on diagnosticassessment. A consideration of instruc-tional techniques and resources will beemphasized. Fundamental skills in class-room management and in dealing withmaladaptive behavior in both inclusiveand non-inclusive educational settingswill also be surveyed.Offered Fall, Spring and Summer3 credits

EDS 633 Accommodating Learnerswith Special Needs in InclusiveSettings (Includes Technology &Inclusion)Inclusion represents one of the most sig-nificant challenges facing education inrecent years. It requires critical changesin attitudes and practice for both generaland special educators. This course willexplore the concept of inclusion; dis-cussed from a theoretical and practicalperspectives, and present strategies nec-essary for it to be successful. Includedwill be discussions of historical and cur-rent perspectives, collaboration amongprofessionals, practical classroom admin-istration, and instructional adaptations.One specific mechanism to facilitateinclusion will be the use of assistive andinstructional technologies, with anemphasis on those who can assist in theintegration of students with disabilities.Offered Fall, Spring and Summer3 credits

EDS 635 Behavior Management forChildren with Autism andDevelopmental DisabilitiesThis course provides an introduction tothe principles of applied behavior analy-sis and its application for children withautism and other developmental disabili-ties. Procedures applicable to both indi-viduals and groups will be studied, withparticular attention to the area of autism.Skill-building techniques and strategieswill be covered with attention devotedto data collection for assessment, evalua-tion and record keeping. Procedures toimprove skills and behaviors as well as toreduce maladaptive and/or stereotypicbehaviors will be covered. Opportunitiesto implement ABA procedures will occurin class, as well as outside of class.Offered Fall and Spring3 credits

EDS 702 Supervised Practicum inSpecial EducationThis course is a supervised ClinicalPracticum in Special Education.3 credits

EDS 703 Literacy Practicum III.Literacy Difficulties: Birth to Grade 6Applications for course must be filed byOctober 15 for the spring semester andby February 14 for summer and fallsemesters. (Open only to students inreading specialization.) Students willhave full responsibility for diagnosis, cor-rection and remediation of clients withvarious types of reading problems. Casestudies will be developed and instructionwill take place under supervision in theUniversity clinic. A minimum of 30 con-

Special Education and Literacy



tact-hours will be required in addition toweekly seminars.(Supervised Clinic)Offered Fall and SummerTo be taken within last 12 creditsPrerequisites: EDS 610, 613, 615, 616,617, 640 & 6423 credits

EDS 704 Supervised Practicum in AutismThe Supervised Practicum in Autism is astructured learning experience for a stu-dent in a special education teacher pro-gram where the student practices theskills being learned through direct expe-riences with individual students orgroups of students on the autism spec-trum. Development of individualizededucational plans and application ofeffective teaching practices will be rein-forced. Emphasis on becoming a reflec-tive practitioner will be providedthrough seminar discussions and assign-ments related to the fieldwork.Offered on rotation3 credits

EDS 622 Contemporary Issues andResearch in Literacy: Birth to Grade 6This course involves the study of criticalissues in literacy education. Theory,research, and practice will be exploredthrough a vast body of knowledge andfield of inquiry related to the perspec-tives of psychology, sociology, linguistics,and other pertinent areas. A wide varietyof important topics will be addressed,including balanced reading instruction,phonemic awareness and phonics, multi-cultural perspectives and literacy learn-ing, basal materials and literature-basedresources, traditional and inventedspelling practices, process writing, emer-gent literacy, content literacy, strugglingliteracy learners, and literacy assessment.Within this context, a diversity of posi-tions and opinions will be considered, asstudents formulate their own views byengaging in activities that encouragecritical analysis and independent thinking.(Culminating Experience)Offered Fall, Spring and Summer3 credits

EDS 624 Contemporary Issues andResearch in Special Education/Culminating ExperienceThis course, an advanced seminar in cur-rent issues facing the field of special educa-tion, is designed to provide an opportunityfor students to research, discuss, andunderstand the topics that are impactingour field and their theoretical base.Offered Fall and Spring3 credits

EDS 750 Institute on Diagnosis andTreatment of Autism and RelatedDisorders Throughout the LifecycleThis course is designed to introduce thestudent to an array of psychopathologythat children with autism and relateddisorders present during the developmen-tal period. Special emphasis is placed onbuilding a working competency in differ-entiating autism from other forms ofsevere pychopathology, such as child-hood schizophrenia, severe language dis-orders, borderline syndromes ofchildhood, or severe behavior disorders.In addition, the awareness of co-morbidi-ty of other disorders with autism (e.g.,Attention Deficit HyperactivityDisorder) will be emphasized. The multi-modal and interdisciplinary approachesto treatment of these disorders will bestressed. This course will have didacticsessions, readings, video presentationsand case studies.Offered Summer3 credits

SPH 681 Communication Developmentand Language Disorders in Childrenwith AutismThis course provides information on thepathology and communicative character-istics of children with autism or perva-sive developmental disabilities. Thecourse will cover the areas of prevalence,identification, diagnostic assessment andintervention, as well as social, emotionaland cognitive aspects of communicationand language development in individualswho demonstrate a spectrum of symp-toms and behaviors that are collectivelyknown as autism.Offered on rotation3 credits

EDUCATIONALLEADERSHIP ANDADMINISTRATIONPROGRAMSRockland Campus Program DirectorCharles Murphy, Ed.D.(845) 359-7200, ext. [email protected]

Degree ProgramsThe Master of Science in Education

and the Advanced Certificate programsare designed to prepare students in twoareas: School Building Leader, andSchool District Leader.

AdmissionAdmission requirements for the

Department of Educational Leadershipand Administration (DELA) are outlinedbelow. An applicant who does not meetthe grade point average required foradmission to the program may berequired to take the Graduate RecordExamination and be interviewed by thedepartment chairperson or programdirector.

AdmissionRequirementsA master’s degree candidate must have:• Bachelor’s degree with a minimum3.0 GPA

• Initial (formerly provisional) statecertification in teaching or an educa-tional specialty

• Two letters of recommendation• Teaching experience and prior experi-ence review

• Documentation of years of experience

An Advanced Certificate candidate musthave:• Master’s degree with a minimum 3.25GPA

• Professional state certification inteaching or an educational specialty

• Two letters of recommendation• Teaching experience and prior experi-ence review

• Documentation of years of experience


Attention Applicants: The New YorkState Education Department requires allcandidates for NYS initial SBL and/orprofessional SDL certification, to havecompleted at least 60 semester hours ofgraduate study, possess a permanent orprofessional certificate in classroomteaching service or pupil personnel ser-vice, and to have completed three yearsof classroom teaching service and/or edu-cational leadership service and/or pupilpersonnel service experience in public ornon-public schools N-12.

SCHOOL BUILDINGLEADER (M.S.ED.)Completion of this curriculum may

qualify the student for New York StateCertification as a School Building Leaderand certain New Jersey administrative cer-tificates (Principal and Superintendent).

ProgramRequirementsI. Administration Core Required(9 Credits)Course CreditsEDL 630 Administrative Core I ............6EDL 631 Administrative Core II ..........3The administrative core sequence

includes: six interrelated areas within thefield of school administration. Core Iincludes: 1) human relations, 2) leader-ship, and 3) school-community relations.Core II includes: 1) research, 2) schoolbusiness, and 3) technology.The core incorporates field experi-

ences through which the student appliesconcepts acquired in class presentationsand discussions.

II. Required Courses (15 credits)In addition to the AdministrativeCore, students are required to take:Course CreditsEDL 632 Curricular Concerns in Public

School Administration ......................3EDL 637 The Supervisorin the School Setting ........................3

EDL 635 School Law..............................3EDL 650 Internship in School

Administration – Master’s Level ........6The internship, required of all stu-

dents, reintroduces the six major coreareas to provide a synthesizing experi-ence. Until students have satisfactorilycompleted required hours and competen-cies, the University supervisor will NOTsubmit a grade.Prerequisites for the internship: EDL

630 (completed) and EDL 631 (complet-ed or in progress), or permission of thedepartment chairperson.

III. Electives (12 credits from thefollowing)Course CreditsEDL 634 School PersonnelAdministration ..................................3

EDL 636 Public School Finance(Required for the administrationcertifications in New Jersey) ..............3

EDL 641 School District Administration:Problems and Issues ..........................3

EDL 644 Collective Negotiations ........3EDL 646 Special Education Law forSchool Administrators ......................3

EDL 649 Leadership and orAdministration in MulticulturalSettings ..............................................3

EDL 653 Administration and Leadershipat the Middle School Level ..............3

Total Credits ..................................36

IV. Culminating Experiences• Portfolio• Internship Project• Violence Prevention Workshop,Project S.A.V.E. (Schools AgainstViolence Education Act), which isrequired for New York Certifications.

• Child Abuse Identification andReporting- 2 hour seminar

• New York State FingerprintingProgram Total: 36 credits

Interim AssessmentAt the end of 12 semester hours, facul-

ty from the Department of EducationalLeadership and Administration willassess the student’s performance.

EDUCATIONALLEADERSHIPADVANCEDCERTIFICATECompletion of this curriculum may qual-

ify the student for New York State certifi-cation as a School District Leader (SDL)and certification as a School BuildingLeader (SBL), as well as principal andsuperintendent certification in New Jersey.

I. Program RequirementsAdministration Core Required Courses(9 Credits)Course CreditsEDL 630 Administrative Core I............6EDL 631 Administrative Core II ..........3The administrative core sequence

includes six interrelated areas within thefield of school administration. Core Iincludes: 1) human relations, 2) leader-ship, and 3) school-community relations.Core II includes: 1) research, 2) schoolbusiness, and 3) technology.The core incorporates field experi-

ences through which the student appliesconcepts acquired in class presentationsand discussions.

II. Required Courses (15 credits)In addition to the Administrative

Core, students are required to take:Course CreditsEDL 632 Curricular Concerns in PublicSchool Administration ......................3

OREDL 637 The Supervisor in the

School Setting* ................................3EDL 633 School Business

Administration* ................................3OREDL 636 Public School Finance* ........3OREDL 635 School Law* ..........................3(EDL 636 and EDL 637 are necessary forNew Jersey Administration Certification.)EDL 641 School District Administration:Problems and Issues ............................3

EDL 651 Internship in SchoolAdministration – CAS Level ............6

*EDL 637 is allowed as an electivewhen student opts to take EDL 632 tosatisfy requirement and vice versa; EDL636 and/or EDL 635 allowed as electiveswhen student opts to take EDL 633 tosatisfy requirement and vice versa.The internship, required of all

students, reintroduces the six majorcore areas to provide a synthesizing

Educational Leadership



experience. Until students have satisfac-torily completed required hours and com-petencies, the University supervisor willNOT submit a grade.Prerequisites for the internship: EDL

630 (completed) and EDL 631 (complet-ed or in progress), or permission of theDepartment Chairperson.

III. Electives (6 credits from the following)Course CreditsEDL 634 School PersonnelAdministration ..................................3

EDL 644 Collective Negotiations ........3EDL 646 Special Education Law forSchool Administrators ......................3

EDL 647 Administration ofEducational Programs forExceptional Children ........................3

EDL 648 School Organization,Programming and Scheduling ..........3

EDL 649 Leadership and Administrationin Multicultural Settings ..................3

EDL 653 Administration and Leadershipat the Middle School Level ..............3

Total Credits ..................................30

IV. Culminating Experiences• Portfolio• Internship Project• Violence Prevention Workshop,Project S.A.V.E. (Schools AgainstViolence Education Act)

• Child Abuse Identification andReporting: 2-hour seminar

• New York State FingerprintingProgram Total: 30 credits

Educational Leadershipand AdministrationCoursesEDL 630 Administrative Core IThis course presents a balanced view pointof theory and practice in analyzing currentissues in administration. This sequenceincludes three interrelated areas within thefield of school administration, human rela-tions, leadership and school-communityrelations.Offered on rotation6 credits

EDL 631 Administrative Core IIThe goals of this course are to have the stu-dents become wise consumers of educationalresearch, knowledgeable about the businessfunctions of the school district, and uses ofcomputers to solve administrative problems.Core II may be taken before Core I.Offered on rotation3 credits

EDL 632 Curricular Concerns inPublic School AdministrationA study of curricular concerns andadministrator decision-making. Majortopics include: administering program-matic change, focus on individualizedinstruction, curriculum theory andinstructional and curriculum issues.Offered on rotation3 credits

EDL 634 School PersonnelAdministrationA study of the skills, attitudes, andknowledge essential for effective schoolpersonnel administration. Areas of con-centration include: recruitment, certifi-cation, selection, assignment, load andtransfer, orientation, salaries and sched-uling, leaves of absence, tenure, in ser-vice education, personnel records,morale, retirement, professional associa-tions, and collective bargaining.Offered on rotation3 credits

EDL 635 School LawA study of the major topics of law relatedto public schools. Areas of concentrationinclude: sources of the law; scope of thelaw; law and the organization for publiceducation; pupils, employees, and schoollaw; school officers and the law; theory ofgovernmental non-liability; liability andindividual members of the board; and per-sonal liability of school employees.Offered on rotation3 credits

EDL 636 Public School FinanceA study of public school finance. Majortopics include: the development of pub-lic school finance in the United States,principles of school finance, revenues,expenditures and indebtedness, fiscalproblems, the foundation program, fiscalcontrol, and school support formulas.Prerequisite: EDL 631 or permission ofthe instructorOffered on rotation3 credits

EDL 637 The Supervisor in theSchool SettingA study of the major components of theschool supervisor. Areas of concentrationinclude: the nature of the supervisoryprocess, functions of the supervisor, prin-ciples of supervision, leadership styles asdemonstrated by procedures used by thesupervisor, the supervision of teachers,and evaluation of the supervisor.Offered on rotation3 credits

EDL 641 School DistrictAdministration: Problems and IssuesA study of the role and responsibilities ofthe school district administrator in aschool system. Major topics include:organizational, professional and legalissues in school district administration;the school district administrator andorganizational decision-making; emerg-ing responsibilities in working relation-ships between school district admini-strators, and the school board and com-munity; and critical economic, political,and social issues confronting educationalleadership.Offered on rotation3 credits


EDL 644 Collective Negotiations inEducationA study of the implementation anddevelopment of collective negotiationsin the public schools. An analysis ofprinciples and practices applied in publicsector negotiations and the study ofselected topics such as the bargainingprocess, impasse procedures, grievancemachinery, the strike content of bargain-ing agreements, and the role of theadministrator in negotiations.Offered on rotation3 credits

EDL 646 Special Education Law forSchool AdministratorsThis course is designed to acquaint thestudent with those public laws pertainingto the education of handicapped young-sters, specifically, PL 94-142, Section 504Article 89 of the New York StateEducation Law. The concept of main-streaming, least restrictive environment,due process rights, and the role of theimpartial hearing officer will be discussed.Offered on rotation3 credits

EDL 649 Leadership andAdministration in MulticulturalSchool SettingsThis course is designed to provide specif-ic preparation for supervisors in the man-agement of operational policies,particularly in multicultural school set-tings. Recent national and local policytrends will be explored for their effectsupon traditional budget allocation prac-tices, curriculum strategies, personnelmanagement, program assessment, andshared management.Offered each semester3 credits

EDL 650 Internship in SchoolAdministration - Master’sDuring the internship, the six major coreareas will be reintroduced, thus providinga synthesizing experience for the student.Practical applications of systematicobservation and participation in adminis-trative and supervisory activities will beprovided at the school district level.Registration must be approved by thechairperson’s permission, of theDepartment of Educational Leadershipand Administration.Offered each semesterPrerequisite: Core I and Core II6 credits

EDL 651 Internship in SchoolAdministration – Advanced CertificateDuring the internship, the six major coreareas will be reintroduced, thus providinga synthesizing experience for the student.Practical applications of systematic obser-vation and participation in administrativeand supervisory activities will be providedat the school district level. Must beapproved by the chairperson’s permission,of the Department of EducationalLeadership and Administration.Offered each semesterPrerequisite: Core I and Core II6 credits

EDL 653 Administration andLeadership at the Middle School LevelThis course is a study of administrativeleadership and decision-making at themiddle school level. It will include areview of current educational research,theory and practice as they may apply tothe operation of a middle school. Topicsinclude understanding the middle schoolconcept, examining administrative deci-sion-making and the middle school cur-riculum, supervision at the middle schoollevel; and current issues in administeringa middle school.Offered on rotation3 credits

Educational Leadership


HEALTH AND PUBLICADMINISTRATION PROGRAMS

Program Director

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

PUBLICADMINISTRATIONM.P.A. ANDHEALTHADMINISTRATIONM.P.A.Rockland Campus Program DirectorPatricia Latona, M.S., R.N.(845) 359-7200, ext. [email protected]

The Master of Public Administration(M.P.A.) in either health administrationor public administration is a 42-creditprogram of study. The M.P.A. program isdesigned to provide graduates with thetheoretical, analytical and communica-tion skills needed by successful healthcare, public sector and nonprofit man-agers. The required general and advancedcore courses provide students with foun-dations in organization theory, researchmethods, policies and systems, financeand human resources, and computer database management systems.

AdmissionsRequirementsCandidates for admission to the M.P.A.

program must satisfy the general admis-sion requirements for graduate study atLong Island University.Applicants must have a baccalaureate

degree from an accredited institution andan acceptable record in undergraduateand other studies reflected in officialtranscripts of all colleges and universitiesattended.

Full Matriculation RequirementsFull matriculation indicates that the

student meets all the requirements foradmission in the degree program. Theserequirements are:1. Official undergraduate transcripts

reflecting award of a baccalaureatedegree or the successful completion ofanother master’s degree, both with aGPA of 3.0 or above

2. Two letters of recommendation.3. Personal statement with application

indicating desire for admission and pro-fessional growth

Limited Matriculation RequirementsA student whose undergraduate cumu-

lative grade point average is between 2.5and 2.99 may be granted limited matricu-lation. To be reclassified as full matricu-lant, the student must furnish allnecessary documentation, complete 12credits with a grade of B or higher ineach class, and demonstrate oral andwritten English communication skills.

A student with an undergraduate GPAbelow 2.5, but who has strong letters ofrecommendation and an expanded state-ment submitted with the applicationindicating desire for admission and per-sonal growth, will be reviewed on anindividual basis, and may or may not beaccepted into the program.The expanded statement must be in

the form of an essay, and must describethe applicant’s accomplishments, explainthe low GPA, and offer other justifica-tions for admission. The review mayinclude a personal interview with theProgram Director.

Degree Requirements• Successful completion of 36 credits(Public Administration program) or36 credits (Health Administration pro-gram) of core and elective credits witha GPA of 3.0 or better.

• Completion of six credits of capstonecourse requirements. Students are notpermitted to register for capstonecourses (HAD/PAD 707R andHAD/PAD 708R) with less than a3.0 GPA.

• Required courses will generally not bewaived unless a student can exhibitexceptional preparation in a givenarea. In those cases, substitution for aspecific course requirement may beconsidered if a request is made in writ-ing to the Program Director.

Incomplete GradesStudents who receive a grade of I

(Incomplete) in any course must removethat Incomplete by the end of the nextsemester (this includes the summer).Alternatively, the student must re-registerfor the course and pay full tuition.

Transfer CreditsUp to nine transfer credits may be

accepted from an accredited graduateschool. The courses must be appropriate

to the area of health or public administra-tion. Transfer credit will not be consid-ered unless the student received a gradeof B or better for the course and thecourse was taken within the past fiveyears. In the case of a required course, thecontent of the course taken at the otherinstitution must match the content of therequired course. The student must submitthe published bulletin containing anappropriate course description, the coursesyllabus, a statement about his/heraccomplishments in the course and theterm paper or project completed. Transfercredits are not automatically granted.Request for transfer credits must be madewithin the first 30 days in the first semes-ter of attendance at the RocklandGraduate Campus.Students who are either full or limited

matriculants or have conditional statusmust obtain prior approval from the pro-gram director to attend course(s) at otheruniversities or at other campuses of LongIsland University. Without such priorapproval, such courses will not be trans-ferable. Permission and transferability forcourse(s) taken at another universitywhile in residence at the RocklandGraduate Campus may be granted only inexceptional cases.

Degree ProgramRequirementsStudents must complete the program

within five years. For all students, forty-two (42) credits are required for gradua-tion which includes: 27 credits requiredcourses, nine credits of electives and sixcredits as a Capstone experience in thewriting of a thesis.

M.P.A. DEGREEPROGRAMREQUIREMENTS(42 credits required)

I. Required General Core Courses forboth Health and Public Administration:18 creditsCourse CreditsMPA 501R Principles of PublicAdministration ..................................3

MPA 502R Organizational Theory andBehavior in the Public Sector ..........3

MPA 503R Economic Environmentand the Public Sector ........................3

MPA 505R Analytical Methods............3


Public Administration



MPA 507R Policy Process in HealthCare and Public Administration ......3

MPA 550R Computer Applications......3

II. Required Health AdministrationCourses: 9 creditsCourse CreditsHAD 602R Human Resources

Administration in Health Care ........3HAD 603R Foundations of Budgetingand Finance inHealth Administration ......................3

HAD 604R AdministrativeResponsibility and the LegalEnvironment in the HealthCare Sector ........................................3

II. Required Public AdministrationCourses: 9 creditsCourse CreditsPAD 602R Human ResourceAdministration in thePublic Sector......................................3

PAD 603R Fundamentals ofBudgeting and Finance in thePublic Sector......................................3

PAD 604R Administrative Responsibilityand Legal Environment in thePublic Sector......................................3

III. Capstone Experience: 6 creditsCourse CreditsHAD/PAD 707R Thesis Research

Consultation ......................................3HAD/PAD 708R Thesis ........................3Total Credits ..........................................42

Gerontology Administration and LongTerm Care Administration SpecialtyTractsThree elective courses designated in

the 700 series must be selected:

HAD 709R Legal Aspects in HealthAdministration

HAD 710R Gerontology: Process ofAging

HAD 711R Long Term CareAdministration

Students must have a cumulative gradepoint average of at least 3.0 and have noIncompletes before they can register for thecapstone. Registration is restricted to stu-dents who have completed a minimum of30 credits in the program, except for thecapstone plus two other courses. The cap-stone may be taken simultaneouslywith only one other course. A meetingwith the program director is required forregistration.

Electives and Specialty Tracks: 9 CreditsThree elective courses designated in

the 700 series must be selected:Gerontology Administration and LongTerm Care Administration SpecialtyTractsAlso meets the educational requirements

for eligibility to take the New York StateNursing Home Administrator’s Licensingexam.HAD 710R Gerontology: Process of

AgingHAD 711R Long Term Care

AdministrationWhen HAD 709, HAD 710 and HAD 711are taken as part of the total health adminis-tration curriculum, graduates of this programshould meet the educational requirements foreligibility to take the State Board Examinationfor a Nursing Home Administrator’s license.

GERONTOLOGYADVANCEDCERTIFICATEThe increase in our aging population

has created a need for professionals whocan guide individuals, families, commu-nities and institutions in dealing withspecial needs of the elderly. With formalcourses, lectures and case studies, thedepartment offers instruction on anadvanced level. Upon completion of thisprogram, Long Island University confersa gerontology advanced certificate.

AdmissionRequirementsA gerontology advanced certificate

candidate must have a bachelor’s degreefrom an accredited institution, and anacceptable record in undergraduate andother studies as reflected on official tran-scripts. Each candidate must also meetadmissions criteria established for theM.P.A. degree program.A matriculated M.P.A. student who

pursues the gerontology advanced certifi-cate may transfer up to three coursesfrom his or her M.P.A. curriculum, butmust take two additional elective coursesto be eligible for both the M.P.A. degreeand the gerontology advanced certificate.

ProgramRequirements

Total Credits: 15The gerontology advanced certificate

requires the successful completion of thefollowing five courses:Course CreditsHAD 602R Human Resources andAdministration in Health..................3

HAD 603R Foundations of Budgetingand Finance in HealthAdministration ..................................3

HAD 709R Legal Aspects in HealthAdministration ..................................3

HAD 710R Gerontology Processes ofAging..................................................3

HAD 711R Long-Term CareAdministration ......................................3To those pursuing a New York StateNursing Home Administration License,when HAD 709, HAD 710 and HAD 711are taken, graduates should meet the educa-tional requirements for eligibility to take theState Board of Examination for a NursingHome Administrator’s license.

Description of CoursesAll courses are grouped by major code

designations.

MPA - General Core CoursesHAD- Health Administration CoursesPAD - Public Administration Courses

I. MPA - General Core Courses

MPA 501R Principles of PublicAdministrationThis course explores the fundamentals ofpublic administration, including organi-zation and management concepts, andthe political process. The origin, growthand interrelationships in the public sec-tor are discussed. This discussion fallswithin the broader context of public pol-icy processes, with special attention tothe topics of bureaucracy and intergov-ernmental relations.Offered on rotation3 credits

MPA 502R Organizational Theoryand BehaviorAn analysis of organizational theorieswith emphasis on the informal and for-mal aspects of the administrative process.Topics include individual behavior pat-terns, group dynamics, communication,


motivation, decision-making, and lead-ership as they relate to the public healthcare sectors.Offered on rotation3 credits

MPA 503R Economic Environmentand the Public SectorAn examination of the role of the publicsector in economic decision-making. Thenature of public goods is described as itrelates to the allocation, stabilization,and distribution functions of the eco-nomic system. The role of private invest-ment, relations between government andbusiness, and the use of national incomeaccounts are examined. Opposing viewsabout the reasons, methods and institu-tions influencing governmental regula-tion, fiscal and monetary policy andaction are presented.Offered on rotation3 credits

MPA 505R Analytical MethodsThis course is an introduction to themethods, tools and uses of appliedresearch. The course surveys basic datagathering, analytical concepts and tech-niques as they apply to administrativeproblems. Skills and issues related toresearch are also considered.Offered on rotation3 credits

MPA 507R The Policy Process inHealth Care and Public AdministrationThis course is an analysis of the policyprocess in terms of the development andimplementation of programs as they relateto the health care and public sectors. Theimpact of special interests is examined asan integral part of the process. A variety oftimely subject/case studies are explored.Offered on rotation3 credits

MPA 550R Computer ApplicationsThis course equips the student to use com-puterized database management systemsand statistical packages. The student gainshands-on experience with both microcom-puters and mainframe computers. Amongthe packages used are SPSSX and othervaried database management systems.Offered on rotationPrerequisite: MPA 5053 credits

II. Health Administration Core Courses

HAD 602R Human ResourcesAdministration in Health CareThis course is an exploration of the theo-ries and practices of personnel adminis-tration in health service organizations,

merit systems, unionism, bureaucratictrends, personnel recruitment, testing,and performance evaluations. Other top-ics include equal employment opportuni-ty, employee rights and occupationalsafety.Offered on rotation3 credits

HAD 603R Foundations of Budgetingand Finance in Health AdministrationIn this course, students will becomefamiliar with the principles of budgetingand finance in the health sector. Topicsinclude budgetary systems, methods,processes and cycles, preparation and jus-tification. A survey of the various federalprospective payment systems and othercurrent developments in reimbursementmethods is presented.Offered on rotation3 credits

HAD 604R AdministrativeResponsibility and the LegalEnvironment in the Health Care SectorThis course is a consideration of theauthority and procedures utilized byhealth agencies in the administration oftheir affairs. This course includes ananalysis of the problems of accountabilityand the reconciliation of the administra-tive process with medical, political,social statutory and regulatory mandates.Offered on rotation3 credits

III. Public Administration Core Courses

PAD 602R Human ResourcesAdministration in the Public SectorThis course is an exploration of thetheories and practices of personnel admin-istration in public sector including meritsystems, unionism, bureaucratic trends,personnel recruitment, testing and perfor-mance evaluations. Other topics includeequal employment opportunity, employeerights, and occupational safety.Offered on rotation3 credits

PAD 603R Foundations of Budgetingand Finance in the Public SectorIn this course, students will becomefamiliar with the principles of budgetingand finance in the public sector. Topicsinclude budgetary systems, methods,processes and cycles, preparation and jus-tification. A survey of the various federalprospective payment systems and othercurrent developments in reimbursementmethods is presented.Offered on rotation3 credits

PAD 604R AdministrativeResponsibility and the LegalEnvironment in the Public SectorConsideration of the authority and pro-cedures utilized by health agencies in theadministration of their affairs. Analysisof problems of accountability and thereconciliation of the administrativeprocess with medical, political, socialstatutory and regulatory mandates.Offered on rotation3 credits

IV. Elective Courses

MPA 701R Managerial CommunicationThis course examines theory and practicein written and oral communication asapplied to the public, health and not-for-profit sectors. Students will becomeadept at report writing, memo writing,correspondence and oral presentations.Offered on rotation3 credits

MPA 704 Intergovernmental RelationsThis course is an analysis of the verticaland horizontal relationships of thenational, state and local governments.Topics include the theory of federalism,intergovernmental cooperation and con-flict, municipal, state and regional rela-tionships.Offered on rotation3 credits

MPA 707 Training and DevelopmentThis course is devoted to the kinds ofactivities and problems encountered byan agency’s director of training anddevelopment. Such items as the role ofthe training director in organizationaldevelopment, the relationship with linemanagers, the relationship with the pres-ident, and the techniques of the trainingare examined by case studies, lecturesand outside speakers.Offered on rotation3 credits

MPA 708R Work, People andProductivityThis course is experiential. Activitiesdemonstrate the perspectives and con-flicts that arise at the various levels oforganizations and suggest strategies forprevention and resolution. Studentslearn about their own managementstyles, how to maximize their own perfor-mance and those of their employees,peers and supervisors through role-play-ing, feedback exercises, effective supervi-sion and evaluation techniques.Offered on rotation3 credits




MPA 710 Labor Relations in thePublic SectorThis course examines the interaction ofthe labor movement with managementin the political setting of government.This course also examines collective bar-gaining in relation to public bodies, andthe impact of bargaining on a fiscal bud-get. Other policy processes as well as therole of the administration are coveredand include strategies of bargaining andthe role of public opinion.Offered on rotation3 credits

MPA 712R Managing Diversityin the WorkplaceThis course examines the role and func-tion played by diversity, civil and humanrights and administrative agencies at thefederal, state, and local levels. Thecourse analyzes the government responseto diversity issues. Topics include areview of current legislation and therespective agencies established to addressthe problems of discrimination.Offered on rotation3 credits

MPA 713 Grant Writing andAdministrationIn this highly experiential course, studentslocate available federal, state, local andfoundation sources of funding for a specif-ic project, write a letter proposal to afoundation or private sector organization,and follow-up with a full grant proposal.Students will adhere to the request forproposal guidelines of a federal, state orlocal agency. Topics include effectiveresearch, creating a plan for the program,elements of a good proposal, componentsof the proposal package, and strategies forgetting a proposal read by a foundation orcorporation officer. Administration, eval-uation and reporting functions, as well asaccountability are described and discussed.Offered on rotation3 credits

MPA 777 Critical Issues in the Publicand Private SectorsThis course reviews critical issues facingthe public and private sectors and theirinterrelationship. Noted figures from thepublic and private sectors present theissues from their perspective.Offered on rotation3 credits

MPA 785 Independent StudyThe student is expected to research onespecific phase of a problem in considerabledepth under the supervision of a facultyadvisor, and to prepare a well-documentedevaluative report expressing his/her ownassessment of the impact and significanceof both the problem and of one or moresolutions.Offered on rotation3 or 6 credits

MPA 788 Graduate Internship inAdministrationAn opportunity for students withoutadministrative experience to work in anorganization based upon a plan approvedby the head of the program and theagency. Students prepare a substantialresearch and/or analytical paper concern-ing their experience and participate inan Internship Seminar.Offered on rotation3 or 6 credits

HAD 701R Hospital OrganizationReviews the organization and manage-ment of hospitals within a regional con-text of primary care. While covering theelements of hospital structure and orga-nization, there will be a focus on prob-lem solving and the development ofadministrative skills.Offered on rotation3 credits

HAD 709R Legal Aspects inHealth AdministrationThis course focuses on the application oflegal principles to the health deliverysystem. Topics include: hospital code;consents; patients’ rights; admission anddischarge of patients; malpractice; liabili-ty of hospitals, physicians and nurses;medical records; immunity of hospitals;medical staff rights and privileges; med-ical-moral dilemmas relating to abortion,sterilization, and artificial insemination.Offered on rotation3 credits

HAD 710R Gerontology:Processes of AgingThis course is a survey of gerontology,including theories of aging, health andphysiological aspects of aging, psycholog-ical and psychiatric problems, family andsex roles of the aged, the middle years,retirement, and institutional placementin long-term care facilities.Offered on rotation3 credits

HAD 711R Long-Term CareAdministrationIn this course students consider theunique organizational and administrativeaspects of the various types of long-termfacilities as distinct from acute-care hos-pitals. The course will include theFederal and local special code require-ments pertinent to construction, admin-istration, medical-nursing care, and othernumerous therapeutic modalities requiredby the geriatric and convalescentpatient.Offered on rotation3 credits

HAD 714R Planning and Marketing inHealth Care OrganizationsThis course provides an analysis of theprinciples of planning and marketingfunctions in health care organizations.Students will study the methods bywhich institutions evaluate and controlopportunities to achieve goals and objec-tives in a highly competitive andresource restrained health care environ-ment with both free market and regulat-ed market characteristics.Offered on rotation3 credits

HAD 717R Medical PracticeManagementThis course offers a comprehensive intro-duction to the management of medicalpractices in the private sector and in aca-demic faculty practice plans. Topicsinclude organization structure, staffing,financial management, contracting withmanaged care organizations, compensa-tion and income distribution plans, legalissues, medical records, information sys-tems, and Internet applications.Offered on rotation3 credits

HAD 723R Economics of HealthThis course offers the perspective ofhealth care delivery as an economicactivity. Students analyze the determi-nants of demand for health services, thesupply of health resources, and the vari-ous approaches to bringing the two intoequilibrium. Attention is also given topublic involvement in health services inthe form of licensure, regulation, financ-ing and planning.Offered on rotation3 credits



HAD 724R Managed CareAdministrationThis course analyzes the various modali-ties and the significance, direction andcurrent status of managed care as anexpanding organizational component ofthe health care delivery system. Studentswill examine organizational models,compensation problems, contracting,quality management, marketing, legalissues and relations with various groups,such as patients, physicians, governmen-tal and business clients.Offered on rotation3 credits

HAD 725R Financial Management ofHealth Care InstitutionsThe description and analysis of financialissues on an institutional level areexplored. Topics include third-party pay-ment systems, managed care financial plan-ning and contracting, methods of financingand allocation of funds, cash flow and fiscalmanagement, systems of cost control andfinancial decision making.Offered on rotation3 credits

HAD 780R Current Issues inHealth AdministrationA special topics course exploring selectedthemes, current developments, andemerging issues in health administration.Offered on rotation3 credits

PAD 725R Government Regulationof Land UseThis course examines various forms ofgovernmental power (zoning, eminentdomain, urban renewal) to regulate theuse of land.Offered on rotation3 credits

PAD 748R Managing MetropolitanGovernmentThis course examines the politics ofchanging constituencies and their impacton community participation and citymanagement. This course surveys themanagement and organization ofAmerican metropolitan areas.Offered on rotation3 credits

PAD 780R Current Issues inPublic AdministrationThis course is a special topic courseexploring selected themes, current devel-opments and emerging issues.Offered on rotation3 credits

PAD/HAD 785 IndependentResearch StudyBased on a student selected topic, thestudent is expected to research one spe-cific issue or phase of a problem in con-siderable depth, under the supervision ofa faculty advisor, and prepare a well doc-umented evaluative report expressinghis/her assessment of the impact and sig-nificance of the problem.Offered on rotation3 credits

V. Capstone Courses

PAD/HAD 707R Thesis ResearchConsultationIn the first semester the student willundertake an advanced study of themethods of research and the analyticaland presentation techniques employed inthe discipline of health or public admin-istration, together with the preparationof a master’s thesis proposal and outlineof the thesis.Offered on rotation3 credits

PAD/HAD 708R Thesis in HealthAdministrationThe second semester is spent in the actu-al writing of the thesis. See note abovePrerequisite: 707ROffered on rotation3 credits


PHARMACEUTICS PROGRAM

Program Director

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


PHARMACEUTICS(M.S.)

AdmissionRequirements

Applicants must have a baccalaureatedegree from an accredited institution and asuccessful record of achievement in under-graduate studies with a major in biology,chemistry, biochemistry or physics.

Full Matriculation RequirementsFull matriculation indicates that the

student meets all the requirements foradmission in the degree program. Theserequirements are:• Official undergraduate transcriptsreflecting award of a baccalaureatedegree or the successful completion ofanother master’s degree, both with aGPA of 3.0 or above

• Two letters of recommendation

Specializations in:Industrial Pharmacyand Cosmetic Science

All programs in the College ofPharmacy are career-oriented. Curriculaare evaluated at regular intervals toensure that they reflect contemporarytrends and emphases in medical andhealth-care practices. Students areafforded both didactic and experientialprograms in a variety of settings in orderto prepare them for leadership positionsin the health-care delivery system. Theheavy concentration of pharmaceuticalindustry and health-care institutions inthe New York Metropolitan area pro-vides unusual opportunities for bothstudy and practical experience.The graduate programs are designed to

provide the theoretical and conceptualframework that is inherent in advancedstudies, and to promote the developmentof specific skills in various areas of thehealth-care industry. Consequently, theprograms have two major and consistentobjectives: first, the pursuit of scholarlyachievement; second, the enhancementof career mobility. This integratedapproach provides students with uniqueopportunities to concentrate their effortsin areas that are productive and fulfilling.

There are two specialization in theM.S. program in pharmaceutics avail-able: industrial pharmacy and cosmeticscience.

Industrial PharmacySpecializationThe primary goal of the program is to

provide advanced study opportunities forindividuals interested in various aspectsof drug development in the pharmaceuti-cal industry. The areas include pharma-ceutical research and development,manufacturing, unit operations and relat-ed activities. The program options pro-vide for both thesis and non-thesispathways, and considerable flexibility inprogram planning based upon the stu-dent’s industrial experience.

Required Courses*Course CreditsPHS 020 Seminar in Pharmaceutics .....3PHS 701 Physical Chemistry I ..............3PHS 901 Basic Pharmaceutics(required for foreign students andnon Pharmacy majors)............................3

PHS 931 Advanced PhysicalPharmacy I..........................................3

PHS 934 Industrial Pharmacy I ............3PHS 935 Industrial Pharmacy II(including laboratory) ............................3

PHS 972 Methods of PharmaceuticalAnalysis ..............................................3

PHS 985 BiopharmaceuticsPharmacokinetics .............................. 3

Total Credits ..................................24

*All entering students must successfullycomplete Mathematics 40 or equivalent.

Electives & Research (9-12 credits)Course CreditsPHA 010 Biostatistics............................3PHS 702 Physical Chemistry II ............3PHS 902 FDA’s Compliance in thePractice of Industrial Pharmacy ........3

PHS 932 Advanced PhysicalPharmacy II ........................................3

PHS 936 Dosage Form Design ..............3PHS 937 Pharmaceutical Engineering ..3PHS 950 Dermatological FormulationsTechnology I ......................................3

PHS 951 Dermatological FormulationsTechnology II ....................................3

PHS 954 Special Topics inPharmaceutical and CosmeticMicrobiology ......................................3

PHS 958 Aerosol Science andTechnology ........................................3

PHS 960 Properties/Applications ofCosmetic and Pharmaceutical RawMaterials ............................................3

PHS 970 Principles of QualityAssurance............................................3

PHS 975 Introduction to PackagingPrinciples ............................................3

PHS 979 Design of Peptide and ProteinDrug Delivery Systems ......................3

PHS 982 Controlled Release DrugDelivery Systems ..............................3

PHS 984 Biomaterials in Pharmacyand Medicine......................................3

PHS 986 Microencapsulation................3PTM 904 Pharmacology and Toxicologyof Dermatologic Products................... 3

Total Credits ..............................33-36

Cosmetic ScienceSpecializationIn keeping with the rapid changes and

advances in the field of cosmetic science,the graduate program in cosmetic scienceprovides an appropriate blend of coursework in the areas of chemistry, pharma-cology, toxicology, microbiology and phar-macy. These disciplines are coupled withtheir applications to the development andformulation of cosmetic products, and willserve to help the student to function moreeffectively in the cosmetic industry.

Required Courses*Course CreditsPHA 010 Biostatistics 3PHS 022 Seminar in CosmeticScience................................................3

PHS 931 Advanced PhysicalPharmacy I..........................................3

PHS 950 Cosmetic/DermatologicalFormulations and Technology I ........3

PHS 951 Cosmetic/DermatologicalFormulations and Technology II ......3

PHS 952 Cosmetic/DermatologicalFormulations and TechnologyLaboratory ..........................................3

PHS 960 Properties/Applications ofCosmetic and Pharmaceutical RawMaterials ............................................3

PHS 972 Methods ofPharmaceutical Analysis..................... 3

Total Credits ..................................24

Electives (9-12 credits)PHS 932 Advanced PhysicalPharmacy II ........................................3

PHS 936 Dosage Form Design ..............3PHS 954 Special Topics in Pharmacyand Cosmetic MicrobiologyPHS 958 Aerosol Science andTechnology ........................................3

PHS 970 Principles of QualityAssurance............................................ 3

Total Credits ..............................33-36

Pharmaceutics



Degree RequirementsStudents taking the Non-Thesis

Option must complete 33 credits ofcourse work and pass the writtenComprehensive Examination. Studentstaking the Thesis Option must complete30 credits of course work of which sixcredits are for Research and Thesis, PHS060. Thesis students must register forPHS 060 in two consecutive semesters,three credits each semester.

Descriptions ofCoursesCourse schedules are printed every

semester. The listings below are tenta-tive. They are based on past history andare subject to change.

Division of Pharmaceutical SciencesMaster of Science CoursesPharmaceutics, Industrial Pharmacy,and Cosmetic Science

PHS 020 Seminar in PharmaceuticsA presentation and analysis of recent devel-opments in industrial pharmacy and phar-maceutics. Students are expected to presentoral and written reports on a particular sub-ject in consultation with the instructor incharge. May be repeated for credit.3 credits

PHS 022 Seminar in Cosmetic ScienceA presentation and analysis of recentdevelopments in cosmetic science.Students are expected to present oral andwritten reports on a particular cosmetictopic in consultation with the instructorin charge. Pass-Fail only.3 credits

PHS 701 Physical Chemistry IThe emphasis will be on chemical ther-modynamics, from fundamental princi-ples to applications in chemicalequilibrium, including the concept ofactivity in nonideal systems, and electrochemistry of the pH electrode and otherion selective electrodes.3 credits

PHS 702 Physical Chemistry IIThe emphasis of this course is on chemi-cal kinetics, from experimental measure-ment of rate processes to activationtheory and enzyme kinetics. Steady stateactivation theory will be included.3 credits

PHS 901 Basic PharmaceuticsAn introduction to basic pharmaceuticalprinciples associated with pharmaceuticaldosage forms. Discussions will focus onfactors affecting dosage form design,manufacturing of different dosage forms,biopharmaceutics, pharmacokinetics,drug stability, FDA approvals and recalls,so that the student can obtain theknowledge needed to succeed in theM.S. Waiver may be authorized by thedivision only.3 credits

PHS 902 Regulatory Compliance inthe Practice of Industrial PharmacyThe course discusses the role of the FDAand other regulatory agencies whoseactions impact on the pharmaceutical,biotechnology and cosmetic industries.GMPs, GLPs, FDA inspections, valida-tion and other topics are discussed tohighlight agencies’ requirements and thedo’s and don’ts for compliance.3 credits

PHS 931 Advanced PhysicalPharmacy IA systematic study of the application ofphysico-chemical principles to the phar-maceutical and cosmetic sciences. Topicsinclude complexation, colloids, interfa-cial phenomena, dissolution theory, sus-pensions, micromeritics and rheology.Prerequisite: Math 403 credits

PHS 932 Advanced PhysicalPharmacy IIAn in-depth analysis of the chemicalkinetics of pharmaceutical systems asapplied to both in-vitro and in-vivomodels. Drug decomposition, stabiliza-tion and storage of solutions, polyphasicsystems and solids are emphasized.Prerequisite: PHS 9313 credits

PHS 934 Principles of IndustrialPharmacy IA study of methods used to formulate,manufacture and stability-test variousdosage forms including tablets, ointments,creams, capsules, suspensions, sterile prod-ucts, etc. The different techniques used toformulate dosage forms possessing uniqueproperties such as sustained or delayedrelease will also be covered.3 credits

PHS 935 Principles of IndustrialPharmacy IIA laboratory course designed to give stu-dents experience in utilizing industrialinstrumentation to test basic principlesand theories in the design and produc-tion of various dosage forms.Laboratory fee: $1103 credits

PHS 936 Dosage Form DesignBiopharmaceutic and pharmacokineticprinciples, coupled with physical phar-macy concepts, are used to discuss meth-ods necessary for optimizing the design ofvarious drug-delivery systems. The courseis intended for those who want an under-standing of dosage forms and theirdesign, and is geared to the underlyingprinciples of drug release from dosageforms. While a major portion of thecourse is devoted to oral solids, liquids,topicals and parenteral design are alsocovered, together with means of evalua-tion and testing.3 credits

PHS 937 Pharmaceutical EngineeringAn introduction to basic engineeringprinciples that are involved in the com-mercial manufacture of pharmaceuticaldosage forms. Discussions will focus onhow such principles as blending, mixing,heat and mass transfer are utilized todesign and specify equipment used inproducing powders, tablets, capsules andparenteral products. Basic concepts ofcost estimation will also be discussed.3 credits

PHS 950, 951 Cosmetic/ DermatologicalFormulations and Technology I & IIAn in-depth study of skin including amechanistic analysis of the relevant skinfunctions, percutaneous absorption,rationale for dermatological formulations,physicochemical principles used, perfor-mance criteria and evaluation of the topi-cal systems. Emphasis is placed on theproduct development, scale-ups, manu-facturing, stability-testing and perfor-mance evaluations of modern-daycosmetic, toiletry and pharmaceuticaltopical products. The courses covers alltypes of skin care, hair care and treatmentsystems including creams, lotions, sham-poos, gels, fluids, makeups, sunscreensand pharmaceutical dermatologicals.3 credits


PHS 952 Cosmetic/DermatologicalFormulations and TechnologyLaboratoryDesigned for in-depth study of productdevelopment, scale-up, manufacturing, sta-bility-testing and performance evaluations ofmodern-day cosmetic and toiletry products.3 credits

PHS 954 Special Topics inPharmaceutical and CosmeticMicrobiologyLaboratory design and equipmentrequirements include discussions of lami-nar flow, automation, etc. Special atten-tion to: legal requirements, sanitationand good manufacturing practices; disin-fectants, antiseptics, preservatives andpreservation; test methods for air, water,raw materials, finished products; sterilitytests and new techniques in diagnosticwork; assay methods; evaluation of per-sonal products; microbiological statistics.3 credits

PHS 955 Integrated Dosage FormDevelopmentThe course will introduce students to thechallenges of pharmaceutical develop-ment in a regulated environment andwill emphasize the role of a pharmaceuti-cal scientist in drug discovery develop-ment. An overview of the drug discoveryprocess will be provided, underscoringthe importance of basic biopharmaceuti-cal principles in optimal drug candidateselection. Preformulation considerationsand formulation development for clinicalstudies and commercialization will bediscussed. The role of drug delivery tech-nologies to enhance product performanceor improve patient compliance will bereviewed. Students will be introduced tothe regulatory aspects of drug productdevelopment including stability testing,bioavailability, bioequivalence, and tech-nology transfer. The scope and need forstronger collaboration between theindustry and academia will be highlighted.3 credits

PHS 958 Aerosol Science andTechnologyAn in-depth study of the physicochemi-cal principles of aerosol science andtechnology. The topics covered include:aerosol propellants, containers, valve andactuator systems, product development,manufacturing, stability testing and per-formance evaluations of all types ofaerosol products. Special emphasis isplaced on the homogeneous and hetero-geneous systems used in the formulationsof topical, nasal and inhalation aerosoldrug delivery products.3 credits

PHS 960 Properties/Applications ofCosmetic and Pharmaceutical RawMaterialsDesigned to be of special value to indi-viduals involved in formulation andmanufacturing work of cosmetic, toiletryand pharmaceutical products. Covers thephysicochemical properties of majorclasses of raw materials. These includetablets, ointments and creams, surfac-tants, film formers, plasticizers, reserva-tives, antioxidants, sunscreens, thickenersand dispersants, pharmaceutical solvents,etc. Special emphasis is placed on thecreative and innovative application ofthese raw materials in the developmentof contemporary cosmetic/toiletry andpharmaceutical dosage forms.3 credits

PHS 970 Principles of QualityAssuranceProvides an introduction to both theoryand practice of the total control of quali-ty in pharmaceutical manufacturing.Topics include: total quality control;quality assurance organization and itsrole in research, development and pro-duction; current good manufacturingpractices; statistical quality control andexpanded discussions on process valida-tion and stability and expiration dating.3 credits

PHS 972 Methods of PharmaceuticalAnalysisTheory of chromatographic, spectropho-tometric and other methods of analysis asapplied to clinical, pharmaceutical andcosmetic problems is discussed.3 credits

PHS 975 Introduction to PackagingPrinciplesThe course will review the structure andcomposition of various materials used inthe preparation of consumer-oriented pri-mary and secondary packaging (pharma-ceutical, cosmetic, device, etc.). Theirpotential interaction and impact on shelflife will be discussed, with the accent onfundamental physical chemical principlesapplied to package function and design.Regulatory aspects will be discussedwhenever applicable. Field trips will bemade to give emphasis to the relevanceof scientific principles in practicalapplications.3 credits

PHS 979 Design of Peptide andProtein Drug Delivery SystemsThe course covers an introduction to thegene-cloning technology and ex-vivo cellcultures as a new source for protein and

peptide drugs. The course will discuss thechemistry, physical chemistry and bio-chemical properties of polypeptides;physical and chemical degradation path-ways characteristic to protein drugs; sug-gested mechanisms of protein drugabsorption; classification and propertiesof absorption promoters for macromole-cules; how to design the appropriatedelivery system for a stable, effective pro-tein drug through parenteral or non-par-enteral routes. Specific protein productsfor the diagnosis, treatment and preven-tion of diseases, which are now commer-cially available, will be covered.Prerequisites: PHS 311, 312 or equivalent3 credits

PHS 980 Sterile ProductsThe course will provide the fundamentalprinciples used to formulate, manufactureand control sterile products, primarilyinjectables. Topics to be covered willinclude formulation criteria, steam, dryheat and ethylene oxide sterilization,sterile filtration, aseptic filling, processvalidation and packaging selection andevaluation. Demonstrations and experi-ments will provide first-hand experiencein the use of equipment and proceduresemployed to manufacture sterile products.3 credits

PHS 981 Polymers inPharmaceutical SystemsPolymers are widely used in pharmacy asadjuvants, suspending and emulsifyingagents, flocculating agents, adhesives,packaging and coating materials. Whatare the fundamental properties of poly-mer molecules that lend themselves tosuch widespread pharmaceutical applica-tions? Although polymers of natural ori-gin are familiar members of thepharmacopoeia, the explosive develop-ment of the polymer field has led to newpossibilities in the utilization of syntheticmaterials for pharmaceutical systems; inparticular, for the more efficient noveldrug delivery devices. An understandingof the nature of polymers ranging fromthe random chain of repeating units tothe more complex and highly specificproteins is necessary to custom-make ormodify naturally existing structures toproduce useful new pharmaceutical prod-ucts. This course will provide the studentwith an understanding of the basic con-cepts and phenomena of polymers withrespect to their end-use in pharmacy.Prerequisite: PHS 9313 credits

Pharmaceutics



PHS 982 Science and Technology ofControlled Release SystemsThis course will cover design and fabrica-tion of currently utilized devices for con-trolling the release of drugs to the humanbody. A wide variety of drug delivery sys-tem designs will be analyzed in thiscourse. Mechanisms and kinetics of drugrelease from these systems, structure andproperties of fabrication materials, prin-ciples of molecular diffusion across poly-mer barriers and transport acrossbiological interfaces will be covered.This course is a senior elective for bothM.S. and Ph.D. students.3 credits

PHS 984 Biomaterials in Pharmacyand MedicineThis course will cover combined applica-tion of the principles of physical chem-istry, biochemistry, materials engineering,mass transfer, fluid mechanics and bio-logical interactions to pharmaceuticaland biomedical problems. Some of therealities of biomaterials research, devel-opment and performance will also beexplored. Case studies include considera-tion of the selection of materials: compo-nents of, or entire, drug-containingimplants and artificial organs for use inCollege of Pharmacy and HealthSciences contact with body fluids; state-of-the-art research ideas; and the rela-tionship of those ideas to improvedpharmaceutical and medical systems.Three lecture hours.3 credits

PHS 985 Biopharmaceutics andPharmacokineticsThe application of pharmacokineticprinciples and pharmacokinetic modelsto dosing, bioavailability and bioequiva-lence of drugs (i.e., Digoxin, Phenytoin,Theophylline, etc.).3 credits

PHS 986 MicroencapsulationThis course will provide a comprehensivestudy of the design and production offine particles, including microcapsules,microspheres, and nanoparticles. Thecourse will stress microencapsulationprocesses of pharmaceuticals. It will dis-cuss the state of the arts, sciences, andmodern techniques that must be mas-tered to be able to prepare and test prod-ucts that will work correctly, effectively,and be clinically acceptable for human oranimal use. It covers the microencapsula-tion materials and technologies fromchemical, physicochemical, to mechani-cal procedures. This course also includescharacterization and dosage forms ofmicroencapsulation products.3 credits

PHS 060 Research ThesisIndividual research in the various areasof Specialization. Students taking theThesis option must register for thiscourse twice.3 credits

Long Island University Rockland Graduate Campus Bulletin 2009-2011 61

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

Business Programs

Major Hegis Degree/AwardCodeBusinessAdministration 0506 M.B.A.

BusinessAdministration 0506 Adv. Cert.

Education Programs

Major Hegis Degree/AwardCodeAdolescence Education 0803.00 M.S. Ed.English 7-12Earth Science 7-12Biology 7-12Chemistry 7-12Mathematics 7-12Physics 7-12Social Studies 7-12

Childhood Education 0802.00 M.S.Childhood/ChildhoodSpecial Education 0808 M.S.

Childhood/Literacy B-6 0830 M.S.Educational Leadership 0828 M.S.Ed.,

Adv. Cert.Gifted Education 0802 Cert. ExtensionLiteracy Birth - Grade 6 0830 M.S.Ed.Mental Health Counseling 2104.10 M.S.School Counselor 0826.01 M.S.Special Education 0808 M.S.Ed.Special Education(Autism Concentration) 0808.00 M.S.Ed.

Health Administration Programs

Major Hegis Degree/AwardCodeGerontology 2299.10 Adv. Cert.Non-Profit Management 1202 Adv. CertHealth Administration 1202 M.P.A.Public Administration 2102 M.P.A.

Pharmacy Program

Major Hegis Degree/AwardCodePharmaceutics 1211 M.S.

Approved Programs


62

Rockland GraduateCampus Board ofOverseers

Stella BlasenheimEducational Consultant

Valenica DouglasSuperintendent, Nyack School District

Peter Fella, ’93Director of Patient ServicesA&T Healthcare

John GillespiePresident, JFG Associates, Inc.

Henry HorowitzEngineer, Attorney

Michael Shilale, AIAPresident, Michael Shilale Architects

Ronald J. Sylvestri, ’66Senior Vice President, Hudson Valley Bank,Chancellor, Rockland and WestchesterCampuses of Long Island University

Tom Zimmerman,‘93Executive Director, Loeb House andJoseph’s Home

Rockland GraduateCampusAdministrators

Nancy Low-HoganB.S., M.A., Ph.D.Associate Provost

Jeffrey J. McDowellB.A., M.A.Director of Campus Operations

Ken ReillyB.A., M.B.A.Director of Center for ProfessionalDevelopment and Lifelong Learning

Peter ReinerB.A., M.B.A.Director of Admissions and Marketing

Carolyn ReiterB.A.Assistant Director of Academic Advisement

Christy WrightingtonB.A., M.S.Director of Academic Advisement

Maureen VerSchneiderB.A.Assistant Director of Admissions,Financial Aid Coordinator

Kara SheridanB.S., M.S.Director of Library/Resource Specialist

Academic ProgramDirectorsCarmen BowenB.S., M.S., M.B.A.Program Director, Pharmaceutics

Elaine B. GellerB.A., M.S., C.A.S., S.D.A.Program Director, Special Education andLiteracy Education Programs

Nancy GoldmanB.A., M.A.T., Ed.D.Program Director, Curriculum andInstruction Programs

Lynn JohnsonB.A., M.S., Ph.D.M.B.A. ProgramProgram Director, Business Programs

Patricia Latona R.N.M.S.Program Director, Health and PublicAdministration Programs

Charles MurphyB.A., M.A., Ed.D.Program Director, Educational Leadershipand Administration Programs

Linda RosenB.A., M.S., Psy.D.Program Director, Counseling Programs

63

Iftikhar AhmadProfessor of EducationB.A., M.A., University of Peshawar (Pakistan);M.A., Brooklyn College (CUNY);M.A., Graduate Center (CUNY);Ed.D., Columbia University

Kadum AliAdjunct Assistant Professor of Pharmacy,Arnold & Marie Schwartz College ofPharmacy and Health ServicesB.S., University of Baghdad;M.S., Ph.D., College of Pharmacy Lexington

Barton S. Allen, Jr.Professor of EducationB.A., Bloomfield College;M.S., Long Island University;Ed.D., Fordham University

Doreen M. ArneyAdjunct Instructor of EducationB.A., State University of New York at Albany;M.S., Pace University

Jennifer AstutoAssistant Professor of Education,B.A., M.A., New York UniversityPh.D., City University of New York

Alamas BabarProfessor of PharmaceuticsB.S., University of Punjab (Pakistan);M.S., Ph.D., University of Connecticut

Anne BernsteinAdjunct Assistant Professor of EducationB.A., M.S., Cert. of Administration/StaffDevelopment, Queens College

Charles A. BorrelliAdjunct Associate Professor of BusinessB.B.A., M.B.A., Iona College

Bernadette CaseyAdjunct Assistant Professor of EducationalAdministrationB.A., St. Louis University;M.Ed., William Patterson College;C.A.S., New York University

Eileen ChichinAdjunct Associate Professor of HealthAdministrationB.S., St. Thomas Aquinas College;M.S., College of New RochellePh.D., Fordham University

Jerry J. CicchelliAdjunct Professor of EducationalAdministrationB.A., Montclair State University;M.A., William Patterson College;Ph.D., Yeshiva University

Roseanne CompostoAdjunct Instructor of EducationM.S., Long Island University

Raymond F. CrapoAdjunct Professor of Health AdministrationB.A., M.A., Hunter College

Marianne Novello CucoloAdjunct Instructor of EducationB.A., M.A., Fairleigh Dickenson University,Cert. of Advanced Study, College of New Paltz

Rutesh H. DaveProfessor of PharmacenticsB.S., College of Pharmacy Karnatek (India);Ph.D., Long Island University

Joseph A. DespresAssistant Professor of CounselingB.A., Cathedral College;M.S., Long Island University;Ed.D., Columbia University

Anthony DiBartoloAdjunct Instructor of EducationB.A., M.A., Iona College

Ann Marie DiSienaAdjunct Assistant Professor of BusinessB.A., Iona College;M.A., Fordham University;Doctoral Candidate, Argosy University

David DrassnerAdjunct Associate Professor of CounselingB.A., M.S., Hunter College;M.Ed., Columbia University;Ph.D., New York University

Magda Maria du PreezAdjunct Assistant Professor of BusinessB.A., University of Stellenbosch;M.A., University of Orange Free State

Roy L. ElberfeldAdjunct Associate Professor of EducationB.S., St. Francis College;M.S.Ed., St. John's University ProfessionalDiploma, Long Island University

Mary EppilitoAdjunct Instructor of EducationB.A., Brooklyn College;M.S., Adelphi University;P.D., Long Island University

Mary Anne EvangelistAdjunct Associate Professor of EducationalAdministrationB.A., College of New Rochelle;M.A., Manhattan College;Ph.D., Fordham University

Eugene FarrellAdjunct Assistant Professor of EducationB.A., State University of New York atPlattsburg;M.A., Long Island University

Joseph C. FatonyAdjunct Assistant Professor of BusinessB.A., M.B.A., Long Island University

Peter T. FellaAdjunct Associate Professor of HealthAdministrationB.S., University of Rhode Island;M.P.A., Long Island University

Eileen FiorentinoAdjunct Instructor of EducationB.S., M.A., Brooklyn College

Jerry FjermestadAdjunct Associate Professor of HealthAdministrationB.A., Pacific Lutheran University;M.S., Polytech University;M.B.A., Ph.D., Rutgers University

Bonnie FormanAdjunct Instructor of CounselingB.S., M.S., Brooklyn College

Elaine B. GellerDirector, Special Education and LiteracyPrograms, Associate Professor of EducationB.A., State University of New York at Albany;M.S.Ed., C.A.S., State University of NewYork at New Paltz

Dean A. GoettschAdjunct Associate Professor of BusinessAdministrationB.A., College of New Jersey;M.A., William Patterson University

Faculty

ROCKLAND GRADUATE CAMPUS FACULTY


64

Nancy T. GoldmanDirector, Curriculum and InstructionPrograms, Associate Professor of EducationB.A., Syracuse University;M.A.T., Ed.D., Teachers College, ColumbiaUniversity

Stuart GoldsteinAdjunct Assistant Professor of EducationB.A., State University of New York at Buffalo;M.S.Ed., Lesley College

Leonard H. GolubchickAdjunct Professor of EducationB.A., M.S., Long Island University;Ph.D., New York University

Katherine HargreavesAdjunct Assistant Professor of EducationB.S., M.A., University of Rochester;C.A.S., State University of New York at NewPaltz

Linda HatfieldAdjunct Instructor of EducationB.S., State University of New York at Fredonia;M.S., Syracuse University;Ed.D., Central Connecticut University

Michael P. Hogan Associate Dean ofEducation Adjunct Professor of EducationB.A., Spring Hill College;M.A., University of South Alabama;Ph.D., University of Alabama

Thomas P. JuddAdjunct Associate Professor of EducationB.A., Gettysburg College;M.A., Ed.D., Teachers College, ColumbiaUniversity

Kathleen Keefe-CoopermanDirector, Counseling Programs, AssistantProfessor of CounselingB.A., Rhode Island College;M.S., Pace University;M.A., Psy.D., University of Hartford

Michael KellyAdjunct Associate Professor of EducationB.A., Iona College;M.S., College of New Rochelle;Ph.D., Fordham University

Louisa Kramer-VidaAssistant Professor of EducationM.A., Manhattan College;P.D., Ed.D., Hofstra University

Nicholas KrzemienskiAdjunct Professor of BusinessB.A., M.P.A., Long Island University

Patricia LatonaDirector, Health and Public Administration,Assistant Professor of Health AdministrationB.S., Lehman College;M.S., College of Mount Saint Vincent

Michael LaMagnaAdjunct Instructor of Health AdministrationRockland Graduate Campus

Jason LepreeAdjunct Assistant Professor of PharmaceuticsB.S., Rutgers University;M.S., University of Wisconsin;Ph.D., University of Wisconsin

Gavrielle LevineProfessor of EducationB.A., Columbia University;M.A., Ph.D., Columbia University

Mitchell LevyAdjunct Associate Professor of EducationB.A., M.Ed., Boston University;Ph.D., Florida State University

Vicki LinerAdjunct Instructor of EducationB.A., M.A., Brooklyn College, CityUniversity of New York

Edward LuBellAdjunct Professor of BusinessB.S., Hofstra University;M.S., Columbia University;A.M.P., Harvard University

Margaret LynchAdjunct Instructor of EducationalAdministrationM.A., Montclair UniversityM.S., New Jersey City University

Mary Jean MarsicoAdjunct Assistant Professor of EducationB.A., Jersey City State College;M.A., M.Ed., Ed.D., Teachers College,Columbia University

A. Scott McGowanProfessor of EducationB.S., University of Scranton;M.A., Ph.D., Niagara University;M.S., Ph.D., Fordham University

Lisa McIntyreAdjunct Instructor of EducationB.S., M.A., Westchester University;S.D.A., Pace University;Ed.D., Lehigh University

Teri MerselAdjunct Assistant Professor of EducationB.S.Ed., University of Miami;M.S.Ed., Hunter College;P.D., Fordham University

Brian MieleAdjunct Associate Professor of EducationB.A., St. Thomas Aquinas College;M.A., William Patterson College;C.A.S., State University of New York atNew Paltz

Charles MurphyDirector, Educational Administration,Professor of EducationB.A., Long Island University;M.A., Brooklyn College;Ed.D., St. John’s University

Dana MurphyAdjunct Assistant Professor of EducationB.S., State University of New York at Oneonta;M.S., Fordham University;C.A.S., State University of New York atNew Paltz

Martha MurrayAdjunct Professor of EducationB.A., Dominican College;M.A., Manhattan College;CAS., SUNY New Paltz;Ed.D., New York University

Thomas NardiProfessor of CounselingB.A., Manhattan College;M.S., P.D., Ph.D., St. John's University

Candice O'ConnorAdjunct Assistant Professor of CounselingB.A., Mercy College;M.A., Manhattan College

James W. PappasAdjunct Professor of BusinessB.A., York College;M.B.A., Baruch College

David ParrAssociate Professor of CounselingB.S., Syracuse University;M.S., Ed.D., Illinois School of ProfessionalPsychology

Robert F. PennaAdjunct Professor of EducationB.A., M.A., Jersey City State College;Ph.D., Fordham University

Faculty

65

Alayne PickAdjunct Instructor of EducationB.A., New York University;Ed.M., Boston University

Donald PrzytulaAdjunct Assistant Professor of CounselingB.S., State University of New York at Fredonia;M.S.Ed., Canisius College;Ed.D., Fordham University

Carolyn K. ReillyAdjunct Instructor of BusinessB.S., University of Charleston;M.S., Fairleigh Dickinson University

Kenneth H. ReillyDirector, M.B.A. ProgramB.A., Villanova University;M.B.A., Fairleigh Dickinson University

Peter ReinerAdjunct Instructor of BusinessB.A., Hunter CollegeM.B.A., Pace University

Rogelio ReyesB.B.A., Iona CollegeM.S., Western Connecticut College

Cynthia Porter RickertAdjunct Assistant Professor of CounselingB.A., M.A., Austin CollegePh.D., University of Texas

James RileyAdjunct Associate Professor of EducationalAdministrationB.A., Fordham College;J.D., Rutgers University

Robert S. RitzcovanAdjunct Associate Professor of BusinessB.B.A., Iona;M.S., Western Connecticut State College

J. Raymond RobinsonAdjunct Associate Professor of BusinessB.S., New York University;M.B.A., Pace University

Cindy RolandAdjunct Associate Professor of EducationB.A., State University of New York at NewPaltz; M.S., University of Vermont

John R. RooneyAdjunct Associate Professor of CounselingB.S., St. Thomas Aquinas College;M.A., Adelphi University;Psy.D., Fairleigh Dickinson University

Linda RosenAdjunct Professor of CounselingB.A., Hofstra UniversityM.S., Cornell UniversityPh.D., Hahnemann Medical

Mindy RossAdjunct Assistant Professor of CounselingB.A., M.S., City University of New York

Thomas SaccardiAdjunct Associate Professor of HealthAdministrationB.A., Cathedral College;M.B.A., St. John's University;S.T.L., Gregorian University, Italy;Ph.D., M.Ph., City University of New York

Donald SchneiderAdjunct Assistant Professor of CounselingB.A., Brooklyn CollegeM.A., New York University;M.S., Yeshiva University

Steve SchneiderAdjunct Assistant Professor of EducationB.A., Hunter College;M.S., Lehman College;M.S., Queens College

Janet SeamanAdjunct Assistant Professor of EducationB.S., M.A., State University of New York atPlattsburg;C.A.S., State University of New York at NewPaltz;Ed.D., Fordham University

Rhoda ShoreAdjunct Professor of EducationB.S., Temple University;M.S.Ed., P.D., Ph.D., Fordham University

Beth Shusterman,Adjunct Assistant Professor of EducationB.S., State University of New York at New Paltz;M.S.Ed., Lehman College

Katherine V. SmelterAdjunct Professor of EducationB.S., Eastern Michigan University;M.Ed., Ed.D., Wayne State University

John J. Staiger Jr.Adjunct Assistant Professor of EducationalAdministrationB.S., Marist College;M.S., State University of New York at New Paltz

Sharon Stephenson-RojanAdjunct Instructor of EducationB.S., M.A., City College;M.A., College of New Rochelle

Fred StromAdjunct Assistant Professor of BusinessB.B.A., University of Pittsburgh;M.B.A., Drexel University

Gary TrotzAdjunct Professor of EducationB.A., Utica College;M.A., Syracuse University

Heather WaitmanAdjunct Instructor of Health AdministrationB.A., Fordham University;M.S., Manhattanville College

Linda WenzeProfessor of Health AdministrationB.A., M.A., Ph.D., Hofstra University;M.B.A., M.S., Long Island University


66

CHAIRMAN

Edward Travaglianti

SENIOR VICE CHAIR

Thomas L. Pulling

SECRETARY

Steven J. Kumble H’90

MEMBERS

Stanley F. Barshay ’60Mark A. Boyar ’65John R. Bransfield, Jr.Roland A. DeSilva ’62Michael Devine ’68Michael N. Emmerman ’67George L. Engelke, Jr.Daniel B. Fisher ’67Alfred R. Kahn ’84, H’05John A. Kanas ’68Eric Krasnoff

Leon LachmanByron E. Lewis ’53Howard M. Lorber ’70, ’91, H’01Brian Madocks ’79Angelo MangiaMichael MelnickeTheresa Mall MullarkeySalvatore Naro ’83Richard P. Nespola ’67, ’73William Nuti ’86Joel Press ’68Edward E. Shorin H’99Harvey SimpsonMartin L. SperberDavid SterlingSharon SternheimRonald J. Sylvestri ’66Eric Tveter ’80Richard O. Ullman ’67Rosalind P. Walter H’83

TRUSTEES EMERITI

William F. de Neergaard ’47, H’98Donald H. Elliott H’85Arthur I. Goldberg ’53, H’94Eugene H. Luntey H’98John M. MayRichard StarkWilliam Zeckendorf, Jr. H’92

EX OFFICIO

David J. Steinberg

H-indicates honorary doctorate fromLong Island University

LONG ISLAND UNIVERSITYTRUSTEES AND ADMINISTRATION

Board of Trustees

67

University Trustees and Administration

University Officers

David J. SteinbergB.A., M.A., Ph.D.,Litt.D., LL.D. D.H.L.President

Robert N. AltholzB.A., M.B.A.Vice President for Financeand Treasurer

Elaine M. CrossonB.A., J.D.Vice President for Legal Servicesand University Counsel

Paul H. ForestellB.A., M.A., Ph.D.ProvostC.W. Post Campus

Richard W. GormanB.A., M.S.W.Vice President for University Relations

Gale Stevens Haynes ’72, ’76 (M.S.)B.A., M.S., J.D., LL.D.ProvostBrooklyn Campus

Jeffrey KaneB.A., M.A., Ph.D.Vice President for Academic Affairs

Daniel J. RodasB.A., Ed.M., M.B.A., Ph.D.Vice President for Planning;Vice President for Human Resources

Mary M. Lai ’42, H’86B.S., M.S., D.H.L., D.B.Treasurer Emerita

UniversityAdministrationB. George BaroudiB.S.Chief Business Process ImprovementOfficer and CIO

Kathleen A. CampoExecutive Assistant to the President

Patricia CarsonB.A., M.A.Director of Foundation Relations

Claude CheekB.A., M.A., M.B.A.Assistant Vice President forInstitutional Research

Elizabeth CiabocchiB.S., D.C., Ed.D.Assistant Vice President for AcademicPlanning and Instructional Development

Lisa ConzaB.S.Associate Vice President for Human Resources

Paola Curcio-KleinmanB.F.A., M.F.A.Associate Vice President forMarketing and Public Relations

Christopher FevolaB.S.Associate Vice President and BudgetDirector

Melodee A. Gandia ’00B.S., M.S.Associate Vice President for Development

Heather Gibbs ’03B.A., M.S.Assistant Vice PresidentOffice of the President

Robert GlassB.A., M.A., Ph.D.University Dean of International Education;Dean of Global College

Jennifer S. GoodwinB.A., C.F.R.E.Associate Vice President for Developmentand Alumni Relations, Brooklyn Campus

Salvatore GrecoB.S., M.S.Associate Vice President for InformationSystems

Loretta KnappB.S.N., M.A., Ph.D.Deputy Vice President for Academic Affairs

Kamel LechehebB.S., M.S., Ph.D.Deputy CIO

David MainentiB.S., M.S.Associate Vice President for StudentFinancial Operations and Compliance

Laura MartinM.Ed., Ed.D.University Coordinator of InstructionalTechnology

Kathleen MorleyB.A., M.A., Ph.D.University Director of Assessment

Catherine MurphyB.A., J.D.Associate Counsel

S. Gavi NarraB.S., M.S.Deputy CIO, Information Systems

Margaret J. NatalieA.S., B.S.Director of Purchasing

Linda NoyesC.C.P.Associate Controller for CompensationOperations and Tax Compliance

Joseph Pelio Jr. ’93B.S., M.S.Associate Controller for Accounting Services

Frank PeruginiB.S.Assistant Vice President for WebCommunications, Marketing Services

Penelope Reddan ’03B.S., M.S.University Director of DevelopmentDatabase and Information

M. Peggy Riggs ’89B.S.Academic Budget Officer

Anthony J. RisoB.S., M.B.A.Assistant Controller

Kathryn S. Rockett ’82B.S., M.A., M.B.A.Assistant Vice President for SponsoredResearch

Jeanne M. Schlosser ’03A.A., B.A., M.B.A.University Bursar

Mark SchmotzerB.S., M.B.A., C.P.A.Associate Vice President/Controller

Suzanne ShaneB.A., J.D.Associate Counsel

Long Island University Administration


68

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

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

Nancy SissonsA.A.S.Director of University Fringe BenefitsPrograms

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

Matilda TazziDirector of University Printingand Duplicating Services

Peter TymusB.E.Associate Vice President for Capital Projects

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

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

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

Howard J. WhiteB.S., M.Ed.Associate Vice President for EqualEmployment Opportunity /Affirmative Action and Labor Relations

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

69

Index

Index

Absence from Final Examination 10Academic Calendar 5Academic Conduct – StudentConduct 10

Academic Disputes 18Academic Policy 10Administration 62Admission 6Admission ofUndergraduate Students 7

Adolescence Education 38Advisement 8Approved Programs 61Attendance 10Auditing of Courses 8Business Administration 21Business AdministrationAdvanced Certificate 22

Business Courses 23Board of Overseers 62Campuses ofLong Island University 1

Campus Policies and Procedures 18Campus Security 18Career Resource Center 19Change of Address 9Change of Major 11Childhood Education 38Childhood/Literacy 39Childhood Education andChildhood Special Education 40

Class Schedules 9Class Size 9Comprehensive Exam or OralExamination 12

Computer Facilities 19Course Frequency 11Course Load 9Course Numbers 11Counseling and Development 29Credit Bank Scholarships 15Curriculum and Instruction 37Deferred Payment Plan 9Degree Program Requirements 11Direct Student Loan 17Dominican/ConcordiaAlumni Scholarship 15

Education Programs 26

Educational Leadership andAdministration 46

Eligibility Criteria forCredit Bank Scholarships 15

Facilities and Services 19Faculty 63Federal Assistance 17Federal William D. Ford DirectStudent Loan 17

Financial Aid 16Friends Educating FriendsScholarship 15

Gerontology 52Gifted Education Extension 40Grading 10Graduate Degree Programs 4Graduate Scholarship 15Graduation and Diplomas 12Health Administration 51Immunization Law 6International Students 7Library 19Literacy 43L.I.U. Alumni Scholarship 15Maintenance of StudentStanding 9

M.B.A. 21Mission Statement 3Merit Scholarship 15Mental Health Counseling 33New York State ImmunizationLaw 6

Non-Academic Disputes 18Payment of Tuition and Fees 9Pharmaceutics 57Plagiarism and Cheating 10Program Changes 8Public Information Policy 18Re-Admission 6Refunds 14Registration 8Registered Programs 61Requirements for Degrees 11Residency Requirements 11Rockland County EmployeeScholarship 16

Rockland Graduate CampusAlumni Scholarship 16

Rockland Non-ProfitScholarship 16

Scholarships and Financial Aid 15School Building Leader 47Educational Leadership 48School Counselor 30Special Education and Literacy 42School Leaders Scholarship 16Student Life/Campus Policiesand Procedures 18

Students with Special Needs 18Solving a Problem 18Thesis 11Time Limit 11Transcript Requests 12Transfer Credits 6Tuition and Fees 13Tuition Liability 14Tuition Assistance Program(TAP) 17

Veterans 8Virtual Bookstore 19Visiting Students 8Weekend College 9Withdrawal 8

70

Directions to Long Island University Rockland Graduate Campus

From Tappan Zee Bridge (TravelingNorth): Take the first exit off the bridgeon the Thruway (exit 10), and get onRoute 9W, South. Follow Route 9W to thefirst traffic light (Lawrence ParkCondominiums on the right). Bear rightdown the hill to a stop sign. Make a rightturn onto Route 340 and proceed for aboutone mile. The Campus will be on the left.

From Spring Valley or New City

Spring Valley: See directions from NYThruway.

New City: See directions from PalisadesParkway.

From Pearl River and Orangeburg:Take Orangeburg Road East to Route303. Make a right at the light. Travelone block, and at the next light, make aleft turn onto Route 340. The Campuswill be 1/2 mile on your right.

From Palisades Parkway: Take PIP northto Exit 5NOrangeburg. Travel approximate-ly 1/4 mile to Route 340. At the light makeright and the Campus is 1/2 mile ahead onthe right side of the road.

From Eastern Bergen County:Take Route 505 Livingston Ave. northwhich becomes Route 303 in New York.Travel on Route 303 for approximately 4miles to Route 340. At light make a rightand the Campus is 1/2 mile ahead on right.

From Route 9W: Take Route 9W northacross New York border. Proceed for approxi-mately 2 miles to Route 340. At the light,make a left turn, going down a steep hill.Travel one block and at the next light makea right turn onRoute 340. Continue for 1mileto the Campus on the left side.

From Montvale, Park Ridge, Westwood:Travel north on Kinderkamack Road cross-ing the New York border where the roadchanges to Route 304. Proceed north fortwo miles to Central Ave. in Pearl River.Make a right on Central Ave. and crossrailroad tracks. At the light make a right onSouth Main Street. Proceed on South MainStreet which becomes Veterans Highway,passing the Blue Hill Office Center.Proceed for four miles where the roadchanges to Orangeburg Road. At the inter-section with Route 303, make a right and atthe next light make a left on to Route 340.The Campus is 1/2 mile ahead on the right.

From the NY State Thruway: Get offat Exit 12. Travel Route 303 South.Proceed for four miles to Route 340.Turn left on Route 340. The Campusis 1/2 mile on the right.

Policy ofNondiscrimination

Long Island University does not dis-criminate on the basis of gender, sexualorientation, race, color, creed, nationalorigin, religion, age, handicap or politicalbelief, in any of its educational programsand activities, including employmentpractices and its policies relating torecruitment and admission of students.Additionally, Long Island Universitytakes affirmative action to recruit appli-cants from among women, members ofprotected minority groups, handicappedindividuals and veterans, including dis-abled veterans and Vietnam-era veterans.

Garden

State

Parkw

ay

New

York

Thruw

ay

PalisadesIn

ters

tate

Pkwy

LivingstonAve

nue

303304

340

45

Palisa

desInte

rsta

tePkw

y

87

287

87

287

9W

9W

9W6

17

Nyack

Blauvelt

Piermont

Tappan

Norwood

Tappan ZeeBridge

PalisadesInterstate

Parkway

303304

West Nyack

340 Rockland GraduateCampus

Sparkill

Carteret

Road

Orangeburg

9W87

New York

New Jersey

Orange

Rockland

Westchester

Bergen

Chester Highland Mills

Monroe Central Valley

StonyPoint

WestHaverstraw Haverstraw

New City

Spring Valley

Nyack

Suffern

Mawah

Montvale

AirmontWest Nyack

BlauveltPearl River

Piermont

Tappan

NorwoodWestwood

Park Ridge

Ridgewood

Ramsey

Paramus

Tenafly

EnglewoodHackensack

Tarrytown

Hu

ds

on

Ri v

er

Tappan ZeeBridge

Tuxedo

Nanuet

Orangeburg


R

O

C

K

L

A

N

D

C

A

M

P

U

S

G

R

A

D

U

A

T

E

B

U

L

L

E

T

I

N

2

0

0

9

-

2

0

1

1

10-09 – 5,000 GR

AD

UA

TE

BU

LL

ET

IN2

00

9-2

011

70 ROUTE 340ORANGEBURG, NEW YORK 10962

www.liu.edu/rockland(845) 359-7200 • Fax (845) 359-7248

[email protected]

ROCKLAND GRADUATE CAMPUSLONG ISLAND UNIVERSITY

rockland graduate campus long island university

Documents

Transcript of rockland graduate campus long island university