U NDERGRADUATE B ULLETIN - Adelphi University

U N D E R G R A D U A T E

B U L L E T I N

2 0 0 1 – 2 0 0 3

ADELPHI UNIVERSITY BULLETIN, VOLUME 43, SEPTEMBER 2001

ACCREDITATIONAdelphi University, an independent, comprehensive institution, is chartered by the University of the State of New York, and isaccredited by the Middle States Commission on Higher Education (3624 Market Street, Philadelphia, PA, 19104-2680, 215-662-5606); the New York State Education Department; the National League for Nursing Accrediting Commission (61 Broadway, NewYork, New York, 10006, 212-363-5555); the American Psychological Association; the American Speech Language and HearingAssociation; and the Council on Social Work Education. It is a member of the American Council on Education, College Board,and the Association of American Colleges/Universities.

HEGIS CODE DESIGNATION(“HEGIS” stands for Higher Education General Information Survey.) Federal and state regulations require that students be advised that enrollment in other than registered or otherwise approvedprograms may jeopardize their eligibility for certain student aid awards. All of the programs listed in this Bulletin with HEGIScodes have been registered and approved. Consult an academic counselor in the Office of Academic Attainment for current status.

The information in this Undergraduate Bulletin was prepared as of July 30, 2001. Provisions of this publication are not to beregarded as an irrevocable contract between the student and Adelphi University. The University reserves the right to makechanges in its course offerings, degree requirements, regulations and procedures, and fees and expenses as educational andfinancial considerations require.

EQUAL OPPORTUNITYAdelphi University is committed to extending equal opportunity in employment and educational programs and activities and doesnot discriminate on the basis of race, color, religion, gender, sexual preference, age, national origin, disability, or status as aVietnam-era veteran. The discrimination coordinator pursuant to Section 504 of the Rehabilitation Act of 1973 is Donald Flanders,Associate Vice President, Human Resources and Labor Relations, Room 203, Levermore Hall; 516-877-3224. In addition,Mr. Flanders is the coordinator for Title IX and age discrimination enforcement.

About This Book

This Bulletin presents essential information about undergraduate study at Adelphi University. At thebeginning of this Bulletin we describe our educational philosophy and mission and touch on some of thehighlights of University and student life. This introduction is followed by a description of our under-graduate academic programs and courses in General Education and the College of Arts and Sciences,the Gordon F. Derner Institute of Advanced Psychological Studies, the Honors College, School ofBusiness, School of Education, School of Nursing, School of Social Work, and University College. Nextfollows an overview of student resources, application procedures, information about our tuition andfees, and our University rules and regulations. Last, we list faculty, recent honorary degree recipients,the Board of Trustees, and Officers of the University.

The Bulletin is a guide to the resources of the University and a summary of the exciting intellectualopportunities that the University provides students and members of the community.

The contents of this Bulletin are subject to change at the discretion of the University.

Useful Phone Numbers (Area Code 516)

ADELPHI UNIVERSITY

Academic Services and Retention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3150

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3050

Center for Career Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-6825

General Operator (for additional numbers) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3000

Information Services (for applications and publications) . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-ADELPHI

Residential Life and Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3650

Student Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3660

Student Financial Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3080

Swirbul Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3570

SCHOOLS AND COLLEGES OF THE UNIVERSITY

College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-4120

Gordon F. Derner Institute of Advanced Psychological Studies (IAPS) . . . . . . . . . . . . . . . . . . . . . 877-4800

Honors College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3800

School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-4600

School of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-4100

School of Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-4526

School of Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-4362

University College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-3400

EXTENSION CENTERS

Huntington Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (631) 547-0890

Manhattan Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (212) 965-8340

WORLD WIDE WEB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.adelphi.edu

Address written correspondence to the appropriate office or department at Adelphi University, Garden City, New York 11530.

The courses listed in this Bulletin do not necessarily represent all the courses taught by each school or department. A completelist of course offerings with descriptions is available by request to the individual school or department.

3ABOUT THIS BOOK

ContentsAcademic Calendars....................................5

I An Adelphi Education .....................9Adelphi University: Uniting Liberal

Arts and Professional Preparation .......10A Brief History of Adelphi University .......11Office of Academic Services

and Retention .....................................13Colleges and Schools of the

University ...........................................13University College ....................................14Extension Centers .....................................15Cultural and Campus Life .........................15Undergraduate Curriculum and

Table of Undergraduate Degrees .........16General Education Program of Study ........17Courses of Instruction

General Education ..............................19

II College of Arts and Sciences ...........21Anthropology ............................................26Art and Art History ...................................28Biology .....................................................31Chemistry .................................................36Communications .......................................38English .....................................................41Environmental Studies .............................43History ......................................................46Interdisciplinary Major .............................48Languages and International Studies ........49Mathematics and Computer Science .........52Music.........................................................55Performing Arts .........................................57

Acting ..................................................57Design/Technology...............................57Dance ..................................................57

Philosophy ................................................60Physics .....................................................61Political Science .......................................65Sociology ..................................................68Center for African-American and

Ethnic Studies ...................................70Latin American Studies ............................72Pre-Professional Preparation ....................73

Prelaw Preparation...............................73Premedical Preparation .......................73

Women’s Studies .......................................75Courses of Instruction................................76

III Gordon F. Derner Institute of Advanced Psychological Studies (IAPS) .......................117

Psychology ..............................................118Courses of Instruction..............................120

IV Honors College ..........................123Courses of Instruction..............................128

V School of Business ......................131Accounting .............................................134Management ...........................................135Finance ..................................................137Economics .............................................138Courses of Instruction..............................143

VI School of Education ....................151Programs in Childhood, Adolescent,

and Art Education..............................153Scholars Teachers Education

Program (STEP) .................................153Programs in Health Studies, Physical

Education, and HumanPerformance Science .........................158

Programs in Communication Sciences and Disorders.....................................161

Courses of Instruction..............................166

VII School of Nursing .......................175Courses of Instruction..............................182

VIII School of Social Work .................185Courses of Instruction..............................191

IX University College.......................193General Studies/ABLE Programs ............194General Studies Program .........................194ABLE Program .......................................195Summer Academy for

College-Bound Students ....................200ELS Language Centers ............................200Courses of Instruction..............................201

X Student Life...............................205

XI Academic Support ......................211

XII Admissions ................................217

XIII Expenses and Financial Aid ..........225

XIV Rules and Regulations .................241

XV Faculty ....................................260Emeriti ....................................271Recent Honorary Degree

Recipients ............................275Board of Trustees ......................277Officers of Administration ...........277

Index ......................................279

4 CONTENTS

5

Academic Calendar 2001–2002

Fall 2001

Monday, August 20 – Tuesday, August 21Registration

Thursday, August 30Classes Begin

Monday, September 3Labor Day (no classes)

Friday, September 7Late Registration EndsLast Day to Add a Course

Monday, September 17Holiday Observance (no classes after 3pm)

Tuesday, September 18Holiday Observance (no classes)

Wednesday, September 19Holiday Observance (no classes)

Friday, September 21Last Day to Drop a CourseLast Day to Change Grading OptionsApplication Deadline for January 2002Graduation

Wednesday, September 26Holiday Observance (no classes after 3 p.m.)

Thursday, September 27Holiday Observance (no classes)

Friday, September 28Classes Resume

Friday, October 19Last Day to Accept Graduation Applicationfor May 2001 (and have name appear in book)

Monday, October 22 – Friday, October 26Midpoint of Semester

Friday, October 26Last day to Withdraw

Thursday, November 22 – Friday, November 23Thanksgiving Recess

Monday, November 26Classes Resume

Friday, December 14Wednesday 1/2 Day Make-up Class for 9-26

Monday, December 17 – Friday, December 21Final Exam Week

Friday, December 21Last Day of Classes

Spring 2002

Tuesday, January 15 – Wednesday, January 16Registration

Monday, January 28Classes Begin

Friday, February 8Late Registration EndsLast Day to Add a CourseFinal Date for Submission ofGraduation Application for May 2002

Friday, February 22Last Day to Drop a CourseLast Day to Change Grading Option

Monday, March 25 – Friday, March 29Spring Break

Monday, April 1Classes ResumeLast Day to WithdrawSummer Registration Begins

Monday, May 13 – Friday, May 17Final Exam Week

Friday, May 17Last Day of Classes

Sunday, May 19Commencement

ACADEMIC CALENDAR

6 ACADEMIC CALENDAR

Summer 2002

First Session

Monday, April 1 – Friday, May 24Registration

Monday, May 27Memorial Day (no classes)

Tuesday, May 28Classes Begin

Friday, May 31Late Registration EndsLast Day to Add a Course

Friday, June 7Last Day to Drop a CourseLast Day to Change Grading Option

Friday, June 14Last Day to File for August GraduationLast Day to Withdraw

Monday, June 24 – Friday, June 28Final Exam Week

Friday, June 28Summer I Classes End

Second Session

Monday, April 1 – Friday, July 5Registration

Thursday, July 4Independence Day (no classes)

Monday, July 8Classes Begin

Friday, July 12Late Registration EndsLast Day to Add a Course

Friday, July 19Last Day to Drop a CourseLast Day to Change Grading Option

Friday, July 26Last Day to Withdraw

Monday, August 5 – Friday, August 9Final Exam Week

Friday, August 9Summer II Classes End

7ACADEMIC CALENDAR

Academic Calendar 2002–2003*

Fall 2002

Monday, August 26 – Tuesday, August 27Registration

Monday, September 2Labor Day (no classes)

Wednesday, September 4Classes Begin

Friday, September 6Holiday Observance (no class after 3 pm)

Saturday, September 6 – Sunday, September 7Holiday Observance (no classes)

Monday, September 9Classes Resume

Friday, September 13Last Day to Add a CourseLate Registration Ends

Monday, September 16Holiday Observance (no classes)

Tuesday, September 17Classes Resume

Friday, September 27Last Day to Drop a CourseLast Day to Change Grading OptionLast Day to File Application for January2003 Graduation

Friday, October 18Last Day to Accept Graduation Applicationfor May 2003 (and have name appear in book)

Saturday, October 19Friday 1/2 Day Make-up Class for 9/6

Monday, October 28 – Friday, November 1Midpoint of Semester

Friday, November 1Last day to Withdraw

Thursday, November 28 – Friday, November 29Thanksgiving Recess

Monday, December 2Classes Resume

Wednesday, December 11Monday 1/2 Day Make-up Class for 9/16

Monday, December 16 – Friday, December 20Final Exam Week

Friday, December 20Last Day of Classes

Spring 2003

Wednesday, January 8 – Thursday, January 9Registration

Tuesday, January 21Classes Begin

Friday, January 31Late Registration EndsLast Day to Add a CourseFinal Date for Submission of GraduationApplication for May 2003

Friday, February 14Last Day to Drop a CourseLast Day to Change Grading Option

Monday, March 17 – Friday, March 21Spring Break

Monday, March 24Classes Resume

Tuesday, April 15Snow Day

Wednesday, April 168am – 3pm Snow DayPassover – no classes after 3 pm

Thursday, April 17 – Friday, April 18Passover – no classes

Sunday, April 20Easter

Monday, April 21Classes Resume

Monday, May 12 – Friday May 16Final Exam Week

Friday, May 16Last Day of Classes

Sunday, May 18Commencement*Calendar subject to change.

8 ACADEMIC CALENDAR

Summer 2003

First Session

Tuesday, April 1 – Friday, May 23Registration

Monday, May 26Memorial Day (no classes)

Tuesday, May 27Classes Begin

Friday, May 30Late Registration EndsLast Day to Add a Course

Friday, June 6Last Day to Drop a CourseLast Day to Change Grading Option

Friday, June 13Last Day to File for August GraduationLast Day to Withdraw

Monday, June 23 – Friday, June 27Final Exam Week

Friday, June 27Summer I Classes End

Summer 2003

Second Session

Tuesday, April 1 – Thursday, July 3Registration

Friday, July 4Independence Day (no classes)

Monday, July 7Classes Begin

Friday, July 11Late Registration EndsLast Day to Add a Course

Friday, July 18Last Day to Drop a CourseLast Day to Change Grading Option

Friday, July 25Last Day to Withdraw

Monday, August 4 – Friday, August 8Final Exam Week

Friday, August 8Summer II Classes End

I

A N A D E L P H I

E D U C A T I O N

10

Adelphi University:Uniting Liberal Arts andProfessional Preparation

Adelphi University has been built on the fun-damental principles of transmitting knowledge,transforming minds, and empowering students tothrive in their lives and their professions.

As a result, Adelphi’s undergraduates emergewith excellent practical preparation for graduatestudy and careers in medicine, law, business,the arts and sciences, nursing, education, andsocial work. In addition to direct practicaltraining, Adelphi offers students a strong foun-dation through broad requirements in the artsand sciences.

The Adelphi educational approach unifiesthe many aspects of this lively and distin-guished center for liberal and professionallearning. It is intended not just for somestudents but for all: for undergraduates andgraduates; for those studying the liberal artsand sciences in the College of Arts andSciences; for those pursuing specific careerpreparation in Adelphi’s professional schools;for nontraditional students seeking access tohigher levels of learning through the GeneralStudies program, the ABLE program for adults;and for students of exceptional promise in theHonors College. All of the particular activitiesthat take place at Adelphi—in the classroom, inthe laboratory, on the playing field, and in theresidence hall—contribute to the education ofthe whole individual in preparation for a life-time of learning. This is the hallmark of anAdelphi education—our students find it embod-ied in their dedicated faculty, who work withstudents in small classes and one-on-one tohelp them achieve their best in the classroom,their future lives, and careers.

There are eight schools at Adelphi: the Collegeof Arts and Sciences, the Honors College, theSchool of Education, the School of Business,the School of Nursing, the School of Social Work,the Gordon F. Derner Institute of AdvancedPsychological Studies (IAPS), and UniversityCollege. Each school’s individual programs ofstudy are shaped and infused by the belief thatprofessional or disciplinary expertise gains mean-ing and force in the context of full intellectualdevelopment. Each school’s faculty has beenchosen to meet the twin standards of professionalexcellence and superb teaching. With a student/faculty ratio of 13:1, Adelphi students are educatedby a full- and part-time faculty of over 500 thatincludes many internationally renowned scholars,scientists, artists, and critics.

Adelphi promotes its students’ intellectualdevelopment by assigning to each first-yearstudent a University advisor, a faculty memberwho serves as an intellectual model, advocate,and advisor. Additional support for learningcomes from departmental advisors, for thosestudents who have declared a major, and fromthe Office of Academic Services and Retention,which monitors, counsels, and assists studentsin their academic progress.

Students at Adelphi further their developmentin a wide array of extracurricular activities,including athletic programs, student newspapersand magazines, and clubs, societies, fraternities,and sororities. With an ethnically diverse studentbody, recruited from 35 states and more than 50foreign nations, Adelphi provides a cosmopolitanatmosphere conducive to intellectual question-ing, surprise, and growth. That growth is alsostimulated by the accessibility of nearby NewYork City, which in its cultural richness andsocial complexity provides a real-world laboratoryfor students’ exploration of the modern world.

The pages that follow present in greaterdetail the many facets of undergraduate life andlearning at Adelphi University.

AN ADELPHI EDUCATION

11

A Brief History ofAdelphi University

Adelphi University’s roots reach back to1863 and the founding of the Adelphi Academy,a private preparatory school located at 412Adelphi Street, Brooklyn, New York. TheAcademy was incorporated in 1869 and itsBoard of Trustees was charged with establishing“a first class institution for the broadest andmost thorough training, and to make its advan-tages as accessible as possible to the largestnumbers of our population.” The school quicklygained a reputation for its innovative curricu-lum, particularly in physical culture and earlychildhood education. By 1893, 1,032 studentswere enrolled in its primary, grammar, three-year subcollegiate and two-year collegiate divi-sion.

The appointment of Dr. Charles H.Levermore as the head of the Academy in 1893was an important moment in Adelphi’s history.Realizing the city of Brooklyn was without a lib-eral arts college, Levermore seized the opportu-nity to establish Adelphi College. Through theefforts of Timothy Woodruff, former LieutenantGovernor of New York State and future presidentof the Board of Trustees, Adelphi College, with57 students and 16 instructors, was granted acharter - one of the earliest charters granted to aco-educational college by the Board of Regentsof the State of New York - on June 24, 1895.Henceforth, degrees issued bore the seals ofAdelphi College and of the University of theState of New York and were signed by the offi-cers of the college and by the Chancellor andthe Secretary of the University. For the next 25years, the Academy remained intact yet separatefrom the College.

Over the course of the next one hundredyears Adelphi grew and changed significantly.For more than three decades following 1912, theinstitution served only women. In 1944,Adelphi’s school of Nursing became the firstsuch school established by a college in NewYork State in response to the pressing need fornurses created by the United States’ entry intoWorld War II. To mark the opening of two feder-ally funded residence halls for women, FirstLady Eleanor Roosevelt delivered an address atAdelphi entitled, “The Challenge of Nursing forYoung Women Today.” Within five-years, theSchool - one of the largest college-units of theUnited States Cadet Nurse Corps - graduated500 nursing students into active service in theCorps and expanded the College’s enrollment by1,200 students.

After the war, Adelphi reverted to its originalcoeducational model to accommodate returningWorld War II servicemen. The School of SocialWork was founded in 1949; doctoral educationfollowed in 1950. Adelphi’s program in clinicalpsychology was formally organized in 1952 andevolved into the Gordon F. Derner Institute ofAdvanced Psychological Studies, which has thedistinction of being the first university-basedgraduate school in psychotherapy.

In 1963, after another decade of expansion,Adelphi was granted university status by theBoard of Regents. By the 1970s, the GardenCity campus, established in 1929, had expandedfrom its original three buildings - Blodgett,Levermore, and Woodruff Halls - to 21 buildingson 75 acres, including the Leon A. SwirbulLibrary, now a fully computerized collection ofmore than 1.7 million volumes and microformatand audiovisual items.

Today, Adelphi University’s colleges andschools include the College of Arts andSciences, the Gordon F. Derner Institute ofAdvanced Psychological Studies, the Honors


12 AN ADELPHI EDUCATION

College, the School of Business, the School ofEducation, the School of Nursing, the Schoolof Social Work, and University College. Unitingthese diverse liberal arts and professionalprograms is their shared tradition of academicinnovation and rigor and their common philosophyof education and lifetime learning. Their morethan 500 full- and part-time faculty serve over6,400 undergraduate and graduate degreecandidates.

While focusing its rich resources on theneeds of its students, Adelphi also seeks toserve its locality, state, and nation through theresearch and practice of its faculty; the strength-ening of ties between the professional schoolsand community; the staging of distinguishedcultural events at its campuses; and most essen-tially, the education of a generation of futureleaders and informed citizens, professionals, andcommunity members.

13AN ADELPHI EDUCATION

Office of AcademicServices and Retention

Adelphi University recognizes that each stu-dent is an individual, taking a distinct path tointellectual fulfillment and life goals. One of theoffices dedicated to students is the Office ofAcademic Services and Retention. Here, stu-dents’ academic progress is closely monitored toensure that each student is treated as an indi-vidual, with individual talents, strengths, anddifficulties. The Office oversees undergraduateadvisement; each student’s academic progressthrough its early warning system; and assistseach academic unit in their academic servicesand support for students.

The Office of Academic Services andRetention also provides Adelphi’s students withthe Learning Center where students come fortutoring, consultation on academic work, andhelp with extra study.

Colleges and Schools ofthe University

College of Arts and SciencesThe College of Arts and Sciences is proud of

its distinguished tradition of commitment to lib-eral learning. The renewed emphasis of present-day educators on the liberal arts reflects thelong-held belief that a liberal education bestpromotes intellectual development and ethicalpurpose while offering students the greatestnumber of opportunities, both in work and inlife. It is the College’s aim to cultivate insight,effective expression, and the ability to discrimi-nate by means of critical thinking and soundjudgment. Instruction in the College proposes tofoster a skeptical and seriously curious cast ofmind, and the resourcefulness indispensable toself-realization and leadership.

Gordon F. Derner Institute ofAdvanced Psychological Studies

The Gordon F. Derner Institute of AdvancedPsychological Studies is the first nationally rec-ognized professional school in psychology. TheInstitute offers a B.A. in psychology, a Ph.D.degree in clinical psychology, accredited by theAmerican Psychological Association, as well asa respecialization program for those Ph.D. psy-chologists who wish to retrain in clinical psy-chology. The Institute also offers a PostdoctoralCertificate in psychoanalysis and psychotherapyand a Master’s degree in general psychology.

Honors CollegeTo meet the challenge of increasing expecta-

tions for higher education in the 21st century,Adelphi launched its Honors College inSeptember 1995. In 1997 the Honors Collegewas one of 28 programs and departments chosenfrom over 800 nominations to be placed on theTempleton Honor Rolls as an example of trueexcellence in American higher education. Thefirst graduating classes have proved the collegeworthy of this honor, gaining admission for grad-uate and professional study at Brown, Columbia,the University of Pennsylvania, Cornell, N.Y.U.,and a large number of other great researchinstitutions.

The Honors College aims to transform highlytalented and motivated high school students intothoughtful college graduates prepared to fillleading positions in government, the arts, educa-tion, the learned professions, business, andindustry. It is a school that returns to tradition,patterning itself after the great colleges ofOxford and Cambridge, where social and acade-mic life take place in the same setting, wherestudents gather and work, where at least one fac-ulty member lives, and where other facultymembers have offices and are readily availablefor conversation, debate, advice, and exchangeof ideas. In this integrated, collegial setting, theHonors College provides a dynamic program forliberal learning—a classical education that has

14 AN ADELPHI EDUCATION

been newly crafted to meet the needs of contem-porary life and contemporary students, through acurriculum focused on the problems andachievements of modern knowledge and theirbearing on the modern condition.

School of BusinessThe School of Business prepares leaders to

meet the challenges of today’s rapidly changing,business-oriented world. To this end, the Schooloffers a comprehensive, relevant, professionaleducation in business that is based on a solidfoundation of liberal learning. It is the integra-tion of liberal learning with professional educa-tion that provides business leaders with thebreadth of knowledge and intellectual capacitythey need to conceive and implement soundbusiness decisions in an imaginative, ethical,and responsible way.

School of EducationThe School of Education is composed of

Education Studies; Communication Sciencesand Disorders; and Health Studies, PhysicalEducation and Human Performance Sciences.

In 1995 the School of Education introducedSTEP, the Scholars Teacher Education Pro-gram, a five-year, combined bachelor/master’s degree program for undergraduate studentspreparing to teach childhood and adolescent levels. Additionally, in cooperation with theCollege of Arts and Sciences, students maymajor in art education. Art education is a four-year program leading to visual arts cer-tification, K-12.

Depending on the program, we prepare ourstudents to teach in various K–12 school or clin-ical settings. Our students’ professional prepara-tion enhances their awareness of the foundationsof schools, developmental stages of children,adolescents, youth and adults, and provides theskills, strategies, and techniques necessary toimplement effective teaching/learning interac-tions in our complex multicultural society.

School of NursingTo educate successful nursing professionals,

the School of Nursing incorporates science andthe liberal arts into a unique field of study. TheSchool is committed to excellence in teaching,clinical practice, scholarship, research, andcommunity engagement. Graduates of the Schoolare educated and prepared to become profes-sional nurses who are accountable to clients,society, and the profession. The School isaccredited by the National League for NursingAccrediting Commission, 61 Broadway, NewYork, NY, 10016, (212) 363-5555. The bac-calaureate nursing program is also accredited bythe Commission on Collegiate NursingEducation (CCNE), One Dupont Circle, NW,Suite 530, Washington, DC. 20036-1120, (202)887-6791.

School of Social WorkThe School of Social Work prepares profes-

sional social workers for the human services.This preparation is done within the context of abroad liberal arts education that emphasizes theimportance of intellectual skills and a moralvision. The curriculum enables graduates to liveas informed citizens and to be educated,humane, and skillful professionals. The bac-calaureate and master’s degree programs arefully accredited by the Council on Social WorkEducation.

University CollegeUniversity College houses “ABLE,” Adelphi

University’s undergraduate degree program foradults, and the General Studies Program whichoffers a unique opportunity for students whosehigh school records do not meet Adelphi’s regu-lar admission standards, but who have the poten-tial for successful achievement, to gain admis-sion to the University and enhance their skillsover the course of their freshman year. This inno-vative and credit-bearing program provides anintensive liberal arts curriculum and a full range

15AN ADELPHI EDUCATION

of academic support services. After completingthe freshman year students take courses in otherschools and pursue the major of their choice.

Extension Centers

To meet the needs of students and the widercommunity, Adelphi extends its reach beyondthe Garden City campus through its extensioncenters in Manhattan; Huntington, Long Island;and Poughkeepsie, where the Hudson ValleyCenter offers a graduate program in social work;as well as through a variety of off-site programsin diverse locales throughout the metropolitanregion.

The Manhattan CenterAdelphi University’s Manhattan Center is

located in Soho, a historic district noted for itscast-iron architecture and home to artists, gal-leries, avant-garde dance companies and perfor-mance artists. The Center, a contemporaryfacility, encompasses more than 31,000 squarefeet of classrooms, conference rooms, studentlounge areas, a research branch library, and anart gallery.

The Manhattan Center offers course work in avariety of convenient undergraduate and gradu-ate programs for adult students. Undergraduatecourse work is offered in management and com-munications, education, liberal arts, and socialwork. Graduate course work is offered in socialwork and education (including elementary edu-cation, secondary education, special education,bilingual/ESL, reading, speech and communica-tion disorders, and educational administration/technology). The students in these programs aresupported by full-time academic advisors andfinancial aid counselors.

In addition, the Manhattan Center houses aCenter for Community Service that provides freeservices and field placement opportunities toAdelphi students as well as low-cost services to

members of the community. The servicesinclude tutoring/literacy support, psychologicaland educational testing, speech therapy, andindividual/group counseling.

The Huntington CenterAdelphi’s Huntington Center is located near

all major highways on 20 acres in SuffolkCounty. It is convenient to Route 110, a majorLong Island corporate and industrial center.

The Huntington Center offers graduate coursesin business administration and in education.The ABLE program for adults offers undergrad-uate course work in various majors. Advisorsand counselors are readily available to speedadmissions and the registration process and tooffer guidance in all academic programs.

Cultural and Campus Life

Less than an hour away from our GardenCity campus lies the nation’s foremost center ofart, industry, communications, and intellect—New York City. There are many organized excur-sions, including trips to the theater and concertperformances, visits to museums and galleryexhibitions, and informed tours of national centers of scientific research, government, andfinance. Each semester, the University alsobrings many fascinating speakers to campus;speakers have included former Soviet PresidentMikhail Gorbachev, and former Israeli PrimeMinister Shimon Perez; authors Alice Hoffman,Jonathan Kozol, Mark Mathabane, and FrankMcCourt; journalists and political commentatorsDavid Gergen, Robert MacNeil, Anna Quindlen,and Frank Rich; actors Celeste Holm, RitaMoreno, and Ben Vereen; filmmaker Spike Lee;poets Elizabeth Spire, Jonathan Galassi, andRobert Hass; and historians Arthur Schlesinger,Jr. and Doris Kearns Goodwin.

16

UndergraduateCurriculum and Table ofUndergraduate Degrees

The undergraduate curriculum is composedof general education requirements, major re-quirements, and electives. To qualify for theaward of a baccalaureate degree (B.A., B.S.,B.B.A., B.F.A.), students must satisfactorilycomplete a minimum of 120 credits, including34 credits in General Education and the numberof credits (27 or more) required by their chosenmajor.

The University awards the following under-graduate degrees to students who fulfill degreerequirements. Students are advised that enroll-ment in other than registered or otherwiseapproved programs may jeopardize their eligibil-ity for certain student aid awards.

Bachelor of Arts (B.A.)Anthropology (HEGIS: 2202.00)Art (HEGIS: 1002.00)*Art Education (HEGIS: 0831.00)Biology (HEGIS: 0401.00)Chemistry (HEGIS: 1905.00)Communications (HEGIS: 0601.00)Communicative Disorders (HEGIS: 1220.00)Dance (HEGIS: 1008.00)Economics (HEGIS: 2204.00)English (HEGIS: 1501.00)Environmental Studies (HEGIS: 0420.00)Fine Arts (ABLE) (HEGIS: 1099.00)History (HEGIS: 2205.00)Humanistic Studies (ABLE) (HEGIS: 4903.00)International Studies (HEGIS: 2299.00)Latin American Studies (HEGIS: 0308.00)Management and Communications (ABLE) (HEGIS:

0599.00)Mathematics (HEGIS: 1701.00)Natural Sciences (ABLE) (HEGIS: 4902.00)Philosophy (HEGIS: 1509.00)Physical Education Teacher “K–12” (HEGIS: 0835.00)Physics (HEGIS: 1902.00)Political Science (HEGIS: 2207.00)

Psychology (HEGIS: 2001.00)Social Sciences (ABLE) (HEGIS: 2201.00)Sociology (HEGIS: 2208.00)Speech (HEGIS: 1506.01)Teachers of Speech and Hearing Handicapped

(HEGIS: 0815.00)

Bachelor of Science (B.S.)Art (HEGIS: 1002.00)Finance (HEGIS: 0504.00)Biochemistry (HEGIS: 0414.00)Biology (HEGIS: 0401.00)Chemistry (HEGIS: 1905.00)Computer Science (HEGIS: 0701.00)Financial Planning (ABLE) (HEGIS: 0505.00)Management and Communications (ABLE) (HEGIS:

0599.00)Mathematics (HEGIS: 1701.00)Music (HEGIS: 1005.00)Natural Sciences (ABLE) (HEGIS: 4902.00)Nursing (HEGIS: 1203.00/1203.10)Physical Education Teacher “K–12” (HEGIS: 0835.00)Physics (HEGIS: 1902.00)Social Sciences (ABLE) (HEGIS: 2201.00)Social Welfare (HEGIS: 2104.00)

Bachelor of Business Administration (B.B.A.)Accounting (HEGIS: 0502.00)Management (HEGIS: 0506.00)

Bachelor of Fine Arts (B.F.A.)Theater Arts (HEGIS: 1007.00)Dance (HEGIS: 1008.00)

Associates Degrees (A.A.)Liberal Arts (ABLE) (HEGIS: 5649.00)


* “HEGIS” stands for Higher EducationGeneral Information Survey.

17

General EducationProgram of Study

Science Building 123

Charles Shopsis, Associate Dean, College of Artsand Sciences; Chair of General EducationCommitteeE-mail: [email protected]

Throughout its 105-year history AdelphiUniversity has had a commitment to the value ofa strong liberal arts and sciences education forall students. Given the complexities and chal-lenges of modern life, we believe that all stu-dents, whatever their majors or professionalaspirations, need an extensive array of academicskills and knowledge to assume a responsiblerole in society.

In the 1999–2000 academic year AdelphiUniversity initiated a new program in GeneralEducation to meet these goals. This program isdesigned to provide students with a series ofcourses that will introduce them to universitylife, help them achieve competency in importantacademic skills, and provide the broad and richeducational experience essential for good citi-zens and good leaders. The program allowsstudents a wide range of choices in the fulfill-ment of basic requirements, gives them theopportunity to pursue areas of interest in depth,and allows for the election of second majors orminors. The sequence of courses in the GeneralEducation program consists of 34 credits, someof which will also serve to meet students’requirements in their areas of specialization.

In the first semester of the freshman yearstudents will take a one credit course entitledFreshman Orientation Experience. Thiscourse serves as an introduction to universitylife in its various curricular and co-curricularaspects. Discussions will include majors, careerplanning, student activities, volunteer service

opportunities, and the complex community andsocial issues faced by new college students. Thecourse also covers library and research skills,including the use of information technology,introduces students to resources on campus(career center, learning center, computercenter), and discusses important social andcommunity issues (racism, sexism, substanceabuse, fraternities and sororities).

English Composition is also taken in thefirst semester. This three credit course helpsdevelop and improve writing skills that areessential to clear thinking and to success incollege and beyond.

The freshman year also includes a Fresh-man Seminar. This three-credit course intro-duces freshmen to intellectual life at AdelphiUniversity by providing them with a learningexperience that exposes them to exciting andchallenging ideas in a seminar format with pro-fessors teaching in their area of expertise. Theseminar format provides opportunity for exten-sive discussion and writing assignments that willpromote the development of critical thinkingskills. A wide range of subject choices are avail-able to students.

In addition to English composition (the firstcompetency course) all students are required totake an additional complementary course thatwill provide additional skills useful in manysubject areas throughout and after college.Students can fulfill this requirement by select-ing one of the following courses:

Computer Use, CSC 170; English as aSecond Language, ENG 111 or 112, permissionrequired; an additional English compositioncourse, ENG 108 or 110; Foreign Languages,third semester level (121) or higher; CriticalThinking Skills, PHI 105; Statistics, MTH 113or 114; or Public Speaking, SPE 110 or 112.Additional courses that fulfill this requirementwill be listed in the Directory of Classes and onthe University web site. Students are encouragedto complete this requirement early in their collegecareer and are urged to use the requirement to

GENERAL EDUCATION PROGRAM OF STUDY

18 GENERAL EDUCATION PROGRAM OF STUDY

develop new skills or gain strength in areas thatneed improvement. To this end, these coursesmay be taken on a Pass/Fail basis.

The final component of the General Educationprogram is a distribution course requirementdesigned to encourage students to learn themethods of inquiry and subject matter in a widespectrum of disciplines. Every student mustcomplete at least six credits in each of the follow-ing four areas: the arts (art/art history, communi-cations, performing arts, music), humanities andlanguages (English, history, international studies,philosophy), natural sciences and mathematics(biology, biochemistry/chemistry, computerscience/mathematics, physics), and the socialsciences (anthropology, economics, politicalscience, psychology, sociology) for a total of24 credits. Courses in interdisciplinary programs(Environmental Studies, African-American andEthnic Studies) are allocated to one of the fourareas above as appropriate. These distributionrequirements can be fulfilled by any courses thatmeet major or minor requirements in the disci-pline. In addition, students can choose fromintroductory level non-major courses in severalof these disciplines. Students should consulttheir advisors and the Directory of Classes forhelp in selecting these courses. Courses taken tomeet the distribution requirement can also serveto meet major or minor requirements. The inten-tion of this provision is to permit students whobecome intrigued with a discipline while meetingdistribution requirements to use the course(s)taken toward a major, minor, or second major.

Students who entered Adelphi prior to Sep-tember 1999 will receive credit toward theGeneral Education requirements for coursesthey have completed, including core curriculumcourses. Transfer students may be exempt fromsome of these requirements and will receivecredit for courses taken at other institutions thatare equivalent to General Education courses.University advisors and admissions officers cancounsel students in these matters. Equivalenciesbetween core courses and the new General

Education requirements and specific require-ments for transfer students are also available onthe University’s web site.

Students who have received an A.A. or A.S.degree (but not an A.A.S. degree) from anaccredited institution prior to their transfer toAdelphi are exempt from all General Educationrequirements.

Students who matriculate at Adelphi with 60or more transfer credits but without an A.A. orA.S. (or B.A. or B.S.) degree can fulfill theGeneral Education Distribution requirements bysuccessfully completing 6 credits of approvedSocial Science courses, 6 credits of approvedScience/Math courses, and a total of 12 creditsin any combination of approved courses in theHumanities and Arts prior to graduation.

In summary, the General Education require-ments are:

1. GEN 100, Freshman OrientationExperience, 1 credit

2. GEN 110, Freshman Seminar, 3 credits

3. ENG 107, Art and Craft of Writing, 3 credits

4. Second Competency course, 3 credits (courses listed above)

5. Distribution Courses, 24 credits:

6 credits in the Arts: Art/Art History,Communications, Performing Arts,Music

6 credits in the Humanities: English,History, International Studies,Philosophy

6 credits in the Natural Sciences andMathematics: Biology, Biochemistry/Chemistry, ComputerScience/Mathematics, Physics

6 credits in the Social Sciences:Anthropology, Economics, PoliticalScience, Psychology, Sociology

19GENERAL EDUCATION PROGRAM OF STUDY

COURSES OF INSTRUCTION

GENERAL EDUCATION

GEN 100 Freshman Orientation Experience 1 credit

A one-credit course for incoming Freshmendesigned to serve as an introduction to theUniversity. This orientation to Adelphi includesinstruction in the use of the library and comput-er resources, the career services office, and thelearning center. This course also addressesbasic study and writing skills and communityand social issues faced by new collegians.Pass/Fail only.

GEN 110 Freshman Seminar 3 creditsA seminar designed to convey the excitement

of intellectual endeavor to new college students.Many subject areas are offered, each by Pro-fessors in their specific area of interest. Seminartitles and course descriptions are available onthe University’s web site (www.adelphi.edu)under General Education.

II

C O L L E G E O F

A R T S A N D S C I E N C E S

College of Arts and SciencesScience Building 127

Gayle Dranch Insler, DeanE-mail: [email protected]

Charles Shopsis, Associate DeanRuth McShane, Assistant Dean

Philosophy of the CollegeWhen Adelphi College was founded in 1896,

it was committed to the belief that all frontiers oflearning could be pushed further back. As thegreat minds of the past had pushed them back, soit was the challenge of each succeeding genera-tion of students to learn from the great mindsand, when the lessons were learned, to go beyondthem. This continuum of learning, in which thepast comes alive and the future becomes enabledby it, has been what Adelphi existed for from thestart. This was liberal education.

As Adelphi University has developed overmore than a century, it has maintained thisphilosophy of liberal education—most centrallyin the College of Arts and Sciences. It is herethat the University offers its students not merelydisciplinary learning, but the general educationthat permits the disciplines to be seen inperspective. In addition to offering specializedstudy, which may show the student how to, theCollege offers to show the student somethingelse: why.

Arriving at this why is the obligation ofthe humanities, those studies that preserve andinterpret the intellectual and cultural heritage ofthe west and of the whole world. Literature is partof this heritage, as are philosophy, history, finearts, music and drama, language and linguistics,

and the bedrock sciences of chemistry, biology,physics, and mathematics. Explorations of civilsociety and social interaction have grown histori-cally from the humanities and add a further richlayer of thought and intellectual study. Each ofthese fields is studied on its own terms and withits own goals, which often include solid practicalapplication and career opportunities. But theyalso interrelate with and illuminate each other invital ways.

In a number of instances the interrelationshipof various fields of study is embodied in formalprograms offered in the College, such asPerforming and Visual Arts, EnvironmentalStudies, Journalism, or International Studies. Inother instances the interrelationship is not thatformal, but is still potent: questions of meaning,purpose, justification, need, relative importance,consequences, rights and duties, integrity andmorality transcend narrow fields. They arise instudies where one would expect to find themarticulated and in studies where one would notexpect to find them. The discovery of and reflec-tion upon these questions is a principal delightof a humanistic education.

The skills that a student develops in thecourse of a liberal education are those that areproper to each field in which she/he studies—fluency in languages, adeptness in mathematics,competence in the employment of chemistry,and so forth—but there are also powers, whichone may call skills, that cut across all disci-plines: research ability, analytical ability, criti-cal thinking, and always the ability to expresswhat one has learned. These are the componentsof a liberal, humanistic education.

The faculty of the College of Arts andSciences would have its students develop in thebroadest possible manner. Classroom learning isa part of the student’s education, but that learn-ing should always be pushing the studentbeyond the classroom, stimulating him or her toexplore that which has yet to be revealed. Thusthe student is encouraged to pursue original

22 COLLEGE OF ARTS AND SCIENCES

23

research, to undertake collaborative work withpeers and mentors, to work in a variety of intern-ships in community service or the corporateworld, and to avail himself or herself of theopportunities that the University offers to meetvisiting artists, scholars, and world figures.

This is the College of Arts and Sciences’ wayof bringing about the promise of the University’smotto, “The truth shall make you free.”

Degree RequirementsPrograms in the College of Arts and Sciences

lead toward the Bachelor of Arts (B.A.), Bachelorof Science (B.S.), or Bachelor of Fine Arts(B.F.A.) degrees, with a major in a particular areaof concentration. Some students may also chooseto take a second major or a minor, and somedepartments offer combined bachelor’s-master’sprograms. Details of each department’s programofferings are included in the pages that follow.Every student is required to complete a mini-mum of 120 credits of academic work in order tobe awarded a bachelor’s degree. To be eligible fora degree, the student must maintain a 2.0 grade-point average.

Majors Concentration in an area of inquiry assures

that the student becomes knowledgeable in atleast one specialized field. This area of concen-trated study is known as the major. Under-graduate students are expected to complete noless than one quarter of their academic work intheir major. The specific requirements for eachmajor in the College are found under the indi-vidual program headings.

Second Majors and MinorsStudents who wish to complete the degree

requirements of two departments may do so withpermission, so long as they are able to fulfillGeneral Education requirements and therequirements of both majors. Students may also

have a second major in a department not locatedin the College. A College student, for instance,might have a second major in the School ofEducation. That student can, however, be a can-didate for only one degree. Most departments inthe College of Arts and Sciences offer a series ofcourses (18 to 24 credits) that constitute aminor. In consultation with a faculty advisor inthat department, the student is able to pursue aminor to complement the major field of study.

Interdisciplinary MajorA student may design and complete an indi-

vidualized major course of study involving twoor more departments. Such study is carefullyguided and supervised by a faculty committeeand represents an exceptional opportunity forthe student whose academic interests are betterserved by a multi-disciplinary design. See theprogram section, “Interdisciplinary Major.”

Pre-Professional PreparationA strong liberal arts and sciences education

is the best preparat ion for professionalcareers, including law and medicine. Studentscontemplating or planning to pursue careersin law and medicine can receive guidancefrom pre-professional councils established forthis purpose. Please refer to the section titled“Pre-Professional Preparation.”

Independent StudyIndependent study is open to juniors and

seniors only and no student may take more than12 credits of independent study. Students shouldconsult with their academic advisor about theregulations governing independent study.Permission forms for Independent Study areavailable from the Office of the Dean of theCollege.

COLLEGE OF ARTS AND SCIENCES

24 COLLEGE OF ARTS AND SCIENCES

Waiver of Academic RegulationsPetition forms to request waivers from the

College of Arts and Sciences regulations areavailable in the Office of the Dean of the Collegeand, after completion, are submitted to thatoffice for the consideration of the AcademicStandards Committee of the College of Arts andSciences.

Joint Degree ProgramsJoint degree programs allow students to com-

bine an undergraduate liberal arts and scienceseducation at Adelphi with specialized oradvanced study at a partnering university, earn-ing degrees from both Adelphi University andthe partnering university. Programs are offered incomputer science, dentistry, engineering, envi-ronmental studies, law, optometry, and physicaltherapy, in partnership with PolytechnicUniversity, Tufts University School of DentalMedicine, Columbia University, Stevens Instituteof Technology, Rensselaer Polytechnic Institute,New York Law School, New York MedicalCollege, and the State University of New York(SUNY) College of Optometry. Most applicants tothese joint degree programs are high schoolseniors but with careful planning and advisementthese programs may also be open to transferstudents and current Adelphi students.

For information about specific jointdegree programs please look in thisBulletin under the departments listedbelow. For additional information pleasecontact each department directly.

• Computer ScienceDepartment of Mathematics and Computer Science 516 877-4480

• DentistryDepartment of Biology 516 877-4200

• EngineeringDepartments of Physics 516 877-4880

• Environmental StudiesDepartment of Biology 516 877-4200Department of Environmental Studies 516 877-4212

• LawDepartment of History 516 877-4790

• OptometryDepartment of Biology 516 877-4200

• Physical TherapyDepartment of Biology 516 877-4200Department of Health Studies, Physical Education and Human Performance Science 516 877-4260

25COLLEGE OF ARTS AND SCIENCES

Programs of Study in the College of Arts and Sciences

African-American and Ethnic Studies minor

Anthropology major/minorArt major/minorArt History major/minorBiochemistry major/minor

(See Chemistry)Biology major/minorChemistry major/minorCommunications major/minorComputer Science major/minorEconomics* major/minorEnglish major/minorEnvironmental Studies major/minorHistory major/minorJournalism concentrationLanguages and International Studies

International Studies major/minorFrench minorGerman minorSpanish minorLinguistics minor

Latin American Studies major/minorMathematics major/minorMusic major/minorPerforming Arts

(Theater Arts and Dance) major/minorPhilosophy major/minorPhysics major/minorPolitical Science major/minorPrelaw Preparation various majorsPremedical Preparation various majorsPsychology** major/minorSociology major/minorWomen’s Studies minor

* See School of Business** See Gordon F. Derner Institute of Advanced Psychological

Studies

26

Anthropology

Blodgett 102

John Vetter, DirectorE-mail: [email protected]

Associate Professors Assistant ProfessorAnagnostis Agelarakis John VetterLaraine FletcherJudith Johnston

Anthropology is the study of human culture inits widest sense, extending back to our primateorigins. Because of its broad scope, anthropologyprovides an appreciation of the relationshipsamong the environment, biology, and culturethrough time. It is a forum for a unique bridgingand bonding of the natural sciences, the socialsciences, and the humanities.

The range of cultural expression studied inanthropology includes prehistoric, traditional,developing, and industrialized societies. Thereare three approaches to the study of the field.Cultural anthropology seeks to understand theway people live in varied societal systems orcultures around the world. Archaeology is con-cerned with understanding societies that existedin the past. Archaeologists locate, excavate, andinterpret the artifacts of societies from prehis-toric to recent times. Physical anthropologyinvestigates the biocultural evolution and bioso-cial variation of humans. Physical anthropolo-gists, in addition to the study of the behavioraland biological adaptations of living human pop-ulations, research the demographic and epi-demiological profiles of forensic and archaeolog-ical skeletal collections.

In addition to performing research in conven-tional laboratories, anthropologists also conductresearch in field sites. Students are stronglyencouraged to participate in ethnographicarchaeological and physical anthropologicalendeavors, many of which are sponsored on

Long Island, the greater metropolitan region,Central America, and selected overseas loca-tions including Thailand, India, Israel, Cyprus,and Greece.

Anthropology students are expected tobecome versed in the theories and practicescentral to the anthropological perspective. Withthis in mind, the curriculum of the departmentfocuses on developing those skills essential tothe discipline. Further, the curriculum focuseson developing those student skills essential forthe understanding of the interdisciplinary rela-tionships between anthropology, social andnatural sciences, the humanities, and the arts.The skills acquired through the study of anthro-pology are transferable to other social sciencesand to the larger world.

In addition to General Education require-ments, the requirements for the major inAnthropology is as follows:

Requirements for the Majorin Anthropology (40 credits)

ANT 105 Culture and SocietyANT 111 Cultural AnthropologyANT 112 Physical AnthropologyANT 113 Archaeology

The student may select from any other coursesoffered by the anthropology department to com-plete the major, subject only to the restrictionthat at least one course beyond the introductorylevel must be taken in two of the three areas ofcultural anthropology, physical anthropology,and archaeology. In addition, students must takea minimum of 9 credits of “cluster” courses insociology. In addition, 3 credits chosen inconsultation with the advisor will be acceptedtoward the anthropology major from outside ourdepartmental offerings. The field of anthro-pology is closely related to a number of otherofferings at Adelphi, thus providing many oppor-tunities for double majors, especially in theeducation and training of environmental studies

ANTHROPOLOGY

27ANTHROPOLOGY

professionals. Students should contact thedepartment concerning their individual needs.

The MinorIt is recommended that the student contact

their faculty advisor for guidance in the develop-ment of an appropriate minor.

28 ART AND ART HISTORY

Art and Art History

Blodgett Hall 302

Harry Davies, ChairE-mail: [email protected]

Professors Art Director, GraphicHarry Davies Design StudiosRichard Vaux Dale FlashnerThomas McAnulty

Assistant ProfessorsGeoffrey GroganJacob Wisse

The study of art is the study of making.To make is to create, to interpret, and finallyto understand one’s own vision of the world. Tostudy art and the history of art is to study thevery essence of the self and of civilization.

Students majoring in art at Adelphi elect aconcentration in one of the following areas:

• fine art• graphic/advertising design• illustration• art education• art history

Small classes (usually 12–15 students), indi-vidual instruction and mentoring, professionalstudios and laboratories, and frequent construc-tive critiques—together make an ideal environ-ment for the art student to develop bothcreatively and intellectually. Students concen-trating in one of the studio areas are preparedfor professional art careers, graduate study, orboth; and, most importantly, they are carefullyguided in the development of a professionalportfolio. Students concentrating in art historyare prepared for further study at the graduatelevel in art history or museum studies. Adelphi’sproximity to New York City offers the studentample opportunity to easily visit some of the

best museums and galleries in the world. TheLong Island Railroad station serving Adelphi isless than a ten-minute walk from campus.

Portfolio RequirementsA formal portfolio presentation is required of

all students applying for admission to any of thestudio-based programs, art history being theexception. A portfolio of no more than 12–15pieces of the student’s best artwork is required.Original artwork is preferred to reproductions. Ifat all possible, presenting the portfolio in personis advantageous as this provides the student withan opportunity to meet the art faculty and to visitthe studio facilities. Slide portfolios, again limit-ed to 12–15 pieces, are also acceptable for thosestudents from abroad or living at some distancefrom the University.

Talent ScholarshipsThe faculty of the department of art and art

history awards a substantial number of ArtTalent Scholarships each year to enteringstudents. Eligibility for these awards is deter-mined at the time of the portfolio presentation.

Studio Art FoundationRequirements (30 credits)

All students concentrating in one of the stu-dio art areas must complete the following StudioArt Foundation requirements during their firsttwo years of study:ART 101 Fundamentals of

2-D Design 4 creditsART 105, 106 Drawing &

Composition I, II 8 creditsART 115 or 116 Figure Drawing &

Anatomy 4 creditsART 175 Color, Media & Materials 4 creditsART 305 or 306 Advanced Drawing 4 creditsARH 196, 197 Art & the World I, II 6 credits

29ART AND ART HISTORY

Degree RequirementsIn addition to the art major, all art students

must complete the University’s GeneralEducation requirements in liberal arts (28–30credits). Students will also have the opportunityto take elective courses in other areas of inter-est. A total of 120 credits is required for com-pletion of the B.A. degree in art. Participation ina senior thesis art exhibition is required of allart students concentrating in a studio area.Following are the minimum requirements foreach of the art concentrations:

Concentration Requirements

Concentration in Fine Art: (63 creditstotal art and art history requirements)

Areas of study: painting, sculpture, ceramics,photography and printmaking.Required course work:Studio Art Foundation (see above) 30 creditsFine Art Studios (selected in

consultation with faculty advisor) 24 creditsArt History (including ARH 253,

Contemporary Art) 6 creditsSenior Portfolio Preparation 3 credits

Concentration in Graphic/Advertising Design: (64–67 credits totalart and art history requirements)

Students wishing to concentrate inGraphic/Advertising Design will normally do sobeginning in their third year of study. Because ofthe intensive nature of this program, interestedstudents will be required to present a portfolio tothe Art Faculty consisting of 10–12 artworksselected from courses completed at Adelphi.This review will take place in March of thestudent’s second year. Its purpose is to encourageand support those students who demonstrate thediscipline and dedication necessary for successin this highly demanding program and profession.

Students who, in the faculty’s judgment, havenot progressed at the level expected would notbe admitted to the graphic design program. Thestudent’s portfolio, academic record and classperformance will be taken into consideration bythe faculty in making this decision. Required course work: Studio Art Foundation (see above) 30 creditsART 203, 204 Computer Graphic

Applications I, II 8 creditsART 230 Introduction to

Graphic Design 2 creditsART 233, 234 Advertising

Design I, II 8 creditsART 239 Lettering & Typography 4 creditsART 430 Advanced Graphic Design 2 creditsART 433, 434 Advertising Design,

Advanced Projects 4 creditsART 492 Internship 3–6 creditsART History Elective 3 credits

Concentration in Illustration:(63 credits total art and art history requirements)Required course work:Studio Art Foundation (see above) 30 creditsART 213 or 214 Painting Studio 4 creditsART 231, 232 Illustration I, II 8 creditsART 413, 414 Painting Studio

Advanced 8 creditsStudio Elective 4 creditsArt History Electives 6 creditsSenior Portfolio Preparation 3 credits

Concentration in Art Education:(59 credits total art and art history requirements;36–42 credits art education sequence in theSchool of Education)

This concentration is for those studentsseeking New York State Certification (K–12) inthe teaching of art. Students will major in fineart and minor in education. Note: Please see“Art Education” in the School of Educationsection of this Bulletin.

30 ART AND ART HISTORY

Required course work: Studio Art Foundation (see above) 30 creditsFine Art Studios, selected in

consultation with the student’sadvisor in painting, sculpture, ceramics, photography or printmaking. 20 credits

Art History Electives 6 creditsSenior Portfolio Preparation 3 creditsArt Education Sequence

(School of Education) 36–42 credits

Concentration in Art History: (36 credits total art history requirements)Required course work:ARH 196, 197

Art & the World I, II 6 creditsARH 247

Art of Classical Antiquity 3 creditsARH 249

Art of the Italian Renaissance OR

ARH 250Northern European Art 3 credits

ARH 25119th Century ArtOR

ARH 26017th & 18th Century Art 3 credits

ARH 25220th Century ArtOR

ARH 253Contemporary Art 3 credits

ARH 360Art History Seminars (at least 2) 6 credits

ARH 563Philosophy & Criticism of Art 3 credits

Art History Electives 9 credits

Art History Honors Thesis option: Studentsseeking to graduate with honors in art historymay, with permission of the department, registerfor ART 490, Independent Study/Art HistoryHonors Thesis.

Honors in Art Students who have obtained a minimum

grade point average of 3.75 in their art and arthistory courses, based on seven semesters ofwork, will be awarded Honors in Art.

Art MinorsArt minors are offered in photography and art

history and are based upon the completion of atleast 6 courses in the respective area with agrade of C or better. Students who minor in arthistory must complete ARH 196, 197 Art andthe World I, II; and four art history electives.Students must obtain the permission of thedepartment chair to declare an art minor.

Summer Workshop ProgramThe Department of Art & Art History offers an

extensive program of intensive summer art work-shops for both graduate and undergraduatestudents. This program is open to visitingstudents and to students who are not necessarilymajoring in art. Please see the Summer Directoryof Classes or contact the art department for acurrent listing of workshops offered. Permissionof the department is required to register forsummer workshops as enrollment is limited.

31BIOLOGY

Biology


James Dooley, ChairE-mail: [email protected]

Director of Undergraduate Academic AffairsBenjamin WeeksE-mail: [email protected]

Professors Associate ProfessorA. Coolidge Churchill R. David JonesDeborah F. CoopersteinCarol Diakow Assistant ProfessorsJames K. Dooley Lawrence J. HobbieGayle D. Insler Benjamin WeeksRichard Lund Thomas ForbesGeorge K. Russell

Explore the complexity of life. Studying biology at Adelphi means developing a deeperunderstanding of the processes that compriselife. Its study is surely more than learning factsand theories. The curriculum encompasses aspectrum of inquiry from the origins of life itself,through the molecular, cellular, organismal, andecological aspects of its functioning. Studentswill also have the opportunity to gain hands-onskills outside of the classroom, by participatingin a broad range of independent research pro-jects with faculty. Our computer and researchlaboratories are equipped with state-of-the-artinstrumentation, and provide the ideal environ-ment to explore how theory and research inter-sect. Internships are available for select seniorsat local biotechnology companies, research facil-ities and hospital research laboratories. Throughlearning opportunities in and out of class, stu-dents will have access to nationally fundedresearch in frontier and classic areas of inquiry,and be exposed to dialogue on the current think-ing in this dynamically developing discipline.Biology is truly the study of life in all its complexity and wonder.

In addition to General Education require-ments, the requirements of the major in biologyare as follows:

Requirements for the Major in Biology Bachelor of Science or Bachelor of Arts Degrees1) A total of 38 Biology course credits*2) Courses BIO 111 and 1123) Distribution requirements**

a) one course from category I b) one course from category II*c) two courses from category III

4) At least two courses at the 400 and/or 500level excluding 491, 492, 498, and 499.

5) A maximum of four credits from 491, 492,498, and 499 will be counted toward therequired total 38 biology credits.

I. Ecology/OrganismalBIO 220 Organic EvolutionBIO 234 Principles of EcologyBIO 253 Marine BiologyBIO 260 Animal Behavior

II. Anatomy/Physiology*BIO 355 HistologyBIO 360 Principles of Regulatory

PhysiologyBIO 484 NeurobiologyBIO 567 Environmental Pollutants

and Disease

*Both the distribution requirement for category II, andfour of the 38 total credits can be satisfied by taking bothBiology 203 and 204.

**It should be noted that credits from additional coursestaken in these categories (I–III) will be applied to the 38total required credits. However, after completing the distrib-ution requirements, all remaining credits may be derivedfrom the elective courses.

32 BIOLOGY

III. Cell Biology and GeneticsBIO 222 GeneticsBIO 365 Molecular Cell Biology IBIO 345 Developmental BiologyBIO 504 Physiological ChemistryORCHE 471/472 Biochemistry I and II*BIO 506 Introduction to

Molecular Biology

Elective CoursesBIO 238 Fundamentals of MicrobiologyBIO 243 BotanyBIO 288 Honors ColloquiumBIO 294 Comparative Vertebrate

AnatomyBIO 310 Biological CommunitiesBIO 322 Human GeneticsBIO 340 Nature of VirusesBIO 356 Vertebrate EmbryologyBIO 425 Jaws and TeethBIO 465 Molecular Cell Biology IIBIO 485 Selected TopicsBIO 512 BiogeographyBIO 525 Introduction to TEMBIO 528 Immunology

Additional Course Requirementsfor a Degree in BiologyChemistry:CHE 111, 112 General ChemistryOrganic Chemistry 251, 252, 253, 254** orequivalent.

Physics:PHY 111, 112 College Physics I, IIORPHY 113, 114 Physics for Science Majors I, II.

Mathematics:One year mathematicsOROne semester mathematics and one semesterstatistics

For a Bachelor of Arts degree, only one semes-ter of mathematics is required for the biologymajor.

To graduate with a major in biology, the student must maintain a minimum 2.0 averagein the major and complete a minimum of 16 biology credits applicable to the major atAdelphi University. Courses 300–400 are openonly to juniors and seniors, and to sophomoresonly with permission of the instructor. Allrequirements for the major must be graded on anA–F scale, except BIO 492, which is offeredonly on a Pass/Fail basis.

Advanced Standing is granted to studentswho have successfully completed A.P.(Advanced Placement) courses in biology andwho have achieved a passing score on the A.P.test. If Advanced Placement course work isaccepted, credits will be given but no graderecorded and thus the Advanced Placementcourse will not be part of the grade-point aver-age. Students may not take Advanced Placementcredit and also receive additional credit for BIO111, 112. Pre-professional students should beaware that an increasing number of medical anddental schools will not accept AdvancedPlacement credit in the place of a full-yearbiology course offered at a college.

Transfer StudentsAll transfer students must complete a mini-

mum of 16 biology credits applicable to themajor at Adelphi University.

*Biochemistry I and II when both are taken will count asa single choice for Category III (i.e., 4 cr.); the remainingfour credits may be applied as a biology elective.

**Upon advisement Tufts 7-year students may electexemption from Organic Chemistry 252 and 254.

33BIOLOGY

Special Biology ProgramsFive-Year Bachelor-Master’sProgram

It is possible to obtain both the bachelor’sdegree and the master’s degree in biology withina five-year period. This program is intended foronly the most serious student of biology.Application must be made by the beginning ofthe junior year to the director of the department’sUndergraduate Academic Affairs Committee.

The MinorStudents wishing to minor in biology must

complete a minimum of 23 credits in biology.These credits must be distributed in the follow-ing way:

BIO 111, 112 Biological Concepts and Methods

OR EquivalentBIO 222 Genetics

The remaining credits needed to completethe minor in biology shall include an additionalcourse numbered 220 or above, plus additionalcredits at the 300-level or above. A minimum oftwo 4-credit laboratory courses must be part ofthe remaining credits. It is recommended thatthe student contact faculty for individual guid-ance in the development of an appropriateminor.

Honors in BiologyTo qualify for honors in biology, the student

must satisfactorily complete BIO 288 and a min-imum of two semesters of BIO 498, 499, main-tain a cumulative index of 3.5 in biologycourses, submit an acceptable thesis to theCommittee on Honors and UndergraduateResearch, and fulfill the regular requirementsfor graduation. Acknowledgment of obtaininghonors in biology will appear on the student’sfinal transcript.

Interested students may gain entry to theHonors Program by petitioning the biologydepartment’s Committee on Honors andUndergraduate Affairs. This petition shall con-sist of a written résumé of the student’s back-ground and interest in participating in theHonors Program. This material must be in thehands of the committee no later than two weeksbefore the registration time at which the studentwould normally sign into BIO 288.

Premedical Preparation andCounseling

The basic courses required by most professional schools include one year of generalchemistry, one year of organic chemistry, oneyear of biology, and one year of physics.

All students who intend to prepare for med-ical, dental, veterinary, osteopathic medical,podiatry, or optometry school, should registerwith the Premedical Advisor before the end oftheir sophomore year. (See section on Pre-professional Preparation for more information.)

The Dental Preceptorship ProgramThe Dental Preceptorship Program consists

of a research project in a particular area withinthe field of the dental sciences, coupled withclinical experience and observation. Clinicalexperience will include rotations in pedodontics,periodontics, oral-facial maxillary surgery,endodontics, orthodontics, dental care of thehandicapped, and preventive dentistry.

34 JOINT DEGREE PROGRAMS

Joint Degree ProgramsAdelphi–Tufts UniversityProgram in Dentistry

Adelphi University and the Tufts UniversitySchool of Dental Medicine jointly select up to15 students each year who will major in biologyand enter Tufts University’s School of DentalMedicine at the end of their third year of college. Adelphi University will confer the bach-elor’s degree after the successful completion ofthe first year of dental school.

In general, to be eligible, students must havea 3.2 academic average in high school (A = 4.0),score at least 1100 on the SAT examination, andreceive a strong letter of recommendation fromtheir high school counselor. Applicants mustparticipate in interviews that will be conductedby both Adelphi University and the TuftsUniversity School of Dental Medicine.

Students selected for this program will havean opportunity for on-campus research and off-campus clinical dental experience. Students willbe expected to maintain above a 3.3 average andobtain scores of at least 15 on the DentalAptitude Test.

Students interested in this program shouldcontact the Adelphi Admissions Office at 516-877-3050 and the department of biology at877-516-4200 for additional information and anapplication form.

Adelphi–SUNY College ofOptometry Program in Optometry

Adelphi University and SUNY College ofOptometry jointly select up to eight studentseach year who will major in biology and enterSUNY College of Optometry at the end of theirthird year of college. Adelphi will confer thebachelor’s degree after the successful comple-tion of the first year of optometry school.

To be eligible, students must have a 93 acad-emic average in high school, score at least 1200

on the SAT examination, with at least 600 on themath SAT, be in the top 10% of their high schoolclass, and receive a strong letter of recommen-dation from their high school counselor.Applicants must participate in interviews thatwill be conducted by both Adelphi Universityand SUNY College of Optometry.

Students selected for this program will havean opportunity for on-campus research and off-campus clinical experience. In order to continuein the program, students must maintain above a3.2 average and obtain at least a 330 total science score on the Optometric AdmissionsTest, with no score below a 310.

Students interested in this program shouldcontact the Adelphi Admissions Office at 516-877-3050 and the department of biology foradditional information and an application form.

Biology Web Address:http://academics/adelphi.edu/artsci/bio

Adelphi–New York Medical College Program in Physical Therapy

Determining both a need and an increasinginterest in physical therapy among our students,Adelphi University and the New York MedicalCollege Graduate School of Health Sciences inValhalla, New York, are offering a combinedfive-year B.S./M.S. in physical therapy.

Students admitted to the program arerequired to take a strong liberal arts and sciences program at Adelphi University and,after completing their junior year, to continuetheir studies at New York Medical College. Aftertwo years at New York Medical College, studentsreceive a Bachelor of Science degree in biologyor in physical education and human perfor-mance science from Adelphi University and aMaster of Science degree in physical therapyfrom New York Medical College.

A limited number of placements are avail-able. Students are admitted provisionally to theNew York Medical College program during theirfirst year at Adelphi subject to periodic reviews.

35JOINT DEGREE PROGRAMS

The final decision to accept a student is madeby New York Medical College during the student’s junior year at Adelphi.

For admittance to New York Medical Collegefollowing their junior year at Adelphi studentsmust have an academic record with a minimumG.P.A. of 3.0 that includes a balance of course-work in the humanities, social sciences and natural sciences, including competency inEnglish writing. Requirements include:• Three courses in biology including general

biology, anatomy (must include laboratories)and physiology

• Two courses in chemistry, with laboratories• Two courses in physics, with laboratories• One course in general or introductory psy-

chology• One course in abnormal psychology• One course in mathematics• One course in statistics• Volunteer or work experience (at least 50

hours) in physical therapy, including 20hours in an acute care/hospital setting

• Current certification in first aid and car-diopulmonary resuscitation

• Coursework that requires the use of computersor teaches computer literacyCandidates must apply to Adelphi University

and express their interest in the physical therapy joint degree program. For specificrequirements please contact the department ofbiology at (516) 877-4200, or the department ofhealth studies, physical education and humanperformance science at (516) 877-4260.

Adelphi-Columbia UniversityPrograms in Environmental Studies

Adelphi University and Columbia Universityare offering students two exciting programoptions in environmental studies:• A five-year program (three years at Adelphi

plus two years at Columbia) to earn both aB.A. in environmental studies at Adelphi anda B.S. in earth and environmental engineer-ing from Columbia;

OR• A six-year program (four years at Adelphi

plus two years at Columbia University) toearn both a broad-based B.A. in environmen-tal studies and a M.S. in earth resourcesengineering from Columbia.In the spirit of “research for conservation and

good stewardship of the earth” AdelphiUniversity and Columbia University have agreedto cooperate in joint research activities,exchange faculty and students for research, andextend invitations to scholars for joint lectures,colloquia, and symposia.

Candidates must apply to Adelphi Universityand express their interest in the environmentalstudies joint degree programs. For specificrequirements please contact the department ofbiology at (516) 877-4200, or the department ofenvironmental studies at (516) 877-4212.

36 CHEMISTRY

Chemistry


Sung Moon, ChairE-mail: [email protected]

Distinguished Research ProfessorFrederick A. Bettelheim

Professors Associate ProfessorStephen Z. Goldberg Charles ShopsisJoseph M. LandesbergSung MoonReuben M. RudmanStanley Windwer

Chemistry is the branch of the physical sci-ences that deals with material substances. Itspurview includes the elements, the combinationof elements and formation of compounds, thephenomena that arise from exposure of sub-stances to different physical conditions, andreactions between substances. The undergradu-ate study of chemistry at Adelphi is based on theprinciple of progression: a progression from thesimplest to the more difficult concepts. This pro-gression starts with general chemistry, whichintroduces basic concepts, followed by surveysof the different branches of chemistry, thesebeing organic, analytical, inorganic, physicalchemistry, and biochemistry.

As a sign of the department’s belief in theimportance of the laboratory experience, and incontrast to the prevailing practice at many uni-versities, laboratory classes at Adelphi are alltaught by faculty. In addition, juniors andseniors have the opportunity to undertakeresearch in the department’s laboratories underthe guidance of faculty.

The department offers two degree programs,each with its own requirements:

1. The B.A. and B.S. in chemistry are flexi-ble programs that provide excellent prepa-ration for careers in chemistry and avariety of other areas including medicine;

2. The B.S. in biochemistry is for those plan-ning careers in the pharmaceutical indus-try, or in agricultural chemistry and foodscience, and serves those whose aim is anadvanced degree in biochemistry, bio-physics, medicine, dentistry, or optometry.

Requirements for the Major in Chemistry

In addition to General Education require-ments, a total of 55–57 credits is required for aB.S. and 49 credits for a B.A. in chemistry.Chemistry and cognate courses for the two pro-grams are as follows:

Chemistry (30 credits)Required for the B.S. and B.A. degrees.CHE 111, 112 General ChemistryCHE 251, 252 Organic ChemistryCHE 253, 254 Organic Chemistry LaboratoryCHE 265 Quantitative AnalysisCHE 321 Physical ChemistryCHE 323 Physical Chemistry LaboratoryCHE 411 Inorganic Chemistry

Electives from the courses below (6–8 credits) arerequired for a B.S. degree in chemistry.CHE 322 Physical Chemistry IICHE 324 Physical Chemistry

Laboratory IICHE 413 Inorganic Chemistry

LaboratoryCHE 471, 472 Biochemistry I, IICHE 481 Computers and Chemistry

37CHEMISTRY

Mathematics and Physics (19 credits for theB.S. and B.A. degrees)MTH 114 Statistics for Natural ScienceMTH 141, 142 Calculus and Analytic

Geometry I, IIPHY 111, 112 College Physics I, IIORPHY 113, 114 Physics for Science Majors I, II

General Education courses and electives chosenin consultation with the advisor.

Requirements for the Major in Biochemistry

In addition to General Education require-ments, a total of 72 credits is required for amajor in biochemistry, consisting of 41 credits inchemistry and 31 credits in cognate areas.

Chemistry (35 credits)CHE 111, 112 General ChemistryCHE 251, 252 Organic ChemistryCHE 253, 254 Organic Chemistry LaboratoryCHE 265 Quantitative AnalysisCHE 321 Physical Chemistry ICHE 323 Physical Chemistry

Laboratory ICHE 471, 472 Biochemistry I, II

Two courses chosen from the list below or fromupper level biology courses with permission of thechemistry chair:CHE 322 Physical Chemistry IICHE 324 Physical Chemistry

Laboratory IICHE 470 Principles of ToxicologyCHE 475 Biochemistry of Proteins

and Nucleic AcidsCHE 476 Biochemistry of

Complex CarbohydratesCHE 477 Biochemistry of

Membranes and LipidsCHE 478 Bioinorganic Chemistry

Mathematics, Physics, and Biology (31 credits)MTH 141, 142 Calculus and Analytic

Geometry I, IIMTH 114 Statistics for Natural SciencePHY 111, 112ORPHY 113, 114 PhysicsBIO 111, 112 Biological Concepts and

MethodsBIO 222 Genetics

General Education courses and electives chosenin consultation with the advisor.

The Minor The minimum requirements for a minor in

chemistry are 26 credits of chemistry courses.

The basic required courses (18 credits) are thefollowing: CHE 111, 112 General ChemistryCHE 251, 252 Organic ChemistryCHE 253, 254 Organic Chemistry Laboratory

In addition, (8 credits) of chemistry coursesshould be chosen in consultation with an advisor.Recommended courses are:CHE 265 Quantitative AnalysisCHE 471 Biochemistry ICHE 472 Biochemistry II

38 COMMUNICATIONS

Communications

Blodgett Hall 113

Helen Stritzler, ChairE-mail: [email protected]

Associate ProfessorsPeter C. CostelloHelen Stritzler

Assistant ProfessorsDeron AlbrightMargaret CassidyJerry Tartaglia

Visiting Director, JournalismBarbara Fischkin

The Program in Communications, part of theFaculty of the Arts, comprises three interdisci-plinary areas of study: film and video pro-duction; communication and media studies; andjournalism, which is a joint offering by commu-nications and English. The well integrated com-munications curriculum emphasizes creativity,knowledge, and critical awareness, and reflectsa strong commitment to liberal rather than tech-nical education. The major also offers an exten-sive, carefully monitored Professional Internshipprogram that places students in diverse settingsof small and major communications institutions.

The film and video program focuses on fun-damental principles of the art of the movingimage through hands-on experience at everylevel and includes animation, writing for media,and advanced special projects. Individual stu-dent work and field production are emphasized;unparalleled access to equipment in our state-of-the-art facility is provided on an almostround-the-clock basis.

The communication and media curriculumexplores the history of communications, com-

munications theory, television journalism, film/video history and aesthetics, the impact of newtechnologies, contemporary journalism, the glo-balization of media, children and the media,and the role of communication in culture andbehavior.

Students participate in national undergraduateresearch conferences, compete in national andlocal film and video festivals, produce a regularpublic access cable television program, organizeand publish Magnum Opus Arts Magazine, areactive in the university newspaper and participatein a chapter of the national communicationshonor society. Students’ film/video work is shownin two public events, the EVOL Festival, entirelyrun by students, and the Annual Student Film/Video Festival.

Talent ScholarshipsThe department of communications, in

cooperation with the office of admissions, offersseveral Talent Scholarships each year to outstanding entering freshmen who show evi-dence of unusual ability and accomplishment inthe media arts.

Requirements for the Major in Communications (40 credits)

Four-Year SequenceApplicable to students entering as ofSpring 1998.

Freshman/Sophomore YearsCOM 090 Communications InternshipCOM 201 Mass Media in a

Changing WorldCOM 206 History of Media and

CommunicationCOM 213 Art of Film/VideoCOM 215 Film Then and Now:

Genres, Styles, MovementsCOM 225 Elementary Film and

Videomaking

39COMMUNICATIONS

Junior YearCOM 300 Television and the

American ExperienceCOM 315 Communication and BehaviorCOM 325 Intermediate FilmmakingCOM 330 Intermediate Videomaking

Senior YearCOM 334 Major DirectorsORCOM 415 Issues in Film Theory

and CriticismCOM 406 New Communications

Technologies andSocial Change

COM 411 Issues and Conflicts inMedia and Society

COM 425 Advanced FilmmakingORCOM 430 Advanced Videomaking

Two-Year SequenceRecommended for junior transfer students andjunior change of majors.

FallCOM 090 Communications InternshipCOM 201 Mass Media in a

Changing WorldCOM 213 Art of Film/VideoCOM 225 Elementary Film and

VideomakingElective

SpringCOM 206 History of Media and

CommunicationCOM 215 Film Then and Now: Genres,

Styles, MovementsCOM 325 Intermediate FilmmakingCOM 330 Intermediate Videomaking

FallCOM 300 Television and the American

ExperienceCOM 406 New Communications Tech-

nologies and Social ChangeCOM 415 Issues in Film Theory

and CriticismCOM 425 Advanced FilmmakingORCOM 430 Advanced Videomaking2 Electives

SpringCOM 315 Communication and BehaviorCOM 334 Major DirectorsORCOM 415 Issues in Film Theory and

CriticismCOM 411 Issues and Conflicts in

Media and SocietyElective

The above sequence assumes that no communica-tions credit has been transferred from a previousuniversity and that all General Education require-ments are completed.

Journalism ConcentrationOffered jointly by the communications andEnglish departments.

Communications ComponentCOM 207 Introduction to JournalismCOM 309 Writing for MediaCOM 329 Contemporary JournalismCOM 454 Electronic JournalismCOM 493 Professional Internship

English ComponentENG 208 Writing for Newspapers IENG 209 Writing for Newspapers IIENG 310 Feature WritingENG 492 Directed Work Experience

Descriptions of the courses can be found underthe course listings of the communications andEnglish departments respectively.

40 COMMUNICATIONS

The MinorIt is recommended that the student contact

faculty for individual guidance in the develop-ment of an appropriate minor.

Center for Communication, Inc.The department participates in the programs

of the Center for Communication, Inc. TheCenter is an independent, nonprofit organizationthat sponsors meetings and seminars betweensmall groups of students and leaders and professionals from the fields of communication.Students gain firsthand information about issuesand careers in television, radio, newspapers,book and magazine publishing, advertising, andpublic relations. A Career Day is held everysemester.

Professional InternshipsThe department makes available to upper-

level students a wide variety of intensive intern-ship opportunities in leading professional orga-nizations.

The key to successful internships is the signifi-cance of the work assignments performed byinterns. The work must be a high enough level tochallenge interns and to promote genuine learning.

In order to assure the quality of students’ learn-ing experiences, all internships are fully monitoredby the department with the active support of theorganization in which the intern has been placed.

Recent intern placements include the following:Cablevision, Corporate Communications–ABC,CNN, National Westminster Bank, New YorkYankees, Sports Channel, the Brooklyn Museum,the Lehrer Newshour, the Museum of Broad-casting, USA Network, WABC-TV New York,WCBS-TV New York, WLIW Channel 21, WNBC-TV New York, and Merrill Lynch.

Department of CommunicationsAwards and Honors

Creativity in Film and Video AwardThe student who receives the Department ofCommunications “Creativity in Film and VideoAward” must have completed, with distinction,the cycle of film and video production coursesoffered by the department. In addition, he orshe must have demonstrated a commitment tothe art of filmmaking. His or her film or videowork produced as an in-class project or as anIndependent Study project must express theirpersonal creative vision and his or her masteryof the skills of filmmaking.

Writing and Research AwardThe graduating senior who is granted the Depart-ment of Communications “Writing and ResearchAward” will have shown growth in writing andresearch skills throughout his or her academictenure at Adelphi, culminating in a senior thesisthat shows originality, thoroughness of researchand documentation, and mastery of theory andrelevant literature.

41ENGLISH

English

Harvey Hall 201

Judith Baumel, ChairE-mail: [email protected]

Professors Assistant ProfessorThomas F. Heffernan Ruth SternglantzStephen KlassBeverly Lawn Visiting ProfessorIgor Webb Jerilyn ZulliSusan Weisser

Associate ProfessorsJudith Baumel

Adelphi’s program in English encourages students to discover the pleasures and values ofthe written word, their own and that of acknowl-edged masters. The program gives students ascomprehensive an acquaintance as possible withthe work of major writers and interesting writerswho have not yet attained that status. The pro-gram also provides a close look at the ways inwhich good writing gains its power.

The English curriculum emphasizes historicaldevelopment by requiring students to take thetwo-semester survey called “British Literature”and courses in each of five eras of British litera-ture. The curriculum also requires study of indi-vidual authors, of American literature, and offerscourses in several genres in world literature.

The program offers a major and a minor inthe field, a concentration in creative writing,and—in conjunction with the program in com-munications—a journalism concentration. TheEnglish major produces the cultural referenceand skill in using language artfully that are req-uisite in any profession—administration, adver-tising, journalism, law, librarianship, teaching,to name a few—in which language is the para-mount tool.

In addition to fulfilling the General Education requirements, English majors mustselect courses according to the following plan:

Requirements for the Major in English (36 credits)

I. British Literature (6 credits)ENG 231 British Literature IENG 232 British Literature II

II. American Literature (3 credits)ENG 114 American GreatsORENG 225 American Literature IORENG 226 American Literature IIORENG 227 American Literature III

III. Major Authors (6 credits)ENG 241 Shakespeare IOR ENG 242 Shakespeare IIANDENG 240 ChaucerOR ENG 243 Milton

IV. Historical Period Courses (15 credits)One course from each period:

A. The Middle Ages (3 credits)ENG 240 ChaucerENG 320 Medieval LiteratureENG 344 Major British Author(s)

B. The Renaissance (3 credits)ENG 241 Shakespeare IENG 242 Shakespeare IIENG 243 MiltonENG 321 The English RenaissanceENG 344 Major British Author(s)

42 ENGLISH

C. The Eighteenth Century (3 credits)ENG 322 English NeoclassicismENG 323 The English Novel in the

Neoclassical AgeENG 344 Major British Author(s)ENG 345 Major American Author(s)

D. The Nineteenth Century (3 credits)ENG 324 The RomanticsENG 326 The VictoriansENG 327 The English Novel in the

19th CenturyENG 344 Major British Author(s)ENG 345 Major American Author(s)

E. The Modern Era (3 credits)ENG 227 American Literature:

The 20th CenturyENG 301 Masters of Modern DramaENG 302 Contemporary DramaENG 303 Masters of the Modern NovelENG 304 Contemporary NovelENG 305 Masters of Modern PoetryENG 306 Contemporary PoetryENG 328 20th-Century LiteratureENG 344 Major British Author(s)ENG 345 Major American Author(s)

V. Seminars (3 credits)ENG 451 Historical Movements

(British)ENG 452 Historical Movements

(American)ENG 454 Special Topics in

Changing FormsENG 455 Special Topics in

World Literature

VI. Electives (3 credits)Any English course or appropriate course fromanother department or discipline. (Englishmajors in the secondary education program musttake the elective course in the program in Englishor a literature course offered in the African-American and Ethnic Studies program.)

Honors in EnglishStudents graduating with a 3.5 G.P.A. or

higher in English courses are eligible for honorsin English. The student graduating with thehighest G.P.A. in English courses (provided itis at least 3.5) receives the Koster Awardand departmental honors.

The MinorENG 231, 232 British Literature I and II

(6 credits)ENG 114 or 225 or 226 or 227

American Literature (3 credits)ENG 241 or 242 Shakespeare I or II (3 credits)Three other courses in English or African-American and Ethnic Studies (9 credits)

Journalism Concentration(Offered jointly by the Communications andEnglish departments)

Communications ComponentCOM 207 Introduction to JournalismCOM 309 Writing for MediaCOM 329 Contemporary JournalismCOM 454 Electronic JournalismCOM 493 Professional Internship

English ComponentENG 208 Writing for Newspapers IENG 209 Writing for Newspapers IIENG 210 Copy EditingENG 214 Writing for MagazinesENG 310 Feature WritingENG 492 Directed Work Experience

Creative WritingThe Program in English offers a pair of

courses and occasionally a seminar as a con-centration in creative writing. These courses areusually offered each year as follows:ENG 212 Writing Fiction (Fall Semester)ENG 213 Writing Poetry (Spring Semester)

Descriptions of the courses can be found underthe course listings of the Communications andEnglish programs.

43ENVIRONMENTAL STUDIES

Environmental Studies


Richard Lund, DirectorE-mail: [email protected]

ProfessorsHenry Ahner, PhysicsA. Coolidge Churchill, BiologyAnthony Cok, Environmental StudiesJames Dooley, BiologyThomas Forbes, BiologyMartin H. Garrell, PhysicsRichard Lund, BiologySung Moon, ChemistryGottipaty Rao, Physics

Associate ProfessorsAnagnostis Agelarakis, AnthropologyRegina Axelrod, Political ScienceLaraine Fletcher, AnthropologyDavid Gleicher, EconomicsCharles Shopsis, ChemistryLawrence Sullivan, Political Science

Assistant ProfessorsMariano Torras, EconomicsJohn Vetter, AnthropologyBenjamin Weeks, Biology

Environmental studies is an interdisciplinaryfield that combines scientific and humanisticapproaches to the investigation of human interac-tion with the environment. The complexities ofenvironmental issues present formidable intellec-tual challenges. Many of the scientific and tech-nological aspects remain to be understood, andanalysis of the interplay of cultural, economic,and political forces requires the thoughtful appli-cation of the social sciences and liberal arts.

The faculty of the Environmental StudiesProgram draw their expertise from a range of

disciplines. They are committed to involvingstudents fully in the multidisciplinary nature ofenvironmental problems and searches for solutions.The program’s curriculum provides an integratedfoundation in both the social-political-cultural andthe scientific-technical areas.

The major in this field prepares studentsfor a host of professions, for graduate work inenvironmental studies or the environmentalsciences or for a lifetime of environmentallyaware citizenship.

Requirements for a Major inEnvironmental Studies (39 or 41 credits)

Requirements for a specialization in SocialSciences and the EnvironmentENV 101 Social Sciences and

Environmental Problems ENV 102 Natural Sciences and

Environmental Problems ENV 420 Internship in Environmental

Studies (Strongly suggested)

15 credits chosen fromANT 229 Humankind, Culture,

and the EnvironmentBIO 220 Organic EvolutionECA 111 The Price SystemENV 156 Weather and ClimatePOL 212 Environment and Politics

12 credits chosen fromANT 321 Historic PreservationANT 390 Special Topic: Population,

Health, and Disease EcologyECA 215 Environmental EconomicsENV 260 Environmental GeographyPOL 213 Energy PolicyPOL 326 Congress, Bureaucracy,

and Policymaking

44 ENVIRONMENTAL STUDIES

Cognate Courses: 15 credits chosen fromBIO 103 The Living WorldANDBIO 104 Darwin to DNACHE 107 Essentials of ChemistryANDCHE 108MAT 113 Survey of Statistics

Requirements for a specialization in theNatural Sciences and the EnvironmentENV 101 Social Sciences and

Environmental ProblemsENV 102 Natural Sciences and

Environmental ProblemsENV 410 Senior Seminar in

Environmental StudiesENV 420 Internship in Environmental

Studies (Strongly suggested)

15 credits chosen fromANT 390 Forensic AnthropologyBIO 234 Principles of EcologyECO 111 The Price SystemENV 104 Environmental GeologyENV 280 Urban EnvironmentsPOL 212 Environment and PoliticsPOL 213 Energy Policy

12 credits chosen fromBIO 243 BotanyBIO 253 Marine BiologyCHE 470 Principles of ToxicologyENV 310 Water Resources and

HydrologyENV 323 Marine Resources

Cognate Courses: 15 credits chosen fromBIO 111 Concepts in Biological

ScienceANDBIO 112 Methods in Biological SciencesCHE 111 General Chemistry (1 yearAND of organic chemistry is alsoCHE 112 strongly suggested)Statistics (math, psychology departments) orPersonal Computers for Scientists (listed inenvironmental, biology, chemistry departments)PHY 111, 112 College Physics I, IIORPHY 113, 114 Physics for Science Majors

The Minor (ENV 101 and ENV 102

plus 18 credits minimum)Students who wish to minor in environmental

studies must consult an advisor before choosingtheir courses.

Students seeking further specialization, orgraduate studies, should consult their advisorabout possible additional requirements inanthropology, biology, chemistry, political science, or physics.

OptionsA variety of curricular options are available

for students interested in both business andenvironmental studies programs.

Students interested in secondary educationcertification for the earth sciences should regis-ter for our courses under the Earth Sciences list-ing and EAS (0112) designation.

Students interested in the joint degree pro-grams between Adelphi University andColumbia University’s School of EnvironmentalEngineering should consult with Dr. JohnDooher at 877-4883.

A great array of minors, internships, and fieldstudy opportunities are available for studentswith varied academic interests.

Please consult our advisors and check ourweb site, http://academics.adelphi.edu/artsci/env,for current information.

45ENVIRONMENTAL STUDIES

Joint Degree ProgramsAdelphi-Columbia UniversityPrograms in Environmental Studies

Adelphi University and Columbia Universityare offering students two exciting programoptions in environmental studies:

• A five-year program (three years at AdelphiUniversity plus two years at ColumbiaUniversity) to earn both a B.A. in environ-mental studies at Adelphi University and aB.S. in earth and environmental engineeringfrom Columbia University;

OR• A six-year program (four years at Adelphi

University plus two years at ColumbiaUniversity) to earn both a broad-based B.A.in environmental studies and an M.S. in earthresources engineering from ColumbiaUniversity.

In the spirit of “research for conservation andgood stewardship of the earth” AdelphiUniversity and Columbia University have agreedto cooperate in joint research activities,exchange faculty and students for research, andextend invitations to scholars for joint lectures,colloquia, and symposia.

Candidates must apply to Adelphi Universityand express their interest in the environmentalstudies joint degree programs. For specificrequirements please contact the department ofenvironmental studies at (516) 877-4212, or thedepartment of biology at (516) 877-4200.

46 HISTORY

History

Blodgett Hall 200

Martin Haas, ChairE-mail: [email protected]

Professors Associate ProfessorsDominick Cavallo Lester BaltimoreArmstrong Starkey Martin Haas

Patrick KellyAssistant Professors David RubinsteinCristina ZaccariniDennis Hidalgo

History, the study of the human past, is oneof the most ancient intellectual pursuits. To bewithout history is to be without memory, to haveno knowledge of who we are and how we cameto be. By requiring the development of suchintellectual capacities as imagination, reading,writing, critical thinking, and moral judgment,history encourages the full maturation of themind. Just as important, the study of other people in different times and places expandsthe student’s understanding of what it is to behuman.

The history curriculum at Adelphi is a sequence of courses of increasing sophisticationdesigned to transmit historical knowledge andhold it up to scrutiny; sharpen conceptual abili-ties; promote understanding of process andchange; and build proficiency in research.Using both traditional and innovative tech-niques of historical investigation, studentsmajoring in history analyze and reflect on thepast, thereby gaining a rich new perspective onthe present.

A major in history prepares students for grad-uate study in the discipline as well as for theintellectual demands of many other professions,including law, journalism, civil service, banking,and business. History majors bring to their

careers highly valued abilities in research andwriting, along with a sophisticated knowledge ofworld affairs.

Requirements for the Major in History (36 credits)

In addition, 6 credits in non-history cognatecourses are required. Appropriate courses willbe determined by consultation between studentand advisor.

The curriculum of the history major is struc-tured in four stages or tiers.

Foundation Courses (100 level) (12 credits)HIS 101 Origins of Western

Civilization IORHIS 105 World Civilizations IHIS 102 Origins of Western

Civilization IIORHIS 106 World Civilizations IIHIS 103 American Civilization to 1865HIS 104 American Civilization

Since 1865

Research Skills and Historiography (200 level) (3 credits)HIS 201 Sophomore Seminar in

Research Skills

Advanced Courses (200–300 level) (18 credits)

Minimum requirements:United States history–one courseEuropean history–one courseNon-Western history–two courses from different

geographical/cultural areasHistory electives–two courses

47HISTORY

Senior Research Seminar (400 level) (3 credits)There is a prerequisite requirement; a studentmay take this course on designated topics ineither American or European history.

NOTE: History majors are limited to a maximumof 45 credits in history.

NOTE: The department of history will accord3 credits toward the history major for economichistory courses ECA 220 European History, ECA221 American Economic History. For coursedescriptions see Economics, listed in the School ofBusiness section of this Bulletin.

The MinorStudents who wish to minor in history must

consult an advisor before choosing their courses.

Requirements for the Minor in History (21 credits)

HIS 101, 102 Western Civilization I, II (6 credits)

ORHIS 105, 106 World Civilizations I, II

(6 credits)

HIS 103 American Civilization IHIS 104 American Civilization II

3 credits in:Asian History ORAfrican History ORLatin American History

6 credits:Electives

NOTE: No more than 12 credits in 100-levelcourses are allowed for the major or minor in history.

Phi Alpha Theta Students taking 12 credits in history with high

academic achievement will be invited to join PhiAlpha Theta, the national honor society in history.

Honors in HistoryTo graduate with honors in history the history

major must maintain a G.P.A. of 3.5 in historycourses, fulfill all requirements of the major,including the senior research seminar, demon-strate reading competence in a foreign languageequivalent to two years of study at the universitylevel, and fulfill all regular requirements forgraduation.

Joint Degree Program in LawAdelphi University—New YorkLaw School

This six-year combined plan program (3years at Adelphi University and 3 years at NewYork Law School) enables qualified students totake the required prerequisite courses atAdelphi and transfer to New York Law Schoolafter completing their junior year. With carefulplanning and strong credentials, studentsreceive both a Bachelor’s degree from AdelphiUniversity and a J.D. from New York Law Schoolone year earlier than is usually required.

While at Adelphi, students must demonstrateexcellent writing skills and pursue a rigorousacademic major. To continue on to New YorkLaw School students will need recommendationletters from their dean and pre-law advisor. Toensure that they are prepared for admission tolaw school, an advisor from the New York LawSchool will be available to students at Adelphi.

Candidates must apply to Adelphi Universityand express their interest in the joint degreeprogram in law. Candidates granted admission toAdelphi University may at the same time begranted admission to New York Law School. Forspecific requirements please contact the depart-ment of history, (516) 877-4790.

48 INTERDISCIPLINARY MAJOR

Interdisciplinary Major


Dedicated students with the talent and inter-est for working independently, and for whom atraditional major may not serve his or her intel-lectual goals, may petition to complete an Inter-disciplinary major of carefully planned workfrom two or more departments. The student willbe supervised by a three-person faculty advisorycommittee to assure that the program embodiesa disciplined cumulative study that moves fromelementary through more advanced levels ofwork. Students should be aware that this optionwould not always be available to those within aprescribed program leading to professional certi-fication and/or licensure.

ProceduresStudents must declare their intention to pur-

sue the Interdisciplinary major prior to thebeginning of their fifth semester of study bypetitioning a three-person faculty advisory com-mittee. Transfer students with 64 credits or less(including those with a two-year degree frominstitutions affiliated with Adelphi University)will be eligible to petition for the Inter-disciplinary major as well, but not later thantheir first semester in attendance.

The student’s interdisciplinary advisory com-mittee will consist of his/her academic advisor(normally from the discipline most central to theinquiry) as well as two other faculty membersselected by the advisor and faculty head/depart-ment chair. The three-person committee shouldbe representative of at least two of the areasintended for study. The advisor will notify thedean when new advisory committees and pro-grams of study have been formed.

The student’s approved program must have 18to 24 credits of in-depth work in a single disci-plinary area. In addition, the major should totalno less than 36 credits, and might be more basedupon the decision of the student’s advisory com-mittee. Student eligibility for and good standingwithin the Interdisciplinary Studies major willreflect the standards of the particular unit as wellas criteria established by the student’s facultyadvisor, advisory committee, the facultyhead/department chair, and dean’s office.

The three-person advisory committee mustmeet with the declared students once eachsemester until graduation to discuss their work,progress, and plans for subsequent studies. Abrief report of each meeting will be submitted tothe related faculty head and dean’s office.

Students pursuing the interdisciplinary majorwill be expected to complete a Senior culminatingproject reflecting their interdisciplinary study.Projects should be approved by the advisory com-mittee, and notification of successful completionforwarded to the faculty head and dean.

If you think you may be interested in creatingan interdisciplinary major, contact your academ-ic advisor or dean’s office.

49LANGUAGES AND INTERNATIONAL STUDIES

Languages andInternational Studies

Harvey Hall 226

Marie-Louise Pesselier Vazquez, DirectorE-mail: [email protected]

ProfessorsMarie-Louise Pesselier Vazquez

Associate ProfessorsRaysa AmadorNicholas A. Carbo

A language is used by people to expressthemselves—their needs, feelings, and thoughts.Culture is woven into language; thus, when welearn another language, we are better able tounderstand how and why people of other cul-tures view the world differently and we also gaininsight into their distinctive solutions to univer-sal problems. That is why the study of languagesis an important part of the international studiesmajor. This major is a multidisciplinary programthat integrates the study of languages and busi-ness or languages and political science.

The languages involved in the internationalstudies major are French and Spanish. Coursesin Italian, Japanese, English as a second language, and linguistics are also offered.

The curriculum and language laboratoryenable students to acquire and expand their flu-ency (in listening, speaking, reading, and writ-ing) in one or more of these languages, whilestudying the contributions and institutions ofEurope, the Caribbean region and LatinAmerica, and French-speaking Africa andQuébec.

The language laboratory, which features inter-active audio and video equipment, enables students to become immersed in the language andculture they are studying.

Requirements for the Major in International Studies(48–60 credits)

The major consists of 48 to 60 credits to bedistributed as follows:

I. 6 credits in foundation interdisciplinarycourses required of all students in themajor:INS 101 Introducing Global Issues IINS 102 Global Issues II

II. 36 credits in one of the following concen-trations:A. Language/Business

• 18 credits in one language (French,Spanish) above Language 122(Level IV)

• 18 credits in Business (includingINS 341: International Business)

B. Language/Political Science• 18 credits in one language (French,

Spanish) above Language 122(Level IV)

• 15 credits in Political Science(including POL 280: Theories andPractice of International Politics)

• 3 credits in History (to be chosen inconsultation with major advisor)

Note: Students will be placed in the appropriatelanguage level after evaluation of a portfolio ofprevious work done in the language.

III. 3 credits. Interdisciplinary Mid-LevelResearch Seminar. To be taken afterhaving completed at least 9 credits inpolitical science and/or business and6 credits in languages above level IV.

IV. 3–6 credits capstone. Students mustcomplete one of the following:

A. INS 492: 3–6 credit internship (in arearelating to language studied). OR

B. INS 498: 3 credit guided researchproject.

50 LANGUAGES AND INTERNATIONAL STUDIES

Business Courses for BusinessConcentration (3 credits each)

Note: The following corequisites (9 credits) arerequired for the Business Concentration: Math110 and Economics 111, 112.

See offerings of the School of Business fordescriptions of these courses.

RequiredINS 341/BUS 341 International Business

15 credits chosen from:INS 252/BUS 252 Legal and Ethical

EnvironmentACC 101 Principles of Accounting IFIN 330 Managerial FinanceMGT 162 Foundations of ManagementMGT 366 Organizational BehaviorINS 380/MGT 280 MarketingFIN 311 Financial MarketsFIN 443 International FinanceMKT 480 Advertising Management

Political Science and History Courses for Political Science Concentration (3 credits each)See offerings of the political science program fora description of these courses.

RequiredPOL 280 Theories and Practice of

International Politics

12 credits in Political Science to be chosen fromthe following in consultation with major advisor:POL 260 Comparative PoliticsPOL 305 Race and PoliticsPOL 360 Western European Political

Systems POL 366 Politics of Development

and UnderdevelopmentPOL 371 Women and Comparative

Political DevelopmentPOL 380 International Law and

OrganizationPOL 381 American Foreign Policy

since 1945POL 382 International Politics of

East and Southeast AsiaPOL 383 Comparative Foreign PolicyINS 385/ International Political POL 385 Economy

3 credits in history to be chosen from level 200and above, in consultation with major advisor.

51LANGUAGES AND INTERNATIONAL STUDIES

Language Courses Required of ALLStudents in the major (12 credits)Select the FRE or SPA courses from this group.FRE, SPA 231 Cross-Cultural Concepts

(French, Spanish)FRE, SPA 246 France Today or Spain TodayORSPA 248 Trends and Tendencies

in Latin AmericaFRE, SPA 310 Strategies in Oral

Communication (French,Spanish)

FRE, SPA 344 Translation Techniques(French, Spanish)

Additional Language Courses Required ofStudents in Business Concentration (6 credits)FRE 263, 264 Introduction to International

Business French I, IIORSPA 263, 264 Introduction to International

Business Spanish I, II

Additional Language Courses Required ofStudents in Political Science Concentration6 credits to be chosen from:FRE 292 The French Speaking WorldFRE 302, 303 Emergence of Modern

France I, IISPA 246 Spain TodaySPA 248 Trends and Tendencies in

Latin AmericaSPA 325 Development of Latin

American Identity

The MinorStudents who wish to minor in a language

must complete 18–24 credits in that language,depending on the student’s entry level. It is rec-ommended that the student contact languagefaculty early for individual guidance in thedevelopment of an appropriate minor.

A minor allows students to complement theirstudies, enrich their personal life, and acquirepractical skills that can be applied to professional objectives.

Please consult the director of the program forthe details of a minor in international studies.

Interdisciplinary MajorStudents who are interested in pursuing language studies may elect an interdisciplinarymajor where language is part of that major. SeeInterdisciplinary Major section for a descriptionof the major.

52 MATHEMATICS AND COMPUTER SCIENCE

Mathematics andComputer Science

Alumnae Hall 111

William Quirin, ChairE-mail: [email protected]

Professors Associate ProfessorsDavid Lubell Stephen BlochWalter Meyer Robert Emmett BradleyWilliam Quirin Yuly Brodsky

Robert M. Siegfried

Mathematics is the systematic study of struc-ture, process, and relation. The quintessence ofrational thinking, it is a discipline in its ownright, while also providing the analytical toolsand much of the language of the sciences. Newdevelopments in mathematics engendered by thecomputer revolution have informed the associat-ed field of computer science, where structure,process, and relation reappear as system, algo-rithm, and interface. The concerns of computerscience are not only mathematical and electron-ic but also philosophical, linguistic, and psycho-logical.

The curricula of mathematics and computerscience are progressive. Intermediate-levelcourses build upon the logic and knowledgegained from the elementary courses, and theadvanced courses build upon the foundations ofthe intermediate courses. The major in mathe-matics prepares a student for graduate study inmathematics, as well as for a career in teaching,business or a high-tech industry. The computerscience major equips a student for both graduatework in computer science and a career in acomputer-related industry.

In addition to the University General Education requirements, the requirements forthe major in Mathematics and Computer Scienceare as follows:

Requirements for the Major in Mathematics (45 credits)

MTH 141 Calculus and AnalyticGeometry I

MTH 142 Calculus and AnalyticGeometry II

MTH 143 Calculus IIIMTH 144 Introduction to Ordinary

Differential EquationsCSC–MTH 156 Discrete StructuresMTH 157 Linear AlgebraCSC 171 Introduction to Computer

ProgrammingMTH 257 Abstract AlgebraMTH 321 Geometry IORMTH 322 Geometry IIMTH 361 Introduction to

Probability TheoryMTH 431 Analysis

Two additional mathematics courses chosen fromamong:MTH 321 Geometry IORMTH 322 Geometry IIMTH 326 History of MathematicsMTH 351 Theory of NumbersMTH 355 Symbolic LogicMTH 362 Mathematical StatisticsMTH 365 Mathematics Applied to

Societal ProblemsMTH-CSC 366 Introduction to Queueing

TheoryMTH 383 Numerical Calculus

Students intending to go on to graduate workin mathematics are urged to take at least onesection of the Mathematics Honors Seminar(MTH 290–295).

53MATHEMATICS AND COMPUTER SCIENCE

Requirements for the Major in Computer Science (58 credits)



MTH 157 Linear AlgebraMTH 361 Introduction to

Probability Theory

Plus one course from among:MTH 351 Theory of NumbersMTH 355 Symbolic LogicMTH 362 Mathematical StatisticsMTH–CSC 366 Introduction to Queueing

TheoryMTH 383 Numerical Calculus

Plus all of the following:CSC–MTH 156 Discrete StructuresCSC 171 Introduction to Computer

ProgrammingCSC 172 Introduction to Algorithms

and Data StructuresCSC 174 Computer Organization and

Assembly LanguageCSC 270 Survey of Programming

LanguagesCSC 271 Software I: Utilities and

InternalsCSC 272 Software II: Principles of

Programming LanguagesCSC 343 Data StructuresCSC–MTH 344 Algorithms and ComplexityCSC 371 Systems I: Computer

Organization and ArchitectureCSC 471 Senior Project ICSC 472 Senior Project II

Plus two courses from among:CSC 302 Artificial IntelligenceCSC 333 Computer GraphicsCSC 372 Systems II

CSC 390 Special Topics in ComputerScience

CSC 440 Software EngineeringCSC 443 Data Base Management

SystemsCSC 450 Computer NetworksCSC 453 Operating Systems

Computer science majors must take at least one ofthe following sequences:BIO 111, 112 Biological Concepts and

Methods I, IICHE 111, 112 General Chemistry I, IIPHY 113, 114 Physics I, II

To graduate with a degree in mathematics orcomputer science, majors must have a grade-point average of at least 2.0 in all mathematicsand computer science courses, with at most onegrade lower than a C. This applies to thosecourses that have been taken at Adelphi in ful-fillment of degree requirements.

Advanced standing may be granted at thediscretion of a departmental advisor. Prospectivemathematics or computer science majors shouldconsult with a member of the department faculty.

Honors in Mathematics andComputer Science

The Department of Mathematics andComputer Science offers Departmental Honorsin both majors to students who achieve a highG.P.A. in the respective major courses, typicallya minimum of 3.5. Students must maintainexcellent grades through the upper level cours-es. In addition, a student wishing to earn honorsin mathematics must complete the HonorsSeminar, one of the one-credit courses num-bered 0144-290 through 0144-295.

The MinorThe department offers two minors, one in

mathematics and one in computer science. Students wishing to pursue a minor should consult with the appropriate advisor in the

54 MATHEMATICS AND COMPUTER SCIENCE

department. In addition, it is strongly recom-mended that students wishing to earn honors inmathematics complete at least one section of theMathematics Honors Seminars (the one-creditcourses numbered MTH 290–295.)

The minor in mathematics includes 22 credits:MTH 141, MTH 142, CSC-MTH 156, MTH 157,MTH 257, and at least one course chosen fromamong MTH 144, MTH 361, MTH 365, andMTH 383.

The minor in computer science includes21 credits: CSC 171, CSC 172, CSC 174,CSC-MTH 156, CSC 270, CSC 271, and at leastone additional course chosen with the approvalof the departmental minor advisor.

Joint Degree Program inComputer Science Adelphi University-Polytechnic University

To address the increasing need for “knowl-edge workers,” professionals whose primarygoals involve the creation, transference and syn-thesis of information, largely in electronic form,Adelphi has joined with Polytechnic Universityin a combined five-year degree. After earningyour B.A. or B.S. degree at Adelphi Universityin the liberal arts you are able to earn a M.S. incomputer science after one year at PolytechnicUniversity.

As an undergraduate, students are requiredto successfully complete the following courses:• One year of physics, biology, or chemistry• Calculus and Analytic Geometry I & II• Introduction to Algorithms and Data

Structures• Computer Organization and Assembly

Language• Data Structures• Systems I: Computer Organization and

Architecture• Operating Systems

Two graduate level computer science coursesat Polytechnic University are required in thesummer prior to the student’s senior year atAdelphi. The summer after graduation fromAdelphi, students are required to take two grad-uate level courses at Polytechnic University,followed by 12 credits in both the fall andspring semesters, to complete your Master ofScience degree. All graduate level courses mustbe completed with a B average.

Candidates must apply to Adelphi Universityand express their interest in the joint degreeprogram in computer science. For specificrequirements please contact the department ofmathematics and computer science at 516-877-4480.

55MUSIC

Music

Post Hall 22

Paul Moravec, Director of MusicE-mail: [email protected]

Visiting Professor Associate ProfessorMichael Hume Paul Moravec

Students of music at Adelphi undertake acomprehensive education that prepares them fora range of artistic enterprises, including scholar-ship, graduate study, and professional careers ineducation, performance, composition, or music-business. Performance experience is gainedthrough instrumental or vocal lessons; participa-tion in orchestral, choral, or chamber musicgroups; and participation in musicales, recitals,Broadway reviews, and staged music/theaterworks. Knowledge of music and its creators isobtained through the study of music theory,sight-reading, and music history. Knowledge ofcurrent trends is gained from on-campus visitsby musicologists, performers, critics, composers,administrators, and educators.

All majors must, in addition to theUniversity’s general education requirements(courses in fields other than the major), com-plete the required number of credits leading toa Bachelor of Science degree with an emphasisin music. Additional graduation requirementsinclude the performance of a complete publicrecital and passing a comprehensive senior-level examination that tests the student’s knowl-edge of music literature, history, and theory.

Acceptance as a music major is contingentupon passing a performance audition. Theoryand ear-training tests are required for properplacement within the sequence of theory andmusicianship courses. This audition and set oftests must be completed before final admissionto Adelphi University is granted.

Talent ScholarshipsThe department of music, in cooperation with

the office of admissions, offers several talentscholarships each year to outstanding enteringfreshmen who show evidence of unusual abilityand accomplishment in the media arts.

Requirements for the Major in Music (42 credits)

TheoryMUA 110 Elementary Theory and

Harmony IMUA 111 Elementary Theory and

Harmony IIMUA 112 Ear Training, Dictation and

Sight Singing IMUA 113 Ear Training, Dictation and

Sight Singing IIMUA 210 Advanced Theory and

Harmony IMUA 211 Advanced Theory and

Harmony IIMUA 212 Ear Training, Dictation and

Sight Singing IIIMUA 213 Ear Training, Dictation and

Sight Singing IVMUA 214 Keyboard Harmony I (optional)MUA 215 Keyboard Harmony II (optional)MUA 310 Form and AnalysisMUA 410 Composition (optional)MUA 413 Conducting and Orchestration

(optional)

HistoryAt least four semesters from such offerings as:MUH 321 Music of the RenaissanceMUH 322 Music of the BaroqueMUH 323 Music of the Classical PeriodMUH 324 Music of the Romantic PeriodMUH 325 Contemporary MusicMUH 390 American and World Music

56 MUSIC

Private InstructionEight semesters of private lessons in voice or

an instrument.

Ensemble PerformanceEight semesters of participation in orchestra,

chorus, pop ensemble, or chamber ensemble.

Inter-Arts requirements for all MusicMajors:MUH 290 The Arts and the Creative

ProcessTwo courses in other disciplines (art, theater,dance, film, or language)

Note: Students lacking proficiency in piano maybe required to take lessons or piano class.

Voice majors may be required to take languageclasses.

The Minor in Music The minor in music can be tailored to the

individual needs and talents of the student, andmay include the following:

• Private instruction (instrumental or vocal)– 2 semesters;

• Ensemble performance – 2 semesters;• Music theory and/or music history courses.

The student must contact the music departmentfor guidance. Students interested in music/business or music technology studies shouldcontact the chair of the music department.

57PERFORMING ARTS

Performing Arts

Post Hall 4

Nicholas Petron, Chair; Director of Acting ProgramE-mail: [email protected]

Frank Augustyn, Director of Dance ProgramElaine Massas, Academic Director of Technical

Theater/Design ProgramPeter Borchetta, Technical Director of Technical

Theater/Design ProgramGregory John Mercurio, Resident Set Designer

Professors Visiting ProfessorNicholas Petron Maggie LallyFrank Augustyn

Associate ProfessorElaine Massas Brian Rose

Performing arts majors may choose concentra-tions in acting, design/technical theater, or danceto prepare for a lifetime of practice in drama,music, and dramatic movement. Adelphi’s pro-grams offer a unique blend of theatrical prac-tice—the skills, crafts, and attitudes necessary tosucceed in the performing arts—with the tradi-tion of liberal learning through which each newgeneration of creators and critics reinterprets andrevitalizes these arts. To this end, the departmentof performing arts offers programs leading to aB.F.A. degree in dance and a B.F.A. degree intheater arts with specializations in acting anddesign/technical theater.

Acting ProgramThe acting program educates students for

work in the theater and its allied branches.While a performing arts education provides stu-dents with the skills and attitudes necessary fora life in the theater, it also seeks to awaken in

the student a creative sensibility through a seri-ous study of the traditions and literature of thetheater. Because the program recognizes theimportance of both aspects of the performer’straining, the acting curriculum, which offers aspectrum of basic and advanced acting styles,takes place in a liberal arts setting.

All acting majors, after being accepted byaudition, spend the first four semesters acquir-ing the basic vocal and physical skills requiredof the actor. The second four semesters aredevoted to refining, polishing, and honing theseskills. Throughout the entire four years, studentsparticipate in a wide array of performance activ-ities, including technique and class scene study,solo and ensemble work in chamber theater,cabaret, and community performances. The pro-gram takes advantage of the University’s locationjust outside New York City, the world center oftheater, by encouraging and arranging field tripsto studios, theaters, and production centers, andby inviting well-known working professionals tocampus to conduct master classes.

Design/Technical Theater ProgramIn the design/technical theater program, stu-

dents are trained in the many design aspectsand technical functions of the performing arts.This study involves analysis and comparison ofthe historical, critical, and aesthetic contexts inwhich the dramatic tradition has developed.

In their third year, students will have aninterview and portfolio review. They will thenchoose, with the advice of faculty and staff, aspecialty in one of the major areas of theatertechnology, design (scenic, costume, lighting), orstage management.

Dance ProgramA dance education at Adelphi encourages the

student to understand dance as an exploration ofmovement as well as an expression of cultureand self. The program is performance-based,with equal time spent in the classical and modern techniques and creative traditions.

58 PERFORMING ARTS

Workshops, senior projects, and Dance Adelphioffer many opportunities for performance.

All prospective dance majors are required toattend mandatory auditions, which are reviewedby faculty. The audition consists of a short classin classical ballet and one in contemporarydance.

Talent ScholarshipsThe department of performing arts in cooper-

ation with the office of admissions, offers severaltalent scholarships each year to outstandingentering freshmen who show evidence of unusu-al ability and accomplishment in the media arts.

Requirements for the Major inTheater Arts: Acting (56 credits)

Introductory CoursesPFA 100 ImprovisationPTD 103 History and Application

of Theater TechnologyPFA 130 Mechanics of Voice

ProductionPFA 150 Character DevelopmentPTD 153 Introduction to CostumesPFA 180 Voice Projection

Foundational CoursesPFA 200 Text AnalysisPFA 210 Theater History IPFA 230 Diction (Erasing the Local

Accents)PFA 250 Scene StudyPFA 260 Theater History IIPTD 269 Makeup for the StagePFA 280 Diction (Projection–Working

with the “Accentless” Voice)PFA 304 History and Performance of

Drama I (Greeks to Jacobeans)PFA 340 Rudiments of DirectingPFA 354 History and Performance of

Drama II (Jacobeans toPresent)

PFA 380 Stage Accents

Advanced CoursesPFA 400 AuditioningPFA 404 Futurism and SurrealismPFA 450 Acting for the CameraPFA 454 RealismPFA 481 Manhattan Production

Total of six semesters of the following two courses:PFD 248 Period MovementPFD 298 Period Movement

Crew hour requirements (all majors mustcomplete the following hour requirements)Freshmen 45 (per semester)Sophomores 40 (per semester)Juniors 35 (per semester)Seniors Exempt

Requirements for the Major inTheater Arts: Design/Technology(58 credits)

Introductory CoursesPTD 101, 151, 201, 251, 301, 351 Research,

Rehearsal, and ProductionPTD 103 History and Application of

Theater TechnologyPTD 115 Mechanical DraftingPTD 153 Introduction to CostumesPTD 165 Scenographic TechniquesPTD 169 SoundPFA 210 Theater History IPTD 213 Property ConstructionPFA 260 Theater History II

Foundational CoursesPTD 223 Stage ManagementPTD 241 Costume ConstructionPTD 269 Makeup for the StagePTD 313 Advanced Technical TheaterPTD 315 Scene Design IPTD 317 Lighting Design IPTD 319 Scene PaintingPTD 331 Draping and Pattern MakingPTD 333 Costume Design I

59PERFORMING ARTS

Advanced CoursesPTD 365 Scene Design IIPTD 367 Lighting Design IIPTD 383 Costume Design II

Some applied electives are: art and art history courses for designers; dance therapy andcomposition and directing for stage managers;and any acting or dance course for all techni-cal/design majors. It is strongly suggested thatall technical theater/design majors take theaterhistory.

Requirements for the Majorin Dance (52 credits)

In addition to the General Education require-ments, the course requirements for the Bachelorof Arts degree with a major in dance are asfollows:

• Ballet and modern dance (36 credits);• Theory and composition (6 credits);• Dance history and criticism (6 credits);• History and Application of Theater

Technology (2 credits);• Introduction to Costumes (2 credits).

Honors in Performing ArtsHonors in acting, design, and dance are

based on excellence in performance and pro-duction over the student’s four-year program atAdelphi.

60 PHILOSOPHY

Philosophy

Harvey Hall 216

Richard Olsen, Program DirectorE-mail: [email protected]

ProfessorsStephen A. GreenfieldPaul Mattick, Jr.Richard Olsen

The word philosophy has its origins in aGreek term that means the “love of wisdom.”Because wisdom for the ancient Greeks wasthought to depend on the acquisition of knowl-edge, the subject originally included almost allareas of knowledge. When the amount of knowl-edge in each subdivision of philosophy becameso great that a single person could not masterthem all, each of the sciences became a disci-pline in its own right. Philosophy was then leftwith the task of attempting to answer the greatquestions that transcend the scope of any onescience. These questions include: What is theultimate nature of the world? What is the properway for a human being to behave in it? DoesGod exist? How can we tell knowledge fromerror?

Students may choose to major or minor inphilosophy. In consultation with an advisor andin addition to the University General Educationrequirements, students majoring in philosophywork out a course of study most suitable to indi-vidual needs and interests. The student must,however, have a firm grounding in both the his-tory of philosophy and contemporary philosophi-cal thought.

Requirements for the Major in Philosophy (30 credits)PHI 110 Introduction to PhilosophyPHI 212 Ethics and MoralityPHI 280 Deductive LogicPHI 311 The History of Philosophy IPHI 312 The History of Philosophy IIPHI 313 The History of Philosophy IIIPHI 330 Existentialism and

European ThoughtPHI 331 Analytic Philosophy and

Pragmatism

Electives (6 credits)PHI 498, 499 Senior Project for Majors

in Philosophy; though notrequired, it is highly recom-mended, especially for thoseexpecting to do graduate workin philosophy; no student willbe awarded honors in philoso-phy without completing it.

The MinorTo minor in philosophy, a student must take

18 credits. In consultation with an advisor, stu-dents should design a coherent program that willcomplement their major field of study. For spe-cific suggestions the student should contact aphilosophy advisor.

61PHYSICS

Physics

Blodgett Hall, Lower Level

Henry R. Ahner, ChairE-mail: [email protected]

ProfessorsHenry R. AhnerJohn P. DooherMartin H. GarrellEugene HechtGottipaty N. Rao

Physics is the study of energy and matter andtheir interactions. Historically, it has been char-acterized by the search for simple, unifiedexplanations of phenomena. Its theories, sup-ported by research and expressed in precise,elegant mathematics, yield insight into thenature of the universe. Physics education atAdelphi encompasses all aspects of the disci-pline, including theoretical physics, classicaland modern physics, materials science, andenergy studies.

Students majoring in physics have severalalternatives. The major leading to the Bachelorof Arts in physics is for those seeking a broadscientific and liberal arts education. The pro-gram helps students understand how physicsrelates to and can help solve contemporarysocial and technological problems. The majorleading to the Bachelor of Science in physicsoffers a more thorough, comprehensive con-centration in the discipline. For students inter-ested in engineering, the department offers the3–2 physics/engineering program. After com-pleting three years at Adelphi, a student in thisprogram will transfer to an engineering schoolfor two years of specialization in engineeringdisciplines.

Recognizing the importance of experimentalresearch to students’ intellectual growth, the

Department of Physics has completely modern-ized its laboratory facilities over the last fewyears. Undergraduate research in energy, lasersand optics, and theoretical physics is now partof the curriculum.

Requirements for the Major inPhysics Leading to the B.A. Degree(120 credits)

Major Requirements (52 credits)PHY 113 Physics for Science Majors IPHY 114 Physics for Science Majors IIPHY 211 Introduction to Mathematical

Methods in PhysicsPHY 216 Physics III—Introduction to

Physics of Atoms, Nuclei, andSolids

PHY 230 Mechanics I: StaticsPHY 260 Thermodynamics and

Kinetic TheoryPHY 264 OpticsPHY 322 Advanced Physics LabPHY 380 Electromagnetic TheoryPHY 428 Quantum MechanicsMTH 141 Calculus and Analytic

Geometry IMTH 142 Calculus and Analytic

Geometry IIMTH 144 Introduction to Differential

EquationsMTH 157 Linear Algebra(Students are strongly advised to take MTH 143Calculus III as an elective.)

Open electives (39 credits) are chosen inconsultation with the major advisor.

In addition to the General Education require-ments (28 credits) a student enrolling in thisprogram can minor in another field of studyoffered by the College of Arts and Sciences.

62 PHYSICS

Requirements for the Major inPhysics for Pre-Engineering studentsleading to a B.A. degree fromAdelphi and a B.S. in Engineeringfrom the co-operating institution(e.g., Columbia University)

Major requirements (66 credits) The following courses are required in addition tothe 52 credits that are required for the Major inPhysics leading to the B.A. degree:CSC 171 Introduction to Computer

ProgrammingCSC 172 Introduction to Algorithms

and Data StructuresCHE 111 General Chemistry ICHE 112 General Chemistry II

Electives (21 credits) These electives will depend on the engineer-

ing program selected and will be taken both atAdelphi and the co-operating engineeringschool. Electrical engineering programs requireeither PHY 243 (Analog Circuits) or PHY 244(Digital Circuits) which are both four-creditcourses.

General Education Students must completeAdelphi’s General Education requirements(28 additional credits) in order to receive theB.A. degree from Adelphi.

Requirements for the Major inPhysics Leading to the B.S. Degree(120 credits)

Major requirements (62 credits) PHY 113 Physics I—Mechanics,

Waves, and Thermodynamics(calculus based)

PHY 114 Physics II—Electricity,Magnetism, and Optics(calculus based)

PHY 211 Introduction to MathematicalMethods in Physics I

PHY 216 Physics III—Introduction toPhysics of Atoms, Nuclei,and Solids

PHY 230 Mechanics I: StaticsPHY 231 Mechanics II: DynamicsPHY 244 Digital CircuitsPHY 260 Thermodynamics and

Kinetic TheoryPHY 264 OpticsPHY 301 Mathematical Methods in

PhysicsPHY 322 Advanced Physics LabPHY 380 Electromagnetic TheoryPHY 428 Quantum Mechanics

Students who have taken College Physics(PHY 111 and 112) and who are interested inPre-engineering or a physics major are requiredto take PHY 261: Computational and ProblemSolving Methods in Physics. This course coversthe methods of calculus and computer tech-niques for solving a variety of problems inmechanics and electromagnetism.



MTH 144 Introduction to OrdinaryDifferential Equations

MTH 157 Linear Algebra

Recommended Electives (students are en-couraged to take at least one course from thisgroup of highly recommended electives) PHY 243 Analog CircuitsMTH 143 Calculus IIICHE 111 General Chemistry ICHE 112 General Chemistry II

Open Electives (25 credits)Advanced Level Elective Courses: ABachelor of Science candidate in physics isrequired to take 25 credits of open electives.A student may choose, in consultation with thefaculty advisor, a number of advanced level

63PHYSICS

elective courses offered by the physics depart-ment or other disciplines.

Joint Degree Programs inEngineering

To facilitate the combination of a broad liber-al arts program with a professional education inengineering, Adelphi University offers selectedstudents an opportunity to participate in an inte-grated five-year program (3 years at Adelphi and2 years at the cooperating institution) leading tothe Bachelor of Arts degree in physics fromAdelphi and a Bachelor of Science degree in anengineering field from colleges and universitiesincluding: Columbia University; PolytechnicUniversity; Rensselaer Polytechnic Institute;and Stevens Institute of Technology. Graduatesof this program are exceptionally well preparedfor the professional world. Among the engineer-ing disciplines available are:

• Electrical Engineering• Mechanical Engineering• Computer Engineering• Biomechanical Engineering• Environmental Engineering• Engineering and Management Systems Candidates must apply to Adelphi University

and express their interest in the joint degreeprogram in engineering. For specific require-ments please contact the department of physics,(516) 877-4880.

Transfer to Columbia UniversityQualified students who wish to transfer to

Columbia University School of Engineering maydo so either of two ways: (1) Students having a Baverage and who are recommended to Columbiaby Adelphi University will be accepted byColumbia after completion of three years atAdelphi. (2) Students who do not have a B aver-age may apply directly to Columbia as regulartransfer students. Students may exercise thisoption at any time but such students shouldascertain from their advisors, before such trans-

fer takes place, whether they are in fact eligiblefor the Adelphi degree.

Such eligibility depends on the number ofcredits taken at Adelphi and at Columbia. Atleast 90 credits must be completed at Adelphiand sufficient additional credits at Columbia tototal 120 from both universities.

The Adelphi degree will be granted uponsuccessful completion of sufficient credits atColumbia University and upon petition of thestudent. The granting of the additional degree byColumbia University will follow successful com-pletion of that university’s requirements.

Transfer to Polytechnic UniversityQualified students who transfer to

Polytechnic University may normally expect tocomplete their undergraduate professional edu-cation in an additional two years. The Adelphidegree will be granted upon successful comple-tion of the first year at Polytechnic Universityupon petition by the student. PolytechnicUniversity will grant a B.S. degree in the chosenfield of specialization upon fulfillment of itsrequirements.

The plan is available to students on an indi-vidual basis, and its completion requires theacceptance of the student by PolytechnicUniversity at the projected time of transfer.Normally, students will pursue prescribed courses in mathematics, physics, and chemistryat Adelphi. Students may also complete all nec-essary humanities credits for each institutionduring their three years at Adelphi University.Such a program will allow students to pursue alltheir professional engineering studies atPolytechnic, including those normally given inthe sophomore year.

Transfer to Other SchoolsTransfer to other schools, such as New Jersey

Institute of Technology, Pratt Institute,Rensselaer Polytechnic University, and StevensInstitute of Technology, will be arranged on anindividual basis.

64 PHYSICS

Academic PreparationApplicants for admission to these plans are

considered on the basis of scholastic achieve-ment, promise of future academic success, andevidence of high character and dependability.

Admission to the plans requires the satisfactorycompletion in high school of 16 units in academicsubjects, which must include the following:

English (4 units)Mathematics (including trigonometry) (4 units)Physics (1 unit)Chemistry (1 unit)

Requirements for the Minor in Physics (24 credits) PHY 113 Physics for Science Majors IPHY 114 Physics for Science Majors IIPHY 211 Introduction to Mathematical

Methods in PhysicsPHY 216 Modern Physics(Eight (8) credits to be taken in physics inconsultation with a faculty advisor)

Transfer StudentsTransfer students at any level are accepted

into the physics department. The number ofcredits and courses transferable will be deter-mined on an individual basis. Students transfer-ring from an accredited four-year college mustspend at least two semesters in residence at theUniversity working toward a degree in physics.Community college transfer students must com-plete at least 56 credits (approximately twoyears) in residence working toward a degree inphysics.

65POLITICAL SCIENCE

Political Science

Blodgett Hall 202

Regina Axelrod, DirectorE-mail: [email protected]

ProfessorRegina Axelrod

Associate ProfessorsMarlyn McGary KleeLawrence R. SullivanHugh A. Wilson

Assistant ProfessorsKatie Laatikainen

Adjunct ProfessorRichard Aliano

Political science is the study of the forms andprocesses of government that every society andsocial organization require. The discipline alsoexamines the role of political systems in deter-mining the rules by which members of a commu-nity live, the community’s principles and goals,and the nature and sources of political obligation.

The curriculum of the department is orga-nized into five fields: American government andpolitics, political theory, comparative govern-ment, international politics, and American pub-lic policy. Understanding of political processesequips members of a democratic society with theknowledge needed to act responsibly. The studyof political science also offers an excellent intel-lectual foundation for many careers, includinglaw, education, government service, business,communications, campaign management, andmanagement consulting.

The department’s programs use the world as alaboratory for linking theoretical concerns withpractical realities. The faculty encourage stu-

dents to read with understanding, express ideaswith clarity and force, and analyze politicalproblems and issues systematically.

In addition to General Education require-ments, the requirements for the major in Political Science are as follows:

Requirements for the Major inPolitical Science (36 credits)15 credits within the department: POL 101 Introduction to the American

Political SystemPOL 102 Introduction to PoliticsPOL 240 Political Theory in Historical

PerspectivePOL 260 Comparative Political

AnalysisPOL 280 Theories and Practice of

International PoliticsMajors should complete introductory-level coursesbefore 300-level courses in any given field.

In addition, 6 credits from the offerings in: Political TheoryComparative PoliticsInternational Politics

Plus 15 credits of: Electives from among the total offerings of thedepartment, including a 400-level seminar.

Also recommended are courses in related disci-plines.

All graduating majors must have earned a 2.0minimum G.P.A. in political science courses.The Pass/Fail option cannot be used to meetdepartment requirements for a political sciencemajor except for a maximum of 9 credits ofinternship work. For departmental honors, a 3.5minimum G.P.A. is required, plus a seminarwith a grade of B or better.

66 POLITICAL SCIENCE

Washington Internship ProgramThis program is for any student wanting to

spend a semester or summer as an intern inWashington, D.C., while receiving 12 or 15Adelphi academic credits. Preference is given to those applying for internships in their sopho-more/junior year or the first semester of theirsenior year. Prerequisites consist of: three politi-cal science courses, including a seminar; a 3.3G.P.A. overall; and approval of the PoliticalScience Internship Committee. To comply withthe preceding prerequisites, students must applyin the spring and take the required PublicPolicy Seminar, which is offered every fallsemester. Interns work 4 1⁄2 days per week in anexecutive agency, Congressional office, interestgroup office, judicial agency, or other position.Each intern receives 9 credits (6 in the summerprogram) for the internship itself. While inWashington, each intern also takes a 3-creditcourse related to the internship. Finally, theintern submits a paper at the close of the intern-ship comparing relevant scholarly literature withthe student’s experience. This paper is worth afinal 3 credits, for a total of 15 credits for thefall and spring semester internships and 12 forthe summer program. The internship itself isgraded on a High Pass, Pass, or Fail basis; thecourse and paper are graded on a regular A to Fscale.

Students pay regular Adelphi tuition for the 12or 15 credits they receive for the internship.Students are responsible for housing costs inapartments provided by the Washington Center(WC). WC also provides the placement, guidance,and supervision of the interns while in Washington, with a member of the political science faculty serving as a liaison. The only expenses the student must meet beyond this arefor food and transportation. Scholarships areavailable.

Applications and further information areavailable from the faculty.

The Political Science MinorIt is recommended that the student contact

faculty for individual guidance in the develop-ment of an appropriate minor. This minor con-sists of 18 credits distributed among the fivefields of political science.

The Political Science Minor with a Prelaw Concentration

(This concentration can also be pursued bypolitical science majors.)

Students interested in pursuing the prelawconcentration as a political science minorshould contact the Department of PoliticalScience, to declare the minor and to beassigned a prelaw advisor in the department.Political science majors who wish to pursue theprelaw concentration should work with theirregular faculty advisor. Prelaw preparation isdescribed further in the section titled “Pre-professional Preparation” in this Bulletin.

The Political Science Minor inPublic Service

The minor in public service is designed todevelop commitment to public service andinstill public-regarding values, including thevalue of good citizenship as a vital component ofa democratic polity. Students take the Washing-ton internship. (See above.) The minor is notintended for political science majors.

Prerequisites: American government ornational issues (6 credits); International politicsor comparative politics or political theory(3 credits); Seminar in Public Policy (offeredevery fall semester) (3 credits).

67POLITICAL SCIENCE

Other Programs

Albany InternshipDuring the spring semester student interns

take courses and seminars in Albany and havean opportunity to participate in the workings ofthe New York state legislature. Interns may earn3–9 credits. They may be taken with either POL358 and 359, or with both at the discretion of anadvisor. Internships of 6 or 9 credits must betaken with both POL 358 and 359, for a total of12 or 15 credits:

POL 357 Public Affairs Internship (3–9 credits)

POL 358 Public Affairs Tutorial (3 credits)POL 359 Directed Research Public Affairs

(3 credits)Prerequisites: POL 101 and completion of 6 credits of political science under one of thefollowing options:

Option AAdditional course from among the appropriate offerings of the departmentPOL 429 Seminar in Public Policy

Option BTwo additional courses from among the appro-priate offerings in the department

The Albany internships are open to majors ofall disciplines. Preference is given to juniorsand first semester seniors. Applications shouldnormally be made one calendar year in advanceof the internship semester.

The Albany internships normally require a3.3 G.P.A. and approval of the Political ScienceInternship Committee.

Prelaw Internships are an opportunity tofamiliarize the student with the American legalsystem by working in a law office.

Local Internships are placements in theUnited Nations, Congressional district offices,interest groups, and other appropriate settings.

International Studies ProgramSee details in this Bulletin under Languages

and International Studies.

European Studies ProgramThe European Studies Program seeks to pro-

mote understanding and appreciation of therichness of history, politics, literature, language,economics, arts, and culture of modern Europe.

The concentration in European studies com-prises 18 credits selected from history, politicalscience, art history, economics, communications,languages, philosophy, and English. Please seethe political science or history departmentalchairs for advisement.

Honors in Political ScienceThe standards for Departmental Honors are a

3.5 G.P.A. in political science courses and com-pletion of a political science seminar with agrade of “B” or better.

Pi Sigma AlphaPi Sigma Alpha is the national Political

Science honor society with over 420 chapters atmost leading colleges and universities in theUnited States. The qualifications for member-ship in the Adelphi chapter of Pi Sigma Alphaare: (1) at least four political science courses,including one course at the 300 level, withgrades of “B” or better, and (2) an overallUniversity G.P.A. of at least 3.0. One need notbe a political science major to be a member.

68 SOCIOLOGY

Sociology

Blodgett Hall 102

Sally Ridgeway, DirectorE-mail: [email protected]

ProfessorSalvatore Primeggia

Associate ProfessorsMichael GivantPierre HegySally Ridgeway

Sociology is the systematic study of the orga-nization and condition of society. Using bothempirical and conceptual tools, the disciplineanalyzes the behavior of groups and the workings of social institutions. Sociology isempirical in the sense that most sociologistsgather facts, but facts do not speak for them-selves. Uncovering the underlying patterns thatmake facts meaningful is the purpose of socialtheory. Sociology offers a coherent method bywhich social patterns can be brought to light andapplied to the making of social policy decisions.The student sociologist learns to observe, mea-sure, report, analyze, and draw conclusions abouthuman social behavior in all its complexity.

A major in sociology is solid preparation notonly for graduate study in the field but forcareers in teaching, advertising, law, and admin-istration. In both the public and private sectors,sociologists are called upon to collect data, ana-lyze results, and generate new knowledge.

In addition to General Education require-ments, the requirements for the major in sociolo-gy are as follows:

Requirements for the Major in Sociology (38 credits)

New majors, except freshmen, must have aminimum University-wide average of C. Newmajors who are seniors must have had a mini-mum of three prior sociology courses, with aminimum grade of C in each course. Sociologymajors must have a minimum grade of C in allthe following required sociology courses.

SOC 100 Introduction to SociologySOC 105 Culture and SocietySOC 200 Sociological StatisticsSOC 201 Sociological Research

MethodsSOC 202 The Classics of Social

ThoughtSOC 203 Contemporary Sociological

TheoriesSOC 498 Practicum in Sociology

Majors are also required to take four addi-tional courses in sociology, and two additional“cluster” courses in anthropology. These clustercourses must be selected with advisor’sapproval. One non-sociology elective is admissi-ble with the advisor’s approval.

Course Sequence forSociology Majors

Majors in sociology should take SOC 100 andSOC/ANT 105 first, and SOC 202 The Classicsof Social Thought and SOC 200 SociologicalStatistics no later than the spring term of theirjunior year. During the fall semester of theirsenior (or junior) year, sociology majors takeSOC 201 Sociological Research Methods andSOC 203 Contemporary Sociological Theories.

Majors’ SeminarsThe sociology department offers a Majors’

Seminar (SOC 386), which adds variety to ourcurriculum because its content is different eachyear.

69SOCIOLOGY

Honors in SociologyStudents who graduate with a G.P.A. of 3.5 or

higher will be granted honors in sociology.

The MinorStudents minoring in sociology are required

to take SOC 202 The Classics of Social Thought,SOC 201 Sociological Research Methods, andSOC 203 Contemporary Sociological Theories,and four additional electives in sociology.

70 CENTER FOR AFRICAN-AMERICAN AND ETHNIC STUDIES

Center for African-American andEthnic Studies

Harvey Hall 219

Marsha J. Tyson Darling, DirectorE-mail: [email protected]

The Center for African American Studies isbuilding on three decades of success in offeringinterdisciplinary teaching, scholarship, and cul-tural programming, to become the Center forAfrican American and Ethnic Studies. With anenlarged scope that continues to include theCenter’s original mission of offering a minor thatemphasizes studying people of African descent,the Center is proud to announce that its aca-demic and programmatic focus will be expandedover the next few years to include the study ofChicano-a/Latino-a Americans, Asian Ameri-cans, and Native Americans. Emphasis will con-tinue to be on providing a scholarly, interdisci-plinary minor that focuses on exploring the his-tory, culture, and contemporary dimensions ofAmerica’s four largest racial/ethnic groups.

The Center’s global vision and the minor inAfrican American and Ethnic Studies offers abroad and interdisciplinary range of courses thatprepares students to examine and develop con-cepts and theories to build a greater understand-ing of the historical, cultural, socio-economic,and political experiences of people of color. TheCenter draws on the faculty of the arts, humani-ties, natural and social sciences, and the professional schools in developing a broad andinterdisciplinary range of courses and scholarlyperspectives for its minor. The minor empha-sizes the study of history, literature and the arts,culture and society, and contemporary issues.The minor in African American and Ethnic

Studies enhances employment opportunities in aculturally diverse workplace, and graduateschool opportunities in professions such as busi-ness, education, government, law, journalism,marketing, teaching, and social work. TheCenter’s academic and cultural programs andactivities are designed to enrich Adelphi and itsneighboring communities. They are available toall students of the University regardless of theirmajor, concentration, race, or ethnicity.

Requirements for Minors inAfrican-American and EthnicStudies (18 credits)

Required:Humanities:AAS 304/HIS 304 African American

History IAAS 305/HIS 305 African American

History II

Social Science:AAS 306/POL 305 Race and Politics

Plus 3 additional electives (for a total of 9 credits)recommendations are:

AAS 260 African American andAfrican CaribbeanWriters I

AAS 261 African American andAfrican CaribbeanWriters II

AAS 130 History of Black DanceAAS 135/PFA 135 History of Black

Performing ArtsAAS 140/PFA 140 Black Drama WorkshopAAS 361/HIS 361 African HistoryAAS 390 Special Topics: Civil

Rights MovementAAS 390 Special Topics: Elements

of Black CultureANT 222 The Myth of RaceMUH 238 Jazz–20’s, 30’s & 40’s

71CENTER FOR AFRICAN-AMERICAN AND ETHNIC STUDIES

POL 366 Political Economy ofDevelopmentand Underdevelopment

POL 371 Women and ComparativePolitical Development

SOC 271 Race in the United States

72 LATIN AMERICAN STUDIES

Latin American Studies

Harvey Hall 224

Raysa E. Amador, Director

The goal of the Latin American Studies pro-gram is to examine issues related to the regionand to the history of the North AmericanHispanic groups. The field of study bringstogether the diverse regions of Mexico, Centraland South America, and the Caribbean.Students will find that Latin American cultureconsists of not only Western but also Chinese,Japanese, African, and pre-Columbian strandsand that a great variety of languages are spoken,such as Maya, Zapotec, Quechua, Spanish,Portuguese, French, Papiamento, Patois, andCreole.

The program will prepare students to beinformed about and sensitive to the needs of themulticultural population of the South and NorthAmerican continents.

Requirements for the Latin American Studies Major(36 credits)

Students wishing to major in Latin AmericanStudies must demonstrate proficiency in the useof Spanish by the end of their junior year. Thisproficiency may be demonstrated by examina-tion or by completing 6 credits in Spanish.Students may take additional courses if theyneed or desire special training.

Anthropology (6 credits)ANT 111 Cultural Anthropology ANT 245 Peoples and Cultures of

Mesoamerica (See departmental offering)

Economics (3 credits)ECO 101 Introduction to Economics

History* (6 credits)

Language* (6 credits)SPA 231 Spanish Cross-Cultural

Concepts

Political Science* (6 credits)

Sociology* (3 credits)

Spanish* (6 credits)SPA 531 Caribbean Culture and

Civilization (This course maybe taken for undergraduateor graduate credit)

Overseas OpportunitiesAt the junior level, a qualifying student may

apply for a Provost Scholarship to study abroadfor one semester at an accredited LatinAmerican or Caribbean university. Students mayalso study overseas through the InternationalStudent Services/Study Abroad program.

* Courses chosen in consultation with major advisor.

73PRE-PROFESSIONAL PREPARATION

Pre-ProfessionalPreparation

Prelaw Preparation

Blodgett Hall 200

Patrick J. Kelly, Chair, Prelaw CouncilE-mail: [email protected]

The best advice to the student preparing forlaw school is contained in the Prelaw Handbook,issued yearly by the Association of AmericanLaw Schools and the Law School AdmissionCouncil. Students are urged to read this advicein its entirety. Essentially, the student is remind-ed that law “is a profession to which all of life isrelevant. It deserves an education befitting itsnature.” No particular major is singled out asbest for prelaw preparation. Rather, what the lawschools seek is “the ability to express thoughtswith clarity and force,” “understanding ofhuman institutions and values,” and “the powerto think clearly, carefully, and independently.”

To express ideas with clarity and force, stu-dents must master the art of writing. Beyondthis, they must learn to read works of literatureand exposition with comprehension and speed,and should continuously practice speaking anddebate. Understanding human values and institutions is a lifetime goal, but the best oppor-tunity to begin this quest is during one’s under-graduate years. Careful study within each of thegreat divisions of human knowledge—thehumanities, the sciences, and the social sci-ences—is indispensable.

Prelaw students must develop the capacity tothink creatively. This capacity depends on theskills and understanding already discussed, andalso on the ability to conduct research; to reasondeductively, inductively, and by analogy; and tosynthesize what one has learned. Students must

be able to think logically, imaginatively, andscientifically. Above all, they must learn to copewith “the plasticity and ambiguity of fact andtheory” found in the humanities and socialsciences.

Guidance of prelaw students at Adelphi restswith the Prelaw Council. The council advisesstudents on the development of individually tai-lored programs of undergraduate study in prepa-ration for law school; maintains a small libraryof prelaw materials, law school bulletins, andinformation on the LSAT; teaches its own prepcourse; sponsors workshops and conferences oncampus; and gives assistance in choosing a lawschool and handling applications and recom-mendations. Prelaw students are urged to regis-ter with the Chair of the Council, Blodgett Hall200.

(Please see other sections of this Bulletin forthe prelaw concentration of study as well asinformation about Adelphi’s joint degree pro-gram in law with New York Law School.)

Premedical Preparation


Charles S. Shopsis, Chair, Premedical CouncilE-mail: [email protected]

The health professions are popular careergoals for Adelphi students. Students preparingfor medical, dental, veterinary, optometry, podia-try, or chiropractic school (“pre-meds”) maymajor in any subject but must take generalchemistry, organic chemistry, general biology,and physics (all one year sequences) and at leastone semester of math or statistics. Careful plan-ning is important because the required sciencecourses must be completed by the end of thejunior year, at which time the national pre-pro-fessional examinations (Medical CollegeAdmissions Test [MCAT], Dental AdmissionsTest [DAT], etc.) should be taken.

74 PRE-PROFESSIONAL PREPARATION

Admission to health professional schoolsrequires excellent grades, good performance onstandardized tests (which test reading, reason-ing, mathematical skills and science knowledge)and documented interest in the profession, asevidenced by relevant volunteer work or employ-ment and knowledge of the profession.

All pre-med students should register with thePremedical Council in Science 201 early intheir college career and no later than the end oftheir sophomore year. In the fall of their junioryear students should make an appointment witha member of the Premedical Council to discussthe application procedure and initiate theprocess of preparation of the required letter ofevaluation. Early consultations with the depart-mental advisor, and premedical advisor are recommended to discuss career plans, assureappropriate course selection, and monitor student progress.

Premedical students can keep abreast of current details concerning admission require-ments, application procedures, required standard-ized tests, and summer programs by checking thepremedical bulletin boards on the first floor of theScience building; logging in to Adelphi’s premed-ical web page (http://academics.adelphi.edu/artsci/premed/); subscribing to the premed e-mail list (see web page for instructions); andparticipating in the Premedical Honor Society(Alpha Epsilon Delta, AED). AED has a bulletinboard near Science 119 and a mailbox inScience 103. Books on the application process,test preparation, and medical school bulletinsare kept in the reserve or reference sections ofthe Science library.

Students with a bachelor’s degree can prepare for health professional school admissionby participating in the post-baccalaureate premedical program. Candidates with degrees innon-science disciplines can take the requiredpremedical courses and appropriate ancillarycourses and receive counseling and letters ofevaluation in support of their professional schoolapplications.

Science graduates interested in becominghealth professionals may also participate in thisprogram and may benefit by enrolling in theM.S. program in Biology to improve their pre-medical credentials. They too will receive fullpremedical support services.

More information about these programs canbe obtained from Professor Charles Shopsis at(516) 877-4140 or [email protected].

(See the Biology section of this Bulletin formore information about premedical study as wellas Adelphi’s joint degree programs in optometry,dentistry and physical therapy. The M.S. pro-gram in Biology is described in a separateGraduate Bulletin available from the Office ofAdmissions.)

75WOMEN’S STUDIES

Women’s Studies

Levermore Hall 303

Sally Ridgeway, Director, Blodgett Hall, 105E-mail: [email protected]

Women’s Studies offers a minor in an inter-disciplinary field of scholarship that focuses onthe changed and changing roles of women in themodern world. By minoring in women’s studies,students delve into areas of knowledge relevantto both men’s and women’s lives today. Coursesare available in a number of departments in thearts, humanities, and social sciences, includinghistory, political science, English, communica-tions, psychology, and sociology.

The Women’s Studies program challengesnegative stereotypes of women; employs concep-tual categories that make women's experiencesvisible; treats women’s experiences as equal inimportance to those of men; and identifies val-ues, traditions, practices, and perspectives thatcan be considered distinctively female. Studentsbecome aware of gender constructions found inall areas of their own lives, allowing them to bet-ter prepare for our contemporary world wherefamily and work are rapidly changing aroundgendered issues, including care for children,affirmative action and other work issues, sexual-ity, and changing definitions of family life androles. Whatever their ideals and beliefs, stu-dents in this program will be better able to makeinformed decisions about the debated concernsunderlying changing policies and legislativeissues. This program is of value to studentsentering any professional field and will betterinform them for the many personal decisionsthey will meet around family and relationships.

The Women’s Studies MinorMinor requirements include three introducto-

ry courses: Gender Roles and Identities (SOC225); History of Women in the United States Iand II (HIS 281, 282); and 9 additional creditsof related course work. Three credits of indepen-dent study in a focused area is encouraged.Courses are selected in consultation with anadvisor. This program is open to any interestedstudent.

76 COLLEGE OF ARTS AND SCIENCES COURSES


COLLEGE OF ARTS ANDSCIENCES

ANTHROPOLOGY

ANT/SOC 105 Culture and Society 3 creditsThis course will explore with students the differencesand similarities within the social sciences, contrast thesocial science perspective with that of the humanities andprepare the students to address theoretical and method-ological issues relevant to anthropological and sociologicalresearch they will study in greater depth in junior andsenior years.

ANT 111 Cultural Anthropology 3 creditsThe nature of culture: an intensive introduction to the studyof peoples in varied ecological, technical, and social envi-ronments. Characteristic patterns of the family life, rituals,social organization, and values of societies in several cul-tures are examined.

ANT 112 Physical Anthropology 4 creditsThis course covers the scope, method, and theory of physicalanthropology, from evolutionary biology and primate behav-ior to forensics and paleopathology. Focus is given to theapplied perspectives of physical anthropology. Laboratorywork concentrates on issues of growth, physiology, morpholo-gy, pathology, and behavioral patterns of the human condi-tion in time and space. Twenty-five hours of laboratory workon skeletal collections are required.

ANT 113 Archaeology 4 creditsAn introduction to the major problems and concepts ofarchaeology. The nature of archaeological data and fieldworkare discussed with examples from sites around the world.Prehistoric occupations are evaluated in terms of their con-tributions to modern society. Field and laboratory workinclude the examination and study of stone and ceramic arti-facts. Five weekend day field trips are required.

ANT 222 The Myth of Race 4 creditsPrerequisite: ANT 112 or 224 or permission of instructor.The relevance of the race concept as applied to humankind.The nature of human variation and alternative methods ofclassifying human population. Theories concerning the ori-gin of humankind and the differentiation of contemporarypopulations will be examined. Field trips and laboratoryactivities supplement classroom work. Twenty-five hours oflaboratory/fieldwork are required.

ANT 224 Fossil Man 4 creditsBiocultural aspects of human evolution beginning with man’sprimate ancestors and continuing through the modern day.The fossil remains of the various stages of human evolutionwill be studied. Controversial topics in the interpretation ofthe fossil remains will be discussed. Twenty-five hours oflab/fieldwork are required.

ANT 226 Prehistoric Technology 4 creditsThe commonplace and exotic skills and techniques of earlyman as interpreted from the archaeological record.Humankind’s dependence on an interaction with varied eco-logical conditions is emphasized. Field trips and laboratoryactivities supplement classroom work. Five weekend dayfield trips are required.

ANT 229 Humankind, Culture, and Environment 4 creditsCross-listed with Environmental Studies.This course examines influences that varying environmentshave on human and biocultural adaptations. Focus will begiven to settlement patterns and population size of ancientand modern man, and the effect migration has on ancientand modern populations. Field trips and laboratory activitiessupplement classroom work. Twenty-five hours of laboratory/fieldwork are required.

ANT 238 Culture, Family, and Marriage 3 creditsVaried forms of social organization in tribal societies.These include kinship groupings such as family and clan,as well as groups organized by age and sex into secret soci-eties and age grades. Topics and emphasis will vary withthe instructor.

ANT 241 Icons of Power 3 creditsIdentifies and defines (with emphasis on artistic and ritualform) the basic religious and cultural value systems of thepeoples of our modern world. Extensive use will be made ofboth American and Diaspora shrines, churches, museums,and other culturally invested institutions in the metropoli-tan area. (Field trips required.)

ANT 244 Origins of Civilization and the State 3 creditsPrerequisite: ANT 111 or permission of the instructor.An understanding of how and why the first civilizationsemerged in the Old and New Worlds. We study the precondi-tions necessary for state development: the domestication ofplants/animals, the development of early farming communi-ties, the first cities, and the religious ideologies whichserved early leaders as they consolidated power and beganmilitary expansion. Case studies from Mesopotamia, China,Peru, Mexico, and Egypt.

ANT 245 Peoples and Cultures of Mexico 3 creditsPrerequisite: ANT 111 or permission of the instructor.A critical examination of the many identities of theMexicans through time in order to understand the reality ofmodern Mexico, a multicultural country with the manyindigenous cultures playing dynamic roles in the redefini-

77COLLEGE OF ARTS AND SCIENCES COURSES

tion of what it means to be Mexican. We must understandthe roots of this cultural pluralism, attitudes of different eth-nic groups and the political, economic, and religious ele-ments of Mexican society as it has changed since the arrivalof the Europeans.

ANT 246 The Archaeology of Mesoamerica 3 creditsThis course focuses on understanding the nature of the majorMesoamerican civilizations flourishing at the time of thearrival of the Europeans: the Maya, Aztec, and Zapotec. Wewill examine the rich archaeological record, the abundantethnohistorical material, as well as original fieldwork data.The shared, distinctly Mesoamerican ideologies, whichdefine their world views as expressed in ritual behavior,their complex economic systems, and their varied politicalstructures will be analyzed.

ANT 249 The Raw and the Cooked: Changing Perceptions of The Primitive 3 creditsPrerequisite: ANT 111 or permission of the instructor.Post-modern societies play with many distorted images of“the savage” (noble or brutal), barbarians, primitives, hea-thens, and similar fantasies of “otherness” in public art,fashion, discourse, politics, and religion. At the same timethe contacts between post-modern peoples and actual primi-tive peoples have become everyday and often brutal occur-rences. This course will examine both aspects of this rope—how western societies fantasize about the primitive, and whatanthropology can tell us about the lives, cultures, and cir-cumstances of actual primitive peoples.

ANT 250 Special Topics:Primate Social Behavior 4 creditsThis course will examine the ecology, biological adaptions,population structure, ethology, and behavioral potential of non-human primates. Primate social patterns and evolutionary the-ory will be discussed and applied to an understanding of theorigins of human behavior. Twenty-five hours of lab/fieldworkrequired.

ANT 256 Cultures and Religions of India 3 creditsThe peoples of India viewed within the context of India’s cul-tural, religious, intellectual, and economic history.Contemporary Indian village and urban life is analyzed.Hindu, Buddhist, and Muslim religions are discussed.

ANT 265 The Developing World:Culture, Conflict and Changes 3 creditsPrerequisite: ANT 111 or permission of the instructor.Focuses on understanding the problems which face peoplewho live predominately in the developing countries. Modelsused are from development anthropology and developmenteconomics. We look at the interrelated problems of indige-nous groups and ethnicity and their relationship to the state.A second theme is the examination of issues of food, popula-tion and gender and the roles of non-governmental organiza-tions, and sustainable, grassroots models for development.

ANT 271 Indians of North America 3 creditsPrerequisite: ANT 111 or permission of the instructor.This course explores the diversity of Native American cul-tures and the various strategies used as they confronted theinvasion of their lands by Europeans. Archaeological, ethno-historic, and ethnographic databases will be used by stu-dents and stereotypes of the “Indian” will be analyzed.Contemporary issues and indigenous organizing in the con-text of the recent pan-Indian movement will also be dis-cussed.Field trips are included.

ANT 321 Historic Preservation 4 creditsCross-listed with Environmental Studies.The significance of cultural resources (archaeological, archi-tectural) is discussed. A survey of the development of his-toric preservation legislation with up-to-date case studies ofthe compliance process is presented. Field trips arearranged to visit local archaeological sites and historic struc-tures. Five weekend day field trips are required.

ANT 333 Fieldwork and Laboratory Techniques inArchaeology and Physical Anthropology 4–6 creditsA field and laboratory class working with archaeological sitesand collections in the Old and New World. The projects areinterdisciplinary with participating specialists from a widerange of supporting fields. Inquiries should be made to theAnthropology Department concerning current opportunities.

ANT 360 Fieldwork Methods 3 creditsQualitative methods in cultural/social fieldwork for majors inboth anthropology and sociology; we pose questions and con-cerns about our “knowledge” of the peoples we study, aboutour relationships with people of “other” cultures, about ourrepresentations of them and about our responsibilities tothem and they to us.

ANT 390 Special Topics: Populations, Health, and Disease Ecology 4 creditsCross-listed with Environmental Studies.This course studies the human factors affecting environmen-tal conditions and subsequently the distribution and ecologyof diseases. The nature of infectious diseases affectinghumanity, and the efforts to control and eradicate them areexamined from an interdisciplinary point of view. Twenty-fivehours of lab/fieldwork required.

ANT 390 Special Topics:Dental Anthropology 4 creditsAnalytical descriptions of the anatomy, development, varia-tions, wear, and pathogenesis of dental surfaces and of thedental masticatory apparatus form the basis of this course.Human dental morphology and function are examined in thecontext of our evolutionary saga, and technoeconomic andsociocultural organizations. Laboratory work with archeologi-cal dental remains supplements class work. Twenty-fivehours of laboratory work are required.


ANT 390 Special Topic: Ethnohistoryof the Americas 3 creditsThis course will study interpretations and perspectives con-cerning the events and documents of the voyages of Columbusand later encounters of Europeans and the indigenous peoplesof the New World: an effort to recover lost voices, forgottenperspectives, overlooked or misunderstood information. Theimpact of cultures of the Caribbean on the cultures ofMesoamerica, the Andes, and the American Northeast andSouthwest will be addressed, along with various strategies forsurvival adopted by these indigenous populations.

ANT 390 Special Topic: Paleopathologyand Paleodemography 4 creditsThis course studies disease associations and demographicprofiles of premodern human skeletal and mummified softtissue remains within the contexts of diachronic paleoenvi-ronmental settings and biomedical anthropology. In addition,the course draws upon the perspectives of clinicians, radiol-ogists, pathologists, and epidemiologists in order to providefor a comprehensive evolutionary understanding of prehis-toric diseases and disease in historical and contemporaryhuman environments. Twenty-five hours of laboratory ses-sions allow participants to analyze and diagnose paleopatho-logical specimens.

ANT 390 Special Topic: Peoples and Culture of Long Island 3 creditsAn ethnographic survey of historic and contemporary LongIsland. The nature of the Island’s infrastructure, politicalsystem, settlement pattern, educational philosophy, lan-guage, and values are examined from an anthropological per-spective. Students will participate in research projects work-ing with both interview data and documents.

ANT 441 Forensic Anthropology 4 creditsPrerequisite: ANT 112, 222, or 224 or permission of instructor.Demonstrates the process of recovering and assessing bio-cultural characteristics from human skeletal remains. A crit-ical review of interdisciplinary literature and methodologicalprocesses is offered. Prehistoric human skeletal collectionswill be examined in the laboratory for characteristics ofgrowth and aging, racial variation, sexual dimorphism andinherited variation, occupational stress markers and relatedtrauma, dental biology, nutrition and dietary patterns, anddisease. Twenty-five hours of laboratory/fieldwork arerequired.

ANT 491 Independent Study credits to be arrangedReadings and research on selected aspects of anthropology.To assist the student in the handling of the material and inthe writing of reports, individual conferences with the advi-sor are arranged.

ART AND ART HISTORY

ART 100 Art in New York: Museums, Culture, and History 3 creditsOpen to all students.This course is an introduction to the visual arts, based on theextraordinary works in the museums and cultural institutionsof New York. By studying a broad variety of periods, styles,and artists, the course will explore certain critical issuesabout the meaning of art, the ways it is collected and exhib-ited, and the history and development of museums.

Studio Art Courses

ART 101 Studio Art Fundamentals 4 creditsOpen to art majors only.An introduction to the fundamentals of studio art and design.Readings and studio work will investigate the visual ele-ments of form, color, line, texture, and movement.

ART 105, 106 Drawing and Composition I, II 4 credits eachIntroduction to the principle and techniques of representa-tional drawing and to the practice of combining forms inartistic and expressive unity, using various media for breadthof interpretation.

ART 115, 116 Figure Drawing and Anatomy 4 credits eachOpen to art majors only.Prerequisites: ART 101 and 105 or 106.The study of the skeletal frame and muscular structure of thehuman body for artists. Application of studies to expressionof the structural and rhythmic qualities of the figure.

ART 175 Color, Media, and Materials 4 creditsOpen to art majors only.A study of color theory and the principal media of art,designed to enhance understanding of the characteristics andfunctions of pigments, textures, binders, etc., and to developawareness of their creative and practical applications.

ART 203, 204 Computer-Graphic Applications I, II 4 credits eachOpen to graphic design majors only.Prerequisite: Art Foundation.Corequisites: ART 230 and 239.A tutorial in Macintosh basics with a hands-on approach tothe powerful page-layout capability of QuarkXpress, creationand manipulation of digital imagery with Adobe Photoshop,and the drawing of vector art with Adobe Illustrator. Throughvarious 2-Dimensional and 3-Dimensional projects, studentswill learn to design with the computer as a tool for graphicproblem solving. Scanning and use of the digital camera isincluded.


ART 209, 210 Printmaking Studio 4 credits eachOpen to art majors only.Prerequisites: ART 101 and 105 or 106 or equivalent.Technical study and experience in various print media, i.e.:etching, aquatint, mezzotint, woodcut, linocut, drypoint as afine art. Attention is paid to the use of numerous controlledeffects and color.

ART 211, 212 Sculpture Studio 4 credits eachOpen to art majors only.Prerequisites: ART 101 and 105 or 106.Introduction to the formation of art in three dimensions inthe media of clay, plaster, wood, stone, and other materials;fundamentals of the techniques of modeling, carving, andconstruction.

ART 213, 214 Painting Studio 4 credits eachOpen to art majors only.Prerequisites: ART 101 and 105 or 106 or permission ofinstructor.Principles of working with color, line, and the other elementsof painting for artistic expression on an “easel scale.”Exploration of the techniques and effects of painting mediasuch as oil and acrylic.

ART 223, 224 Ceramics 4 credits eachPrerequisite: ART 101 and 105 or 106.Throwing porcelain, hand building porcelain, throwingstoneware; sculptural pottery. Introduction to glazes and fir-ing of gas kiln.

ART 227 Primitive Ceramic Firing 4 creditsPrerequisite: ART 101 and 105 or 106.A studio course in raku and sawdust firing. Emphasis placedon the use of materials to construct simple natural forms.

ART 230 Introduction to Graphic Design 2 creditsOpen to graphic design majors only.Prerequisites: Art Foundation.Corequisites: ART 203 and 239.Techniques for the preparation of material for reproduction.Paste-up, cropping, reduction, type, photostats, color separa-tion, printing methods.

ART 231 Illustration I 4 creditsOpen to art majors only.Prerequisite: Art Foundation.This will be a combination lecture/studio course. Studentswill work in class and independently in their own studiosolving the assigned illustration problems. Students will betaught individually with an emphasis on attaining an indi-vidual illustrative style. The course will emphasize portfoliodevelopment and the job market.

ART 232 Illustration II 4 creditsOpen to art majors only.Prerequisite: ART 231.This will be a combination lecture/studio course. Students willcontinue to develop an individual illustrative style throughproblem solving at a more advanced level. Topics such asnature illustration, science fiction, caricature and book illus-tration will be covered. The course will also emphasize portfo-lio development, web sites and the job market.

ART 233 Advertising Design I 4 creditsOpen to graphic design majors only.Prerequisites: ART 204, 230, 239, and 430.Conceptual principles, special problems, and techniques ofdesign for advertising and display in newspapers, magazines,and other media. Portfolio development is stressed.

ART 234 Advertising Design II 4 creditsOpen to graphic design majors only.Prerequisites: ART 233.Problem solving for the graphic designer in advertising.Portfolio development is stressed.

ART 239 Lettering and Typography 2 creditsOpen to graphic design majors only.Prerequisite: Art Foundation.Corequisites: ART 203 and 230.A study of the various kinds of letter forms as foundin mechanical type and in hand produced lettering. Practice indesigning and specifying type for advertising and publishing.

ART 261 Photography I 4 creditsA lecture-demonstration course in black-and-white photog-raphy designed to provide the beginning student with practi-cal camera and darkroom experience. It is necessary that allstudents have access to a camera, preferably a 35 mm withvariable controls.

ART 262 Photography II 4 creditsPrerequisite: ART 261.A course geared for the student who has completed a basiccourse in black-and-white photography. Emphasis will beplaced on the technical skills of photography as well as onthe aesthetic values. Students will be guided in establishingtheir own personal directions.

ART 263 Advanced Photography 4 creditsPrerequisite: ART 261 and 262.An advanced workshop in creative photography to helpdevelop the student’s awareness in exploring the manypotentials of the medium. Lecture and darkroom demonstra-tions will place emphasis on the fine print and the tech-niques of kodalith diao, solarization, multiple printing.


ART 268 Medium & Large FormatPhotography 4 creditsPrerequisite: ART 261, 262.This course utilizes the view camera to explore studio light-ing, still life, portrait and nudes. Topics include: the setting,film and equipment. Basic camera movements, lenses andexposure, B&W sheet film processing and printing and thezone system for image control will all be considered. Colortheory and design implemented through 4 x 5 chromes. Thiscourse is designed for serious photographers and designersinterested in both fine art and commercial work.

ART 305, 306 Advanced Drawing 4 creditsThis course is designed specifically for advanced students infine art and design. Studio techniques in drawing areexplored using a variety of media for use in illustration, bookdesign and fine arts.

ART 338 Calligraphy Workshop 3 creditsThis course will introduce you to the wonders of the broad-edge pen. You will study, in depth, the elegant style of writ-ing known as “chancery cursive,” commonly called “italic.”You will engage in “hands on” practice and receive manyexemplars along with personal attention from the instructor.

ART 394 Special Topics in Studio Art 4 creditsOpen to arts majors only.Investigation of subjects of special or topical interest in stu-dio art.

ART 409, 410 Advanced Printmaking Studio 4 credits eachPrerequisite: ART 209 or 210.Further exploration of woodcut and etching techniques.Studio work, lecture, and discussion.

ART 411, 412 Advanced Sculpture Studio 4 credits eachPrerequisite: ART 211 or 212.Continued opportunity for intensive work in selected tech-niques and processes in sculpture and bronze casting.

ART 413, 414 Advanced Painting Studio 4 credits eachPrerequisite: ART 213 or 214.Continued development of expressive skills in a variety ofpainting media including oils, watercolor, acrylics, andmixed media.

ART 423, 424 Advanced Ceramics 4 creditsPrerequisite: ART 223 or 224.Build upon prior hand building and/or potters wheel tech-niques as a means of creating pottery or related sculpturalconstructions in clay, glaze formulation; and experience theoperation of gas and electric kilns.

ART 430 Advanced Graphic Design 2 creditsOpen to graphic design majors only.Prerequisites: ART 203, 204, 230, 239, and permission ofinstructor.Advanced studio techniques that offer solutions to graphicproduction problems. Portfolio development is stressed.Students will work in department production studio.

ART 433, 434 Advertising DesignAdvanced Projects 2 credits eachOpen to graphic design majors only.Prerequisites: ART 233 or 234, and permission of instructor.Continued study of problems encountered by the graphicdesigner. Portfolio development is stressed.

ART 491 Independent Study 2 or 3 creditsOpen to arts majors only.Subject to conference and agreement with the instructor anddepartment Chair.

ART 492 Internship 3 or 6 creditsOpen to arts majors with permission of department Chair.Internship experience for fine art, design, or art historymajors. Placements are usually off campus in a professionalsetting.

Art History Courses

ARH 196 Art and the World I 3 creditsOpen to all students.This course provides a global view of major epochs of humanexperience and major events of historical and cultural signif-icance from the Stone Age through Ancient Near EastClassical Antiquity, Africa, Asia, and other cultural areas, tothe Renaissance period in Europe. Works of art examined incontext offer insight into ways that people in different timesand places have explored their relationships with otherhuman beings and with nature, and have defined meaningand value in existence. Links will be made between theevents and character of the periods discussed and our time,establishing a historical foundation for understanding therise of modernism and the modern world.

ARH 197 Art and the World II 3 creditsThis course provides a global view of major epochs of humanexperience and major events of historical and cultural signifi-cance from the European Renaissance through the Baroque,Neo-Classical, and Romantic periods; Eastern traditions; andin Africa to the present. Works of art examined in context offerinsight into ways that people in different times and placeshave explored their relationships with other human beings andwith nature, and have defined meaning and value in existence.

ARH 243 Art of Africa and Oceania 3 creditsOpen to all students.The art of tribal cultures of Africa and Pacific Oceania.Analysis of the function of art in society: its meaning,expressive power, and the historical relationships of theworks of art studied.

ARH 245 Art of Asia 3 creditsOpen to all students.Introduction to the art of China, India, and Japan with studyof the interrelationships between historical change, religion,and art in these cultures.

ARH 247 Art of Classical Antiquity 3 creditsOpen to all students.Art and archaeology of ancient Greece, with emphasis on theachievements in sculpture and architecture of the HighClassical period. Relationships among mythology, history,and art in antiquity.

ARH 248 Medieval Art 3 creditsOpen to all students.Art and architecture of western Europe in “the age of faith,”from the illuminated manuscripts of the Early Middle Agesto the high achievements of sculpture and architecture in theRomanesque and Gothic periods.

ARH 249 Art of the Italian Renaissance 3 creditsOpen to all students.The scientific spirit, love of beauty, naturalism, and individ-ualism of the Renaissance expressed through the art of thegreat masters from Masaccio and Donatello to Leonardo daVinci and Michelangelo.

ARH 250 Northern European Art 3 creditsOpen to all students.From Van Eyck through Dürer and Bruegel, the art of north-ern Europe in the Renaissance period; the particularlynorthern contribution to the European tradition in natural-ism, depiction of light, intensity of expression.

ARH 251 19th-Century Art 3 creditsOpen to all students.The emergence of modernism examined through the majormovements and artists of the 19th century. Paintings andsculptures interpreted in terms of their meanings and withinthe context of political and cultural changes of the period.

ARH 253 Contemporary Art 3 creditsOpen to all students.Consideration of Pop, Op, Minimalism, Maximalism,Conceptual Art, Expressionism, Performance Art, examinedin relation to current cultural trends and events.

ARH 266 History of Photography 3 creditsOpen to all students.Origins and development of photography since its inceptionin 1839. Photographs considered in terms of their historicalconnections, including relationships with painting, theirexpressiveness and meaning. Close study of the work oftwentieth-century photographers.

ARH 290 The Arts and the Creative Process 3 creditsOpen to all students.This course about art and the human imagination willexplore philosophical, historical, and practical issues perti-nent to the creative arts. By examining the nature of art,what compels the artist to create, the distinctions and con-nections among art forms, and the vital relationship betweenhistory and the arts, the variety and centrality of humanexpression through art will be seen in the broader context ofliberal learning. This course rotates among the Art and ArtHistory, Communications, Music, and Performing ArtsDepartments.

ARH 360 Seminar: Art History Topics 3 creditsOpen to all students.Permission of instructor required.Important issues and problems in the history of art studiedin-depth through discussion and reading. A new theme ischosen for investigation each time the seminar is offered.

ARH 392 Special Topics in Art History 3 creditsOpen to all students.Investigation of subjects of special interest in art history.

ARH 563 Philosophy & Criticism of Art 3 creditsThrough original texts and close analysis of movements andmanifestos this course examines the philosophy and criti-cism of art. Students trace the history of criticism and therange of ways in which artists, critics, philosophers andrulers have approached, defined and thought about the visu-al arts from classical to contemporary times.

BIOLOGY

BIO 103 The Living World 4 creditsThis course does not count toward the major in biology. Alaboratory based inquiry into the living world with particularemphasis on the human being. Topics for discussion includemicrobiology and human disease, the relation of psychologyand human disease, the relation of psychology to biology andhuman disease, animal behavior, and selected topics inhuman physiology. Laboratory study includes a variety ofhands-on experiences designed to introduce the student tothe nature of biological study.

BIO 104 Darwin to DNA 4 creditsThis course does not count toward the major in biology. Alaboratory based inquiry into the living world with particularemphasis on genetics and reproductive processes, evolution-ary biology, and selected topics in ecology. Ethical dimen-sions of our relations to the earth will be discussed and evaluated. Laboratory study includes a variety of hands-on experiences designed to introduce the student to the natureof biological study. Two lectures and one laboratory period aweek.



BIO 111, 112 Biological Concepts and Methods 4 credits eachFoundation course in biology required for biology majors andopen to others.Emphasis in these courses is on basic biological conceptsand scientific paradigms; how these paradigms were formu-lated and by whom, and their immediate and subsequentimpact on science and society. Biological methods in celland developmental biology, genetics, evolution, and ecologyare used to illustrate the processes of science such asexperimental design, testing of hypotheses, and theory for-mation. Three lectures and one laboratory/recitation perioda week.

BIO 203, 204 The Human Body:Scientific Perspectives on Structure and Function I, II 4 credits each(A total of 4 credits may be applied toward the biology major,but only if both BIO 203 and 204 are completed successfully.)Integrates basic scientific principles in the context of under-standing the anatomy and physiology of the human body.Two lectures and one laboratory period a week.

BIO 208 Microbiology 4 creditsNot open to biology majors.Prerequisite: BIO 203 or 204 or permission of instructor.This course is designed to provide the nursing student withinsight into the nature of bacterial infections and the dis-eases they cause. Students will be introduced to cell regula-tion and the chemistry of metabolic processes in bacteria.The mechanisms of antimicrobial drugs will also be studied.Lecture and laboratory.

BIO 220 Organic Evolution 3 creditsPrerequisites: BIO 111 and 112 or equivalent.An investigation of the history, theory, and process of theevolution of life. Designed for biology majors, but may betaken by non-majors.

BIO 222 Genetics 4 creditsPrerequisites: BIO 111 and 112 or equivalent.The fundamental principles of heredity in plants, animals,and microorganisms, and the application of these principlesto human inheritance. Recent advances in biochemicalgenetics, gene structure, and the physiological action ofgenes are emphasized. Designed for biology majors, but alsoopen to non-majors. Two lectures and one laboratory period aweek.

BIO 234 Principles of Ecology 4 creditsPrerequisites: BIO 111 and 112 or equivalent.An introduction to the fundamental concepts of ecology, toillustrate the complex interrelationships of living organismswith each other and with their environment. The ecology ofwhole systems (forest, oceans) is emphasized. Lecture andlaboratory.

BIO 238 Fundamentals of Microbiology 4 creditsPrerequisites: BIO 111 and 112, CHE 111 and 112 or equiv-alent.The isolation and culture of representative heterotrophic andautrotrophic microorganisms; their morphology, physiology,taxonomy, and genetics. Two lectures and two laboratoryperiods a week.

BIO 253 Marine Biology 4 creditsPrerequisites: BIO 111, 112 or equivalent.A fundamental introduction to plants and animals indige-nous to Long Island’s coastal and estuarine waters; laborato-ry and field studies of natural history, life cycles, and adap-tations of common species. Lectures and laboratories.

BIO 288 Honors Colloquium 2 creditsPermission of the Committee on Honors and UndergraduateResearch required.

BIO 360 Principles of Regulatory Physiology 4 creditsPrerequisite: Organic Chemistry or permission of instructor.Functional analysis of the roles various organs and tissuesplay that allow vertebrates to exist in diverse environments,with emphasis on the integration and interaction of organsand organ systems. Three lectures and one laboratory perioda week.

BIO 425 Jaws and Teeth 3 creditsPermission of instructor required.Developmental and functional anatomy of the vertebrateneck, head, jaws, and teeth. Evolution and microanatomy oftooth tissue and consideration of current problems in dentalresearch.

BIO 465 Molecular Cell Biology II: Advanced Topics 3 creditsPrerequisite: One of the following: BIO 365, BIO 504, CHE471, CHE 472 or permission of instructor.An in-depth examination of selected areas of currentresearch interest in cell biology, focusing on the molecularbasis of cell biological processes. Each topic will be intro-duced with lectures and textbook readings, and thenexplored further with guided discussions of readings fromthe scientific literature. Topics covered in past semestersinclude nuclear transport, protein sorting, and signal transduction.

BIO 484, Neurobiology 3 creditsPrerequisite: BIO 111-112, or equivalent, or permission of theinstructor.An examination of the biological bases of nervous systemfunction. Basic topics include cell biology of the neuron,neurohistology, neuroanatomy, electrophysiology, neurophar-macology, and developmental neurobiology. Special topicsreflect the latest findings in the field. Three hour lecture perweek.

BIO 485 Special Topics in Biology 3 or 4 creditsPrerequisite: 15 hours of biology. Additional prerequisites maybe established for particular topics.Examination of particular areas of the biological sciences.Specific subjects will vary from semester to semester.Lecture-discussion-seminar format. May be taken more thanonce for major credit.

BIO 491 Independent Reading 2 or 3 creditsA total of 4 credits may be applied to the major in biology fromBIO 491, 492, 498, and 499.May be taken upon acceptance by a professor.

BIO 492 Work Experience 2 or 3 creditsA total of 4 credits may be applied to the major in biology fromBIO 491, 492, 498, and 499.A supervised off-campus experience focused on biologicalmethods. Student’s petition must be submitted in writing andapproved by the biology Academic Affairs Committee prior toregistering for this course. Grading will be on a Pass/Failbasis.

BIO 498, 499 Guided Research 2 or 3 creditsA total of 4 credits may be applied to the major in biology fromBIO 491, 492, 498, and 499.May be taken upon acceptance by a professor. For honors inbiology, 4 credits of BIO 498, 499, and the HonorsColloquium are required.

BIO 504 Physiological Chemistry 4 creditsPrerequisites: BIO 111, 112, and 360; CHE 251 and 252; or equivalent.NOTE: 500-level courses are open to juniors, seniors, andgraduate students.An introduction to biochemistry emphasizing biochemicalcontrol and the relationship to the physiological functions.Two lectures and one laboratory period a week.

BIO 506 Introduction to Molecular Biology 4 creditsPrerequisites: BIO 111, 112, and 222, CHE 251 and 252.NOTE: 500-level courses are open to juniors, seniors, andgraduate students.A comprehensive study of genetics from the perspective ofthe gene. The course explores the structure, molecular orga-nization, regulation, and interactions of prokaryotic andeukaryotic genes. Lectures and lab exercises introduce tech-niques of recombinant DNA technology.

BIO 525 Introduction to Transmission ElectronMicroscopy 4 creditsPrerequisite: Permission of instructor.This course will familiarize the student with the techniquesinvolved in examination of tissues with the electron micro-scope. Instruction in tissue fixation, processing, routineoperation, and the maintenance of the electron microscopewill be included. Two lectures and two laboratory periods perweek.

BIO 567 Environmental Pollutantsand Disease 3 creditsPermission of instructor required.This course will focus on the pathogenic mechanisms of thepollution-associated diseases in humans. Topics will includethe effects of pollutants on the immune system, the centraland peripheral nervous systems, and the reproductive sys-tem. Abnormal embryonic development and cancer will bestudied in relation to the exposure to pollutants.

CHEMISTRY

CHE 100 Chemistry in Modern Society 3 creditsExamines, from a chemistry perspective, contemporaryunderstanding of some major modern environmental andsocial issues including energy usage and supplies, globalwarming, nutrition and health, and genetic engineering. Nolaboratory. This course cannot be used to satisfy chemistryrequirements for science majors.

CHE 107, 108 Essentials of Chemistry 4 credits eachA one-year course on the basic principles of general andorganic chemistry including atomic structure, equilibrium,and the nomenclature and properties of organic compounds,and the application of these principles to biochemistry. Oneclass period and one laboratory period a week. A recitationmeeting one hour per week is required in CHE 107.

CHE 111, 112 General Chemistry 4 credits eachPrerequisite: Two and one-half years of high school mathe-matics or one term of college mathematics.Emphasizes the fundamental principles and laws of chem-istry. Chemical properties are studied in relation to bothatomic structure and chemical equilibrium. The laboratorywork provides experience in the observations of fundamen-tal laws. Three class periods and one laboratory period aweek. A recitation meeting one hour per week is required inCHE 111.

CHE 251, 252 Organic Chemistry 3 credits eachPrerequisites: CHE 111 and 112.Corequisites: CHE 253 and 254.A comprehensive introduction to the chemistry of carboncompounds. Class periods include the discussion ofnomenclature, methods of preparation, and properties ofthe principal groups of compounds, as well as the mecha-nisms of organic reactions. The laboratory work in organicchemistry is given in CHE 253, 254, which must be takensimultaneously with CHE 251, 252. Three class periods aweek.

CHE 253, 254 Organic Chemistry Laboratory 2 credits eachPrerequisites: CHE 111 and 112.Corequisites: CHE 251 and 252.Synthesis and the study of some of the more important reac-tions of the principal groups. Some qualitative organic analy-sis. CHE 251, 252 must be taken simultaneously. One labo-ratory period a week.


CHE 265 Quantitative Analysis 4 creditsPrerequisites: CHE 111 and 112.An introduction to the principles and calculations of quanti-tative analysis. The laboratory work includes the use of pre-cise gravimetric and volumetric apparatus for representativeanalysis. Two class periods and one laboratory period aweek.

CHE 321, 322 Physical Chemistry 3 credits eachPrerequisites: CHE 265, mathematics (calculus), and collegephysics.Study of the structural principles of modern physical chem-istry. Topics include thermodynamics, chemical kinetics,molecular structure, introduction to quantum theory, andintroduction to statistical thermodynamics. Three lectureperiods a week.

CHE 323, 324 Physical Chemistry Laboratory 2 credits eachCorequisites: CHE 321 and 322.Modern laboratory studies in physical chemistry. Firstsemester devoted to thermodynamics, kinetics, and gasdynamics. Second semester deals primarily with a variety ofstudies on molecular properties.

CHE 411 Inorganic Chemistry 3 creditsCorequisite: CHE 321.A study of the electronic structure of the elements correlatedwith the periodic table leading to a study of modern theoriesof valence, with applications to inorganic compounds. Threelecture periods a week.

CHE 413 Inorganic Chemistry Laboratory 2 creditsCorequisite: CHE 411.Laboratory experiments emphasize the synthesis and proper-ties of pure inorganic substances. Two laboratory periods aweek.

CHE 421 Advanced Physical Chemistry 3 creditsPrerequisites: CHE 321 and 322.Calculations of harmonic oscillations, rigid rotor, and hydro-gen atom by quantum mechanical techniques. Spectroscopyand magnetic measurements. Introduction to statisticalmechanical methods. No laboratory. Two lecture periods aweek.

CHE 451 Advanced Organic Chemistry 3 creditsAn advanced review of organic reactions and their mecha-nisms. Also discussed is the structure of organic compounds,including stereochemistry. Two lecture periods a week.

CHE 453 Qualitative Organic Analysis 3 creditsPrerequisites: CHE 251 and 252.Lectures deal with the theory underlying qualitative organicanalysis. Problems involving the identification of knownorganic compounds and the elucidation of the structure ofunknown organic compounds. Laboratory experiments areconcerned with identification of organic substances and mix-tures. One class period and two laboratory periods a week.

CHE 465 Advanced Quantitative Analysis 4 creditsPrerequisites: CHE 265 and 321.Corequisite: CHE 322.Continuation of CHE 265. Advanced material is studied inlecture and laboratory, including modern physical methods ofanalysis. Two class periods and two laboratory periods a week.

CCHE 470 Principles of Toxicology 3 creditsThe biochemistry of interactions between living systems andacute toxins is explored as are aspects of normal metabolismand the effects of endogenous and foreign chemical andphysical agents on metabolic processes. Emphasis will be ondeveloping a comprehension of the metabolic basis of toxicinteractions. Toxicity test methods, including options in bio-logical targets, exposure routes and durations, and toxic end-points, are covered. The problems of extrapolation of testdata to human risk assessment are discussed, with examplesdrawn from recent controversial decisions. The movementtowards non-animal toxicity testing is examined, with refer-ence to biochemical analysis, cultured cell procedures, andcomputer-based analyses.

CHE 471, 571 Biochemistry I 4 creditsPrerequisites: CHE 251 and 252; CHE 265 recommended.Chemistry of amino acids, lipids, and carbohydrates. Thestructure and functions of biomacromolecules: proteins,nucleic acids, and polysaccharides; enzyme kinetics andbioenergetics. Laboratory includes the analytical techniquesof biochemistry: spectrophotometry, chromatography, andelectrophoresis. One class period and one laboratory period a week.

CHE 472, 572 Biochemistry II 4 creditsPrerequisites: CHE 251 and 252; CHE 265 recommended.(CHE 471 is not a prerequisite.)Cell metabolism: degradative and biosynthetic pathways ofcarbohydrates, lipids, and amino acids. Energy metabolism:production and utilization of high energy phosphates.Nucleic acid and protein biosynthesis. Regulation and con-trol of metabolism. Laboratory includes isolation and charac-terization of proteins and nucleic acids. Enzyme kinetics.One class period and one laboratory period a week.

CHE 475 Biochemistry of Proteins and Nucleic Acids 3 creditsPrerequisite: CHE 471 and 472 or permission of instructor.The course deals with the structure and function of proteins,post-translational modifications, self-assembly, and otherinteractions. It also studies the spatial configuration ofnucleic acids, their interactions with drugs, and regulatingand structural proteins. Two lecture periods a week.

CHE 476 Biochemistry of Complex Carbohydrates 3 creditsPrerequisites: CHE 471 and 472 or permission of instructor.Deals with the structure, function and metabolism of glyco-proteins, proteoglycans, and lipopolysaccharides.Applications of these compounds extend to immunochem-istry, genetic diseases, surface specificity of cells, cancerresearch, connective tissues and their diseases, and mucoussecretions. Two lecture periods a week.


CHE 477 Biochemistry of Membranes and Lipids 3 creditsPrerequisites: CHE 471 and 472 or permission of instructor.An advanced treatment of biochemistry of fatty acids, neutralfats, plant lipids, glycerolipids, sphingolipids, lipid solublevitamins, cholesterol, and steroids. Also covered are lipopro-teins. Assembly and role of membranes as a function of lipidcomposition will be discussed. Two lecture periods a week.

CHE 478 Bioinorganic Chemistry 3 creditsPrerequisite: CHE 471 and 472 or permission of instructor.The role of inorganic compounds in biochemical processeswill be discussed. The coordination chemistry of metallicions will be dealt with as exemplified by the numerous cofac-tors in enzyme reactions. The active transport of cations andanions across membranes, toxicity, and body defenses againsttoxicity will be presented. Two lecture periods a week.

CHE 481 Computers and Chemistry 3 creditsPrerequisite: MTH 602 or equivalent.A course in advanced methods of FORTRAN programming,focusing on chemically related problems. Lectures and pro-grams will cover selected subjects from topics such as gaslaws, solutions, equilibria, thermodynamics, kinetics, spec-troscopy, theoretical chemistry, organic chemistry, and curvefitting. Two lecture periods a week.

CHE 490 Independent Study 2–4 credits

CHE 493 Research Seminar in Chemistry 2 credits eachOpen to senior students majoring in chemistry.A course allowing individual investigation in some field ofchemistry. Laboratory and library research constitutes thebasis for the comprehensive written and oral reports that arerequisite.

COMMUNICATIONS

COM 090 Communications InternshipOpen to majors only. 1 creditThe internship provides learning through work that comple-ments the curriculum and other communications activities.The objectives are two-fold: first to provide an orientation tothe responsibilities of running the communications facility,and second to develop skills by regular use of technology,systems, and resources of the University.

COM 201 Mass Media in a Changing World 3 creditsAn introduction to major theories and perspectives concern-ing communication as the fundamental matrix in whichsocial and cultural life are enacted. Topics studied includethe essential role of communication in the creation andunderstanding of the self, in the creation and interpretationof social life, and in the construction, expression, and trans-mission of cultural understandings.

COM 206 History of Media and Communication 3 creditsThis course traces the development of communication mediathrough the ages, from prehistoric cave paintings to the latestinformation technologies, focusing on the conditions underwhich these media came into being, their uses, and the social,political, economic, and cultural consequences of these uses.

COM 207 Introduction to Journalism 3 creditsThis course will give students an understanding of the foun-dations of American journalism, exploring important journal-istic concepts such as freedom of speech, the relationshipbetween the press and government, and the press as an agentof social reform. The course will also familiarize studentswith the characteristic features of print and broadcast news,how the two differ, and how to detect bias in each.

COM 213 Art of Film/Video 3 creditsExplores the major impact of twentieth-century art move-ments in opening up the range of creative possibilities andperspectives in the making of film and video. Aims toencourage familiarity with, sensitivity to, and understandingof innovative uses of form, content, techniques, and ideassince the beginnings of cinema.

COM 215 Film Then and Now: Genres, Styles, Movements 3 creditsA multidimensional study of narrative genres and stylisticmovements that have shaped the cinema as we know it.Examines popular American forms like film noir, the western,science fiction, and international movements such as FrenchNew Wave, Italian Neo-Realism, and New Asian cinema.Considers the interplay between society and film culture.

COM 225 Elementary Film and Videomaking 3 creditsPrerequisite or corequisite: COM 213 or 215.Introduction to shooting and editing film and video.Emphasis on learning to use the skills and theory behindproduction processes for mindful and provocative expres-sion; on learning to reach meanings in cinematic terms witha critical and creative eye. Each student will produce onefilm and one video. Equipment provided, as are most of thefilm and video tape needed.

COM 290 The Arts and the Creative Process 3 creditsThis course about art and the human imagination willexplore philosophical, historical, and practical issues perti-nent to the creative arts. By examining the nature of art,what compels the artist to create, the distinctions and con-nections among art forms, and the vital relationship betweenhistory and the arts, the variety and centrality of humanexpression through art will be seen in the broader context ofliberal learning. This course rotates among theCommunications, Art and Art History, Music and PerformingArts Departments.



COM 300 Television and the American Experience 3 creditsThis course will explore the many ways in which mediatoday define our cultural and social lives, publicly and pri-vately, examining the mass media historically, institutionally,and in terms of audience reception and negotiation of medi-ated messages.

COM 304 Post Production 3 creditsPrerequisites: COM 325 and 330.This course is open to students who have successfully com-pleted both Intermediate Filmmaking and IntermediateVideomaking. Each student will produce a video or film.Course work will explore advanced editing techniques andsound/image relationships. Emphasis will be placed on newmedia technologies. This course does NOT fulfill theAdvanced Production requirement.

COM 309 Writing for Media 3 creditsOpen to all students.This course will provide an introduction to writing for filmand video media and will cover the techniques of both fic-tion and non-fiction documentary and journalistic formats.

COM 315 Communication and Behavior 3 creditsA detailed study of communications and social interaction.Topics include the constituents of interpersonal communica-tion; the interdependence of and consequent constraintsupon interpersonal behavior; the characteristics and difficul-ties of cross-cultural communication; gender differences andthe expression of gender in social interaction; and therhetoric of status, power, and interpersonal influence.

COM 325 Intermediate Filmmaking 3 creditsPrerequisite: COM 225.Introduction to film sound, image relationships, film process-ing, double exposures, classical continuity editing, lighting,the lens, titling, elements of post-production, and montage.Emphasis on learning to use the skills and theory behind pro-duction processes for mindful and provocative expression; onlearning to reach meanings in cinematic terms with a criticaland creative eye. Each student will produce one film.Equipment provided, as is most of the film needed.

COM 329 Special Topics: Contemporary Journalism 3 creditsThe practice of journalism today is changing rapidly, and isvastly different in some respects from journalistic practices ofjust a decade or two ago. These changes are due in large partto the impact of new communication technologies on the waysin which information is acquired, reported, received, andinterpreted. Changes in the structure of media institutions andcommercial pressures on those institutions are also changingthe face of the news in the United States and around theworld. This course will familiarize students with the character-istics and the challenges of contemporary journalism.

COM 330 Intermediate Videomaking 3 creditsPrerequisite: COM 225.This intermediate video course will focus on the applied aes-thetics, design, techniques, and processes of contemporarysingle camera videomaking. Students will produce shortvideo exercises exploring and experimenting with the con-cepts presented as part of the class. Class discussions willfocus on the video systems, project design, production orga-nization, taping, and editing. Additional fieldwork isrequired.

COM 334 Major Directors 3 creditsAn advanced seminar that focuses on selected Americanand/or international narrative filmmakers, their distinctivedirectorial styles, and their manner of negotiating personalartistic practices with economic, institutional, social, andpolitical constraints.

COM 336 Women and Media 3 creditsAn examination of the ways in which women have been rep-resented in movies and television advertising as well as howthey have participated in or been excluded from productionand control of their own media images. A major strategy ofthe course will be to consider how film and television reflectand shape cultural definitions of and attitudes toward “femi-ninity” and “masculinity.”

COM 369 Special Topic in Media Studies: Children and Media 3 creditsThis course examines the role of media and popular culturein the lives of children and adolescents. The focus is on themeanings children derive from media about themselves andothers, as well as the use of media in elementary and sec-ondary education. The media to be studied include, but arenot limited to, television, film, popular music, telephone,magazine, newspapers, photography, and digital media.

COM 406 New Communications Technologies and Social Change 3 creditsThis course addresses the various implications of new andemerging communication and information technologies asthe world moves toward a global community of the 21st cen-tury. Technologies examined include the “information super-highway,” virtual reality, artificial intelligence, karaoke, cel-lular phones, and fax machines.

COM 411 Issues and Conflicts in Media and Society 3 creditsPrerequisite: COM 406.In this seminar, students will delve deeply into selectedissues in media studies. The aim is to gain a better under-standing—concrete and theoretical—of how media worksgrow out of and help to shape the larger social world inwhich we live. The issue or issues chosen each semester willrelate to one of the following key areas of cultural inquiry:the institutional and economic production of culture; repre-sentational and discursive analyses of the content of mediatexts; theories and analyses of media reception and audienceresponse.


COM 415 Issues in Film Theoryand Criticism 3 creditsThis is an advanced seminar that will center on how certainkey thinkers have theorized about film in the broad sense ofthe medium as an aesthetic, social, cultural, and historicalphenomenon. Discussions about the visceral, affectiveresponses to film as well as issues of form, meaning, and ide-ology will be accompanied by and developed from detailedanalysis of pertinent films. Each case study will provide away of engaging and concretizing specific currents in criticalthought as well as foregrounding the significance of theoryfor film-video practice.

COM 425 Advanced Filmmaking 3 creditsPrerequisite: COM 325.Introduction to synch-sound filmmaking. Conceptualizationand development of audio/visual material for a project, cine-matography, montage, sound mixing will be major areas cov-ered. Emphasis on acquiring skills and sophistication inthese areas as opportunities for mindful and provocativeexpression; on learning to reach meanings in cinematicterms with a critical and creative eye. Equipment provided,as is most of the film needed.

COM 430 Advanced Videomaking 3 creditsPrerequisite: COM 330.This course will focus on the aesthetics, design, and produc-tion of significant video projects produced by small groups ofstudents. The class will present the complex elements ofcontemporary single camera video production and the stagesof project development from initial treatment through finaledit and presentation. Additional fieldwork required.

COM 454 Electronic Journalism 3 creditsOpen to all students.This course is designed for students who wish to learnspecifically journalistic, informational, and editorial use ofvideo production. Techniques of visual research, pre-interviewing, on-camera interviewing, documentary andjournalistic visual and sound recording will be covered withextensive fieldwork required.

COM 491 Independent Study 1-3 creditsRequires departmental approval.

COM 493 Professional Internship 1–8 creditsOpen to juniors only with an overall G.P.A. of 2.8.How does one acquire experience for a career in communi-cations? Our professional internships provide students withan important opportunity to gain experience in the communi-cations field. The sponsoring organizations provide realisticwork experiences, involvement in the communicationsindustry, a source for developing contacts, and an opportuni-ty to work with professionals in the field. The internshipscover the broad range of activities found in the communica-tions industry: cable television, radio stations, film archives,public relations, television networks, industrial communica-tion. Students interested in applying for an internship mustconsult an advisor during preregistration.

COM 590 Ethics and Technology 3 creditsBringing new technology into schools does not only raisequestions about machinery, budgets, scheduling and techni-cal training; it presents a range of ethical dilemmas withwhich educators must struggle. However, the push to aggres-sively implement technology plans tends to deprive educa-tors of the time to consider those ethical issues thoughtfully.This course provides the opportunity for students to becomeacquainted with the ethical and legal issues they will face ifthey use new technology as educators and to begin to devel-op the habit of reflecting on those issues as part of their pro-fessional practice.

ENGLISH

ENG 107 The Art and Craft of Writing 3 creditsRequired of all students.

ENG 108 Writing about Literature 3 creditsA basic writing course with readings in poetry, drama, andfiction. The writing will consist of reactions to, analyses of,and topics related to the reading.

ENG 110 Writing about Society 3 creditsA basic writing course with readings in literature that reflectcurrent social issues and contemporary responses to man’sexistence as a social creature.

ENG 113 European Greats 3 creditsA study of selected major texts of European literature fromthe Middle Ages to the present.

ENG 114 American Greats 3 creditsA study of selected major texts of American literature fromthe 17th century to the present.

ENG 160 Fiction 3 creditsA study of style, plot, and characterization to develop theme.Some attention to differences between fiction and other nar-rative genres (drama, non-fiction, and film), to the history offiction, and to sub-genres (short story, novella, novel).

ENG 181 Myth in Western Literature 3 creditsA study of influential classical, Teutonic, and Celtic myths,and attention to their reappearance in later literature. Opento all students, especially recommended for students of anymajor interested in understanding the nature of myth anddeveloping a background in mythology.

ENG 208 Writing for Newspapers I 3 creditsStudy and practice of gathering and writing news for thevarious media, with emphasis on newspapers.

ENG 209 Writing for Newspapers II 3 creditsA continuation of ENG 208, with special attention paid toworking within the framework of journalism.

ENG 210 Copy Editing 3 creditsIntensive practice in preparing the rough material of a storyfor print.

ENG 212 Writing Fiction 3 creditsPrerequisite: Permission of instructor.Study and practice in the technique of the short story, withemphasis on individual creative effort.

ENG 213 Writing Poetry 3 creditsThe theory and practice of writing poems, with emphasis onindividual creative effort.

ENG 214 Writing for Magazines 3 creditsThe analysis and preparation of articles designed for publi-cation, particularly in magazines.

ENG 220 The Classical Heritage 3 creditsA study of major works of Greek and Roman literature intranslation.

ENG 225 American Literature I 3 creditsStudies of American writers such as Edwards, Franklin, Poe,Hawthorne, Thoreau, Whitman, and Melville.

ENG 226 American Literature II 3 creditsStudies of American writers such as Twain, Howells, James,Crane, Dickinson, and Dreiser.

ENG 227 American Literature III 3 creditsA study of major writers, themes, and forms from World WarI to the present. Includes the work of Hemingway, Fitzgerald,Faulkner, Eliot, Stevens, O’Neill, Williams.

ENG 231 British Literature I 3 creditsRequired of all English majors.Survey of English literature prior to 1700. Readings fromBeowulf, Chaucer, the Elizabethan dramatists, etc.

ENG 232 British Literature II 3 creditsRequired of all English majors.Survey of English literature from 1700 to 1900. Readingsfrom Swift, Hardy, Wordsworth, etc.

ENG 240 Chaucer 3 creditsAn intensive study, in Middle English, of the major works.Additional readings in the minor works.

ENG 241 Shakespeare I 3 creditsReadings in the histories, romantic comedies, and earlytragedies through Hamlet. Consideration of the life andtheater of the Elizabethan period.

ENG 242 Shakespeare II 3 creditsReadings in the major tragedies, problem plays, and romances.Consideration of the life and theater of the Jacobean period.

ENG 243 Milton 3 creditsStudy of the major poems, early and late, and Milton’s devel-opment as a poet, with special emphasis on Paradise Lost.Selections from the prose as time allows.

ENG 260 Women and Literature 3 creditsVarying approaches to the role of women in literature andliterary history. Sample topics: the depiction of women’sexperience; sexual attitudes in the analysis and apprecia-tion of literature; women writers.

ENG 264 The Tragic Vision 3 creditsAdvanced study of the tragic vision in drama and fiction.Sophocles, Shakespeare, Dostoyevsky, Melville, and/or others.

ENG 265 The Comic Vision 3 creditsAdvanced study of the comic vision in drama and fiction.Chaucer, Rabelais, Moliere, Austen, Byron, Shaw, Nabokov,Barth, and/or others.

ENG 282 A Survey of Drama and Theatre I 3 creditsA study of dramatic literature and stagecraft from earliesttimes to the sixteenth century. Plays are read in English fromthe classics of Greece, Rome, and Medieval and RenaissanceEurope.

ENG 301 Masters of Modern Drama 3 creditsStudies in Ibsen, Strindberg, Chekhov, Shaw, and O’Neill,with some consideration of other major playwrights up to1950.

ENG 302 Contemporary Drama 3 creditsTrends exhibited by playwrights such as Beckett, Pinter,Ionesco, and Albee since 1950. Plays recently and currentlyon and off Broadway will be studied.

ENG 303 Masters of the Modern Novel 3 creditsStudies of such writers as Joyce, Lawrence, Faulkner,Fitzgerald, and Hemingway with some consideration ofmajor continental novelists who have had world-wide impactuntil 1950.

ENG 304 Contemporary Novel 3 creditsTrends in the novel exhibited by such novelists as Bellow,Mailer, Roth, Lessing, Vonnegut, and Murdoch, with someconsideration of influential novelists since 1950. Recent andcurrent novels will be considered.

ENG 305 Masters of Modern Poetry 3 creditsStudies of writers such as Yeats, Eliot, Frost, Stevens,Auden, and Thomas, with some consideration of influentialcontinental poets of the period until 1950.

ENG 306 Contemporary Poetry 3 creditsTrends in poetry since 1950, exhibited by writers such asLowell, Roethke, Ginsberg, Plath, Kinnell, with some atten-tion to continental and/or South American poets who havehad world-wide impact.


ENG 310 Feature Writing 3 creditsPermission of instructor required.Preparation of feature-length works for newspapers and mag-azines; techniques of research and documentation; humaninterest stories and column writing; practice in writing arti-cles for the print media.

ENG 320 Medieval Literature 3 creditsA study of Old and Middle English literature and Continentalliterature to 1500. Works such as The Consolation ofPhilosophy, Beowulf, Sir Gawain and the Green Knight, TheRomance of the Rose, and lyrics and drama will be read inmodern English versions and translations.

ENG 321 The English Renaissance 3 creditsA study of the Renaissance as reflected in the works of suchwriters as Wyatt, Spenser, Bacon, Jonson, Donne, andMarvell.

ENG 322 English Neoclassicism 3 creditsA study of Neoclassicism as seen in the works of such writ-ers as Dryden, Swift, Gay, Pope, and Dr. Johnson.

ENG 323 The English Novel in the Neoclassical Age 3 creditsStudies in novelists such as Defoe, Richardson, Fielding,Sterne, and Austen. Some considerations of the origins of thenovel.

ENG 324 The English Romantics 3 creditsA study of the Romantic Movements as seen in the works ofsuch writers as Blake, Wordsworth, Coleridge, Byron,Shelley.

ENG 326 The Victorians 3 creditsStudies in Victorian culture as reflected in the works of writ-ers such as Carlyle, Mill, Tennyson, Browning, and Arnold.Some consideration of writers of the Decadence.

ENG 327 The English Novel inthe 19th Century 3 creditsA study of the varied and shifting sensibilities and socialconcerns of novelists from the Romantic period (Scott, MaryShelley, the Brontës) through the Victorians (Dickens,Thackeray, Trollope, Eliot) to the beginnings of Modernism(Hardy).

ENG 328 20th Century Literature 3 creditsA study of the themes, genres, and authors of 20th-centuryliterature.

ENG 344 Major British Author or Authors 3 creditsAn intensive study of one or more major British authors suchas Blake, Wordsworth, Arnold, Conrad, Hardy, Lawrence,Yeats, and Joyce.

ENG 345 Major American Author or Authors 3 creditsAn intensive study of one or more major American authorssuch as Hawthorne, Emerson, Melville, James, Whitman,Twain, and Hemingway.

ENG 450 Seminar in Advanced Writing 3 creditsPrerequisites: Junior or senior class status and permission of theinstructor.A workshop in problems of advanced writing.

ENG 451 Historical Movement Seminar:Romanticism 3 creditsAdvanced studies of one or more topics associated with anhistorical movement in British literature.

ENG 452 Historical Movement Seminar:American Literature 3 creditsAdvanced studies of one or more topics associated with anhistorical movement in American literature.

ENG 454 Special Topics in Changing Forms 3 creditsAdvanced study of one or more topics such as the GothicNovel, Drama of the Absurd, The Epic, The Romance, FreeVerse, or Detective Fiction.

ENG 455 Special Topics in World Literature 3 creditsStudies in national writing such as Chinese literature,Japanese literature, Scandinavian literature, and contempo-rary Hebrew literature.

ENG 490 Independent Study 3 credits

ENG 491 Directed Reading 3 credits

ENG 492 Internship 3 credits

ENVIRONMENTAL STUDIES

ANT 229 Humankind, Culture, and theEnvironment 4 creditsThis course examines influences that varying environmentshave on human and biocultural adaptations. Concentrationwill be given to settlement patterns and population size ofancient and modern man, and the effect migration has onancient and modern populations.

ANT 321 Historic Preservation 4 creditsThe significance of cultural resources (archeological, archi-tectural) is discussed. A survey of the development of his-toric preservation legislation with up-to-date case studies ofthe compliance processes is presented. Field activitiesinclude visits to historic sites in the Long Island area.


ANT 390 Special Topics:Populations, Health, and Disease Ecology* 4 credits

BIO 103 The Living World* 4 credits

BIO 104 Darwin to DNA* 4 credits

BIO 111 Concepts in Biological Science* 4 credits

BIO 220 Organic Evolution 4 creditsEvolution is the integration of all biological and historicalgeological knowledge. The central concepts of current evolu-tionary studies are examined particularly in relation to con-cepts and data from population and community ecology,genetics, behavior, morphology, and the history of the earth’schanging environments.

BIO 234 Principles of Ecology 4 creditsAn introduction to the fundamental concepts of ecology, toillustrate the complex interrelationships of living organismswith each other and with their environment. The ecology ofwhole systems (forest, oceans) is emphasized.

BIO 243 Botany 4 creditsThe interrelationships, evolutionary development, and taxon-omy of representative plants from the major divisions of theplant kingdom. Emphasis is on morphology as it relates tofunction, economic importance, and classification.

BIO 253 Marine Biology 4 creditsFundamental introduction to plants and animals indigenousto Long Island coastal and estuarine waters. Laboratory andfield studies of natural history, life cycles, and adaptations ofcommon species.

CHE 107, 108 Essentials of Chemistry* 4 credits each

CHE 470 Principles of Toxicology* 3 credits

ECA 111 The Price System* 3 credits

ECA 215 Environmental Economics 3 creditsPrerequisite: ECA 111.An examination of economic issues related to the naturalworld. Questions of theory, institution, measurement, andpolicy are addressed. Topics include the market analysis ofpublic goods, the tragedy of the commons, green G.D.P., eco-nomic sustainability, and cost.

ENV 101 Social Sciences and Environmental Problems 3 creditsCurrent and emerging environmental issues are presented inthe contexts of economic, social, and political influencesupon the decision-making processes. Additional contribu-tions are offered by guest commentators about the nature ofenvironmental problems, potentially available technologicalsolutions, and the limitations of current conceptual and ana-lytical knowledge.

ENV 102 Natural Sciences and Environmental Problems 3 creditsThis course presents the scientific concepts and methodsavailable for the evaluation of the nature of environmentalproblems, the physical aspects of these problems, the avail-able potential technological solutions, and the limitations ofcurrent conceptual and analytical knowledge. Additionalcontributions are offered by guest commentators about eco-nomic, social, and political influences upon decision-makingprocesses.

ENV/EAS 104 Environmental Geology 3 creditsThe influence of topography, bedrock, and climate on man.Introduction to basic geologic and oceanographic concepts.Soil conservation, water pollution, and land use that can dis-rupt the planetary ecological balance are considered within ageologic context.

ENV/EAS 156 Weather and Climate 3 creditsA survey of the world’s weather and climatological patterns inrelation to the Earth’s continents, oceans, soils, vegetation,and human culture and health. Topics include modern climato-logical classification systems, prehistoric climatic regimes, andstatistical analyses of the nature and causes of climatic change.

ENV/EAS 260 Environmental Geography 3 creditsTopics include the survey of natural resources, both renew-able and non-renewable, and an evaluation of their use,management, and conservation. Analyses are provided of themode, occurrence, and classification of the economicallyimportant resources. Present and future consumption is con-sidered with respect to known reserves.

ENV/EAS 280 Urban Environments 3 creditsInvestigations into unique aspects and problems of the geo-logic, meteorologic, and aquatic environments of metropoli-tan regions. Topics include field relationships, projects, andproblems related to pollution, land use, and utilization ofresources. The reciprocal effects of the metropolis on theenvironment will also be examined.

ENV/EAS 310 Water Resources and Hydrology 3 creditsThe distribution of surface and subsurface water supplies,the development of aquifers and drainage basins, and thequality of water supplies are discussed in relation to effectsof urbanization.


* See course descriptions under departmental listings.

ENV/EAS 323 Marine Resources 3 creditsA survey of the economic potential of marine resources and thefragility of the marine environment. Over-exploitation ofcoastal marine fisheries and coastal pollution from oil spillsand waste disposal are discussed. The environmental impact ofmarine transportation and recreation will also be examined.

ENV 420 Internship in Environmental Studies 3–6 creditsThe environmental program requires an internship with anexternal agency or other practical field experience. This isintended to ensure that environmental studies students areexposed to the practical applications of classroom experiences.This will involve prior permission and supervised readings inconsultation with the chosen faculty advisor, and a substantialwritten project embodying the results of the internship.

ENV 485 Special Topics in Environmental Studies 2 creditsThe environmental program will offer seminars on selectedtopics of current concern, as appropriate.

ENV 490 Special Topics in Environmental Studies 3 creditsLectures on selected topics in Environmental Studies.

ENV 491 Independent Study 3 creditsIndependent research in environmental studies is intendedfor students who are interested in exploring a particularaspect of an environmental problem. This independent studyinvolves supervised readings and research in consultationwith the chosen faculty advisor. A substantial written projectembodying the results of the semester’s work is required.

PHY 260 Engineering Thermodynamics: Energy 3 creditsFirst and second laws, equilibrium, the zeroth law, proper-ties of vapors and gases, work and heat, enthalpy, entropy,Helmholtz and Gibb functions, vapor power and refrigera-tion, gas power engines, gases and air-water mixtures, com-bustion.

POL 212 Environment and Politics 3 creditsAn examination of the treatment of the environment in thepolitical arena from a variety of perspectives, for example,institutional and structural, regulatory, leadership, and poli-cy development. Attention is focused on the interdependen-cy between environmental concerns and energy, resourcedevelopment, and economic growth issues.

POL 213 Energy Policy 3 creditsThis course will address the political dimensions of energypolicy with emphasis on the U.S. experience. It will explorethe impact of energy policy upon the environment, naturalresources, economic growth, and the relationship betweenthe public and private sectors. U.S. energy policy will beexamined from a public policy perspective with attention tothe development of alternative energy scenarios.

POL 326 Congress, Bureaucracy, and Policymaking 3 creditsAdministration is the basis of organized human activity.Basic issues that affect the administration of public activi-ties, e.g., management of agencies and programs, inter-gov-ernmental relations, budgetary processes, and bureaucraticbehavior are examined. The overall theme of the courseaddresses the question of how public administration cancontribute to responsible government.

HISTORY

HIS 101 Western Civilization I 3 creditsThe Whys and Wherefores of History: its nature and func-tions; why historians are critics as well as recounters of thepast. Religion, culture, politics, and society will be sur-veyed, and selected “heroes” and crises in Western culturefrom the Greeks to Galileo will be studied.

HIS 102 Western Civilization II 3 creditsThe Whys and Wherefores of History: its nature and func-tions; why historians are critics as well as recounters of thepast. Religion, culture, politics, and society will be sur-veyed, and selected “heros” and crises in Western culturefrom Galileo to Gorbachev will be studied.

HIS 103 American Civilization to 1865 3 creditsThis course surveys North American history from the colo-nial period through the American Civil War. Social and cul-tural interactions between diverse peoples, economic trends,and political developments including the formation of theUnited States are among the subjects which will be explored.Extensive use of primary sources will provide a mirror intothe minds of the men and women of the past.

HIS 104 American Civilization Since 1865 3 creditsThis course surveys United States history from the Civil Warthrough the present. Among the topics discussed are racerelations from Reconstruction to today, industrialization, theGreat Depression, the rise of the United States to worldpower and social and cultural trends such as the rise of femi-nism, the new right and mass culture. Extensive use of pri-mary sources will provide a mirror into the minds of men andwomen of the past.

HIS 105 World Civilizations I 3 creditsThis course provides a “macro historical” introduction to thecivilizations of the world from their inception to about 1500.The course investigates parallel developments, as well ascultural diffusion within and among civilizations of Africa,the Americas, Asia, and Europe.


HIS 106 World Civilizations II 3 creditsThis course will survey world history from approximately1500 to the present. An examination of traditional societiesand their interrelation in the post-Columbian period.Starting with Iberian, Ottoman, Chinese, Indian, and WestAfrican states, the course proceeds to discover the cross-cul-tural and cross-intellectual impact of the age of reaching out.The course ends with an examination of the re-emergence oftraditional societies in an age of fluid communication.

HIS 201 Sophomore Seminar inResearch Skills 3 creditsRequired of all majors in the sophomore or junior year.Research techniques, historiography, and the historicalmethod.

HIS 210 Modern China 3 creditsThis course explores the social, cultural, and religiousdevelopments surrounding the fall of Imperial China in1911, the failure of the Guomindang to create a viablerepublic, the victory of the Chinese Communists, and theevents leading to the Tiananmen Massacre.

HIS 215 Tudor-Stuart England 3 creditsEngland 1500-1714: A survey of the history of Tudor-StuartEngland. Topics include the establishment of Tudor despo-tism, the Protestant Reformation, the English Civil War, theEnglish Revolution of 1688, and the establishment of theBritish Empire.

HIS 217 The Middle Ages 3 creditsFeudalism Islam, Byzantium, the Church: development oftown life, medieval art and literature; the beginnings of thenational state.

HIS 221 Latin America I 3 creditsThis course will deal with the major indigenous civilizations(Incas, Aztecs, and Mayas) in Latin America and with thedevelopment of the area after the “discovery,” conquest, andcolonization by the Iberians.

HIS 222 Latin America II 3 creditsThis course will include selected topics related to the cultur-al and political history of Latin America. Such areas will bediscussed as: anti-Americanism in Latin American life, thecultural impact of migration to the United States, the role ofreligion, sexual attitudes, and the impact of the extendedfamily on upbringing.

HIS 230 American Diplomatic History I 3 creditsAmerican foreign policy and diplomatic relations from Colonialtimes to the beginning of the 20th century. The course inte-grates cultural, political, and historical perspectives.

HIS 231 American Diplomatic History II 3 creditsAmerican foreign policy and diplomatic relations: the role ofthe United States in world politics since 1900. The courseanalyzes major events and policies including World War Iand the Versailles settlement, American “isolationism”, andthe Cold War.

HIS 238 Europe 1918–1945 3 creditsAn examination of the era of Mussolini, Lenin, Stalin, Hitler,Churchill, and the Second World War. We will emphasizethe social and political consequences of the Russian,German, and Nazi Revolutions, the experience of total war,and the origins of the Holocaust.

HIS 281 Women in the United States I 3 creditsThe colonial and early National experience, 1600-1830: Asurvey of women’s collective history in the United Stateswith emphasis on women’s legal and political status,women’s work, religion, familial and sexual relationships.

HIS 282 Women in the United States II 3 creditsAn examination of the experiences of women in the UnitedStates, 1900 to the present, with emphasis on work, family,political activities, education, sexuality, and health. Thepolitical science department accepts this course as an elec-tive for political science majors and minors.

HIS 290 Special Topics:Geography in History 3 creditsThis course combines a traditional regional approach togeography with selected examples of the influence of geogra-phy upon history by examining questions such as strategy inthe U.S. Civil War, the Mediterranean in the 16th century,and modern European wars.

HIS 290 Special Topics: Atlantic World 3 creditsIn this course we seek to analyze and explain, throughtransatlantic contacts, interchange, and development, howthe locus of economic and cultural power shifted from theOld World to the New. Aside from the consequential transna-tional developments, we will also examine the evolution ofnew American societies and the impact of America andAfrica on Europe.

HIS 290 Special Topics: The Sixties 3 creditsAn examination of the post-World War II “baby-boom” cul-ture, followed by in-depth study of the civil rights movement,rock and roll and American culture, Vietnam, the revival offeminism, and youth culture and counter-culture. The phe-nomenon of the 1960’s in America will be related to itsimmediate antecedents and to larger issues and trends inAmerican history.

HIS 290 Special Topics: History of Film 3 creditsThis course explores the relationship between historicalevents and how they are represented in the cinema. Manybelieve that movies reflect a sense of authenticity of the pastbut, as this course demonstrates, films reflect the concernsof the present as much, if not more, than historical reality.By viewing films and comparing them with historians’ andnovelists’ accounts of the past, this course will touch on thelinks between history and myth.



HIS 304 History of Afro-Americans I 3 creditsThis course explores the African origins, the forced removalof Africans to the Americas, the development of slavery andthe resistance to that institution. We will also explore thefree black communities and the institutions that African-Americans developed. The latter part of the semester will bedevoted to the African-Americans’ role in the Civil War andduring the period of Reconstruction.

HIS 305 History of Afro-Americans II 3 creditsThis course examines the history of African-Americans from1877 to the present. Emphasis is placed on post-Reconstruction historical problems, Jim Crow, self help,enlarged dimensions of racial conflict, the HarlemRenaissance, post-war years, the Civil Rights Movement,and the African-American Revolution.

HIS 390 Special Topics: Visions of War 3 creditsMelding the historians’ craft with cultural analysis, this courseuses works of art drawn from literature, painting, and cinemato explore how images of war change over time. From ancientGreece (The Iliad) through the World Wars of the twentiethcentury (Gallipoli and Hiroshima) to the civil wars in CentralAmerica and Northern Ireland, artistic depictions of war havereflected changing ideas and attitudes toward warfare.

HIS 418 Senior Seminar: U.S. History 3 creditsPrerequisite: HIS 230 or 231.Students will do original research and write a scholarlypaper on selected topics in American diplomatic history.

HIS 443 Senior Seminar: European History 3 creditsPrerequisite: HIS 238.The seminar will focus on primary source research and his-torical criticism on the origins of World War II.

HIS 534 Special Studies in American History II 3 creditsThe seminar covers American history from the Civil War tothe twentieth century. This course does not cover everytopic, but is instead a thematic exploration of the most rele-vant historical problems during this era. This seminar’s goalis to introduce graduate students, prospective teachers andeducators to a variety of problems and questions representedby contemporary writing on American history. By becomingfamiliar with these questions, students can separate one his-torical school from another, thus bringing more depth to theirability to prepare data based questions and shape their ownhistory courses. Students can choose from the total numberof topics discussed weekly during class and write threepapers, utilizing the suggested primary source material,interpretive essays and texts that will be provided prior toeach week’s session.

LANGUAGES AND INTERNATIONAL STUDIES

INS 101, 102 Global Issues I, II 3 credits eachIntroducing students to today’s most pressing global andinternational issues, these courses explore the various politi-cal, economic, and cultural dimensions of conflict and secu-rity, the global economy, development, and the environment.

INS 201 Interdisciplinary Mid-LevelResearch Seminar 3 creditsPrerequisites: INS 101 and 102.9 credits in Business or Political Science and 6 credits inLanguages beyond Level IV.The course will allow students, through discussion, analysisand research, to formulate research problems from an inter-disciplinary perspective. Then, by using the relevant me-thodologies and sources, students will be able to restructureknowledge in ways meaningful to their interests.

INS 492 Internship in International Studies 3–6 creditsPrerequisite: Permission of major advisors in each of the twostudy areas (Languages and Business or Political Science).In consultation with their major advisors, students willchoose an internship which will integrate their languagestudy with their area study. An analytical paper based on thework experience as well as a journal kept in the languagestudied are required. Please consult the director of theProgram of Languages and International Studies for details.

INS 498 Guided Research 3 creditsPrerequisite: Open to seniors. Permission of the major advisorsin each of the two study areas (Languages and Business orPolitical Science).Intended for students who are interested in exploring indepth a subject dealing with their field of concentration.Supervised readings and frequent consultations with the cho-sen faculty mentor. A substantial written project embodyingthe work of the semester as well as a 10–15 page summary ofthis project written in the language studied are required.

English as a Second Language

ENG 111 English Language I 3 creditsThis course is intended for students who need a systematicintroduction to English grammar and writing conventions. Bythe end of the course, students will be expected to havelearned to recognize and write a coherent paragraph and ashort essay. Admission to this course will be based on place-ment/diagnostic test scores.

ENG 112 English Language II 3 creditsThis course is open to those who have satisfactorily complet-ed English Language I or those who are placed in this levelbased on their placement/diagnostic test scores. Speakingand listening skills will be developed through directed classdiscussions and academic listening/note taking exercises.Reading skills will be developed. Writing assignments willfocus on paragraph to essay development.


French

FRE 111, 112 Level I French, Level II French 3 credits eachPrerequisite for FRE 111: None (not open to students withprevious knowledge of the language except with permission ofthe Director).Prerequisite for FRE 112: FRE 111 or equivalent.A communicative approach to the basic elements of the lan-guage including listening, speaking, reading, writing, andculture. Work in the language laboratory is required.

FRE 121 Level III French 3 creditsPrerequisite: FRE 112 or equivalent.A continuation of Level II with emphasis on the moreadvanced functions of the language through a communica-tive approach and a further development of cultural aware-ness. Work in the language laboratory is required.

FRE 122 Level IV French 3 creditsPrerequisite: FRE 121 or equivalent.Further development of the four language proficiencies withemphasis on reading of cultural and literary selections. Workin the language laboratory is required.

FRE 231 French Cross-Cultural Concepts 3 creditsPrerequisite: FRE 122 or equivalent.A study of the way of life of a people so as to understandtheir value systems as well as to achieve cross-cultural com-munication and understanding. A variety of sources will beused in order to help students identify those cultural pat-terns intrinsic to a society. Work in the language laboratoryis required.

FRE 246 France Today 3 creditsPrerequisite: FRE 231 or equivalent, or permission of instructor.Designed for students who wish to familiarize themselveswith political and social structures as well as cultural atti-tudes in contemporary French society. Materials for studywill include a variety of authentic documents.

FRE 263, 264 Introduction to International Business French I, II 3 credits eachPrerequisite for FRE 263: FRE 122 or equivalent.Prerequisite for FRE 264: FRE 263 or equivalent.Courses will focus on the study of the French language in abusiness context and on the aspects of French culture thataffect business directly. Emphasis is placed on the acquisi-tion of basic business vocabulary, oral composition, the com-prehension of authentic business documents, and the writingof basic business documents.

FRE 292 The French Speaking World 3 creditsPrerequisite: FRE 122 or equivalent, or permission of instructor.A study of the new trends in French speaking countriesother than France: Africa, the Caribbean, Quebec, and theirties to France today.

FRE 302, 303 Emergence ofModern France I, II 3 creditsPrerequisite: FRE 231 or equivalent, or permission of instructor.First semester: from the Revolution to the end of the19th century.Second semester: from the end of the 19th century to 1970.Traces intellectual, artistic, political, and social history ofFrance; emphasis is put on aspects of her past which havecontributed to the formation of a modern France.

FRE 310 Strategies in French OralCommunication 3 creditsPrerequisite: At least 12 credits in French required for themajor.This course will develop competence in the spoken Frenchlanguage at a functional level above the daily, practical one.Newspapers, periodicals, videos, and audiotapes will beused to provide the material necessary for the students toengage in discussions, debates, and presentations.Additional work in the language laboratory is required.

FRE 344 French Translation Techniques 3 creditsPrerequisite: At least 12 credits in French required for themajor.Study of the techniques of translation from French intoEnglish and English into French. Development of linguisticskills. Practice in translation of journalistic, technical, andcommercial texts.

FRE 491 Directed Readings 3 creditsPrerequisite: Permission of Chair.An opportunity to explore a selected literary topic relevant toadvanced students.

German

GER 111, 112 Level I German, Level II German 3 credits eachPrerequisite for GER 111: None (not open to students withprevious knowledge of the language except with permission ofthe Director).Prerequisite for GER 112: GER 111 or equivalent.A communicative approach to the basic elements of the lan-guage including listening, speaking, reading, writing, andculture. Work in the language laboratory is required.

GER 121 Level III German 3 creditsPrerequisite: GER 112 or equivalent.A continuation of Level II with emphasis on the moreadvanced functions of the language through a communica-tive approach and a further development of cultural aware-ness. Work in the language laboratory is required.

GER 122 Level IV German 3 creditsPrerequisite: GER 121 or equivalent.Further development of the four language proficiencies withemphasis on reading of cultural and literary selections. Workin the language laboratory is required.


GER 490 Independent Study 3 creditsPermission of the director required.An opportunity to explore a selected literary, linguistic, orcultural topic beyond the intermediate level.

Italian

ITA 111, 112 Level I ItalianLevel II Italian 3 credits eachPrerequisite for ITA 111: None (not open to students withprevious knowledge of the language except with permission ofthe director).Prerequisite for ITA 112: ITA 111 or equivalent.A communicative approach to the basic elements of the lan-guage including listening, speaking, reading, writing, andculture. Work in the language laboratory is required.

ITA 121 Level III Italian 3 creditsPrerequisite: ITA 112 or equivalent.A continuation of Level II with emphasis on the moreadvanced functions of the language through a communica-tive approach and a further development of cultural aware-ness. Work in the language laboratory is required.

ITA 122 Level IV Italian 3 creditsPrerequisite: ITA 121 or equivalent.Further development of the four language proficiencies withemphasis on reading of cultural and literary selections. Workin the language laboratory is required.

Japanese

JAP 111, 112 Level I Japanese,Level II Japanese 3 credits eachPrerequisite for JAP 111: None (not open to students withprevious knowledge of the language except with permission ofthe director).Prerequisite for JAP 112: JAP 111 or equivalent.A study of the basic elements of the language (listening,speaking, reading, writing) and culture. Work in the lan-guage lab is required.

JAP 490 Independent Study 1-5 creditsPermission of the director required.

Linguistics

LIN 103 Descriptive and Historical Linguistics 3 creditsBasic phonology, morphology, and syntactic theory. Nature ofchanges in phonology, morphology, vocabulary, and meaning.Topics selected for illustration include regional and socialdialects. The nature of language as exhibited in an examina-tion of species beyond man, such as the chimpanzee.

Spanish

SPA 111, 112 Level I Spanish, Level II Spanish 3 credits eachPrerequisite for SPA 111: none (not open to students withprevious knowledge of the language except with permission ofthe director).Prerequisite for SPA 112: SPA 111; or equivalent.A communicative approach to the basic elements of the lan-guage including listening, speaking, reading, writing, andculture. Work in the language laboratory is required.

SPA 121 Level III Spanish 3 creditsPrerequisite: SPA 112 or equivalent.A continuation of Level II with emphasis on the moreadvanced functions of the language through a communicativeapproach and a further development of cultural awareness.Work in the language laboratory is required.

SPA 122 Level IV Spanish 3 creditsPrerequisite: SPA 121 or equivalent.Further development of the four language proficiencies withemphasis on reading of cultural and literary selections. Workin the language laboratory is required.

SPA 231 Spanish Cross-Cultural Concepts 3 creditsPrerequisite: SPA 122 or equivalent.A study of the way of life of a people so as to understandtheir value systems as well as to achieve cross-cultural com-munication and understanding. A variety of sources will beused in order to help students identify those cultural pat-terns intrinsic to a society. Work in the language laboratoryis required.

SPA 246 Spain Today 3 creditsPrerequisite: SPA 231 or equivalent.This course will provide a critical understanding of Spanishculture and civilization as reflected in the current literatureand ways of life. It will focus on significant aspects of theculture of Spain from 1975 to the present and examine Spainas a modern nation but keeping its heritage of the past.

SPA 248 Trends and Tendencies in Latin America 3 creditsPrerequisite: SPA 231 or equivalent.A study of significant cultural, social, racial, economic, andpolitical issues which have shaped contemporary LatinAmerica.

SPA 251 Advanced Spanish Conversation 3 creditsPrerequisite: SPA 122 or equivalent. Not open to native speakers.Efforts are made to develop a practical vocabulary and theability to use the language as a medium of communication.Work in the language laboratory is required.

SPA 263, 264 Introduction to International Business Spanish I, II 3 credits eachPrerequisite: SPA 122 or equivalent.These courses focus on the study of the idiomatic forms,locutions, expressions, phrases, general and technicalvocabulary related to the business world; and on the aspectsof Spanish culture that affect business directly. Emphasis isplaced on the acquisition of basic business vocabulary andon oral communication.

SPA 310: Strategies in Spanish OralCommunication 3 creditsPrerequisite: At least 12 credits in Spanish required for themajor.This course will develop competence in the spoken Spanishlanguage at a functional level above the daily, practical one.Newspapers, periodicals, videos, and audio-tapes will beused to provide the material necessary for the students toengage in discussions, debates, and presentations. Additionalwork in the language laboratory is required.

SPA 325 Development of Latin-American Identity 3 creditsPrerequisite: SPA 246 or 248.This course will examine texts that define a people or clarify anaspect of their national character in the process of becoming,or represent turning points in the trajectory of that process.

SPA 344 Spanish Translation Techniques 3 creditsPrerequisite: At least 12 credits in Spanish required for themajor.Review of specialized language and idiomatic expressions incurrent usage throughout the Hispanic-American world.Development of specific skills in translating technical materi-als for use in legal, commercial, scientific, and related fields.

SPA 490 Independent Study 3 creditsPermission of the Director required.Provides an opportunity to explore a selected literary, lin-guistic, or other relevant topic for those advanced studentswho have demonstrated a capacity to work effectively underminimal supervision.

MATHEMATICS ANDCOMPUTER SCIENCE

Mathematics

MTH 101 Mathematical Modeling in the Sciences 3 creditsNo prerequisites.A study of the modeling process, by which mathematics isapplied to the sciences. Much of the mathematics (logic,graph theory, modular arithmetic, difference equations, etc.)is developed from scratch, and there is very little high schoolmathematics needed. Applications may include computercircuits, codes for storage and encryption, RNA and DNAchain recovery.

MTH 102 Mathematical Modeling in Human Affairs 3 creditsNo prerequisites. This course surveys recent applications of mathematics toaspects of human interaction such as psychology, govern-ment, conflict resolution, and managing organizations. Inaddition to the study of mathematical ideas and skills, therewill be discussion of the applicability of the mathematicalmodels to the domains of application.

MTH 110 Pre-Calculus 3 creditsPrerequisite: High school mathematics through intermediatealgebra. Not open to the major in mathematics or computerscience.An elective or distribution course in mathematics. Alsodesigned for students wishing to take OPR 272 who are notadequately prepared. A study of algebraic, exponential, loga-rithmic functions and graphs. The limit concept is intro-duced.

MTH 113 Survey of Statistics 3 creditsPrerequisite: High school mathematics through intermediatealgebra. Not open to the major in mathematics or computerscience.Introduction to probability theory, random variables, andprobability distributions. Statistics and sampling distribu-tions; testing hypotheses and estimating parameters.

MTH 114 Statistics for the Natural Sciences 3 creditsPrerequisite: High school mathematics through intermediatealgebra. Not open to the mathematics or computer science major.Develops tools for making decisions when faced with data.Teaches techniques for analyzing and displaying data, andperforming statistical tests, with illustrative examples drawnfrom the natural sciences. Makes extensive use of statisticalsoftware in integrated labs and lectures. Stresses the use ofcomputers as an aid to reason.



MTH 140 Elementary Functions 3 creditsPrerequisite: Two and one-half years of high school mathe-matics including some trigonometry.A course designed primarily for students who wish to takeMTH 141 but are not adequately prepared. Sets, relations,functions. A study of algebraic, trigonometric, exponential,and logarithmic functions and their graphs. The limit con-cept is introduced.

MTH 141, 142, Calculus and Analytic Geometry I, II 4 credits eachPrerequisite for MTH 141: Either a passing grade in adepartmental placement exam, or a grade of C or better inMTH 140. Three years of high school mathematics includingtrigonometry are expected.An introduction to differential and integral calculus of func-tions of one variable. Functions, limits, the derivative, thedefinite and indefinite integrals. Applications to physicaland geometrical problems.

MTH 143 Calculus III 4 creditsPrerequisite: MTH 142.Multivariable calculus, partial derivatives, multiple inte-grals, introduction to vector analysis. Infinite series.

MTH 144 Introduction to Ordinary Differential Equations 3 creditsPrerequisites: MTH 142 and 157, or equivalent.First order differential equations, linear differential equa-tions with constant coefficients, methods of undeterminedcoefficients, variation of parameters, series solutions.Concepts of linear algebra applied to systems of first orderequations, higher order equations. Introduction to numericalmethods. Applications.

MTH 157 Linear Algebra 4 creditsCorequisite: MTH 141 or permission of department.Matrix algebra, determinants, solutions of systems of linearequations. Real vector spaces: linear independence, basis,and dimension. Linear transformations. Applications.

MTH 257 Abstract Algebra 4 creditsPrerequisite: CSC–MTH 156, MTH 157.The study of algebraic constructs, including groups, rings,and fields. Permutation groups, subgroups, normal sub-groups, homomorphisms, quotient groups, fundamental iso-morphism theorems. Cayley’s Theorem, Sylow theorems.Commutative rings, integral domains, ideals, prime andmaximal ideals, quotient rings, ring homomorphisms.Polynomial rings. Introduction to Galois theory.

MTH 290–295 Mathematics Honors Seminar 1 creditPrerequisites: MTH 141 and 157 and permission of depart-ment. May be taken for credit up to six times. This seminaris required of all students who wish to earn honors in mathematics.

MTH 321 Geometry I 3 creditsPrerequisite: MTH 142 or permission of instructor.A critical treatment of the foundations of Euclidean geome-try. The parallel postulate, absolute and non-Euclideangeometries. Defects in Euclid’s treatment and a modernaxiomatization of Euclidean geometry. Independence, con-sistency, and completeness of a system of axioms; model ofsystem of axioms. Coordination of Euclidean geometry.

MTH 322 Geometry II 3 creditsPrerequisite: MTH 142 or permission of instructor.Topics in geometry and computation.

MTH 326 History of Mathematics 3 creditsPrerequisites: MTH 143 and 257, or permission of instructor.Antiquity to the present: fundamental concepts and theirhistorical background. Survey of the main fields of currentmathematics.

MTH 351 Theory of Numbers 3 creditsPrerequisite: MTH 257 or permission of instructor.Divisibility properties, Euclidean algorithm, prime factoriza-tion, arithmetic functions, indeterminate problems, congru-ences, quadratic reciprocity.

MTH 355 Symbolic Logic 3 creditsPrerequisite: CSC–MTH 156 or permission of instructor.Sentential and predicate calculus. Proof theory. Recursivefunction theory. Godel’s theorem. Lambda conversion.

MTH 361 Introduction to Probability Theory 3 creditsPrerequisites: MTH 142 and 157.Laws of probability. Distribution functions, means and vari-ance, moment generating functions, joint distributions, func-tions of random variables. The Law of Large Numbers.Binomial, Poisson, geometric distributions. Introduction tothe normal distribution and the Central Limit Theorem.

MTH 362 Mathematical Statistics 3 creditsPrerequisite: MTH 361.Study of continuous distribution, the normal, uniform, andgamma distributions, the Central Limit Theorem, and normalapproximations to the sample mean and sample proportion.Statistical inference, confidence intervals, hypothesis test-ing. Applications of the chi-square and F distributions, con-tingency tables, linear regression and correlation, analysis ofvariance. Non-parametric statistics. Case studies.

MTH 365 Mathematics Applied to Societal Problems 3 creditsPrerequisites: MTH 142.Mathematical modeling of social phenomena. Theory ofsocial choice. Models involving signed digraphs, differentialand difference equations, game theory, and linear program-ming. Applications in ecology, demography, political sci-ence, economics.


MTH–CSC 366 Introduction to Queueing Theory 3 creditsPrerequisite: MTH 361.Basic elements of queueing theory, arrival patterns, queue discipline, system capacity, number of servers, priorityqueues, network design. Theory of stochastic processes, dis-crete and continuous-time Markov chains, the PoissonProcess, birth-death systems, and their relation to queueingsystems.

MTH 383 Numerical Calculus 3 creditsPrerequisites: MTH 142 and CSC 171.Applications of programming to problems of the calculus.Interpolation, numerical integration, least square curve fit-ting, determination of the roots of algebraic and transcen-dental equations, solutions of simple differential equations.

MTH 390 Special Topics 3 creditsPrerequisite: Permission of department.

MTH 431 Analysis 4 creditsPrerequisite: MTH 143.The real numbers as a complete ordered field. Topology ofthe real line. Sequences and series. Functions of a singlevariable, limits and continuity; differentiability and meanvalue theorems. Riemann Integral. Fundamental theorem ofthe calculus. Improper integrals.

MTH 490 Directed Reading 1–16 creditsPrerequisite: Permission of department.

MTH 493, 494 Special Topics 1–3 creditsPrerequisite: Permission of department.Selected topics in advanced mathematics.

Computer Science

CSC–MTH 156 Discrete Structures 3 creditsNo prerequisites.An introduction to the algebra of sets and relations. Topicswill include propositional logic, proofs, mathematical induc-tion, Boolean algebra, combinatorial circuits, algorithms,recursion, graphs, trees, and finite-state automata.

CSC 160 A First Course in Computer Programming 3 creditsNo prerequisites.This course is intended for students with little or no experi-ence in computer programming. It gives students a feel forwhat programming is like, introduces the process of programdevelopment, and introduces the major concepts of program-ming—variables, data types, assignment statements, functions, parameters, conditionals, compound data typessuch as structures, lists, and arrays, and repeating constructssuch as loops and recursion.

CSC 170 Introduction to Computers and their Applications 3 creditsNo prerequisites.An introduction to the uses and limitations of computers andthe World Wide Web. Social issues related to computing andtelecommunications. Introduction to programming conceptsas well as selected software. Use of the Computing Centerfacilities. Topics will include use of web browsers, telnet,FTP, e-mail, listserv, search engines, HTML programming,and web page generation.

CSC 171 Introduction to Computer Programming 3 creditsPrerequisites: Students who have not previously studied a pro-gramming language are strongly advised to take CSC 160before attempting CSC 171.An introduction to a modern computer language and to modern techniques of computer programming such as struc-tured and object-oriented design. Simple and aggregate datatypes, subprograms, programming style, and the softwaredevelopment cycle. Applications to simple computationalproblems.

CSC 172 Introduction to Algorithms and Data Structures 3 creditsPrerequisite: CSC 171.Further concepts of a modern computer language. Records,data structures and file handling, recursion. Applications.

CSC 173 Introduction to Computer Programming 2a (Visual Basic) 3 creditsNo prerequisites.An introduction to programming in Visual Basic. Graphicaluser interfaces. Methods of structured programming includ-ing control and decision structures, procedures and func-tions. File processing. Object-oriented and event-driven pro-gramming concepts. Use of Visual Basic to access databaseand create graphics. Application design.

CSC 174 Computer Organization and Assembly Language 3 creditsPrerequisite: CSC 171.Corequisite: CSC 172.Introduction to machine architecture, machine language,basic logic design, arithmetic, and symbolic assembly lan-guage. Deeper understanding of computers will be taughtthrough general concepts augmented by the study of at leastone computer architecture in the 32 or 64-bit class.Programming methods developed in CSC 171 and CSC 172will be utilized in this course.

CSC 222 Graphical User Interface Programming 3 creditsPrerequisites: CSC 270Design and implementation of programs with interactivegraphical user interface. Event-driven programming, dam-age-and-redraw techniques, the model/view/controller pattern. Analysis of user requirements and use patterns; pro-totyping and evolutionary software development in responseto user feedback.


CSC 270 Survey of Programming Languages 3 creditsPrerequisite: CSC 172.Introduction to programming languages of diverse program-ming paradigms. Typically, two or three languages will bestudied chosen from among C (procedural paradigm), C++ orJava (object oriented), Scheme (functional), or Prolog (logi-cal). Emphasis will be on how to learn a new languagequickly, and how to choose an appropriate language for anyprogramming task.

CSC 271 Software I: Utilities and Internals 3 creditsPrerequisite: CSC 172.Corequisite: CSC 270.Good practice in program specification, advanced features ofstandard UNIX operating system utilities, line editors,screen editors, job control languages, batch operation, inter-pretive command languages, compilers, assemblers, inter-preters, link/loaders, library maintenance. Introduction tooperating system subroutines, with emphasis on inter-pro-gram communication.

CSC 272 Software II: Principles of Programming Languages 3 creditsPrerequisite: CSC 271.Principles of programming language design, with emphasison design structures for good, clear maintainable code.Concepts of alternate languages, object-oriented, interpre-tive, functional, and block structured. Elementary conceptsof language features designed for concurrent processing.

CSC 302 Artificial Intelligence 3 creditsPrerequisites: CSC 172 and 270 or permission of instructor.Introduction to the major concepts and techniques of artifi-cial intelligence. Program representation, search methods,game tree search. Knowledge representation, logic, semanticnetworks, semantic primitives, frames, and scripts. Expertsystems. Natural language processing. Vision, image pro-cessing, robotics.

CSC 333 Graphics and Image Processing 3 creditsPrerequisites: MTH 142, MTH 157, CSC 270.Geometric algorithms for 2-D and 3-D graphics: region fill-ing, scan-conversion, rigid motions, perspective projections,specular and diffuse reflection, ray-tracing, fractal surfaces.Application to 3-D virtual world.

CSC 343 Data Structures 3 creditsPrerequisites: CSC–MTH 156 and CSC 270.Data structures, including stacks, queues, lists, trees, heaps,and arrays. Graphs, their definitions, notation, and elemen-tary properties. Sorting and merging.

CSC–MTH 344 Algorithms and Complexity 3 creditsPrerequisites: CSC–MTH 156, MTH 141, and CSC 171.Space and time complexity. Enumeration techniques. Sortingand searching. Combinatorial and graphic problems.Experimental and theoretical measures of complexity.

CSC 371 Systems I: Computer Organization and Architecture 3 creditsPrerequisites: CSC 174 and 272.Computer organization. Machine representation of numbers,computer arithmetic algorithms, overflow/underflow protec-tion. Combinational circuits for addition and multiplication.Control units, multifunction and pipelining. Memory organization, associative and cache memories, memory inter-leaving, memory hierarchies, paging, segmentation, virtualmemory, input/output organization, I/O channels, I/O busses.Virtual machines. Microprogramming.

CSC 372 Systems II 3 creditsPrerequisite: CSC 371.Parallelism in computers. Tree-height reduction techniques.Recurrence relations, data dependence. Communication net-works. Interconnection networks. Speedup, and efficiency ofmultiprocessors. Non Von Neumann Machines. Systolicarrays, RISC machines, data flow architecture. Compilerdesign.

CSC 390 Special Topics in Computer Science 3 creditsPermission of departmental advisor required.

CSC 440 Software Engineering 3 creditsPrerequisites: CSC 172 or CSC 173.The techniques and principles of systematic software devel-opment. The software development life cycle. Software spec-ification. Top-down design and structured programming;object-oriented design and data abstraction. Graphical userinterfaces. Path testing, exhaustive test models, and con-struction of test data. Introduction to software tools and man-agement techniques.

CSC 443 Data Base Management Systems 3 creditsPrerequisite: CSC 343.In-depth analysis of the hierarchical, network, and relationaldatabase models. Objectives of database processing. Storagestructures and access methods. Database design and normal-ization, normal forms. Relational algebra and calculus.

CSC 450 Computer Networks 3 creditsPrerequisites: CSC 343, CSC 371.The basic concepts of data communication. Network topolo-gies. Carriers, media, data codes, synchronous and asyn-chronous transmission. Modems, multiplexors, and othernetwork hardware. Error detection and correction. The OSImodel. TCP/IP.

CSC 453 Operating Systems 3 creditsPrerequisites: CSC 343 and 371, and MTH 361.Theory of operating systems; theory of concurrency andinterprocessor communications; concepts of semaphores,synchronization, mutual exclusion, applications to operatingsystem design, in particular using mutual exclusion toimplement monitors and multiprocessing systems. Conceptsof memory management, device management, virtual memo-ry, and virtual machines. Concepts from file management.


CSC 471 Senior Project I 2 creditsPrerequisites: 23 credits of CSC courses.Corequisite: CSC 371.

CSC 472 Senior Project II 2 creditsPrerequisite: CSC 471.

CSC 490 Independent Study 1–3 creditsPermission of department required.

CSC 491 Directed Reading 1–3 creditsPermission of department required.

MUSIC

Theory

MUA 110 Elementary Theory and Harmony I 3 creditsCorequisite: MUA 112.Techniques of tonal harmony presented from written andanalytic perspectives, beginning with a review of rudimentsand continuing through the study of fundamentals of diatonicharmony. Four-part harmonization and analysis are included.

MUA 111 Elementary Theory and Harmony II 3 creditsPrerequisite: MUA 110 or permission of instructor.Corequisite: MUA 113.Continuation of MUA 110.

MUA 112 Ear Training, Dictation, and Sight Singing I 1 creditPrerequisite: Permission of instructor required for non-majors.Corequisite: MUA 110.Recognition by ear of intervals and chords, written dictation,sight-reading in three clefs.

MUA 113 Ear Training, Dictation, and Sight Singing II 1 creditPrerequisite: MUA 112 or permission of instructor.Corequisite: MUA 111.Continuation of MUA 112.

MUA 136 Music Technology 3 creditsPermission of Chair required.An extensive, practical course that links music to modernrecording techniques in a multitrack studio. Course compo-nents include study of the physics of sound, miking, basicsynthesizer modules and recording on 8-track and 24-trackconsoles. No background in electronics is required.

MUA 210 Advanced Theory and Harmony I 3 creditsPrerequisite: MUA 111 or permission of instructor.Chromatic harmony in writing and analysis, through 7thchords, extended dominants, altered chords, chromaticismand modulation. Harmonization of bass and sopranomelodies and analysis of complex music.

MUA 211 Advanced Theory and Harmony II 3 creditsPrerequisite: MUA 210 or permission of instructor.Continuation of MUA 210 through 20th-century techniques.

MUA 212 Ear Training, Dictation and Sight Singing III 1 creditPrerequisite: MUA 113 or permission of instructor.Sight-reading in four clefs; written harmonic and melodicdictation, to include modulations to close and remote keys;rhythmic training.

MUA 213 Ear Training, Dictationand Sight Singing IV 1 creditPrerequisite: MUA 212 or permission of instructor.Continuation of MUA 212.

MUA 236 Music Technology 3 creditsPrerequisite: MUA 136 and permission of Chair. This coursemay be repeated for credit.An extensive, practical course that links music to modernrecording techniques in a multitrack studio. Course compo-nents include study of the physics of sound, miking, basicsynthesizer modules, and recording on 8-track and 24-trackconsoles. No background in electronics is required.

MUA 294 Chamber Music Workshop 3 creditsChamber Music Workshop fine-tunes intimate ensemble per-formance skills in a survey of repertoire from all styles andperiods for two to ten players in various combinations.Coachings are geared to music majors; repertoire is thechoice of the instructor and students. Each semester, profes-sional recital opportunities offer career experience and com-munity introduction for the participating artist.

MUA 310 Form and Analysis 3 creditsPrerequisite: MUA 211 or permission of instructor.Detailed examination of selected examples of music litera-ture from a harmonic, structural, and formal standpoint.

MUA 390 S/T: Basic Keyboard Skills 3 creditsIntensive practice at the keyboard for beginners or musi-cians with limited keyboard skills. Study of music funda-mentals and reading.

MUA 413 Conducting and Orchestration 3 creditsPermission of Chair required.Essentials of conducting: baton technique, score reading,interpretation, conduct of large ensemble rehearsals androutines. Work on ensemble blend and balance, styles, andrepertoire. Attention to choral diction.

MUA 436 Music Technology–MIDI 3 creditsPrerequisite: MUA 236 and permission of Chair.Practical course designed to introduce composition and nota-tion in the electronic medium. Basic work with synthesizermodules, sound processing techniques, music sequencingsoftware and computerized music notation.


History

MUH 120 Development of Western Music 3 creditsStudents gain knowledge and appreciation of the contribu-tion of music to aesthetic theory and cultural developments,past and present, through the analysis and explication ofmajor works heard in class and at performances.Independent listening and attendance at concerts isrequired.

MUH 290 The Arts and the Creative Process 3 creditsThis course about art and the human imagination willexplore philosophical, historical, and practical issues perti-nent to the creative arts. By examining the nature of art,what compels the artist to create, the distinctions and con-nections among art forms, and the vital relationship betweenhistory and the arts, the variety and centrality of humanexpression through art will be seen in the broader context ofliberal learning. This course rotates among the Music, Artand Art History, Communications, and Performing ArtsDepartments.

MUH 220 Music of the Classical Period 3 creditsMusical literature of the late 18th and early 19th century isexamined in a sociological context, with particular attentionto the works of Mozart and Haydn.

MUH 221 Major Composers of the 17th and 18th Centuries 3 creditsMusical literature and styles of the Baroque era are exam-ined in a sociological context, with particular attention to theworks of Bach and Handel.

MUH 222 Major Composers of the19th and 20th centuries 3 creditsAn intensive chronological study of musical developments inWestern Civilization from the Romantic era up to the pre-sent. Interrelationship of music, art, philosophy, and othercultural factors. Representative composers, forms, styles,instruments and compositions.

MUH 238 Jazz–20’s, 30’s, & 40’s 1–3 creditsOpen to juniors and seniors only.Study of the music, composers, artists, arrangers, and stylesof this dynamic period in the history of an American artform.

MUH 239 Jazz–50’s, 60’s, & 70’s 3 creditsOpen to all students.A comprehensive survey of the origins, styles and musicianswho were important to the development of this uniqueAmerican art form. Independent listening and concert atten-dance is required.

MUH 390 Special Topics: Rock Music,a Social History 3 creditsThis courses studies the rise of the rock music phenomenon,its pervasive infiltration of many aspects of late 20th centurysociety and its ongoing effects on the creation of “serious”music.

Ensemble Performance

MUO 240–241 Orchestra Performance (Section 1) .5 creditParticipation in weekly rehearsals of symphonic ensemble,performing extensive repertoire from the orchestral litera-ture. Audition with the conductor is necessary for admissioninto the program.

MUO 240–241 Pop Ensemble (Section 2) .5 creditA course designed to introduce the student to popular musi-cal literature through performance in a small ensemble.

MUO 242–243 Choral Ensemble .5 creditParticipation in weekly rehearsals of the choral ensemble.Audition with the conductor is necessary for admission intothe program.

Private Instruction

MUP 100–101, 200–201, 300–301, 400–401 Piano .5 creditWeekly private lessons designed to develop and expandkeyboard technique and knowledge of the piano repertoire.

MUP 102–103, 202–203, 302–303, 402–403 Strings .5 creditWeekly private lessons designed to develop and expandtechnique and repertoire.

MUP 104–105, 204–205, 304–305, 404–405 Woodwinds .5 creditWeekly private lessons designed to develop and expandtechnique and repertoire.

MUP 106–107, 206–207, 306–307, 406–407 Brass .5 creditWeekly private lessons designed to develop and expandtechnique and repertoire.

MUP 108–109, 208–209, 308–309, 408–409 Percussion .5 creditWeekly private lessons designed to develop and expandtechnique and repertoire.

MUP 130–131, 230–231, 330–331, 430–431 Voice .5 creditWeekly private lessons in voice production, breathing,development of tone, volume, and range. Repertoire includesart song to opera, and musical comedy.

MUP 132–133, 232–233, 332–333, 432–433 Guitar .5 creditWeekly private lessons in either folk or classical guitardesigned to expand and develop technique and repertoire.

PERFORMING ARTS

Acting

PFA 100 Improvisation 2 creditsOpen to majors only. Twice a week.The aim of the first year is to develop self-awareness and todiscover the actor’s potential—to diagnose strengths andweaknesses and to begin to break down bad acting habits.The focus of the exercise works will include improvisation,theater games, and ensemble building techniques.

PFA 108 Beginning Acting 3 creditsFor non-majors. Twice a week.A study of theater from the actor’s point of view. The studentis taught to explore and use personal knowledge and experi-ence. Class projects include individual creative experimentsas well as formal monologues and scenes.

PFA 109 Dramatics 3 creditsA course designed to help non-majors incorporate actingtechniques as a way of building teamwork and self-confi-dence. Theater games, scene work, and improvisation areincluded in class work.

PFA 111 Introduction to the Professional Theater 2 creditsOpen to non-majors. Twice a week.Focus of this course will be obtaining work in the profession-al theater. The major actors’ unions will also be covered.Putting together a picture/résumé, actors’ relationships toagents and managers, and making the rounds. Contracts, rid-ers, and residuals.

PFA 130 Mechanics of Voice Production 2 creditsOpen to majors only. Twice a week.Acquaints the student with the mechanics of voice produc-tion and how to preserve the health and longevity of theinstrument and to increase control, quality, variety, and free-dom of the voice.

PFA 150 Character Development 2 creditsOpen to majors only. Twice a week.Continuation of the intensification of training begun in firstsemester plus character development involving the inner lifeof the characters.

PFA 180 Voice Projection 2 creditsOpen to majors only. Twice a week.An intensification of the work done in PFA 130.

PFA 200 Text Analysis (Acting III) 2 creditsOpen to majors only. Twice a week.In the second year of acting, the student actor begins theapplication of the actor’s technique to the demands of a script.While there is a reinforcement of work done in the first year,the stress is on character development, relationships, andenvironment. The emphasis is on analysis of text and subject.

PFA 210 Theater History I 3 creditsOpen to non-majors. Twice a week.A lively, introductory course in the history of European dra-matic literature, beginning with the great tragic poets ofGreek drama and ending with Shakespeare and theRenaissance stage. Special emphasis will be placed on theantecedents of the modern theatre, with particular attentionto such playwrights as Aeschylus, Sophocles, Euripedes, andAristophanes. Also included will be Roman comedy andSenecan tragedy; early medieval and liturgical drama; earlyTudor drama; William Shakespeare, Ben Jonson, JeanRacine, Moliere, and others. Class will consist of lectures ontheatrical backgrounds, styles of staging, theatre architec-ture, and literary sources. Representative plays and selectedreadings in dramatic and critical theory will be requiredreading. Class trips to museums, films, and theatrical pro-ductions may also be included.

PFA 230 Diction (Voice III: Erasing the Local Accents) 2 creditsOpen to majors only. Twice a week.Continuation of techniques learned in the first year. Theemphasis is on developing techniques for developing stagediction and projection.

PFA 250 Scene Study 2 creditsOpen to majors only. Twice a week.Continuation of PFA 200 (Acting III) with emphasis onchoice of scenes for the actor’s growth. Emphasis is onprocess, not on finished scenes.

PFA 260 Theater History II 3 creditsOpen to non-majors.The second half of Theater History I, this course examinesthe eighteenth and nineteenth-century Europeanantecedents to twentieth century American drama.Playwrights such as Ibsen, Strindberg, Chekov, Wilde, Shaw,and Yeats will be discussed in terms of their influence onsome of the major literary movements of the nineteenth andtwentieth centuries. These movements include Romanticism,Naturalism, Symbolism, Impressionism, Expressionism, andSurrealism. American playwrights will include Elmer Rice,Eugene O’Neill, Tennessee Williams, Sam Shepard, CarylChurchill, and others. Additional emphasis will be placed onthe development of modern stagecraft and modern scenedesign. Class will consist of lectures and in-class discussionof plays. Also included will be a Broadway theater tour.

PFA 280 Diction (Projection–Working with the “Accentless” Voice) 2 creditsOpen to majors only. Twice a week.Continuation of voice and diction work from PFA 230(Voice III).

PFA 290 The Arts and Creative Process 3 creditsThis course about art and the human imagination willexplore philosophical, historical, and practical issues perti-nent to the creative arts. By examining the nature of art,what compels the artist to create, the distinctions and con-nections among art forms, and the vital relationship between



history and the arts, the variety and centrality of humanexpression through art will be seen in the broader context ofliberal learning. This course rotates among the PerformingArts, Art and Art History, Communications, and MusicDepartments.

PFA 304 History and Performance of Drama I (Greeks to Jacobeans) 3 creditsAn introductory but intense course in performing dramawritten in verse, it concentrates on using Moliere,Shakespeare, and modern verse playwrights to develop skillsin analysis and the making of powerful, text-based choicesusing basic elements like tone, color, meter, rhyme, pace,and rhythm.

PFA 340 Rudiments of Directing 2 creditsOpen to non-majors with permission of instructor. Twice a week.An introduction to the director’s specific duties in realizingthe production of a play. The student is taught the step-by-step procedure from script analysis, to director’s concept, toits realization upon the stage. Full consideration is given tothe director’s responsibilities to the text, the production staff,the actors, and the management. The student is taught howto make a production budget, to present it, and is introducedto correct audition-casting procedures, as well as the settingup of a rehearsal schedule.

PFA 354 History and Performanceof Drama II (Jacobeans to Present) 3 creditsContinuing with the work of PFA 304, this course concen-trates on Shakespearean monologues and scenes to deepenthe student’s understanding of how to act verse powerfullyand truthfully, and continues work done in earlier classes inlinking voice and bodily relation to text-based acting choices.

PFA 360 Directing 2 creditsOpen to non-majors with permission of instructor. Twice a week.An application of the tools of directing introduced in PFA 340.Working with specific texts the student will be taught to con-ceptualize production, to budget, audition and cast, to realizethe scenes, to deal with actor’s problems, and, finally, to identi-fy and bring to life the accents and rhythms of the production.

PFA 380 Stage Accents 2 creditsWorking with the isolation of each dialect’s “signaturesounds” and learning the techniques of shifting the focus ofspeech resonance, students are taught to research, docu-ment, rehearse, and develop accents and dialects for stage,animation, recording, or other use, while mastering their ownpersonal vocal instrument.

PFA 400 Auditioning 2 creditsOpen to majors only.How to prepare monologues through proper selection anddevelopment; how to attract agents, search for work opportu-nities, and prepare for them; and how to prepare specificaudition material for graduate school and regional or reperto-ry theatre.

PFA 402 The Solo PerformanceOpen to fourth-year majors only. 2 creditsActors will be taught to use their own personality traits, act-ing strengths, skill, and inclinations to discover their ownstyle; from a spectrum of sources, they will prepare and per-form a solo performance that will best serve that style.

PFA 404 Futurism and Surrealism 2 creditsA seminar class in readings and discussions from the avant-garde theater, with specific concentrations in Brecht,Artaud, and movements like “theater of cruelty,” the surreal,and the Absurd. Provides a contrast to work in realism andan introduction to non-realistic acting techniques.

PFA 421 Introduction to Performing Arts Administration 3 creditsOpen to non-majors – twice weeklyA blueprint for the management and production of theatre inall its various aspects. A complete nuts and bolts course thatwill be used in any performing arts management situation.Fully discussed are: fundamentals of theatrical producing (theidea, the manager for the idea, the performance space and thestaff); methods (commercial New York, stock, resident, univer-sity and community theatre); business management (cost, costcontrol, box office and generating additional revenue); theatreand audience (community and press relations, publicity, adver-tising, promotion, audience engineering, and psychology).

PFA 450 Acting for the Camera 2 creditsOpen to majors only.On-camera technique for television commercials.

PFA 454 Realism 2 creditsOpen to fourth-year majors only.An intensive examination of the Stanislavskian basis for psy-chologically realistic acting. Theory and readings supportserious work on realistic monologues and scenes from themodern theatre. Individual problems relating to the actor’scapacity to be vulnerable and truthful are addressed.

PFA 481 Manhattan Production 2 creditsLearning the techniques of choosing self-advantageous mate-rial, of assessing the self professionally, and of attracting anaudience of professional agents and casting people isrewarded with a Manhattan performance for a professionalaudience for graduating senior actors.

PFA 490, 491, 492 Independent Study 3–12 creditsPermission of program director required.Independent study in theater.

Technical Theater/Design

PTD 101, 151; 201, 251; 301, 351; 401, 451 Research, Rehearsal, and Production 2 credits per semesterOpen to technical theater/design majors only.A practicum course in technical theater. Students will beassigned to one or more current productions and assumeresponsibility for their contribution. Supervision and con-sultation will be conducted according to the specific func-tion and the student’s level. The student will adhere to theproduction schedule and be subject to the structure of theproduction.

PTD 103 History and Application of Theater Technology 2 creditsThis is an introductory level course geared to first- andsecond-year theater and dance majors. This course encom-passes all realms of theater from its history to the lateststate-of-the-art theatrical product. A careful overview oftheatrical design, lighting, and sound as well as basic the-atrical building techniques.

PTD 115 Mechanical Drafting 2 creditsOpen to non-majors.A hands-on studio class, where students learn theatricaldrafting techniques under the guided supervision of a pro-fessional theatrical designer. Emphasis will be placed onunderstanding and executing ground plans, elevations, andother drawing techniques. There will be a laboratory fee formaterials.

PTD 153 Introduction to Costumes 2 creditsOpen to majors only, or with permission of instructor.An introduction to the design of effective stage costumes.The student is taught to research for creative authenticity; toanswer, in practical terms, the demands of the text, theambiance and period of the play, the director’s concept, andthe actor’s movement.

PTD 165 Scenographic Techniques 2 creditsFor majors only, or by permission of instructor.The second half of Mechanical Drafting, this studio coursefocuses on advanced drafting and drawing techniques usedin theatrical design. For those who have taken MechanicalDrafting, there will be no additional laboratory fees.

PTD 169 Sound 2 creditsOpen to majors only, or with permission of instructor.A careful introduction to the physics of sound from frequencyto Sabine’s law. Working on state-of-the-art sound systems,students will present various sound projects as an introductionto theatrical sound.

PTD 213 Prop Construction 2 creditsA survey course of major Western architectural and interiorperiod styles ranging from prehistory to contemporary twen-tieth-century styles. With the aid of slides and lectures, stu-dents will explore a variety of period styles. Special empha-sis will be placed on the variety of nineteenth-century stylesmost commonly encountered in theatrical set dressing andprop construction. Emphasis will also be placed on the inte-gration of properties and theatrical design, and the use ofprops in actual production. A final project will include aconstructed project under the guidance of the instructor.

PTD 223, 273 Stage Management I, II 3 credits eachOpen to majors only.The role of the stage manager will be examined in terms ofduties and responsibilities as well as the relationship to theproduction schema. Because the position of stage manager isdual in nature, it must be examined from the viewpoints ofboth the technical production aspects and the acting/direct-ing functions. Students will be required to take part in bothsimulated and actual production situations.

PTD 241 Costume Construction 3 creditsOpen to non-majors with permission of instructor.A lab course in the study of basic sewing techniques and theapplication of these techniques in the construction of stagecostumes. Each week the class will include a discussion, ademonstration, and a practice session.

PTD 269 Makeup for the Stage 2 creditsOpen to majors only.An introduction to the art of stage makeup including tech-niques of cosmetic enhancement of the actor as well as theage, ethnicity, and individual characteristics of a multiplicityof stage characters. Particular attention will be paid to phys-iognomy, light, shade, color, and character analysis.

PTD 313 Advanced Technical Theater 2 creditsOpen to majors only, or with permission of instructor.An intensive study of theatrical technology, this courseencompasses all realms of theater technology from digitallighting and sound systems to the physics of load calculationand theatrical machines. Projects may consist of work on anongoing production or may be aimed at the systems andfacilities of the program.

PTD 315, 365 Scene Design I, II 2 credits eachOpen with permission of instructor.An introduction to the theory, practice, and history of the-atrical design. Students will read, design, and discuss playsfor two semesters under the guidance of a professional setdesigner. One semester of mechanical drafting is usuallyrequired for admission to the course. A laboratory fee willalso be required.


PTD 317, 367 Lighting Design I, II 2 credits eachOpen to majors only.A comprehensive study of theatrical lighting design from itshistory to present day. This course begins with basic elec-tricity, control, color media, and drafting symbols and pro-gresses to lighting design on AutoCad and design realization.The student will be taught the design process to realize theirpersonal designs.

PTD 319 Scene Painting 2 creditsOpen to all majors, with permission of instructor.Art majors welcome!Learn faux finishing techniques such as wood-graining andfaux marble with a professional scenic artist. Also includedwill be large-scale theatrical painting techniques used inBroadway and off-Broadway scene shops. Students will beresponsible for providing their own brushes. Appropriatepaint clothes are essential!

PTD 331 Draping and Pattern Making 3 creditsOpen to majors.A continuation of draping and pattern-making techniquesused in costume houses and professional theaters. Thecourse will include the study of period pattern-making fromthe Elizabethan age to the 20th century. Emphasis will beplaced on the methods of period pattern making for bothwomen’s and men’s costumes. Clothing history will beresearched through the study of period patterns.

PTD 333, 383 Costume Design I, II 2 credits eachOpen to majors only, or with permission of instructor.Exploration of research techniques required to create cos-tumes that are historically accurate, complement the direc-tor’s concept, and meet the actor’s needs for movement andcomfort. This course provides the costume design major withsophisticated and in-depth skills required for research,design, and execution of stage costumes.

PTD 490 Independent Study 3–12 creditsPermission of Chair required.Professional internships in advanced technical theater ordesign.

Dance

PFD 110, 111; 210, 211; 310; 410, 411 Ballet 2 credits eachPrerequisite: Permission of program director. (May be repeated.)Study and practice in ballet, designed to continue over afour-year range of technical work. Assignment to one of sev-eral sections is made on the basis of advancement and expe-rience. Meets five times a week.

PFD 125, 126; 225, 226; 325, 326; 425, 426 Modern Dance 2 credits eachPrerequisite: Permission of program director. (May be repeated.)Study and practice in modern dance, designed to continueover a four-year range of technical work. Assignment to oneof several sections is made on the basis of advancement andexperience. Meets five times a week.

PFD 221—222 Dance Theory and Composition I, II 2 credits per semesterPrerequisite: Permission of program director.Principles of dance theory and composition with applicationof spatial, temporal, dynamic, and dramatic elements inchoreography. Emphasis on individual assignments.

PFD 248, 249 Period Movement 2 credits per semester(May be repeated.)A special course designed to meet the specific needs ofacting and musical theater majors.

PFD 285 Dance History and Criticism 3 creditsOpen to non-majors by permission of program director; sophomores, juniors, and seniors.The study of significant concepts in dance from preliteratesocieties to the present. Various functions of dance as art,ritual, and social activity, and their developments as specta-cle and entertainment, are considered. In addition, thedance cultures of India, China, Bali, and Japan are com-pared to those in the western hemisphere, and are examinedin relation to the social environment in which they exist.Attendance at dance performances is required and individ-ual class projects are assigned.

PFD 343, 344 Advanced Dance Repertory 3 creditsOpen to junior and senior dance majors in advanced levels.(May be repeated.)Study and practice of dance works from the classic andmodern repertories.

PFD 348, 398 Intermediate Dance Composition 2 creditsPrerequisites: PFD 221–222.The study of dance composition with emphasis on the inter-action of form and content in the creative purpose. Individualprojects are required.

PFD 350 Dance Theater 3 creditsFor majors only – three times a weekCredit given for rehearsal and performance of choreographicworks on the Mainstage of the Olmsted Theatre.

PFD 390 Worlds of Dance 3 creditsOpen to non-majors – twice weeklyA survey and examination of the styles and historical contextof dance through the ages with a focus on developmentalstyle and continuity.

PFD 415 Principles of Teaching Dance 3 creditsMajors only – twice weeklyTheory and practice of methods and materials in the teach-ing of dance.

PFD 448, 449 Advanced Dance Composition 3 credits per semesterPrerequisites: PFD 221–222 and 348–398; and permission ofprogram director.Advanced study of dance composition with emphasis on solv-ing problems in different modes of expression. Individualprojects required.


PFD 490 Independent Study 3–12 creditsPermission of Chair required.Independent study in dance.

PHILOSOPHY

PHI 105 Critical Thinking Skills: The Analysis of Arguments in Everyday Thought 3 creditsThis course seeks to explain some of the rules of good argu-ment and help students recognize bad arguments used ineveryday and academic thought. It will teach students how tocriticize an argument and create counter-arguments. Thecourse considers a variety of problems: imprecision, analogy,proof, statistics, and probability.

PHI 110 Introduction to Philosophy 3 creditsThe student is introduced to philosophical ideas and the perspectives of some major philosophers through the readingand discussion of philosophical works.

PHI 212 Ethics and Morality 3 creditsAn introduction to the nature of ethics and morality, alternativeethical theories, and the study of problems of moral conduct.

PHI 221 Philosophy of the Arts 3 creditsAn examination of historical and contemporary theories con-cerning the nature of the arts and their role in human experi-ence leading to inquiry into the philosophical ground forprinciples of artistic creation, appreciation, and criticism.

PHI 250 Eastern Philosophy 3 creditsAn examination of Indian and Chinese thought that groundsstudents in the basic meditation practices of Buddhism andHinduism as a means of deepening their understanding ofthe material studied.

PHI 280 Deductive Logic 3 creditsAn introduction to semantics, the principles of formal rea-soning, and the foundations of logical theory.

PHI 284 Philosophy of Science 3 creditsThe student is introduced to the main contemporary move-ments in the philosophy of science with special emphasisbeing given to the historically oriented school of Kuhn andhis associates. Topics to be considered include the nature ofthe scientific method, the problem of scientific revolutions,scientific reductionism, and the relation between scienceand the larger society.

PHI 311 The History of Philosophy I:The Pre-Socratics to the 12th Century 3 creditsPrerequisite: PHI 110 or permission of instructor.An investigation of the historical development of traditionalWestern philosophy from its beginnings with the Greekphilosophers before Socrates to the early scholastic philoso-phers of the Middle Ages.

PHI 312 The History of Philosophy II:St. Thomas to Kant 3 creditsPrerequisite: PHI 110 or permission of instructor. An investigation of the historical development of traditionalWestern philosophy from St. Thomas Aquinas to ImmanuelKant. A continuation of PHI 311, pre-Socratic Greek philoso-phers to the early scholastic philosophers of the Middle Ages.

PHI 313 History of Philosophy III:Kant to James 3 creditsPrerequisite: PHI 110 or permission of instructor.An investigation of the historical development of philosophyfrom Immanuel Kant to William James. A continuation ofPHI 311 and 312.

PHI 322 American Philosophy 3 creditsAn historical study of major American philosophical themes,such as puritanism, deism, transcendentalism, idealism, prag-matism, and naturalism. International influences on Americanphilosophy as well as American contributions to internationalthought are examined. Representative thinkers consideredinclude Jonathan Edwards, Benjamin Franklin, ThomasJefferson, Emerson, Thoreau, Chauncey Wright, Josiah Royce,C. S. Peirce, William James, John Dewey, and Santayana.

PHI 330 Existentialism and European Thought 3 creditsA study of the literature and philosophy of this important20th-century intellectual movement. Kierkegaard,Nietzsche, Sartre, Camus, Unamuno, Heidegger, Jaspers,Marcel, Buber, and Tillich are among major figures investi-gated. Contributions of existentialist thinkers to contempo-rary international problems are examined.

PHI 331 Analytic Philosophy andPragmatism 3 creditsThis course focuses on varieties of philosophizing developedin this century in England, Austria, and the United States,dealing with the nature of language, Logic, science, andphilosophy itself, a style of philosophizing usually termed“analytic.”

PHI 354 Philosophy of History 3 creditsA study of purpose, pattern, and meaning in history as dis-cussed by the West’s great philosophers: Augustine, Hegel,Vico, Collingwood, Croce, and Whitehead. Particularemphasis will be placed upon the varying perspectives fromwhich history may be viewed.

PHI 360 Philosophy of Religion 3 creditsFaith and doubt, the problem of evil, the nature and exis-tence of God are some of the problems debated from a vari-ety of philosophical perspectives. Scholasticism, Kantianrationalism, existentialism, and linguistic analysis are givenprominent exposure in class discussions.


PHI 380 Bioethics 3 creditsEthical issues in the life sciences: medicine, genetics,behavior control. This course features lectures and groupdiscussions, with case studies on death and dying, patients’rights, professional responsibilities, behavior control, andbiological engineering.

PHI 390 Special Topics in Philosophy 3 creditsMay be repeated for credit with a different topic.A course devoted to a topic of special interest in philosophy.Offered as needed.

PHI 406 Recent Political andCultural Philosophy 3 creditsA philosophical study of the nature of authority, power, thestate, and various cultural institutions and practices as wellas alternative justifications for them. Particular attentiongiven to theories about how advanced industrial society isdeveloping and ought to develop. Consideration given tosome recent fascist, conservative, and liberal views as wellas Marxist, Leninist, and anarchist positions.

PHI 490 Independent Research 1–3 creditsOpen to juniors and seniors. Registration only with permissionof the chair of the department.Independent research in philosophy: intended for studentswho are interested in exploring the philosophical aspects ofwork in a field of interest to them. Supervised readings,frequent consultations with the chosen faculty advisor, anda substantial written project embodying the work of thesemester.

PHI 491 Directed Readings 3 creditsOpen to juniors and seniors. Registration only with permissionof the chair of the department.Organized program of readings devised jointly by instructorand student with periodic meetings for discussion.

PHI 498, 499 Senior Project 4 creditsFor majors in Philosophy. (2 credits each semester)Open only to majors in philosophy in their senior year.Independent work in philosophy extending over two semes-ters, and culminating in either a substantial written projectembodying the results of research undertaken, or someother demonstration of philosophical competence. Thoseexpecting to do graduate work in philosophy are advised toundertake a research project. Consult the department chairfor procedures to be followed.

PHYSICS

PHY 100 Perspectives in Physics 3 creditsThis course examines the relationship between physics andother sciences, the history of physics, and the principles ofphysics. It also examines the evolution of the universe and itsbuilding blocks.

PHY 104 Astronomy 3 creditsThis course examines the universe, its structure and origins,the Big Bang, and initial conditions. It also examines the evo-lution of the universe, the formation of stars, planetary sys-tems, and galaxies.

PHY 110 Physics for Music Lovers 3 creditsA journey through the physical wonders of sound. Thisdemonstration course stresses, nonmathematically, the manyareas physics and music share in common including hearing,pitch, quality and synthesized sound, physical characteristicsof conventional instruments, design of new instruments, com-puted and computer music, acoustics, electrical reproduc-tion, noise pollution, amplification and matching, formats,temperament, and vibrato.

PHY 111 College Physics I 4 creditsPrerequisite: One and one half years of high school algebraand one year of geometry.An introductory algebra based course for liberal arts andpre-medical students covering the fundamentals of mechan-ics, waves, and thermodynamics.

PHY 112 College Physics II 4 creditsPrerequisite: A continuation of PHY 111.An introductory non-calculus based course covering elec-tricity, magnetism, light, and modern physics.

PHY 113 Physics for Science Majors I 4 creditsCorequisite: MTH 141.Kinematics (speed, velocity, acceleration), vectors, Newton’slaws of motion, dynamics (force and acceleration), equili-brium, gravitation, rotational motion, energy, wave motion,sound and thermodynamics. A number of problems will besolved using personal computers.

PHY 114 Physics for Science Majors II 4 creditsPrerequisites: PHY 113 and MTH 141.Corequisite: MTH 142.Calculus-based introductory physics course covering electro-magnetism and optics. Topics covered include: electrostatics,magnetism, electromagnetic induction, Maxwell’s equations,geometrical optics, physical optics (polarization, interferenceand diffraction). Personal computers will be used to solve anumber of problems.

PHY 121 Physical Universe: Astronomy and Cosmology 4 creditsPrerequisites: None.This course examines the universe, its structure and origins,the Big Bang Theory and initial conditions. It also examinesthe evolution of the universe and the formation of stars, plan-etary systems and galaxies. There will be supervised obser-vations in the physics observatory and laboratory demonstra-tions in the optics laboratory.



PHY 122 Light–Principles and Demonstrations 4 creditsPrerequisites: None.Laboratory demonstrations of a variety of physical phenome-na associated with light are presented and their underlyingphysical principles are discussed. Reflection, refraction,transmission, mirror and lenses, color, wave motion, polar-ization, holography, and several other phenomena aredemonstrated including applications to photography and theprinciples of vision.

PHY 211 Introduction to Mathematical Methods in Physics 4 creditsPrerequisites: PHY 114 and MTH 142.Series and complex numbers, vectors, matrix algebra, and fluiddynamics, fluid flow and divergence, circulation and the curl,applications of first-order differential equations to physicsproblems, numerical integration, numerical methods and sec-ond-order differential equations (Euler method, Runge-Kuttamethod), oscillatory motion, resonance, forced oscillations.

PHY 216 Physics III–Introduction to Physics of Atoms, Nuclei, and Solids 4 creditsPrerequisites: PHY 114 and MTH 142.Special theory of relativity, wave and particle features ofphotons and electrons. Foundations of quantum mechanics,Heisenberg’s uncertainty principle, atomic structure, struc-ture of nuclei and studies on condensed matter.

PHY 230 Engineering Statics 3 creditsPrerequisite: PHY 114.Statics of particles, equilibrium of rigid bodies, centroids andcenters of gravity, analysis of structures, friction, forces inbeams and cables, moments of inertia, methods of virtual work.

PHY 231 Engineering Dynamics 3 creditsPrerequisite: PHY 230.Kinematics of particles, systems of particles, kinematics ofrigid bodies, plane motion of rigid bodies, mechanicalvibrations.

PHY 243 Analog Circuits 4 creditsPrerequisites: PHY 114 and MTH 142, or permission ofinstructor.The course provides the foundations necessary to assemblesimple analog circuits and test them. A number of circuitsemploying diodes, transistors, field effect transistors, and oper-ational amplifiers will be assembled on breadboards and testedin the laboratory. The course will have one period lecture andone laboratory session, each of two-hour duration, per week.

PHY 244 Digital Circuits 4 creditsPrerequisites: PHY 112 and 114, or permission of instructor.The course provides the foundations necessary to assemblesimple digital logic circuits and test them. Microprocessorsand microcomputers will be introduced and a variety ofexperiments based on computer architecture, computer inter-facing, and data communications concepts will be performed.The course will have one period lecture and one laboratorysession, each of two-hour duration, per week.

PHY 250 Physical Problems of Pollution 3 creditsPrerequisite: PHY 112 or 114.Application of physics and natural sciences to environmen-tal and pollution problems. Population growth models,world-resource-depletion models, and growth limits. Theenergy scenarios. Internal combustion, fossil fuel, andnuclear fuels. Water and air pollution. Conservation, eco-tactics, and the role of agencies at various governmentallevels.

PHY 260 Thermodynamics and Kinetic Theory 3 creditsPrerequisites: PHY 114 and 211.First and second laws of thermodynamics, thermodynamicequilibrium, properties of gases and vapors, enthalpy,Helmholtz and Gibbs functions, refrigeration, gas powerengines, gases and air water mixtures, combustion.

PHY 261 Computational and Problem Solving Methods in Physics 3 creditsPrerequisites: PHY 112 or 114 and MTH 141.The course introduces a number of numerical techniquesthat are useful to solve a variety of physics problems. Topicsinclude numerical integration, solutions to differential equa-tions, Monte Carlo techniques and chaos. The course willhave a number of problem solving sessions in mechanics andelectrodynamics involving calculus.

PHY 264 Optics 3 creditsPrerequisites: PHY 216, 211, and MTH 142.A survey of physical optics. The electromagnetic spectrum,wave theory, lenses, mirrors, image formation, optical cavities,the superposition of waves, Fourier methods, polarization,interference, and diffraction. Ideas important to contemporaryideas in optics and lasers are stressed. A number of computerproblems simulating the optical paths will be worked out ingeometrical optics.

PHY 301 Mathematical Methods in Physics 3 creditsPrerequisites: Physics through PHY 264, MTH 142 and 144.Mathematical techniques as applied to physics problems.Ordinary and partial differential equations with emphasison boundary value problems in electricity and magne-tism; complex variables; LaPlace transforms; eigenvalueequations and special functions. PC based numericaltechniques.

PHY 322 Advanced Physics Laboratory 4 creditsPrerequisite: PHY 216.The course is designed to provide students with advancedmodern laboratory experience. A number of experimentscovering atomic, nuclear, solid state and optical physics willbe performed. The students will get hands-on experience inmodern experimental techniques and data acquisition andanalysis procedures using computers.


PHY 380 Electromagnetic Theory 4 creditsPrerequisites: PHY 211 and MTH 144.A study of electric and magnetic fields: electrostatics,Gauss’ law, LaPlace’s and Poissons’ equations, multipoles,dielectrics, magnetic induction, Bio-Savart and Ampere’slaw, magnetic properties of matter, Faraday’s law, Maxwell’sequations, energy and momentum, electromagnetic waves,and guided waves.

PHY 421 Undergraduate Physics Thesis I 3 creditsPrerequisites: Sixteen credits of sophomore physics coursesthrough PHY 216 completed with a 3.0 G.P.A.This course provides research training to the students. Theresearch topic can either be experimental or theoretical.The student will be working in close association with afaculty supervisor. A departmental committee will evaluatethe project.

PHY 422 Undergraduate Physics Thesis II 3 creditsPrerequisite: Sixteen credits of sophomore physics coursesthrough PHY 216 completed with a 3.0 G.P.A.This course provides research training to the students. Theresearch topic can be either experimental or theoretical. Thestudent will be working in close association with a facultysupervisor. A departmental committee will evaluate the project.

PHY 428 Quantum Mechanics 3 creditsPrerequisites: PHY 211, 216, and MTH 144 and 157.Ideas leading to quantum mechanics; Schrodinger’s equationin time-independent and time-dependent forms. One- andthree-dimensional solutions of bound-state eigen value prob-lems; scattering states; barrier penetration; the hydrogenatom; perturbation theory. Quantum mechanical descriptionof identical particles, symmetry principles, multi-electronsystems.

PHY 490 Independent Study 3 creditsPrerequisite: Permission of instructor.

PHY 493 Research Hours Credits to be arranged

PHY 513 Principles of Environmental Physics II 3 creditsOpen to junior/senior undergraduate students or with consentof the instructor or major advisor.The topics covered include transport laws, radiation envi-ronment, microclimatology and the roles played by radia-tion, momentum transfer, heat transfer and heat balance.Greenhouse effect, ozone depletion and environmentalconsequences. Environmental models and computer basedmodeling.

PHY 555 Lasers and Holography 3 creditsPrerequisite: PHY 264 or equivalent.Fundamental laser concepts. Spontaneous emission, stimu-lated emission, absorption. Optical amplification. Pumpingprocess. Threshold conditions. Optical resonators. Theoriesand properties of gaseous, liquid, crystalline, chemical, andsemiconductor lasers. Spatial and temporal coherence.Gaussian beams. Fundamentals of holography. Image recon-struction. Fresnel, Fourier, phase, computer holograms.Optical filtering. Demonstration experiments.

POLITICAL SCIENCENote: 300-level and 400-level courses, designed tomeet major requirements, are open to non-majors.

POL 101 Introduction to the American Political System 3 creditsA study of political structures and processes that affect the scope and content of American politics. Examines theconstitutional system (executive, legislative, and judicial),parties, interest groups, public opinion, nominations andelections, bureaucracies, the military and corporations.

POL 102 Introduction to Politics 3 creditsAn introduction to the major theories, concepts, and meth-ods of contemporary Western political science, and the fivemajor components of the political science curriculum:American Political Issues; American Political System;Political Theory; Comparative Politics; and InternationalPolitics. Unifying concepts such as the management ofconflict, power, and the authoritative allocation of values willbe applied to the study of the state and the political process.

POL 200 Public Policy: Theory and Issues 3 creditsThis course will examine how public policy is formulated,implemented, and evaluated. It will stress public policy as theresult of the interaction between public and private actorsover time, combining both group theory and institutional theo-ry. The first half of the course will emphasize process anddecision-making procedures. The second half of the coursewill apply the public policy process model to at least two con-temporary issues by analyzing the role of interest groups, elec-toral politics, and governmental institutions in policymaking.

POL 201 Politics and the Family 3 creditsDespite the prevailing value that supports the privacy of thefamily, government has historically intruded on this privacy.From past support for the absolute rights of fathers and hus-bands, through the federal government’s subsidy of the middleclass suburban nuclear family and the welfare family totoday’s legislative and court decisions defining marital rape asa crime, government has attempted to regulate the structure,function, and behavior of the family. This course examines theattempts by interest groups, political parties, and elected offi-cials to affect governmental involvement in the family throughlegislative, judicial, and administrative mechanisms.Activities within the United States as well as in selectedEuropean and Asian countries will be the focus of the course.


POL 212 Environment and Politics 3 creditsThis course examines the political, economic, and regulatoryaspects of environmental issues, focusing on the interaction ofinterest groups, the business sector, and government and theinterdependency between environment and resource develop-ment, economic growth, and political values. The process ofdecision-making through which contemporary societies copewith environmental problems will be studied from Americanand international perspectives. Philosophies and strategies ofthe environmental movement will be examined through ahands-on research project.

POL 213 Energy Policy: A Political Perspective 3 creditsThis course addresses the political dimensions of energypolicy with emphasis on the U.S. experience. It explores therelationship of energy policy to the eco-system, economicgrowth, and national security. Awareness of the interactionof politics and technology is also critical to an understand-ing of the development of governmental responses to energyissues. Energy policy issues are examined from a publicpolicy perspective examining alternative energy scenariosand strategies.

POL 225 The Modern Presidency 3 creditsThis course assesses the development of the office and pow-ers of the presidency viewed from a contemporary perspec-tive. Beginning with an institutional focus, it traces the evo-lution of the presidency from the New Deal through theClinton administration. The president is evaluated as bothan individual personality and as a political actor interactingwith the outside environment. The use, abuse, and con-straints upon presidential power are the underlying themesof the course.

POL 240 Political Theory in Historical Perspective 3 creditsThe major political theories that have shaped Western civi-lization from Plato to Karl Marx and John Rawls are the sub-ject of this course. From the emergence of classical politicalthought in ancient Greece to the formulation of modern ideasof revolution and justice, this course examines the majorpolitical concepts and ideas that have established the foun-dation of Western political systems and molded competingvisions of political identity. The theoretical underpinnings ofdemocracy, monarchy, and modern dictatorships areexplored along with relevant religious and social traditions.

POL 260 Comparative Political Analysis 3 creditsThis course is an introduction to the comparative politics ofindustrialized democracies, communist states, and develop-ing countries. Geographically, the course covers Britain,France, Germany, Japan, Russia, China, and Nigeria. Topicsinclude the political culture of democracy and dictatorship;characteristics of parliamentary systems; political elites andmodern democracy; class and party in electoral systems; andreform and revolution in evolving communist states.

POL 270 Special Topics:Hate and Conflict: The Artist, the Dancer, and the Political Scientist 3 creditsPrerequisite: Permission of instructor.This is an interdisciplinary course for art, dance, and politi-cal science majors in an interactive setting. It explores theorigins, manifestations of conflict as well as possibilities forresolution. The focus is on conflict among groups based onethnicity, religion, class, education, nationalism, etc. Therewill be both written and creative projects.

POL 280 Theories and Practiceof International Politics 3 creditsThis course provides a basic understanding of the internation-al system in the 20th century. Historical materials are com-bined with an analysis of contemporary issues in an attempt togauge the validity of several theoretical paradigms as theyapply to the practices of nation-states. Among the topicsexamined are the principal trends of the emerging post–ColdWar era; the technological and economic bases of hegemonicalpower; nationalism; ethnic/religious divisions; collective secu-rity arrangements; conflict resolution; and the role played byinternational organizations and international law.

POL 303 Contemporary Issues of 3 creditsAmerican FeminismExploration of major issues raised by the contemporary femi-nist movement, including gender and family roles; educa-tional and legal equity; federal and state legislation for equalrights; women in politics; reproductive rights; and violenceagainst women.

POL 305 Race and Politics 3 creditsPolitical regimes have organized societies in ways that haveused race and ethnicity as instruments of public policy. Thiscourse will analyze the political efforts of African-Americansin addressing their status and redressing the constraints thatlimit that status. The course explores the electoral efforts ofAfrican-Americans; the impact of black elected and appoint-ed officials; the role of political institutions (Congress, presi-dency, Supreme Court) in advancing or constraining blackstatus; the impact of interest groups in advancing or retard-ing black advancement; and the demographic changes lead-ing to intra-minority and minority-ethnic electoral alliancesor conflict.

POL 322 Constitutional Law: Government Powers 3 creditsThis course will focus on constitutional controversies whichhave arisen from the relations among the three branches ofthe American political system. Major Supreme Court deci-sions which have shaped the governmental structures arereviewed, including those that refer to: the authority ofCongress; federal relations; the limits of presidential power;regulatory policies of economic activities; and the conduct offoreign policy. The doctrinal trends which have developedhistorically through the Supreme Court’s exercise of judicialreview are highlighted.


POL 323 Individual Rights in the Constitution 3 creditsA unique feature of the American political system is its spec-ification of individual liberties which the Constitution pro-tects against the power of the government. Privacy; dueprocess; equal protection; property rights; racial and genderdiscrimination; sexual harassment; freedom of expression andfreedom of religion are among those provisions of the Bill ofRights which have produced extensive litigation and land-mark decisions affecting all members of American society.

POL 324 Supreme Court as aPolitical Institution 3 creditsA study of the historical, philosophical, economic, social,institutional, and personal elements that make the SupremeCourt a supremely political institution. Major attention to theWarren, Burger, and Rehnquist courts.

POL 325 Law and the Legal Process 3 creditsThis course is designed to introduce students to the operationof the American legal system, including the sources of law;the nature of the legal process; the role of courts, judges, andattorneys; legal reasoning; and client advocacy. The first partof the semester examines the interaction of law and politicsand the second half focuses on the procedural aspects of liti-gation, including an intensive simulation of a trial.

POL 326 Congress, Bureaucracy, and Policymaking 3 creditsCentral to the understanding of the making of public policyis the relationship between Congress and the federal andstate bureaucracy. Whereas the legislature formulates policyand the executive implements it, both institutions interact ina web of complex formal and informal relationships. Specialfocus will be on the study of administration and organiza-tional behavior (the centrality of organized human activity) with attention to the Congressional management of agenciesand programs, intergovernmental relations, budgetaryprocesses, regulatory practices, and federalism.

POL 327 State and Local Government 3 creditsThere have been increasing attempts to redesign Americanfederalism by devolving power to subnational units of gov-ernment (states, cities, and counties). This course exploresthe important role played by subnational units in formulatingpublic policy and addresses issues hitherto seen as withinthe purview of the federal government. The course will con-centrate on New York State as an exemplar of this process byanalyzing the roles that issues, political parties, interestgroups, personalities, governmental structures, and geo-graphical conflict, e.g. cities versus suburbs, play in allocat-ing resources.

POL 332 American System of Criminal Justice 3 creditsA criminal trial is the most traumatic contact point betweenthe individual and government. The dynamics of Americanjustice are traced through an examination of police-citizenencounters from investigation to sentencing, with specialattention focused on the constitutional protections which theSupreme Court has enunciated.

POL 333 Making U.S. Foreign Policy 3 creditsThe decision-making process as it pertains to foreign policy.An examination of the leading foreign policy-making institu-tions; the role of public opinion; the relevance of the bureau-cratic politics model; potential reforms.

POL 342 American Political Thought 3 creditsThis course examines the major political theories ofAmerican leaders and intellectuals from the colonial periodto the present, including a conceptual analysis of republi-canism, constitutionalism, liberalism (classic and welfarestate), democracy, equality, and internationalism. Theoristssuch as Jefferson, Hamilton, Madison, Thoreau, Calhoun,Wilson, Dewey, and Friedman will be examined.

POL 345 Feminist Theory 3 creditsExamination of major feminist theories in Western culture froma historical perspective, including Wollstonecraft, Vindicationof the Rights of Women; Mill, The Subjection of Women; andtheorists from contending perspectives of the contemporaryperiod, e.g., liberal feminism, radical feminism, and ThirdWorld feminism. How have these theorists explained women’soppression and what solutions do they suggest?

POL 360 Western European Political Systems 3 creditsThis course focuses on contemporary politics in four WesternEuropean states: Britain, France, Italy, and Germany. Topicsinclude: the historical formation of modern democracy; therise of the European capitalist system; political and institu-tional developments since World War II; Eurocommunism andcooperation and tension in intra-European affairs. The coursewill also cover several modes of political analysis used in thestudy of Western Europe and political science in general.

POL 366 Political Economy of Development and Underdevelopment 3 creditsIntroduction to the political and economic issues of develop-ment and underdevelopment in the modern world.Geographically, the course covers Western Europe, Japan,China, Latin America, Africa, Iran, and India. Topicsinclude: the historical origins of industrialization in Europe;the impact of Europe on the Third World; the role of ideologyand religion in economic and political transformation; thepolitics of land reform; industrialization and inequality; theproblems of population growth; and the role of the military.

POL 371 Women and Comparative Political Development 3 creditsSince the United Nations Decade of the Woman, a criticalscholarly perspective on economic and political develop-ment has emerged, called W.I.D.–Women in Development.This perspective argues that many development strategieshave lowered women’s status by imposing new sex-rolepatterns on farming and trading, and by carrying thesedisadvantages into the new industrial and urban centers ofthe developing world. This course will examine W.I.D. acad-emic literature, focusing on issues of women’s health, edu-cation, employment, population planning, and political par-ticipation in the developing nations of Asia, Africa, andLatin America.


POL 380 International Law and Organization 3 creditsExamination of the origin, changing structure, and applica-tion of international law, and the role of legal norms in regu-lating the behavior of states and maintaining internationalorder. Study of the emergence of international, transnational,and regional political and economic organizations.

POL 381 American Foreign Policy Since 1945 3 creditsAn analysis of the content and formulation of governmentaldecisions relating to other nation-states. The course re-evaluates the basic premises underlying American nationalsecurity in the post-cold war period. The constitutionaldebate between the President and Congress over control offoreign policy and the roles of the military, the CIA andmultinational corporations will also be evaluated.

POL 382 International Politics of East and Southeast Asia 3 creditsIntroduction to international relations in East and SoutheastAsia focusing on political and economic relations amongChina, Japan, the two Koreas, Taiwan, Hong Kong, Vietnam,Cambodia, Thailand, Indonesia, Malaysia, and Singapore.Role of outside powers in these regions.

POL 383 Comparative Foreign Policy 3 creditsA study of the foreign policies of Russia, Ukraine, China, theUnited States, and other states in a comparative global con-text. Description, evaluation, and application of various ana-lytic models and approaches to compare and contrast the for-eign policy-making institutions, styles, and processes ofdemocratic, authoritarian, and totalitarian systems.

POL 385 International Political Economy 3 creditsAn introduction to three major contending paradigms of inter-national political economy today and analysis of internation-al monetary, international trade, and foreign investmentregimes. The course will also examine the rise of resource,manufacturing, and service multinational corporations, andstudy their impact on the international political system.

Internships and Directed Research

Information about these and other internships may also beobtained from the Office of Academic Services and Retention.

POL 337, 338, and 339 POL 337: 6–9 creditsWashington Semester Internship, POL 338: 3 creditsSeminar, and Directed Research POL 339: 3 creditsPrerequisites: POL 101; at least one course from among theother offerings of the department in the areas of AmericanPublic Policy and American Government and Politics; POL429, Seminar in Public Policy; a 3.3 overall G.P.A.; andapproval of the Political Science Internship Committee.Applications must be made one calendar year in advance ofthe internship.POL 337, 338, and 339 must be taken together. Offered three times yearly (fall, spring, and summer). Open tomajors in any department or school; preference given tojuniors and first semester seniors.

POL 429 Public Policy Seminar 3 creditsPrerequisite: Permission of instructor.An intensive study of the institutions and processes ofAmerican public policy-making, and of selected subjects ofpublic policy. The seminar is focused on national policy-making and the Washington political scene. Each studentwill prepare a research paper relevant to the seminar.

POL 479 Seminar: The Welfare State in Transition:A Comparative Perspective 3 creditsThe Welfare State has been seen as a “third way” betweencapitalism and communism. This third way has been charac-terized by governments in Scandinavia, Western Europe, andCanada. It features what is commonly called “cradle tograve” guarantees to the citizens by the state. The state con-dones the acquisition of wealth but utilizes the taxing mech-anism to redistribute wealth and services. This course willexamine the political structures, processes, and policies ofseveral nations that are or have been “Welfare States” –Sweden, Norway, Denmark, Holland, Canada, Great Britain,France, and Germany, one quasi-welfare state: The UnitedStates, and four potential welfare states: Estonia, Lithuania,Hungary, and Poland. Students will make presentations inclass and will produce an annotated bibliography and oneresearch paper of 20 pages.

POL 490 Independent Study 3 creditsPrerequisite: Permission of department.

POL 491 Directed Readings 3 creditsPrerequisite: Permission of department.

POL 492 Directed Work Experience 3 creditsPrerequisite: Permission of department.

POL 400 Level Advanced Seminars 1–3 creditsPrerequisite: Permission of instructor.Open to non-majors.Students learn research design construction, research tech-niques, critical analysis of evidence, and hypothesis testing.Students develop individual research projects with writtenand/or oral presentations based on seminar topic.

SOCIOLOGY

SOC 100 Introduction to Sociology 3 creditsThis course focuses upon the basic principles, conceptual-izations, terminology, themes, and issues that are the build-ing blocks of sociological analysis.

SOC/ANT 105 Culture and Society 3 creditsThis course will explore the differences and similaritieswithin the social sciences, contrast the social science per-spective with that of the humanities and prepare students toaddress the theoretical and methodological issues relevant toanthropological and sociological research that they willstudy in greater depth in junior and senior years.


SOC 200 Sociological Statistics 4 creditsAn introduction to the principles of statistical reasoning insocial research. Descriptive and inferential statistics.Included are measures of central tendency, dispersion, prob-ability, sampling distribution, parameter estimation, hypoth-esis testing, measures of association, correlation and regres-sion, and analyses of variance. An introduction to non-parametric techniques applicable in social research.

SOC 201 Sociological Research Methods 4 creditsPrerequisites: SOC 100 and 200.Basic methods in the study of social phenomena. The logicand theories of sociological inquiry; relationship of researchto sociological theory at different levels of generality. Thestudy of research design, participant observation, interview-ing, formal surveys, questionnaire construction, codinganalysis, content analysis, scaling construction.

SOC 202 The Classics of Social Thought 3 creditsHistorical survey of the sociological tradition, from the 17th-and 18th-century social philosophers (Hobbes, Locke,Rousseau) to the classics of the 19th century (Tocqueville,Stuart Mill, Marx) to the beginnings of modern sociology(Durkheim, Weber). This course is strongly recommended toall students in the social sciences.

SOC 203 Contemporary Sociological Theories 3 creditsPrerequisite: SOC 100.Course focuses on 20th century sociological theories such asG.H. Mead, Merton, Riesman, Goffman, Berger, Garfinkle,and Sorokin. Discussions center around the functionalist,conflict, and symbolic interaction perspectives. There is afocus on the application of sociological theory to the empiri-cal world.

SOC 220 Sociology of Organizations 3 creditsPrerequisite: SOC 100.The social structure and operation of work organizations—factories, offices, schools, hospitals, etc. Included are suchsubjects as formal and informal organization, management,work motivation, labor unions, alienation from work, intrin-sic and extrinsic meanings in work, and the Protestant ethic.

SOC 225 Sociology of the Family 3 creditsPrerequisite: SOC 100.The family and marriage today, in modern society, comparedwith the past and with other societies. Is the family becom-ing obsolete? What alternatives are emerging? What rolesdo extended kin play in the modern world? Have the gener-ations grown farther apart? What happened to the sexualrevolution?

SOC 230 Social Problems of the Family 3 creditsPresentation and discussion of family poverty and economicconstraints, single parenthood, divorce and its conse-quences, violence and abuse in relationships, addiction andco-dependency, remarriage and step-parenting. Students willdo field research in an area of their choice.

SOC 233 Mass Media in Contemporary Society 3 creditsPrerequisite: SOC 100.Analysis of mass media in contemporary society, includingmedia organization, types of content, effect on audience. Thedifferent media will be compared, including the impact ofthe different technologies.

SOC 241 Gender: Roles and Identities 3 creditsPrerequisite: SOC 100.Examines the roles of contemporary American men andwomen as participants in family, vocational, community, andsexual institutions against a background of a historical andcross-cultural survey of gender roles. Evaluates the evidencefor innate temperamental differences between the sexes.Appraises the desirability of various proposals for realizingthe full potentialities of both sexes.

SOC 244 Sociology of Deviance 3 creditsPrerequisite: SOC 100.The structural and interactive roots of deviation covering thespectrum from nonconformity to hyperconformity. Variousdeviance theories will be analyzed, including the labelingperspective, anomie theory, subcultural theory, etc. The roleof social control and social control agencies in the devianceprocess. Discussion of the variety of nonconventionallifestyles. Deviance will be examined in terms of culturallypatterned responses to economic, political institutions, andcultural expectations.

SOC 246 Criminology 3 creditsPrerequisite: SOC 100.Examination of various theories of criminality; sociologicalanalysis of the patterns of criminal behavior, the relationshipof crime to law, and other aspects of the social order; criticalexamination of theories of criminality; societal reactions tocrime; analysis of the criminal justice system; the police,courts, prison and its alternatives.

SOC 249 The Italian-American Experience 3 creditsPrerequisites: SOC 100 and permission of instructor.A sociological analysis of the basic socio-political-historicroots of the Italian-American experience. This course is anin-depth study of the culture and institutions (family, religion,politics, education) of the Italian group in Italy as well as thechanges that resulted in those who immigrated to America asa response to the new way of life. The course stresses theeffects of social change upon this group through the succeed-ing generations, from a socio-historical perspective.

SOC 260 Cities, Towns, and Suburbs 3 creditsPrerequisite: SOC 100.Life in modern urbanized communities: cities, towns, andsuburban areas. Growth of cities and the proliferation of cityinfluences to towns, suburbs, and metropolitan areas gener-ally; the growth of the megalopolis; analysis of differentkinds of modern community structure, and the social forcesoperating therein; the impact of urbanization on otherspheres of life; family, education, ethnic relations, leisure,economics, and politics.


SOC 270 American Ethnicity 3 creditsPrerequisite: SOC 100.A study of American racial, ethnic, and religious groups; theirhistorical development, special problems of adjustment andassimilation, and specific present-day problems and trends.

SOC 271 Race in the United States 3 creditsPrerequisite: SOC 202.Race is and has been a fundamental issue and dilemmawithin the United States. Early social thinkers questioned asto whether it was a situation that would ever be resolved.This course will explore the experience of race within thisculture, through history and through social practice, as ithad defined a life for those of color and as it has affected allmembers of this society.

SOC 275 Media Images of Italian-Americans 3 creditsThe manner in which Italian-Americans have been per-ceived by the American society has been, to a large extent,created and perpetuated by the mass media portrayal of thisethnic group. This course will analyze the socio-historicaldevelopment of the media portrayal of the Italians inAmerica.

SOC 288 Special Topics Seminar 3 creditsPrerequisite: SOC 202.This seminar aims at interesting students, from all academicdisciplines, in special topics that are analyzed from theoreti-cal and analytical sociological frameworks.

SOC 330 Social Class and Inequality 3 creditsPrerequisite: SOC 100.A comparative study of the nature of class structure.Emphasis is on the United States, with comparative refer-ences to India, Great Britain, Russia, and other societies; aswell as theories of class structure, factors determining classmembership, differential class behavior, and social mobility.

SOC 375 Comparative Community Studies 3 creditsPrerequisite: SOC 100.A study of community forms and processes from a broadcross-cultural view; anthropological studies of tribal commu-nities, studies by either anthropologists or sociologists of folkor peasant or small-town communities in a variety of set-tings. The range is from tribal-with-minimal-urban contact tosubcommunities with complex urban or fringe environmentsto whole communities within modern industrial societies.

SOC 380 Social Change 3 creditsPrerequisite: SOC 100.Analysis of the changing patterns of social institutions incontemporary industrial societies; sociological theories aboutchange; discussion of current trends and patterns of change.

SOC 386 Majors’ Seminar 3–6 creditsThe content of our Majors’ Seminar will be different everyyear. Students can take SOC 386 as an elective.

SOC 490 Independent Study in Sociology 1–3 creditsPrerequisite: 12 credits of sociology, with 3.5 average (3 ofthe 12 credits must be SOC 195).Reading and research on selected topics in sociology, underthe guidance of the faculty advisor.

CENTER FOR AFRICAN-AMERICANAND ETHNIC STUDIES

AAS 100 African Civilization andSociety in the New World I 3 creditsThis is the first part of a two-part sociohistorical survey ofthe development of African society and civilization in theWestern Hemisphere. The course examines the historicalmovement of Africans to the Americas and the Caribbean,highlighting their experience in and contributions to the newenvironments, up to the period of the abolition of slavery andemancipation.

AAS 101 African Civilization and Society in the New World II 3 creditsThis is the second part of a two-part survey of African expe-rience in the Western Hemisphere. The position of peoplesof African heritage in the post-abolition era in different areasis discussed. So are the creative maintenance and adaptationof aspects of African cultural expression, and the peoples’economic, political, intellectual, cultural, and other contri-butions to the societies of the hemisphere.

AAS 135 History of Black Performing Arts 3 creditsThis course will cover the careers of African-American pro-ducers, directors, actors, dancers, and musicians, and theirpathways to success. The principal objectives are to intro-duce students to the African-American perspective of theperforming arts and to develop creative thinking. The coursewill be enhanced through the use of films/videos as well asstudent research presentations.

AAS 140 Black Drama Workshop 3 creditsThe principal objectives of this course are to introduce stu-dents to black perspectives of drama, develop creative think-ing, and provide for creative energies. The procedure toaccomplish this will include stage and body movements,speech and voice exercise (including accents of theCaribbean and Africa), and improvisation.

AAS 260 African-American and African-Caribbean Writers I 3 creditsThe first semester of this two-semester course is designed togive students an introduction to African-American literature,and examines how 20th century African-American writershave been influenced by their Black heritage, particularlythe institution of slavery, and how they have then proceededto locate their characters within the history of the UnitedStates. The reading list includes writers such as JamesBaldwin, Lorraine Hansberry, Langston Hughes, Zora NealeHurston, Toni Morrison, Gloria Naylor, Alice Walker, andAugust Wilson.


AAS 261 African-American and African-Caribbean Writers II 3 creditsThe second semester of this two-semester course is designedto give students an introduction to African-Caribbean litera-ture, and examines how 20th century Caribbean-Americanwriters have been influenced by their Black or Hispanic her-itage, and in particular, how individual, ethnic/racial, andnational identity has been affected by the immigration expe-rience. The reading list includes writers such as JuliaAlvarez (the Dominican Republic), Michelle Cliff (Jamaica),Edwidge Danicat (Haiti), Cristina Garcia (Cuba), JamaicaKincaid (Antigua), Paule Marshall (Barbados), and DerekWalcott (St. Lucia).

AAS 390 African-American Culture 3 creditsThis course examines the origins of African-American cul-ture. It considers African-American achievement of a cre-ative synthesis of indigenous African culture and the cultureof the American environment in which the people live. Thecourse discusses the continuity and change in African-American culture in the spheres of language, marriage andfamily, religion, political and economic affairs, social rela-tions and activities, and community life generally, down tothe present day.

AAS 390 Special Topics: The Civil Rights Movement 3 creditsThis is a study of the struggle of African-Americans andother minorities to achieve equality and justice in the UnitedStates, and the resistance they encountered. It traces the his-tory of the movement from the period of slavery, the CivilWar and Reconstruction, through its triumph in the Civil andVoting Rights Acts of 1964 and 1965, to the ClintonAdministration’s Motor Voter Bill of 1993.

AAS 390 Special Topics: Peoples and Cultures of the Caribbean 3 creditsAn exploration of Caribbean cultures and societies from ananthropological perspective. The emphasis will be onAfrican-Caribbean cultures and the transplanted Caribbeanimmigrant cultures in the United States. Common historicalexperience and the diversities unique to the area will beexplored in terms of language, family, and ethnicity. Themethodology will be descriptive and critical.

AAS 390 Special Topics: Ethnic Dance 2 creditsStudy and practice of ethnic dance forms and styles, such asAfrican, African-American, and African-Caribbean. (No pre-requisites, open to non-majors, and may be repeated once.)

AAS 490 Independent Study 1–16 credits

AAS 491 Directed Readings 1 creditThis course is part of the John Hope Franklin DistinguishedLecture, which is given annually during Black HistoryMonth. The first lecture (1987) was given by the eminentAmerican historian Dr. C. Vann Woodward of YaleUniversity. His topic was W.E.B. DuBois. Students arerequired to read one book or three scholarly articles on thetopic of the lecture. Students are to also meet three timeswith the professor coordinating the directed readings.

HIS 304 History of African-Americans I 3 creditsThis course explores the African origins, the forced removalof Africans to the Americas, the development of slavery, andthe resistance to that institution. We will also explore thefree black communities and the institutions that African-Americans developed. The latter part of the semester will bedevoted to the role of African-Americans in the Civil Warand during the period of Reconstruction.

HIS 305 History of African-Americans II 3 creditsThis course examines the history of African-Americansfrom 1877 to the present. Emphasis is placed on post-Reconstruction historical problems, Jim Crow, self help,enlarged dimensions of racial conflict, the HarlemRenaissance, post-war years, the Civil Rights Movement,and the African-American Revolution.

HIS 361 African History 3 creditsThis is the first part of a two-part introductory seriesdesigned to provide a broad acquaintance with African cul-ture, civilization, and history from the earliest times to theeve of the colonial era. The course will discuss the origins ofhumankind, the development of civilization in Africa, andother general continental themes. It will then focus onancient African states and societies and their evolution intothe modern era.

III

G O R D O N F. D E R N E R

I N S T I T U T E O F A D V A N C E D

P S Y C H O L O G I C A L S T U D I E S

118 DERNER INSTITUTE

Gordon F. DernerInstitute of AdvancedPsychological StudiesBlodgett Hall 212

Louis H. Primavera, DeanE-mail: [email protected]

Patrick L. Ross, Associate Dean

Jerold Gold, Chair of Undergraduate Program

Distinguished Research ProfessorGeorge Stricker

Professors Clinical ProfessorWilma S. Bucci Jonathan JacksonRebecca C. CurtisMorris Eagle Assistant ClinicalJerold Gold ProfessorsLawrence Josephs Michael CivinMorton Kissen Michelle CollinsKaren Lombardi Andrew EigRobert Mendelsohn Diana FoshaColeman Paul Lenore HellerSusan Petry Kirkland VaughansLouis PrimaveraPatrick L. RossJanice SteilEllenmorris Tiegerman

Associate ProfessorsDenise HienMark HilsenrothJoseph W. NewirthKate SzymanskiJoel Weinberger

Psychology is the study of mental processesand behavior. It is a central component of thesocial sciences, and, because its methodologies

are similar to those of the natural sciences, actsas a unique bridge between these two clusters ofdisciplines. Psychology focuses on the nature ofindividuals and their roles within groups. Thediscipline’s domain ranges from the physiologyof the brain to cognitive processes to determi-nants of change in attitudes and values.Psychologists have been influential in develop-ing research and statistical methods employedin all the social and biological sciences. As anapplied discipline, psychology fosters the well-being, self-understanding, and productivity ofeach individual.

Students majoring in psychology are intro-duced first to the discipline’s foundation areas.Opportunities are provided for laboratory andexperimental work and fieldwork in various clin-ical and applied settings. Senior-level specialtopics courses are given in all major areas.Advanced research and clinical opportunitiesare readily available. Students are encouraged tobecome involved in such activities under facultyguidance. Organizations such as the PsychologyClub and We Care welcome active participationby majors on campus and in the wider commu-nity. Upon graduation, many students entergraduate schools to study for advanced degreesin psychology.

Requirements for the Bachelor ofArts in Psychology (41 credits)

Apart from the General Education require-ments there are specific requirements for students who wish to major or minor in psychol-ogy. For psychology majors and minors, onlypsychology courses in which grades of C– orabove are obtained will fulfill the psychologyrequirements, and students must have a cumulative grade average of C or above in psychology courses.

119DERNER INSTITUTE

Required Courses (Total Required credits: 11)PSY 101 General PsychologyPSY 137 Psychological StatisticsPSY 245 Psychological Research

Variable Courses I (Total required Variable Icredits: 24)

Students are required to take the bold facecourse plus one additional course from each cate-gory and two additional courses in one of thethree categories, which will then function as aconcentration.

Category A (6 or 12 credits):PSY292 Cognitive PsychologyPSY 202 Behavior AnalysisPSY 250 NeuropsychologyPSY 272 Psychology of PerceptionPSY 318 Principles of Psychological

TestingPSY 455 History of Psychology

Category B (6 or 12 credits):PSY 115 Developmental PsychologyPSY 262 Social PsychologyPSY 283 PsychopathologyPSY 284 Theories of PersonalityPSY 365 Psychology of Women

Category C (6 or 12 credits):PSY 210 PsychoanalysisPSY 111 Behavior ModificationPSY 285 Industrial/Organizational

PsychologyPSY 289 Psychology of AddictionsPSY 360 Behavior Disorders in

ChildhoodPSY 381 Practicum in Clinical

PsychologyPSY 398 Practicum in Experimental

Psychology

Variable Courses II (Total required Variable IIcredits: 6)

Two 400 level Advanced Topics courses fromthe following group:

PSY 402 Advanced Topics in BehaviorAnalysis

PSY 415 Advanced Topics inDevelopmental Psychology

PSY 462 Advanced Topics in SocialPsychology

PSY 472 Advanced Topics in Sensationand Perception

PSY 482 Advanced Topics inPersonality/ClinicalPsychology

PSY 493 Advanced Topics in CognitivePsychology

The MinorPSY 101, 102 are required plus 12 additional

credits in psychology.

Honors in PsychologyPsychology majors who graduate with a

G.P.A. of 3.5 or higher in their psychologycourses and supervised thesis, or with theapproval of the department, may be eligible forhonors in psychology.

120


GORDON F. DERNER INSTITUTE OF ADVANCED PSYCHOLOGICAL STUDIES

Note: All courses below the level of 300 requirestudents to participate in psychological research.

PSY 101 General Psychology 3 creditsAn introduction to the study of behavior. The areas of sensa-tion and perception, motivation and learning, physiologicalpsychology, developmental and comparative psychology, andmeasurement are investigated using the methods and data ofscientific psychology.

PSY 102 Introduction to the Psychology Laboratory 3 creditsPrerequisite or corequisite: PSY 101.This course is primarily a laboratory course that parallels theGeneral Psychology course and introduces the student to thetechniques of gathering the empirical evidence for the sci-ence of psychology. Development of scientific writing skillsis emphasized.

PSY 111 Behavior Modification 3 creditsPrerequisite: PSY 101.Some of the important concepts, principles, and techniques ofbehavior modification are presented. The focus is upon behav-ioral methods rather than upon surgical or pharmacologicalmethods. Selected issues including techniques of self-control,desensitization, and covert conditioning will be discussed.

PSY 115 Developmental Psychology 3 creditsPrerequisite: PSY 101.This course studies child development from conception toadolescence. Lectures and readings focus on historical andcultural perspectives on childhood, genetics, and environ-mental health; the evolution-based approach to development;research on infant perception and language development;social development; and abnormal development. Major theo-rists such as Freud, Kohlberg, and Piaget are discussed withan emphasis on their theories of cognitive and personalitydevelopment.

PSY 116 Developmental Psychology II(Adolescence) 3 creditsPrerequisite: PSY 101.An extension of the study of the life cycle from middle child-hood through late adolescence. This course surveys develop-mental issues in areas of physiological, cognitive, and socio-emotional behavior of adolescents as well as some societalproblems involving adolescents.

PSY 137 Psychological Statistics 4 creditsPrerequisite: PSY 101.Introduction to the basic concepts and techniques of statis-tics as applied to psychology. Fundamental principles andprocedures of descriptive and inferential statistics, includingsimple analysis of variance, are presented.

PSY 202 Principles of Behavior Analysis 3 creditsPrerequisite: PSY 101.An intermediate course in behavioral analysis. Students areexposed to principles of behavior analysis derived from thelaboratory work of Thorndike and Pavlov through the work ofcontemporary behaviorists. Topics include operant behavior,reflective behavior, schedules of reinforcement stimulus con-trol, associative principles, species comparisons, and aver-sive control. Results from both human and animal investiga-tions will be included and implications for human applica-tions will be explored.

PSY 203 Behavior Analysis Laboratory 3 creditsPrerequisites or corequisites: PSY 101, 102, and 202.Students are exposed to principles of behavioral analysisexemplified in a series of classroom experiments. Studentswork in pairs with modern conditioning apparatus, usingboth animal and human subjects. Experiments include shap-ing, operant behavior, extinction, schedules of reinforce-ment, stimulus control, self-control, operant control ofhuman physiological responses, rule-governed behavior, andaversive control.

PSY 241 Experimental Methods 2 creditsPrerequisites: PSY 102 and 137.An analysis of the experimental method as applied to prob-lems of human behavior. A major emphasis is on the design ofexperiments. Students are expected to develop their criticalthinking skills through analysis of the research literature. Thiscourse is designed as a prerequisite or corequisite to laborato-ry courses in cognition, perception, and social psychology.

PSY 245 Psychological Research 4 creditsPrerequisite: PSY 137.An application of research methods in the exploration of tradi-tional experimental topics. A major objective is the acquisi-tion of skills in the design, execution, analysis, and reportingof experiments with human subjects. This course is the sum-mer school offering of a basic course in human experimentalpsychology. It is a substitute for PSY 241 plus a lab (PSY 263,273, 293) and combines aspects of 241 (ExperimentalMethods) with aspects of the basic lab courses.

PSY 250 Neuropsychology 3 creditsPrerequisite: PSY 101.Neuropsychology examines and describes what is knownabout how the brain mediates different kinds of behavioralfunctions and dysfunctions. It surveys the research findingsupon which conclusions about brain-behavior relations aredrawn, and outlines the nature of response mechanisms andthe internal environment.

DERNER INSTITUTE COURSES

121

PSY 261 Environmental Psychology 3 creditsPrerequisite: PSY 101.A survey of the interrelationships between human behaviorand the built and natural environment. Topics include theways people perceive and react to their physical surround-ings; the effects of noise, air pollution, and other stressors onbehavior and emotion; people’s use of space, the psychologi-cal consequences of crowding; methods of changing humanbehavior so as to preserve the natural environment; and waysin which the environment might be molded to “fit” behaviorsuch as through the appropriate design of buildings, parks,and cities.

PSY 262 Social Psychology 3 creditsPrerequisite: PSY 101.Analysis of the processes of social interaction and theireffects upon the behavior and attitudes of individuals andgroups. Dynamics of groups, social roles, communication,and mass behavior are the focus of consideration. Relatedexperimental and field studies are discussed.

PSY 263 Social Psychology Laboratory 2 creditsPrerequisites or corequisites: PSY 137, 262, and 241.Students conduct in-class experiments in the areas of socialinfluence, interpersonal attraction, person perception, atti-tude change, cooperation-competition, risk-taking, socialcomparison, self-awareness, and the attribution of causality.Students also design, implement, and report an originalexperiment in an area of social psychology.

PSY 272 Psychology of Perception 3 creditsPrerequisite: PSY 101.Major emphasis is placed on topics in visual perceptionincluding form and color vision, depth perception, illusionsand after-effects, and perceptual development. In addition,the application of principles in perception to advertising,design, education, and aesthetics will be covered. Thiscourse may be useful also to majors in education, business,physical education, and art.

PSY 273 Perception Laboratory 2 creditsPrerequisites or corequisites: PSY 137, 241, and 272.A laboratory designed to allow the student to explore theexperimental bases of psychology of perception. In additionto conducting in-class experiments extending a number ofthe foundation studies in this area, an original research pro-ject is conducted by each student.

PSY 276 Motivation and Emotion 3 creditsPrerequisite: PSY 101.A survey of experimental findings and theoretical treatmentof psychological processes that energize and direct behavior.The characteristics of motives and emotions, their originsand development, and their effect upon animal and humanperformance.

PSY 283 Psychopathology 3 creditsPrerequisite: PSY 101.Lectures and discussions on the psychology of the psychoneu-roses, the functional and organic psychoses, psychopathic per-sonalities, and mental deficiency. Methods employed in thediagnosis and therapy of mental disorders examined.

PSY 284 Theories of Personality 3 creditsPrerequisite: PSY 101.A coverage in-depth of psychoanalytic theories, both classi-cal Freudian, its revisions, and theories developed in reactionto it, e.g., theories of Freud, Jung, Adler, Horney, Fromm,Sullivan, and the ego analysis.

PSY 289 Psychodynamics and Treatment of the Addictive Personality 3 creditsPrerequisite: PSY 101.Detailed description and analysis of the psychological fac-tors that are involved in the use and abuse of drugs, espe-cially “recreational” drugs. This includes analysis of themotivational and emotional processes that lead to drug use,the psychological changes brought about by drugs, thenature of physiological and psychological dependence, andthe ego dynamics of addicts.

PSY 292 Cognitive Psychology 3 creditsPrerequisite: PSY 101.Study of information processing, memory, and informationretrieval. Processes related to recognition, selective attention,problem solving, and concept attainment will be considered.

PSY 293 Cognitive Psychology Laboratory 2 creditsPrerequisites or corequisites: PSY 137, 241, and 292.Designed to allow the student to explore the experimentalbases of cognitive psychology. In addition to the replicationof a number of the foundation studies in this area, an originalresearch project is conducted by each student.

PSY 318 Principles of Psychological Testing 3 creditsPrerequisites: PSY 101 and 137.Systematic study of the principles underlying the construc-tion and validation of the major varieties of psychologicaltests. Widely used tests examined and general problems ofmeasurement discussed. Emphasis given to utilization of testresults in industry, clinics, and schools.

PSY 360 Behavior Disorders in Childhood 4 creditsPrerequisites: PSY 101 and 115.Examination of the cognitive, motivational, and affectivecharacteristics and the personality of different kinds ofdeviant children. Each student engages in field experiencewith exceptional children or adolescents: delinquents, hyper-active children, mentally retarded, autistic, and learning dis-abled children.

PSY 365 Psychology of Women 3 creditsPrerequisite: PSY 101.Examines the status and development of gender differences.Readings are primarily from the psychological literature, butbiology, anthropology, and sociology also contribute conceptsand data.


122

PSY 381 Practicum in Clinical Psychology 3 creditsPrerequisites: PSY 101 and permission of instructor.A supervised fieldwork course in a child or adult treatmentcenter or institution. The student is supervised by a practic-ing therapist or special teacher. Depending on the setting,activities involve perceptual-motor training, behavior modifi-cation, and the active therapies. This course trains the stu-dent in beginning stages of counseling (e.g., empathy).

PSY 398 Practicum in Experimental Psychology 3 creditsPrerequisites: PSY 101, 102, 137, and any one of the follow-ing: PSY 202, 241, 246, 250, 262, 272, 276, 292; and per-mission of instructor. (Pass/Fail only.)Students who are interested in conducting psychologicalresearch can obtain faculty sponsorship to participate in anongoing research project. The purpose of the course is toprepare students for the more intensive Directed IndividualResearch course (PSY 490), in which students design andconduct their own research project. In the practicum, stu-dents will engage in laboratory work, such as collecting andanalyzing data or working on lab computers. Students maywork in any of the laboratories of the Department ofPsychology on projects in animal behavior, physiologicalpsychology, human perception, human learning and memory,biofeedback, or social psychology. Before registering, inter-ested students must contact the department Chair and fillout the Agreement for Practicum in ExperimentalPsychology.

PSY 402 Special Topics in Behavior Analysis 3 creditsPrerequisites: PSY 102 and 202.An in-depth look at research, theory, and applicationregarding a particular topic or set of topics in behavioranalysis. Topics will vary from one offering to the next, andgenerally will be those of current interest, for example,aversive control, animal cognition, behavioral health, andbiofeedback.

PSY 415 Special Topics in DevelopmentalPsychology 3 creditsPrerequisites: PSY 101 and 115.Covers topics of current interest in developmental psycholo-gy, such as social and personality development (parentingstyles, abuse, and neglect), cognitive development (languagedevelopment, intelligence and testing, and the developmentof perception in infancy), and developmental disorders(dyslexia, autism, hyperactivity). The emphasis will be onreviews and discussions of the most current research.

PSY 452 Special Topics in Neuropsychology 3 creditsPrerequisites: PSY 101 and 250.An in-depth coverage of research and application of brain-behavior relationships, what they are and how they may beaffected or changed under different conditions, such asunder the influence of drugs, brain damage, or compulsivedrug use.

PSY 455 History of Psychology 3 creditsPrerequisite: 12 credits of psychology or permission of instructor.Survey of the history of psychology from the 17th century torecent times. Special attention given to the influence of phi-losophy and science upon the formation of contemporarypsychology. The course concludes with a survey of the majorsystems.

PSY 462 Special Topics in Social Psychology 3 creditsPrerequisites: PSY 101 and 262.An in-depth look at research, theory, and application regard-ing a constrained topic or set of topics in social psychology.Topics will vary, but generally will be those drawing contem-porary attention. These include social influence processes,human aggression, social cognition, psychology and law, andorganizational behavior.

PSY 472 Special Topics in Sensation and Perception 3 creditsPrerequisites: PSY 101 and 272.An advanced, in-depth treatment of theory, research, andapplication of a narrow topic or set of topics in sensation andperception. Topics may vary from offering to offering but allwill focus on current work. Topics include: Sensory process-es, comparative sensory mechanisms, perception of musicand art, perceptual factors in drama analysis.

PSY 482 Special Topics in Personality/Clinical Psychology 3 creditsPrerequisites: PSY 101 and 283 or 284.An in-depth look at research theory and application regard-ing a constrained topic or set of topics in personality and“clinical” psychology. Topics will vary from offering to offer-ing and will include an overall survey of major concepts andpractices of various therapeutic approaches, a specificapproach within clinical psychology, and a specific researchtopic within clinical psychology.

PSY 490, 491 Directed Individual Research 1–3 credits eachPrerequisite: Permission of Chair.Students who have advanced beyond the Practicum inExperimental Psychology (PSY 398) and who may be con-sidering graduate studies are encouraged to take this course.Under the supervision of a member of the departmental fac-ulty, students individually design and conduct an empiricalstudy in a selected research area or carry out an intensivereading program. Based on the work, the student must sub-mit a final report.

PSY 493 Special Topics in Cognitive Psychology 3 creditsPrerequisites: PSY 101 and 292.Focus on theory and research in selected topics in cognitivepsychology. Selected topics will vary over semesters. Somepossible topics include human memory, the structure ofknowledge, psychology of reading, attention and conscious-ness, psycholinguistics, problem solving, cognitive develop-ment, and applications of cognitive psychology.


IV

H O N O R S

C O L L E G E

The Honors College

100 Earle Hall

Richard Garner, DeanE-mail: [email protected]

Diane Della Croce, Associate Dean

Nicholas Rizopoulos, Academic Director forSpecial Programs and Research

Philosophy of the College

The Honors College seeks to prepare highlytalented and motivated students to face thetwenty-first century by providing them with theintellectual perspectives and critical skillsneeded to exercise responsible leadership atevery level of their lives. To achieve this goal,we have instituted an intense curricular andextracurricular program that asks students toview themselves and their work with integrity,passion, and seriousness. Students should grad-uate from the Honors College prepared to standat the forefront of the arts, sciences, government,and the learned professions, determined to actwith moral and intellectual rigor and able tograsp the significance of their actions within,and for, a larger whole.

An intentionally provocative curricular andco-curricular design leads students to under-stand the central problems of the human condi-tion as they confront us now and as they havebeen experienced in the past. The path to thisunderstanding is through intensive analysis ofinfluential texts and monuments of human great-ness, ancient and modern. Initiated by reading,reflection, and discriminating discussion intothe long honored search for truth and beauty, inactive engagement with the fundamental issuesof justice and liberty that have animated thecourse of civilization, the students in the College

discover not just the limitations but also the pos-sibilities of thinking clearly and turning thoughtinto action in our increasingly complicatedworld. Schooled in the value of the highestideals but chastened by an awareness of recalci-trant actualities, they are led to discover inthemselves the intellectual power and flexibility,the deepened moral confidence and responsibil-ity and the capacity—indeed, in some cases, thepassion—for leadership that they will need tomeet the formidable challenges and mysteries ofthe twenty-first century. The mission of theHonors College is to impart to the student bodya breadth of vision and an intensity of aspirationthat the students could barely glimpse beforeentering college.

Such lofty goals are not achieved easily. Theyrequire a detailed and concrete plan articulatedover four years. This plan is outlined below.

The Honors CurriculumHonors courses are designed to prepare stu-

dents to speak and write effectively, to reasonaccurately, to recognize and express differencesin quality between the grand and the mundane,the genuine and the specious, as they must ifthey are to achieve their potential and becomeleaders in society.

Although Honors students complete all therequirements for their major field of study withinthat department or school, the Honors coursesform a continuous supplemental thread runningthrough the four years of study. Honors studentstypically have about half of their courses in theHonors College in the freshman year. In subse-quent years most students take one Honorscourse each semester. Some students, however,elect to take additional courses, and they arewelcome to take as many as they wish.

Honors Curricular Sequence andGeneral Education Requirements

The Honors College program begins in thefreshman year with a purposefully designedHonors sequence that satisfies Adelphi’s Gen-

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eral Education requirements. The Honors cur-riculum introduces students to the body ofknowledge and multiple theories and approachesto knowledge, along with their historical roots,that have most affected our century—in the arts,social thought, science, and humanities. Firstyear classes include The Modern Condition,Origins of the Modern Condition (a historicalsequence), and the Art and Craft of Writing.

In the sophomore year all Honors studentstake a full-year sequence titled the HumanCondition in Literature and Art. These twocourses, fulfilling the General Education re-quirement in Humanities, examine great worksof literature, philosophy, history, art, and musicfrom the Old Testament and ancient and classi-cal periods to the present, offering Honors stu-dents the opportunity to study a number oflengthy works in their entirety. This courserequires students to examine the kinds of narra-tion, the topics, the ideas that have preoccupiedhumanity across the centuries, in different voic-es, and as different expressions of humanity’saspirations and achievement.

During the sophomore or junior year allAdelphi students also take courses in the sci-ences to fulfill the requirements of GeneralEducation. The aim in these courses is to givestudents a thorough grounding in the philosophi-cal underpinnings of the sciences as well as intheir substance. The Honors College also movesstudents who are majoring in the sciences intoactive laboratory work as soon and as much aspossible, assuring that students make significantand original intellectual contributions to theiracademic work quickly and tangibly.

The Junior SeminarsThe junior seminars in the Conditions of

Social and Political Life fulfill the GeneralEducation requirement in the Social Sciences.These courses attempt to unveil for the studentsthe perspective of the deepest political andmoral responsibility and to enlarge their grasp ofhuman achievement. The courses are intended

to inspire students to develop their own visionsof society and social change, to begin a life-longdedication to active engagement with the funda-mental issues of human society and with ener-getic approaches to the complexity of these is-sues. The courses prepare students to think evermore reasonably and powerfully about social andpolitical institutions and about issues of ethicsand leadership that arise in this context.

The Senior SeminarIn addition to their distinctive courses fulfill-

ing the requirements in General Education,Honors students are required to take an addi-tional seminar in their senior year. This de-manding seminar, along with the junior seminarsin the Conditions of Social and Political Life, isthe capstone course of the Honors Curriculum.The seminar topics are chosen from a greatervariety of fields than those in the junior seminar.Although the seminars are often focused on atopic studied in a single discipline, the atmos-phere and point of view of the seminar is inter-disciplinary, as experienced, fourth-year stu-dents from a wide variety of major fields bringtheir individual interests and knowledge to bearon the discussion.

Independent StudyHonors College students may choose in one

or more semesters to participate in an HonorsCollege tutorial with the Academic Director,Nicholas Rizopoulos. Modeled on systems suchas those at Oxford and Cambridge Universitiesor Yale University’s famed Scholar of the Houseprogram, the tutorial provides highly motivatedstudents a chance to explore selected topics ingreat depth and to develop their skills in writingand argumentation through the rigorous supervi-sion of the Director.

The Senior ThesisOften the thesis grows out of a project the

student has undertaken in the sophomore orjunior year in research or independent work on

125HONORS COLLEGE

or off campus. Sometimes, students begin some-thing entirely new. In any case, all Honors stu-dents must complete the senior thesis, a year-long project designed to bring about and todemonstrate intellectual mastery and to encour-age the integrity and coherent responsibility thatonly a complex project can elicit. Students mustagree with their advisor on a topic by mid-October of their senior year.

Throughout the year students are supervisednot only by their departmental advisor but alsoby the Honors College Academic Director. TheDirector, Nicholas Rizopoulos, served for yearsas the Vice President and Director of Studies atthe Council on Foreign Relations in New York.His years of experience in guiding the work ofyoung scholars enables him to provide invalu-able assistance with research and writing.

In the spring, when the student and advisorare satisfied that the thesis is ready for presenta-tion, the thesis is given to readers before whomthe thesis is defended. The defense is meant tobe both an exploration of the student’s achieve-ment and a further intellectual challenge.

Honors students find that graduate and pro-fessional programs to which they apply respondvery positively to the senior thesis. Along withthe diverse and interdisciplinary Honors cur-riculum, admissions committees often expressparticular praise for the thesis project.

The Extracurricular Cultural ProgramThe second major component through which

the philosophy of an honors education is real-ized is the extracurricular and co-curricularprogram.

One of the most important tenets of theHonors College is that the Honors education ismuch more than a set of courses. A rich programof co-curricular and extracurricular activitiesprovides an essential complement to the Honorscurriculum. In order to transform students intoadults with the highest aspirations and thebroadest understanding, the Honors programbrings the students into direct contact with

greatness. Because of Adelphi’s proximity toManhattan, the Honors College can offer anunparalleled series of events and activities inwhich the students confront the best achieve-ments and the leading figures in cultural andintellectual life. For example, artists and authorsare brought to campus to meet with the studentsin intimate gatherings for stimulating andprovocative discussion that will illuminate theart that has been created from the standpoint ofthe artist, director, or impresario who has creat-ed or staged it. Several times a semester groupsof students attend events off campus in Man-hattan and the greater New York area. These vis-its to the theater, concerts, and museums aremade an active rather than passive experiencein a variety of ways, especially through discus-sions before or after a cultural event in the homeof an Honors professor. Moreover, the culturalactivities themselves are arranged to allow thestudents the closest and most intense experi-ence. (For example, students have attended spe-cial exhibitions at the Metropolitan Museum ofArt for private showings when the Museum isclosed. They have been invited to the BoardRoom of the New York Philharmonic for a con-versation with the Conductor before attending aPhilharmonic concert.)

The Earle Hall FacilityThe third major component of the Honors

College program is the building itself in whichthe College is housed. Student residentialrooms, classrooms, faculty and administrativeoffices, and student facilities (such as a round-the-clock computer room) are all located withinone building. This comprehensive facility makespossible in a unique way the coherence andintensity required to achieve the rigorous aimsof an honors education. Although the studentsare not presented with an education that ismeant to exist in isolation from society and thegreater world, they nevertheless need to learnthat the intellectual world is also real. The con-centration of students and faculty in the Honors

126 HONORS COLLEGE

College creates an environment in which the lifeof the mind is the usual and expected order ofbusiness rather than the exception. Conversa-tions and ideas flow from classroom to classroomand from classroom to residence rather thansimply evaporating at the end of a period. Thefaculty and administrative offices draw studentsin for frequent conversation making contact withfaculty a habit rather than an occasional formal-ity. Public spaces provided with scholarly pub-lications encourage the students to read anddiscuss serious issues between classes. One ofthe most important features of the building isthe inclusion of a resident faculty fellow who isalways present to foster intellectual discussionand coordinate evening events for the Honorsstudents.

Degree RequirementsEach student in the Honors College majors,

as all Adelphi undergraduates do, in a subjectarea of a department or School of the University.The General Education requirements are satis-fied through the requirements of the Honors cur-riculum. The following courses are required forthe Honors College:

Modern Condition I and II (8 credits; satisfiesthe General Education Freshman Seminarand second competency requirement)

Western Civilization or Art and the World Iand II (6 credits)

The Art and Craft of Writing (3 credits)The Human Condition I and II (6 credits; sat-

isfies the General Education requirementin the humanities)

Conditions of Social and Political Life (Twosemesters, 6 credits; satisfies the GeneralEducation requirement in social science)

Laboratory Science (Two semesters, 8 credits;satisfies the General Education require-ment in science)

Reading competence in a foreign language atthe equivalent of two years of college levelstudy (0–12 credits)

One semester in the history of art or music(satisfies the General Education require-ment in the arts)

Honors Senior Seminar (3 credits)The Senior Thesis (0–3 credits)In addition to completing the above courses,

in order to graduate from the Honors Collegestudents must receive a grade of B– or better onthe Senior Thesis and achieve a cumulativegrade-point average of 3.3.

Admission to the Honors CollegeProspective students with superior high

school records and combined SAT scores of atleast 1200 (600 verbal) who seek admission tothe Honors College must complete the Honorsportion of the undergraduate admission form,supply the requested evidence of their best aca-demic or creative writing, and visit the Adelphicampus for an interview with a member of theHonors College Administration or Faculty. (Ifdistance or expense prohibits a visit to campus,an interview will be conducted by telephone.)Applicants will be evaluated on the basis of awide range of criteria, qualitative as well asquantitative. Acceptance is based on intellectu-al potential as well as on past achievement.

Transfer StudentsTransfer students with 56 credits or more to

complete at Adelphi and with a grade-pointaverage of 3.5 or better are invited to petitionthe Dean of the Honors College for Admission.Students should be prepared to provide letters ofrecommendation from the college professors andexamples of recent work.

Current Adelphi StudentsAll undergraduates at the University may

request consideration for admission to theHonors College once enrolled, by petitioningthe Dean. Such petitions will be evaluated inaccordance with the standards for freshmanadmission, but greater weight will be given tothe student’s record of achievement at Adelphi.

127HONORS COLLEGE

128


HONORS COLLEGE

ART 196, 197: Art and the World: Honors 3 creditsThe course provides a global view of major epochs of humanexperience and major events of historical and cultural signif-icance: in the first semester, from the Stone Age through theAncient Near East, Classical Antiquity, Africa, Asia, andother cultural areas, to the Renaissance period in Europe; inthe second semester from the Baroque, Neoclassical, andRomantic periods to Eastern traditions and in Africa to thepresent. Works of art examined in context offer insight intoways that people in different times and places have exploredtheir relationships with other human beings and with nature,and have defined meaning and value in existence. Links willbe made between the events and character of the periodsdiscussed and our time, establishing a historical foundationfor understanding the rise of modernism and the modernworld.

ENG 107, The Art and Craft of Writing:Honors 3 creditsThe Art and Craft of Writing is a one-semester required writ-ing course offered in conjunction with the courses in theModern Condition and Western Civilization or Art and theWorld, using the materials of these courses as the basis forextensive writing. Thus the students find an additional forumin which to reflect upon the ideas they are struggling with inthe Modern Condition and historical courses.

HIS 101, 102: Western Civilization: Honors 3 creditsThe Western Civilization is a sequence of courses designedto be taken with the Modern Condition. Beginning with theorigins of Near Eastern civilization and proceeding chrono-logically, the readings for this course draw on classics of theWestern tradition to provide background, parallels, and con-trasts to the readings in the Modern Condition. Among theauthors studied are Plato, Thucydides, Tacitus, Augustine,Dante, Machiavelli, Donne, Descartes, Rousseau, Galileo,Shakespeare, Keats, Madison, Mill, Tocqueville, Douglas,and Levi-Strauss.

HON 101, 102: The Modern Condition I, II 4 creditsThe Modern Condition I and II is a sequence of courses, nor-mally taken in the freshman year, that examines the majorsocial, cultural, and scientific transformations identifiedwith modernity, with primary focus on the twentieth century.The body of works studied include readings from significantintellectual, literary, and political figures of the era, as wellas important works of art, film, and music. The objectivesare to introduce students to the challenges of our time, andto cultivate the capacity for critical analysis using a varietyof perspectives.

HON 210 The Human Condition I 3 creditsThe Honors humanities sequence is an intensive study of theliterary and philosophical texts that have most powerfullyinfluenced the intellectual and moral life of Western civiliza-tion. In addition there is some attention to great, representa-tive monuments of art and music. The first semester studiesgreat writers and texts of the ancient world: Homer,Aeschylus, Sophocles, Euripides, Aristophanes, Plato,Aristotle, Virgil, St. Augustine, and selections from the Bible.

HON 211 The Human Condition II 3 creditsThe second semester of the Honors humanities sequenceexamines the works of Chaucer, Shakespeare, Moliere, Swift,Mozart, Stendhal, Dostoyevsky, and Yeats and their contribu-tions to the myths, values, and ideas that inform Westernculture. Honors 210 is not a prerequisite.

HON 320 Conditions of Social andPolitical Life 3 creditsThe Junior Seminar, Conditions of Social and Political Life,is the unique Honors equivalent of the general educationsocial science requirement. This seminar attempts, at once,to unveil for students the perspective of the deepest politicaland moral responsibility and to deepen their grasp of humanachievement by focusing on a great text and figure, inspiringthe students to develop their own visions for society andsocial change.

Fall 2001:Section I: Cognitive Therapy: Theory and PracticeSection II: Cinema of DystopiaSection III: Gender in Society

Spring 2002:Section I: The One and the Many: Reflections, Parables, and

ParadoxesSection II: Cycles of Social JusticeSection III: Dictators and Dictatorships

HONORS COLLEGE COURSES

HON 486 Honors Senior Seminar 3 creditsSeminar topics, chosen from a variety of fields, explorematerial from the perspective of responsible leadership thatcharacterizes the College. Although the seminars are oftenfocused on a topic studied in a single discipline, the atmos-phere and points of view are inevitably interdisciplinary asthe senior Honors students bring their individual interestsand knowledge to bear on discussion. The senior HonorsSeminars look to the future as students examine the materialwith a view to the plans they are making for their lives aftergraduation.

Fall 2001:Section I: Pathogens on the MenuSection II: Literary Translation by Hand and FootSection III: Alternative Selves and Sexualities

Spring 2002:Section I: Varieties of OperaSection II: The Postmodern ConditionSection III: Mathematics in Classical Antiquity

HON 490 Honors Thesis 0–3 creditsAll Honors students must complete the Senior Thesis, ayear-long project designed to bring about and to demon-strate intellectual mastery and to encourage the integrityand coherent responsibility that only a complex project canelicit. Students must agree with their advisor on a topic bymid-October of their senior year. In the spring when thestudent and advisor are satisfied that the thesis is readyfor presentation, the thesis is given to readers before whomit is defended. The defense is meant to be both an explo-ration of the student’s achievement and a further intellectualchallenge.

129HONORS COLLEGE COURSES

V

S C H O O L O F

B U S I N E S S

132 SCHOOL OF BUSINESS

School of BusinessBusiness Building 121

Anthony F. Libertella, DeanE-mail: [email protected]

Rakesh Gupta, Associate Dean

Jeannine Rogers, Director of UndergraduatePrograms

Professors Assistant ProfessorsAllan S. Ashley Rakesh GuptaGregory P. Gutman Harvey J. HeinowitzAnthony F. Libertella MaryAnne HylandSamuel Natale Alan KreitzmanAlvin J. Rosenstein Jayen Patel

R. Bruce SwensenAssociate Professors Mariano TorrasJack Angel Simon YangGrace ConwayDavid GleicherJeffrey GoldsteinZhimin HuangSusan LiDavid MachlisDarko Skorin-KapovDaniel A. VerreaultWinston Waters

Professional PhilosophyFew areas of American life are as dynamic

and challenging as the world of business andentrepreneurship. The rapid pace of technologi-cal change and the growth of international mar-kets and competition are creating rich oppor-tunities for increased productivity and abun-dance for an ever larger number of people. Toseize these opportunities, specific endeavorsmust be identified, developed, managed, andpursued. The flux and uncertainty of our newglobal economy, however, mean that past prac-tice is no longer a sure guide to future possibili-

ties. The School of Business at Adelphi has fullyembraced this challenge of modern economiclife by recognizing that growth and abundancedepend on the knowledge, understanding, andoriginality of tomorrow’s business leaders as wellas on their energy, ambition, and sense ofresponsibility. To create the new entrepreneurwho can flourish amidst unprecedented changethe School has redefined its educational philoso-phy, reorganized its curriculum, and reinvigorat-ed its pedagogy. The principles underlying thisreform include the belief that the best businessleaders are those who enjoy intellectual struggle,have a deep appreciation of today’s underlyingtensions and possibilities, and see the linkbetween the skills they learn and the characterthey display. For these reasons, each ofAdelphi’s undergraduate business majors com-pletes our General Education program—theUniversity’s signature courses in general liberaleducation—and discovers the continuitybetween the fundamental questions engaged inthe program and the practice of businessthrough an undergraduate management curricu-lum that unites theory and practice, principleand method, pragmatism and aspiration.

Educational StrategyThe bachelor’s degree programs, which inte-

grate cutting-edge management theory and prac-tice with state-of-the-art instruction, are struc-tured around the concept of managing an organi-zation’s assets—people, money, information, andtechnology—because no matter where one “sits”in an organization, one has only these four assetswith which to work.

Through cross-functional courses, the func-tional areas of business—accounting andfinance, management and marketing, policy andstrategy—are explored in a manner that reflectsthe multifaceted dimensions of management.These courses integrate the functional areas ofbusiness into critical areas of study (organiza-tional behavior, human resource management,marketing, economics, accounting, finance,

133SCHOOL OF BUSINESS

decision sciences, and information technology)to create a learning experience that builds theskills and competencies necessary to become anexecutive in the 21st century.

Every organization demands leaders whohave strong technical competencies in one ormore of the functional areas of business, as wellas significant interdisciplinary, cross-functionalexpertise so that the individual manager under-stands how his/her function and expertise has animpact on the entire organization. They providea solid foundation in the fundamentals of busi-ness and serve as the “building-blocks” for themore advanced courses.

The programs also contain a unique series ofintegrative-experience courses at increasing lev-els of complexity and importance from the fresh-man to senior years. These courses utilize an“action learning” methodology that provide stu-dents, as individuals or in teams, with an oppor-tunity to apply their managerial leadership andtechnical skills to actual projects in real organiza-tions. The projects or decision-making situationsencountered in these courses represent the chal-lenges a manager may confront from the entrylevel to senior levels of responsibility. This“action learning” approach to business educationbridges the gap between theory and practice andcreates a “seamless” learning environmentenhanced by bringing the expertise of corporateexecutives into the classroom as guest speakers,lecturers, internship or project mentors. Likewise,faculty and students are brought into the organi-zational environment when they work on projectstogether that provide a “value added” result forcorporations, governmental agencies, and non-profit corporations located on Long Island, inNew York City, and the Tri-State region.

Each of these learning opportunities, coupledwith field trips and faculty mentored research,not only enhance a student’s overall educationalexperience, but also creates a “learn-how-to-learn” capability for each individual which willaccelerate their career advancement. An indi-vidual who has a “learn-how-to-learn” capability

will identify and pursue the additional knowl-edge, expertise, or education necessary to mas-ter each career opportunity. They build a “skilland competency” portfolio, i.e., credentials tocreate upward mobility in the organizations ofthe 21st century.

This innovative approach to business educa-tion emphasizes the themes of: “globalization,”“managing change,” “team building,” “self-directed work/team performance,” “oral and writ-ten communications,” “ethics and integrity,”“career planning and self development,” whichresonate across every course and every coursemodule, and build upon the strong liberal arts tra-dition of Adelphi University. The increasedemphasis on the liberal arts, focused on the studyof history, political science, and internationalculture, ensures that students have a firm grasp ofthe underlying historical principles behind mod-ern commerce and global political economies.

During their junior and senior years, manage-ment majors can also opt to specialize in one ofthe functional areas of management (e.g., mar-keting, finance, human resource management,management information systems) or can elect topursue a more generalized course of study bytaking advanced elective courses in severalfunctional areas. Accounting majors follow aprescribed sequence of advanced courses toensure that they will possess all the requisitecourse work needed for the New York StateC.P.A. examination.

The faculty of the School of Business are wellequipped to prepare students for professionalcareers. Acclaimed for both their teaching andresearch, many faculty members have held top-level positions in business and continue to serveas consultants to major corporations and non-profit agencies. Executive-in-Residence pro-grams, guest presentations by corporate execu-tives, field trips, and internship opportunitiesfurther enrich the learning environment.

Through its programs, the Adelphi School ofBusiness prepares undergraduates for eithergraduate study or direct entry into the job mar-


ket. More important, the School nourishes adeep-rooted and practical intelligence that willserve students not only in business but through-out their life.

Programs of StudyThe School of Business offers the following

degrees:• Bachelor of Business Administration

(B.B.A.) in accounting;• Bachelor of Business Administration

(B.B.A.) in management with additionalspecializations available in marketing,finance, human resource management,and management information systems;

• Bachelor of Science (B.S.) in finance;• Bachelor of Arts (B.A.) in economics.

The B.B.A. Program in AccountingThough the recording of business and finan-

cial transactions is as old as civilization, themodern profession of accounting is one of con-stant change—in theories, regulations, andpractices. The Department of Accounting andLaw provides accounting majors with the intel-lectual means to succeed in the profession as itexists and however it may change. Studentsacquire both the technical accounting knowl-edge and the analytical and managerial capaci-ties needed to apply that knowledge to complexfinancial reporting. They are equipped to enterand perform with distinction in the public andprivate sectors.

The profession is divided into two broadareas: financial and managerial accounting.Financial accounting is the preparation and useof accounting information for external reporting.Managerial accounting is the preparation and use of accounting information to measure managerial performance and develop plans andcontrols within an organization.

Degree RequirementsThe accounting major earns the B.B.A. by

successfully completing 125 credits of coursework, consisting of 60 credits of General Education requirements and liberal arts and 65credits of business and accounting. The account-ing curriculum is registered with and approvedby the New York State Education Department.Successful completion of the B.B.A. in account-ing qualifies the student to take all four parts ofthe New York State C.P.A. examination.

A total of 15 accounting credits only may betransferred from a two-year college. These 15credits must be from basic, intermediate, andcost accounting courses. No credit for otheraccounting courses can be accepted toward ful-filling degree requirements.

Freshman YearFirst Semester (16 credits)General Education RequirementsECA 111 The Price SystemBUS 162 Introduction to BusinessACC 101 Principles of Accounting I

Second Semester (16 credits)General Education RequirementsECA 112 The National EconomyMGT 262 Principles of ManagementACC 102 Principles of Accounting IILiberal Arts Elective

Sophomore YearFirst Semester (16 credits)General Education RequirementsACC 201 Intermediate Accounting IBUS 260 Business Law IMTH 110 Pre-CalculusOPR 271 Information Technology and

Applications


Second Semester (16 credits)General Education RequirementsACC 202 Intermediate Accounting IIBUS 251 Business Law II BUS 267 Creative Business

CommunicationsOPR 272 Analytical and Statistical

Modeling

Junior YearFirst Semester (15 credits)General Education RequirementsECA 251 Money and BankingACC 203 Cost AccountingFIN 330 Managerial FinanceMGT 366 Organizational Behavior

Second Semester (15 credits)General Education RequirementsDrama, Beginning Acting or Speech (Studentmay choose: PFA 108, PFA 109, SPE 104, 110,111 or 112)ACC 303 Principles of AuditingHRM 367 Management of Human

ResourcesOROPR 373 Management of

Production/OperationsORMKT 280 Marketing

ORBUS 461 Entrepreneurship

Senior YearFirst Semester (15 credits)Liberal Arts ElectivesACC 401 Federal Taxation IACC 403 Advanced AccountingBUS 341 International Business

Second Semester (15 credits)Liberal Arts ElectivesACC 402 Federal Taxation IIACC 405 Auditing/Accounting

Information SystemsORACC 406 Fund and Government

AccountingBUS 468 Business Policy and Strategy

NOTE: Students planning a career in accountingshould be aware that the requirements to sit forthe C.P.A. examination in New York State, as wellas many other states, have changed. This changewill require candidates who wish to sit for theC.P.A. examination to complete a 150-credit hourprogram. Students should consult with theBusiness Undergraduate Programs Office,Business 121, for the latest information.

The B.B.A. Program inManagement

Managerial practice is as diverse as the busi-ness world itself. Some managers choose to spe-cialize in one of the functional areas of business,such as marketing, finance, human resources,and manufacturing. Some managers are staffspecialists who prepare information for col-leagues to act upon; others are line managerswho implement decisions and supervise theactions that result from those decisions. Seniormanagers, however, most often work from a moregeneralized point of view. Management majors inthe School of Business have the opportunity toconsider all of these managerial modes beforeembarking on their careers.


Degree RequirementsThe management major earns the B.B.A. by

successfully completing 121 credits of coursework, divided into three areas: 73 credits ofGeneral Education requirements, liberal arts,and free electives; 39 credits in required busi-ness core courses; and 9 credits in advancedbusiness elective or specialization courses.

Freshman YearFirst Semester (13 credits)General Education RequirementsBUS 162 Introduction to BusinessECA 111 The Price SystemACC 101 Principles of Accounting I

Second Semester (16 credits)General Education RequirementsMGT 262 Principles of ManagementECA 112 The National EconomyACC 102 Principles of Accounting II

Sophomore YearFirst Semester (16 credits)General Education RequirementsMTH 110 Pre-CalculusBUS 267 Creative Business

CommunicationsOPR 271 Information Technology and

Application

Second Semester (16 credits)General Education RequirementsBUS 252 Legal and Ethical

Environment of BusinessMKT 280 MarketingOPR 272 Analytical and Statistical

Modeling

Junior YearFirst Semester (15 credits)General Education RequirementsDrama, Beginning Acting, or Speech (Students may choose: PFA 108, PFA 109, SPE 104, 110, 111 or 112)MGT 366 Organizational BehaviorFIN 330 Managerial FinanceLiberal Arts Elective

Second Semester (15 credits)General Education RequirementsHRM 367 Management of Human

ResourcesOPR 373 Management of

Production/OperationsLiberal Arts ElectiveSpecialization/Business Elective

Senior YearFirst Semester (15 credits)BUS 341 International BusinessBUS 461 EntrepreneurshipLiberal Arts ElectiveFree Elective*Specialization/Business Elective

Second Semester (15 credits)BUS 468 Business Policy and StrategyLiberal Arts ElectiveFree Elective*Specialization/Business Elective

SpecializationsA specialization consists of a minimum of

9 credits of advanced course work in a specificdiscipline (same course number prefix). Current-ly, specializations are available in marketing,finance, management information systems, andhuman resource management. Others are in theprocess of being developed. Students shouldconsult with the Business Undergraduate Pro-grams Office, Business 121, for more information.

* Free electives may be taken in any division of theUniversity.


Marketing SpecializationStudents may choose from among such cours-

es as Retail Management; Sales Management;Advertising Management; Marketing Research;Marketing Strategy; Creative Problem Solving;and Sales Promotion and Direct Marketing.

Finance SpecializationStudents may choose from among such cours-

es as Financial Statement Analysis; FinancialMarkets; Managerial Economics; Economics ofFinancial Management; Investment Analysis;International Finance; and Money and Banking.

Human Resource ManagementSpecialization

Students may choose from among such cours-es as Human Resources: Policies and LegalRequirements; Compensation Management;Executive Assessment and Testing; Staffing:Recruitment, Selecting, and Training; and LaborRelations.

Management Information SystemsSpecialization

Students may choose courses in SystemAnalysis and Design, Data Communication,Database Management and ManagementInformation Systems.

Specializations subject to change. Consult withBusiness Undergraduate Programs Office,Business 121, for more information, exact courses, course numbers, and descriptions.

The B.S. Program in FinanceThis degree is designed to prepare students

who seek specialized roles in the financial ser-vices industry. Reflecting the new global eco-nomic and financial environment, the curriculumprovides an understanding of perspectives thatform the context for business and financethrough coverage of ethical and global issues, theinfluence of political, social, legal, regulatory,and technological issues. The specialization

component of the degree which allows the student to pursue a major either in microfinanceor macrofinance is broadly based, diversified,and globalized.

Degree RequirementsThe finance major earns the B.S. by success-

fully completing 121 credits of course workdivided into three areas—67 credits of GeneralEducation requirements and liberal arts, 36credits in required business core courses, and 18credits in advanced specialization courses infinance.

Freshman YearFirst Semester (13 credits)General Education RequirementsACC 101 Principles of Accounting IECA 111 The Price System

Second Semester (16 credits)General Education RequirementsLiberal Arts ElectiveMGT 262 Principles of ManagementACC 102 Principles of Accounting IIECA 112 The National Economy

Sophomore YearFirst Semester (16 credits)General Education RequirementsACC 201 Intermediate Accounting IMTH 110 Pre-CalculusBUS 267 Creative Business

CommunicationsOPR 271 Information Technology and

Applications

Second Semester (16 credits)General Education RequirementsACC 202 Intermediate Accounting IIMKT 280 MarketingBUS 252 Legal and Ethical

Environment of BusinessOPR 272 Analytical and Statistical

Modeling


Junior YearFirst Semester (15 credits)ECA 251 Money and BankingFIN 330 Managerial FinanceBUS 341 International BusinessMGT 366 Organizational Behavior

Second Semester (15 credits)General Education RequirementsFIN 311 Financial MarketsOPR 373 Management of Production

Operations AND one of the following Drama, Beginning

Acting, or Speech courses:PFA 108, PFA 109, SPE 104, 110, 111 or 112

Senior YearFirst Semester (15 credits)Liberal Arts ElectiveFIN 438 Investment AnalysisFIN 443 International FinanceFIN 434 Economics of Financial

ManagementORECA 420 Managerial EconomicsORACC 306 Financial Statement AnalysisPOL 380 International Law and

OrganizationORPOL 385 International Political

Economy

Second Semester (15 credits)Liberal Arts ElectiveFIN 412 Seminar in FinanceBUS 468 Business Policy and StrategyFIN 434 Economics of Financial

ManagementORECA 420 Managerial EconomicsORACC 306 Financial Statement Analysis

The B.A. Program in Economics The economics curriculum is organized

around a core of theory, encountered first at anintroductory level, and then at an intermediatelevel. Topical courses usually require the intro-ductory theory courses as prerequisites exceptfor ECA 213, Consumer Economics. Departmentfaculty do research in the areas of economicdevelopment, environmental economics, historyof economic thought, human capital theory, laboreconomics, international economics, and sys-tems of political economy. Faculty also con-tribute courses to the Honors College, theEnvironmental Studies program, and the SocialStudies major for education students in theSTEP program.

The economics program combines theoreticalanalysis with the empirical study of institutionsand the consideration of current economic policyissues on individual, national, and global scales.Economics courses draw from other disciplinessuch as finance, history, mathematics, politicalscience, and philosophy. Many economicsmajors go on to graduate work in economics,business, law, and education. Others directlyenter into employment in financial services,local government, consulting, and related professions.

Degree RequirementsThe economics major earns the B.A. by suc-

cessfully completing 120 credits of course workdivided into three areas: 84 credits of GeneralEducation requirements and free electives; 12credits of required economic courses; and 24credits of economic electives.

Required courses (36 credits)ECA 111 The Price SystemECA 112 The National Economy ECA 275 Microeconomic AnalysisECA 276 Macroeconomic Analysis


Choose eight courses from the following:ECA 213 Consumer EconomicsECA 214 History of Economic ThoughtECA 215 Environmental EconomicsECA 220 Survey of Modern European

HistoryECA 225 International TradeECA 226 Economic DevelopmentECA 231 Systems of Political EconomyECA 241 Industrial OrganizationECA 251 Money and Banking ECA 252 Public FinanceECA 262 Labor and Public Policy

Cross-Disciplinary Electives*MTH 112 Survey of CalculusMTH 113 Survey of StatisticsMTH 114 Statistics for Natural SciencesPOL 385 International Political Economy

General Education Requirements andFree Electives (84 credits)

The Business MinorThe School of Business offers a business

minor in the area of management to liberal artsand science majors. The minor consists of 18credits as follows:MGT 262 Principles of ManagementACC 101 Principles of Accounting IFIN 330 Managerial FinanceMGT 366 Organizational BehaviorMKT 280 MarketingBUS 341 International Business

The Economics MinorThe School of Business offers an economics

minor to all undergraduate students. The minorconsists of 18 credits including the requiredECA 111 and 112. Students may structure aminor of their own choosing with the consent ofan advisor.

Business ClustersThe School of Business also offers business

clusters. These clusters afford liberal arts andscience majors the opportunity to explore thevarious business disciplines on an introductorylevel. Prerequisites, if any, need not be taken bynon-business majors. The clusters consist of 12credits as follows:

Introduction to Business LawBUS 162 Introduction to BusinessMGT 262 Principles of ManagementBUS 250 Business Law IBUS 251 Business Law II

Introduction to Human ResourceManagementBUS 162 Introduction to BusinessMGT 262 Principles of ManagementMGT 366 Organizational BehaviorHRM 367 Management of Human

Resources

Introduction to AccountingBUS 162 Introduction to BusinessACC 101 Principles of Accounting IACC 102 Principles of Accounting IIACC 306 Financial Statement Analysis

Introduction to FinanceBUS 162 Introduction to BusinessACC 101 Principles of Accounting IFIN 330 Managerial FinanceFIN 311 Financial Markets

Introduction to MarketingBUS 162 Introduction to BusinessMGT 262 Principles of ManagementMKT 280 MarketingMKT 480 Advertising Management

*maximum of 6 credits may be chosen


Introduction to Information Technology(13 credits)BUS 162 Introduction to BusinessMGT 262 Principles of ManagementOPR 271 Information Technology and

ApplicationsOPR 471 System Analysis and Design

Program of StudyAll students in the School of Business are

required to have an official program of study onfile in the Business Undergraduate ProgramsOffice, Room 121, in the Business Building.Consult that office for an appointment.

The official program of study serves as anagreement between the student and the School.No commitments can be made regarding indi-vidual requirements until the student has beenadmitted as a matriculated degree candidate. Ifdegree requirements change subsequent toenrollment, the student will be given the optionof meeting the requirements listed on the pro-gram of study, or having the program revised.The student should use the program of study asa guide when registering for courses. The pro-gram may be amended at a later time, but thestudent is cautioned not to deviate from theProgram of Study unless it has been officiallychanged by the Business Undergraduate Pro-grams Office.

AdvisementComprehensive and thorough student advising

is a priority in the School of Business. Each stu-dent is assigned a faculty advisor based uponarea of major and/or interest. If for some reason aparticular student-advisor relationship proves tobe incompatible, either party may request achange. All changes, however, should be madethrough the Business Undergraduate ProgramsOffice, Business 121. Faculty schedule officehours at times convenient for their advisees.Many also provide extra hours of service beforeeach registration period. In addition, there is an

advisor on duty until 8:00 p.m., Monday throughThursday, during the fall and spring semesters forhelp with general questions.

Transfer StudentsTransfer students are required to meet the

same standards and criteria established for otherstudents entering the upper division of theSchool of Business. If a student has not trans-ferred the courses in the specified sequence asoutlined for entering freshmen, the student willbe required to complete those courses to estab-lish eligibility to enroll in the upper division.The student must maintain a grade point averageof 2.3 or better at Adelphi.

Students transferring to Adelphi Universityfrom an accredited institution should examinethe business and liberal arts requirements of thedegree programs offered to undergraduates. Someof the credits accepted by the Office ofAdmissions for transfer may not satisfy the degreerequirements in the School of Business. Consultthe Business Undergraduate Programs Office,Business 121, for further information. The Schoolof Business will not accept any grade lower thana C– for transfer credit, even if the credit isneeded to guarantee junior status for studentsentering from a community college. TheUniversity has a mandated 35-credit GeneralEducation requirement for all undergraduate stu-dents. However, transfer students entering withat least 30 credits and less than 60 credits areexempt from Freshman Seminar and FreshmanOrientation. They will need to meet the EnglishComposition, the second competency, and thedistribution requirements, either with the appro-priate transfer credits or courses taken atAdelphi. Transfer students entering with 60 ormore credits are exempt from the FreshmanSeminar, Freshman Orientation, and the secondcompetency requirement. They must meet theEnglish composition requirement and distribu-tion requirements as follows: 6 credits in the nat-ural sciences and mathematics, 6 credits in the


social sciences, and 12 credits in the arts andhumanities. These requirements can be met withappropriate transfer credits or courses taken atAdelphi. Students entering with an Associate ofArts or Associate of Science degree will bedeemed to have completed all General Educationrequirements.

Change of MajorA change of major to the School of Business

will not be approved until the student’s recordhas been evaluated and a determination hasbeen made that the student will meet the sameacademic standards and criteria established forall School of Business majors.

Independent StudyStudents who have demonstrated the ability

to undertake independent study may, under thesponsorship of a member of the faculty withwhom they consult, engage in intensive researchon a topic of merit and originality. Students willgenerally be limited to a maximum of 3 creditsper course in independent study. In cases ofdemonstrated exceptional ability a maximum of6 credits will be permitted a student in a singleindependent study course in a single semester.

The maximum number of independent studycredits that may be taken by an undergraduatestudent is 12, of which no more than 6 creditsmay be in business courses. No required coursemay be taken as independent study.

Internship ProgramBusiness and economics majors who have

earned at least 60 credits may apply for aninternship. An internship, which may be paid ornon-paid, involves a 12 to 15 week part-timeplacement in a corporation. Internships areavailable through the the Center for Career Development located in Post Hall.

Senior CheckAll students must request a senior check

three semesters before their expected date ofgraduation to ensure that all degree require-ments will be satisfied. The form for this proce-dure is available in the Business UndergraduatePrograms Office, Business 121.

Honors in BusinessSchool HonorsThe School of Business accords school hon-

ors to graduating seniors who have completed 33credits in business courses taken at AdelphiUniversity with a grade-point average of 3.5 orabove in those courses.

National Honor Society—Delta Mu DeltaThe National Honor Society in Business,

Delta Mu Delta is a member of the Associationof College Honor Societies. It was established in1913 to recognize and reward superior scholas-tic achievement by students of business whohave completed at least one-half of the workrequired for the degree with a minimum cumula-tive grade point average of 3.5.

Candidates for Delta Mu Delta are eligible tocompete for national awards totaling $10,000 inscholarships for business students. All eligibleSchool of Business majors are encouraged toapply.

Accounting Honor Society—Eta Chi AlphaEta Chi Alpha is the accounting honor soci-

ety at Adelphi University. Its purpose is twofold.First, the Society stresses the importance ofscholastic achievement in accounting as well asin liberal arts courses. Second, it rewards thosestudents majoring in accounting who haveattained excellence in their chosen subject.

A student must be a junior or senior who hascompleted 36 credits at Adelphi, 18 of whichare in accounting, with a minimum of a 3.5grade-point average in those courses. In addi-tion, the student must maintain a minimumoverall grade-point average of 3.5.


Dismissal/WithdrawalStudents who fail to maintain a 2.3 grade-

point average for two consecutive semesters aresubject to dismissal from the School of Business.A student who withdraws from the School forone semester or more must be readmittedthrough the Business Undergraduate Programsoffice. A student who is withdrawn for one yearor more must meet any new degree requirementsin effect at the time of readmission.

Waiver of Academic RegulationsA student in the School of Business may

request the waiver of an academic regulation bypetitioning the Academic Standards Committeeof the School. Petitions should be addressed tothe committee and filed with the BusinessUndergraduate Programs office. Students arerequested to discuss the matter with a memberof the staff prior to submitting their petitions.

143SCHOOL OF BUSINESS COURSES


SCHOOL OF BUSINESS

ACC 101 Principles of Accounting I 3 creditsIntroduces both accounting and non-accounting majors tofinancial accounting principles and managerial accountingconcepts, including the preparation and use of financialstatements. Emphasis is on the application of accountingdata to decision-making through an in-depth study of theaccounting concepts that influence management decisionsand control. Topics include accounting as a form of commu-nication, accounting models and transaction analysis, prepa-ration of financial statements, operating costs, cost behavior,budgeting, standard costing, pricing decisions, and financialstatement analysis.

ACC 102 Principles of Accounting II 3 creditsPrerequisite: ACC 101.Designed for students preparing for a career in accounting.The preparation of financial statements for different types ofbusiness enterprises. This course introduces the student tothe cost information needs of management and the use ofaccounting information for decision-making and control. Thestudent is introduced to basic accounting principles andpostulates; a practice set is required.

ACC 201, 202 Intermediate Accounting I, II 6 creditsPrerequisites: ACC 101 and 102.Designed to strengthen students’ conceptual approach tofinancial accounting. While studying the currently acceptedmethods of valuation and measurement of the economicresources and equities of the firm, students are alerted to theshortcomings and criticisms of the measurement system. Thestudent is introduced to the opinions issued by theAccounting Principles Board and its successor, the FinancialAccounting Standards Board. The student notes the underly-ing reasoning for the pronouncements and examines whetherthe regulations have accomplished their stated purposes.Accounting for pensions, leases, and price-level changes aretopics incorporated into the course.

ACC 203 Cost Accounting 3 creditsPrerequisites: ACC 101 and 102.Corequisites: ACC 201 and 202.Designed to give the student an in-depth introduction to theprocedures for gathering cost information and the utilizationof such information for management decision-making pur-poses. An examination is made of the job order, job process,and standard cost systems used for the recording of costs. Inaddition, stress is placed on management decision-makingtools, including break-even analysis, economic order quan-tity, direct costing, and cost-volume-profit analysis. Whilethe use of quantitative information is emphasized, the stu-dent is made aware of the input of qualitative information,which bears on management decision-making. The use ofthe budget as a management tool for planning and control-ling operations is stressed and procedures are examined forthe analysis of variances from budget due to cost and vol-ume factors.

ACC 303 Principles of Auditing 3 creditsPrerequisites: ACC 101, 102, 201, and 202.A comprehensive course designed to give the student anoverview of auditing and its relationship to accounting prin-ciples, standards, and procedures. While the viewpoint ofpublic accounting is stressed, attention is also given to inter-nal auditing. Legal responsibilities and professional ethicsare covered. Particular emphasis is given to the effect ofinternal control in auditing procedures. The use of the com-puter in auditing is covered. Practice sets are required.

ACC 306 Financial Statement Analysis 3 creditsPrerequisite: ACC 101.A review of general accounting principles and concepts thatgovern the construction of financial statements of businessand banking institutions. The student examines the tech-niques used in analyzing and interpreting these statementsso as to understand and evaluate a firm’s financial strength,income potential, working capital, and debt-paying abilities.

ACC 401, 402 Federal Income Taxation I, II 6 creditsPrerequisites: ACC 101, 102, 201, and 202.A conceptual approach to federal taxation. Basic principlesof the law are stressed, along with the reasons for the adop-tion of the principles. The interplay of accounting and law isexplained. During the first semester, the areas of federalincome taxation are covered; during the second semester, theemphasis is on partnerships and corporations. Principlesapplicable to all entities are covered throughout the course.

ACC 403 Advanced Accounting 3 creditsPrerequisites: ACC 101, 102, 201, 202, and 301.Prerequisites or corequisites: ACC 303, 401, and 402.Designed for the student who possesses a solid backgroundand understanding of accounting concepts and relationships.Problem-solving, problem approach, and analysis are exam-ined in depth. Areas covered include mergers and acquisi-tions, consolidations, joint ventures, and partnerships.

144 SCHOOL OF BUSINESS COURSES

ACC 405 Auditing and Accounting Information Systems 3 creditsPrerequisites: ACC 101, 102, 201, 202, and 303.This course focuses on techniques for the analysis and evalu-ation of accounting information systems, including computer-based systems. Topics include an introduction to accountingsystems theory; analysis of accounting systems, including doc-umentation and design theory; accounting file structure; hard-ware/software selection and impact on accounting systems;system life cycle, including accounting controls; and systemsimplementation and maintenance from the auditor’s stand-point. This course will require use of computer resources.

ACC 406 Government and Fund Accounting 3 creditsPrerequisites: ACC 101, 102, 201, 202, and 303.Corequisite: ACC 403.Survey of the systems, theory, and applications of the prin-ciples of fund accounting. Emphasis will be on the munici-pality, public, and semipublic institutions.

BUS 123 Managing Your Future 3 creditsProvides the student with the conceptual tools and theoreti-cal foundation to assess their values and priorities and to usesuch information to identify career options and relevant aca-demic programs. Topics include readings on the psychologyof career development; the analysis of diagnostic tests uti-lized to assess student values and priorities; the develop-ment of strategies for both career development and prepara-tion for contingencies of future change.

BUS 162 Introduction to Business 3 creditsThis interdisciplinary course provides a historical perspec-tive on the role of business in society. It introduces the stu-dent to the organizational assets model and the major func-tional areas of business, including accounting, finance, pro-duction, operations, marketing, human resources, and infor-mation/technology. The issues of work, careers, and theparameters for success in life are explored, and studentsdevelop self-profiles to better equip them to evaluate futurecareer opportunities. Students are introduced to a variety ofcommunication tools as an aid in the development of groupand interpersonal skills.

BUS 208 Insurance 3 creditsDesigned to present an understanding of the relationship ofinsurance to society. Incorporates current issues relating tothe functions and limitations of insurance. Topics discussedinclude risk management, fire, homeowners, inland, marine,crime, general liability, auto, life, health and accident, socialinsurance, no fault, old age benefits, social security benefits,and workers compensation. This course is not designed toqualify the student to take the N.Y.S. Insurance BrokersLicensing Examination.

BUS 250 Business Law I 3 creditsA basic survey course in business law. Stresses the laws ofcontracts as the basis for most commercial transactions andapplies the law of contracts to the specific contracts of bail-ments and carriers, insurance, suretyships, and negotiableinstruments.

BUS 251 Business Law II 3 creditsPrerequisite: BUS 250.An advanced course in business law covering the applicationof the legal process and the law of contracts to the specificcontracts of bailments, agency, guaranty and suretyship, insur-ance, and partnerships and corporations. Detailed considera-tion is given to wills, states of decedents, and bankruptcy.

BUS 252 Legal and Ethical Environment of Business 3 creditsPrerequisite: BUS 162.This course examines the nature and impact of law andethics on the domestic and international operations of abusiness enterprise. The law is studied as an instrument ofsocial change. Specific attention is paid to regulatory agen-cies, unions and labor relations, antitrust, consumer affairs,environmental impact, and contracts. The course alsoaddresses the relationship of ethics to profit, social respon-sibility, government relations, and the role of business insociety.

BUS 267 Creative Business Communications 3 creditsResearch and report presentation, both written and oral.Emphasis on clarity and conciseness in writing applied tobusiness letters, memos, and short and long reports; persua-sive speaking to one or many; communication skills for thework place.

BUS 341 International Business 3 creditsPrerequisites: BUS 162, MGT 262, ECA 111 and 112.Open to juniors and seniors only.An examination of the foundations and environments ofinternational business. Fundamental objectives and formssuch as market expansion, resource acquisition, diversifica-tion, joint ventures, foreign direct investment, exports, andlicensing are introduced. A comparative approach is used toexamine the major environments affecting the growth ofinternational business: legal, cultural, economic, political,financial, and technological. Finally, the action of the multi-national enterprise upon its environment, specifically itsattempts to develop firm-specific assets that are exploitedin more or less “market-friendly” foreign locations, isexplored.

BUS 461 Entrepreneurship 3 creditsPrerequisites: BUS 162, MGT 262. To be taken in the lastyear of student’s program.The pros and cons of an entrepreneurial career are explored.Students learn the importance of making personal trade-offsto cope with uncertainty, failure, and success. The evolutionof organizational structure in the entrepreneurial firm andthe stages of venture development are emphasized. Fosteringthe entrepreneurial and creative spirit of the large and smallorganization is a focal point. Entrepreneurs present theirsuccess stories throughout the course.


BUS 468 Business Policy and Strategy 3 creditsPrerequisites: Completion of all other required business courses,except BUS 461. To be taken in the last year of student’s program.This senior-level course integrates and synthesizes theknowledge from ALL prior course work for a top manage-ment perspective on a variety of business enterprises.Problem identification, strategy formulation, and decisionimplementation issues are stressed. Business simulation,case studies, role playing, and executive speakers are someavenues taken to convey course content.

ECA 101 Introduction to Economics 3 creditsNo prerequisites.Does not count toward the Economics major.Provides students with the rudiments of economic literacyand understanding. It is partly descriptive of the present-dayeconomy, partly theoretical, and partly speculative. The roleof economics in everyday life, the operation of markets, andthe determination of national income provide the focal pointsfor lectures and discussion.

ECA 111 The Price System 3 creditsAn introduction to a number of the major concepts employedin the analysis of economic decision-making by individualsand organizations, combined with the study of contemporaryeconomic institutions, problems, and policy alternatives.Scarcity and choice, the price mechanism and planning, andthe structure of American business and labor are considered,along with such issues as income distribution and the role ofgovernment in economic affairs.

ECA 112 The National Economy 3 creditsAn introduction to the theory of national income determina-tion. The goals of full employment, price stability, and eco-nomic growth are examined, and the alternative uses of fiscaland monetary policy are considered. The primary object ofthe course is to lead to an understanding of how the nationaleconomy operates, and with what consequences.

ECA 213 Consumer Economics 3 creditsNo prerequisites.Counts toward the Economics major.This course will apply models of rational economic decision-making to the complex role of the consumer in a period ofprofound social and technological change. Specifically, con-sumer decision-making in relation to advertising, careerchoice, taxes, personal finance, and the environment will bediscussed.

ECA 214 History of Economic Thought 3 creditsPrerequisites: ECA 111 and 112.An exploration of the major schools of economics, in theirhistorical context, since the 18th century. These include themercantilists, the physiocrats, the English classical school,Marxism, the neoclassical school, and the Keynesians.

ECA 215 Environmental Economics 3 creditsPrerequisites: ECA 111 and 112.An examination of economic issues related to the naturalworld. Questions of theory, institution, measurement, andpolicy are addressed. Topics include the market analysis ofpublic goods, the tragedy of the commons, green G.D.P., eco-nomic sustainability, and cost-benefit analysis.

ECA 225 International Trade 3 creditsPrerequisites: ECA 111 and 112.The study of international economic relations includingtrade theory, barriers to trade, economic integration, therelationship between trade and growth, balance of paymentsadjustments, and international monetary systems.

ECA 226 Economic Development 3 creditsPrerequisites: ECA 111 and 112.Definition, study, and assessment of the factors and forcesaffecting economic development. Several theories of devel-opment are discussed and case studies are examined.

ECA 231 Systems of Political Economy 3 creditsPrerequisites: ECA 111 and 112.A comparison of theoretical and actual economic systemswith reference to topics such as efficiency, equity, incen-tives, decision-making procedures, and objectives.

ECA 241 Industrial Organization 3 creditsPrerequisites: ECA 111 and 112.The study of market structure and the decision-making ofthe firm. Topics include monopolistic and oligopolistic struc-tures, the transnational corporation, and the application ofgame theory to decision-making in non-competitive markets.

ECA 251 Money and Banking 3 creditsPrerequisites: ECA 111 and 112.A systematic study of the nature of money and credit, thebanking systems of the United States, central bank policiesand controls.

ECA 252 Public Finance 3 creditsPrerequisites: ECA 111 and 112.Consideration of the basic problems underlying collection ofpublic revenues and public expenditures. The federal taxsystem is examined in detail. General aspects of fiscaladministration and the relationships between federal, state,and local tax systems are discussed.

ECA 262 Labor and Public Policy 3 creditsPrerequisites: ECA 111 and 112.This course is an analysis of major public policy issues rel-evant to the employment of labor. Major topics are: mini-mum wage laws, immigration, the dual labor market hypoth-esis, human capital theory, and contemporary theories ofunemployment.


ECA 275 Microeconomic Analysis 3 creditsPrerequisites: ECA 111 and 112.A critical analysis of neoclassical price determination.Topics include consumer choice theory, the production func-tion, the Marshallian theory of the firm, the factor theory ofincome distribution.

ECA 276 Macroeconomic Analysis 3 creditsPrerequisites: ECA 111 and 112.An examination of the determinants of the size, stability,and growth of national income, including a study of nationaleconomic policy alternatives and their implications.

ECA 305 Econometrics 3 creditsPrerequisites: ECA 111 and 112.An introduction to the methods of data collection, analysis,and presentation commonly employed by economic andfinancial analysts. Topics covered include: probability andsampling theory, regression, and correlation. Computerapplications will also be explored.

ECA 420 Managerial Economics 3 creditsPrerequisites: ECA 111, 112, ACC 101, and FIN 330.The course is an advanced presentation of economic theoryas it is incorporated in executive decision-making. It dealswith the diverse, but integrated topics of demand analysisand forecasting techniques, as well as production theory andcost analysis. Topics analyzed also include real-world pric-ing models and applications within the context of increasing-ly intense global competition.

FIN 311 Financial Markets 3 creditsPrerequisites: ECA 111, 112, and FIN 330Treats short-term money market and long-term capital mar-ket instruments with emphasis on their liquidity, risk, andrate of return characteristics. The distinction between theprimary and secondary markets. The determination andbehavior of interest rates, including the challenges posed bythe structure and behavior of yield curves. Trading andhedging techniques are covered, including the use of thefutures and options markets. The pervasive impact of theFederal Reserve and its influence on interest rates and thedomestic and international economies.

FIN 330 Managerial Finance 3 creditsPrerequisites: BUS 162, MGT 262, ECA 111, 112, MTH 110,and ACC 101.Provides an in-depth perspective on the principles of man-agerial finance. Students learn to use accounting informationand other financial analysis techniques as tools in financialdecision-making. Types of accounting information includethe income statement, balance sheet, reconciliation of work-ing capital, and cash flow. Analytical models are used.

FIN 412 Seminar in Finance 3 creditsPrerequisites: FIN 330, ECA 251, and FIN 311.An examination of significant domestic and global issues inboth micro finance and macro finance. Students are assignedresearch projects which are related to significant currentissues. Every student is required to make an oral presenta-tion of his/her topic to the class. The student is also requiredto submit an analytical research paper to the instructor atthe end of the semester.

FIN 434 Economics of Financial Management 3 creditsPrerequisites: ECA 111, 112, ACC 101, and FIN 330.An intermediate level course covering both traditional finan-cial theory and recent developments in the field. Topics ofstudy include the valuation of financial assets, modern port-folio theory, such as the efficient market hypothesis, the con-cept of diversification, and the capital asset pricing model.Also covered are the cost of capital, capital budgeting underconditions of certainty, the net present value versus theinternal rate of return approaches, adjusted for inflation,capital budgeting under conditions of uncertainty, capitalstructure and dividend policy. Students are assigned weeklycase studies which are covered in class.

FIN 438 Investment Analysis 3 creditsPrerequisites: ECA 111, 112, ACC 101, and FIN 330.A course in security analysis and valuation, focusing on equitysecurities and fixed income securities; principles of risk mea-surement, portfolio diversification, including internationaldiversification and the relationship between risk and return;concepts of valuation, efficient markets and fundamentaland technical analysis; the valuation of derivative securitiesand the use of derivative securities in risk management.

FIN 443 International Finance 3 creditsPrerequisites: ECA 111, 112, ACC 101, and FIN 330.This course covers major topics in macro and micro inter-national finance. At the macro level the evolution of theinternational monetary system is integrated with the natureof the balance of payments, the function of foreignexchange markets, and the determination of foreignexchange rates. Specific problems facing the transnationalbusiness firm and transnational bank include the use of for-eign currency options, managing transaction exposure andscouring the international debt and equity markets to opti-mize the firm’s financial structure. The challenges, opportu-nities, and risks associated with the international financewill be treated throughout with emphasis on current prob-lems and issues.


HRM 365 Human Resources: Policies and Legal Requirements 3 creditsPrerequisites: MGT 262 and HRM 367.A systemic study of the effects of legal requirements on themanagement of human resources. Includes an operationalapproach to ERISA, NLRB, OSHA, AA, ADEA, FLSA, andgeneral antidiscrimination laws. Experiential exercises andcase studies.

HRM 367 Management of Human Resources 3 creditsPrerequisites: BUS 162, MGT 262 and 366.This course examines the personnel/human resource func-tion in private and public organizations from a manager’sviewpoint. Topics include recruiting, interviewing, employ-ment, wage and salary administration, management develop-ment, performance appraisal, job evaluation and design,manpower planning, training, unions, labor relations, equalopportunity, and other current issues and topics.

HRM 466 Compensation Management 3 creditsPrerequisites: MGT 262 and HRM 367.A study of compensation management for all levels of em-ployees with a concentration on the determination of wagesand salaries, compensation methods, executive “perks,”financial aspects of benefits, and pension programs.

HRM 467 Executive Assessment and Testing 3 creditsPrerequisites: MGT 262, HRM 367 and OPR 272.Familiarizes students with basic principles of psychologicaltesting. Major testing terms and concepts are discussed.Emphasis is on the application of testing in an industrial set-ting. Interviewing is treated as one of the “tests.”

HRM 468 Staffing: Recruitment,Selecting, and Training 3 creditsPrerequisites: MGT 262 and HRM 367.Examines and appraises the theory and proceduresemployed to recruit, select, place, train, and developemployees at all levels. Includes experiential exercises onexecutive development placement, career programs, andorganizational development.

HRM 469 Labor Relations 3 creditsPrerequisites: MGT 262 and HRM 367.An operational approach to collective bargaining with a criti-cal evaluation of the executive’s role. Includes an evaluationof the NLRB and current problems in the union-managementarea. Experiential exercises and case studies.

MGT 262 Principles of Management 3 creditsAn overview of the management process and an understand-ing of the difficulties in implementing it. Comparative man-agement styles and systems, and the competencies that char-acterize an effective and innovative manager, are examined.The concept of budgeting as a process for internal control isintroduced. Students formulate a real career plan, andemphasis is given to developing the student’s personal mar-keting skills and tools. Students engage in role-playing andother interactive activities and exercises. Research andreport writing are also emphasized.

MGT 363 Creative Problem-Solving 3 creditsLimited enrollment.An advanced course designed to scrutinize the nature of cre-ativity. Its purpose is to nurture creativity and “constructivediscontent” through the use of situational analysis, self-demonstration, brainstorming, and game theory. Studentsapply these techniques in their search for answers to thecomplex problems facing us now as well as those that willconfront us in the future. Particularly recommended for lib-eral arts majors.

MGT 366 Organizational Behavior 3 creditsPrerequisites: BUS 162 and MGT 262.Introduces organizational behavior, the social-scientificstudy of individuals and groups in work organizations.Organizational behavior deals with the changes occurring intoday’s workplace, including changes in job design and orga-nizational structure, multicultural diversification of the workforce, and the increasing importance of work teams. Built onfindings from psychology, social-psychology, sociology, andcultural anthropology, this course examines employee moti-vation and job satisfaction, factors influencing levels of jobperformance and psychological dimensions of the work envi-ronment. It also discusses personality differences, manageri-al effectiveness, and stress at work. Individual, group, andsocial impact on outcomes are studied.

MGT 392 Strategies for Personal and Professional Growth—An Internship 3 creditsPrerequisite: Permission from the Office of the Dean.An upper-level course that begins by examining the riskfactors and troublesome feelings involved in making change.Other topics include insights into developing a well-formulated career strategy, getting the most out of the firstjob, adjusting to life and work after school, climbing the cor-porate ladder, and becoming a successful entrepreneur. Theinternship experience provides an opportunity to test thephilosophies, concepts, and strategies presented in the class.In addition to lectures and readings, executives talk aboutthe strategies they employed to become successful.


MKT 280 Marketing 3 creditsPrerequisites: BUS 162 and MGT 262.This course explores the role of marketing in the global mar-ketplace. Employing a consumer focus, the course exposesthe student to the philosophies, concepts, and skills neededto manage the marketing function. Topics include marketingstrategy, competitive analysis, consumer behavior, new prod-uct development, marketing research, and the marketingmix—advertising, promotion, personal selling, distribution,and pricing. Case studies and videos are used.

MKT 382 Retail Management 3 creditsPrerequisite: MKT 280.A study of retail store management and an understanding ofvarious types of retailing establishments in our economy.The course analyzes the significant developments takingplace in the major environments within which retailers mustoperate today—social, economic, technological, legal, andgovernmental.

MKT 383 Sales Management 3 creditsPrerequisite: MKT 280.Fundamentals of personal selling and sales force manage-ment are developed, including an analysis of the salesprocess and the sales plan. Emphasis is placed on salesadministration as an element in marketing management.

MKT 384 Direct Marketing and Sales Promotion 3 creditsPrerequisite: MKT 280.An examination of the scope, opportunities, concepts, strate-gies, and applications involved in direct marketing and salespromotion. Special emphasis on database management, tele-marketing, list management, direct mail, and fulfillment.Recent trends and technologies such as the role of theInternet and interactive media will be reviewed. Industryspeakers will make presentations.

MKT 480 Advertising Management 3 creditsPrerequisite: MKT 280.A detailed analysis of today’s advertising agency, withemphasis on integration and application of advertising fun-damentals. Particular attention is given to the creation,implementation, and evaluation of advertising campaigns.

MKT 481 Marketing Research 3 creditsPrerequisites: OPR 272, MKT 280, and completion of mathe-matics requirements.Designed to assist students in using the techniques andskills of marketing research in the problem-solving role ofmarketing management. Students undertake field projects.

MKT 482 Marketing Strategy 3 creditsPrerequisite: MKT 280 and 481.Designed to provide an understanding of the major strategyproblems facing today’s marketing executive. Students are pro-vided with an opportunity to bring their marketing knowledgeto bear in the solution of contemporary marketing problems.

OPR 271 Information Technology and Applications 4 creditsPrerequisites: BUS 162 and MGT 262.This course shows how information, handled through technol-ogy, can be an effective means for dealing with complexity.Students will learn how to store, retrieve, organize, evaluate,model, and present information from a variety of businesssources. The impact of computer-based information technolo-gy upon organizations and society will be examined. Skillbuilding will be achieved through a series of structured,required exercises.

OPR 272 Analytical and Statistical Modeling 4 creditsPrerequisites: BUS 162, MGT 262, OPR 271, and MTH 110.This course explores how data can be used to support man-agerial decision-making. Methods for collecting and catego-rizing data are presented, as are mathematical and statisticaltools, software, and techniques for analyzing data. Analysisand interpretation of data required.

OPR 373 Management of ProductionOperations 3 creditsPrerequisites: BUS 162, MGT 262, MTH 110, OPR 271 and272.Introduces production and operations management, the busi-ness function responsible for creating goods and services. Inrecent years, the scope of production management hasbroadened considerably. Production concepts and tech-niques are now being applied not only to manufacturing con-cerns but to a wide range of service industries. Theseinclude health care, food service, recreation, banking, hotelmanagement, retail sales, education, transportation, and gov-ernment. This course examines the design and control ofsystems needed for the efficient use of materials, humanresources, and equipment. It also discusses allocation offinancial resources, facilities, and information in the devel-opment of competitive products and services.

OPR 471 System Analysis and Design 3 creditsPrerequisite: OPR 271.This course is intended for students who plan on becomingBusiness Analysts or Information System Developers. Theseskills are in high demand by consultants and companies of allsizes. The focus is on the analysis of business systems for thepurpose of developing requirements for business processreengineering and information system development. Thecourse also covers logical and technical design and implemen-tation of business systems. Students use a computer aided soft-ware engineering (Case) tool and investigate system planning,business process modeling, and requirements specification.Students will develop conceptual, analytical, and practicalskills in modeling business processes.


OPR 474 Data Communication 3 creditsPrerequisite: OPR 271.The increasing use of data processing equipment, increasinguse of distributed systems, increasing diversity of networkingoptions, and emergence of the Internet and World Wide Webhave made a solid understanding of fundamentals of communi-cations essential to business and information management.This understanding includes: the underlying technology ofinformation communications facilities, networking systems,and communication software; the architecture of informationcommunication (the way in which hardware, software, and ser-vices can be organized to provide computer and terminal inter-connection) and application of information communication intoday’s business.

OPR 475 Database Management 3 creditsPrerequisite: OPR 271.This course provides an introduction to database managementsystems concepts, design, and implementation. Logical andphysical design of databases will be studied in detail. Theseinclude the data flow diagrams, and the entity-relationshipmodels. Oracle and SQL on the UNIX system will be used andthe vehicle from mastering the database implementationprocess. Given a design and implementation, the final step ofthe process is the ongoing monitoring and revision of the data-base management system as the organization, the users, andthe database itself evolve.

OPR 478 Management Information Systems 3 creditsPrerequisite: OPR 271.Globalization of trade, the emergence of informationeconomies, and the growth of the Internet and other globalcommunications networks, have recast the role of informa-tion systems in business and management. The Internet isbecoming the foundation for new business models, new business processes, and new ways of distributing knowledge.Companies can use the Internet and networking technologyto conduct more of their work electronically, seamlessly link-ing factories, offices, and sales forces around the globe. Thiscourse fully explores the electronic business uses of theInternet for the management of the firm as well as theInternet’s growing role in electronic commerce. It includesdetailed treatment of enterprises that electronically link thefirm to suppliers and other industry partners.

VI

S C H O O L O F

E D U C A T I O N

152 SCHOOL OF EDUCATION

School of EducationHarvey Hall 130

Elaine S. Sands, DeanE-mail: [email protected]

Diane Caracciolo, Associate Dean

Professors Assistant ProfessorsJudith Cohen Leonisa ArdizzoneRonald S. Feingold Alan CohenFlorence L. Myers Janet FickeRobert Otto Leah FiorentinoC. Roger Rees Kathleen Kelson

Esther KoganSusan LedererRobert Linne

Associate Professors Patricia A. MarcellinoJoan Callahan Anne MungaiStephen A. Cavallo William J. NilesEllen Kowalski Michael O’LoughlinH. Robert Perez Molly QuinnLawrence J. Raphael Mary E. ReevesCarole S. Rhodes Stephen S. RubinElaine S. Sands Janet R. SchoepflinYula Serpanos Shannon WhalenDale T. Snauwaert Julian WilderStanley Snegroff Lori B. WolfStephen Virgilio Emilia Zarco

Clinical FacultyFelix BermanFrancine CucciaAnita FreyJean GeyerCarol Lynn KearneyEdith MarkelEdward MarlattRose ValvezanJohn Wygand

Professional PhilosophyThe mission of the School of Education is to

prepare teachers and professionals in educationand allied fields to take leadership roles inschools, hospitals, clinics, and other educationaland therapeutic settings. Based on the belief thatthe educational leaders of the 21st century willhave to adapt to rapid social, cultural, demo-graphic, and technological changes, our programsmesh a strong foundation in the liberal arts andsciences to professional preparations that linktheory with practice in meaningful ways.

Field-based learning enhances and comple-ments academic knowledge. We have strong tieswith diverse schools and communities whichprovide many opportunities for teachers, collegefaculty and students to engage in various educa-tional settings with school age youngsters rang-ing from those at-risk to the gifted.

Our courses and curricula reflect a respectfor diversity, and a mission to prepare teachersto enter the teaching profession with pride, acommitment to scholarship, a shared wisdom ofhow students learn and think, and demonstrableskills and abilities.

Programs of StudyUndergraduate students in the School of Edu-

cation may undertake four-year baccalaureateprograms of study in:

• Art Education;• Health Studies, Physical Education and

Human Performance Science;• Communication Sciences and Disorders.

These programs lead to the Bachelor of Arts(B.A.) and fulfill the requirements for New YorkState certification.

• Students may participate in the ScholarsTeacher Education Program (STEP), aninnovative, five-year, combined baccalaure-ate/master’s program for those preparing toteach at the childhood or adolescent levels.

153SCHOOL OF EDUCATION

Programs in Childhood,Adolescent, and ArtEducation

We are devoted to the cultivation of profes-sional educators who are knowledgeable, schol-arly, reflective, compassionate, ethical, sociallyengaged, and artistic. Preparing these educatorshas several dimensions. Prospective teachersmust be intellectually mature and well educatedin the arts and sciences, but they must also havethe special expertise needed to create dynamiceducational environments. Prospective teachersmust have a deep understanding of child growthand development; an awareness of the socialrealities that shape children; and a vision of thefunction of schools in our multicultural society.By developing such expertise, Adelphi-educatedteachers will be able to develop programs ofsubstance and meaning for children from variedbackgrounds and abilities, children whose complex needs and interests will be effectivelychallenged and met.

Scholars TeachersEducation Program(STEP)

In 1995 the School introduced the ScholarsTeachers Education Program (STEP). STEP is aunique, five-year, combined baccalaureate/master’s program for undergraduate studentspreparing to teach at the childhood (grades 1–6)and adolescent (grades 7–12) levels. The firstfour years of STEP allow for study in theUniversity’s General Education requirements,and in a liberal arts major. Over the total five-year time frame, the student’s program is alsointegrated with a full course of study in educa-tion. Course work and field experience at theundergraduate level lead directly into a full-timeprofessional, field-based course of study at thegraduate level which culminates in a Master ofArts in Education. Students may also take addi-tional courses that fulfill New York State require-ments in a second certification area, such as special education or literacy. The continuity andcohesiveness of the graduate and undergraduateaspects of the program make the curriculum botheconomical and comprehensive. The structure ofSTEP is particularly effective in meeting theneeds of the transfer student. Students enteringthe program at the junior level have a three-yearcourse of study, which takes them through theirmaster’s degree in education.


Combined Baccalaureate andMaster’s: Scholars TeachersEducation Program (STEP)

Judith Cohen, Program Director

Admissions Requirements • Freshmen: high school G.P.A. of 3.0 or

higher; SAT of 1000 or higher; personalinterview.

• Transfer students: G.P.A. in first 60 cred-its of 3.0 or higher (change from 2.75),academic proficiency in general educationcourses; application; personal interview.

Childhood EducationStudents in the STEP Childhood Education

sequence must major in one of the liberal artsand sciences and complete the UniversityGeneral Education requirements. Please note:All liberal arts majors with the exception of danceare acceptable majors. If not met as part ofthe General Education program, Child-hood Education STEP minors must take4 credits in a laboratory science and6 credits in a language other than Englishto fulfill NYS certification requirements inChildhood Education 1-6. Please see youradvisor to determine whether or not you are eligi-ble for a waiver of the language requirement.Additionally, we recommend strongly that 6credits in American history and a political sci-ence course be taken as part of the UniversityGeneral Education requirement. STEP Child-hood Education minors must also complete thefollowing STEP sequence:

STEP Minor in ChildhoodEducation: 32 creditsPlease note: The designation “11” following acourse number is comparable to a “lab” section ofthat course. It denotes that these are field partici-pation courses in which students are working inthe schools, observing and applying what they arelearning in the methods courses. This is part of anew program to meet the change in state require-ments for field participation.

First YearEST 102 Orientation Seminar 1 creditWaived for transfer students.

Second YearFallPSY 115 Developmental Psychology 3 credits

OR

EST 221 Process of Learning (Birth–Grade 8) 3 credits

SpringEST 302 Learning, Cognition, and Teaching 3 credits

Third YearFallEST 304 Community, School, and Society 3 creditsEST 304-11 School Based Inquiry 1 credit

SpringEST 401 Teaching and Learning Literacy I (N–3) 3 creditsEST 401-11 School Based Inquiry: Literacy and Social Studies 1 creditEST 402 Teaching and Learning Social Studies 3 credits


Fourth YearFallEST 305 The Child with Special

Needs 3 creditsEST 405 Teaching and Learning

Literacy II (Grades 4–6) 3 creditsEST 405-11 School Based Inquiry:

Literacy and Special Needs 1 credit

SpringEST 403 Teaching and Learning

Math (Grades 1–6) 3 creditsEST 403- 11 School Based Inquiry:

Math and Science 1 creditEST 404 Teaching and Learning

Science (Grades 1–6) 3 credits

Fifth Year: Graduate Childhood Program,33 creditsSummer (9 credits)EST 571 Research I 3 creditsEST 572 Assessment 3 creditsEST 574 Aesthetics 3 credits

Fall (12 credits)EST 533 Technology 3 creditsEST 575 Research II 3 creditsGraduate electives 6 credits

Spring (12 credits)EDU 531 Student Teaching and

Seminar 6 creditsELY 545 Children’s Literature 3 creditsEST 576 Master’s Seminar 3 credits

Adolescence EducationStudents in the STEP Adolescence Education

sequence must major in one of the liberal artsand sciences appropriate to their content spe-cialty and complete the University GeneralEducation requirements. If not met as part of theGeneral Education program, AdolescenceEducation STEP minors must take 6 credits in alanguage other than English to fulfill NYS certi-fication requirements in Adolescence Education7–12. Please see your advisor to determinewhether or not you are eligible for a waiver ofthe language requirement.

Students selecting the minor in AdolescenceEducation should major in the following areas:

• English Education: Major in English• Biology Education: Major in biology• Chemistry Education: Major in chemistry• Earth Science Education: Major in environ-

mental studies (must include a minimum of 30credits in earth science.)

• Mathematics Education: Major in mathemat-ics

• Physics Education: Major in physics• Social Studies Education: Major in one of the

following; anthropology, economics, history,political science, or sociology. Regardless ofmajor, all minors in Social Studies Educationmust take a minimum of 21 credits in historyand one course each in economics, political sci-ence and geography.

STEP Adolescence Education minors must alsocomplete the following STEP sequence:


STEP Minor in AdolescentProgram: 29 credits

Effective Freshman 2000

STEP Adolescent Teaching Areas:• English• Mathematics• Sciences (biology, chemistry, earth sci-

ence, physics)• Social StudiesPlease note: The designation “11” following a course

number is comparable to a “lab” section of that course. Itdenotes that these are field participation courses in which stu-dents are working in the schools, observing and applying whatthey are learning in the methods courses. This is part of a newprogram to meet the change in state requirements for fieldparticipation.

First YearEST 102 Orientation Seminar 1 creditWaived for transfer students.

Second YearFallPSY 116 Developmental Psychology 3 credits OREST 222 Process of Learning

(Grades 7–12) 3 credits

SpringEST 302 Learning, Cognition, and

Teaching 3 credits

Third YearFallEST 304 Community, School, and

Society 3 creditsOREST 304-11 School Based Inquiry 1 credit

SpringEDO 510 Visions and Practices in

Middle School Education 3 creditsEDO 510-11 School Based Inquiry 1 credit

Fourth YearFallEST 305 The Child with Special

Needs 3 creditsEST 305-11 School Based Inquiry 1 creditEDO 511-518 Instruction and Assessment

in Adolescent Education 3 credits

SpringELY 521 Literature for Young Adults 3 creditsEST 521-11 School Based Inquiry 1 creditELY 603 Reading and Writing in the

Middle and Secondary School 3 credits

Fifth Year: Graduate Adolescent Program,33 creditsSummer (9 credits)EST 571 Research I 3 credits EST 572 Assessment 3 credits EST 574 Aesthetics 3 credits

Fall (12 credits)EST 533 Technology 3 credits EST 575 Research II 3 credits EST 577 Policies and Practices

in Secondary Education 3 credits Graduate Elective 3 credits

Spring (12 credits)EDU 530 Student Teaching and

Seminar 6 credits EST 576 Master’s Seminar 3 credits Graduate Elective 3 credits


Art Education

Harry Davies, Program Director

Artistic activity is a psychologically integrat-ing experience that naturally calls forth self-direction, learning through the senses, and multi-dimensional ways of knowing. The special mission of art education is to support the devel-opment of perceptual sensitivity and depth ofexpression within a cultural and educational context that is too often disconnected from boththe outer world of the senses and the hiddenworld of imagination and inspiration. The goal ofthe program in art education is to develop arteducators who can understand artistic develop-ment across the lifespan and the relationship ofthe sensory and kinesthetic domains to art-mak-ing; awaken and support the exploration of ideas,feelings, and experiences through developmen-tally sensitive means and materials; appreciatethe role the arts can play in opening cross cultur-al understandings; and maintain a lively commit-ment to their own artistic practice.

Majors in art education complete a full major inart (see appropriate section under the College ofArts and Sciences in this Bulletin), while takingthe following art education sequence:

(Please note: All students must fulfill theUniversity General Education requirements. Inaddition, if not met through the GeneralEducation program, art education majors mustcomplete 6 credits in a language other thanEnglish, unless waived by an advisor.)

Art Education Core, 18 creditsEAR 203 Introduction to Art

Education 3 credits EAR 220 Artistic Development:

Childhood through Adolescence 3 credits EAR 510 Instruction and Assessment

in the Visual Arts 3 credits

EAR 525 The Historical and Philosophical Foundations of Art Education 3 credits

EAR 540 Student Teaching and Reflective Practice Seminar in Art Education 6 credits

General Pedagogical Core, 18 creditsEST 221 Processes of Learning I

(Birth to Grade 8) 3 credits EST 222 Processes of Learning II

(Grades 7–12) 3 credits EST 304 Community, School and

Society 3 credits EST 305 The Child with Special Needs 3 credits EST 533 Technology 3 credits HED 520 Health Promotion for

Children and Adolescents 3 credits

In order to be certified as an art educator in NewYork State, students must achieve passing scoreson the LAST (Liberal Arts and Sciences Test)and ATS-W (Assessment of Teaching Skills).These tests are part of the NYSTCE (New YorkState Teacher Certification Examination).

Students must apply for student teaching (EAR540) by the following dates:

For a Fall Placement: February 15For a Spring Placement: June 15

Important deadlines and dates for student teach-ing meetings are posted outside of the Office ofSchool and Community Partnerships, HarveyHall, Room 111.

Please speak to an advisor in the art departmentregarding the portfolio requirement for studentteaching in art education.


Programs in HealthStudies, PhysicalEducation, andHuman PerformanceScience

Ronald S. Feingold, Chair

Health and physical education as disciplinesor programs of study go beyond the publicschool. Their impact on society and peoplebegins with infancy and culminates at old age.For example, nutrition, health, physical educa-tion, and sport can provide stability in the faceof the breakdown of the traditional family unitand the increase in the number of youth-at-risk.Furthermore, fitness and nutrition educationcontinues to be of major importance to societygiven the need to develop a healthful lifestylethat will enhance the quality of life, and reducesoaring medical costs. Because variety in aimsand applications characterizes today’s physicaleducation, the department of health, physicaleducation and human performance science hasrecently committed its resources to the develop-ment of programs with multidisciplinary perspectives. The department prepares profes-sionals to work with many different populations,including the preschooler, the adult, the elderly,the disabled, the athlete, and the injured.Instead of the specialist teaching only sportskills, we see the physical education profession-al teaching fitness, wellness, value education,multicultural awareness, and self-esteemthrough participation in exercise, games, dance,and sport. The development of these goals andobjectives requires the interaction of profession-als beyond the school setting, to include pro-fessionals in the community and on the worksite. Corporate fitness and recreation facilities,hospitals, community health centers, parks andcommunity centers, and YM/YWCAs are all

examples of settings where the reinforcementand development of healthful goals may beestablished.

The Department of Health Studies, PhysicalEducation, and Human Performance Scienceoffers an undergraduate program leading to abachelor of science degree and New York Stateprofessional certification in teaching physicaleducation. Undergraduate course work in healthstudies is open to all students and may berequired or recommended in a number of majorswithin the University. The department offers dualcertification in health and physical education.

Physical education offers three areas of concentration:

Pedagogy/Teaching includes teacher prepara-tion and the study of teaching in the gymnasiumenvironment and/or the health classroom.Students may specialize as coaches, teachersK–12, and adapted physical educators. A teach-ing practicum and field experience are required.

Human Performance Science is the applica-tion of scientific principles to sport skillsenhancement, training and conditioning pro-grams, adult fitness, nutritional analysis, biome-chanics, injury prevention, and rehabilitation.Areas of concentration include exercise leader-ship, sports medicine, athletic training, and pre-physical therapy. Field experience isrequired.

Administration Management prepares students for careers as public school administra-tors, athletic directors, and sport managementpersonnel in the private sector (including super-vision of professional teams and fitness centers).Management theory is applied to the specificpopulation and facilities. The majority of thecourse work in the sport management area ofconcentration is at the upper division level. Thedepartment now offers a specialized track insports management.

In addition to the University General Education requirements, students majoring inphysical education and seeking New York StateTeacher Certification must complete 33 credits of


Theoretical Foundations, 15 credits of PhysicalEducation Methodology, an 18-credit EducationCore sequence, and 8 credits in biology. Healthcertification may be obtained with additionalhealth content courses.

Requirements for Major Leading to the Bachelor of Science with Professional Certification(Physical Education Teacher: K–12)

Theoretical Foundations (33 credits)PED 100 Principles of Health and

Physical EducationPED 290 Technology in HPEPED 315 Motor DevelopmentPED 375 Social Issues in Physical

Education and SportPED 380 Physical Education in the

Elementary SchoolPED 461 KinesiologyPED 463 Physiology of ExercisePED 467 First Aid and Injury ControlPED 469 Adapted Physical EducationPED 470 Health and FitnessPED 505 Professional Seminar

Physical Education Methodology (15 credits)PES 100* Beginning Swimming PED 210* Tumbling MethodsPED 230* Track and Field MethodsPED 237* Group Games MethodsPED 242* Tennis MethodsPED 244* Badminton MethodsPED 250* Lifetime ActivitiesPED 261 Field Hockey MethodsPED 263 Lacrosse MethodsPED 266* Soccer MethodsPED 268* Basketball MethodsPED 269* Volleyball MethodsPED 285* Rhythmic Movement

FundamentalsPED 488* Practicum in Teaching

Education Core (18 credits)EST 221 Learning: Birth to Grade 8ORPSY 115 Developmental PsychologyEST 302 Learning, Cognition, and

TeachingEDU 340 Curriculum and TeachingEDU 516 Curriculum and Methods of

Instruction in PhysicalEducation

PED 536 Student Teaching in Physical Education

Biology (8 credits)BIO 203, 204 The Human Body: Scientific

Perspectives on Structure andFunction I, II

Students majoring in physical education(exercise science/sports management) who arenot seeking New York State Certification mustcomplete 21 credits of Theoretical Foundationsand 15 credits of physical education electives.

Requirements for Major Leading to theBachelor of Science without TeacherCertification

Professional Courses (36 credit minimum)

Required 21 Credits Human PerformancePED 100 Principles of Health and PEPED 315 Motor DevelopmentPED 375 Social IssuesPED 461 KinesiologyPED 463 Exercise PhysiologyPDE 467 Injury ControlPED 491 Seminar/project

*required


Required 21 Credits Sport ManagementPED 100 Principles of Health and PEPED 370 Aspects CoachingPED 375 Social IssuesPED 467 Injury ControlPED 490 Foundations Sports

ManagementPED 490 Sports MarketingPED 550 Sports management topics

Electives (15 credit minimum)CoachingAthletic TrainingSports MedicineFitness LeadershipPre-physical Therapy

Biology (8 credits—human performance,exercise science, therapy only)BIO 203-204 Human Body

(Chemistry and physics recommended for therapyand exercise science students)

Specialized tracks are available in athletictraining, pre–physical therapy, sports medicine,exercise specialization, sports management, andcoaching. For further information on each, con-tact the departmental office.

Dual Certification in Healthand Physical Education

While students may prefer to specialize inphysical education, the department does offer adual certification program. Students who chooseto complete dual certification in health educa-tion and physical education must fulfill the following to be certified in health: New YorkState requires 36 credits in health content; 12credits in professional education; and 3 creditsin student teaching. Students are also requiredto pass the New York State Teacher CertificationExamination (Liberal Arts & Science Test –LAST) and the Assessment of Teaching Skill-Written (ATS-W).

Health Content Courses (36 credits)(All courses are for three credits unless otherwisenoted.)I. Required (16 credits)HED 372 Human SexualityHED 373 Essentials of Healthful LivingHED 401 Dynamics of Substance AbuseHED 488 Practicum (1)HED 504 Comprehensive School Health

– secondaryHED 571 Health Issues for the

Elementary School Educator

II. Physical Education Courses that Countas Health Content (15 credits)PED 100 Principles of Health &

Physical EducationPED 467 First Aid & Injury ControlPED 470 Health and FitnessBIO 203-204 Anatomy/Physiology

(6 credits)

III. Other Courses that Count as HealthContent (6 credits)HED 370 Psychosocial Health IssuesHED 375 Issues in Community and

Consumer HealthHED 505 Multidimensional Aspects

of StressHED 506 Health & NutritionHED 520 TopicsFr Sem 110 Optimal Health

Professional Education Courses (12 credits)EST 221 Process of Learning IEST 302 Learning, Cognition and

TeachingEDU 340 Curriculum & TeachingEDU 516 Methods of Teaching PE


Student Teaching in Health (3 credits)HED 537 Student Teaching(Prerequisite HED 504 and 18 credits in healthcontent)

Note: For students graduating with over 120 credits,approximately 6–9 credits can be used towards graduatecredit if signed up ahead of time.

Joint Degree Program in PhysicalTherapy

Determining both a need and an increasinginterest in physical therapy among our students,Adelphi University and the New York MedicalCollege Graduate School of Health Sciences inValhalla, New York, are offering a combinedfive-year B.S./M.S. in physical therapy.

Students admitted to the program arerequired to take a strong liberal arts and sci-ences program at Adelphi University and, aftercompleting their junior year, to continue theirstudies at New York Medical College. After twoyears at New York Medical College, studentsreceive a Bachelor of Science degree in biologyor in physical education and human perfor-mance science from Adelphi University and aMaster of Science degree in physical therapyfrom New York Medical College.

A limited number of placements are avail-able. Students are admitted provisionally to theNew York Medical College program during theirfirst year at Adelphi subject to periodic reviews.The final decision to accept a student is madeby New York Medical College during the student’s junior year at Adelphi.

For admittance to New York Medical Collegefollowing their junior year at Adelphi studentsmust have an academic record with a minimumG.P.A. of 3.0 that includes a balance of course-work in the humanities, social sciences and natural sciences, including competency inEnglish writing. Requirements include:

• Three courses in biology including generalbiology, anatomy (must include laborato-ries), and physiology

• Two courses in chemistry, with laborato-ries

• Two courses in physics, with laboratories• One course in general or introductory psy-

chology• One course in abnormal psychology• One course in mathematics• One course in statistics• Volunteer or work experience (at least 50

hours) in physical therapy, including 20hours in an acute care/hospital setting

• Current certification in first aid and car-diopulmonary resuscitation

• Coursework that requires the use of orteaches computer literacy

Candidates must apply to Adelphi Universityand express their interest in the physical therapy joint degree program. For specificrequirements please contact the department ofbiology at (516) 877-4200, or the department ofhealth studies, physical education and humanperformance science at (516) 877-4260.

Program inCommunication Sciencesand Disorders

Stephen A. Cavallo, Chair

The Department of Communication Sci-ences and Disorders provides students with pre-professional preparation for careers in speech-language pathology and audiology. In addition to preparing students for graduate study in com-munication disorders, this program provides astrong foundation for careers in education, psy-chology, and the allied health professions.

Communication DisordersThe purpose of the program in communication

disorders is to provide pre-professional training


in speech-language pathology and audiologywithin a strong liberal arts framework. Studentsin this program acquire basic knowledge of thediscipline through study in the speech, language,and hearing sciences. Courses fulfill certain academic and practicum requirements and corerequirements for admission to graduate schooland for clinical certification by the AmericanSpeech-Language Hearing Association.Academic and clinical coursework required forlicensure by New York State and teacher certifi-cation by the NYS Department of Education arealso provided. Student teaching required for certification is offered only on the graduate level.

Students must maintain a minimum overallG.P.A. of 2.75. If a student’s G.P.A. falls below2.75, the student will be placed on academicprobation for one semester. If a 2.75 is notachieved by the end of the probationary semes-ter, the student will be dismissed from the program. If a student earns two grades of C+ orlower within the first 15 credits of course workwithin the major (SPE courses), the student willbe dismissed from the program. If a studentearns a third C (beyond the first 15 credits ofSPE courses), the student will be required toretake that course until a grade of B– or betteris earned. A student who earns a grade of F inany major course, at any time, will be dismissedfrom the program. Transfer students may berequired to take one or more additional semes-ters of study. All students are expected todemonstrate adequate oral and written commu-nication skills.

It is the responsibility of the student to con-sult with his or her academic advisor, UniversityBulletin, and Student Handbook, regarding program policies and procedures. Requiredcourses may not be taken Pass/Fail.

The Hy Weinberg Center forCommunication Disorders

Bonnie Soman, Director

The principal functions of the Hy WeinbergCenter for Communication Disorders are thepreparation of undergraduate and graduate stu-dents in speech-language pathology and audiol-ogy; research in the areas of speech, language,and hearing disorders; and clinical service tothe community. Equipped with state-of-the-artclinical audiometric instrumentation, the Centeralso houses speech and hearing science labora-tories. The laboratories contain acoustic andphysiologic instrumentation for objective mea-surement of important parameters of speech andvoice. Therapy rooms are separated by observa-tion corridors containing sound systems andone-way vision mirrors to facilitate observationand supervision. In addition, the Center has asound-treated van that provides speech andhearing screenings to the community. Suchscreenings are administered by qualified stu-dents under the supervision of a clinical facultymember.

Requirements for the Major inCommunication Disorders

Students majoring in communication dis-orders must complete 45 credits in speech,8 credits in biology, and 18 additional credits ininterdepartmental requirements. University-wide General Education requirements must alsobe met.


Speech Requirements (45 credits)SPE 104 The Art of CommunicationSPE 106 The Study of Voice and

Speech ProductionSPE 110 Oral Communication in the

Professional WorldORSPE 112 Public SpeakingSPE 138 Sound and the Auditory

MechanismSPE 140 Anatomy and Physiology of

the Speech MechanismSPE 142 PhoneticsSPE 144 Development of Speech and

LanguageSPE 350 Speech Language Disorders ISPE 351 Speech Language Disorders IISPE 352 Clinical AudiologySPE 353 Rehabilitation of HearingSPE 355 Observation of Speech and

Hearing Rehabilitation andDiagnostic Evaluations

SPE 356 Clinical Practice inSpeech and Hearing: A

SPE 357 Clinical Practice inSpeech and Hearing: B

SPE 400 Current Issues in Speech-Language Pathology andAudiology

SPE 410 Language-based LearningDisabilities in Children

Biology Requirements (8 credits)BIO 203 The Human Body: Scientific

Perspectives on Structure andFunction I

BIO 204 The Human Body: ScientificPerspectives on Structure andFunction II

Interdepartmental Course Requirements(18 credits)PSY 101 General PsychologyPSY 115 Developmental PsychologyOREST 221 Processes of Learning:

Birth–Grade 8PSY 137 Psychological StatisticsORMTH 113 Survey of StatisticsLIN 103 Descriptive and Historical

LinguisticsPED 315 Motor DevelopmentEST 305 The Child with Special Needs

Elective Course WorkStudents interested in course work leading

to certification as a Teacher of the Speechand Hearing Handicapped (TSHH)* can electto enroll in the following courses:SPE 561 Organization of a Speech

and Hearing Programin the Schools

EST 304 Community, School, andSociety

Bilingual Extension Certification. An electivein multicultural issues (ANT 514 or SPA 531) isalso recommended for students pursuing thebilingual extension certification.

*The title of this certificate will change to “Teacher ofStudents with Speech and Language Disabilities” inFebruary 2004.


New York State CertificationRequirements

Mary Ellen Williamson, Senior Coordinator ofCertification and Student Records

Students completing a New York State regis-tered teacher education program should apply forcertification through Adelphi University using awhite form with blue lettering. Applications forcertification are completed in the semester priorto graduation and may be obtained through theSchool of Education offices or the Office of theRegistrar in Levermore Hall, lower level.All teacher certification candidates recommend-ed by Adelphi University for New York Statecertification must successfully complete thedegree program requirements, including anydeficiencies in the liberal arts and sciences; aseminar on child abuse identification andreporting; a workshop in school violence andintervention; and student teaching. All teachingcertification candidates must take and pass theNew York State Teachers CertificationExaminations (NYSTCE) required for their par-ticular area of certification.

Effective July 1, 2001, new legislation willrequire all prospective school district employeesand all individuals who apply to the New YorkState Education Department for certification tobe fingerprinted for a criminal history back-ground check in order to be cleared for employ-ment or certification.

Please note: Although you may already hold avalid certificate in another teaching area, the nec-essary parts of the NYSTCE are now required forall applicants seeking certification in an addition-al area. Also, only U.S. citizens can obtain perma-nent certification and only those who file aDeclaration of Intention may be issued provisionalcertificates. For the most updated requirementsyou may contact the New York State EducationDepartment at — http://www.nysed.gov/tcert/homepage.htm.

New York State Teacher CertificationExaminations (NYSTCE) registration bulletinsare available in all School of Education officesand the Office of the Registrar. The purpose ofthese bulletins is to provide general informationconcerning preparation for tests, test registra-tion, registering for alternative testing arrange-ments, dates of test, score reports and forms.

Supervised Clinical Experience

Michele Reich, Director, Office of School andCommunity Partnerships

A supervised clinical experience, consistingof either student teaching or a practicum forteachers who are currently in the field, is pro-vided for students completing their certificationprograms. Each experience is a full-time, day-time responsibility and includes a weekly semi-nar at Adelphi University. Specific course pre-requisites for student teaching or the practicumvary in each program and are listed in thecourse description section of this Bulletin.General requirements include a satisfactoryhealth examination, a satisfactory speech andhearing evaluation, acceptable academic andpersonal qualifications, satisfactory faculty rec-ommendations, and a satisfactory student teach-ing portfolio. Education Studies students musttake the Liberal Arts and Sciences Test (LAST)and ATS-W examination prior to student teach-ing. Adolescent Education majors must take theContent Specialty Test in addition to the LAST.In general, students may not apply for the clini-cal experience until their final semester of study.Undergraduate students must have a 2.75 over-all G.P.A. and 3.0 in education courses to be eli-gible to student teach.

Applications for the clinical experience mustbe filed by June 15 for the following springsemester and February 15 for the following fallsemester. Information pertaining to the clinicalexperience, including applications and details


about the portfolio, may be obtained through theOffice of School and Community Partnerships.

Independent StudyApproval for independent study will be

granted by the Dean of the School of Education.

Waiver of Academic RegulationsUndergraduate students may petition the

Dean of the School for the waiver of an academicregulation of the School of Education.

Graduate Courses forUndergraduate or Graduate Credit

Undergraduate students in their senior yearmay take 500 and 600 level courses for under-graduate credit toward their bachelor’s degree;or, with permission from the program Chair, forgraduate credit (courses for graduate credit willnot count toward bachelor’s degree). Students inthe ABLE-Education program throughUniversity College may request permission totake graduate courses (500 and 600 levels)beginning in their junior year.

Regional Labor MarketStudents are advised to go to the New York

State Department of Labor website(http://www.labor.state.ny.us/html/) where theycan find useful information regarding occupa-tional projections for New York State andRegions in New York State as well as wage infor-mation (annual average employment and wagesfor New York State and hourly rates from theOccupational Employment Survey for New YorkState and regions). Students interested in work-ing in the New York City area, can call or writethe Labor Market Analyst in charge of theBronx, Kings, Queens, Richmond and New Yorkdistrict: James Brown, NYS Department ofLabor, Research and Statistics Division, PO Box669, Mail Stop 8D, New York, NY 10014-0669,(212) 352-6666.

Students interested in working in the Nassau/Suffolk area, are encouraged to call or write tothe Labor Market Analyst in charge of theNassau and Suffolk districts: Gary Huth, NYSDepartment of Labor, Research and StatisticsDivision, 303 W. Old Country Road, Hicksville,New York 11801, (516) 934-8559.

166 SCHOOL OF EDUCATION COURSES


SCHOOL OF EDUCATION

ART EDUCATION

EAR 203 Introduction to Art Education 3 creditsThis course serves as a basic orientation to the field. Therole of the arts within the broader context of the history ofeducation will be examined as well as current issues relatedto educational policy, research, and practice. Students willbe challenged to reflect upon their own assumptions aboutthe role of artistic experience within early childhood, child-hood, and adolescent education.

EAR 220 Artistic Development: Early Childhood through Adolescence 3 creditsThis course will examine artistic development from infancythrough adolescence with an emphasis on how sound arteducation can support, enrich, and nurture cognitive, emo-tional, and social development and enhance general educa-tion as well as art education. Classic and contemporary theo-ries in the field of educational psychology and art educationwill be examined, and students will be encouraged to engagein small field-based inquiries related to topics discussed.

EAR 510 Instruction and Assessment in the VisualArts 3 creditsPrerequisites: EAR 203, 220 and EST 221, 222, 305This course introduces art education students to the creationof developmentally appropriate lesson plans in a variety ofvisual arts media for grades Pre-K–12. Topics such asassessment and the New York State Learning Standards inthe Arts will be addressed. Students are required to com-plete 30 hours of fieldwork in Pre-K–12 schools.

EAR 525 Establishing the Role of the Arts andEducation: The Historical and PhilosophicalFoundation of Art Education 3 creditsPrerequisites: EAR 203, 220 and EST 221, 222 (should betaken in senior year).This course examines the nature of aesthetic experience as aunique and powerful way of knowing the self and the world.It attempts to uncover the connection between art and edu-cation and help prospective art educators articulate a ratio-nale for the role of the arts in education across the lifespan.

EAR 540 Student Teaching in Art Education 6 creditsPrerequisites: All required education and art courses must becompleted prior to the student teaching semester.This course provides the capstone experience in the art edu-cation program. Students are required to spend eight weeks

in a Pre-K–6 setting and eight weeks in a 7–12 setting. Theplacement is full-time, five days a week for one semester.Students work with a cooperating art teacher and a supervis-ing University art educator who teaches a reflective practiceseminar one evening each week during the student teachingsemester. Prospective student teachers must apply for theirplacement in the semester prior to student teaching.Information pertaining to application materials and dead-lines is available through the Office of School andCommunity Partnerships. Prospective student teachers in arteducation should meet with the Chair of the Art Departmentto discuss portfolio requirements for the student teachingapplication.

EDU 532 Practicum in Early Childhood andElementary Education 3 creditsFor students who are currently employed as full-time teachersin Early Childhood and Elementary Education classes.Students currently teaching in the field are required to com-plete this supervised practicum. Students are observed dur-ing an eight week period and are required to attend theweekly seminar for the entire semester.

SCHOLARS TEACHER EDUCATIONPROGRAM (STEP)

EDO 510 Visions and Practices in Middle SchoolEducation 3 creditsThis course will orient new and prospective educators to thephilosophy, pedagogy, and organization of middle schoolteaching. Upon completion of the course, students will havea greater understanding of the nature and needs of the youngadolescent learner in order to maximize the educationalexperience. Topics include content and performance stan-dards for middle-level schools; teaching mixed abilitygroups; managing student behavior and communicating withparents; instructional strategies for young adolescents; inter-disciplinary instruction and programming; teacher teams;and improving student achievement.

EDO 511–518 Instruction and Assessment inAdolescent Education 3 creditsPrerequisites: EST 122 or PSY 116, EST 302, 304, 305, 520, 593.These courses (511-English; 513-Mathematics; 517-Science;518-Social Studies) introduce secondary education and special subject students to issues in curriculum and methodsin the content area. These courses look specifically at thecurriculum in each subject area and particular forms of ped-agogical knowledge and methods appropriate to teaching ineach subject. Where appropriate, integrative and interdisci-plinary approaches across content areas are explored.Students are required to complete 30 hours of fieldwork insecondary schools.

167SCHOOL OF EDUCATION COURSES

EDU 530/531 Student Teaching in Childhood/Adolescent Education 6 creditsStudent teaching application required. See prerequisites listedunder Clinical Practice.A 15-week student teaching experience, assessed via both acollaborative research project and a portfolio. This in-schoolexperience allows future practitioners to apply and reflectupon the theoretical foundations of their profession. Thisexperience constitutes the culmination of STEP, inviting stu-dents to integrate their academic and professional study withdirect practice in schools and classrooms. Continuing thecollaborative research process initiated in EducationalResearch and Field-Based Inquiry, the seminar is taught bya collaborative team of Adelphi faculty members. Studentsrefine their research questions and field designs in consulta-tion with their cooperating teachers. The students then workin their assigned schools, gathering data on their projects,teaching, and fully participating in the life of the school.Students have on-site and off-site opportunities to consultwith school and university supervisors on the methodologyand findings of their research projects, as well as on dailyteaching experiences. During these activities, students areable to link theory, data, and practice in a way that providesinsights into the teaching-learning process and the teacher-student relationship.

EDU 532 Practicum in Early Childhood andElementary Education 3 creditsFor students who are currently employed as full-time teachersin Early Childhood and Elementary Education classes.Students currently teaching in the field are required to com-plete this supervised practicum. Students are observed dur-ing an eight week period and are required to attend theweekly seminar for the entire semester.

EDU 535 Practicum in Secondary Education and Special Fields 3 creditsFor students who are currently employed as full-time teachersin Secondary Education and Special Fields.Students currently teaching in the field are required to com-plete this supervised practicum. Students are observed dur-ing an eight week period and are required to attend theweekly seminar for the entire semester.

ELY 521 Literature for Young Adults 3 creditsThis course is a critical study of literature and its integrationin the middle and secondary school curriculum. Selectedauthors’ and illustrators’ works are read and criticized inlight of psychological, sociological, historical, literary, andcurricular factors. Students will explore ways to encourageyoung people in middle and secondary schools to read criti-cally and appreciate a variety of literary works. The courseexamines important research in the field, and students willlearn how to incorporate literature into content area curricu-lum via books, tapes, and films. Special attention is given toways of facilitating recreational reading for students as wellas incorporating literature into content area instruction.Required for all students in secondary education.

ELY 545 Children’s Literature 3 creditsThis course is a survey of children’s literature. Students willbe introduced to and read in a variety of genres; studyauthors; and examine the work of illustrators with an empha-sis on selection criteria and implementation of interdiscipli-nary teaching and learning in the elementary classroom. Anin-depth consideration of trends and issues in children’s lit-erature will be explored, including topics related to censor-ship, gender roles, violence, and political, cultural, andsocial themes. The expansion and development of children’slanguage skills through engagement with quality literaturewill be emphasized.

ELY 603 Reading and Writing in the Middle andSecondary School 3 creditsThis course is designed to introduce students to literacyteaching and learning in the middle and secondary schools.It examines issues of literacy in different subject areas andvaried demands on readers and writers as the range of read-ing ability increases with older students. It will emphasizeapplication of literacy development to special middle andsecondary populations as to the literacy strategies utilized byall secondary students as part of subject area learning. Theconnection between reading and writing, the application oftechnology, and the use of various library and mediaresources will also be studied.

EST 102 Orientation Seminar 1 creditMeets twice a month.This 1-credit course brings the STEP cohort together in astructured but informal context. Students have the opportu-nity not only to discuss academic issues but to develop abetter understanding of the philosophy, intentions, and acad-emic structures of STEP. By exploring their own educationalexperiences and conceptions, students grow in their under-standing of the informative and transformative aspects oflearning. The course also fosters a sense of community andidentity that will carry the cohort through its master’s degreestudies. This course is team-taught in seminar fashion.Guest speakers include both practitioners and theoreticiansrepresenting multiple perspectives on the nature of learning,teaching, and education.

EST 221 Processes of Learning I[Birth to Grade 8] 3 creditsReview of research and theory in cognitive developmentfrom birth through age 14 as it relates to issues of curricu-lum, teaching, and learning. Students are introduced to thepsychological, sociological, and cultural factors affectingchild and early adolescent development and their relation-ship to school and learning processes. Appropriate fieldexperiences constitute part of this course, including childstudy, and participant observation in the Adelphi ChildActivities Center.


EST 222 Processes of Learning II[Grades 7–12] 3 creditsReview of research and theory in cognitive developmentfrom early adolescence through age 18 as it relates to issuesof curriculum, teaching, and learning. Students are intro-duced to the psychological, and cultural factors affectingadolescent development and their relationship to school andlearning processes. Appropriate field experiences, includingadolescent study and participant observation in middle orhigh schools, constitute part of this course.

EST 302 Learning, Cognition, and Teaching 3 creditsAn introduction to learning theory and theories of cognitivedevelopment and how teachers should develop instructionaland curricular strategies in light of them. Through an exami-nation of recent advances in cognitive science and the psy-chology of learning, the course addresses important issuesrelated to teaching and learning in both regular and specialeducation. Appropriate field experiences are required, inwhich students conduct ethnographic research exploring dif-ferent aspects of teaching and learning in schools. [ReplacesEDU 231]

EST 304 Community, School, and Society 3 creditsThis course examines the relationship between schools andsociety. Through an exploration of the social foundations ofeducation, including the history, philosophy, politics, andsociology of education, students are introduced to the waysin which schools are related to larger societal institutions,including political-economy, family, media, religion, and thebusiness community. Among the topics explored are: differ-ences among urban, suburban and rural schools; the struc-ture of the U.S. educational system; international and com-parative approaches; issues relating to curriculum and peda-gogy, including different types of curriculum, the effects ofcurriculum practices, and different types of pedagogic prac-tices; issues relating to educational inequality, includingunderstanding race, social class, ethnic and gender differ-ences in educational achievement; and educational policyand reform, especially those designed to improve education-al opportunity for low-income students. Students arerequired to register for 1-credit corequisite EST 304-11(School Based Inquiry) which includes coordinated fieldexperience.[Replaces EDU 201 and 202]

EST 305 The Child with Special Needs 3 creditsThis course is designed to introduce prospective teachers tostudents with special needs. Topics include resources avail-able for teachers, family involvement, referral and identifica-tion processes, Individual Education Plans, and a historicalperspective on special education. The technology componentwill include computer-assisted IEP resources and adaptivecommunication. Appropriate field experiences constitutepart of this course, including child study and participantobservation in a resource room, inclusion class, or specialeducation school.{Replaces EDU 340 and EDU 573]

EST 401 Teaching and Learning Literacy I 3 credits[Grades N–3]This course addresses development of theoretical modelsand foundations for literacy instruction to the young andemergent reader from cognitive, developmental, and socio-cultural perspectives. Topics include historical perspectiveon literacy; theory and practice of language acquisition,motivation; second language learning; and multiculturalaspects of literacy. Instructional approaches including com-prehension theory and practice; word building and vocabu-lary development; and fluency will be addressed. Studentsare required to register for 1-credit corequisite: EST 401-11(School Based Inquiry: Literacy and Social Studies), whichincludes coordinated field experiences.[Replaces EDU 343]

EST 402 Teaching and Learning Social Studies 1–6 3 creditsAn introduction to curriculum and instruction in the socialstudies. Through an integrated curriculum approach, stu-dents are introduced to the major issues in social studies.The technology component will include graphic and visualorganization tools for creating concept maps, webs, time-lines, etc. Students are expected to develop integrated cur-riculum units that thematically tie together issues in history,sociology, politics, and anthropology with both literary andartistic resources.[Replaces EDU 341]

EST 403 Teaching and Learning Mathematics 1–6 3 creditsThe development of mathematical thought happens through acomplex relationship of the teacher’s pedagogical skills, thechild’s cognitive and general development, and appropriatemathematical content. This course addresses these threecomponents for the child in grades 1–6. The technology com-ponent will include data collection probes and graphingpackages. In addition, state and professional standards, pro-fessional resources, equity and the integration of mathematicsacross content areas are introduced in the course. Studentsare required to register for 1-credit corequisite: EST 403-11(Elementary School Based Inquiry: Math and Science),which includes coordinated field experiences in grades.

EST 404 Teaching and Learning Science 1–6 3 creditsThis course is based on the content of science appropriate forgrades 1–6, the inquiry and process skills used by students,and the methodology of science instruction. The technologycomponent will include a robotics module and other appro-priate science-related technologies. There is an emphasis ondiscourse, tasks, collaboration, constructivism, New YorkState Learning Standards, appropriate assessment, technolo-gy, and professional resources. Students are required to regis-ter for corequisites, EDU 402, EDU 405, and EDU 592Elementary School Based Inquiry II, which includes coordi-nated field experiences in grades 4–6 classrooms.


EST 405 Teaching and Learning Literacy 2[Grades 4–6] 3 creditsThis course will help expand on theoretical models andselected topics from Literacy I and emphasize literacy learn-ing and teaching in the upper elementary grades. Additionaltopics in literacy instruction for students in grades 3–6 willinclude balanced reading programs, reading and writingworkshop approaches, adapting to special needs, evaluatingliteracy resources, literacy across the curriculum, literature-based approaches, the connection between reading and writ-ing, and personal enrichment and social developmentthrough literacy. In addition, students will be introduced totheories of critical literacy that explore cultural and socialclass issues in literacy education. Students are required toregister for 1-credit corequisite: EST 405-II (School BasedInquiry: Literacy and Special Needs), which includes coordi-nated field experiences in grades 4–6 classrooms.

EST 533 Computer-Based Technology in Education 3 creditsTopics in this production-based course will include 1) use,design, and construction of electronic databases; 2) basicskills with internet and web page construction; 3) desktoppublishing and presentation graphics; 4) education productiontools; 5) educational assessment tools; and 6) educational software. These components will emphasize the use of inter-face equipment including digital cameras, scanners, messagepads, etc. Students must be able to use a word processor.Note: In 2002–03 the prefixes for this course will be EST 533for all STEP programs and EDL 533 for the educationaladministration program.

EST 571 Research I 3 creditsThis course introduces students to the logic of inquiry ofeducational research. Through an examination of both quan-titative and qualitative research design and methods, students are able to understand educational research and todesign their own research projects. The course will examinethe ways in which social scientific research attempts tounderstand the independent effects of a series of variableson educational achievement and attainment. Students willlearn to use qualitative and quantitative techniques tounderstand educational processes and outcomes. Studentswill design an original research project to be implemented inthe School Based Research course.

EST 572 Assessment 3 creditsThis course provides an understanding of traditional andalternative forms of assessment and testing to shed light onthe appropriateness of different assessment approaches. Thetechnology component will include computer-assistedassessment tools, electronic portfolios, and hand-held datacollection systems. Students discuss and reflect on the curricular and political dimensions of traditional grading.Students will explore the nature of curriculum and studentassessment in regular and special education.

EST 574 Aesthetics 3 creditsThis course enhances student understanding of the impor-tance of aesthetic experience in the educational process. Itexplores aesthetic education in relation to models of intelli-gence, child growth and development, educational philoso-phy, curriculum design, and classroom instruction. The tech-nology component includes computer-based tools for musicand art. Students work on the infusion of aesthetic theoryinto their pedagogical practice. The course will include fieldexperiences to some of New York City’s artistic and culturalinstitutions. These may include Lincoln Center for thePerforming Arts (the Metropolitan Opera, New York CityBallet, New York Philharmonic Orchestra, Lincoln CenterTheater), the Broadway and off-Broadway Theater, CarnegieHall, and museums.

EST 575 Research II 3 creditsThis course provides students with the opportunity to imple-ment original research designs within a school setting.Students will spend the semester in one or more schools (ordistricts) conducting research and analyzing findings.Students will complete a major research paper and presenttheir findings in a public forum.

EST 576 Master’s Seminar Philosophy ofTeaching 3 creditsThe purpose of this course is to philosophically reflect onand analyze the basic assumptions that underlie and influ-ence educational policy and practice. Drawing on previousstudy of learning, human development, teaching, and theexploration of the interconnection between schools and soci-ety, this course furthers the student’s understanding of thechild, family, schooling, culture, and society nexus by exam-ining its philosophical dimensions. The course addressessuch basic questions as the nature of knowledge, ethics, aes-thetics, freedom, equality, diversity, justice, democracy,being, rationality, compassion, and mindfulness. Thesephilosophical notions are examined in relation to the broadaims and varied curricular and pedagogical approachesemployed in today’s schools, including the rights andresponsibilities of all parties to the educational event. Thiscourse is taken concurrently with the student teaching expe-rience, providing a potent means of integrating theory andpractice. It thereby lays a foundation for students to becomereflective and critical practitioners throughout their profes-sional careers.[replaces EDU 552]

EST 577 Policies and Practices in SecondaryEducation 3 creditsAn introduction to problems and issues related to teachingmiddle school, junior high school and high school. Throughan analysis of historical and contemporary reform efforts,students are encouraged to think about the limits and possi-bilities of secondary school improvement. The course coversdiverse topics including curriculum tracking and abilitygrouping, race, class and gender issues, the history of sec-ondary education, the structure and organization of sec-ondary schools, policy issues and recommendations, andissues in curriculum and pedagogy.


EST 636, 638 STEP InternshipElementary I, II 4 credits, 2 creditsThis two-semester course is available upon application toSTEP fifth-year students in the Adelphi Internship Program.Following successful completion of their first semester ofstudent teaching, students become interns in the respectivelocal elementary schools. Students are observed in theirclassroom by both mentor teachers in the school andUniversity supervisors. Students are required to attendweekly reflective, inquiry seminars discussing general andspecific pedagogical issues.

EST 637, 639 STEP InternshipSecondary I, II 4 credits, 2 creditsThis two-semester course is available upon application toSTEP fifth-year students in the Adelphi Internship Program.Following successful completion of their first semester ofstudent teaching, students become interns in the respectivelocal secondary schools. Students are observed in theirclassroom by both mentor teachers in the school andUniversity supervisors. Students are required to attendweekly reflective and thematic seminars discussing generaland specific pedagogical issues.

HEALTH STUDIES

HED 370 Coping with PsychosocialHealth Issues 3 creditsStudents will examine psychosocial health theory and thepsychosocial factors that can affect the health of individualsand society.

HED 372 Human Sexuality 3 creditsInvestigates health issues in society. The purpose of thecourse is to enhance, correct misconceptions, and promotemore rewarding interpersonal relationships.

HED 373 Essentials of Healthful Living 3 creditsAssists students in increasing their knowledge of basic issuesin health and in developing values, attitudes, and behaviorsconducive to a healthier lifestyle.

HED 375 Issues in Consumer Health 3 creditsThe goal of the course is to encourage and help studentsbecome better consumers by providing them with the infor-mation and skills necessary to make better use of the healthcare system.

HED 401 The Dynamics of Substance Abuse 3 creditsExamines the problem of substance abuse by studying itspsychological, legal, and pharmacological aspects. Variousmethods of prevention and rehabilitation will be explored.

HED 504 Comprehensive Health Education 3 creditsfor Secondary School TeachersThis course is designed to prepare secondary level educatorswith the skills and knowledge necessary to develop and teacha comprehensive health education program. The course willaddress New York State Standards.

HED 505 Multidimensional Aspects of Stress 3 creditsInvestigation of theoretical and practical aspects of humanstress and stress management. Using a multidimensionalmodel of health and an experiential approach to learning, stu-dents will analyze stress from both a professional and person-al perspective.

HED 506 Health and Nutrition 3 creditsStudents will examine recent nutritional theory and informa-tion as they impact on the health of the individual in society.Topics will include nutritional needs throughout the life cycle,common eating disorders, the relationship between dietarypatterns and disease; the relationship between culture,lifestyle and nutrition; and nutrition and education methods.

HED 520 Special Topics 3 creditsAn in-depth examination and analysis of a specific healthissue. Topics chosen will change periodically to reflect contemporary concerns.

HED 537 Student Teaching in Health 3 creditsStudents are required to spend 7–8 weeks in a health educa-


tion setting. The placement is full time, five days a week.

HED 571 Health Issues for ElementarySchool Educators 3 creditsStudy of the cognitive issues and educational methods inhealth education appropriate for the elementary classroomteacher. Course work in drug education and child abuse willsatisfy NYS Certification mandates for elementary teachers.New York State Standards will be included.

PHYSICAL EDUCATION

EDU 340 Curriculum and Teaching 3 creditsAn introduction to general approaches to curriculum theoryand design and to instructional methods. Through an exami-nation of the nature of curriculum across disciplines, inter-disciplinary approaches to curriculum design, the construc-tion of lesson plans and unit plans, and various methodologi-cal strategies, students are introduced to the most significantaspects of classroom organization and practice. Strategiesaddressed include the art of questioning and the integrationof critical thinking into teaching. Emphasis is placed on dif-ferent models of curriculum design, planning, and teaching.Special attention is given to a multicultural curriculum, aswell as methods of assessment, including alternative assess-ment. Twenty hours of field placement in an elementary orsecondary school are required. Physical education majorsonly.

EDU 516 Curriculum and Methods of Instruction inPhysical Education 3 creditsThe course encourages a reflective approach to teaching andcurriculum design in physical education. Special attention isgiven to the identification and adoption of appropriate teach-ing behaviors related to effective teaching research asapplied to the New York State Standards. Critical to theprocess of developing effective teaching behaviors is timedevoted to planning, implementing and refining curricularcomponents with a reflective and integrative approach.

PED 100 Principles of Health andPhysical Education 3 creditsOverview of the field of physical education. Purposes andprinciples of physical education are examined; preliminaryevaluation of various movement abilities are determined andanalyzed. In addition, visitations are made to school environ-ments with student participation invited.

Methodology Courses 1–2 creditsMethods of teaching various specialized courses. It is assumedthat one has fulfilled beginning level competencies prior toenrollment. (Currently under review.)

PED 210 Tumbling Methods

PED 220 Aquatics Methods

PED 230 Track and Field Methods

PED 237 Group Games Methods

PED 242 Tennis Methods

PED 244 Badminton Methods

PED 250 Lifetime Activities

PED 261 Field Hockey Methods

PED 263 Lacrosse Methods

PED 266 Soccer Methods

PED 268 Basketball Methods

PED 269 Volleyball Methods

PED 285 Rhythmic Movement Fundamentals

PED 290 Technology in Health and Physical Education 3 creditsOverview of computer applications and software related tohealth and physical education.

PED 315 Motor Development 3 creditsThis course is an introduction to the study of motor develop-ment. The purpose is to provide the student with the knowl-edge base to understand motor skill development across thelifespan. The course examines the dynamic interactionbetween cognitive, social, and perceptual motor developmentin the overall motor development of children. Emphasis isplaced on observing and analyzing the movement behaviorand performance of children with application to develop-mentally appropriate movement experiences.

PED 370 Aspects of Coaching 3 creditsA study of various techniques, efficiencies and conditionsfor successful coaching. Investigation into the problemsinvolved in assisting athletes toward development of individ-ual potentials.

PED 375 Social Issues in Physical Education and Sport 3 creditsSport and physical activity as forms of human expressionthat reflect the current value structure. Topics include: valueof American sport, sport and nationalism, sport and physicaleducation as socializing agents, alternative sport models,violence in sport.


PED 376 Social Structure, the Body and Sport: Explaining Cultural Change 3 creditsThis course uses the issues of the body and sport in societyto explore social stratification (e.g., social class, gender, andrace). We discuss how bodies are not only biological entities,but also socially defined by different groups in their questfor social power. These insights lead to an examination ofsocial change from different theoretical perspectives (e.g.,pluralism, critical theory, and Bourdieu’s cultural theory).

PED 380 Physical Education in the Elementary School 3 creditsAn overview of elementary physical education, grades 1–6.Specific techniques, methods and materials, in addition tofield experiences in public schools.

PED 461 Kinesiology 3 creditsPrerequisites: BIO 203 and 204.An analysis of the skeletal, muscular, and nervous systemsprovides the basis for understanding human movements and,in particular, movement in various sports skills and danceforms. Mechanical principles underlying movement andtheir relationship to the performance of skills.

PED 463 Physiology of Exercise 3 creditsPrerequisites: BIO 203 and 204.The effects of exercise upon the functioning of the varioussystems of the body and the relationship of exercise to healthand fitness.

PED 464 Clinical Training 3–6 creditsPrerequisite: Permission of instructor.Observation and fieldwork in the various therapies, includingcorrective therapy, recreation therapy, and dance therapy.

PED 467 First Aid and Injury Control 3 creditsEmergency first aid and CPR procedures. Certification inboth.

PED 468 Sports Medicine 3 creditsApplication of theoretical concepts in exercise physiology toteaching and coaching. Review of literature in sports medi-cine, including heart attack and rehabilitation, drugs andphysical performance, conditioning and training, injuries,work in the heat, nutrition, and weight control in sport.Applicable to coaches, nurses, and premed students.

PED 469 Adapted Physical Education 3 creditsCharacteristics and needs of the atypical. Program develop-ment and modifications in equipment and facilities. Fieldexperiences at community agencies and schools.

PED 470 Health and Fitness 3 creditsMethods and materials to prepare students to teach comprehen-sive health related fitness, including concepts relative to fitness,diet and weight control, and integration with wellness compo-nents leading towards development of an active lifestyle.

PED 472 Techniques of Athletic Training 3 creditsDiagnosis, treatment, and prevention of athletic injuries.Appropriate training techniques are examined; includingelectrotherapy, hydrotherapy, cryotherapy, taping, and mas-sage. Laboratory experience required.

PED 488 Practicum in Teaching 2 creditsOpportunity for fieldwork in teaching. Pre-student teaching.

PED 490 Topics in Physical Education 3 creditsSelected topics in sport studies, recreation, and physicaleducation. Therapy and sports medicine are also included.

PED 491 Independent Study 1–3 credits

PED 492 Practicum, Teaching, Fitness Leader, or Coaching 1–3 creditsOpportunity for field experiences in the area of teaching orcoaching. Permission of the department.

PED 495 Methodological Foundations of Physical Activity 3 creditsMay be taken for credit more than once.Allows the student to acquire teaching competence in a widevariety of sports, games, and movement skills.

PED 505 Professional Seminar 3 creditsContemporary trends and issues in physical education, exer-cise, and sport. Literature review and analysis of issues froma variety of perspectives. Issues relative to pedagogical, soci-ological, and physiological parameters will be presented in aseminar format. The course is viewed as a culminating expe-rience for those pursuing the study of physical education.

PED 536 Student Teaching in Physical Education 6 creditsPrerequisite: Department approval.This course provides the capstone experience in the physicaleducation teachers program. Students are required to spendeight weeks in a K–6 setting and eight weeks in a 7–12 set-ting. The placement is full time, five days per week. Stu-dents work with a cooperating teacher, who is chosen by theschool and the University, and a supervising professor fromthe University.

Physical Education Skills 1–2 credits(Activities open to all students.)Students have an opportunity to choose from a variety ofactivity courses designed to introduce them to a new sport orlifetime skills. The activities carry 1 credit for semester’s workand 2 credits for the full semester.

PES 100 Beginning SwimmingPES 110 Beginning TennisPES 120 Conditioning and Weight ControlPES 121 SlimnasticsPES 130 Karate


PES 135 Personal DefensePES 138 Tai Chi ChuanPES 150 GolfPES 152 BowlingPES 154 FencingPES 200 Personalized FitnessPES 206 SailingPES 210 Intermediate TennisPES 225 Weight TrainingPES 227 Intermediate Weight TrainingPES 228 AerobicsPES 235 Intermediate Personal DefensePES 254 Intermediate FencingPES 304 Scuba

COMMUNICATION SCIENCES ANDDISORDERS

SPE 104 The Art of Communication 3 creditsThis course is an overview of the speech and language com-ponents that facilitate effective communication. Studentswill be given the opportunity to analyze and improve theirown speaking skills. Emphasis will be placed on interper-sonal communication, including aspects of gender and cul-tural diversity.

SPE 106 The Study of Voice and Speech Production 3 creditsCorequisite: SPE 140.Acquisition of depth and breadth of background in the relat-ed sciences of acoustics, neurology, anatomy, physiology,phonetics, and psychology as applied to speech developmentand improvement. Attention is given to the student’s ownvoice and speech development. Readings from voice andspeech science.

SPE 110 Oral Communication in the Professional World 3 creditsThe purpose of this course is to give students strategies andtechniques to facilitate communication in professional situa-tions. Curriculum includes developing skills for conductingmeetings, the interview process, persuasion, and delivery ofinformation.

SPE 111 Conference Leadership and the Group Process 3 creditsDesigned especially for those entering the professions andbusiness, the course addresses both conference leadershipand democratic group participation. Committees of studentsstructure both formal and informal discussions. Individualprojects include reports and demonstrations.

SPE 112 Public Speaking 3 creditsAdvanced theory and practice in organization, oral style, andpresentation of formal speaking. Persuasion, argumentation,and debate are emphasized.

SPE 120 Oral Interpretation 3 creditsInterpretation and performance of literary forms such aspoetry, prose, and drama for emotional and aesthetic appeal.

SPE 138 Sound and the Auditory Mechanism 3 creditsPrerequisites or corequisites: BIO 203 and 204.Basic acoustics, anatomy, and physiology of the auditorymechanism and theories of hearing are studied. Included inthe course are laboratory sessions to provide demonstrationswith appropriate instrumentation.

SPE 140 Anatomy and Physiology of the Speech Mechanism 3 creditsPrerequisites or corequisites: BIO 203 and 204.Anatomical and physiological bases of voice and speech pro-duction. Topics include the interaction of respiration, phona-tion, articulation, and resonance; neural control of speech;cerebral organization of language; and feedback systems ofspeech production.

SPE 142 Phonetics 3 creditsPrerequisites: SPE 104 and 140, BIO 203 and 204.An examination of the production and perception of speech.Emphasis is placed on acoustic, physiologic, and kinesiologicapproaches to the study of phonetics. Transcription trainingusing the International Phonetic Alphabet and practicalexperience in acoustic speech analysis are provided.

SPE 144 Development of Speechand Language 3 creditsStudy of the acquisition of speech and language in the normalchild and the evolution of the processes of phonology, syntax,semantics, pragmatics and metalinguistics. Theories of lan-guage acquisition and methods of assessing language behav-ior are discussed, as well as issues related to cultural/linguis-tic diversity.

SPE 350 Speech-Language Pathology I 3 creditsPrerequisites: Required freshman and sophomore courses.Corequisite: SPH 355.A survey of current professional and clinical problems in SLP.Emphasis is placed on the description, classification, and etiolo-gy of functional communication disorders and on the rationalefor assessment and treatment procedures.

SPE 351 Speech-Language Pathology II 3 creditsPrerequisites: Required freshman and sophomore courses.Corequisite: SPE 356.This survey course will introduce students to the theoreticalfoundations of organically-based communication disorders:aphasia, motor speech, fluency, voice, cleft palate.Principles of diagnosis and treatment will be outlined.


SPE 352 Clinical Audiology 3 creditsPrerequisite or corequisite: SPE 138.Fundamentals of hearing problems and the measurement ofhearing. The student has an opportunity to observe andadminister standard clinical audiological tests. Differentdiagnostic tests of various disorders of hearing are demon-strated. Minimum of 10 clock hours of clinical practice inaudiometric screening.

SPE 353 Rehabilitation of Hearing 3 creditsPrerequisites: SPE 138 and 352.Theoretical, historical, and clinical approaches to hearingaid evaluations, auditory training, and speech reading forchildren and adults. Minimum of 15 clock hours in speechand hearing screenings at schools and on the departmentmobile unit.

SPE 355 Observation of Speech and HearingRehabilitation and Diagnostic Evaluations 3 creditsPrerequisite: SPE 144. Corequisite: SPE 350.Twenty-five clock hours of diagnostic and therapy observa-tions. Weekly seminar participation to discuss theoreticaland clinical implications of observations; training in reportwriting; special emphasis on therapy plan writing.

SPE 356 Clinical Practice in Speech and Hearing: A 2 creditsPrerequisites: All freshman and sophomore courses andSPE 350, and 355.Grade of B or above required to pass course.Corequisite: SPE 351.Supervised clinical practice in Adelphi’s Hy Weinberg Centerfor Communication Disorders. Weekly discussions anddemonstrations of client problems and therapeutic issues.

SPE 357 Clinical Practice in Speech and Hearing: B 1 creditPrerequisite: SPE 356.Grade of B or above required to pass course.Supervised clinical practice in Adelphi’s Hy Weinberg Centerfor Communication Disorders. Weekly discussions anddemonstrations of client problems and therapeutic issues.

SPE 400 Current Issues in Speech-Language Pathology and Audiology 3 creditsOpen to seniors only.This senior seminar focuses on current issues in the disci-pline. Topics include team collaboration, inclusion, workingwith families, and technology. Field-based learning in avariety of settings is arranged.

SPE 410 Language-based LearningDisabilities in Children 3 creditsOpen to seniors only.The study of language problems in children with particularemphasis on those language deficits related to learning dis-abilities. Discussion of the nature of these problems, currenttrends in identification and diagnosis, and strategies forremediation.

SPE 490 Independent Study 2–3 creditsBy advisement.

SPE 521 Beginning Sign Language 3 creditsOpen to seniors only.Emphasis is on the development and expansion of receptiveand expressive American Sign Language skills and finger-spelling. Deaf culture issues will be emphasized. Placementin courses other than beginning will depend on satisfyingcompletion of the previous course or permission of theinstructor.

SPE 522 Intermediate Sign Language 3 creditsPrerequisite: SPE 521, or permission of instructor.Advanced practice and use of manual sign beyond the intro-ductory level.

SPE 561 Organization of a Speech and Hearing Program in the Schools 3 creditsPrerequisites: SPE 350 and 351.Methods in the organization of speech and hearing programsin the elementary and secondary schools. Administration,diagnostics, screening, therapeutic procedures, legal impli-cations, and logistical assessments are discussed.

VII

S C H O O L O F

N U R S I N G

176 SCHOOL OF NURSING

School of NursingAlumnae Hall 220

Kathleen Bond, Dean and Special Advisor to the President for Health Care

E-mail: [email protected]

Jean Winter, Associate Dean

Annette Hauck, Coordinator of Clinical and Community Affairs

DirectorsJudith Ackerhalt, Director of Nurse

Administration ProgramsStefni Bogard, Director of Nurse Practitioner

(NP) ProgramsMarilyn Klainberg, Director of RN Programs

Professors Assistant ProfessorsElaine Pasquali Stefni BogardCatherine Windwer Sue GreenfieldCaryle G. Wolahan Teresa Mascitti

Margaret SilverAssociate Professors Jean WinterJudith AckerhaltAnice CampagnaAlthea DavisMarybeth RyanArlene Trolman

Professional PhilosophyThe mission of the Adelphi University

School of Nursing is to educate nurses who willbe influential in the transformation of healthcare in the 21st century. As a a constituent ofthe University, the School of Nursing is commit-ted to the study of liberal arts, sciences, andnursing.

The scope of professional nursing requiresspecialized knowledge and skills, based on theo-

ry, research, and practice. Nurses are account-able to clients, society, and the profession for thequality of care provided. The curriculum isplanned to allow students to build progressivelyon knowledge previously gained and to developskills at advancing levels of practice. Bacca-laureate education in nursing is the foundationfor professional practice.

Educational StrategyThe goal of nursing is to address human

needs for the promotion, restoration, and mainte-nance of health, as well as provision of dignity atthe end of life. Human beings—individually andas members of families, groups, and communi-ties—are the focus of the profession. In keepingwith these principles, the School of Nursingteaches the fundamental value of all people andtheir potential for being and becoming through-out their lives. Nursing students at Adelphilearn to be accountable to clients, society, andthe profession for the quality of care they pro-vide. They also learn that health-related behav-ior is an individual choice and that health isindividually and culturally defined. Respect forself-determination and awareness of culturaldiversity are integral to the curriculum.

Programs of StudyThe baccalaureate program in nursing pro-

vides the background for entry as a generalistinto the profession and for graduate education.Master’s education (which is also offered by theSchool of Nursing) is essential for roles inadvanced nursing practice, education, and man-agement, and provides the foundation for doctor-al education.

The School of Nursing’s baccalaureate pro-gram offers two curricula. One, the basic cur-riculum, leads to a Bachelor of Science from theUniversity and eligibility to take the New YorkState licensing examination to become a

177SCHOOL OF NURSING

Registered Professional Nurse. The other cur-riculum is for registered nurses from associatedegree or diploma programs who wish to contin-ue their education toward the goal of earning theBachelor of Science degree.

The curricula of the School of Nursing areregistered by the New York State EducationDepartment, Division of Professional Education,are accredited by the National League forNursing Accrediting Commission (61 Broadway,New York, New York, 10006, (212) 363-5555):The baccalaureate nursing program is alsoaccredited by the Commission on CollegiateNursing Education (CCNE), One Dupont Circle,NW, Suite 530, Washington, DC. 20036-1120,(202) 887-6791. The School holds membershipin the Council of Baccalaureate and HigherDegree Programs in the National League forNursing, the American Association of Collegesof Nursing, and the Commission on CollegiateNursing Education.

The UndergraduateBasic Curriculum

The basic nursing curriculum consists of aplanned progression of courses that build uponprevious knowledge and develop skills atincreasing levels of competence. The lower divi-sion nursing and science courses are prerequisiteto the junior-level nursing courses. Throughoutthe curriculum, concepts relating to the promo-tion of health, care during illness, and long termcare are developed. Also emphasized are thenurse’s roles in research, advocacy, teaching,change, and management.

The four-year sequence of nursing and sci-ence courses (the generic undergraduate nursingcurriculum) is as follows:

First YearFall (14 credits)General Education RequirementsBIO 203 The Human Body: Scientific

Perspectives on Structure and

Function I (Math and Science Distribution)

Spring (14 credits)General Education RequirementsBIO 204 The Human Body: Scientific

Perspectives on Structure andFunction II (Math and ScienceDistribution)

BIO 208 MicrobiologyMTH 113 Survey of Statistics

(2nd Competency)

Second Year Fall (16 credits)General Education RequirementsNUR 255 Wellness Through the LifespanNUR 275 Communication in NursingCHE 107 Essentials of Chemistry

Spring (17 credits)General Education RequirementsNUR 265 Nutrition in Nursing:

A Holistic ApproachNUR 285 Human Assessment:

A Holistic ApproachNUR 295 Introduction to Holistic

Clinical PracticeCHE 108 Essentials of Chemistry

Third Year Fall (16 credits)General Education RequirementsNUR 300 PharmacologyNUR 365 Alterations in Holistic Integrity

of the Childbearing FamilyNUR 375 Alterations in Physiological

Integrity I: A Holistic Approach

Spring (17 credits)General Education RequirementsNUR 385 Alterations in Holistic Integrity

of ChildrenNUR 455 Alterations in Physiological

Integrity II: A Holistic ApproachElective


Fourth YearFall (15 credits)General Education RequirementsNUR 465 Alterations in Holistic

Integrity Managed in theCommunity

NUR 485 Alterations in Mental Health:A Holistic Approach

BFD 366 Organizational Behavior

Spring (15 credits)NUR 498 Professionalism in the

Provision of Holistic CareElectives

Undergraduate Registered NurseCurriculum

Registered nurses enter Adelphi with a foun-dation of professional knowledge and skill. Thisprogram of study aims to deepen their expertisewith study in the liberal arts and sciences and toextend it to encompass health promotion, long-term care, research, advocacy, teaching, change,and management.

Lower Division CurriculumRegistered nursing students admitted to the

program take University General Educationrequirements, science, and nursing theorycourses but may not enroll in the clinical nursingcourses without completing the lower divisionrequirements, which include the following:

Nursing Courses (28 credits)A.S. or A.A.S. nursing courses orRegents College Examinations

Required Courses (25 credits)BIO 203, 204 The Human Body: Scientific

Perspectives on Structure andFunction I, II

BIO 208 MicrobiologyCHE 107, 108 Essentials of ChemistryMTH 113 Survey of StatisticsBFD 366 Organizational Behavior

Upper Division Nursing CurriculumThird Year (14 credits)NUR 301 Theory in NursingNUR 312 Health Assessment

Throughout the Lifespan(Laboratory)

NUR 314 Family/Group/Community Assessment

NUR 315 Therapeutic Communication

Fourth Year (16 credits)NUR 400 Research in NursingNUR 413 Promoting WellnessNUR 421 Teaching in Nursing PracticeNUR 441 Professional Development:

Health Issues and PoliticsNUR 453 Chronic Care

Admission—Basic StudentsAdmission Policies for Basic Students

Qualified graduates of high schools (or indi-viduals with equivalent preparation) may enrollin this four-year basic professional nursing curriculum leading to a Bachelor of Sciencedegree. Applicants must meet the generalrequirements for admission to the University.

Transfer Student—Basic ProgramAll transfer students applying to the under-

graduate baccalaureate nursing program mustmeet the general requirements for admission oftransfer students to the University. Studentswishing to transfer into the baccalaureate nursingprogram must have a minimum cumulativeG.P.A. of 2.8. The acceptable grade for a transferof science credits is a C+ or better. Transfercredit will be evaluated by the University’sadmission committee. Because of the number ofapplicants and the limitations on available clini-cal spaces, it is recommended that applicantswho have attended other institutions of highereducation submit applications for transfer to theUniversity Admissions Office by March 1 (for


September entrance) or November 1 (for Januaryentrance). The transfer applicant must submitcomplete transcripts of secondary school and col-lege records to the University Admissions Office.

InterviewAn admission interview may be requested of

all transfer applicants. Applicants will be con-tacted by the School of Nursing to make arrange-ments. The final decision on a transfer student’sapplication is based on the applicant’s previousacademic achievement, motivation, and personalcharacteristics necessary for success in nursing.

Admission of Students Holding Degrees in Other Majors

Individuals holding a baccalaureate or mas-ter’s degree in a major other than nursing areeligible to apply for the Bachelor of Sciencedegree in nursing. University policies governingthe admission of transfer students apply to them.If accepted, applicants will be given 90 creditsfor their previous degree. Applicants, however,must also fulfill the requirements of the nursingmajor. In most instances this means that stu-dents will be held responsible for the profession-al courses and those science, math, andbusiness courses that they lack from their previ-ous degree.

Step Ahead ProgramThe School of Nursing offers a One-Day R.N.

to B.S. to M.S. program for registered nurses. Thecourse offerings are designed to accommodatethe schedules of working nurses and allow stu-dents to enroll full-time but attend classes onlyone day per week. The School of Nursing offers aOne-Day R.N. to B.S. to M.S. program for regis-tered nurses. The course offerings are designedto accommodate the schedules of working nursesand allow students to enroll full-time but attendclasses only one day per week. Not only arecourses offered on one day, they are offered atthree different sites. Students may choose to earntheir Adelphi University degree by attendingclasses at one site or three different sites. The

Step Ahead program also provides an easy tran-sition into the graduate nursing program.Students may take four undergraduate courses atthe graduate level, earning both undergraduateand graduate credits at the same time. At thecompletion of the Step Ahead program, studentsmust apply for graduation. Students may thenapply to the M.S. program. The Step AheadProgram also provides an easy transition into thegraduate program. Students may take four oftheir undergraduate courses at the graduatelevel, earning both undergraduate and graduatecredits at the same time. At the completion of theStep Ahead program, students must apply forgraduation. Students may then apply to the M.S.program.

Admission—Registered NurseStudentsAdmission Policies for Registered Nurses

Licensure as a registered nurse in the State ofNew York or eligibility for licensure endorsement isrequired.

Applicants must meet general Universityrequirements for admission. Transfer studentsare required to have a minimum cumulative 2.8G.P.A. from all the institutions from which theytransfer. (Transcripts from high school, theschool of nursing attended, and any subsequentinstitutions of higher education must be submit-ted at the time of application.)

Transfer StudentsGraduates from associate degree programs are

admitted with all applicable credits obtained intheir program; however, 64 is the maximum num-ber of credits an associate degree graduate mayapply to the Bachelor of Science degree in nurs-ing. Diploma graduates may obtain the requiredlower division liberal arts and nursing credits bya combination of Regents College Examinations,CLEP Examinations, and college courses.

Students who have received an A.A. or A.S.degree (but not an A.A.S. degree) from anaccredited institution prior to their transfer to


Adelphi are exempt from all General Educationrequirements.

Health Regulations forNursing Majors

All students are required to meet the healthregulations for students established by theSchool of Nursing. Annual physical examina-tions, including tuberculin testing, appropriatelaboratory tests, and designated immunizations,are required of all nursing students. Cost ofmedical and health care is the responsibility ofthe student. Health forms are provided by theSchool of Nursing and must be submitted to theUniversity Health Services before each fallsemester. Failure to submit a health form willresult in suspension from clinical laboratoryexperiences.

The requirements for health clearance are asfollows:

Annual PhysicalAnnual Mantoux (with CXR if positive),

MMR Titers showing immunityTetanus within 10 yearsHepatitis B Vaccine Series or

Declination StatementVaricella Titer

School of Nursing LearningResource Center

The School of Nursing Learning ResourceCenter includes three learning laboratories and acomputer laboratory. The learning laboratories,which simulate clinical settings, are used for reg-ularly scheduled classes. Open laboratory skillssessions are held regularly with a clinical coordi-nator, providing all students with an opportunityfor reinforcement of clinical learning.

Textbook, Uniform and StudyGuide Expenses

Students can expect to spend between $300and $400 per semester for the purchase of text-books and School of Nursing Study Guides.

Textbooks are also available at the reserve deskin the Swirbul Library. In addition, during thestudent's sophomore year in the nursing pro-gram, students can expect to spend between$150 and $300 for laboratory and clinicalequipment and uniforms. The School of Nursinghas an official student uniform. Students mustpurchase a sufficient number of uniforms topresent a professional appearance in clinicalsettings.

Special Insurance forNursing Majors

It is required that all students carry AdelphiUniversity professional liability insurance,which is provided at low cost through a grouppolicy.

TravelTravel expenses and transportation related to

clinical experiences are the responsibility of thestudent. Most clinical experiences require auto-mobile travel.

Voice-MailAll nursing students are required to sign up

for University Voice-Mail.

Standard of PerformanceRequired for Continuance inthe School of Nursing

All students must successfully complete therequired science courses and lower divisionnursing courses in order to progress to juniorstatus in the nursing program.

The standard of performance required in theSchool of Nursing is C+ or higher in any nursingcourse. A grade of less than C+ (77%) in anynursing course is unacceptable for progressionin the nursing major.

The final grade in any nursing course thatincludes a clinical component consists of twoparts: Nursing Theory, which is letter graded,and Nursing Clinical Laboratory, which is grad-


ed Pass/Fail. The failure to attain a P in theclinical component will result in a grade of F forthe entire course.

If an unsatisfactory grade is received in acourse that includes both a nursing theory and anursing clinical laboratory component, both thetheory and the clinical portions of the coursemust be repeated.

All nursing courses that include a clinicalcomponent require a drug calculation examina-tion, the minimum passing score for which is80%. Any student who fails to attain a score of80% on the initial drug calculation examinationin any clinical course will be offered the oppor-tunity to take retests. Failure to achieve a passing grade by the date designated on thecourse syllabus will result in a grade of F for thecourse.

Students who receive a grade of C or lower inone nursing course will be placed on School ofNursing probation and given the opportunity torepeat the course in which the unacceptablegrade was obtained. A course may be repeatedonly once. A concurrent or subsequent failure toearn a grade of C+ or higher in a nursing coursewill result in the student being dropped from thenursing major.

All science and nursing foundation coursesare prerequisites to the clinical courses. Allnursing courses must be taken in sequence. Anystudent earning an unacceptable grade in anursing course must repeat and earn a satisfac-tory grade in that course before continuing in thenursing sequence.

Any student whose performance is deemedunsafe or who proves to be irresponsible,untrustworthy, unethical, or unprofessional willbe dismissed from the nursing program.

Grades obtained in all non-nursing requiredcourses will be reviewed at the end of eachsemester. The acceptable grade in all sciencecourses is C+. A grade of less than C– in allother non-nursing courses is unacceptable.Students who earn an unsatisfactory grade inany non-nursing course will be placed on

School of Nursing probation and given theopportunity to repeat the course until a satisfac-tory grade is achieved. Failure to obtain anacceptable grade in any non-nursing coursemay mean that the student cannot continue inthe nursing sequence. No required course maybe taken Pass/Fail.

Honors in NursingSigma Theta Tau International, Inc.(International Honor Society in Nursing)

Juniors, seniors, and graduate students whohave achieved a 3.0 G.P.A. on the undergradu-ate level may be considered for membership.The purposes of this organization are to recog-nize superior scholarship and leadership quali-ties, foster high professional standards,encourage creative work, and strengthen com-mitment on the part of individuals to the idealsand purposes of the profession of nursing.

School of Nursing HonorsStudents graduating with the highest average

in the major field may be nominated for Schoolof Nursing honors. To be eligible for school hon-ors the student must have completed 33 creditsin nursing at Adelphi and have achieved a 3.5in the nursing major and a 3.5 overall G.P.A.

School of Nursing OrganizationsThe School of Nursing Acting for Progress

(SNAP) is an organization composed of studentsand faculty of the School of Nursing, formed tobring constituents together to consider and dis-cuss problems, issues, and concerns. The orga-nization serves to stimulate interest andinvolvement in professional and social issuesand provides a conducive environment for infor-mal socialization.

Independent StudyStudents in the School of Nursing may take

up to a total of 9 credits of individualized studytoward the baccalaureate degree.

182 SCHOOL OF NURSING COURSES


SCHOOL OF NURSING

NUR 255 Wellness Across the Lifespan 3 creditsGeneric Requirement.This course focuses on the study of wellness holistically,across the lifespan. Emphasis is placed on changes normallybrought about by growth and development and the character-istics of coping that are natural in each phase of life. Healthneeds common to each age or stage of development and themeasures utilized to promote health and prevent disease anddisability will be explored. Wellness will be approachedholistically in the context of bio-psycho-social-spiritual andcultural realms. The introduction of professional values isincluded.

NUR 265 Nutrition in Nursing:A Holistic Approach 3 creditsGeneric Requirement.Grounded in a holistic framework, this course will focus ongeneral concepts of nutrition in relation to the well-being ofthe client. This course will develop a basic comprehensionof nutrition relevant to the food pyramid with an emphasis onthe role of nutrients in the human body and health promotionthrough nutrition. The impact of culture, spirituality, andbiological factors, as well as psychosocial, economic, andethical considerations will be included in relation to thenutritional well-being of the client. Relevant and currentresearch related to nutrition is included. The notion of foodas pharmacy will be explored throughout. This course willfoster understanding and strategies for promoting specificdiets for individuals coping with pathology from prenataldevelopment through death. Collaboration between thehealth care provider and the professional nutritional coun-selor will be included.

NUR 275 Communication in the Nursing Context 3 creditsGeneric Requirement.Corequisites: NUR 255, 285 and 295.This course is designed to explore communication in thenursing profession from a holistic perspective. Seen asessential knowledge for the professional nurse, the role ofcommunication in relation to clinical nursing practice, activ-ities of professional membership, and the nurse’s participa-tion in the health care delivery system is examined. Thecourse focuses on a theory base for understanding humancommunication and on skills needed for effective communi-cation as a professional nurse.

NUR 285 Human Assessment:A Holistic Approach 4 creditsGeneric Requirement.Prerequisite: BIO 203.Prerequisites or corequisites: BIO 204, 208, NUR 275 and 295.This course introduces the theoretical and laboratory compo-nents of a comprehensive, holistic nursing health assess-ment. Concepts and techniques necessary for gathering andanalyzing data about the physical, psychosocial, cultural,and spiritual aspects of a client’s state of wellness areemphasized. Comprehensive holistic nursing assessmentswill focus on clients from adolescence through late adult-hood. The nursing process is introduced and the legal andethical components of client interaction is introduced.

NUR 295 Introduction toHolistic Clinical Practice 6 creditsGeneric Requirement.Prerequisite: BIO 203.Prerequisites or corequisites: BIO 204, 208 and NUR 275.This required course for baccalaureate nursing studentsintroduces students to holistic clinical practice with empha-sis on foundational nursing concepts and basic nursing skillsnecessary for practicing holistic nursing care. Students willlearn concepts and skills designed to prevent complicationsand to promote optimal well-being in the client and family.Relevant research is incorporated and the legal and ethicalcomponents of client care are considered.

NUR 300 Pharmacology: A Holistic Approach 3 creditsGeneric Requirement.Prerequisites: All required sciences and all 200-level nursingcourses.This required professional course is a study of the holisticnursing care of clients influenced by medications. Studentswill learn to apply bio-psycho-social-spiritual and cultural the-oretical concepts and principles, using the nursing process, inorder to provide rational, safe, and effective drug therapy forclients of all ages. Relevant research is incorporated and thelegal and ethical components of drug therapy are considered.

NUR 301 Theory in Nursing* 3 creditsRN Requirement.Introduces students to the structure of the discipline of nurs-ing. Ways of knowing are explored as ways to structure nurs-ing knowledge. Selected theoretical and conceptual modelsand their application to nursing practice, research, and edu-cation are discussed.

NUR 312 Health Assessment Throughout the Life Span (Laboratory) 4 creditsRN Requirement.Examines health assessment based on theories and conceptsof health and wellness as well as the variables that influencethe health status of a consumer throughout the life cycle.Skills essential to health assessment are performed on con-sumers of various ages to formulate nursing diagnoses andhealth care plans.

*May be taken for undergraduate or graduate credit.

183SCHOOL OF NURSING COURSES

NUR 314 Family/Group/Community Assessment 4 creditsRN Requirement.Prepares students to deliver nursing care oriented to healthpromotion and maintenance needs of families, groups, andcommunities. Systems theory is applied to consumer groupsand to identification of functional and dysfunctional healthpatterns. Principles of epidemiology are identified andapplied to primary, secondary, and tertiary nursing interven-tion with families, groups, and communities. Health promo-tion strategies of teaching, advocacy, consumerism, andhealth planning are explored.

NUR 315 Therapeutic Communication 3 creditsRN Requirement.The skill of using communication therapeutically is taughtby simulated experiences and by the study of theories andmodels of communication.

NUR 365 Alterations in Holistic Integrity of theChildbearing Family 5 creditsGeneric Requirement.Prerequisites: All required sciences and all 200-level nursingcourses.Corequisite: Pharmacology.This required professional course for baccalaureate nursingstudents is an extensive study of the holistic nursing careof childbearing families. Students will learn and apply bio-psycho-social-spiritual, cultural and genetic theoreticalconcepts and principles, using the nursing process, to thecare of clients during pregnancy, childbirth, the postpar-tum, and newborn periods. Emphasis is on nursing caredesigned to prevent and treat common complications and topromote optimal well-being. Relevant research is incorpo-rated and the legal and ethical components of client careare considered.

NUR 375 Alterations in Physiological Integrity I:A Holistic Approach 5 creditsGeneric Requirement.Prerequisites: All required sciences and all 200-level nursingcourses.This required professional course for baccalaureate nursingstudents is the first part of an extensive study of the holisticnursing care for adult clients with alterations in physiologi-cal integrity. Students will learn and apply bio-psycho-social-spiritual and cultural theoretical concepts and princi-ples, using the nursing process, in order to care for adultclients experiencing selected physiological alterations.Emphasis is on nursing care designed to prevent complica-tions and to promote optimal well-being in the client andfamily. Relevant research is incorporated and the legal andethical components of client care are considered.

NUR 385 Alterations of Holistic Integrity of Children5 credits

Prerequisites: All required sciences, all 200-level nursingcourses, and NUR 375.This required professional course for baccalaureate nursingstudents is a study of holistic nursing care for children ofvarying ages with alterations in physiological integrity.Students will learn and apply bio-psycho-social-spiritualand cultural theoretical concepts and principles, using thenursing process, to the care for children experiencing select-ed alterations in physiological integrity. Emphasis is on age-related nursing care designed to prevent complications andto promote optimal well-being in the child and family.Relevant research is incorporated and the legal and ethicalcomponents of child care are considered.

NUR 400 Research in Nursing* 3 creditsRN Requirement.Prerequisites: All 300-level nursing courses and MTH 113.Encourages a spirit of inquiry and critical thinking. Aims toproduce an intelligent consumer of nursing research. Byfocusing on the research process, the course enables thestudent to critique and use nursing research.

NUR 413 Promoting Wellness 3 creditsRN Requirement.Prerequisites: All 300-level nursing courses.Focuses on assessment of individual and family health sta-tus throughout the life cycle. Health promotion and mainte-nance are stressed. Concepts related to family therapy, con-sumerism, and advocacy are addressed. Students learn suchstrategies for improving client health as risk assessment,stress management, nutritional counseling, and healthteaching. Includes a clinical practicum.

NUR 421 Teaching in Nursing Practice* 4 creditsRN Requirement.Prerequisites: All 300-level nursing courses.This course is designed to educate nurses in the principlesand practice of teaching clients, families, groups, and ancil-lary personnel. Theories of learning and teaching are pre-sented. Students apply these concepts to the clinical settingin which the student functions. The focus is on activities andstrategies that promote learning and effect behavioralchange. Students prepare and present a teaching plan for adesignated population, and design and implement an indi-vidual client/family teaching project in a health care or com-munity agency.

NUR 441 Professional Development:Health Issues and Politics* 3 creditsRN Requirement.Prerequisites: All 300-level nursing courses.Analyzes the social, political, and economic contexts ofnursing. The course enables the student to evaluate trendsand issues in nursing and nursing education, and theirimplications for the profession and society.

*May be taken for undergraduate or graduate credit.

184 SCHOOL OF NURSING COURSES

NUR 453 Chronic Care 3 creditsRN Requirement.Prerequisites: All 300-level nursing courses.This course focuses on assessment and evaluation of individ-uals and families in the restorative and rehabilitative phasesof illness, disability, and chronic illnesses. Principles offamily theory, health teaching, and research are used by thestudent, as are strategies of planned change, advocacy, col-laboration, and referral. Knowledge of cultural patterns areintegrated into understanding the coping and changeprocesses. This course includes a clinical practicum.

NUR 455 Alterations in Physiological Integrity II: A Holistic Approach 6 creditsPrerequisites: All required sciences, all 200-level nursingcourses, and NUR 375.This required professional course for baccalaureate nursingstudents is the second part of an extensive study of holisticnursing care for clients with alterations in physiologicalintegrity. Alterations in Physiological Integrity I: A HolisticApproach is a prerequisite. Students will learn and applybio-psycho-social-spiritual and cultural theoretical con-cepts and principles, using the nursing process, in order tocare for adult clients experiencing selected alterations inphysiological integrity. Emphasis is on nursing caredesigned to prevent complications and to promote optimalwell-being in the client and family. Relevant research isincorporated and the legal and ethical components of clientcare are considered.

NUR 465 Alterations in Holistic Integrity Managed inthe Community 3 creditsPrerequisites: All required science courses, all 300-level nurs-ing courses, NUR 365, NUR 375, and NUR 385.Prerequisites and/or corequisites: NUR 300, NUR 455, andNUR 485.Using a holistic approach, this course focuses on the study ofcommunity-based nursing care of individuals, families,aggregates, and people in community settings as part of theworld confronted by common health problems.Epidemiology, in relationship to community and world set-tings and as a research instrument useful to all health work-ers, is a significant part of this course. Relationships of indi-viduals in families and groups and as part of local and worldcommunities are stressed. Emphasis will be placed on theclient at home within the context of the family and the com-munity. Within a holistic framework, students will acquire agreater understanding of the dynamics operating in families,groups and communities; students will also develop skills inthe assessment and diagnosis of client health. Nursing carewill include cultural, spiritual, psychosocial, economic, andbiological aspects related to the client, whether they are fam-ilies, groups, or communities.

NUR 485 Alterations in Mental Health:A Holistic Approach 6 creditsPrerequisites: All required science courses and 200-level nurs-ing courses.Prerequisites or corequisites: NUR 300 and NUR 375This course takes a holistic approach to alterations in mentalhealth across the life span. Students will learn and applybio-psycho-social-spiritual theoretical concepts and princi-ples, using the nursing process, to the care of clients experi-encing mental illness. Themes of mental health-mental ill-ness as they affect individuals, groups, and communities willbe explored. Nursing practice will involve multiculturalclient populations in hospitals, long-term care facilities,and/or other community agencies. Students will examine theperceptions and meanings clients ascribe to their illnessexperience within their cultural context. Relevant research,as well as legal and ethical components of client care, willbe incorporated.

NUR 498 Professionalism in the Provision of HolisticCare 9 creditsPrerequisites: All required science and nursing courses.This 9-credit course has 4 credits of classroom theory, 3credits of a clinical component, and a 2-credit seminar.The 4-credit theory course analyzes the social, economic,and political context in which professional nurses provideholistic care. The course draws on the historical develop-ment and patterns of nursing education and practice toexamine current professional developments in nursing and toprovide a bridge to the future. Discussion focuses on trendsand issues, as well as on research and concepts of effectiveleadership and management that impact on the provision ofholistic care. Students are assisted in integrating beliefs,ideas, and attitudes into a personal philosophy of profession-al nursing. The 3-credit clinical component is a concentrated culminat-ing practicum that involves assessing, planning, implement-ing, and evaluating holistic nursing care for individuals,families, and groups in selected health care agencies.Students, in collaboration with their academic advisors, meetto determine the clinical focus in placement for this intern-ship. A diversity of clinical settings are utilized in a varietyof geographic locations. The practicum also includes experi-ence in leadership/case management as a member of aninterdisciplinary health care team.The 2-credit seminar component utilizes a holistic concep-tual framework to synthesize the multiple and complex lev-els of learning and practice that the students are experienc-ing in the course of their individual senior internships.Weekly group discussions, related to the application of spe-cific topics experienced by students in the clinical arena,provide the framework for this seminar. An essential elementof this course is assisting students in their transition fromstudent to graduate nurse.

VIII

S C H O O L O F

S O C I A L W O R K

186 SCHOOL OF SOCIAL WORK

School of Social WorkSocial Work Building 229

E-mail: [email protected]

Brooke E. Spiro, Acting DeanMaxine Lynn, Assistant Dean for Academic

AffairsPeter Chernack, Assistant Dean for Field

Education and AdministrationJames B. Mullin, Director, Undergraduate Social

Welfare ProgramEileen Chadwick, Director, Hudson Valley

Program

Professors Assistant ProfessorsGertrude Goldberg Julie Cooper AltmanCecil St. George Henry Judy FensterNarayan Viswanathan Patricia A. JoyceJanice Wood Wetzel James B. MullinW. Cody Wilson Herbert Schwarz

Associate ProfessorsRichard BelsonRoni BergerEllen BogolubCarl BuxbaumIvory H. HolmesRoger LevinJ. Julian RiveraEllen RosenbergLouise SkolnikBrooke E. SpiroCarol Sussal

The School of Social Work is accredited by theCouncil on Social Work Education at both thebaccalaureate and master’s levels.

Professional PhilosophySocial work is a profession that seeks to ame-

liorate human suffering. It is committed to socialjustice and to work for the resolution of socialproblems at the individual, group, and communi-ty levels. Guided by the National Association ofSocial Workers (NASW) code of ethics as well asits conviction that people have the potential toredirect their lives individually and collectively,it uses professional knowledge to bring aboutchange that will result in a better quality of lifefor individuals and communities. This commit-ment is based upon the assumption that people,individually and collectively, are redeemable,and that strategies to enhance and restore acapacity for social functioning are both capableof discovery and teachable. Multidisciplinaryknowledge gleaned from the arts and sciences isessential to the education of social workers, forthe profession requires learned human beingswho have been exposed to a breadth of ideas andinformation. Social work education is groundedin the belief that environmental influences affectthe development and well-being of people andmust be taken into account when assessingbehavior and life situations.

Educational StrategyUndergraduate social work education at

Adelphi University applies the philosophy of theprofession within a distinctive baccalaureateprogram. Graduates are prepared with theknowledge and skills necessary for beginninggeneralist practice. They are educated to think,act, and work in a comprehensive, systematicmanner, fulfilling the mission of the professionthrough the enhancement of individual potentialand family functioning, and the development ofconstructive social policies, programs, and ser-vices. A sense of social responsibility is empha-sized for the continuous improvement of peopleand their environments, and involvement in awide spectrum of social concerns.

187SCHOOL OF SOCIAL WORK

To respond to individual needs in changingtimes, the social worker must have a lifelongcapacity to learn, along with the critical sensitivi-ty to analyze new situations and apply knowledgeappropriately. Believing that a liberal education isthe surest means to these ends, the School ofSocial Work requires all entering freshmen totake part in the University General Educationrequirements.

Programs of StudyThe School of Social Work offers a four-year

Social Welfare Program leading to the Bachelorof Science with a Social Welfare major(B.S.S.W.). Students who do well in the programare eligible for the Advanced Standing Programwhich leads to the M.S.W. degree in one addi-tional year.

Students interested in an evening model ofbaccalaureate education may seek to enroll inthe ANSWER program (Adelphi’s New SocialWelfare Education Routes). Based at Adelphi’sManhattan Center in New York City and at ourGarden City campus, the program leads to theB.S.S.W. and is especially appropriate for stu-dents who are already employed in social ser-vice agencies.

The School of Social Work’s baccalaureateand master’s degree programs are fully accredit-ed by the Council on Social Work Education(C.S.W.E.). For graduate students, the Schoolalso offers a Doctor of Social Welfare (D.S.W.)degree.

Social Welfare ProgramThe Social Welfare Program, which leads to a

Bachelor of Science with a social welfare major(B.S.S.W.), prepares students for generalistsocial work practice in the complex and variedsocial welfare and human services fields.Grounded in a rich and vigorous education inthe liberal arts and sciences, the curriculumprovides graduates with the professional knowl-edge, values, and skills needed to begin careers

in social work. The curriculum emphasizes ageneralist orientation, enabling graduates topractice their profession in a variety of areas. Italso serves as preparation for master’s degreeeducation for those graduates who wish to spe-cialize further.

Though freshmen and sophomores maydeclare social welfare as their major, the SocialWelfare program actually begins in the junioryear, building on General Education and addi-tional distribution requirements in the arts andsciences. Freshmen and sophomores consideringthe social welfare major are invited to discusstheir career objectives with the director of theundergraduate program. All students consider-ing the major are welcome to participate in theongoing activities of the Undergraduate SocialWelfare Council. In addition to special projects,speakers, and social events, a Peer Support pro-gram is conducted by students and faculty. Inthe spring semester of the sophomore year, withthe advice of the program director, studentsapply to and are considered for admission to theSocial Welfare program.

To enter the junior year of the Social WelfareProgram, students currently enrolled at Adelphimust meet the same criteria and follow the sameprocedures as transfer students.

Criteria for Admission to the Social Welfare Program

• 60 approved college credits with concen-tration in liberal arts;

• Minimum cumulative grade-point averageof 2.8;

• Demonstrated motivation and capacity towork with people, and personal values con-gruent with the N.A.S.W. Code of Ethics;

• Experience in the human services (highly desirable).


Degree Requirements for the Bachelor of Science in Social Welfare (120 credits)

The Social Welfare Program major begins atthe junior level. A formal application process foradmission to the major is required and must beprocessed by the Undergraduate Social WorkDivision located in the School of Social Work.Transfer students must first apply for admissionto the University. To earn the B.S.S.W., studentsare required to complete 120 credits. Thirty-fivecredits are in the University’s General Educationrequirements; 45 in social welfare; 21 to 22 inliberal arts distribution requirements; and 18 to19 in electives, which may be earned from liber-al arts or social work courses. Students with anAssociate of Arts (A.A.) or Associate of Science(A.S.) or B.S. degree from an accredited U.S.institution are exempt from General Educationrequirements. Other students, including thosewith A.A.S. degrees must meet our GeneralEducation requirements with an appropriatecombination of specific transfer credits andcourses taken at Adelphi. Admissions coun-selors can provide the details. Students candeclare social welfare as their major as early astheir freshman year.

Liberal Arts Distribution Requirements(21–22 credits)Biology (Human) BIO 203Economics ECO 101 or 111 History (American) HIS 103 or 104History (World) HIS 101 or 102Political Science POL 101Psychology PSY 101Sociology SOC 100

Note: In addition to courses listed, other coursestaken at Adelphi or at other institutions may beaccepted as equivalents, based upon the determi-nation of the director of the undergraduate program.

Junior Year Social Welfare Requirements(19 credits)SWK 332 Introduction to Principles and

Practice in Social Work ISWK 333 Introduction to Principles and

Practice in Social Work IISWK 334 Field Instruction ISWK 335 Field Instruction IISWK 500 Issues in Social Welfare I:

History and Philosophy of Social Welfare

SWK 510 Human Behavior Theory forSocial Work Practice I

SWK xxx ElectiveSWK xxx Elective

Senior Year Social Welfare Requirements (26 credits)SWK 501 Issues in Social Welfare II:

Inequality, Inequity, and Social Justice

SWK 511 Human Behavior Theory forSocial Work Practice II

SWK 520 Foundations of Social Work Practice I

SWK 521 Foundations of Social Work Practice II

SWK 542 Oppression, Diversity and theStruggle for Human Rights

SWK 557 Social Work Research ISWK 590 Field Instruction IIISWK 591 Field Instruction IV

Social Welfare Electives SWK 243 Understanding the Culture of

Ethnic and Immigrant GroupsSWK 306 Introduction to Social

Services with ChildrenSWK 338 Law and Social Welfare

Field Instruction SequenceSWK 334 Field Instruction ISWK 335 Field Instruction IISWK 590 Field Instruction IIISWK 591 Field Instruction IV

189SCHOOL OF SOCIAL WORK

Field instruction provides students with theopportunity to work directly with people in asocial agency under professional M.S.W. super-vision. Students are assigned to different fieldinstruction settings in their junior and senioryears. Students complete a minimum of 200hours of field instruction in the junior year anda minimum of 400 hours of field instruction inthe senior year. In the junior year, students areexposed to varied social work methods, clientpopulations, and service delivery systems.Junior-level students receive assignments thatfacilitate development of beginning practiceskills and introduce them to the social workprofession. In the senior year, the emphasis ison developing foundation practice skills forwork with individuals, families, groups, andcommunities.

Students are expected to work normal agencyhours and are responsible for adhering to agencypolicies and practices. Field instruction, unlikeother academic courses, continues during theJanuary intersession and students are advised tofactor possible housing expenses into theirfinancial plans. In addition, students will needto arrange for transportation to and from the fieldagency.

B.S.S.W.-M.S.W. AdvancedStanding Program

Before completing the second semester of thesenior year, Adelphi social welfare majors whohave attained high academic achievement mayapply for admission to the Advanced StandingProgram. They take the first year M.S.W. courseof study as undergraduates. Eligibility for theprogram presupposes a better-than-averagerecord in the social welfare major, includingfield instruction performance. Applicants musthave a minimum overall grade-point average of3.0, with grades of B or better in all Social Workpractice courses. A combined assessment of thecandidate’s appropriateness for the AdvancedStanding Program is an integral part of theadmissions process. This assessment involves

advice from faculty advisors, classroom profes-sors, and members of the School’s AdmissionsCommittee.

The ANSWER ProgramAdelphi’s New Social Welfare Education

Routes (ANSWER) is an evening program forpart-time and full-time students leading to theBachelor of Science in Social Welfare. The pro-gram represents a model of undergraduate socialwork education pioneered by Adelphi’s School ofSocial Work as a way to create opportunities forupward professional mobility for paraprofession-als in the human services field. This program’sflexible model also accommodates students whoare changing fields and pursuing a career insocial work. The requirements for admission tothe ANSWER program are generally the same asfor those applying to the Social Welfare Programon the main campus.

Course of Study (ANSWER)Students must complete the same sequence of

social welfare courses and field instructionrequired of all students in the traditional pro-gram. The General Education requirement iswaived for ANSWER students who generallybegin to take social welfare courses with an asso-ciate’s degree in liberal arts or its equivalent.ANSWER students who need additional liberalarts credits to meet requirements for graduationmay take them concurrently with social welfarecourses or during the summer. Typically, full-time ANSWER students take their 45 social wel-fare credits in four consecutive semesters,attending classes two or three evenings a week.

Field Instruction (ANSWER)Field instruction provides students with the

opportunity to work directly with people in asocial agency under professional M.S.W. super-vision. Some ANSWER students apply for work/study internships within their human serviceemployment settings. Students who are not em-ployed in social service agencies or cannot meet


the School’s work/study criteria are assigned toone of the School’s affiliated field agencies.Students are assigned to different field instruc-tion settings in their junior and senior years.ANSWER students complete a minimum of 300hours of field instruction in both the junior andsenior years.

Credit for Prior Learning Experience(ANSWER)

ANSWER students may be eligible to applyfor up to a maximum of 10 prior learning creditswhich can be applied to electives. Credits soawarded cannot be used to waive any of therequired social work or liberal arts courses.Students requesting such credit must prepare aseries of written essays. These essays are gradedby faculty according to prescribed criteria. Thegrade and the number of essays submitted deter-mine the number of credits awarded.

Students must submit a full description ofactivities and appropriate documentation: e.g.,résumé, agency job description, letters fromemployers, personal references, certificates ofcompleted courses, C.E.U.s (continuing educa-tion units), and so on.

Admissions ProceduresAll Applicants

In addition to the University application, theSocial Welfare program has its own applicationform that must be filled out and submitted to thedirector of the program. It also requires a per-sonal statement in which the applicant explainswhy he/she wishes to become a social workerand describes his or her past experiences work-ing with people. Two letters of reference must besubmitted directly to the director on forms pro-vided with the application. The letters of refer-ence should be from individuals who cancomment on the applicant’s capacity for socialwork. Recommendations are acceptable fromwork supervisors or university instructors. Apersonal interview with the program director is

required. Upon review of the application materi-als by the Undergraduate Committee, a determi-nation is made and the applicant is notified bymail.

TransfersTransfer students must first apply to the

Admissions Office of Adelphi University. TheAdmissions Office will determine acceptanceand evaluate the applicant’s academic record todecide which courses are acceptable and whichGeneral Education courses still need to be taken.Applicants must be accepted by the Universitybefore they can be accepted into the SocialWelfare program.

Social work courses from community collegesor from non-accredited social work programs canbe considered as electives if approved with agrade of C or better, but are not accepted as theequivalent of Adelphi’s social work courses.Students who expect to transfer from other col-leges or universities should concentrate on earn-ing credits in the humanities—particularlylanguage, literature, and the arts—and in thenatural sciences. No more than 64 credits earnedat a two-year college may be transferred atAdelphi. Students planning to transfer to theANSWER program should contact the programdirector for specific information on liberal artsrequirements.

Courses taken through social work programsaccredited by the Council on Social WorkEducation are evaluated to determine equivalencyto Adelphi’s social work courses on an individ-ual basis. Applicants may be asked to submitcollege bulletins, course syllabi, and other rele-vant materials.

Independent StudyStudents may take up to 9 credits of indepen-

dent study with the permission of the director ofthe undergraduate program. Students must con-sult with a sponsoring faculty member beforeregistering for each course.

191SCHOOL OF SOCIAL WORK COURSES


SCHOOL OF SOCIAL WORK

SWK 243 Understanding the Culture of Ethnic and Immigrant Groups 3 creditsThis course provides a conceptual framework for the under-standing of different ethnic groups, particularly as theyinteract with each other in American society. It emphasizesthe specific experiences of the immigrant including factorsinvolved in the migration process, adjustment to the hostsociety, and the development of ethnic communities. Thecourse also examines the ethnic culture of the immigrant asit is preserved in the new land, with its various culturalmanifestations in language, art, music, religion, rituals, andfamily life.

SWK 306 Introduction to Social Services with Children 3 creditsThis is an introductory course for the beginning social work-er who wishes to develop knowledge and skills in workingwith and on behalf of children. It introduces the scope ofsocial work practice with children in a variety of settings,stresses practice related to the developmental needs of chil-dren, and examines selected policy issues.

SWK 332 Introduction to Principles and Practice in Social Work I 3 creditsThis course introduces the knowledge, values, and skillsunderlying generalist social work practice. Through an expe-riential and didactic process, students are introduced tocommunication theory, interviewing skills, systems theory,social problems and issues, and the varied roles of profes-sional social workers.

SWK 333 Introduction to Principles and Practice in Social Work II 3 credits Prerequisite: SWK 332.This course focuses on the transactional process of the socialworker, client system, agency, and community. A “case tocause” model serves as the framework within which studentsconsider a range of social problems, fields of practice, andclient populations. Students are introduced to the bio-psycho-social conceptual framework and to the foundationskills of generalist social work practice.

SWK 334 Field Instruction I 2 creditsCorequisite: SWK 332.This course is the first half of a year-long instruction intern-ship completed during the junior year of the B.S.S.W. pro-gram. Students are placed in social agencies and are intro-duced to varied social work methods, client populations, andservice delivery systems. Students receive assignments thatfacilitate the development of beginning practice skills.

SWK 335 Field Instruction II 2 credits Corequisite: SWK 333.This course is the second half of a year-long field instructioninternship completed during the junior year of the B.S.S.W.program. (See above.)

SWK 338 Law and Social Welfare 3 creditsThis course examines the interdependence of law and socialwork. It is designed to help the social worker understand thelegal dimensions of social problems. The need to be familiarwith legal requirements in a number of social service set-tings and to work within the framework of legal mandates isconsidered.

SWK 500 Issues in Social Welfare I: History and Philosophy of Social Welfare 3 creditsThis introductory course in social welfare policy focuses onfour major themes: the development of social work as a pro-fession; the emergence of social welfare institutions in theUnited States; the experience of oppressed populations inthe United States; and the changing role of government inthe provision of social welfare. These themes are examinedwith an emphasis on the philosophical, economic, social,and political forces that shaped the development of socialwork and social welfare in the United States. The coursecovers the period of time from the post-bellum orReconstruction era to the present.

SWK 501 Issues in Social Welfare II: Inequality, Inequity, and Social Justice 3 credits Prerequisite: SWK 500.This course develops the student’s ability to analyze, design,and enact social policies based on an understanding of thefactors that contribute to the existence of contemporarysocial problems, especially economic and social inequalityand the oppression of specific population groups. The coursefocuses on: frameworks for social policy analysis and devel-opment; conceptualizing; defining, and developing solutionsto social problems, the relationship between social construc-tions of the problems of oppressed groups and the “realities”of their conditions; major political perspectives on the role ofgovernment in redressing inequality; the role of social move-ments in defining and reducing social problems; and howsocial workers can contribute to the achievement of socialjustice in the United States.

SWK 510 Human Behavior Theory for Social Work Practice I 3 creditsThis is the first of two courses that stresses critical thinkingin regard to theoretical perspectives on human behavior. Thecourse presents the bio-psycho-social perspective with aparticular emphasis on multiculturalism. This is followed byan exploration of the various social systems that impacthuman behavior. This exploration includes an analysis of avariety of theories and application to the social systems stu-dents address in practice. The course introduces theoriesabout and perspectives on the human life span and begins adiscussion of the life cycle, which is continued in SWK 511,covering conception through middle childhood.

192 SCHOOL OF SOCIAL WORK COURSES

SWK 511 Human Behavior Theory for Social Work Practice II 3 creditsPrerequisite: SWK 510.This course builds on the foundations acquired in SWK 510and continues with a multicultural perspective on the humanlife cycle. It begins with a brief review of the theoretical per-spectives covered in SWK 510. It introduces ego psycholo-gy and functional and dysfunctional ego mechanisms as wellas providing an exploration of concepts relating to stress andcoping. It continues the discussion of the human life span inSWK 510 in the context of social systems and relevant theo-ry. The period beginning with adolescence and ending withdeath is examined.

SWK 520 Foundations of Social WorkPractice I 3 creditsCorequisite: SWK 690 or 590.This practice course provides foundation knowledge withinthe context of a generalist intervention model. Knowledge,values and skills for social work practice at the micro,mezzo, and macro levels will be taught from an integrativepractice framework. Students will be introduced to socialwork values, theoretical concepts, and interventive activitiescommon to all social work practice methods.

SWK 521 Foundations of Social Work Practice II 3 creditsPrerequisite: SWK 520.Corequisite: SWK 691 or SWK 591.This course focuses on the theories and skills necessary forsocial work practice with individuals, families, groups, andcommunities as a means of enhancing role performance andsocial functioning. The development of skills in facilitatingthe interaction of client systems and environments is empha-sized using a systems perspective in relation to problemsolving. Crisis intervention, ego support, linking clients toresources, and alleviation of environmental stressors areconsidered. The small group and groups as representative ofcommunities are examined as vehicles of growth, goal attain-ment, and empowerment.

SWK 542 Oppression, Diversity, and the Struggle for Human Rights 3 creditsPrerequisite or corequisite: SWK 500.This course emphasizes the systematic nature of oppressionand the responsibility of social workers to engage in thestruggle for social justice and human rights. The meaningand implications of related concepts such as discriminationbased on race, ethnicity, gender, sexual orientation, class,disability, and aging are discussed. In addition to profession-al literature, there is an emphasis on experiential learning,encouraging students to get in touch with their own oppres-sion and the biases they have toward others. Students gainan understanding of the practice principles and skills need-ed to be effective as change agents with diverse populationsat the micro, mezzo, and macro level.

SWK 557 Social Work Research I 3 credits Prerequisite or corequisite: SWK 500.This course provides students with the basic tools needed tounderstand and participate in social work research. It inte-grates material from epistemology, research design, data col-lection, management, and analysis into a coherent view ofthe social research process. The purpose of this course is toprepare professional social workers who understand themeans necessary to contribute to the formal development ofthe profession’s knowledge base and are able to participatemeaningfully in the research process to expand it. Thisincludes preparing students to use empirical evidence toguide their professional practice, to evaluate their own prac-tice, and to evaluate social service programs in which theywork.

SWK 590 Field Instruction III 4 creditsCorequisite: SWK 520.This course is the first half of a year-long field instructioninternship completed during the senior year of the B.S.S.W.program. The field instruction internship provides the expe-riential component of social work education in which stu-dents work directly with clients in a social agency underprofessional social work supervision. There is an emphasison developing foundation skills for work with individuals,families, groups, and communities. Students are expected tocomplete a minimum of 400 hours of internship during SWK590 and 591.

SWK 591 Field Instruction IV 4 creditsPrerequisite: SWK 590.Corequisite: SWK 521 and 522.This course is the second half of a year-long field instructioninternship completed during the senior year of the B.S.S.W.program. (See SWK 590 above.)

IX

U N I V E R S I T Y

C O L L E G E

194 UNIVERSITY COLLEGE

University CollegeGeneral Studies/ABLE Programs

Anthony F. Libertella, DeanE-mail: [email protected]

Peter Katopes, Associate DeanE-mail: [email protected]

Emily B. Wilson, Assistant Dean

Daniel Rosenberg, Director of Academic Affairs

Instructional StaffStanley Bodner Joseph GrayGregory Canell Joseph HoffmanJoe Cassidy Ellin HorowitzPaul Esposito Salvatore IaconeGraham Everett Theodore LewisFrank Friedman Ronald SchoenbergRobert Goldfarb Karsten Struhl

Philosophy of the ProgramsRooted in the tradition of liberal learning, the

ABLE and General Studies programs serve dif-ferent needs. For students of promise who do notmeet Adelphi’s admission standards, GeneralStudies offers a bridge to enrollment at Adelphi’sundergraduate schools. The ABLE Programgives adults aged 21 years and older the oppor-tunity to earn associate’s or bachelor’s degrees.

Other University College programs include theSummer Academy for College-Bound Students,which eases the academic transition from highschool to college, and ELS Language Centers,which offer instruction in English as a secondlanguage.

General Studies ProgramGeneral Studies is a one-year, intensive pro-

gram for freshmen whose high school recordsand SAT scores do not meet Adelphi’s admissionstandards but whose potential for academicachievement has been identified by the Univer-sity through interviews with faculty, administra-tors, and counselors. In addition to a rigorous,mandatory liberal arts curriculum, the programprovides comprehensive academic support ser-vices, including individual tutoring and counsel-ing. Those students who successfully completethe one-year General Studies program are invit-ed to enroll for their sophomore year in one ofthe other undergraduate programs at Adelphi.

General Studies CurriculumGeneral Studies students take 13 credits

each semester, including 3 credits of composi-tion each semester. The course work, whichmeets all Adelphi degree requirements, is not inany way remedial. It is instead extremely chal-lenging and rigorous, and focuses on developingeach student’s capacity to read, write, and thinkin a creative and sophisticated manner.

Tutors and CounselorsAlthough they have the intellectual potential

for college-level work, General Studies studentsoften need to strengthen their basic academicskills: critical reading and writing; problem-solving; studying; taking tests. To aid them indeveloping these abilities, faculty tutors workdiligently with General Studies students. On entryto the program, all General Studies students arescheduled for mandatory tutoring sessions.

Recognizing that the psychological and emo-tional lives of young men and women play animportant role in determining academic success,General Studies requires participation in coun-seling sessions, conducted by full-time profes-sional counselors who can help students makethe adjustments that college life demands.

195UNIVERSITY COLLEGE

Course of StudyFallGNS 100 Freshman Seminar: A World

of Ideas IGNS 101 Critical Reading and WritingGNS 104 Origins of Western

Civilization IGNS 106 Society and the Individual II:

Psychology

SpringGNS 102 Freshman Seminar: A World

of Ideas IIGNS 103 Problem-Solving Across the

CurriculumGNS 105 Origins of Western

Civilization IIGNS 107 Expository Writing and

Research

General StudiesAcademic Regulations(General Studies Students Only)

Academic DismissalStudents may be dismissed from the General

Studies program and from Adelphi Universityunder the following circumstances:

After one semester—if the student earns lessthan a grade-point average of 2.0 and the facul-ty, administration, tutors, and counselors believethat the student does not have a reasonablechance of achieving academic success at theUniversity.

After two semesters—if the student has lessthan a 2.0 cumulative grade-point average, thestudent may be dismissed from the GeneralStudies program and from Adelphi University.

Academic ProbationGeneral Studies students may be placed on

academic probation at the conclusion of the fallsemester if they earn less than a grade-pointaverage of 2.0. Students placed on probation willsign and adhere to a General Studies Academic

Probation Contract, which specifies the natureand duration of contact time with their tutorsand counselors during the spring semester.

Course LoadAll General Studies students are required to

register as full-time students, taking a maximumof 13 credits per semester.

Extracurricular ActivitiesGeneral Studies students may not join inter-

collegiate athletic teams during their first yearand are prohibited from pledging for fraternitiesor sororities during their first semester in theprogram. To pledge during the second semester,students must be in good academic standing andhave a grade-point average of 2.0 or higher.

IncompletesStudents can receive a grade of I (Incom-

plete) only with the written permission of theAssociate Dean. The Incomplete must be re-solved within four weeks of the end of thesemester in which the grade of I was given. Afterthis time, the I will become a grade of F.

Pass/Fail OptionNo Pass/Fail grades are permitted in the

General Studies program.

ABLE ProgramThe ABLE program is designed for adults,

aged 21 years and older, who want to enjoy thebenefits of a liberal education. Through the pro-gram, students earn associate’s or bachelor’sdegrees that can help them advance in presentcareers, prepare for new ones, or qualify forhigher-level study. But ABLE is not aimed nar-rowly at preparation for one profession. Rather,like all of Adelphi University’s undergraduateprograms, it aims to help students develop theircapacity for self-knowledge, critical thought,and understanding of the modern world. As they


become more learned, they become betterequipped for life as well as work.

The program’s curriculum provides ABLEstudents with a strong foundation of intellectualexperience. An emphasis on writing ensures thatstudents learn to state their thoughts clearly andpersuasively. Recognizing the needs and expec-tations of adult students, the ABLE programstresses pedagogical excellence, innovative sup-port services, and flexible scheduling.

ABLE offers curricula leading to the Asso-ciate of Arts, Bachelor of Arts, and Bachelor ofScience. Students can specialize in one of fourareas of concentration: humanistic studies,social sciences, fine arts, and management andcommunications (business).

ABLE Program Curriculum

Associate of Arts in Liberal ArtsCandidates for this degree must have com-

pleted at least 64 credits, 30 of which must betaken in graded course work at the University.No more than 34 of the total credits may beawarded from prior learning. In all cases, candi-dates must have a minimum cumulative grade-point average of 2.5 from Adelphi.

The distribution requirement for the Associate ofArts will be fulfilled as follows:

• Two semesters of English composition:AHS 101 Expository WritingAHS 103 Writing and Rhetoric

• Two humanistic studies (AHS) foundationcourses

• Two social sciences foundation (ASC)courses

• ANA 108 The Rise of Science

Bachelor of Arts in Humanistic Studies orSocial Sciences

Candidates for this degree must have com-pleted at least 120 credits, 90 of which must bein the liberal arts. The final 30 credits must betaken in graded course work at the University,and no more than 60 of the total credits may beawarded from prior learning. Candidates musthave a minimum grade-point average of 2.5 intheir area of concentration and a minimumgrade-point average of 2.0 from Adelphi overall.

The distribution requirement for the Bachelor ofArts will be fulfilled as follows:


• Three foundation courses in the appropri-ate area of concentration

• A minimum of 16 credits of advancedelectives in the appropriate area of con-centration specialization

• AMC 404, 405 Capstone I, II

Bachelor of Science in Management andCommunications

Candidates for this degree must have com-pleted at least 120 credits, 60 of which must bein the liberal arts. The final 30 credits must betaken in graded course work at the University,and no more than 60 of the total credits may beawarded from prior learning. Candidates musthave a minimum grade-point average of 2.5 intheir area of concentration and a minimumgrade-point average of 2.0 from Adelphi overall.


The distribution requirement for the Bachelor ofScience will be fulfilled as follows:


• ASC 112 Foundations of Economics• AMC 360 Mathematics for Managers• Seven management and communications

courses• A minimum of 16 credits in advanced

electives in one management and commu-nications specialization

• AMC 404, 405 Capstone I, II

Joint Programs

Bachelor of Arts in Fine ArtsThis area of concentration is a cooperative

program between ABLE and Adelphi’s Depart-ment of Art and Art History. Candidates for thisdegree must have completed at least 120 credits,60 of which must be in the liberal arts. The final30 credits must be taken in graded course workat the University, and no more than 60 of thetotal credits may be awarded from prior learning.

The distribution requirement for the Bachelor ofArts will be fulfilled as follows:Two semesters of English compositionAHS 151 Beginning SculptureAHS 244 Art History: Classical

AntiquityAHS 249 Art History: ContemporaryAHS 252 CeramicsAHS 253 PhotographyAHS 254 Painting and DrawingAHS 350 Beginning PrintmakingAHS 351 Advanced SculptureAHS 409 Advanced PrintmakingAHS 454 Advanced Painting and DrawingAMC 404, 405 Capstone I and Capstone II

Certificate Program in Health Care Management

Recognizing the tremendous demand fortrained health care management professionals,the ABLE program offers a Certificate programin health care management. Consisting of fivecourses, this program is designed both for experi-enced health care professionals who are seekingto enhance their present knowledge and experi-ence and for those who are presently thinkingabout a career in health care management.

The courses are each taught by an experi-enced and accomplished professional in thefield and introduce the student to all significantaspects and issues concerned with health caremanagement.

Students may take these courses either forcredit or noncredit.* However, the entire se-quence must be completed in order to earn theCertificate.

HCM I Fundamentals of Health Care Management

HCM II Financial Management of Health Care Facilities

HCM III Health Care Human ResourceManagement

HCM IV Legal Aspects of Health CareHCM V Health Care Management

Information Systems

ABLE AdmissionsAdults aged 21 and older are eligible to

apply to the ABLE program. Admission is basedupon the ability to do college-level work.Although past academic records are requiredand reviewed, ABLE is more concerned with apotential student’s present motivation to earn adegree than in that student’s previous academicperformance.

* Students who take any of these courses on a noncreditbasis and wish to convert them to credit courses at a laterdate must consult their ABLE academic advisor.


To apply, students must:• complete an application and an essay that

demonstrates both intellectual promiseand the motivation to engage in college-level work;

• enclose a nonrefundable application fee of$35;

• provide high school and all previous col-lege transcripts.

Once a completed application has beenreceived by ABLE, the student will be notified asto admission status. An admitted student may bepermitted to register for classes and to earn col-lege credit pending receipt by the University ofall official high school (or proof of high schoolequivalency) and college transcripts. It is theresponsibility of all admitted students to have alltranscripts sent directly to the ABLE program,Adelphi University, Garden City, New York11530, either prior to or within 30 days of the dateof the official letter of acceptance. Accepted stu-dents will not receive full admission status untilall official transcripts have been received andevaluated. When official transcripts have beenreceived and evaluated, written notification of thenumber of accepted transfer credits will be sentto accepted students by the Office of Admissions.

Admitted students who do not comply with theabove will be blocked from registering for futureterms. Administrative withdrawal may bereversed once the ABLE office receives the out-standing transcripts.

Students who do not have a high school diplo-ma or equivalent will be termed “ProvisionallyAdmitted.” These students are limited to 24graded credits at Adelphi University, upon com-pletion of which they must apply to the New YorkState Department of Education for a high schoolequivalency diploma. Students are advised toconsult with their ABLE academic advisors forfurther details.

Admitted students will be eligible to apply forcertain forms of financial aid, including theABLE Grant, TAP, and the PELL Grant; however,APTS (Aid for Part-Time Study) requires full

admission status and 6 credits in previous col-lege course work.

ABLE Academic Advisement and thePlan of Study

The ABLE program’s broad range of academ-ic advisement services are provided on a one-to-one basis and include program planning, initialinterviews for prior learning, financial aid infor-mation, and development of educational goals.Advisors are available for individual consulta-tion at convenient times, including evenings, inGarden City, Huntington, and Manhattan.

All students must meet with an academicadvisor prior to their initial registration to pre-pare a plan of study, a personalized summary ofcompleted and outstanding academic require-ments that allows students to select theirsequence of courses for up to two years. It is thestudent’s responsibility to follow the plan and toupdate it regularly with his or her advisor.Failure to do so may delay or jeopardize the stu-dent’s graduation from the University.

ABLE Program AcademicRegulations (ABLE Students Only)

Academic DismissalStudents who do not maintain satisfactory

grade-point averages or who do not show satis-factory academic progress after two terms onacademic probation will be dismissed from theABLE program. When students are dismissed,all forms of financial aid will be denied. Oncestudents are dismissed, readmission to theABLE program is possible only with the permis-sion of the dean.

Academic ProbationWhile pursuing their education, students are

expected to make reasonable progress duringeach period of enrollment. If they do not, stu-dents will be placed on academic probation andmust complete an ABLE Academic Contract,which will be signed by the student and the


dean. Academic probation may result from anyof the following:

• the current or cumulative grade-pointaverage falls below 2.0 (or 2.75 for stu-dents in the ABLE/School of Educationspecialization);

• the transcript shows a large number ofunsatisfactory grades (grades of I, F, or W);

• the number of credits completed falls sig-nificantly below the number of creditsattempted as defined below:

If you registered for You must earna total of… a total of…

15 1130 2245 3360 4875 6090 75

105 90120 105135 120

Students have two semesters to remove them-selves from academic probation by bringingtheir cumulative grade-point average to therequired level and resolving all outstandinggrades of “Incomplete.”

Administrative Withdrawal from the University

Involuntary WithdrawalAt the discretion of the associate dean, stu-

dents may be administratively withdrawn for thefollowing reasons:

• failure to submit official transcripts withinestablished deadlines;

• failure to fulfill the requirements forremoval from provisional status;

• failure to fulfill the conditions of theAcademic Contract;

• failure to enroll for courses for three con-secutive semesters without havingrequested an official leave of absence.

Voluntary WithdrawalStudents who wish to withdraw in good stand-

ing from the University must inform the ABLEoffice in writing. Any refund of tuition or fees towhich students are entitled will be given accord-ing to the date when their written request ismade and to the current refund schedule.Students seeking readmission to the Universitymust complete a readmission form, available atthe ABLE office.

GraduationStudents should schedule a graduation clear-

ance appointment with their ABLE academicadvisor before filing an Application for Grad-uation form. Deadlines for filing the Applicationfor Graduation are listed in the current ABLERegistration Guide. (Students engaged in theprior learning process may not file for gradua-tion until they have received their final awardnotice.)

IncompletesThe grade of I (Incomplete) may be given

only with the prior approval of the AssociateDean, and only when students have experiencedwell-documented illnesses or well-documentedcatastrophic personal circumstances. The gradeof I will not be used in lieu of a poor graderesulting from excessive absences or a failure tocomplete course work. The Incomplete must beresolved within one term—including the sum-mer term. After this time, the grade of I willbecome a grade of F.

Pass/Fail OptionABLE students may, with the written approval

of their academic advisor, register for up to 8 cred-its on a Pass/Fail basis during the course of theirentire undergraduate program of study. This optionmust be selected when students register, and nochanges regarding their choice will be allowedafter the fourth week of the semester or term.

Students may not select the Pass/Fail optionfor English composition courses, any courses in


their area of concentration, or Capstone I andCapstone II. Those students considering a changeof major must consult the appropriate school ordepartment at Adelphi regarding their Pass/Failpolicy. (Please note that many universities requiretraditional letter grades—A, B, C, D, F—foradmission to their graduate programs.)

ABLE Dean’s ListStudents are placed on the Dean’s List to rec-

ognize their academic achievement during agiven semester. (The list applies to fall andspring semesters only.) To qualify for the Dean’sList, a student must:

• have been matriculated full time at AdelphiUniversity;

• have completed at least 12 credits duringthat semester;

• have received no grades of F;• have a grade-point average of 3.75 or

higher for the semester.

The Adelphi Summer Academyfor College-Bound Students

The Adelphi Summer Academy for College-Bound Students is an intensive two-week intro-duction to the intellectual environment of theUniversity. Designed as a means of easing thetransition from high school to college, it assistsstudents in the development of their criticalreading, writing, mathematical, and analyticalskills. Students attend college-level classes,engage in computer-assisted writing exercises,receive instruction in basic library researchtechniques, and participate in various work-shops and activities devised to strengthen theiracademic skills. The academy is in session eachAugust, and students earn 3 college creditsupon their successful completion of its programof study.

ELS Language Centers

Adelphi University, in conjunction with ELSLanguage Centers, offers one of the most comprehensive English as a second languageprograms in the country. Based at many univer-sities across the country, ELS offers this high-quality, intensive program to students, visitors,and business and government personnel whowish to learn English thoroughly but quickly.Many ELS graduates enroll in the University asregular students.

Enrolling in this program allows the studentan opportunity to live in Adelphi residencehalls, enjoy the dining facilities, use the recre-ational areas, and experience life at Adelphi.The ELS office is located in Linen Hall. Foradmission information, contact ELS at (516)877-3910.


UNIVERSITY COLLEGE—GENERALSTUDIES/ABLE PROGRAMS

General Studies

GNS 100 Freshman Seminar: A World of Ideas I 4 creditsAn introduction to the seminal ideas of modern culture. Byreading philosophical, historical, and literary texts, studentswill develop a more complete understanding of the way thatideas affect their lives.

GNS 101 Critical Reading and Writing 3 creditsAn introduction to college-level writing. Through close tex-tual analysis students will develop college-level writingskills by progressing from simple text-dependent papers tomore sophisticated thematic essays. Emphasis is placed onthe writing of clear, organized, and well-developed essaysthat employ a variety of rhetorical techniques.

GNS 102 Freshman Seminar: A World of Ideas II 4 creditsThis course is a continuation of A World of Ideas I. Throughreading philosophical, historical, and literary texts, studentswill develop a more complete understanding of the way thatideas affect their lives.

GNS 103 Problem-Solving Across the Curriculum 3 creditsThis course uses a problem-solving approach to study topicsacross the curriculum. Some mathematical problems to beconsidered are linear graphing, probability, statistics, andfractals. Topics related to other course offerings includeapportionment, fair division, symmetry of motion, and sym-metry of scale. The emphasis in this course is on modelingproblems visually and analytically.

GNS 104 Origins of Western Civilization I 3 creditsAn introduction to the principal intellectual, cultural, andinstitutional developments and traditions through the 17thcentury that shaped the modern world. Through readings ofand about the classical age, the rise of Christian civilization,the Renaissance, the Reformation, the emergence of themodern state, and contacts with other civilizations, studentswill gain an understanding of the values and institutions ofWestern civilization.

GNS 105 Origins of Western Civilization II 3 creditsA continuation of Origins of Western Civilization I, thiscourse focuses on the principal intellectual, cultural, andinstitutional developments and traditions from the 17thcentury to the present that have shaped the modern world.

GNS 106 Society and the Individual II: Psychology 3 creditsA survey designed to introduce students to the scientific dis-cipline of psychology. Students will receive a broad founda-tion in psychological theory and research and the scientificmethod.

GNS 107 Expository Writing and Research 3 creditsThis course develops the skills acquired in Critical Readingand Writing. Students analyze purpose, audience, and strate-gy, which are essential to effective writing. Students willdevelop and revise expository papers, as well as a fully doc-umented research paper that will demonstrate understandingand mastery of the appropriate techniques.

ABLE

Humanistic Studies (AHS)

AHS 100 Communication and Critical Thinking 1 creditThis course examines skills related to good study habits,informal logic, and written communication skills. The coursefocuses on the ability to understand, analyze, and evaluateideas, arguments, and opinions. Emphasis is also placed on“skills development” in areas such as test-taking prepara-tion, reading for speed and comprehension, note-taking, out-lining, composition, and library research techniques.

AHS 101 Expository Writing 4 creditsRequired of all students.This is the first required course in the writing sequence.Through in-class examination of sentence, paragraph, andessay structure, students will sharpen their writing skills.Students will be introduced to all types of college writing,including the formal research paper.

AHS 103 Writing and Rhetoric 4 creditsRequired of all students.Prerequisite: Expository Writing or transfer equivalent.This course is a sequel to Expository Writing. Through read-ing, writing, discussion, and research, students will buildupon skills learned in the first course. Effective writing isfounded upon analyzing, structuring, and developing ideas,and these techniques can be transferred from the classroomto any writing task. Particular emphasis will be placed onthe techniques of argumentation and persuasion.

AHS 106 Conceptions of God: East and West 4 creditsThis course treats the development of both Western andEastern religions, to include the rise of Judaism, Christianity,Islam, Hinduism, Buddhism, and Chinese and Japanese reli-gions. Students will examine the common roots of religion infolklore and nature worship, as well as significant differencesin perceptions of God and the Devil. Cult and occult worshipare included. Students will gain a greater appreciation not onlyof their own religious roots but also of ones foreign to them.

AHS 110 Great Thinkers in Philosophy 4 creditsThis course examines the ideas of major philosophers fromantiquity to the present. Several significant thinkers will becovered each semester, among them Plato, Aristotle, St.Thomas Aquinas, Spinoza, Jung, Hegel, Sartre, and Camus.


AHS 201 Introduction to Literature 4 creditsThis course examines the recognized masterpieces ofWestern literature. Assigned readings in fiction, poetry, anddrama will include the writings of Hawthorne, Faulkner,Hemingway, Shakespeare, Wordsworth, Sophocles, Chekhov,and Ionesco. Characteristics of principal genres and literaryterms will be discussed.

AHS 203 Introduction to American Literature 4 creditsThe fiction, drama, and poetry of major authors, to includeBradstreet, Franklin, Hawthorne, James, Frost, Hemingway,Heller, Updike, and Arthur Miller, will be examined to offerstudents a comprehensive overview of significant trends anddevelopments in American literature from the Puritan settle-ment to the present.

AHS 204 Introduction to European Literature 4 creditsAn introduction to the major European authors from the post-Gutenberg era to the present. The works of major authors,including Cervantes, Dante, Swift, Dickens, Dostoyevsky,Zola, Kafka, and Mann, will be examined to offer students acomprehensive overview of significant trends and develop-ments in European literature.

AHS 226 Introduction to Drama 4 creditsThis course covers the three great periods of Western theater:the Greek, the Elizabethan, and the modern. Students willread Aeschylus, Sophocles, Shakespeare, and moderndramatists. The plays will be studied from various historical,psychological, and philosophical perspectives.

AHS 232 American Literature and Culture: 17th, 18th, 19th Centuries 4 creditsA focused analysis of the four great trends—Religion,Reason, Romanticism, and Realism—that shaped the first300 years of American life, literature, and culture. Authors tobe studied will include Puritan writers such as Bradstreet,Sewall, and Mather; colonials such as Franklin, Paine, andJefferson; Romanticists and Transcendentalists such as Haw-thorne, Melville, Emerson, Thoreau, and Whitman; and late–19th-century realists such as Twain, Howells, and Crane.

Natural Science

ANA 105 Mathematical Problem Solving Across the Curriculum 4 creditsThis course uses a problem-solving approach to study topicsacross the curriculum. Some mathematical problems consid-ered are linear graphing, probability, statistics, and fractals.Topics related to other course offerings include apportion-ment, fair division, symmetry of motion, and symmetry ofscale. The emphasis in this course is on modeling problemsvisually and analytically.

ANA 108 The Rise of Science 4 creditsA broad-based introduction to the history and content of sci-ence, showing how our understanding of nature and humanity

has been enriched by the major scientific discoveries of thepast.

Social Sciences

ASC 108 Society and the Individual 4 creditsAn introduction to sociology, focusing on the effects of mod-ern institutions on social character and individual freedom.Some thinkers to be studied are Marx, Durkheim, Weber,Mills, Goffman, and G.H. Mead.

ASC 112 Foundations of Economics 4 creditsThis course encourages economic literacy and understand-ing, and introduces students to the ideas of leading econo-mists, the ongoing debate over the ramifications of capital-ism, and current theories of economics.

ASC 113 Major Themes in American Civilization 4 creditsAn overview of American history from the first European set-tlers to the present. Among the issues and events to be exam-ined are colonial expansion, the American Revolution, slav-ery and race relations, urban industrialization and develop-ment, Manifest Destiny and the frontier, the rise of the mod-ern industrial state, foreign relations, and war.

ASC 114 Major Themes in European Civilization 4 creditsAn overview of European history from the pre-Christian erato the present. Among the issues and events to be examinedare the rise of the Roman Empire, the emergence ofChristianity, the evolution of the church, feudalism, theCrusades and the Middle Ages, the Renaissance, the wars ofnationalism, the rise of imperialism, and the impact of theworld wars on modern Europe.

ASC 171 Introduction to Psychology 4 creditsAn introduction to the study of behavior, including the inves-tigation of sensation and perception, motivation and learning,physiological psychology, developmental and comparativepsychology, and measurement. Some major theorists andpractitioners to be studied are William James, Watson,Skinner, and Freud.

ASC 200 Introduction to Women’s Studies 4 creditsAn introduction to problems, issues and concerns of womenfrom an interdisciplinary perspective. Among specific issuesto be covered are the relation of women to the family, work,sexuality and sexism, the problems of minority women, femi-nism, women and the church, and the impact of women onthe political structure.

ASC 202 Cultural Anthropology 4 creditsA broad-based introduction to anthropology. The roles of cul-tural and physical anthropology, along with archaeology, arediscussed in relation to cultural behavior. Examples fromhunter-gatherer, tribal, and peasant societies are examinedusing case studies from non-Western communities.


ASC 241 The American Political System 4 creditsThis course examines the processes that influence the scopeand substance of American politics. Students will analyzethe role of legislatures, courts, executives, parties, politicalaction committees, and lobbyists; the impact of public opin-ion, the military, and special interests on the evolution ofpublic policy; and the rituals of nomination, campaigning,and election.

Management and Communications

AMC 101 Management Concepts 4 creditsThis course examines the fundamental theories and ideasthat influence organizing, planning, control, and decisionmaking in the business world. These concepts will be analyzed and applied in reference to specific systems, tech-niques, and cases drawn from real life. The consequences ofmanagement decisions will be discussed and critiqued.

AMC 211 Principles of Accounting I 4 creditsThis course examines the various aspects of accounting frombalance sheets to inventories. The techniques and fundamen-tal principles underlying financial accounting will bereviewed and analyzed. This course is particularly helpful forthose managers wishing a broader understanding of financialprocedures.

AMC 213 Principles of Finance 4 creditsThis course examines the role of finance in business management. Major areas of study include financial markets,financial organizations of business entities, analysis of bud-gets, credit, equity and debt financing, the uses of corporatesecurities in capitalization, and asset management.

AMC 232 Marketing Concepts 4 creditsThis course explores the concepts of modern marketing andthe strategies and techniques through which they areapplied. Students will become familiar with the relation andinteraction of the components of sound marketing, includingpricing, distribution channels, product planning research,and advertising.

AMC 261 Introduction to Computers with BASIC 4 creditsAn introduction to electronic data processing and businessconcepts, including both the processing capabilities and theinformation storage facilities of computers. The fundamentalsof computer problem solving and programming in BASIC willbe discussed and applied. In addition, students will be prepared for more advanced courses in computer program-ming and computer systems.

AMC 344 Business Law I 4 creditsThis course examines the legal environment of business andanalysis of the laws essential in daily life, including contracts, sales, insurance, and personal property.

AMC 360 Math for Managers 4 creditsThis course considers the theory and application of problemsolving techniques for managers. Topics to be studiedinclude linear programming problems, assignment problems,network shortest path, scheduling (critical path), queuingtheory, simulation, decision theory, and theory of games.

AMC 404 Baccalaureate Capstone I 4 creditsPrerequisites: senior status (90 credits) and permission ofacademic advisor.The Baccalaureate Capstone is an interdisciplinary seminarthat examines how the ideas of the modern age have chal-lenged and altered traditional ways of thinking. As an analy-sis of the seminal ideas of modernity as defined by thethinkers who originated them, the Baccalaureate Capstonewill empower students to think about the world in new andexciting ways.

AMC 405 Baccalaureate Capstone II:Research Seminar 4 creditsPrerequisite: Baccalaureate Capstone I.This course is designed to help students develop ideas andpursue avenues of interest inspired by the readings in theBaccalaureate Capstone I. Students will do this through oneof the standard forms of academic discourse: independentresearch and the completion of a project based upon theinsights from that research. Capstone II is designed to allowstudents to use knowledge and methodologies gained throughtheir undergraduate course work in evaluating a major ethicalor moral problem in American life.

Certificate Program in Health CareManagement

(Students may take these courses individually either forcredit (4 credits each) or noncredit.* However, theentire sequence must be completed in order to earn theCertificate.)

HCM I Fundamentals of Health Care ManagementThis course provides a comprehensive overview of manage-ment theory and practices for those with increasing manager-ial responsibility. Some areas to be covered are team build-ing, professional staff management, CQI/TQM (to includecustomer service excellence and Definition of Quality andQuality Assurance), organizational structure, program plan-ning, cost control, financial management, budget, and theroles of hospital and community boards, the medical staff,and government agencies in the policy making process.

*Students who take any of these courses on a noncreditbasis and wish to convert them to credit courses at a laterdate must consult their ABLE academic advisor.


HCM II Financial Management of Health Care FacilitiesThis course will examine basic concepts of financial man-agement and accounting as they apply to practical hospitalmanagement. Topics will include reimbursement practices,alternative revenue sources, capital vs. operating expenses,cost control, basic accounting principles, billing and collec-tions, third party reimbursement, budgeting, and qualityhealth care vs. cost containment.

HCM III Health Care Human Resource ManagementThis course deals with the utilization, management, andsupervision of human resources from an operational ratherthan a personnel administration perspective. Some topics tobe covered are the operational performance of individuals,improving and evaluating work performance, team buildingand team problem solving, labor relations and collective bar-gaining, disciplinary actions and appeal procedures, com-pensation and employee benefits, safety and health.

HCM IV Legal Aspects of Health CareThis course deals with principles of law and administrativeregulations as they apply to health care agencies, institu-tions, and organizations. Topics will include the legal rightsand duties both of patients and providers of health care,health care liability (risk management), privacy and confi-dentiality, malpractice and negligence, and issues concern-ing the “right to die.”

HCM V Health Care Management Information SystemsThis course provides a basic understanding of computer sys-tems, decision support systems, and procedures involved insystem development. The course will cover the analysis ofhealth information needs and the development of appropriateinformation systems, which are key tools in providing carefor patients, operating efficient health care delivery systems,and overseeing financial management of billing and collec-tions systems.

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Student Life at Adelphi

Student LifeAdelphi University is committed to students’

well being, growth, and success. To this end, awide range of services, programs, and activitiesare available to aid in students’ development.Through the many facets of undergraduate lifeon and off campus, Adelphi students’ experienceis enriched.

We believe that the curriculum and co-curriculum are parallel tracks for students’intellectual and personal development and thatstudents learn best by being involved. Throughthe numerous opportunities for leadership andinvolvement, students are encouraged to takefull advantage of the vibrant atmosphere of ourUniversity. It is in this way that students thriveand become well-rounded Adelphi alumni.

If you have suggestions for augmenting stu-dent life at Adelphi, or have other issues or con-cerns, please see the Dean of Student Affairs inUniversity Center 106, (516) 877-3660.

Office of Disability SupportServices

The Office of Disability Support Servicesassists students with disabilities in accessingthe variety of resources available at AdelphiUniversity. The mission of the Office ofDisability Support Services is to provide anincreasingly accessible and supportive learningenvironment for students with disabilities. TheOffice provides cost-free assistance to Adelphistudents with documented disabilities. Suchdisabilities include but are not limited to physi-cal, learning, psychological, and sensory.Examples of types of assistance available to stu-dents with disabilities include accommodativetesting arrangements, academic assistance(note-takers, interpreters, etc.), and otheraccommodations as needed. The Office ofDisability Support Services is located in

University Center, Room 310, and is openMonday through Friday from 8:30 a.m. to 5:00p.m. The coordinator may be reached at (516)877-3145 or at [email protected]. For moreinformation, please see “Academic Assistancefor Students with Disabilities” in the “Rules andRegulations” section of this Bulletin.

Study AbroadThe Office of International Student

Services/Study Abroad offers a variety of educa-tional program opportunities for Adelphi stu-dents to spend a semester or a year of theirundergraduate experience at colleges or univer-sities abroad. The University is affiliated with anumber of agencies that feature academic pro-grams in a wide range of countries.

• American Institute for Foreign StudyAustralia, Austria, China, France, GreatBritain, Ireland, Italy, Russia, and Spain

• Council for International EducationalExchangeCzech Republic, France, Hungary, Poland,Slovakia, and Spain

• Denmark’s International StudyProgram

• Washington International StudiesCouncilEngland (Oxford University)

Through Adelphi, students also can partici-pate in numerous study abroad programs incooperation with other U.S. institutions of highereducation. Some of the programs listed aretaught in English and do not require proficiencyin another language. Each fall our students areinvited to attend an annual Study Abroad Fair.The Fair provides students with an opportunityto speak to many study abroad representativesand receive immediate information concerningmany programs.

The Office is located in the University Center109, (516) 877-4990.

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Residential Life and HousingAdelphi is an international university with

students joining us from 35 states and more than50 nations overseas. It provides a true cos-mopolitan atmosphere, in which the most andbest of academic life is available.

Adelphi maintains five diverse residentialcommunities to meet the needs of all our stu-dents. Each residence hall is supervised by afull-time professional residence hall directorwith a bachelor’s or master’s degree in an appro-priate field (e.g., psychology, counseling, educa-tion). At Adelphi, residence hall directors areprofessionals with a strong personal commitmentto their duties, who live and work in the buildingyear-round and supervise a staff of well-trainedgraduate and undergraduate resident assistants.Together, they sponsor hundreds of educationaland social events and activities for residentsthroughout the year.

The campus itself is secure, pastoral, andbeautifully cultivated. Nearby are the shops andresidences of historic Garden City. A commuterrailroad station at the edge of campus is ready totake students into New York City for premiercultural events and social experiences.

Applicants interested in housing shouldindicate their interest on their application foradmission. Admission to the University does notimply that a room has been reserved.Applicants expressing an interest will bemailed a housing application and informationregarding residential life. Please act quickly asspace is limited. Additional information isavailable from the Office of Residential Lifeand Housing, Earle Hall 100, (516) 877-3650,or at www.adelphi.edu.

The Ruth S. HarleyUniversity Center

The University Center or “UC,” is known as“the center of it all.” Most major events takingplace on campus happen here. The newest addi-tion to the UC is the Cyber Cafe, which has iMaccomputers allowing students easy access to the

Internet while dining on gourmet sandwiches,coffee, and ice cream. Also housed within theU.C. are the University bookstore, the campuscafeteria, the art gallery, an ATM machine, sev-eral student organization offices, meeting space,and an interfaith chapel.

On the main floor you will find the Infor-mation Desk, which provides a lost and foundservice, postage, directions, and locker rental forcommuter students. Any questions you may havecan be answered here.

Across campus, Post Hall contains a diningfacility featuring Sbarro’s and our newly renovat-ed convenience store and Panther Grill.

Student ActivitiesRecognizing the importance of a full under-

graduate experience for its resident and com-muter students alike, Adelphi sponsors a broadrange of co-curricular activities. Through theOffice of Student Activities and Orientation,Adelphi sponsors a number of trips to New YorkCity theaters, museums, and street festivals, andcoordinates a variety of on-campus socialevents. Adelphi’s Department of Performing Artsalso adds to campus life with dance, theater, andmusic productions in the Olmsted Theatre. TheOffice of Cultural Life and the Student ActivitiesBoard bring many world-renowned and fascinat-ing speakers to our campus. (For more informa-tion on speakers, see the “Cultural and CampusLife” section in this Bulletin.)

Adelphi University is home to more than 70student clubs and organizations that serve toenhance and motivate curricular learning.Students gain substantial leadership experience,personal growth, and build a strong connectionto the campus community through their involve-ment in these organizations.

Students represent their peers through theStudent Government Association (the voice of allundergraduates) and the Resident StudentAssociation (the voice of the resident studentpopulation). Many contribute to the portfolio ofindependent periodicals, including the student

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newspapers, Delphian and Afrika Unbound, andthe student art magazine, Magnum Opus. Othersmeet in religious groups such as the CatholicCampus Community, Hillel and ChristianFellowship or community service/social actionclubs like Circle K International, N.A.A.C.P.,and the Adelphi Environmental Action Coalition.Cultural awareness groups include the HellenicSociety, International Students Society, and LatinStudents United. Students may also enhanceknowledge in their field of study through partici-pation in academic societies and organizations.Such organizations include interAct, Health,Physical Education and Exercise Science Club,Undergraduate Social Work Council, and theComputer and Math Club.

The 14 honor societies on campus recognizeacademic achievement, while the 10 Greek-letter fraternities and sororities promote commu-nity service and enhance the social life of manystudents. The Office of Student Activities andOrientation is located in University Center 110,(516) 877-3603.

OrientationAll new students, freshmen and transfers

alike, participate in a mandatory Orientationprogram at the beginning of their first semester.Freshmen matriculating in the fall semester par-ticipate in a four-day overnight program; trans-fers and all new students entering in the springparticipate in a special one-day program. TheOrientation program provides a comprehensiveintroduction to curricular as well as co-curricularlife, campus facilities, and resources. The pro-gram is designed to integrate all facets of stu-dent learning and campus life, so that studentsjoin the University community as confident,assertive, and civic-minded individuals. Orien-tation is a mandatory program for which a fee isrequired. The Office of Student Activities andOrientation is located in the University Center110, (516) 877-3603.

Intercollegiate Athletics andIntramural Activities

Intercollegiate athletics have been an inte-gral part of the Adelphi University educationalexperience since 1896. Today, Panther teamscompete in 16 sports: men’s soccer, golf, cross-country, basketball, baseball, tennis, andlacrosse; women’s cross-country, soccer, volley-ball, basketball, softball, lacrosse, and tennis;and co-ed swimming and track. The teams com-pete at the NCAA Division II level with theexception of men’s soccer which competes inDivision I. At one time or another all teams, andmany individuals have been recognized forexcellence both regionally and nationally.Baseball has reached the NCAA College WorldSeries four times in the last six years; women’ssoccer has qualified for the NCAA Tournamentsix times in the last ten years and has competedin the Final Four nationally; the lacrosse teamhas won seven national titles (’79, ’81, ’93, ’95,’98, ’99 and ’01) and was second in 1996 and1997; and the men’s basketball team won theNCAA Northeast Regional Championship in2001.

As a member of the New York CollegiateAthletic Conference, the athletic program wonthe coveted Commissioner’s Cup in 1997, 1999,and 2001. This “Cup” is the culmination of theconference’s year-long competition for confer-ence championships.

There is also a vigorous intramural programthat attracts hundreds of students each season.Opportunities for self-scheduled recreationalactivities include swimming, running, tennis,aerobics, and use of the “Fitness Center.” Intra-mural activities such as floor hockey, indoor soc-cer, softball, running competition, flag football,basketball, and volleyball are the basis for alarge and ever changing program.

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Commuter Student AffairsThe Office of Commuter Student Affairs pro-

vides services and programs for students whocommute to the University. The office helps eachcommuter explore and take full advantage of themany University-sponsored cocurricular andextracurricular program offerings. Key servicesprovided include a message center, ride board,public transportation schedules, maps, emer-gency road service referral, and off-campushousing referrals. The office is located inUniversity Center 109, (516) 877-6667.

Multicultural AffairsThe Office of Multicultural Affairs, in coop-

eration with other offices and programs, strivesto create an environment that encourages stu-dents from diverse racial and ethnic back-grounds to participate actively in campus life byassisting the University in developing specialrecruitment, retention and educational strate-gies. This office also sponsors workshops thatallow students to discuss their differences in asafe and comfortable setting.

The Office of Multicultural Affairs providesleadership training and administrative support toall multicultural organizations. The office also pro-vides specialized mentoring services and supple-mentary advice to students of color during theirstudies at the University. Its open-door policy pro-vides confidential and ready access for studentswho are experiencing difficulties for whatever rea-son or need assistance adjusting to college.

The Multicultural Advisory Committee iscomprised of administrators, faculty, and staffmembers who develop innovative ways to allowall students to learn and respect diversity. Thecommittee also assists in solving problems thatare initiated by an individual or group.

The office is located in the University Center109, (516) 877-3661.

International Student ServicesAdelphi University has a strong commitment

to international education and welcomes studentsfrom all over the world. The Office ofInternational Student Services, which is locatedin the University Center, assists international stu-dents in meeting legal requirements for entry intothe United States and in maintaining legal statuswhile pursuing full-time study at the University.The office provides advice regarding the require-ments of the Immigration and NaturalizationService, Internal Revenue Service, Department ofState, Social Security Administration, and a widevariety of concerns such as culture, customs, andeducational systems.

In addition, the Office of InternationalStudent Services and the International StudentSociety can help all international students meetthe academic, social, and personal challengesbefore them: registering for classes, making newfriends, finding a suitable place to live, learningthe procedures and policies of the University,and developing an understanding of Americanculture through workshops, special events, andindividual counseling.

The Office is located in Room 109 of theUniversity Center, (516) 877-4990 or (516) 877-3661.

Interfaith CenterReligious life and practice is a matter of

choice at Adelphi. As a private, nonsectarianuniversity, Adelphi does not promulgate anyparticular religious belief. The Interfaith Centerprovides a campus ministry to suit individualneeds through spiritual guidance, counseling,educational programs, social events, and oppor-tunities for worship. Participation is voluntaryand all are welcome. Students are served by rep-resentatives of the Catholic, Protestant, andJewish faiths.

The Interfaith Center fosters an ecumenicaland interfaith presence on campus and intro-

STUDENT LIFE

duces interested members of the Universitycommunity to houses of worship in the area. Onthe third floor of the University Center theymaintain the Interfaith Chapel, the InterfaithLibrary, and the Offices of the Jewish, Catholic,and Protestant Chaplains.

Personal CounselingWhen a student faces stresses and pressures,

the Student Counseling Center is there to help.Located in room 310 of the University Center,(516) 877-3646, the Center offers a variety ofservices including individual and group therapy,consultation and assessment, crisis intervention,and referrals to both on-campus and off-campusresources. Our monthly wellness workshopseries offers students a forum to discuss themany issues that impact their lives. The Centeralso offers education and confidential counsel-ing to students regarding drug and alcohol abuseissues.

Another significant on-campus resource isThe Center for Psychological Services, which

offers psychotherapy and psychological testingto students, staff, and the surrounding community.It is housed in the Hy Weinberg Building and ispart of the Gordon F. Derner Institute forAdvanced Psychological Studies. Professionaland confidential services are provided at no feeto members of the Adelphi community, (516)877-4820.

Health Services CenterThe Health Services Center provides high

quality health care and health education to theUniversity community. Registered nurses areavailable 24 hours a day, seven days a week,during the semester; during semester breaks andthroughout the summer, registered nurses areavailable during daytime hours Monday throughFriday. Appointments with the University physi-cians are made through the Health ServicesCenter. The Health Services Center is located inWaldo Hall, (516) 877-6000.

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A C A D E M I C

S U P P O R T

212

Academic Supportat Adelphi

Office of Academic Servicesand Retention

The Office of Academic Services andRetention is dedicated to helping each Adelphistudent realize his or her full potential. Theoffice works with faculty advisors. Each studentreceives not only the best possible programadvisement but advisement that considers theindividual needs of each student in his or heracademics, personal life, and career goals.

The Office of Academic Services andRetention also oversees transactions such asleaves, withdrawals, and petitions to waive rulesand recommendations. The final academicappeal of any student is to the Office ofAcademic Services and Retention.

The Office of Academic Services andRetention sponsors and coordinates independentundergraduate research projects with facultythat are nominated for presentation at theNational Conference for UndergraduateResearch. Adelphi sends many undergraduateresearchers to the conference each year.

Students who have questions or special needsmay stop by the Office of Academic Servicesand Retention located in Levermore Hall, Room303, from 8:30 a.m. to 6:00 p.m. Mondaythrough Wednesday; Thursday, 8:30 a.m. to 5:00p.m.; and Friday 8:30 a.m. to 4:30 p.m. Duringthe summer the hours are 8:30 a.m. to 4:30 p.m.,Monday through Friday. Students in our off-cam-pus sites may also utilize this office. See also,“Academic Advising” in the chapter of thisBulletin titled “Rules and Regulations.”

University Learning CenterRecognizing that students may sometimes

need tutoring, consultation, or other forms ofassistance with their studies, the Office ofAcademic Services and Retention maintains theUniversity Learning Center, located in EarleHall, lower level. Students are encouraged tovisit the Center for help in enhancing their read-ing, writing, critical thinking, research, andstudy skills. Seminars on special learning top-ics, review sessions for particular courses, andindividualized tutoring are also conducted bythe University Learning Center.

The University LibrariesThe University Libraries are composed of

Swirbul Library, the Science Library, thelibraries at the Manhattan and HuntingtonCenters, and the Library Storage Annex inHempstead. The Libraries offer facilities,resources, and services in support of the instruc-tional, research, cultural, and student life pro-grams of the University. They are dedicated toproviding information and instruction as a cen-tral and integral part of the total educationalexperience of every student.

The University Libraries contain approxi-mately 626,000 volumes, including bound peri-odicals and government publications, as well asmaterials in other formats, including approxi-mately 789,000 microforms, 43,000 audiovisualitems and approximately 150 electronic databas-es. The Libraries maintain current subscriptionsto periodicals and other serials that are carefullyselected to support Adelphi's curriculum andeducational mission.

The Libraries are committed to providingstate-of-the-art information systems and ser-vices. These include an integrated library sys-tem, ALICAT III (the Adelphi Libraries CatalogOnline, which provides access to the totallibrary holdings), rapidly expanding electronicinformation resources, a growing number of full-text retrieval systems, and computerized current

ACADEMIC SUPPORT

awareness and document delivery services.Online resources are accessible throughout thecampuses and from home and office PCs of fac-ulty and students. Members of the LibraryFaculty are available to provide instruction inthe use of the Libraries and their resources,either on a class or individualized basis.

Swirbul Library houses General ReferenceServices, Circulation/Reserve Reading,Periodicals, Microforms, Interlibrary andDocument Delivery Services, Nonprint MediaServices, a Multimedia Classroom, SpecialCollections, University Archives, the CurriculumMaterials Center, and the University’s mainInformation Commons, containing 63 computerworkstations, ports for laptops, two computerclassrooms, and a Customer Services Desk toassist users. Among the Libraries notable specialcollections are: William Cobbett; William Hone;Americana; the Hugo and Florentina LeipnikerMemorial Collection of William Blake; CualaPress; expatriate literature of the 1920s and1930s; materials on the origin and developmentof the English novel; Spanish Civil War Papers;the Siegfried Muller Memorial Collection ofGerhart Hauptmann; and the Robert R.McMillan Collections of the Panama Canal andPolitical and Presidential Memorabilia. TheAimee Ornstein Memorial Library, which is theresult of an endowment established by theOrnstein family, represents an outstanding col-lection in the areas of banking, money manage-ment, and finance. The Library is also a selectivedepository for official publications of the UnitedStates and New York State.

The Science Library, located in the ScienceBuilding, contains collections in the areas ofphysics, chemistry, and biology. Increasingly, theScience Library is becoming a modern, comput-erized science information center, providingaccess to electronic resources and documentdelivery/current awareness research services.Basic collections are maintained in the librariesat both the Manhattan and Huntington Centers in

support of the academic programs offered onthose campuses.

Adelphi faculty and students have on-siteaccess to a wealth of library resources in thegreater New York area; and, the resources of theAdelphi Libraries are supplemented by a varietyof cooperative resource-sharing arrangementswith other libraries and through interlibraryloan, document delivery services, and electronicinformation systems.

For more information, visit the LibrariesWebsite at http://libraries.adelphi.edu.

Information Technology andResources

Adelphi's Office of Information Technologyand Resources provides technology related ser-vices to both the academic and administrativesectors of the University. The Office ofInformation Technology and Resources is locat-ed on the lower level of the Business Building atthe Garden City campus. Students and facultyare provided a wide variety of technologies andservices. Users have access to general- and special-purpose computer labs, severalmidrange Unix enterprise-wide servers, officeautomation and technical software, as well asconsulting, help desk, and faculty support services.

The Office of Information Technology andResources provides six general-access computerlabs at the following locations: the BusinessBuilding, 110; the Science Building, 227 and236; and the Gallagher, Hay, and InformationCommons areas located in Swirbul Library.These general-access computer labs areequipped with Pentium PCs, PowerPCMacintoshes, Unix workstations, printers, andscanners. The Hay, Gallagher, Business 110,and Science 227 computer labs are alsoequipped for instruction. Labs are supervised bystudent assistants and/or personnel. Normaloperating hours of these labs are: Mondaythrough Thursday from 8:00 am. - 12 Midnight;Friday 8:00 am. - 8:00 p.m.; Saturday 10:00

213ACADEMIC SUPPORT

a.m. - 8:00 p.m. ;and Sunday from 12 Noon - 12Midnight. In total, there are 519 Pentium PC,PowerPC Macintosh and Unix workstationslocated in general and special-purpose labsthroughout the campus including physics, biology, education, nursing, mathematics, chem-istry, and psychology labs; and a state-of-the-artgraphics design lab. In addition, 10 laptops areavailable to students and faculty for use onlywithin the Swirlbul library. Laptops can bereserved from the Customer Support & Trainingdesk on the second floor of the library. Datajacks have been provided along the perimeter ofthe entire Information Commons area.

Internet connectivity is available to any stu-dent who resides in residence halls located onthe Garden City campus. The Office ofInformation Technology and Resources providesstaff to assist residential students configure theirPCs. Furthermore, eleven smart classrooms areavailable throughout the campus. The rooms arefitted with a projector, PC, VHS/recordingequipment, cable TV, document camera,Internet connectivity, and external data/powerports.

Various software titles are available withinthe labs for PCs including: Microsoft WindowsNT 4.0 as the operating system, CorelWordPerfect Suite 8, Microsoft Office Pro '97(Word, Excel, PowerPoint), Microsoft Access'97, Outlook, Visual basic, Dr. Scheme, VisualC++, Acrobat 4.5b, FTP explorer, Turbo Pascalfor Windows, Minitab release 12, Turbo Pascalfor DOS 7.0, Interactive Algebra Tutor, CodeWarrior Programming System, Netscape 4.61Communicator, QVT net 4.05, Norton AntiVirusv. 5.0, Internet Explorer 5.5, Outlook Express,Yahoo Messenger, Real Player 8, Tera Term Pro2.3, Quicktime, MS Chat 2.5, Media Player 6.4,SPSS 10, Omnipage 10, Adobe Photoshop,Illustrator 9 and Quark. Titles supported forMacintosh computers include: Macintosh O/Sver. 9.0, Microsoft Word 5.1 and 6.01, Excel 5.0,PowerPoint 3.0, Wordperfect 3.5, Netscape 4.0,

HyperCard player, Norton Antivirus, Photoshop,Illustrator, Quark and Telnet 2.6.

In addition to the software titles above, allcampus desktop workstations can utilize thesoftware and services provided on severalmidrange Unix enterprise-wide servers via thecampus' data network. One DS20 Alpha serverrunning Compaq Tru64, Unix ver. 4.0F providessimultaneous login for over 2000 user accounts.

Software on this system includes the FOR-TRAN, Pascal, C++, G++, and Perl compilers;SPSS statistical package, Oracle database; andTex, Latex graphics packages. A full range ofInternet services such as: ftp, Telnet, News,Gopher, IRC, and pop-server email are supported. Also, one Alpha Server 800, twoAlpha 3000 workstations, three NT Web Serversand two Novell Web Servers support theUniversity's WWW pages, user WWW pages. ALinux server is also on-line supporting realmedia files.

The Office of Information Technology andResources offers various support services andtraining seminars to the Adelphi community.The Help Desk provides initial technical support and assistance to all users. Supportrequests are logged into an automated databasesystem and routed to the appropriate person. Toreach the Help Desk, dial extension 3340 or3333.

The Center for CareerDevelopment

The Center for Career Development educatesstudents in the skills they will use for a lifetimeas they select, enter, change, or advance in acareer.

Adelphi students may come to the Center toresearch a library of timely information aboutcareers and the job market; to analyze theircareer interests using computerized or writtentests; to obtain information about admission tograduate or professional school; to review list-ings of current full-time, part-time, and seasonalemployment opportunities and internships

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215ACADEMIC SUPPORT

sorted into career fields; and to attend work-shops in which students learn to develop a jobsearch strategy, produce effective résumés andletters, and prepare and practice for interviews.Individual confidential career counseling isavailable by appointment and during walk-inhours.

The Center for Career Development coordi-nates the visits of employers to the Adelphicampus for job fairs and for individual employ-ment interviews with graduating students. TheCenter provides a credential file service for stu-dents and alumni seeking positions in the fieldsthat require it.

The Center for Career Development, locatedin Post Hall, is open year round from 8:30 a.m.to 4:30 p.m., Monday through Friday, withextended hours on some Wednesdays. TheCenter accommodates all on- and off-campusstudents, including those with special needs.For the complete schedule of career events, callthe Career Hotline at (516) 877-6825 or visit athttp://students.adelphi.edu/career.

Learning Disabilities ProgramHoused within the School of Education, the

Learning Disabilities Program is nationally rec-ognized for its comprehensive and structuredservices. Students receive academic and coun-seling support from professionals with advanceddegrees in special education and social work,while attending regular classes in their chosenmajor. While course content and requirementsare never compromised, extensive resources andaccommodations ease the way for students withlearning disabilities and/or Attention DeficitDisorder. The program provides the opportunityfor educational and social growth in Adelphi’ssupportive setting of small classes and strongteaching tradition.

Childcare ServicesAdelphi’s Child Activity Center provides day-

time childcare services at the Garden City cam-pus to children, ages 3 years through kinder-garten, while students attend classes (feerequired). The teachers are state-certified andare highly knowledgeable and responsive toearly childhood development.

In addition, the Center is a site for field expe-riences that are part of academic programs in allof the professional schools.

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A D M I S S I O N S

218 ADMISSIONS

Admissions

Adelphi University’s general admissions pro-cess is designed to ensure that all student appli-cants and their records are thoroughly evaluatedprior to an admissions decision. What follows isa brief outline of the admissions process, appli-cation requirements and credentials, and impor-tant dates.

Undergraduate AdmissionGeneral admission is granted twice each year

for September and January. Although theUniversity operates on a rolling admissions sys-tem, freshman applicants are encouraged to sub-mit their applications by March 1 for the fallsemester and November 30 for the spring semes-ter; transfer applicants are encouraged to submittheir applications by June 1 for the fall semesterand by November 30 for the spring semester.(Please note that attendance at a summer ses-sion does not assure a student of admission toany of the schools or colleges of the University.)Candidates for admission should note that whilethe Office of Admissions will accommodate lateapplications for both the fall and spring semes-ters, late applicants will be considered on afirst-come, first-served basis for financial assis-tance and housing.

How to ApplyStudents interested in obtaining an admis-

sions application or information should:

1. Contact:Office of University AdmissionsLevermore Hall 114Garden City, NY 11530(516) 877-30501-800-Adelphi (out-of-state)www.adelphi.edu

2. Complete the application for admissions inthe fall of the senior year.

3. Arrange to take the College EntranceExamination Board Scholastic AssessmentTest (SAT), or the tests given by theAmerican College Testing (ACT) Program.

4. Arrange for an interview and campus tour.

Visiting the CampusA personal interview is highly recommended

as part of the admissions evaluation process.Prospective students are encouraged to visit thecampus to interview with an admissions coun-selor, take a student-guided tour, and sit in on aclass. To arrange for an interview and campusvisit, call the Office of Admissions. Interviewsand tours of the campus are available Mondaythrough Friday and selected Saturdays.

General Conditions of AdmissionApplicants must be graduates of a recognized

four-year high school or academy, or must offeracceptable evidence of official equivalent prepa-ration. Adelphi prefers freshmen who have suc-cessfully completed a minimum of 16 academicunits. Each applicant is considered, however, onthe basis of his or her individual academicrecord, plus cocurricular activities. It is recom-mended that academic units include:

English (4 units)Science (general science may be included)

(3 units)Mathematics (3 units)Foreign language (2–3 units)Additional units to be chosen from history,

social studies, and the above fields(4 units)

Deficiencies in some of these areas may beoffset by superior qualifications in others. Theunit usually represents the study of a collegepreparatory/Regents level subject for one year.

NOTE: Proof of measles, mumps, and rubellaimmunization must be submitted prior to registra-tion for classes.

219ADMISSIONS

Admission CredentialsAdmissions credentials that are required for

the Admissions Committee to consider an appli-cation include:

• A completed undergraduate applicationfor admission.

• An application fee of $35.• An essay.• An official high school transcript, includ-

ing rank in class and standardized testscores.

• Official copies of Scholastic AssessmentTest (SAT) or American College Test(ACT) scores.

• One or more letters of recommendationfrom a guidance/college counselor and/orteacher is preferred.

Students who have obtained a General Equiv-alency Diploma (GED) or who have been out ofhigh school for one year or more will not berequired to take the SAT or ACT unless specifical-ly requested to do so.

An admissions interview, strongly recom-mended for all students, is required for appli-cants to the Honors College, and may bearranged by the applicant or requested by theOffice of University Admissions.

All records of each applicant are given care-ful consideration. A final evaluation is based onthe abilities, purposes, and interests of the can-didate. The University may also require addi-tional information, or may exempt students fromcertain credentials.

Entrance ExaminationsTo assist the Admissions Committee in mak-

ing a decision, the University requires that can-didates participate in either the AmericanCollege Testing (ACT) Program or the ScholasticAssessment Test (SAT) of the College EntranceExamination Board (CEEB), of which Adelphi isa member. The examination results of theOctober, November, December, or January SATs,or the October or December tests of the ACTProgram, are preferred. The Test of English as a

Foreign Language (TOEFL) is required for stu-dents whose primary language is not English.For students intending to enroll in the GeneralStudies Program or Learning DisabilitiesProgram, SAT scores are highly recommendedbut not required.

Admission of Transfer StudentsApplicants must submit official college tran-

scripts of all work, whether completed or inprogress, from all colleges and universitiesattended. Applicants for admission must provideevidence of having achieved work of high quali-ty in the institutions from which they transfer.

Interviews are required for all transfer stu-dents interested in nursing and social welfare.Students will be contacted to arrange for theinterview once the application has been receivedby the Office of Admissions.

All requests for advanced standing creditmust be made at the time of the student’s admis-sion and before registering for courses atAdelphi, and must be supported by official tran-scripts. Students admitted directly from anaccredited two-year college will have their tran-scripts evaluated on a course-by-course basis.Students transferring from a junior college, orfrom an associate’s degree program at a four-yearcollege, may transfer a maximum of 64 credits(with or without an associate’s degree). A studentwho was enrolled in a baccalaureate program ata four-year institution is eligible for a maximumof 90 credits. Adelphi requires that the last 30hours of college work be completed in residence.Some majors require that students complete50% of their work at Adelphi. The maximumnumber of credits a student may receive fromAdvanced Placement and/or College LevelExamination Program tests offered by theCollege Board is 30 credits.

Transfer students entering the University with60 credits or more are required to declare amajor at the time of matriculation.

Adelphi University will transfer all appropri-ate and comparable courses undertaken by trans-

220 ADMISSIONS

fer students in the past 10 years at an accreditedjunior or senior college. Grades of A, B, or Cearned in these courses will be accepted forcredit. College credit earned prior to 10 yearsago will be evaluated on an individual basis.

Credit may be granted for appropriate cours-es taken under the direction of the United StatesArmed Forces Institute, but only if such courseswere given under the supervision of a fullyaccredited, four-year, degree-granting college oruniversity. Credit will not be granted for corre-spondence courses. For veterans enrolled in theABLE program, credit may be granted for cours-es completed in service schools if the content ofsuch courses is applicable to the degree require-ments of the University and if the individual’srecord of accomplishment in such courses hasbeen properly authenticated. In general, the rec-ommendations of the American Council onEducation, as published in the Guide to theEvaluation of Educational Experiences in theArmed Services, are followed where appropriatein the evaluation of service training for studentsin the ABLE program.

Early AdmissionAdelphi University offers two early admission

plans.

Plan I. Full-Time Study at the Univer-sity. This plan permits currently enrolled highschool students who do not yet have highschool diplomas to enroll directly as full-timeundergraduate students at Adelphi Universityto complete their high school graduationrequirements.

Plan II. Concurrent Students. This planpermits students to attend Adelphi Universityconcurrently with high school enrollment.Generally, students under this plan will be limit-ed to afternoon and evening courses, and willattend high school courses in the morning.

For further information concerning theseearly admission plans, contact the Office ofAdmissions.

Advanced PlacementAdvanced placement with credit is awarded

to entering students if required scores areachieved in an Advanced PlacementExamination of the College Entrance Examina-tion Board. For more information regardingacceptable scores please contact the Office ofAdmissions. Upon taking the examination, thestudent should direct the CEEB to send the testscore report to Adelphi University, Office ofAdmissions. Students may also receiveadvanced placement with credit by obtaining apassing grade on selected College Level Exami-nation Program tests. The maximum number ofcredits a student may receive from AdvancedPlacement and/or College Level ExaminationProgram tests offered by the College Board is 30credits.

Freshman Decision PolicyAdelphi University subscribes to a rolling

admissions policy. The Office of Admissionsmakes every effort to notify candidates of theiradmission decision approximately three weeksafter receiving a completed application. In somecases, the Admissions Committee may defermaking a final decision until it has received areport of the candidate’s midterm grades, or untila personal interview takes place.

Candidates’ Reply DateAdelphi University subscribes to the May 1

Candidates’ Reply Date for freshmen. This pro-cedure has been established to provide ampletime for students to reach a decision on theircollege choices. On this date, admitted studentsare encouraged to notify the University of theirintention regarding enrollment.

221ADMISSIONS

Admission to the LearningDisabilities Program

Applicants for admission to the program andthe University must submit the following to theOffice of Admissions:

1. Completed admission application, togetherwith a nonrefundable fee of $35. (Checkthe box on the application marked L.D.Checking this box will not affect theadmission decision.)

2. An official high school transcript.3. Official transcripts from any other colleges

attended.4. An essay. (See application instructions.)

SAT scores are highly recommended but notrequired.

Admission Criteria:The Learning Disabilities Program conducts a

highly individualized assessment of each candi-date’s application and documentation. Criteriafor admission include:

• Primary diagnosis of specific learning dis-ability or attention deficit/hyperactivitydisorder. Other diagnoses will not beconsidered.

• Average to superior intelligence as mea-sured by the WAIS-III.

• Candidates will be socially mature andhave demonstrated motivation to participatein the Program and to meet the intellectualchallenges and responsibilities of universitylife. These qualities are assessed in inter-views with the professional staff andthrough recommendations.

• Applicants will have succeeded in collegepreparatory courses and shown progress intheir academic careers.

• Two letters of recommendation by profes-sionals in the field (learning specialists,tutors, teachers, educational psychologists).

Required Documentation:Students are required to submit the following to

the office of the Learning Disabilities Program:*• A psycho-educational evaluation of a

learning disability or AD/HD, including afull and adequate interpretation thataddresses the student's specific learningdisability. Reasonable accommodationsmust be included.

• The Wechsler Adult Intelligence Scale,Third Edition, (WAIS-III), including sub-test scores.

• The Woodcock-Johnson Psycho-educationalTest Battery-Revised (WJ-R), tests ofcognitive ability and achievement.

• The applicant’s most recent IndividualEducational Plan (IEP).

• A completed application to the LearningDisabilities Program (in addition to theseparate Admissions Application to theUniversity).

• Two letters of recommendation by profes-sionals in the field of learning disabilities.

• Transfer students must submit a highschool transcript.

• Appropriate candidates will require a per-sonal interview.

The Learning Disabilities Program will conducta comprehensive and individualized evaluationof each candidate’s application and interview.Judgment of the professional staff will determineeligibility for the Program. Admission to theLearning Disabilities Program is on a rolling basis.Completed applications, including all requireddocumentation, should be submitted by March 1.Applications will continue to be processed afterMarch 1 as along as openings are available.

For more information, please call (516) 877-3050.

*The information requested is intended for use solely inconnection with the University’s voluntary action efforts toovercome the effects of conditions that may have resulted inlimited participation of qualified disabled students.Response to these items is voluntary and will be kept confi-dential and used only in accordance with this part. Refusalto provide this information will not subject the applicant toany adverse treatment by the University.

222 ADMISSIONS

Admission of VeteransAdelphi welcomes the opportunity to assist

qualified veterans in their academic plans andpreparation for the future. The University con-siders, on an individual basis, the needs, inter-ests, and purposes of veterans who desire highereducation.

Admission of International StudentsAdelphi encourages applications from stu-

dents of diverse backgrounds who add to theinternational dimension of the University.

It is recommended that applications foradmission from international students bereceived by the Office of Admissions by June 1for the fall semester and December 1 for thespring semester. Admission of international stu-dents is based on evidence of superior academicachievement and demonstrated proficiency inEnglish. Further instructions on the admissionsprocess and application requirements may beobtained by writing to the Office of Admissionsand requesting the International StudentHandbook.

The cost of attending Adelphi University isthe full responsibility of international studentsand their families or sponsors.

Designation of Student StatusOfficial designation of the status of “student”

at Adelphi University is reserved for those indi-viduals who have applied to the University foracceptance to a particular program or school andhave been granted admission (in writing) and inaccordance with the University policies that gov-ern such decisions. University recognition of anindividual as a student does not, however, implyor assign matriculation in the particular schoolor program of choice. Candidates who desirematriculation into a degree or certificate pro-gram are advised to investigate all the require-ments necessary for official acceptance intotheir program of interest.

Further consideration of the assigned statusof “student” follows:

Nondegree CandidatesIn order to register for classes as a nondegree

candidate, applicants are required to complete anondegree application and submit an applica-tion fee with the appropriate materials as out-lined:

Visiting Student (taking courses at Adelphiwith the intention of having them transferredback to the degree-granting institution): A letterfrom the college from which the student willreceive a degree must be submitted each semes-ter recommending which courses can be takenat Adelphi. This letter must also state that thecredits earned from these courses will beaccepted in transfer by the degree-grantinginstitution.

Graduate Student (taking undergraduateprerequisite courses): Applicants must submitproof of baccalaureate degree by official tran-script or copy of diploma. (Students intendingto pursue a master’s degree at Adelphi Univer-sity after completing undergraduate prerequi-site courses at Adelphi should contact theOffice of Graduate Admissions for the appropriateapplication.)

Special Student: Proof of high school grad-uation must be submitted. Applicants must havegraduated at least one year before applying as anondegree candidate. Permission to attend willbe considered on an individual basis.

Application for University HousingTraditional-style residence hall housing is

available through the Office of Residential Life.Applicants for admission are encouraged toapply for housing. Those interested in Universityhousing should indicate their interest on theapplication for admission.

Community housing is also available. Foradditional information, please contact the Officeof Commuter Student Affairs (516) 877-6667.

223ADMISSIONS

Graduation and Retention RatesUnder the Student Right-to-Know, the campus

security act, and other education laws, collegesand universities must make available retentionand graduation rates for full-time undergraduatestudents admitted to degree programs beginningJuly 1, 1991. Retention and graduation rates forstudent athletes receiving aid must also be madeavailable. This information may be obtained fromthe Office of the Provost.

XIII

E X P E N S E S A N D

F I N A N C I A L A I D

226 EXPENSES AND FINANCIAL AID

Tuition and Fees

The following Tuition and Fee Policy pertains tothe 2001–2002 academic year. The Board ofTrustees of Adelphi University reserves the right tochange this tuition and fee schedule without priornotice. The Office of Student Financial Servicesmust be consulted for the current tuition and feesschedule.

The Comprehensive Tuition and Fee rate for2001–2002 is $16,270. Tuition and fees arepayable either by mail or in person at the Officeof Student Financial Services, or by phone withMastercard or Visa. Checks and money ordersshould be made payable to Adelphi University.All payments will be applied to past-due bal-ances first.

Charges billed by the University are outlinedbelow. Students and parents, however, shouldplan for expenditures associated with books,travel, and personal items.

Tuition and Fee Rates2001–2002Academic

Undergraduate, Full-time Year(12–17 credits per semester)Tuition and University Fees,

per year (including nonrefundable fees of $600) . . . . . . . . . . . . . . . . . .$16,100

Student Activity Fee . . . . . . . . . . . . . . . .$170Comprehensive Tuition Fee . . . . . . . .$16,270

Tuition and University Fees, Upper Division Nursing and Social Work, per year(including nonrefundable fees of $600) . . . . . . . . . . . . . . . . . .$17,000

Student Activity Fee . . . . . . . . . . . . . . . .$170Comprehensive Tuition Fee . . . . . . . .$17,170

(In addition, there is a $100 charge for each Clinical Nursing Course)

2001–2002Academic

Undergraduate, Part-time Year(1–11 credits per semester)Tuition, per credit hour . . . . . . . . . . . . . .$500University Fees (nonrefundable),

per year . . . . . . . . . . . . . . . . . . . . . . . .$400Student Activity Fee . . . . . . . . . . . . . . . . .$18Tuition per credit hour, Upper Division

Nursing and Social Work . . . . . . . . . . .$510University Fees (nonrefundable),

per year . . . . . . . . . . . . . . . . . . . . . . . .$400

(In addition, there is a $100 charge for each Clinical Nursing Course)

University FeesUniversity Fees cover the use of all academic

and recreational facilities. They also includeuse of the library, gymnasium, health services,counseling, and career services, and provide forsecurity, course materials/lab fees, and accidentinsurance for all students.

Student Activity FeeThe Student Activity Fee is allocated and dis-

bursed by the Student Government Associationto recognized student groups.

Other Fees and ChargesApplication Fee (nonrefundable) . . . . . . . .$35Graduation Reapplication Fee . . . . . . . . . .$25Graduation Late Filing Fee . . . . . . . . . . . .$25Late Registration Fee (Check current

Directory of Classes for appropriate calendar)Accident Insurance . . . . . . . . . . . . . . . . . .$12Medical Insurance (Annual) . . . . . . . . . . .TBAOrientation Fee (Freshmen,

Fall Semester only) . . . . . . . . . . . . . . .$200Orientation Fee (Transfers/Freshmen,

Spring Semester only) . . . . . . . . . . . . . .$50Program Change, each form . . . . . . . . . . . .$25Registration Reinstatement Fee . . . . . . . .$150Returned Check (in addition to charge

for late payment of tuition) . . . . . . . . . . .$25

227EXPENSES AND FINANCIAL AID

Learning Disabilities Program Fee (per semester) . . . . . . . . . . . . . . . . . .$2,000

Learning Disabilities Program Fee (Summer) . . . . . . . . . . . . . . . . . . . . .$1,200

Transcripts . . . . . . . . . . . . . . . . . . . . . . . . .$10Deferred Payment Plan Fee . . . . . . . . . . . .$50Laboratory, Studio, and Workshop Fees

(specified with course listings inthe Directory of Classes) . . . . . . . . .Variable

Private Music Instruction . . . . . . . . . . . . .$565Professional Liability Insurance

(Specified after each course in the Directory of Classes) . . . . . . . . .Variable

Withdrawal Fee . . . . . . . . . . . . . . . . . . . .$100

Payment PolicyTuition and fees are payable in full at the

time of registration. Students registering for thefall semester prior to June 30, and the springsemester prior to November 30, will be billed inJuly and December, respectively. Students areresponsible for all charges regardless of billing.Students are required to notify the Office of theRegistrar of their appropriate billing addressand to contact the Office of Student FinancialServices if bills are not received. Payments mustbe made in accordance with University policies,whether or not bills are received.

Deferred Payment Plan—Students mayelect a deferred payment plan for each semes-ter. One-half of the balance, plus the $50deferred payment plan fee, is due by August 1for the fall semester or January 6 for the springsemester. Students who register after June 30 orNovember 30 must pay one-half of the balancedue plus the $50 deferred payment plan fee,when registering.

Monthly Payment Plan—Many studentshave indicated a preference to pay on a monthlybasis. Adelphi offers the Academic ManagementServices (AMS) Budget Plan which provides forpayment in monthly installments as an alterna-tive. Information on this plan is mailed to allstudents before each semester and can also be

obtained in the Office of Student FinancialServices.

Late Payment Fees—All tuition and feecharges are due at registration unless thedeferred payment plan or the AMS monthlypayment plan is elected. Failure to make pay-ments on time will result in the assessment oflate penalties, as defined below and in the classschedule. Programs not following the traditionalsemester calendar are also subject to late pay-ment fees.

Students having outstanding indebtedness tothe University will not be permitted to register,receive a transcript/grade report, or have adegree conferred. No student may withdraw orgraduate from the University in good standingunless all current obligations are paid in full.Federal and state regulations, as well asUniversity policy, preclude the use of any cur-rent financial aid for payment of past duecharges.

Late Payment Fees

Fall SemesterPayment after August 1 . . . . . . . . . . . . .$50Payment after October 15 . . . . . .(add’l) $25Payment after October 31 . . . . .(add’l) $100

Spring SemesterPayment after January 6 . . . . . . . . . . . .$50Payment after March 15 . . . . . . .(add’l) $25Payment after March 31 . . . . . .(add’l) $100


Residence FeesAnnual Room and Board Rate (per person/per academic year):*

Doubles—Most students will have a doubleroom as these are the most common on the cam-pus.

$7,020 Double$7,550 Double with air-conditioning$8,400 Double in a suite (semi-private bath)

Singles—There are very few single rooms andthey are usually used for special circumstances.

$7,850 Single$8,500 Single with air-conditioning

Triples—These are designed to be occupiedby 3 people.

$6,600 Triple$7,100 Triple with air-conditioning

Converted Triples—These rooms were doubles but will accommodate 3 students withthe additional furniture.

$6,250 Converted triple$7,500 Converted triple in a suite (semi-

private bath)$6,860 Converted triple with air-conditioning

*These rates include $1,100 for each semesterto be spent at Adelphi University Dining Services.You may increase this amount at any time inincrements of $50. There is also a $15 per semes-ter resident activity fee.

Meal PlansFor resident students, your base room and

board includes $1,100 per semester to be spentat Adelphi University Dining Services. You mayincrease this at any time in increments of $50.Further information on resident meal plans isavailable from the Oof Residential Life andHousing in Earle Hall 100, (516) 877-3650.

For commuter students, information on com-muter meal plans is available from the Office ofCommuter Student Affairs in University Center109, (516) 877-6667.

Medical InsuranceAll residence hall and international students

are automatically enrolled in Adelphi’s studentmedical insurance plan. A student who isalready covered by alternative medical insur-ance, and wishes to cancel Adelphi’s coverage,must bring evidence of such medical insuranceto the Health Services Office by October 1 (forthe fall semester) or March 1 (for the springsemester). Likewise, those students who do nothave medical insurance coverage and wish toenroll in Adelphi’s plan must do so by the samedates.

Room and Board DepositEach new resident student granted University

housing is required to pay a $100 damagedeposit in addition to the $250 tuition depositbefore May 1 of each year. New students accept-ed after May 1 must make this deposit beforethey can be assigned to a room.

Refund Policy for TuitionRefunds are computed as of the date the

Registrar is notified of the withdrawal. The dateof the request will determine the tuition liabilityfor the semester.

Nonattendance in a course does not constitutean official withdrawal. Students will be heldresponsible for payment of all tuition and fees untilan official withdrawal is presented to the Registrar.

Refunds do not depend on the numberof class sessions held or attended. Failure tocomplete payment is not an official withdrawal.A student who is suspended or dismissed or whowithdraws when under investigation for miscon-duct shall not have tuition refunded for thesemester in which such action is taken.

All refunds of credit balances must be re-quested from the Office of Student FinancialServices.

All students who withdraw from theUniversity prior to the first day of classes willreceive a credit for all tuition and fees, less themandatory withdrawal fee.


Refund SchedulesTitle IV Recipients

Adelphi University’s refund policy conformsto the updated version (Section 668.22) of theHigher Education Amendments of 1998. Inaccordance with federal regulations, studentswho withdraw from the University and haveFederal Title IV financial assistance (FederalStafford Loan, Federal Parent Loan forUndergraduate Students, Federal SEOG,Federal Perkins Loan, or Federal Pell Grant)that has been credited or could have been cred-ited to their account, will be subject to bothFederal Policy regarding the possible return ofTitle IV funds awarded AND AdelphiUniversity’s policy regarding the possible returnof institutional aid awarded. Furthermore, theamount of refundable institutional charges(and/or possible reduction of outstanding bal-ance) will be set by school policy.

The federal government and the school policywill be similar regarding the amount of studentaid that may be retained (for related schoolexpenses). Only that amount of the semester’said that has been earned (as a result of the pro-rated amount of time the student has been inschool for that semester) will be eligible forretention on the student’s behalf. Any aid that isnot earned must be returned to its source. (Theamounts to be returned to federal programs willvary based upon the type of program, the totalamount to be returned, and the government’sdetermination of the order in which aid isreturned to the programs.) If there is a studentaccount balance resulting from these adjust-ments, the student is responsible for payment.

The order of return of Title IV funds atAdelphi University is as follows:

Unsubsidized Federal Stafford loansSubsidized Federal Stafford loansFederal Perkins loansFederal Plus loansFederal Pell GrantsFederal SEOG GrantsOther Title IV programs

Sample worksheets for calculation are avail-able in the office of Student Financial Servicesupon request.

Non-Title IV RecipientsAll students who are ineligible for assistance

under the Federal Title IV programs are subjectto the following refund schedule for a traditional15-week semester:

Full/partial drop/withdrawal prior to the first day of the semester . . . . . . . . . . .100%

Full/partial drop/withdrawal by the end of the first week . . . . . . . . . . . .90%

Full/partial drop/withdrawal by the end of the second week . . . . . . . . .50%

Full/partial drop/withdrawal by the end of the third week . . . . . . . . . . .50%

Full/partial drop/withdrawal by the end of the fourth week . . . . . . . . . .25%

Thereafter . . . . . . . . . . . . . . . . . . . . . . . . . .0%

Residence Fees RefundRoom and board charges (less nonrefundable

deposits) will be refunded in full prior to occu-pancy. The housing deposit will be refundedprovided that the Office of Residential Life andHousing is notified by the student in writing ofthe cancellation prior to July 15 for the fallsemester or December 15 for the spring semes-ter. After these dates, the deposit will be forfeit-ed. Except in the case of midyear graduation orwithdrawal from the institution, the housingagreement is binding from the date of occupan-cy to the end of the current academic year.Upon occupancy, the housing deposit is used asa damage deposit. A student may be releasedfrom this agreement only if approved by a spe-cial committee that shall review each requestindividually and with reference to prevailingUniversity policy for granting such waivers.Should a resident withdraw from the University,that student must notify the Office ofResidential Life and Housing, in writing, andthen follow appropriate procedures by checkingout with a residential life staff member. All


room refunds are subject to the room refundschedule found in the Directory of Classes.Please review the schedule before requesting arefund.

A student who is suspended or dismissedfrom the University or from housing, or whowithdraws when under investigation for miscon-duct, shall not have housing fees refunded forthe semester in which such action is taken.

All refunds of credit balances must be request-ed from the Office of Student Financial Services.

Withdrawal for Medical ReasonsStudents requesting a withdrawal from the

University because of medical reasons mustsubmit the appropriate medical documentationand a letter requesting a medical withdrawal tothe Office of Academic Services and Retention.This must be done during the semester for whichthe leave is requested. Students approved formedical withdrawal will have a credit posted totheir account to be applied toward future semes-ters. All unused credit will be forfeited withinone year of issuance and tuition and feecharges will not be refunded. Students wish-ing to return after a Medical Withdrawal mustsubmit medical documentation clearing them forreturn to the Office of Academic Services andRetention.

Residence fees will be refunded according tothe policies outlined in the section “ResidenceFees Refund.”

Financial Assistance

Adelphi University offers a wide variety offinancial assistance programs in addition to thevarious federal and state programs that currentlyexist.

Financial assistance is any grant, scholar-ship, loan, or employment opportunity that isoffered to an enrolled or prospective studentwith the express purpose of helping the studentmeet educational expenses.

The amounts and types of financial assis-tance that a student receives are determined bythe eligibility of the applicant for each program.The combination of these various awards is com-monly referred to as the “financial aid package.”

The University expects each student tohave knowledge of the information pre-sented in the Undergraduate Bulletin andappropriate Directory of Classes.

Responsibilities of FinancialAssistance Recipients

Students receiving financial assistance havethe following responsibilities:

1. To complete an annual application for fi-nancial assistance by the deadline pre-scribed by the University.

2. To meet the requirements of good aca-demic standing.

3. To maintain satisfactory academicprogress toward the baccalaureate. Chartsoutlining the requirements for SatisfactoryAcademic Progress may be obtained inthe Office of Student Financial Servicesand will accompany all financial aidaward letters.

4. To report to the Office of Student Finan-cial Services any changes in enrollmentstatus, changes of name or address, andreceipt of any additional internal or exter-nal financial assistance.


The University reserves the right to makeadjustments in financial assistance packagesbecause of changes in the recipient’s enrollmentor residency status, income discrepancies, orfinancial circumstances.

The University further reserves the right tomake proportionate adjustments in campus-administered financial assistance if federal,state, or private funding to the Universitychanges.

Students who withdraw from the Universitybefore the end of an academic term may berequired to repay a portion of their financialassistance.

Application ProceduresStudents applying for financial assistance

must complete the Free Application for FederalStudent Aid (FAFSA). All New York State resi-dents who are receiving financial assistancefrom Adelphi are required to apply to New YorkState for the Tuition Assistance Program (TAP)grant. The completed FAFSA must be filed withthe Federal Government as soon after January 1as possible. New York State will then mail stateresidents a pre-printed TAP application begin-ning in April, which should be reviewed andreturned to New York State.

If a student transfers from another institutionto Adelphi University during the same awardyear, federal regulations require that we requestthrough the National Student Loan Data System(NSLDS) updated information about any falldisbursements so that your spring disburse-ments are accurate and do not exceed any fed-erally mandated maximums. Since the informa-tion on the NSLDS system may not be accessedearlier than 30 days before the start of thespring semester, your assistance package maychange after review of your record on theNSLDS system.

Once freshmen and transfer students areaccepted to the University by the Office ofAdmissions, they will be notified of their finan-cial assistance eligibility approximately fourweeks after the Office of Student FinancialServices has received their processed FAFSA.Although award decisions will not be made untilan applicant has been officially accepted by theAdmissions Office, it is important to note thatfinancial assistance applications should be com-pleted prior to admission acceptance.

Application DeadlinesApplications for all financial assistance pro-

grams should be made by all new and continu-ing students as soon after January 1 as possible.The various state and federal programs havedeadline dates that extend throughout the acad-emic year. Consult the Office of Student Finan-cial Services for specific dates that may affectapplications for these programs.

The completed FAFSA should be mailed assoon after January 1 as possible. Filing byFebruary 15 will maximize access to the variousfinancial assistance programs. Applicationsmade after February 15 will only be consideredif funds remain available.

Academic Requirements toMaintain Financial Assistance

Financial assistance recipients must be ingood academic standing and must be makingsatisfactory academic progress. Failure to meetestablished criteria will result in the loss offinancial assistance. Details concerning estab-lished criteria are available in the Office ofAcademic Services and Retention and the Officeof Student Financial Services.

If a student is officially withdrawing from theUniversity, the “W” grades will not count towardunsatisfactory credits. (See the section titled“University Withdrawal.”)


Hours attempted constitute all courses a stu-dent registers for, including courses in whichgrades of I and W are given.

Credits earned include all courses in whichgrades of A, B, C, D, or P are given.

Students who do not make satisfactory pro-gress because they have failed to earn therequired credit ratio due to grades of W, F, or I,are not eligible for financial assistance. The fed-eral criteria and New York State TuitionAssistance Program requirements may vary fromthe University criteria. Please contact the Officeof Student Financial Services for more specificinformation.

Institutional ProgramsAdelphi offers a full range of scholarships.

Scholarships are generally awarded to studentswho attend on a full-time basis and have eitherhigh academic records or expertise in a particu-lar area.

Academic Scholarships—Trustee Schol-arships, Presidential Scholarships, ProvostScholarships, Deans’ Scholarships, and all otherachievement awards are awarded to new fresh-man, and transfer students based on high acade-mic records and full-time enrollment (a mini-mum of 12 credits per semester). Furtherrequirements (i.e., grade point average andrenewal criteria) for each scholarship are speci-fied in each student’s scholarship letter.

Talent Awards—Technical theater, perform-ing arts, art, music, communications, athleticscholarships, and recognition awards are award-ed to students with expertise in a particulararea. These scholarships are awarded to new,full-time students by the individual departmentsbased on participation in the specified activity,grade point average, and academic standing.Further requirements for the continuation andrenewal of these scholarships are specified ineach student’s scholarship letter.

Adelphi University Financial Grant—This grant is based on consideration of a stu-dent’s financial circumstances. Renewal criteriadepend on continued financial need, grade pointaverage, and standing related to disciplinarymatters.

Adelphi University Part-Time TransferMerit Award—The Adelphi University TransferMerit Award for part-time students is offered tonew, part-time students who demonstrate highacademic achievement. For transfers, initial cri-teria include a transfer G.P.A. of at least 3.0,with a minimum of 30 credits being transferred.

Eagle Scout, Girl Scout Gold, andExplorer Awards—These awards are offered tonew, full-time students who demonstrate highacademic achievement. Initial criteria include aminimum cumulative grade-point average of 3.0(83–85 average) and an 1100 SAT score with atop 30% rank of your high school class or a1000 SAT score with a top 25% rank of yourhigh school class.

Alumni Award—Children or grandchildrenof Adelphi alumni who receive no other Adelphischolarships or grants are eligible to receive a$1,000 scholarship. Be sure to indicate on yourapplication if one parent or grandparent graduat-ed from Adelphi University in order to receivethe award.

For Further Information—Please contactAdelphi University Office of Student FinancialServices at (516) 877-3080.


Endowed and RestrictedScholarships

Endowment FundsThe ATEP Associates Scholarship targets

needy education majors with academic awards.The Helen Baldwin Scholarship targets

sophomores, juniors, and seniors with good aca-demic records.

The Barlow Scholarship targets studentswith good academics.

The Clara Bartlett Scholarship inHistory was established in the early 1900’s andwas funded under the terms of the will of the for-mer Dean of the Class of 1904. It is to be award-ed to an outstanding junior majoring in historyand recommended by the department chair.

The Caroline Mathilda Behre Fund wasestablished in 1911 by Mrs. A. Frederic Behrefor female students of the Delta Gamma sorority.

The Nicola and Maria BolognaMemorial Scholarship was established by Mr.and Mrs. Lewis Barton to support commutingundergraduate students who exhibit unrealizedacademic potential, determination, ability tosucceed, and financial need.

The Rose Brenner Scholarship was cre-ated in the early 1900’s from the estate of RoseBrenner, Adelphi Alumna 1906, for deservingstudents, with preference given to students ofJewish decent.

The Caplin-Bloom Scholarship wasestablished around 1915 to assist female stu-dents with good academics and financial need.

The Elinor Corwin Scholarship was cre-ated in 1984 to be awarded to a student in theSchool of Nursing.

The Agnes E. Demonde Scholarship wasestablished in the early 1900’s through a gift ofMiss Agnes E. Demonde for upperclass stu-dents.

The John Eddy Memorial Fund wasestablished for descendants of former AdelphiPresident John Eddy or for students with finan-cial need.

The Edna F. Tobias Scholarship, in mem-ory of the mother of a former Trustee, Mr. C.Ellsworth Tobias, provides undergraduate assis-tance to students demonstrating financial need.

The Evening Student Scholarship Fundwas created in 1973 by the Evening Students’Council at Adelphi to provide assistance toundergraduate part-time students of superioracademic ability and financial need.

The Milton Frank Scholarship was estab-lished in 1993 in memory of Milton Frank,Special Assistant to the President, to a studentmajoring in communications or English.

The John W. Gibb Scholarship was creat-ed around 1915 from the estate of Mrs. Sarah M.Gibb to assist upperclass students.

The Charles Garelick Scholarship, inaccordance with the wishes of Charles Garelickis awarded to undergraduate students in theSchool of Nursing.

The Philip Goldstein Scholarship targetsmath majors with good academics.

The Golden Anniversary Fund, estab-lished in 1986 was funded by the Class of 1936,on their fiftieth reunion, to reward students ofgood academic standing.

The Elise Grace Scholarship, fundedabout 1973 provides awards based on high acad-emic standing to nursing majors.

The Pearl Jolles Groothius MemorialFund was begun in 1957 by Irving Groothius inmemory of his wife for a voice/music majorselected by the music chairperson.

The Ruth S. Harley Scholarship wasestablished in 1970 by members of the Lantern,a former student service group at Adelphi, forthe benefit of outstanding junior or senior femalestudents with good scholastic standing and whoare active in student affairs.

The James L. Hathaway MemorialNursing Scholarship was established by Mrs.Maria L. Pritchard (Class of 1922) and Mrs.Dorothy Hathaway (Class of 1927) in memory oftheir brother for undergraduate nursing stu-dents.


The Barbara Schiller SmalbachScholarship was established to reward lan-guage majors.

The Lucille Sophar Hays Fund was creat-ed to reward female students with both financialneed and good academic standing.

The Susan Hay Marcy Scholarship wascreated in 1979 in accordance with the terms ofSusan H. Marcy’s will. It was to serve as a con-tinuation of the George T. Hay ScholarshipFund, named for her father in the early 1900’s,which she maintained up until her death. Theaward supports female students of high academ-ic standing.

The Juliette Hollenback MemorialScholarship, established in the early 1900’s bya gift from the Kappa Kappa Gamma Sorority forupperclass students of high academic standing.

The W. G. Holloway Scholarship wasestablished about 1977 for high academics inthe School of Nursing.

The Jamaica Real Estate BoardScholarship was established in 1977 by theJamaica Real Estate Board Corporation to pro-vide worthy and needy students from theJamaica area with tuition assistance.

The John McGoldrick MemorialScholarship was established to assist part-timestudents with a preference given to studentsworking in the criminal justice field.

The Helen MacDonough Scholarshiptargets female English or history majors whoenroll on a full-time basis.

The Marion Barrian Mann MemorialScholarship, established in 1985 by Mrs.Marion M. Roberts in memory of her mother toaid School of Nursing students with good acade-mic standing.

The Mooney Memorial Scholarship pro-vides annual awards to sophomore languagemajors.

The Samuel J. Moritz MemorialScholarship assists piano students selected bythe Music Chairperson.

The Nassau Chapter Alumni Scholarshipassists children of alumni residing in NassauCounty.

The David Newton Scholarship wasestablished to assist students who are UniversityCollege or General Studies students.

The One Hundred-Black MenScholarship Fund was begun in 1985 by 100Black Men of Nassau/Suffolk to assist junior orsenior black students in the School of Businessresiding in Nassau or Suffolk counties.

The Lawrence Rasmussen Scholarshipassists voice/music majors selected by the musicchairperson.

The Reader’s Digest FoundationScholarship, since 1965 has offered awardsbased on need and academic merit.

The Republic Aviation Fund providesawards to students residing in Nassau or SuffolkCounty based on financial need.

The Silver Anniversary Scholarshipbegan in 1986 by the Class of 1961, on theirtwenty-fifth reunion, to assist students with goodacademic standing.

The Douglas Vogel MemorialScholarship was established in 1966 by Mrs.Cecile Ruth Vogel in memory of her nephew,Douglas, from the Class of 1965. The funds areused to assist male students who demonstratefinancial need.

The Hayden Wheeler Fund was estab-lished about 1915 by the wife of a longtimetrustee and Treasurer of Adelphi to providefunds to needy upperclassmen.

Annual GrantsThe Lotte Kaliski Foundation Grant,

since 1988 has provided annual assistance togifted students who are physically handicappedor learning disabled.

The Rudin Scholarship is funded annuallyby the Louis and Rachel Rudin Foundation,Inc., for nursing students in financial need.


Restricted FundsThe Adelphi Traveling Scholarship

assists needy athletes at Adelphi University.The Barlow Scholarship assists students

with good academics.The Alexander Barnes Scholarship was

established by family and friends of AlexBarnes, to assist performing arts majors.

The Norman J. Berkun MemorialScholarship funded annually by Mr. and Mrs.Willard DaSilva provides awards to junior yearbusiness students of high academic standingand financial need.

The Edward A. Burke PhysicsScholarship was established for physics majorsin the early 1980’s in memory of Adelphi profes-sor Edward A. Burke.

The Helen Hirsch BernsteinScholarship assists deserving students ofJewish descent.

The Coston Crouse AbstainerScholarship was created in 1990 in memory ofCoston C. Crouse. The scholarship is awarded tostudents who abstain from substance use inclu-sive of tobacco, alcohol, and drugs.

The Fleet Bank Scholarship awarded tograduate or undergraduate business student witha good G.P.A..

The Rita Gold Scholarship was estab-lished in 1988 by Rita Gold, in memory of herson, for an ABLE student in financial need.

The Perrine Gordon Scholarship wascreated by friends and family in memory ofPerrine Gordon, a secretary at the School ofNursing at Adelphi, to assist nursing students.

The Isenberg Scholarship awarded to anundergraduate student with a good G.P.A. andfinancial need who submits an approved essay.

The Lillian Jackson Scholarship assistsdeserving music majors.

The Florence Kessler Scholarship assistsstudents with good academics.

The Knorr Scholarship is awarded to aLutheran student or graduate of a Lutheran HighSchool in financial need.

The W. O’Connell Luthy Scholarshipawarded to a single undergraduate female study-ing business or nursing.

The Helen MacDonough Scholarship isan endowed scholarship that was created in1998 by Helen Marie MacDonough, class of1933, for female students pursuing a degree inhistory and/or English.

The Justina Eisenhauer MickiewiczScholarship, an endowed scholarship estab-lished in 1989 by family and friends in memoryof Justina Eisenhauer Mickiewicz, nursing fac-ulty member, Director of Student Relations, for-mer trustee. Originally, this was a memorial lec-ture, but was converted in 1994 to a scholarship.

The Modin Scholarship was established in1977 by the Modin Foundation for a junior orsenior nursing student in financial need.

The Herbert Perlman Scholarship wasestablished in 1982 for a graduate/undergradu-ate student in the School of Management andBusiness who demonstrates financial need.

The Redding-Goldsmith Scholarship wasestablished in 1978 for a student who exempli-fies the ideals of the University: warmth, friend-liness, concern for others, and service. Theaward was limited to members of Delta TauAlpha.

Redding-Goldsmith Memorial awarded toan undergraduate senior with good academics.

The Estelle Schacter Grant-in-AidScholarship assists students with financialneed.

The Scheuer Family Scholarship, estab-lished in 1998 by James Scheuer, a graduate ofthe Learning Disabilities Program, for studentsin this program who demonstrate financial need.

The Silverman Scholarship awarded to anundergraduate accounting major with a goodG.P.A., demonstrating need and submission ofan essay approved by the donor.


The Barbara Schiller SmalbachEndowed Scholarship was established in1998 by David Smalbach, in memory of his wife,Barbara, class of 1977, to be awarded to a lan-guage student of high academic standing andfinancial need.

The Winikoff Scholarship was establishedin 1966 by Marcia and Stanley Winikoff inmemory of their daughter, Ellen, for female stu-dents with financial need.

The Margaret Winslow Scholarshipassists deserving students.

Recipients of the following awards and prizesare selected by members of the organization orthe department:

Burleigh Award

C.A.L.I.B.E.R. Award

Wesley D. Camp Fund

Robert Devlin Memorial Scholarship

Helene Fuld Grant

Hagedorn Foundation Grant

Hochfelder Award

McGrillies Award

N.A.A.C.P. Scholarship

SAB UMOJA Scholarship

Shnayerson Art Award

Shnayerson History Award

H. Sultan Scholarship

Marvin Tiger Scholarship

Federal ProgramsIt should be noted that while an applicant

may indicate interest in a campus-based federalprograms, final responsibility for the selection ofstudents and amount of award rests with theUniversity, and that selection is guided by theavailability of funds and student need. Toremain eligible, students must demonstrate con-tinued financial need and be in good standing inacademic and disciplinary matters.

Federal Pell Grant—A federal programdesigned to provide financial assistance to thosein need. The amount of the grant is determinedon the basis of student and family income andassets, in accordance with strict government for-mulas. The federal programs listed below areadministered by the University. Students applyfor these programs through submission of theFAFSA, with additional income verification doc-umentation if requested, and by observing theapplication deadlines.

Federal Supplemental EducationalOpportunity Grant (FSEOG)—A federalgrant program that provides grants to studentswho demonstrate financial need and are eligibleFederal Pell Grant recipients.

Federal Perkins Loan—A student loanprogram subsidized by the federal governmentavailable to assist undergraduates in financingtheir education. The interest rate is 5% per yearwith repayment beginning nine months after astudent leaves school or graduates. Repaymentmust be completed within a 10-year period.

Federal Nursing Loan—This program pro-vides low interest loans to students enrolled in anursing program. The interest rate is 5% per yearwith repayment beginning nine months after astudent leaves school or graduates. Repaymentmust be completed within a 10-year period.

Federal Work Study Program (FWS)—This program provides employment for studentsdemonstrating financial need. Jobs are on cam-pus. The maximum amount a recipient can earnis determined by financial need.

Federal Stafford Loan—A Stafford Loanis a low-interest loan available to studentsenrolled in a minimum of 6 credits per semes-ter. These loans are made by a lender such as abank, credit union, or savings and loan associa-tion and are guaranteed by the federal govern-ment. Depending on the need of the student ascalculated by the Department of Education,these loans are either made on a subsidized


basis, where the federal government pays theinterest during the enrollment period, or anunsubsidized basis, where the student isresponsible for such interest. Maximum loanamounts for dependent students are $2,625 forfreshmen, $3,500 for sophomores, and $5,500for juniors and seniors. Maximum loan amountsfor independent students are $6,625 for fresh-men, $7,500 for sophomores, and $10,500 forjuniors and seniors. Effective July 1, 2001 thein-school interest rate is 5.39% for the FederalStafford Loan. The repayment interest rate is5.99%. Repayment of the loan begins sixmonths after the student ceases to be enrolledat least half time.

Parent Loan for UndergraduateStudents (PLUS)—A PLUS loan is availableto parents of dependent children enrolled in aminimum of 6 credits per semester. A parentmay borrow up to the cost of education, lessany other financial assistance, each academicyear. Credit worthiness is a factor in obtainingthis loan. PLUS loans carry variable interestrates, set each June. The interest rate as of July1, 2001 is 6.79%. Repayment of the loanbegins within 60 days of when the loan is dis-bursed unless special deferment conditionsapply. More information and applications areavailable from participating lending institutionsor the Office of Student Financial Services.Ombudsman Information for Title IVStudents—The Office of Student FinancialAssistance Ombudsman is available to assiststudents in resolving loan disputes and otherproblems. Contact them at 1-202-401-4498(Washington, DC) or toll-free at 1-877-557-2575for assistance. On the Web, additional informa-tion is available at http://www.sfahelp.ed.govor access the Adelphi website at www.adel-phi.edu, select Student Financial Services, andOther Helpful Sites for the link to this importantOmbudsman information.

New York State ProgramsNew York State Tuition Assistance

Program (TAP)—This program offers aid toresidents of New York State, based on theincome of parents and students. Application andrenewal of TAP commences by completing theFASFA. Pre-printed TAP applications aremailed to the student beginning in April of eachyear. Students must be full-time (12 or morecredits per semester) to be eligible.

Aid for Part-Time Study—The Aid forPart-Time Study (APTS) program provides grantassistance to New York State residents who arepart-time undergraduate students. A completedAPTS application must be filed with the Officeof Student Financial Services by October 5 forthe fall semester and by February 15 for thespring semester.

Vietnam Veteran Tuition Awards(VVTA)—Vietnam Veterans Tuition Awards pro-vide up to $1,000 per semester for full-timestudy or $500 per semester for part-time studyto Vietnam veterans matriculated in an under-graduate degree-granting program.

Persian Gulf Veterans Tuition Awards(PGVTA)—Persian Gulf Veterans TuitionAwards provide up to $1,000 per semester forfull-time study or $500 per semester for part-time study to Persian Gulf veterans matriculat-ed in an undergraduate degree-granting pro-gram.

Robert C. Byrd Honors Scholarship—This competitive federal honors program pro-vides scholarships to academically talented highschool seniors who are New York State residentsand plan to attend any approved institution ofhigher learning in the United States. For furtherinformation contact Higher Education ServicesCorporation (HESC), Student Information,Albany, NY 12255 or visit HESC’s World WideWeb site at www.hesc.com.


Regents Professional OpportunityScholarship—New York State residents attend-ing, or planning to attend, a New York Collegeas an undergraduate or graduate student pursu-ing a career in certain licensed professions maybe eligible for an award from the RegentsProfessional Opportunity Scholarship Program.

Selection priority is given to: (1) those who areeconomically disadvantaged and who are mem-bers of a minority group that is historically under-represented in the chosen profession; (2) thosewho are members of a minority group that hasbeen historically underrepresented in the chosenprofession; (3) graduates of the following pro-grams: SEEK; College Discovery, EOP, or HEOP.

Awards range from $1,000–$5,000 per year.Award recipients must agree to work for one

year for each annual payment received.Employment must be in the studied professionand must be in New York State.

Contact NYS Education Department in thefall prior to the academic year for which the stu-dent is applying for the application deadline.

For further information, contact NYS Educa-tion Department, Bureau of College, School andCommunity Collaboration, Cultural EducationCenter, Room 5C64, Albany, NY, 11230.

The Memorial Scholarship—Awards aregranted to the child of either a police officer or aregular or volunteer firefighter in New York Statewho died as a result of an injury sustained in theline of duty. Students must be enrolled full-time.Applications are available in high school guid-ance offices or can be obtained from NYSHESC,99 Washington Ave., Albany, NY, 12255.

Aid to Native Americans—Students listedon an official roll of a New York State tribe orwho are children of an enrolled member may beentitled to an award. Applications can beobtained from Native American EducationDepartment, Albany, NY, 12230.

For further information, contact HigherEducation Services Corp. (HESC), StudentInformation, Albany, NY 12255 or visit HESC’swebsite at www.hesc.com.

Other Assistance—Several lenders offercredit based “alternative loans” for students whoneed to borrow above the Federal Stafford loanlimits. For these alternative loans, students mayborrow up to their total cost of education, less allother financial aid that they are receiving for theloan period. The features, eligibility, and repay-ment requirements for these alternative loansvary depending on the program. To find out moreabout them, contact the Office of StudentFinancial Services at (516) 877-3080.

Following is a list of available alternativeloan programs:

Loan Program Lender1) Citiassist Citibank2) Signature Student Sallie Mae,

Loan Affiliated Lenders3) Grad Excel Loan Nellie Mae4) Teri Loan Multiple Lenders5) Key Alternative

Loan Key Bank, USA

Financial Assistance PoliciesAll financial assistance awards are made

based on the information available as of the dateof the financial assistance award letter. If thestudent receives financial assistance fromsources not specified in the award letter, eitherfrom Adelphi or from outside sources, Adelphireserves the right to adjust the financial assis-tance package.

In addition, the Office of Student FinancialServices should be notified of any change to thefamily’s financial situation after the completion ofthe FAFSA that the student or parents believecould affect the student’s eligibility for assistance.

Adjustments to a student’s financial assistanceaward may be made at the discretion of the Officeof Student Financial Services. Some commonreasons for adjustments are change in budgets(for example, if the student moves from Universityhousing to private housing), documentation ofincorrect income and asset information, changein family circumstances, awarding of outside or


academic scholarships, or any other change ininformation that in the opinion of the Office ofStudent Financial Services justifies a change inthe financial assistance awards.

Students receiving institutional scholarshipsthat exceed the cost of tuition may be subject tofederal income tax on the amount by which theaward exceeds tuition. We recommend studentscheck with their tax consultant for further information.

Foreign StudentsFederal and state financial aid programs are

limited to U.S. citizens and resident aliens (per-sons with Form I-151, also called a “GreenCard’’).

Study Abroad ProgramsAny Adelphi student wishing to study in

another country through International StudentServices/Study Abroad must notify the Office ofStudent Financial Services no later than eightweeks prior to departure.

Please refer to this Bulletin’s “Study Abroad”section to obtain information about the processto be followed to receive academic approval tostudy at or through another university. All stu-dents must receive academic approval to studyabroad prior to contacting Student FinancialServices about funding for such study.

Students should make an appointment with aStudent Financial Services counselor to deter-mine financial assistance eligibility during thestudy abroad program. Students failing to con-form to this policy will be ineligible for financialassistance during this study abroad program.

Students who are involved in a study abroadprogram are not eligible to receive any Adelphiinstitutional funds during the semester in whichthey are abroad. The Provost Scholarship forStudy Abroad has been developed to assist aca-demically superior students in affording studyabroad programs. For further information, con-tact the Office of the Provost.

Nondegree StudentsIndividuals registering for courses in the

University without applying to the AdmissionsOffice for degree status are considered nonde-gree students. The courses taken are consideredto be for personal enrichment and the student isnot eligible for any financial assistance.

Student BudgetsThese estimates of Adelphi’s typical under-

graduate student budgets for 2001–2002 arebased on the costs of living at a modest levelover a nine-month period (September–May). (Westrongly recommend that students confer with anAdelphi Student Financial Services counselor todetermine additional items they should budgetfor college costs.)

Resident CommuterTuition and Fees $16,270 $16,270Books $1,000 $1,000Room and Board $8,050Transportation $1,100 $3,000Personal Expenses $1,000 $1,800

Total $27,620 $23,770

NOTE: Charges may be subject to change.Tuition and fees may vary depending on majorand special laboratory fees.

AppealsAn appeals committee exists for students and

parents who feel that individual circumstanceswarrant exceptions from published policies. Anywritten requests for appeals should be directedto the committee’s coordinator. The address is:

Kay McGuireAdelphi UniversitySouth AvenueGarden City, NY 11530

XIV

R U L E S A N D

R E G U L A T I O N S

242 RULES AND REGULATIONS

University Regulations

All undergraduate students in the Universityare bound by the regulations set forth here and are responsible for adherence to these regulations. There are additional policies spe-cific to the individual units: College of Arts and Sciences, Gordon F. Derner Institute ofAdvanced Psychological Studies, Honors Col-lege, School of Education, School of Business,School of Nursing, School of Social Work, andUniversity College including the ABLE andGeneral Studies Programs. These policies areindicated in the sections describing these units.The responsibility for knowing and meeting the applicable degree requirements, as well as other academic regulations of the University,rests with each student.

The Office of Academic Services andRetention is charged with the interpretation,execution, and maintenance of the standards,policies, and procedures that guide and governundergraduate studies and pedagogy at AdelphiUniversity.

Dispensations from Regulations Students may request dispensations from

University regulations or deadlines only forexceptional circumstances by filing a petition. Astudent may petition through the Office of theDean in the appropriate college or school for awaiver of an academic regulation or deadline.Students who have not declared a major petitionthe College of Arts and Sciences. Petitioningstudents must provide supporting documentationwith their petition. Academic approval ofretroactive course drops or course with-drawals does not imply a right to a refund.Petitions requesting retroactive actions must besubmitted within one calendar year. Federal,state, and local regulations are not subject topetition.

Age of Majority Under New York State law, 18 is the age of

majority. Except for the provision and sale ofalcohol, students that age and older have therights, responsibilities, and privileges of allother adults. Adelphi University will normallycommunicate directly with students in matters ofacademic progress and standing, discipline,grades, and financial obligations. Individualsoutside the University seeking this informationmust obtain the written consent of the students.Under federal law, the parents or legal guardiansof a dependent student—defined by the InternalRevenue Service, U.S. Treasury Department,Internal Revenue Code of 1954, Section 152—have the right to request information about theirdependents without their dependent’s writtenconsent. Upon the written request from a parentor legal guardian, together with documentationthat the student is a dependent by federal crite-ria, the University will respond to such requestson an individual basis.

Student Code of Conduct andJudicial Policy

As members of an educational community,students are expected to behave responsibly,appropriately, and civilly toward all persons withwhom they interact. In addition, students areexpected to abide by all University rules, regula-tions, and policies. The Code of Conduct forStudents describes the University’s standardsand expectations for the behavior of its students.The code requires that students comply prompt-ly with the directives of Adelphi employees whoare acting in accordance with their authority asofficials of the University. Failure to complycould result in suspension from the University.All students are expected to read and adhere tothe letter and spirit of the Code of Conduct.

Non-academic violations of the Code ofConduct are adjudicated under the AdelphiUniversity Student Judicial Policy. All matters ofacademic misconduct are adjudicated by thedean of the school or college in which the offense

243RULES AND REGULATIONS

occurred. Inquiries in regard to adjudication ofacademic misconduct should be referred to theappropriate dean. The Code of Conduct andStudent Judicial Policy are published in theannual edition of the Guide to Student Life. Forquestions or more information, contact the Officeof the Dean of Student Affairs, University Center106, (516) 877-3660.

Academic Integrity Adelphi University demands the highest

standards of academic integrity. Proper conductduring examinations, the proper attribution ofsources in preparation of written work, and com-plete honesty in all academic endeavors isrequired. Submission of false data, falsificationof grades or records, misconduct during exami-nations, and plagiarism are among the violationsof academic integrity. Students who do not meetthese standards are subject to dismissal from theUniversity.

MatriculationNew students officially join the University,

become candidates for its degrees, bound to itsprinciples, responsible to its policies, and eligiblefor its privileges at the annual matriculation cere-mony held at the beginning of the academic year.

The AssociateAdelphi confers associate degrees on under-

graduates who have fulfilled the requirements inUniversity College. The 64-credit associate de-gree in liberal arts consists of 28 credits ofGeneral Education requirements and 36 creditsof electives and major course work.

The BaccalaureateAdelphi confers baccalaureates—bachelors

degrees—on undergraduates who have fulfilledthe requirements. Typically, eight semesters aresufficient to complete a baccalaureate, a total ofat least 120 credits. All Adelphi baccalaureateshave three components: General Education, amajor course of study, and a grouping of electives.

Adelphi awards these baccalaureates: B.A.(Bachelor of Arts), B.S. (Bachelor of Science),B.B.A. (Bachelor of Business Administration),B.F.A. (Bachelor of Fine Arts), and B.S.Ed.(Bachelor of Science in Education).

AttendanceOnly students who have been registered by

the Office of the Registrar may attend courses atthe University. Adelphi students make a com-mitment to be active participants in their educa-tional program; class attendance is an integralpart of this commitment. Attendance require-ments for each course will be announced by thefaculty member at the beginning of each term.Students are expected to be present promptly atthe beginning of each class period, unless pre-vented by illness or by other compelling cause.In the event of such absence, students mayrequest that faculty members be notified by theOffice of Academic Services and Retention.Students are responsible for completing coursework missed through absences. Students shouldwait a reasonable length of time for an instructorin the event that the instructor is delayed.

The Academic CalendarThe Academic Calendar consists of two

semesters (fall and spring), approximately 15weeks each, and two summer terms, five weekseach. Entering students (freshmen and transfers)begin in the fall or spring semester, and may reg-ister during the several registration periods.Adelphi University does not schedule classes onLabor Day; Thanksgiving; Christmas; New Year’sDay; Martin Luther King, Jr. Day; Memorial Day;Rosh Hashanah; Yom Kippur; and IndependenceDay. The University recognizes that there areother holidays, both secular and religious, whichmay be observed by individuals or groups oncampus. Students who wish to observe such holi-days must so inform their instructors within thefirst two weeks of each semester so thatalternative arrangements convenient to both stu-dents and instructors can be made.


DeadlinesEvery semester students have sufficient

opportunities to reconsider, for a period of time,their selection of courses. The academic calen-dar (a copy of which can be found in the front ofthis Bulletin) sets forth the specific deadlines fordecisions about, and adjustments to, registration,adding and dropping courses, changing a grad-ing option, and withdrawing from courses.Meeting academic deadlines is the student’sresponsibility.

RegistrationRegistration is the process by which the

Office of the Registrar certifies the enrollment ofstudents in courses of study or their right to usethe services available at the University.Registration materials are mailed, by the Officeof the Registrar, to eligible students everysemester. The Directory of Classes is available atthe Registrar’s Office, Levermore Hall lowerlevel or online at www.adelphi.edu.

Freshmen and transfers register separately fortheir first semester at the University. In subse-quent terms they register with all other students.Freshmen and transfers are mailed all pertinentinformation for their respective orientations andregistrations.

There are several ways to register at Adelphi:Priority registration begins in late fall and

spring and continues until the first day of thesemester. It is an opportunity for students toselect the courses in which they wish to enrollthe following semester.

Late registration begins on the first day ofclasses. A late fee is assessed.

Definition of a StudentOfficial designation of the status of “student”

at Adelphi University is reserved for those indi-viduals who are properly registered and engagedin a program or course of study. This Universityrecognition as a student does not, however, byitself initiate, imply, or establish matriculation inany of the University’s schools or programs.Candidates who desire matriculation to a degreeor certification program are advised to investi-gate all of the requirements necessary for officialacceptance into the program concerned, since itis possible to carry the designation of “student”at Adelphi University and yet not have complet-ed all necessary requirements for programacceptance or matriculation.

The University requires that all students sub-mit proof of compliance with New York Stateimmunization requirements (see “AdmissionCredentials”).

Only students who have been cleared by theOffice of Student Financial Services and who areofficially registered for a course as of the end ofthe second week of the semester shall be eligibleto receive a grade for that course.

Concurrent RegistrationNormally, Adelphi will not permit matriculat-

ed students to register for courses at other insti-tutions while they are concurrently registered atAdelphi. In all cases, the policies on study atother institutions apply (see section titled “Studyat Other Institutions”).

Changes in the RegistrationAfter the registration periods end, students

may make four kinds of changes to their registra-tion: adding courses, dropping courses, changingthe grading option, withdrawing from courses.Forms to initiate these changes (Action Request)are obtained from, and returned to, the Office ofthe Registrar. Deadlines to effect these changesare clearly set forth in the academic calendarpublished in this Bulletin, in the Directory ofClasses, and elsewhere.


RecordsAdelphi recognizes two kinds of student

records. Directory information includes student’sname, school, class, major, participation in offi-cially recognized sports, weight and height of ath-letes, dates of attendance, degrees, honors, andawards received. Academic records are main-tained by the Office of the Registrar, and consistof credits, grades, and grade points earned. It isthe obligation of students to notify the Registrarof any change of name or address.

Access to RecordsDirectory information may be released to any-

one without the consent of the student unless thestudent has requested in writing to the Registrarthat this information not be released. Forms forsuch requests are obtained from, and returnedto, the Registrar. Academic records may not bereleased without the prior written consent of thestudent. Access to records is protected by theFamily Education and Privacy Act. The Officesof Academic Services and Retention, StudentAffairs, Student Financial Services, and theRegistrar may, for cause, withhold the academicrecords of students or discontinue their courseregistration.

The TranscriptThe transcript lists the complete academic

record of students. Students may obtain a copy of their transcript from the Registrar by com-pleting a request form. There is a charge pertranscript. An official transcript is one that bearsthe seal of the University and the signature of theRegistrar ($10). Unofficial transcripts are given toor sent directly to students and carry the notationUNOFFICIAL COPY. Transcripts will not beissued for students who have failed to meet theirfinancial obligation to the University.

Academic AdvisingAdelphi undergraduates have many sources

for academic advice: faculty advisors, academicadvisors in the offices of the deans of theirSchool, and the Office of Academic Services andRetention. Faculty advisors from the individualacademic units and departments assist studentswho have identified their major with courseselection and are charged with approval of regis-tration decisions, including changes made afterthe beginning of a semester.

Students who have not declared a major areassigned a freshman advisor on entering theUniversity as freshmen. They advise the unde-cided students in their course selection and registration until they declare a major.

Students who wish to change majors or whohave questions about the planning or progress oftheir degrees that cannot be answered by theirmajor advisor can seek the advice and assistanceof academic advisors in the Office of the Dean oftheir academic unit or the Office of AcademicServices and Retention. Students who have notdeclared a major are included within the Artsand Sciences, and go to that office for help ifneeded. Similarly students with problems relatingto the conduct of courses (lectures, laboratories,evaluations, work load, grades, etc.) that cannotbe resolved with the instructors concerned canalso seek the advice and assistance of the acade-mic advisor in the Office of their Dean. Studentsmay also seek assistance in the Office ofAcademic Services and Retention at any time.

Academic advising at Adelphi both chal-lenges and supports students as they examine,determine, and work toward their educationaland career goals. Each full-time member of thefaculty holds a minimum of six office hours perweek to serve the interests of students and to pro-vide full and accurate academic advice. Allundergraduates are required to consult with theiradvisors about their academic progress and toseek their approval for their academic plans. Inaddition to the academic advisors there are facul-ty appointed to counsel students who are interest-ed in pursuing law, medicine, or engineering.


The MajorAll students must pursue and complete an

approved major. A major is a prescribed series ofcourses that enables students to acquire depth ofknowledge and competence in an academic areaof particular interest to the student. Adelphi rec-ognizes and respects that students need differenttime frames to make their decision about a major.Students are urged to read the information on thedifferent majors in this Bulletin. Students arealso encouraged to discuss their options withdepartmental chairs or deans. All prerequisitesare included in the major and course descrip-tions appearing in this Bulletin.

Declaration of MajorAdelphi students may formally choose

(declare) a major at any point during their firstfour semesters at the University. All studentsmust have declared their major by their fifthsemester, or after the completion of 60 credits ofcourse work. Once students decide on an area ofinterest, they are assigned to faculty advisors intheir major. Majors are declared by obtaining aform from, and returning it to, the Office of theRegistrar.

Acceptance into a MajorStudents may not be accepted into a major by

the sponsoring department if their grade pointaverage (G.P.A.) falls below the minimum levelrequired for that major, or if course prerequisiteshave not been completed.

Change of MajorAs students learn more about their prefer-

ences and abilities—through course work andmore precise knowledge about the characteris-tics and expectations of a major—they maymake new choices.

When changing majors, students must thor-oughly discuss their degree progress with theiracademic advisors. Students who wish to changetheir major may obtain a change of major formfrom academic departments or from the Regi-

strar’s Office. A change of major may also requireadjustments to their graduation plans. Theseshould be carefully reviewed by the students andtheir academic advisors. Students changing theirmajor are expected to meet requirements forgraduation according to the University Bulletin atthe time the change is made.

Separation from MajorA major may require a minimum G.P.A. high-

er than the 2.0 required of all undergraduates toremain in good academic standing as a studentat the University. Students who do not earn theminimum G.P.A. required in a major may not beaccepted into the major, may be separated fromthe major, or may not be certified for graduationwith the major.

Double MajorsStudents who wish to complete the degree

requirements of two departments in the Collegeof Arts and Sciences or between Schools may doso with the permission of the chair of eachdepartment or School. The forms for declaring adouble major are available in the Registrar’sOffice and after completion should be returnedto that office. Double major students are candi-dates for a single degree only and must indicatethe degree toward which they are working. If acourse fulfills the requirements of two depart-ments, the course may be accepted as fulfillingrequirements of both departments toward thecompletion of the double major.

MinorsMany departments offer minors. Minors

should be declared to the Registrar to receiveofficial recognition.

Credits for Physical EducationThe following number of credits in physical

education activities courses may apply towardthe baccalaureate degree: College of Arts andSciences (up to two), School of Education (up tothree for students who are not physical education


majors), School of Business (up to three), Schoolof Nursing (up to four), School of Social Work(up to two), Derner Institute (up to two).

CreditsThe unit of credit at the University is the

total semester hours a course meets per week.The Board of Regents of the State of New Yorkdefines a credit unit as follows:

• a minimum of 45 hours of work by eachstudent is required for each credit unit;

• an hour of work is equivalent to 50minutes of class time (contact time);

• an hour of work is the equivalent of 50minutes of independent study work.

Credit HoursThe total number of credit hours students

take in one term determines their course load, ortotal course credits. A full course load, or full-time status, means that a student is registeredfor at least 12 credit hours. Fewer than 12 cred-its means part-time status. Tuition and fee ratesare determined by course load, which may alsoaffect financial assistance eligibility.

Credit for CoursesFor courses taken at Adelphi, a student

receives academic credit for those completedwith a grade of D- or better, or a grade of P in aclass taken Pass/Fail. If a student fails a courseand subsequently repeats it, both grades willappear on the transcript and will be used incomputing the G.P.A. If a student who passed acourse elects to repeat it, both grades willappear on the transcript and will be used incomputing the G.P.A.; however, the credits willbe counted only one time toward graduation.

Standard Number of CreditsStudents who wish to complete the 120 cred-

its required for graduation within eight semes-ters (four years) should register for an average of15 credits per semester. Students who wish tomajor in disciplines that require a significant

commitment of credits or that call for credits tobe taken in a particular sequence (chemistryand physics, for example) may find it necessaryto register for more than 15 credits in somesemester. Students may not register for morethan 171⁄2 credits without written permission oftheir advisor. Students wishing to register formore than 181⁄2 credits must also have theapproval of their academic dean. These addi-tional credits require additional tuition charges.

Credits from Professional SchoolsAdelphi will give credit toward the baccalau-

reate degree for appropriate courses taken at anaccredited professional school after the studenthas left Adelphi without completing the bache-lor’s degree. Such credit will be granted, howev-er, only under the following conditions:

1. Completion of 90 academic credits atAdelphi with a 3.0 G.P.A.;

2. Approval of the chair of the student’smajor department at Adelphi;

3. Approval of the Adelphi departmentof the subject matter of the coursessubmitted for such credit;

4. Approval of the appropriate AcademicStandards Committee.

A student in the College of Arts and Scienceswho leaves Adelphi at the end of the junior year,having completed all work through the end ofthat year at Adelphi, may apply for the bac-calaureate degree, contingent on satisfying theconditions listed above. Students must seekadvance approval of the conditions from theAcademic Standards Committee of the Collegeof Arts and Sciences before leaving Adelphi.

Credits for Advanced PlacementStudents may enter Adelphi with advanced

standing in some disciplines because of theirhigh achievement on the Advanced Placement(AP) examinations offered by the EducationalTesting Service (ETS) of Princeton, NJ, 08541.Students who take AP examinations should havetheir scores sent by ETS to the Office of


Admissions. The request must include the code#203, assigned by ETS to Adelphi. AdvancedPlacement credits mean that students will begranted Adelphi credits—but no grades—because of the AP scores. If a student registersfor courses in which they have received AP cred-its they will not receive additional credit, but thegrade will be used in computing the G.P.A.Adelphi accepts AP credits in most areas.

Transfer CreditsThe official transcript of a transfer student

from another college or university is evaluatedby the Office of Admissions and the evaluationis sent to the Registrar, who records it on thepermanent Adelphi University record. A studentadmitted to Adelphi and holding an associatedegree (oriented toward a baccalaureate degreeoffered by Adelphi) with a G.P.A. of C or betterfrom an accredited two-year institution will beaccepted for junior standing. Only courses inwhich grades ranging from A+ to C– may betransferred; courses in which a D was earnedwill not be awarded transfer credit.

Grade points for courses in which grades ofA, B, or C have been earned are not transferredto the permanent Adelphi University record, norare they included in the Adelphi cumulativeG.P.A. (see statement regarding graded credit insection titled “Latin Honors.”). Students wishingto transfer from any one of the professionalschools within the University into the College ofArts and Sciences, in order to earn a Bachelor ofArts degree, can transfer no more than 30 pro-fessional school (applied) credits.

Study at Other Institutions(See also section on “Senior Honors”)

Matriculated students who wish to take acourse or courses at another institution mustsecure permission for the courses to be taken.Applications for this purpose are available in theunit Deans’ Offices. Students who are undeclaredshould go to the Office of the Dean of Arts andSciences.

Approval to take courses at another institu-tion must be obtained from:

1) The student’s major advisor;2) The chair of the Adelphi department

of the courses to be taken elsewhere; and

3) The Office of the Adelphi Dean of the student’s school. Students who are unde-clared should go to the Office of theDean of Arts and Sciences.

The student may be granted permission to takecourses at another institution only if:

1) The course is one that is not offered atAdelphi University during that semesteror in the Summer Session and is neededsequentially;

2) The student’s permanent residence is ata considerable distance from Adelphi; and

3) The course is offered at a college oruniversity that has regional accreditation.

Grades earned in courses taken at other institu-tions appear on the Adelphi transcript but arenot calculated in the student’s G.P.A.

Credit from a two-year college cannot beaccepted toward a bachelor’s degree if a studenthas earned 64 or more credits toward thatdegree.

Preliminary arrangements for courses to betaken at overseas institutions to be applicabletoward an Adelphi University degree should beapproved through the Office of InternationalStudent Services in the same manner outlinedabove.

General Education Transfer PolicyIn principle, all Adelphi undergraduates are

obliged to satisfy General Education require-ments. Transfer students, however, meet require-ments as determined by their credits taken atthe point of transferring into Adelphi.

Students transferring in with A.A., A.S.,B.A., or B.S. degrees (but not A.A.S. degrees)from accredited U.S. institutions are exemptfrom all General Education requirements.


Other students transferring in with 60 creditsor more are exempt from Freshman Seminar,Orientation Experience, and SecondCompetency requirements, but their Distributionrequirements differ from those of other studentsin the following way: instead of needing sixcredits in each of the four Distributions areas,these students need six credits in Science/Math,six credits in Social Sciences, and 12 credits inany combination of approved courses in the Artsand Humanities Distribution areas.

All petitions from students for any waivers ofGeneral Education requirements should be givento the Associate Dean of Arts and Sciences.

CoursesCourses are listed by prefix, number, and

title in the sections of this Bulletin entitledCourses of Instruction. For a list of currentcourse offerings, students should consult theDirectory of Classes, published by the Office ofthe Registrar each semester and for the summer terms.

Course Policies and PracticesCourse policies and practices are made

explicit each term in each course syllabus.These are established by the course instructorand are never at variance with University poli-cies and practices. The course syllabusdescribes attendance policy, course require-ments, and grading criteria. The instructors arerequired to distribute course syllabi during thefirst week of classes. Course syllabi are also onfile in the appropriate Dean’s Office. Studentsplanning to take advantage of advanced technol-ogy (e.g., recorders, laptops) in the classroommust seek the consent of the instructor. AtAdelphi, time spent in the classroom is only apart of the student’s course work. Coursesrequire reading, research, and study to completethe classroom work assignments and may alsorequire laboratory, tutorial, or fieldwork.

Course Prefixes and Numbering SystemEvery course offered has a three-letter pre-

fix. In Arts and Sciences and Business, thecourse prefixes are normally the first three let-ters of the name of the major or area (BIO forBiology, ACC for Accounting, for example), orthe prefix may combine other significant letters(PFD for Performing Arts, Dance Program; MGTfor Management, for example). The otherschools use single prefixes for all their courses.NUR for Nursing, SWK for Social Work, forexample.

Below is the course numbering system usedby the University:

• 000 to 099, no credit;• 100 to 299, appropriate for freshmen and

sophomores;• 300 to 499, appropriate for juniors and

seniors;• 500 to 599, graduate courses, sometimes

open to seniors.Students should note that registration in a

graduate course does not constitute admission tograduate studies. See “Acceptance of Seniorsinto Graduate Courses” in this section of theBulletin.

Course DescriptionEvery course listed by number and title is

also briefly described in this Bulletin. Studentscan request a more complete description of thecourse contents and practices from the depart-ment offering the course or from the instructor.

Adding CoursesStudents who wish to add a course to their

program after the registration periods must com-plete an Action Request, including appropriatesignatures of approval. Students are advised thatthere is a fee for adding courses and that theremay be additional tuition charges.


Dropping CoursesStudents may drop a class within the first

four weeks of the semester. Students who wish todrop a class must complete an Action Request.Students are advised that there is a fee for drop-ping courses. Dropped courses will not appearon the transcript. Students should be aware thattheir status as a full-time student will be affect-ed by dropping courses if their credit load is lessthan twelve credits.

Withdrawing from CoursesWithdrawals from courses are possible after

the deadline to drop courses but no later thanFriday of the ninth week of the semester, thethird week of a summer term, or the secondweek of a one-month term. Students who wish to withdraw from a course must complete an ActionRequest including appropriate signatures of aca-demic approval. Withdrawals from coursesappear on the transcript as a “W.”

Nonattendance in a course does not consti-tute an official drop or withdrawal from a course.The student’s failure to drop or withdraw proper-ly from a course does not preclude the instructorfrom submitting a grade for the student on thebasis of the work previously submitted.

An instructor may make a request to theAssociate Provost in the Office of AcademicServices and Retention to withdraw a studentfrom a course because the student’s behaviordisrupts the conduct of the course. Studentshave the right to appeal such withdrawals to theProvost’s Office.

Auditing a CourseA course may be audited if the student has

registered and paid the regular tuition for thecourse. Normally, an auditor will attend thecourse regularly. The instructor will stipulate theauditor’s responsibilities in the course. Oncestudents have elected to register as auditors, achange in that status is not possible beyond thelast day to add courses, nor can students who

have elected to register as regular studentschange that status beyond the last day to addcourses.

Academic Assistance for Studentswith Disabilities

Students who have a documented disabilitymay be eligible for reasonable accommodations,academic assistance, or academic adjustments.Students who need any form of academic assis-tance must contact the Office of DisabilitySupport Services. Reasonable accommodationsare determined individually by the Officeaccording to documented need. Some of themore typical accommodations are: extended timetesting, private room for testing, readers and/orscribes for exams, note-takers, books on tape,enlarged-print textbooks and class materials,sign language interpreters for students who aredeaf or hard of hearing, and handicapped park-ing permits. In addition, assistive technology isavailable for students with disabilities (forexample, the Kurzweil reading machine locatedin the library). The Office of Disability SupportServices also arranges for such accommodationsas: modified residence hall facilities, accessibleclassroom seating, and classroom relocation toaccessible sites.

To apply for accommodations, the studentmust complete the Petition for ReasonableAccommodations and Academic Adjustmentform, the Consent for Release of Informationform, and provide recent, valid disability docu-mentation from a qualified professional.Guidelines for disability documentation areavailable at the Office of Disability SupportServices.

The Office of Disability Support Services islocated in the University Center, Room 310, andis open Monday through Friday 8:30 a.m. to5:00 p.m. The Coordinator may be reached at(516) 877-3145 or [email protected].


Acceptance of Seniors intoGraduate Courses

Acceptance of undergraduates into graduatecourses is carefully supervised by the institu-tion, as follows:

College of Arts and Sciencesand School of Nursing

A limited number of seniors of superiorscholastic ability who are within 15 credit hoursof completing requirements for the bachelor’sdegree may be accepted into certain graduatecourses. Senior registration for a graduate coursemust be countersigned on the student’s registra-tion form by the student’s major advisor, by thechair of the department offering the graduatecourse desired, and by the dean of the student’scollege or school.

Acceptance into a graduate course during thesenior year does not constitute admission tograduate standing. At the discretion of theGraduate Admissions Committee, however, alimited number of credits so earned, and notused to fulfill the requirements for the bachelor’sdegree, may be applied toward an advanceddegree. Such credits may not be applied towardfulfillment of the residence requirement for ahigher degree.

School of EducationUndergraduate students in their senior year

may take 500 and 600 level courses for under-graduate credit toward their bachelor’s degree;or with permission of the chair for graduatecredit (courses for graduate credit will not counttoward bachelor’s degree). Students in theABLE-Education Program may request permis-sion to take graduate courses (500 and 600 lev-els) beginning in their junior year.

School of BusinessNo undergraduate student may register for

graduate course work in the School of Business.

Gordon F. Derner Institute ofAdvanced Psychological Studies

Undergraduates may register for graduatecourses in the Derner Institute only with permis-sion of the Dean.

School of Social WorkSeniors in the Social Work Program are

required to take all 500 level courses andjuniors take some 500 level courses within theProgram’s curriculum, but students will onlyreceive undergraduate credit. Any exceptions tothe policy stated above will require special per-mission from the Director of the UndergraduateSocial Work Program.

Independent StudyThe purpose of independent study is to pur-

sue an academic interest not adequately coveredby the regular course offerings. Students mustregister for independent study during the regularregistration periods and never later than the lastday to add courses. Each college and school hasseparate requirements concerning independentstudy. Information concerning these require-ments are listed by school. Independent studymay not be taken Pass/Fail.

Final ExaminationsFinal examinations for fall and spring semes-

ters are held at the close of the semester and inthe summer terms. Examination times are sched-uled by the Registrar and announced in theDirectory of Classes. Instructors indicate theirfinal examination requirements on syllabi orannouncements distributed during the first weekof class. If a course does not require a final exam-ination, appropriate course-related activity will besubstituted at the scheduled time during finalsweek. Final examinations for summer courses arenormally held during the last regularly scheduledclass meeting. Classes may not meet at othertimes during finals week without written consentof the appropriate academic dean.


Students are advised that:• No final examinations will be adminis-

tered to an individual or group before thelast official class meeting without the writ-ten consent of the appropriate academicdean;

• No instructor may increase the timeallowed for a final examination beyondthe scheduled two hours without writtenconsent from the appropriate academicdean or the Office of Academic Servicesand Retention;

• No instructor may change the time or dateof the final examination;

• No student may be required to take morethan two final examinations during onecalendar day. Students with more thantwo examinations on one calendar dayshould go to the appropriate academicdean or to the Office of AcademicServices and Retention;

• Postponed examinations may be requestedonly by students who are seriously ill orwho have more than two examinations inone day. Students will make the arrange-ments through the appropriate academicdean or to the Office of Academic Servicesand Retention;

• Postponed examinations will be held nolater than the first week of the followingterm;

• Instructors must offer a make-up exami-nation to all students who were excusedfrom the final examination because of ill-ness or because of conflict with otherexaminations;

• All students must be allowed to see theirgraded finals;

• Access to graded finals should be ensuredfor a period of one semester after theexamination was completed;

• Completed and graded finals may notbe left in public places for retrieval bystudents.

GradesGrades represent the instructor’s evaluation of

student competencies and course performance.Grades assigned by Adelphi instructors conformwith University standards, policies, and proce-dures. Each instructor will inform students ofapplicable grading standards for a course.Students may review the material submitted to theinstructor for evaluation, such as that student’spapers and examinations. At the end of eachsemester, grades are given in semester courses.Instructors submit grades to the Registrar at theend of each term. Grades are mailed to studentsby the Registrar after the close of each term, pro-vided they have no outstanding financial obliga-tions with the University.

Grading SystemAdelphi has a letter grading system. Passing

grades, in rank order, are A, B, C, D, and P(Pass). Failing grades are designated with F.

F (Failure) is recorded when a student hasacademically failed a course. The stu-dent may be eligible for dismissal fol-lowing a departmental review.

P (Passing) Where the grade of A, B, or Cis not used.

Other Transcript DesignationsAU (Audit) Students who are auditors regis-

ter for the course, pay the regular tuition,but do not receive a grade.

I The designation "I" (Incomplete) will beissued when the student has not complet-ed the course requirements by the end ofthe semester and has obtained permis-sion from the instructor to take additionaltime to complete the course work. Theincomplete designation "I" may be usedby instructors only if a student has beenexcused from the completion of courserequirements because of illness or otherexceptional, compelling circumstances.


Students may have no more than one cal-endar year after the end of the semester inwhich the grade was given to resolveIncompletes. Unresolved Incompletesconvert to Fs after this time. This thenbecomes the final grade.

W (Withdrawal) is issued when the studenthas officially withdrawn from a coursewith the instructor’s written consent.This procedure is accomplished only onofficial University Action RequestForms. W is not computed in the G.P.A.(See the section in this Bulletin titled“Withdrawing from Courses.”)

What Grades SignifyLetter Quality GradeGrade Range Points

(per credit hours)A+, A Superior mastery of facts and 4.0A– principles; clear evidence that 3.7

stated course objectives andrequirements were met by thestudent.

B+ Above average mastery of facts 3.3B and principles; evidence that 3.0B– stated course objectives and 2.7

requirements were met by thestudent.

C+ Average mastery of facts and 2.3C principles; some evidence that 2.0C– stated course objectives and 1.7

requirements were met by the student.

D+ Little mastery of facts and 1.3D principles; acceptable evidence 1.0D– that stated course objectives 0.7

and requirements were met by the student.

F No mastery of facts and 0.0principles; little evidence that

stated course objectives and requirements were met by the student.

Computing the Grade-Point Average(G.P.A.)

Earned Hours are credit hours awarded to thestudent for successful completion of academiccourse work or its equivalent. Attempted Hoursare the number of credit hours actually regis-tered for by a student, except for audited coursesand those from which one has been officiallydropped. Quality Points are computed by multi-plying the grade points per hour by the credithours of the course. For example, a B+ in a 3-credit undergraduate course would generate9.90 quality points. Quality Hours are all gradedcredits taken at Adelphi University.

No points are given for the P grade, and the Pis not computed in either the semester or thecumulative G.P.A. A failing grade is recordedand computed as an F. Refer to the section“Unfinished Course Work” concerning how “I”is treated in the computation of the G.P.A. Foreach semester’s work, a semester’s G.P.A. iscomputed as follows:

The total number of quality points earned isdivided by the total number of quality hours. Forexample,

45 Quality Points÷ = 3.000 G.P.A.

15 Quality Hours

A student who has received advanced place-ment credit and/or transfer credit will have thecumulative G.P.A. computed on the basis of totalquality hours at Adelphi. Example: if a studentpresents 120 credits for graduation, 8 credits ofwhich are for advanced placement or transfercredit, the cumulative G.P.A. is computed on112 credits.

Unfinished Course WorkThe designation “I” (Incomplete) will be

issued when the student has not completed thecourse requirements by the end of the semester


and has obtained permission from the instructorto take additional time to complete the coursework. The incomplete designation “I” may beused by instructors only if a student has beenexcused from the completion of course require-ments because of illness or other exceptional,compelling circumstances. Students may have nomore than one calendar year after the end of thesemester in which the grade was given to resolveIncompletes. Unresolved Incompletes convert to Fsafter this time. This then becomes the final grade.

Pass/Fail OptionThe Pass/Fail grade option is designed to

encourage students to explore disciplines out-side their major without affecting their G.P.A.The letter P (Pass) or F (Fail) are the only gradesassigned when students choose the Pass/Failgrade options. The student will be given creditfor courses in which the grade of P is earned, butthese courses will not affect the computation ofthe G.P.A. A grade of F earns no credit but willaffect the computation of the G.P.A.

The following restrictions apply:The P/F option is not available• to students whose semester or

cumulative G.P.A. is less than 2.0;• for courses required for a major or a minor;• for independent study;• for General Education courses

(except second competency).

Only a maximum of eight courses may betaken with the P/F option in the baccalaureate.

Transfer students are advised to consult thesection titled “Latin Honors.”

Grade ChangesStudents who believe their grades are incor-

rect or unfair should:• Discuss their course work with the instruc-

tor;• Review with the course instructor the

grading policies for the course;• If still dissatisfied, disputes concerning

grades shall be addressed and initially

resolved by the chair or the dean of thedepartment offering the course;

• Resolutions by the chair or the dean shallbe subject to review by the Office ofAcademic Services and Retention. In theabsence of any prior resolution, theProvost may act to resolve grade disputes.

A grade may be changed only if there is un-equivocal evidence that it was the direct resultof arbitrary and capricious conduct on the part ofthe instructor, or because of mathematical ormechanical errors in scoring examinations.Grade changes are possible only within one calen-dar year. Grade changes must first be signed bythe instructor and then by the department chairand the appropriate dean before being brought tothe Registrar.

Academic StandingAcademic standing is defined by a student’s

semester and cumulative grade point averageand the level of progress made toward the num-ber of credits required for the completion of thebaccalaureate.

Class StandingClass standing is determined by the number

of credits passed. Credits not completed or com-pleted unsuccessfully do not count toward thenumber of credits required for class standing.The number of credits passed required for eachclass is:

Freshman 0 to 29 creditsSophomore 30 to 59 creditsJunior 60 to 89 creditsSenior 90 or more credits

The Dean’s ListThe deans of Arts and Sciences, Education,

Business, Nursing, Social Work, Gordon F. DernerInstitute, and University College recognizesuperior academic work every semester. TheDean’s List comprises full-time students—regis-tered for 12 or more credits—who have complet-ed at least 9 graded credits and achieved a


G.P.A. of 3.5 or above for that semester. Thisrecognition by the deans becomes part of thestudent’s academic record and is entered intothe student’s transcript.

Good Academic StandingGood academic standing describes the mini-

mum academic attainment required of studentsin order to remain at the University.

• All Adelphi undergraduates, regardless ofgrades in their major, must maintain aminimum cumulative G.P.A. of 2.0 inorder to remain in good academic standingand to be eligible for graduation;

• Students who have not chosen a majormust maintain a minimum cumulativeG.P.A. of 2.0 in order to remain in goodacademic standing;

• Students who have declared a major mustmaintain the minimum G.P.A. of thatmajor in order to continue their affiliationwith that school, and to graduate with thechosen major. Some majors may require aG.P.A. higher than 2.0.

Grade-Point MinimumAverage CumulativeRequirements G.P.A.

Good Standing, all undergraduates 2.0Students who have not chosen a major 2.0Arts and Sciences—all majors 2.0Education—all majors 2.75Business—all majors 2.3Nursing Majors 2.5Social Work Majors 2.5 overall

2.8 in Social Work

Poor Academic StandingStudents who fall below the minimum G.P.A.s

required by the University or their major are inpoor academic standing and will be placed onacademic probation. The fall from good academ-ic standing does not preclude students from reg-istering for courses of study but they may regis-

ter for no more than 13 credits. It may have con-sequences for their eligibility to participate instudent activities such as student government,intercollegiate athletics, fraternities, sororities,and other student organizations.

If they receive financial assistance, students inpoor academic standing may also lose their eligi-bility to continue to receive such assistance, asdetermined by the New York State Department ofEducation and U.S. Department of Education.Students and their advisors should read careful-ly the state and federal policies and criteria thatrelate academic standing to financial aid eligi-bility. Students who participate in intercollegiateathletics must comply with the eligibility regula-tions agreed upon by the University and theNCAA and, therefore, may become ineligible forparticipation in team sports because of theirpoor University academic standing.

University Academic ProbationUniversity academic probation indicates that

the student’s academic performance, as reflectedin the semester or cumulative G.P.A., raisesdoubts about the student’s ability to completethe particular requirements and meet the specif-ic standards for the baccalaureate. Such stu-dents will be placed on probation by the dean ofthe college or school offering the student’s major.Students who have not declared their majors andare not in good academic standing will beplaced on academic probation by the College ofArts and Sciences.

School Academic ProbationStudents who do not maintain the G.P.A.

required for their major will be placed on SchoolAcademic Probation by the dean of the appro-priate school in which the major is maintained.

Terms of Academic ProbationAcademic probation ordinarily entails an

academic contract, between the student and thedean, to complete a specific number of coursesin a specific period of time, and to achieve a


specific G.P.A. Academic contracts normallyprescribe other remedial actions, such asreduced course load, assessment of learningskills, or tutoring.

Length of Academic ProbationStudents placed on academic probation must

remedy their academic deficiencies within thenext regular semester. This period may beextended by the appropriate dean if the studentshows significant academic progress or if thestudent was admitted to the University under theacademic agreements of a particular program.

NotificationStudents placed on academic probation will

be advised of this action by a letter from theirdean. The letter will specify the criteria used indetermining the probation action (G.P.A., num-ber of credits, for example) and will specify theterms under which good academic standing canbe regained. Students who fulfill the terms oftheir academic probation will be advised in writ-ing by their dean of their return to good academ-ic standing.

Failure to Return to GoodAcademic Standing

Students on academic probation who fail tofulfill their academic contract or fail to return togood academic standing will be separated(dropped) from their major or, if warranted, dis-missed from the University.

Students who are separated (dropped) fromtheir majors but who still have a minimumcumulative G.P.A. of 2.0 will be reassigned tothe College of Arts and Sciences for assistancein the identification of a new major or pertinentremedial actions.

DismissalAcademic dismissal means separation from

the University because of the student’s poorquality of academic attainment and low level ofprogress toward the baccalaureate. Dismissal is

a most serious academic action. Students whoare dismissed from the University will have theirnext term’s registration canceled, if they haveregistered in advance, and will have all theiraffiliations with the University terminated.

Students who have been dismissed from theUniversity will not be considered for readmissionwithin the year following their dismissal.Dismissed students are advised that there is noreal or implied right to such readmission.

Academic dismissals can occur after the con-clusion of any semester. Academic dismissalsare carried out on behalf of the University by theOffice of Academic Services and Retention. Astudent who is subject to dismissal may petitionthe Associate Provost for Academic Services andRetention.

Leave of AbsenceA leave of absence is a permission to be tem-

porarily away from the University, generally tostudy at another institution in the United Statesor abroad. (See “Study at Other Institutions.”) Aleave of absence is sought in writing from theappropriate academic dean. A leave of up to oneyear can be granted to students in good academ-ic and financial standing. Medical and personalleaves are also possible. (See Withdrawal forMedical Reasons.)

A request for a leave of absence must bereceived by the appropriate academic dean priorto the beginning of the semester(s) for which theleave is requested. After a leave of absence,students should seek readmission from theappropriate academic dean. (See “Readmission”following.)

Withdrawal from the UniversityWithdrawal from the University means that

students interrupt the course of their study anddiscontinue all their affiliations with theUniversity. Withdrawal from the University issought in writing from the Office of AcademicServices and Retention. The date of receipt of


the written request determines refunds or finan-cial obligations.

Students who withdraw from the Universityby the end of the ninth week of the semesterreceive the grade of W for all their courses. W isnot calculated into the cumulative average. Afterthe ninth week of the semester, a withdrawal formedical reasons is possible. Students who with-draw from the University for medical reasonswill be withdrawn from all their courses.Withdrawals from the University after the ninthweek of the semester will not be grantedbecause of inability to attend classes, take finalexaminations, or complete course work. (See“Incomplete.”)

Adelphi reserves the right to withdraw fromthe University students who discontinue theirregistration for one semester. In addition,Adelphi reserves the right to withdraw from theUniversity any student for any reason withoutnotification to parents or guardian. Students whowithdraw or are withdrawn from the Universityare advised that there is no real or implied rightto readmission.

Withdrawal for Medical ReasonsStudents requesting a withdrawal from the

University because of medical reasons mustsubmit the appropriate medical documentationand a letter requesting a medical withdrawal tothe Office of Academic Services and Retention.This must be done during the semester for whichthe leave is requested. Students approved formedical withdrawal will have a credit posted totheir account to be applied toward future semes-ters. All unused credit will be forfeited withinone year of issuance and tuition and feecharges will not be refunded. Students wish-ing to return after a Medical Withdrawal mustsubmit medical documentation clearing them forreturn to the Office of Academic Services andRetention.

Residence fees will be refunded according tothe policies outlined in the section “ResidenceFees Refund.”

ReadmissionExcept for Medical Withdrawals students

who wish to be readmitted to Adelphi Universityshould petition their school or college. Studentswho wish to be readmitted after a MedicalWithdrawal petition the Office of AcademicServices and Retention. Students in good stand-ing who return within two years following a leavefor personal reasons, not related to medical orhealth problems will be asked to review theiracademic program with their academic advisor,their Dean or an advisor in the Office ofAcademic Services and Retention. Students whowithdraw for medical reasons must supply med-ical documentation as to their ability to return toschool from either their medical doctor or alicensed psychological counselor. Students whohave been dismissed from the University foracademic deficiencies will not be considered forreadmission within the year following their dis-missal. Dismissed students will be readmittedunder conditions agreed to by the student in anacademic contract drawn up by the appropriateacademic dean.

GraduationGrade-Point Average Required forGraduation

Students who have completed at least 120credits and attained a cumulative G.P.A. of 2.0must apply for graduation. Majors in the Schoolsof Education, Business, Nursing, and SocialWork are required to have a higher cumulativeG.P.A. for graduation, respectively 2.3, 2.75,2.3, 2.5 overall and 2.8 in major.

Applications for graduation are obtainedfrom, and returned to, the Registrar. Degrees willnot be conferred to students who have not appliedfor graduation.

Determination of GraduationRequirements

Normally, matriculated students follow thegraduation requirements established in the


Bulletin under which they are admitted to theUniversity; however, students who interruptenrollment for six or more consecutive semesters(excluding summer sessions) are governed bythe Bulletin in effect when they are readmitted.Requests for exceptions are reviewed by theappropriate academic dean.

Residence RequirementsA student must complete the final 30 credits

toward a degree at Adelphi in order to be eligi-ble for the degree.

Students who transfer credits in excess of 64from two-year colleges may apply only 64 ofthose credits toward a baccalaureate degree to beawarded by Adelphi University. (See statementregarding graded credits in section titled “LatinHonors.”)

Conferring of DegreesDegrees are conferred in May, August, or

January. The formal conferring of degrees takesplace annually at Commencement in May.Students who are awarded degrees in August orJanuary may attend Commencement the follow-ing May.

All students must apply for graduation. ForJanuary graduates, applications must be filedwith the Registrar on or before the last Friday inSeptember; for May graduates, on or before thesecond Friday in October; for August graduates,on or before the first Friday in June.

Students who have completed degreerequirements but who have not applied for grad-uation will not receive a diploma nor will thedegree be conferred. Students who have appliedfor graduation but who have been assignedIncomplete grades for course work taken in thefinal semester may attend the commencementexercises but will not be awarded degrees at theCommencement ceremonies. Students in thiscategory may be awarded their degrees if theregistrar’s office receives written notification ofthe removal of the Incomplete grade or gradesprior to:

• For May graduates, June 30;• For August graduates, September 30;• For January graduates, February 28/29.Changes in grade, other than Incompletes,

received after the official date for the awardingof degrees will be entered on the student’srecord with the date of receipt and will be com-puted in the student’s grade-point average butwill have no bearing on eligibility for Latin Honors.

DiplomasStudents who are awarded degrees are mailed

diplomas certifying that all degree requirementshave been met. Adelphi University will not issuediplomas to students who have outstandingfinancial obligations with the University.

Latin HonorsA student may graduate with honors (cum

laude) whose G.P.A. is between 3.3 and 3.599;with high honors (magna cum laude) whose aver-age is between 3.6 and 3.849; with highest hon-ors (summa cum laude) whose average is 3.85and above.

Fifty-six Adelphi credits of graded courses—excluding P grades—must be completed for astudent to be considered for Latin Honors.

If a student has 56 earned hours at Adelphibut was required, for completion of the major, totake a major course offered only on a Pass/Failbasis, the student may request the Registrar tocalculate the cumulative G.P.A. (for purposes ofdetermining Latin Honors only) based on allgrades and course work taken both at Adelphiand other institutions.

Departmental or School HonorsStudents graduating with the highest average

in their major may be nominated for departmen-tal or school honors, provided that the G.P.A. ofthe nominated student is 3.5 or above for cours-es taken in that department. A student musthave completed 33 credits in a major field to beeligible for departmental or school honors.

F A C U L T Y

E M E R I T I

R E C E N T H O N O R A R Y

D E G R E E R E C I P I E N T S

B O A R D O F T R U S T E E S

O F F I C E R S O F

A D M I N I S T R A T I O N

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260

FacultyVISITING FACULTY

BARBARA FISCHKIN, Visiting Professor ofJournalism, B.A., SUNY at Albany.

MICHAEL HUME, Visiting Professor of Music,B.A., Georgetown University; M.M. (1989),Mannes College of Music

MAGGIE LALLY, Visiting Professor ofPerforming Arts, B.F.A., Adelphi University,M.F.A. (1986) University of Michigan

DENNIS PARSONS, Visiting Assistant Professorof Education, B.A., M.A., College of StatenIsland; Ph.D. (1999), New York University

JERILYN ZULLI, Visiting Professor of English,B.A., College of William and Mary; M.F.A.,Adelphi University; Ph.D. (2001), GeorgeWashington University

UNIVERSITY PROFESSORS

JOSEPH VIGILANTE, University Professor,A.B., Temple University; M.S., D.S.W. (1968),Columbia University

DISTINGUISHED RESEARCH PROFESSORS

FREDERICK A. BETTELHEIM, ProfessorEmeritus of Chemistry and DistinguishedResearch Professor in the Natural Sciences, B.S.,Cornell University; M.S., Ph.D. (1956),University of California at Davis

GEORGE STRICKER, Distinguished ResearchProfessor of Psychology, B.A., University ofChicago; Ph.D. (1986), University of Rochester

CURRENT FACULTY

JUDITH ACKERHALT, Associate Professor ofNursing, B.S.N., Rutgers University; M.S.,Adelphi University; Ed.D. (1986), ColumbiaUniversity

ANAGNOSTIS AGELARAKIS, AssociateProfessor of Anthropology, B.A., M.S., Lund’sUniversity, Sweden; M.Phil., Ph.D. (1989),Columbia University

HENRY F. AHNER, Professor of Physics, B.S.,Polytechnic Institute of Brooklyn; M.S., Ph.D.(1968), New York University

DERON ALBRIGHT, Assistant Professor ofCommunications, B.A., Oberlin College; M.F.A.(1998), Temple University

RAYSA AMADOR, Associate Professor ofLanguages and International Studies, B.A.,M.A., Ph.D. (1978), New York University

JACK ANGEL, Associate Professor ofAccounting, B.B.A., Baruch College; M.S.(1978), Long Island University, C.W.Post College

LEONISA ARDIZZONE, Assistant Professorof Education, B.A., Ithaca College; M.Ed.,Western Washington University; Ed.M.,Columbia University; Ed.D. (2001), ColumbiaUniversity

ALLAN ASHLEY, Professor of Management andOperations, B.S.E.E., Rensselaer PolytechnicInstitute; M.S., Ph.D. (1971), PolytechnicInstitute of Brooklyn

FRANK AUGUSTYN, Assistant Professor ofDance, York and McMaster University, NationalBallet School (Canada) (1970)

FACULTY

261FACULTY

REGINA AXELROD, Professor of PoliticalScience, B.A., City College of New York; M.A.,Wayne State University; Ph.D. (1978), CityUniversity of New York

LESTER B. BALTIMORE, Associate Provost,Associate Professor of History, A.B., HiramCollege; A.M., Ph.D. (1968), University ofMissouri

ADITI BANDYOPADHYAY, Associate Professor;Science Librarian, B.S., B.L.S., M.S., Ph.D.(1992), University of Calcutta

JUDITH BAUMEL, Associate Professor ofEnglish, B.A., Radcliffe College, HarvardUniversity; M.A. (1978), Johns HopkinsUniversity

RICHARD BELSON, Associate Professor ofSocial Work, B.S., Tufts University; M.H.L.,Jewish Theological Seminary; M.S.W., D.S.W.(1977), Adelphi University

RONI BERGER, Associate Professor of SocialWork, B.S.W., M.S.W., Ph.D. (1993), HebrewUniversity of Jerusalem

STEPHEN BLOCH, Associate Professor ofMathematics and Computer Science, B.S.,Virginia Technical University; M.S., Ph.D.(1992), University of California at San Diego

STEFNI BOGARD, Assistant Professor ofNursing; Special Advisor to the President forHealth Programs; B.S.N., SUNY at Stony Brook;M.S.N. (1986), University of Pennsylvania

ELLEN BOGOLUB, Associate Professor of SocialWork, B.A., University of Chicago; M.S.W., NewYork University; Ph.D. (1986), Rutgers University

KATHLEEN B. BOND, Professor of Nursing;Dean, School of Nursing; Special Advisor to thePresident for Health Programs; B.S.N.,University of Alabama; M.S.N., Case WesternReserve University; Ed.D. (1978), University ofAlabama

ROBERT EMMETT BRADLEY, AssociateProfessor of Mathematics and Computer Science,B.Sc., Concordia University; B.A., OxfordUniversity; M.Sc., Ph.D. (1989), University ofToronto

YULY BRODSKY, Associate Professor ofMathematics and Computer Science, M.S.,Moscow State University; Ph.D. (1982), Instituteof Terrestrial Magnetism Ionosphere and RadioWave Propagation (Moscow)

WILMA S. BUCCI, Professor of Psychology,B.A., Swarthmore College; M.A., University ofMichigan; Ph.D. (1975), New York University

CARL BUXBAUM, Associate Professor of SocialWork, A.B., Hunter College; M.S.W. (1969),Adelphi University

JOAN CALLAHAN, Associate Professor ofCommunication Sciences and Disorders, B.A.,Adelphi University; M.S., Columbia University;D.A. (1982), Adelphi University

ANICE CAMPAGNA, Associate Professor ofNursing, B.S., M.S., Adelphi University; M.Ed.,Ed.D. (1996), Columbia University

GARY E. CANTRELL, Associate Professor;Performing Arts Librarian, University Archives,B.A., Furman University; M.L.S., Florida StateUniversity

NICHOLAS CARBO, Associate Professor ofSpanish, B.A., Queens College; M.A., Ph.D.(1976), New York University

MARGARET CASSIDY, Assistant Professor ofCommunications, B.A., St. John’s University;M.A., Fordham University; Ph.D. (1996), NewYork University

DOMINICK CAVALLO, Professor of History,B.A., Ph.D. (1976), SUNY at Stony Brook

STEPHEN A. CAVALLO, Associate Professor ofCommunication Sciences and Disorders, B.S.,SUNY at Oneonta; M.S., Ph.D. (1982), ColumbiaUniversity

A. COOLIDGE CHURCHILL, Professor ofBiology, A.B., Harvard University; M.S., Ph.D.(1968), University of Oregon

MICHAEL CIVIN, Assistant Clinical Professor ofPsychology, A.B., Harvard College; M.A.,University of Oregon; M.A., Ph.D. (1988),Adelphi University

ALAN COHEN, Assistant Professor of SpecialEducation, B.A., City College, City University ofNew York; Ph.D. (1973), Hofstra University

JUDITH H. COHEN, Professor of Education,B.S., Queens College; M.S., Syracuse University;Ph.D. (1975), Hofstra University; J.D. (1988),Hofstra University

ANTHONY E. COK, Professor of Earth Science,B.S., City College of New York; Ph.D. (1970),Dalhousie University

GRACE M. CONWAY, Associate Professor ofAccounting and Law, B.A., Queens College;M.A. (1977), New School for Social Research

JULIE COOPER ALTMAN, Assistant Professorof Social Work, B.A., Muskingum College;M.S.W., University of Michigan; Ph.D. (1999),University of Chicago

DEBORAH F. COOPERSTEIN, Professor ofBiology, B.S., Cornell University; Ph.D. (1974),City University of New York

PETER C. COSTELLO, Associate Professor ofCommunications, B.A., Swarthmore College;M.A., Ph.D. (1981), New York University

REBECCA C. CURTIS, Professor of Psychology,B.S., Tulane University; M.A., Ph.D. (1973),Columbia University

MARSHA TYSON DARLING, Director andAssociate Professor of African-American andEthnic Studies, B.A., Vassar College; M.A.,Ph.D. (1982), Duke University

HARRY C. DAVIES, Professor of Art, B.S.,M.A., Columbia University; M.A. (1966),Adelphi University

ALTHEA DAVIS, Associate Professor of Nursing,B.S.N., CUNY School of Nursing; M.A., M.E.D.,Ed.D. (1987), Columbia University

CAROL DIAKOW, Professor of Biology, B.S.,City College of New York; M.S., Ph.D. (1969),New York University

JOHN P. DOOHER, Professor of Physics, B.E.,M.S., Ph.D. (1965), Stevens Institute ofTechnology

JAMES K. DOOLEY, Professor of Biology, B.S.,University of Miami; M.A., University of SouthFlorida; Ph.D. (1974), University of NorthCarolina

MORRIS EAGLE, Professor of Psychology, B.S.,M.A., City College of N.Y.; Ph.D. (1958), NewYork University

ANDREW EIG, Assistant Professor ofPsychology, B.A., Wesleyan University; M.A.,Ph.D. (1997), Adelphi University

RONALD S. FEINGOLD, Professor of PhysicalEducation and Human Performance Science,B.S., University of Illinois; M.Ed., University ofArizona; Ph.D. (1972), University of NewMexico

VALERIE FEINMAN, Associate Professor;Reference Librarian, B.A., McMaster University;M.L.S., Syracuse University; M.B.A. (1989),Adelphi University

262 FACULTY

263FACULTY

JUDY FENSTER, Assistant Professor of SocialWork, B.A., Northwestern University; M.S.W.,New York University; Ph.D. (2000), New YorkUniversity

JANET FICKE, Assistant Professor of PhysicalEducation and Human Performance Science,B.S., Adelphi University; M.S. (1966), Smith College

LEAH HOLLAND FIORENTINO, AssistantProfessor of Education, B.A., SUNY at StonyBrook; M.A., Adelphi University; Ed.D. (1991),Teachers College, Columbia University

LARAINE FLETCHER, Associate Professor ofAnthropology, B.A., Adelphi University; M.A.,Ph.D. (1978), SUNY at Stony Brook

THOMAS FORBES, Associate Professor ofBiology, B.A., University of Connecticut; M.S.,Ph.D. (1989), State University of New York atStony Brook

DIANA FOSHA, Assistant Clinical Professor ofPsychiatry, B.A., Barnard College, ColumbiaUniversity; M.A., Ph.D. (1982), City Universityof New York

RICHARD KEITH GARNER, Professor ofLanguages; Dean, Honors College, B.A.,Princeton University; M.A., Harvard University;M.A., Ph.D. (1983), University of Chicago

MARTIN H. GARRELL, Professor of Physics,B.A., Princeton University; M.S., Ph.D. (1966),University of Illinois

MICHAEL GIVANT, Associate Professor ofSociology, B.A., M.A., City College of New York;Ph.D. (1971), City University of New York

DAVID GLEICHER, Associate Professor ofEconomics, B.A., St. John’s College; M.A., Ph.D.(1984), Columbia University

JEROLD R. GOLD, Professor of Psychology and

Chair of the Undergraduate Program inPsychology, B.A., Queens College, CityUniversity of New York; Ph.D. (1980), AdelphiUniversity

GERTRUDE S. GOLDBERG, Professor of SocialWork, B.A., Vassar College; M.S., D.S.W. (1975),Columbia University

STEPHEN Z. GOLDBERG, Professor ofChemistry, A.B., Cornell University; M.S., Ph.D.(1973), University of California at Berkeley

ROBERT L. GOLDFARB, Senior Adjunct Facultyin Management and Communications, UniversityCollege, B.B.A., Pace University; M.A., AdelphiUniversity; M.B.A. (1982), Hofstra University

JEFFREY GOLDSTEIN, Associate Professor ofManagement, B.A., University of Pennsylvania;M.A., Ph.D. (1980), Temple University

JOSEPH GRAY, Senior Adjunct Faculty inManagement and Communications, UniversityCollege, B.B.A., M.B.A. (1977), St. John’sUniversity

STEPHEN A. GREENFIELD, Professor ofPhilosophy, B.A., St. Olaf College; M.Div.,Luther Theological Seminary; Ph.D. (1972),Fordham University

SUE GREENFIELD, Assistant Professor ofNursing, B.S.N., Catholic University; M.S.N.,Boston University; Ph.D. (1998), AdelphiUniversity

GEOFFREY GROGAN, Assistant Professor ofArt, Artist in Residence, B.F.A., SUNY atPurchase; M.F.A., M.S. (1996), Pratt Institute

RAKESH C. GUPTA, Assistant Professor ofManagement Science and Business Policy;Associate Dean, School of Business, B.S., St.Stephen’s College, Delhi University; B.E., CityCollege of New York; M.B.A. (1975), BaruchCollege

GREGORY GUTMAN, Professor of Marketingand Management, B.A., University of Buffalo;M.B.A. (1966), University of Pennsylvania

MARTIN R. HAAS, Associate Professor ofHistory, A.B., Brooklyn College; A.M., Ph.D.(1974), Rutgers University

EUGENE HECHT, Professor of Physics, B.S.,New York University; M.S., Rutgers University;Ph.D. (1967), Adelphi University

THOMAS F. HEFFERNAN, Professor ofEnglish, A.B., A.M., Fordham University; Ph.D.(1970), Columbia University

PIERRE M. HEGY, Associate Professor ofSociology, Ph.D. (1972), University of Paris

HARVEY J. HEINOWITZ, Assistant Professor ofBanking, Economics, and Finance, B.A.,Franklin and Marshall College; M.B.A. (1975),Adelphi University

LENORE HELLER, Assistant Professor ofPsychology and Director of the Master’s Programin Psychology, B.A., Adelphi University; M.A.,Ph.D. (1995) St. John’s University; PostgraduateCertificate in Psychotherapy, Adelphi University

CECIL ST. GEORGE HENRY, Professor ofSocial Work, B.A., Blackburn College; M.A.,Hunter College; M.S.S.W., M.Ed., Ed.D. (1977),Columbia University

DENNIS HIDALGO, Assistant Professor ofHistory, B.A., Universidad Adventista de lasAntillas; M.A., Western Illinois University;Ph.D. (2001), Central Michigan University

DENISE HIEN, Associate Professor ofPsychology, B.A., Cornell University; M.S.,M.Phil., Columbia University; Ph.D. (1992),Teacher’s College, Columbia University

MARK J. HILSENROTH, Associate Professor ofPsychology, B.A., University of Akron; Ph.D.,

(1996), University of Tennessee

LAWRENCE J. HOBBIE, Associate Professor ofBiology, B.A., Yale University; Ph.D. (1989),Massachusetts Institute of Technology

IVORY H. HOLMES, Associate Professor ofSocial Work, B.A., M.S.W., Rutgers University;Ed.M., Ed.D. (1981), Columbia University

ZHIMIN HUANG, Associate Professor ofProduction Analysis and OperationsManagement, B.S., Beijing Institute ofAeronautics and Astronautics; M.S., People’sUniversity of China; Ph.D. (1991), University of Texas

MARYANNE HYLAND, Assistant Professor ofHuman Resource Management, B.B.S., LoyolaCollege; M.H.R.M., A.B.D. (1999), RutgersUniversity

GAYLE DRANCH INSLER, Professor ofBiology; Dean, College of Arts and Sciences,B.S., SUNY at Stony Brook; M.S., Ph.D. (1977),University of Massachusetts

JONATHAN JACKSON, Clinical Professor ofPsychology; Director of Psychological Services,B.A., Williams College; M.A., Ph.D. (1981),New York University

JUDITH JOHNSTON, Associate Professor ofAnthropology, B.A., M.A., University ofWisconsin; Ph.D. (1973), Harvard University

R. DAVID JONES, Associate Professor ofBiology, B.S., M.S., Idaho State University;Ph.D. (1972), University of Texas

LAWRENCE JOSEPHS, Professor ofPsychology, B.A., Rutgers College; Ph.D.(1981), University of Tennessee

PATRICIA A. JOYCE, Assistant Professor ofSocial Work, B.A., St. John’s College; M.S.W.,Hunter College, City University of New York;

264 FACULTY

Ph.D. (2001), Hunter College, City University ofNew York

PATRICK J. KELLY, Associate Professor ofHistory, B.S., Holy Cross College; Ph.D. (1970),Georgetown University

KATHLEEN KELSON, Assistant Professor ofArt Education, B.S./M.A. (1974), Case WesternReserve/Cleveland Institute of Art

MORTON KISSEN, Professor of Psychology,B.A., Brooklyn College; M.A., Ph.D. (1968),New School for Social Research

MARILYN KLAINBERG, Assistant Professor ofNursing, B.S., M.S., Adelphi University; Ed.D.(1994), Columbia University Teachers College

STEPHEN I. KLASS, Professor of English, B.A.,Harvard University; M.A., Ph.D. (1966), Yale University

MARLYN McGARY KLEE, Associate Professorof Political Science, B.A., Wooster College;M.A.T., Johns Hopkins University; M.A., Ph.D.(1975), New York University

ESTHER KOGAN-FRENK, Assistant Professorof Education, B.S., The National AutonomousUniversity of Mexico; M.A., Ed.D. (1997),Columbia University Teachers College

ALAN KREITZMAN, Assistant Professor ofAccounting, B.S., Brooklyn College; M.B.A.(1969), Adelphi University

KATIE LAATIKAINEN, Assistant Professor ofPolitical Science/International Studies, B.A.Washburn University; M.A., Ph.D. (2001),University of South Carolina

JOSEPH LANDESBERG, Professor ofChemistry, B.S., Rutgers University; M.A., Ph.D.(1965), Harvard University

BEVERLY LAWN, Professor of English, B.A.,M.A., Adelphi University; Ph.D. (1970), SUNYat Stony Brook

SUSAN HENDLER LEDERER, AssistantProfessor of Communication Sciences andDisorders, B.S., M.A., Ph.D. (1996), New YorkUniversity

ROGER LEVIN, Associate Professor of SocialWork, B.S., University of Wisconsin; M.S.W.,Fordham University; M.P.A., Ph.D. (1988), NewYork University

SUSAN XIAOTIAN LI, Assistant Professor ofInformation Technology, B.S., The People’sUniversity of China; Ph.D. (1992), University ofTexas

ANTHONY F. LIBERTELLA, Professor ofManagement and Law; Dean of the School ofBusiness; Dean of University College; SpecialAssistant to the President for BusinessDevelopment, B.A., Iona College; M.A., Ph.D.(1972), The Ohio State University; J.D. (1978),St. John’s University School of Law

ROBERT LINNE, Assistant Professor ofEducation, B.A., University of Texas at Austin;M.A., Texas A & M University at Corpus Christi;Ph.D. (1998), University of Texas at Austin

KAREN LOMBARDI, Professor of Psychology,B.A., Sarah Lawrence College; M.A., Ph.D.(1980), New York University

DAVID LUBELL, Professor of Mathematics,B.S., Columbia University; Ph.D. (1960), New York University

RICHARD LUND, Professor of Biology, B.S.,M.S., University of Michigan; Ph.D. (1968),Columbia University

DAVID MACHLIS, Associate Professor ofEconomics, B.B.A., Baruch College; Ph.D.(1971), Rutgers University

265FACULTY

PATRICIA A. MARCELLINO, AssistantProfessor of Education, B.A., Hunter College,City University of New York; M.B.A. AdelphiUniversity; Ed.D.(2001), Hofstra University

TERESA MASCITTI, Assistant Professor ofNursing, B.A., M.S. CANP, Molloy College

ELAINE MASSAS, Associate Professor ofTheater, A.A.S., Fashion Institute of Technology;B.F.A., Pratt Institute; M.A. (1983), New YorkUniversity

PAUL MATTICK, JR., Professor of Philosophy,B.A., Haverford College; M.A., Ph.D. (1981),Harvard University

THOMAS McANULTY, Professor of Art, B.F.A.,Philadelphia College of Art; M.F.A. (1976),Indiana University

ROBERT MENDELSOHN, Professor ofPsychology, B.A., Hofstra University; M.S.,University of Massachusetts; Ph.D. (1969),University of Massachusetts

WALTER MEYER, Professor of Mathematics,B.A., Queens College; M.S., Ph.D. (1969),University of Wisconsin

SUNG MOON, Professor of Chemistry, B.S.,University of Illinois; Ph.D. (1959),Massachusetts Institute of Technology

PAUL MORAVEC, Professor of Music, B.A.,Harvard University; M.A., Columbia University;D.M.A. (1987), Columbia University

ANNE MUNGAI, Assistant Professor ofEducation, B.Ed., University of Nairobi; M.A.,Ph.D. (1997), Michigan State University

JAMES B. MULLIN, Assistant Professor of SocialWork, B.A., Siena College; M.S.W., SyracuseUniversity; D.P.A., (1979), New York University

FLORENCE L. MYERS, Professor ofCommunication Sciences and Disorders, B.A.,University of Maryland; M.S., Ph.D. (1976),Pennsylvania State University

SAMUEL M. NATALE, Professor ofManagement and Business Policy, B.A., La SalleCollege; M.A., University of Maryland; D.Phil.(1971), University of Oxford

EUGENE T. NEELY, Professor; Dean ofUniversity Libraries, A.B., Davidson College;M.S. (1964), University of North Carolina

JOSEPH W. NEWIRTH, Associate Professor ofPsychology, B.A., City College of New York;M.S., Ph.D. (1970), University of Massachusetts

WILLIAM J. NILES, Assistant Professor ofEducation, B.A., M.S., St. John’s University;Ph.D. (1982), Fordham University

VICTOR T. OLIVA, Assistant Professor;Government Documents-Reference Librarian,B.A., M.A. (1977), City College of New York;M.L.S., Pratt Institute

MICHAEL O’LOUGHLIN, Assistant Professor ofEducational Psychology, B.A., UniversityCollege, Dublin, Ireland; M.A., ColumbiaUniversity; Ph.D. (1988), Columbia University

RICHARD OLSEN, Professor of Philosophy,B.S., Union College; M.A., Ph.D. (1971), Brown University

ROBERT OTTO, Professor of PhysicalEducation and Human Performance Science,B.S., SUNY College at Cortland; M.A. T.,University of North Carolina; Ph.D. (1977), Ohio State University

ELAINE PASQUALI, Professor of Nursing, B.S.,M.S., Adelphi University; M.A., Ph.D. (1982),SUNY at Stony Brook

266 FACULTY

JAYEN PATEL, Assistant Professor of Finance,B.Com., University of Bombay; M.B.A.,M.S.B.A., D.B.A. (1994), Mississippi StateUniversity

COLEMAN PAUL, Professor of Psychology,B.A., Western Maryland College; M.A.,MacMurray College; Ph.D. (1962), Wayne StateUniversity

HELMUT ROBERT PEREZ, Associate Professorof Physical Education and Human PerformanceScience, B.S., Brooklyn College; M.S., Ph.D.(1977), Florida State University

NICHOLAS PETRON, Professor of Theater,B.A., Kansas Wesleyan University; M.A. (1969),Adelphi University

SUSAN J. PETRY, Professor of Psychology,B.A., University of Maryland; Ph.D. (1974),Columbia University

LOUIS H. PRIMAVERA, Professor ofPsychology; Dean of the Gordon F. DernerInstitute of Advanced Psychological Studies,B.A., St. John’s University; M.A., QueensCollege; Ph.D. (1973), City University of NewYork

SALVATORE PRIMEGGIA, Professor ofSociology, B.A., M.A., Adelphi University;Ph.D. (1974), New School for Social Research

MOLLY QUINN, Assistant Professor ofEducation, B.A., Ph.D. (1997), Louisiana StateUniversity

WILLIAM QUIRIN, Professor of Mathematics,B.S., St. Peter’s College; M.S., Ph.D. (1969),Rutgers University

G. N. RAO, Professor of Physics, B.S., AndhraUniversity; M.S.C., Ph.D. (1963), AligarhUniversity

LAWRENCE J. RAPHAEL, Associate Professorof Communication Sciences and Disorders, B.A.,M.A., Queens College; Ph.D. (1970), CityUniversity of New York

ELAYNE A. RAPPING, Professor ofCommunications, B.A., University of Californiaat Los Angeles; M.A., Ph.D. (1970), Universityof Pittsburgh.

CHARLES ROGER REES, Professor of PhysicalEducation and Human Performance Science,B.Ed., University of London; M.A., Ph.D.(1977), University of Maryland

MARY E. REEVES, Assistant Professor ofEducation, B.S., M.A., Louisiana StateUniversity; Ph.D. (1993), Louisiana StateUniversity

CAROLE RHODES, Associate Professor ofEducation, B.A., M.A., Brooklyn College; Ph.D.(1990), New York University

SALLY RIDGEWAY, Associate Professor ofSociology, B.A., William Smith College;M.A., University of Connecticut; Ph.D. (1975),City University of New York

J. JULIAN RIVERA, Associate Professor ofSocial Work, B.A., Inter-American Universityof Puerto Rico; M.S.W. (1964), University ofPuerto Rico

GLORIA GRANT ROBERSON, AssociateProfessor; Reference Librarian, B.S., AdelphiUniversity; M.L.S., Long Island University, C.W.Post College; M.S. (1988), Adelphi University

BRIAN ROSE, Associate Professor of Theater,M.A., Queens College; Ph.D. (1993), Ohio StateUniversity

ELLEN ROSENBERG, Associate Professor ofSocial Work, B.A., Queens College; M.S.W., NewYork University; D.S.W. (1981), ColumbiaUniversity

267FACULTY

ALVIN ROSENSTEIN, Professor of Marketing,A.B., University of Michigan; M.A., Ph.D.(1958), University of Illinois

PATRICK L. ROSS, Professor of Psychology;Associate Dean, Gordon F. Derner Institute ofAdvanced Psychological Studies, B.A.,University of Toronto; Ph.D. (1966), JohnsHopkins University

STEPHEN S. RUBIN, Assistant Professor ofSpecial Education, B.S., State University of NewYork at Oswego; M.A., University of SouthDakota; Ph.D. (1995), University of Illinois atUrbana-Chicago

DAVID RUBINSTEIN, Associate Professor ofHistory, B.A., M.A., Ph.D. (1978), New YorkUniversity

REUBEN RUDMAN, Professor of Chemistry,B.A., Yeshiva University; Ph.D. (1966),Polytechnic Institute of Brooklyn

GEORGE K. RUSSELL, Professor of Biology,B.A., Princeton University; Ph.D. (1963),Harvard University

MARYBETH RYAN, Associate Professor ofNursing, B.S., Hunter College; M.S., AdelphiUniversity; Ph.D. (1985), Hofstra University

ELAINE S. SANDS, Associate Professor ofCommunication Sciences and Disorders; Dean ofthe School of Education, B.A., Brooklyn College;M.S., University of Michigan; Ph.D. (1977),New York University

ROBERT ALLYN SCOTT, University Presidentand Professor of Sociology and Anthropology,B.A., Bucknell University, Ph.D. (1975), CornellUniversity

JOSEPH LANDESBERG, Professor ofChemistry, B.S., Rutgers University; M.A., Ph.D.(1965), Harvard University

JANET R. SCHOEPFLIN, Assistant Professorof Communication Sciences and Disorders, B.A.,Pennsylvania State University; M.A., TempleUniversity; Ph.D. (1997), City University ofNew York

HERBERT SCHWARZ, Assistant Professor ofSocial Work, B.A., Brooklyn College; M.S.W.(1969), Yeshiva University

YULA CHERPELIS SERPANOS, AssociateProfessor of Communication Sciences andDisorders, B.A., St. John’s University; M.S.,Ph.D. (1994), Columbia University

CHARLES S. SHOPSIS, Associate Professor ofChemistry; Associate Dean, College of Artsand Sciences, B.A., Brooklyn College; M.A.,Queens College; Ph.D. (1974), City Universityof New York

ROBERT SIEGFRIED, Associate Professor ofMathematics and Computer Science, A.B., M.S.,Columbia University; M.A., Brooklyn College;Ph.D. (1983), University of Minnesota

MARGARET SILVER, Assistant Professor ofNursing, B.S., Adelphi University; M.Ed.(1972), Columbia University

LOUISE SKOLNIK, Associate Professor of SocialWork; A.B., University of Michigan; M.S.W.,D.S.W. (1989), Adelphi University

DARKO SKORIN-KAPOV,Associate Professor ofInformation Technology, Bs.C., Ms.C., Universityof Zagreb; Ph.D. (1989), University of BritishColumbia

DALE T. SNAUWAERT, Associate Professor ofEducation, A.B., University of Illinois atChicago; Ph.D. (1990), University of Illinois atUrbana-Champaign

268 FACULTY

STANLEY SNEGROFF, Associate Professor ofHealth Studies, B.S., Long Island University,Brooklyn; M.S., Hunter College; Ed.D. (1974),Columbia University

BROOKE E. SPIRO, Associate Professor ofSocial Work; Acting Dean of the School of SocialWork; B.A., Barnard College; M.S.W., AdelphiUniversity; D.S.W. (1982), Columbia University

ARMSTRONG M. STARKEY, Professor ofHistory; B.A., Hiram College; M.A., Ph.D.(1968), University of Illinois

JANICE M. STEIL, Professor of Psychology,B.A., University of Massachusetts; Ed.M.,Boston University; Ph.D. (1979), ColumbiaUniversity

RUTH STERNGLANTZ, Assistant Professor ofEnglish, B.A., Brooklyn College; M.A., Ph.D.(1998), New York University

HELEN STRITZLER, Associate Professor ofCommunications, B.A., Adelphi University;M.A. (1975), New York University

LAWRENCE R. SULLIVAN, Associate Professorof Political Science, B.S., University of Missouri;Ph.D. (1976), University of Michigan

CAROL SUSSAL, Associate Professor of SocialWork, B.S., M.A., M.S.W., D.S.W. (1978),Adelphi University

R. BRUCE SWENSEN, Assistant Professor ofBanking and Finance, B.S., University ofRochester; M.B.A., Ph.D. (1987), New YorkUniversity

KATE SZYMANSKI, Associate Professor ofPsychology, M.A., Warsaw University; M.A.,Ph.D. (1988), Northeastern University

JERRY TARTAGLIA, Assistant Professor ofCommunications, Film and Video, B.A.,Albright College; M.A. (1989), San FranciscoState University

ELLENMORRIS TIEGERMAN, AssociateProfessor of Psychology, B.A., M.S., BrooklynCollege; Ph.D. (1979), City University of NewYork

MARIANO TORRAS, Assistant Professor ofEconomics, B.S., New York University; M.A.,Fordham University; A.B.D. (1999), Universityof Massachusetts

ARLENE TROLMAN, Associate Professor ofNursing, B.S., M.S., Adelphi University; M.Ed.,Ed.D. (1984), Columbia University

KIRKLAND VAUGHANS, Assistant ClinicalProfessor of Psychology, B.A., University ofIllinois Chicago Circle; M.A., Ph.D. (1985),Adelphi University

RICHARD VAUX, Professor of Art, B.F.A.,Miami University; M.F.A. (1969), NorthernIllinois University

MARIE-LOUISE VAZQUEZ, Professor ofFrench, A.B., Hunter College; M.A. (1962),Columbia University

DANIEL A. VERREAULT, Associate Professorof Accounting; B.A., University ofMassachusetts; M.S.A., Northeastern University;Ph.D. (1984), Texas A&M

JOHN VETTER, Assistant Professor ofAnthropology, B.A., University of Michigan;M.A. (1969), New York University

STEPHEN VIRGILIO, Associate Professor ofPhysical Education and Human PerformanceScience, B.S., University of Tampa; M.A., AdelphiUniversity; Ph.D. (1979), Florida State University

NARAYAN VISWANATHAN, Professor of SocialWork, B.A., Nagpur University; M.A., DelhiUniversity; M.S., D.S.W. (1961), ColumbiaUniversity

269FACULTY

WINSTON WATERS, Associate Professor ofBusiness Administration, B.A., SyracuseUniversity; J.D. (1981), Seton Hall University

IGOR WEBB, Professor of English, B.A., TuftsUniversity; M.A., Stanford University; Ph.D.(1971), Stanford University

BENJAMIN SAMUEL WEEKS, AssistantProfessor of Biology, B.A., Skidmore College;Ph.D. (1988), University of Connecticut

LINDA WEINBERG, Assistant Professor;Catalog Librarian, B.A., Brooklyn College;M.L.S., Queens College; M.A. (1985), Adelphi University

JOEL WEINBERGER, Associate Professor ofPsychology, B.A., SUNY at Stony Brook; M.A.,SUNY at Brockport; Ph.D. (1983), New School for Social Research

SUSAN WEISSER, Professor of English, B.A.,Brooklyn College; M.A., NorthwesternUniversity; Ph.D. (1987), Columbia University

JANICE WOOD WETZEL, Professor of SocialWork, B.S., M.S.W., Ph.D. (1976), WashingtonUniversity in St. Louis

SHANNON WHALEN, Assistant Professor ofHealth Studies, B.S., University of Delaware;M.A., New York University; M.S., Ed.D. (1999),Columbia University

JULIAN WILDER, Assistant Professor ofEducation, B.S., M.A. (1956), New YorkUniversity

HUGH A. WILSON, Associate Professor ofPolitical Science, B.A., Howard University;M.S.W., Fordham University; D.S.W. (1995),Adelphi University

W. CODY WILSON, Professor of Social Work,B.A., University of Arkansas; M.A., Universityof Denver; Ph.D. (1961), Harvard University

CATHERINE WINDWER, Professor of Nursing,B.S., College of Mt. Saint Vincent; M.A., Ph.D.(1976), New York University

STANLEY WINDWER, Professor of Chemistry,B.S., Brooklyn College; M.S., Stevens Institute;Ph.D. (1960), New York University

JEAN WINTER, Associate Dean of the School ofNursing; Assistant Professor of Nursing, B.S.N.,Long Island University, C.W. Post College; M.S.,Adelphi University; Ed.D. (1988), ColumbiaUniversity

JACOB WISSE, Assistant Professor of ArtHistory, B.A., McGill University; M.A., Ph.D.(1999) New York University

CARYLE G. WOLAHAN, Professor of Nursing,B.S., Wagner College; Ed.M., Ed.D. (1979),Columbia University

LORI B. WOLF, Assistant Professor ofEducation, B.A., State University of New York atAlbany; M.A., Columbia University; Ph.D.(2001), New York University

REBECCA WRIGHT, Professor of Dance,Joffrey Ballet (1965–1975), American BalletTheater (1975–1982)

SIMON YANG, Assistant Professor ofAccounting, B.S., National Taiwan University;M.S., Yang Ming Medical College; M.B.A., M.S.,Ph.D. (1999), University of Houston

CRISTINA ZACCARINI, Assistant Professor ofHistory, B.A., Queens College, M.A., AdelphiUniversity; Ph.D. (1999) SUNY at Stony Brook

EMILIA P. ZARCO, Assistant Professor ofHealth Studies, A.B., West Visayas StateUniversity, Phillipines; M.Ed., University of thePhillipines; M.D. (1971), West Visayas StateUniversity

270 FACULTY

Emeriti

DISTINGUISHED EMERITUS

FREDERICK A. BETTELHEIM, Ph.D.Professor of Chemistry; Distinguished UniversityResearch Professor of Natural Sciences

ADMINISTRATORS EMERITI

JOSEPH CRAFA, M.S.Dean Emeritus

NORA GALLAGHER, B.L.S.Professor Emeritus of the Library

RUTH S. HARLEY, M.A., L.H.D.Dean of Women Emeritus

FACULTY EMERITI

DONALD B. ALBERT, Ph.D.Professor of Physics

HAROLD J. ALLEN, Ph.D.Professor of Philosophy

DAVID H. ARBEIT, Ph.D.Professor of Business Administration

HELEN M. ARNOLD, Ph.D.Professor of Nursing

SYLVIA ARON, M.S.W.Professor of Social Work

NORMAN D. ASHCRAFT, Ph.D.Professor of Anthropology

FRED BARBARO, Ed.D.Professor of Social Work

GLORIA BECKERMAN, M.F.A.Professor of English

GEORGE B. BENNER, M.A.Professor of Education

HARRY BERNSTEIN, M.A.Professor of Dance

EDMUND D. BRODIE, JR., Ph.D.Professor of Biology

PATRICIA BROWN, Ph.D.Professor of Education

JACQUES O. BURDICK, Ph.D.Professor of Theater

WILLIAM CANFIELD, Ed.D.Professor of Speech Arts

GRACE CANTONE, M.A.Professor of Art

JOSEPH M. CASSIN, Ph.D.Professor of Biology

NORMA CATTANACH, Ph.D.Professor of Education

ABRAHAM COHEN, Ph.D.Professor of Psychology

MARIE E. CONKLIN, Ph.D.Professor of Biology

WILLIAM L. CURRY, Ph.D.Professor of English

ROSALIE F. D’AMELIO, Ed.D.Professor of Nursing

ERICA DOCTOROW, M.L.S.Professor; Fine Arts Librarian

ALLEN DON, Ph.D.Professor of Administrative Sciences

GERALD EDWARDS, Ed.D.Professor of Health Studies

271EMERITI

RITA EDWARDS, M.L.S.Professor of Library Science

ROBERT ENDLEMAN, Ph.D.Professor of Sociology

PETER PAUL FARLEY, Ph.D.Professor of English

HONORA K. FARRELL, M.A.Professor of Nursing

MARTIN N. FISHER, Ph.D.Professor of Psychology

EVA FRIEDMAN, Ph.D.Professor of Language

GUNTHER R. GEISS, Ph.D.Professor of Business

RICHARD GENBERG, Ph.D.Professor of Physics

SALLY E. GOCHENAUR, Ph.D.Professor of Biology

RUTH F. GOLD, Ed.D.Professor of Education

MILTON GOLDSTEIN, M.A.Professor of Art and Art History

DAVID S. GORFEIN, Ph.D.Professor of Psychology

JEAN GRAUBERT, Ph.D.Professor of Psychology

MARTIN GREENE, D.S.W.Professor of Social Work

RAMON S. GRILLO, Ph.D.Professor of Biology

LAWRENCE GROSSMAN, D.S.W.Professor of Social Work

HELEN M. HACKER, Ph.D.Professor of Sociology

DONALD HAMMER, Ed.D.Professor of Mathematics

MORGAN Y. HIMELSTEIN, Ph.D.Professor of English

SALLY L. HOBSON, Ph.D.Professor of Psychology

JONATHAN P. E. HODGSON, Ph.D.Professor of Mathematics

SHEILA K. HOLLANDER, Ph.D.Professor of Education

GIDEON HOROWITZ, Ph.D. Professor of Social Work

JACQUELINE ROSE HOTT, Ph.D.Professor of Nursing

WARREN P. JENNERJAHN, M.A.Professor of Art

DORIS CAPRA JOHNSON, B.A.Professor of Library Science

ROBERT N. JOHNSON, Ph.D.Professor of Political Studies

BARBARA JOYCE, Ph.D.Professor of Nursing

BERT KAPLAN, Ed.D.Professor of Social Work

LENARD B. KATES, D.S.W.Professor of Social Work

ANNE R. KING, Ph.D.Professor of English

PHILIP M. KITAY, Ph.D.Professor of Psychology

272 EMERITI

BARBARA A. KOS-MUNSON, Ph.D.Professor of Nursing

HERBERT C. KRANZER, Ph.D.Professor of Mathematics

RAYLAH KREVERE, Ph.D.Professor of Education

NEALE KURLANDER, J.D.Professor of Business

HERBERT KURSS, Ph.D.Professor of Mathematics

EDITH KURZWEIL, Ph.D.University Professor

RICHARD J. LACEY, Ph.D.Professor of Biology

GERTRUDE LANGSAM, Ed.D.Professor of Education

ANTHONY M. LEMOS, Ph.D.Professor of Physics

RISHA W. LEVINSON, D.S.W.Professor of Social Work

LEON I. LIPNER, M.B.A.Professor of Accounting

ABRAHAM LURIE, Ph.D.Professor of Social Work

GAIL B. MALLOY, Ph.D.Professor of Nursing

CLARK S. MARLOR, Ed.D.Professor of Speech Arts

JOSEPH P. MASCIA, M.B.A., M.S., M.P.A.Professor of Banking, Economics and, Finance

RACHEL R. MATHER, D.A.Professor of Business

JOHN CLARK MATTHEWS, Ed.D.Professor of Education

NEIL MILLER, Ph.D.Professor of Spanish and Portuguese

DONALD S. MILMAN, Ph.D.Professor of Psychology

TERRY MORRONE, Ph.D.Professor of Physics

ANNETTE B. NATOW, Ph.D.Professor of Nursing

NANCY NOEL, Ed.D.Professor of Nursing

SANDRA JEANNE K. OESTREICH, M.S.A.Professor of Nursing

DONALD T. OPALECKY, Ph.D.Professor of Chemistry

SONIA F. OSLER, Ph.D.Professor of Psychology

IRENE S. PAGEL, Ed.D.Professor of Nursing

CATHERINE P. PAPELL, D.S.W.Professor of Social Work

ROBERT G. PAYTON, Ph.D.Professor of Mathematics

PAUL PITCOFF, M.F.A.Professor of Communications

LEONARD PRICE, M.A.Professor of Communications

ELAYNE A. RAPPING, Ph.D.Professor of Communications

SIDNEY M. ROBBINS, Ph.D.Professor of Financial Institutions

273EMERITI

274 EMERITI

HOWARD ROBINSON, Ph.D.Professor of Physics

KIRA ROBINSON, M.S.Professor of Languages

JUNE ROTHBERG, Ph.D.Professor of Nursing

CLAUDE RUGGIAN, M.A.Professor of Physical Education

JOSEPH RUOCCO, Ph.D.Professor of Business

J. M. SANCHEZ, Ph.D., J.D.Professor of Political Science

MURRAY SEITMAN, M.B.A.Professor of Accounting

WARREN L. SELEKMAN, Ph.D.Professor of Psychology

ERNEST SIEGEL, Ed.D.Professor of Education

PHILIP SILVERMAN, M.B.A.Professor of Accounting

JOSETTE SMETANA, Ph.D.Professor of French

DONALD L. SMITH, Ed.D.Professor of Education

RUBIN STARER, M.S.Professor of Social Work

WILLIAM J. STEINMETZ, Ph.D.Professor of Mathematics

SHELDON STOFF, Ed.D.Professor of Education

VIRGINIA TERRIS, Ph.D.Professor of English

NORMAN A. WALKER Professor of Dance

MERYL J. WALL, Ph.D.Professor of Communication Sciences and Disorders

HARVEY WEISSProfessor of Art and Art History

MARIANNE WELTER, D.S.W.Professor of Social Work

ROBERTA WIENER, Ed.D.Professor of Education

M. ELAINE WITTMANN, Ed.D.Professor of Nursing

DONALD A. WOLF, Ph.D.Professor of English

MICHAEL YANOWITCH, Ph.D.Professor of Mathematics

ARTHUR K. YOUNG, Ph.D.Professor of Social Work

ALFRED ZAJAC, Ph.D.Professor of Physics

ROCHELLE ZIDE-BOOTHProfessor of Performing Arts

Recent Honorary Degree Recipients

COMMENCEMENT, MAY 1994

RUTH NITA BARROW, G.C.M.G., D.A.Doctor of Laws

ROBERT CONQUESTDoctor of Humane Letters

JOHN GROSSDoctor of Humane Letters

GEORGE N. HATSOPOULOSDoctor of Science

C. JOHN HERINGTONDoctor of Humane Letters

STAVROS XARHAKOSDoctor of Fine Arts


DIMITRIS L. AVRAMOPOULOSDoctor of Laws

WILLIAM F. BUCKLEY, JR.Doctor of Humane Letters

KENNETH I. CHENAULTDoctor of Humane Letters

STANLEY CROUCHDoctor of Humane Letters

GERALD M. EDELMANDoctor of Science

JOSEPH N. FRANKDoctor of Humane Letters

ANN M. FUDGEDoctor of Humane Letters

DANIEL EDWARD KOSHLAND, JR.Doctor of Science

PEGGY NOONANDoctor of Humane Letters

MELVIN SCHWARTZDoctor of Science

ROGER SCRUTONDoctor of Humane Letters


JOHN KAPIOLTASDoctor of Humane Letters

BYRON LEWISDoctor of Humane Letters

CONOR CRUISE O’BRIENDoctor of Humane Letters

NORMAN PODHORETZDoctor of Humane Letters

SYLVIA RHONEDoctor of Humane Letters

JOHN SIMONDoctor of Humane Letters


JONATHAN KOZOLDoctor of Humane Letters

JONATHAN LARSONDoctor of Fine Arts

MATHEW M. MANDERYDoctor of Science

CAROLYN MCCARTHYDoctor of Laws

MEL PENDERDoctor of Humane Letters

LOUIS SIMPSONDoctor of Fine Arts

275RECENT HONORARY DEGREE RECIPIENTS


THOMAS J. DONOHUEDoctor of Humane Letters

GEOFFREY HOLDERDoctor of Fine Arts

JOSEPH CHARLES (X. J.) KENNEDYDoctor of Fine Arts

JAMES A. (DOLPH) NORTONDoctor of Humane Letters

DOROTHY RICHARDSONDoctor of Humane Letters


ROBERT B. CATELLDoctor of Humane Letters

GERARD G. LEEDSDoctor of Science

H. CARL MCCALLDoctor of Humane Letters


BOB BEAMONDoctor of Humane Letters

BUNNY HOESTDoctor of Humane Letters

STEVEN L. ISENBERGDoctor of Humane Letters

CHARLES SCHUMERDoctor of Humane Letters

JOHN WRENDoctor of Humane Letters


RICHARD BARTONDoctor of Humane Letters

HORACE HAGEDORNDoctor of Humane Letters

JAN KAVANDoctor of Humane Letters

276 RECENT HONORARY DEGREE RECIPIENTS

Board of Trustees

OFFICERS

MICHAEL FINNERTY, Chairman

JILL KER CONWAY, Vice Chair

WILLIAM A. ACKERMAN, Secretary

STEVEN L. ISENBERG, Chairman Emeritus

MEMBERS

BERNARD F. ASHE

BARBARA T. BARRANTES

JOHN C. BIERWIRTH

RICHARD C. CAHN

MICHAEL CAMPBELL

STEVEN N. FISCHER

HAROLD S. GELB

PALMINA R. GRELLA

JEH CHARLES JOHNSON

MICHAEL LAZARUS

SHIRLEY M. MALCOM

S. BRUCE PANTANO

LEON M. POLLACK

ROBERT A. SCOTT, President

OM P. SONI

MARJORIE WEINBERG-BERMAN

PHILIP S. WINTERER

BARRY T. ZEMAN

Officers of Administration

ROBERT ALLYN SCOTT, President

MARCIA GROSSE WELSH, Vice President forAcademic Affairs and University Provost

CATHERINE HENNESSY, Vice President forFinance and Treasurer

ANGELO B. PROTO, Vice President forEnrollment Management and Student Affairsand Chief Operating Officer

KATHLEEN BOND, Dean, School of Nursingand Special Advisor to the President forHealth Programs

RICHARD KEITH GARNER, Dean, Honors College

GAYLE D. INSLER, Dean, College of Arts and Sciences

ANTHONY F. LIBERTELLA, Dean, Schoolof Business; Dean, University College; andSpecial Assistant to the President for BusinessDevelopment

EUGENE T. NEELY, Dean, The UniversityLibraries

LOUIS H. PRIMAVERA, Dean, Gordon F.Derner Institute of Advanced PsychologicalStudies

ELAINE S. SANDS, Dean, School of Education

BROOKE E. SPIRO, Acting Dean, School ofSocial Work

277BOARD OF TRUSTEES

I N D E X

Index

ABLE program, 10, 14–15, 165, 195–204, 220Academic advising, 10, 13, 15, 48, 140, 198, 245Academic calendar, 243

2001–2002, 5–62002–2003, 7–8

Academic deadlines, 244Academic dismissal, 195, 198, 256Academic integrity, 243Academic Management Services (AMS) Budget Plan, 227Academic probation, 255–256

ABLE program, 198–199General Studies program, 195

Academic probation, and financial assistance, 255Academic records, 245Academic requirements, for financial assistance, 231–232Academic scholarships. See Financial assistanceAcademic Services and Retention, Office of, 10, 13, 212,

231, 242–243, 245, 256–257Academic Standards Committee, 24, 247Academic standing, 254–255Academic support, 212–213Academic assistance and accommodations for students with

disabilities, 250Accounting program, 134–135Acting program, 57, 102–103Activities, student, 207–208Adding courses, 249Adelphi Summer Academy for College-Bound Students, 200Adelphi University Financial Grant, 232Adelphi University Part-Time Transfer Merit Award, 232Adelphi-Columbia University Joint-Degree Program in

Environmental Studies, 35, 45Adelphi-New York Law School Joint-Degree Program in Law,

47Adelphi-New York Medical College Joint-Degree Program in

Physical Therapy, 34–35Adelphi-Polytechnic University Joint-Degree Program in

Computer Science, 54Adelphi-SUNY College of Optometry Joint-Degree Program

in Optometry, 34Adelphi-Tufts University School of Dental Medicine Joint-

Degree Program in Dentistry, 34Adelphi’s New Social Welfare Education Routes (ANSWER)

program, 189–190Administration, Officers of, 277Admissions

ABLE program, 197–198academic requirements, 218advanced placement, 219–220American College Testing (ACT) program, 218, 219application procedure, 218candidates’ reply date, 220

College Level Examination Program tests, 219–220conditions of, 218credentials, 219early, 220entrance examinations, 219freshman decision policy, 220graduation rate information, 223Honors College, 127housing application, 222international students, 222interviews, 218Learning Disabilities Program, 221provisional, 198readmission, 257retention rate information, 223School of Nursing, 178–180Social Welfare program, 190STEP program, 154student status designation, 222transfer students, 219–220undergraduate, 218veterans, 222visiting the campus, 218

Admissions, Office of University, 218Adolescent Education, 153, 155–156Adult Baccalaureate Learning Experience (ABLE). See

ABLE programAdvanced Placement (AP)

admissions, 219–220biology credits, 32credits, 247–248

Advanced Standing, 32Advanced Standing Program, B.S.S.W.-M.S.W., 189Advising, academic, 10, 13, 15, 48, 140, 198, 245African-American and Ethnic Studies, Center for, 70–71Afrika Unbound, 207–208Age of majority, 242Aid for Part-Time Study (APTS), 237Aid to Native Americans, 238Aimee Ornstein Memorial Library, 213Albany Internship, 67ALICAT III, 212–213Alpha Epsilon Delta, 74Alternative loans, 238Alumni Award, 232American College Testing (ACT) Program, 218–219American Institute for Foreign Study, 206American Psychological Association accreditation, 13Annual grants, 234ANSWER (Adelphi’s New Social Welfare Education Routes)

program, 189–190Anthropology, 26–27, 76–78Appeals, financial assistance, 239Application for graduation, 257Application procedure for admission, 218. See also

Admissions

280 INDEX

Art and Art History, 28–30, 78–81degree requirements, 29portfolio requirements, 28summer workshop program, 30talent scholarships, 28

Art Education, 29–30, 153, 157, 166Art gallery, 207Arts and Sciences. See College of Arts and SciencesAssessment of Teaching Skills-Written (ATS-W), 160, 164Associates degrees, 16, 243Athletics, 10, 208. See also Physical EducationATM machine, 207Attendance, 243Auditing courses, 250, 252

Baccalaureate-bachelor’s degrees. See also specific schoolsand colleges

degrees offered, 16, 243Bachelor of Arts (B.A.), College of Arts and Sciences, 23Bachelor of Fine Arts (B.S.), College of Arts and Sciences,

23Bachelor of Science (B.S.), College of Arts and Sciences, 23Bachelor’s degrees, College of Arts and Sciences, 23Bachelor’s-Master’s programs

biology, 33B.S.S.W.-M.S.W. Advanced Standing Program, 189College of Arts and Sciences, 23STEP Program, 154–156

Biochemistry. See ChemistryBiology, 31–35, 81–83

advanced placement (AP), 32special programs, 33transfer students, 32

Board of Trustees, 277Bookstore, University, 207B.S.S.W.-M.S.W. Advanced Standing Program, 189Budgets, student, 239Business. See also School of Business

concentration in Languages and International Studies,50

Business clusters, 139–140

Cadet Nurse Corps School, 11Cafeteria, 207Calendar, 243

2001–2002, 5–62002–2003, 7–8

Campus life, 15. See also Student LifeCampus map, 292Campus visits, 218Candidates’ reply date, 220Career Development, Center for, 214–215Career placement, 15Catholic faith representation, 209–210Center for African-American and Ethnic Studies, 70–71,

114–115Center for Career Development, 214–215

Center for Communication, Inc., 40Center for Community Service, 15Center for Psychological Services, 210Certificate Program in Health Care Management, 197,

203–204Certification. See School of Education; specific departmentsChemistry, 36–37, 83–85Childcare services, 215Childhood Education, 153–155Class standing, 254Clinical experience, supervised, 164Clubs and organizations. See Honor societies; Student

organizationsCode of conduct, student, 242–243College Entrance Examination Board (CEEB), 218–220College Level Examination Board (CLEP), 179College Level Examination Program tests, 219–220College of Arts and Sciences, 10–14

acceptance of undergraduates into graduate courses, 251bachelor’s degrees, 23course descriptions, 76–115degree requirements, 23G.P.A. requirements, 23independent study, 23joint degree programs, 24organization, 24philosophy of, 22–23pre-professional preparation, 23programs of study, 25second majors and minors, 23telephone numbers, 24waiver of academic regulations, 24

Colleges of the University, 13. See also specific collegesColumbia University

joint-degree program in environmental studies, 35, 45transfer to, 63

Commencement ceremonies, 258Commission on Collegiate Nursing Education (CCNE), 14Communication Sciences and Disorders, 14, 161–163,

173–174Communications, 38–40, 85–87. See also English;

Management and Communicationstalent scholarships, 38

Commuter Student Affairs, Office of, 209, 222, 228Comprehensive Tuition and Fee rate, 226–227Computer access

Cyber Cafe, 207labs, 213–214

Computer science, 53–54, 98–100Adelphi-Polytechnic University Joint-Degree Program,

54Concurrent registration, 244Conditions of Social and Political Life, Junior Seminars in,

125Conferring of degrees, 258Co-operating engineering schools, 62

281INDEX

Co-operating institutions. See also Partnering institutionsjoint degree programs, 24

Core Curriculum. See General Education programCouncil for International Educational Exchange, 206Council on Social Work Education, 14, 186Counseling

academic advising, 10, 13, 15, 48, 140, 198, 245personal, 15, 194, 210

Course load, General Studies program, 195Courses. See also specific colleges and schools

adding, 249auditing, 250credit for, 247description, 249dropping, 250policies and practices, 249prefixes and numbering system, 249withdrawal, 250

CPA examination, New York State, 133–134“Creativity in Film and Video Award,” 40Credits

for Advanced Placement, 247–248General Education, 17–18graduation requirement, 16, 247for physical education, 246–247from professional schools, 247transfer, 248units, 247

Cultural diversity, 10Cultural Life, Office of, 207Cultural program, extracurricular, 15, 126Cultural resources, 15Curriculum, undergraduate, 16. See also General Education

program; specific departments and schoolsCyber Cafe, 207

Dance program, 57–58, 105–106Deadlines, academic, 244Dean’s List, 254–255

ABLE program students, 200Dean’s Scholarships, 232Declaring a major, 246Deferred payment plan, 227Degree requirements. See specific schools and collegesDegrees. See also specific departments and schools

conferring of, 258honorary degree recipients, 275–276undergraduate, 16

Delphian, 207–208Delta Mu Delta, 141Denmark’s International Study Program, 206Dental Medicine, Tufts University Joint-Degree program, 34Dental Preceptorship Program, 33Departmental honors, 258Deposit, room and board, 228

Derner Institute of Advanced Psychological Studies (IAPS),10–13

acceptance of undergraduates into graduate courses, 251course descriptions, 120–122degree requirements, 118–119honors, 119

Design/technical theater program, 57, 104–105Diplomas, 258Directions to campuses, 290, 293Directory information, 245Directory of Classes, 14–15, 244, 249, 251Disabilities, students with. See Students with disabilitiesDisability Support Services, Office of, 206, 250

web site address, 206Disabled students. See Students with disabilitiesDismissal. See also Withdrawal

academic, 256from General Studies program, 195refunds and, 228from School of Business, 142

Dispensations from regulations, 242Distribution course requirement, 18Diversity, cultural and ethnic, 10Double majors, 246Dropping courses, 250Dual certification in health and physical education,

160–161

Eagle Scout Gold Award, 232Earle Hall, 126–127Early admission, 220Economics, 138–139Education. See School of EducationEducation Studies, 14Educational and psychological testing, 15Educational strategy

School of Business, 132–133School of Nursing, 176School of Social Work, 186–187

Emeriti, 271–274Endowment and restricted scholarships, 233–234Engineering, 61–63

joint degree programs, 63English, 41–42, 87–89English as a second language (ESL), 93, 200English composition, 17Ensemble performance, 56, 101Entrance examinations, 219Environmental Studies, 43–45, 89–91

Adelphi-Columbia University Joint-Degree Program, 35,45

ESL. See English as a second language (ESL)ESL Language Centers, 200Eta Chi Alpha, 141Ethnic diversity, 10

282 INDEX

283INDEX

Ethnic Studies. See Center for African-American and EthnicStudies

European Studies Program, 67. See also Study abroadprograms

Examinationsentrance, 219final, 251–252New York State CPA, 133–134

Executive-in-Residence programs, School of Business,133–134

Expenses. See Student budgets; Tuition and feesExplorer Award, 232Extension Centers, 15Extracurricular activities, 10

General Studies program, 195Extracurricular cultural program, Honors College, 126

Faculty, 12, 260–270emeriti, 271–274student/faculty ratio, 10

Family Education and Privacy Act, 245Federal financial aid programs, 236–237Fees and charges. See Tuition and feesField instruction (ANSWER), School of Social Work,

189–190Field placement, 15Film and video production, 38, 40Final examinations, 251–252Finance Program, 137–138Financial assistance

academic probation and, 255academic requirements, 231–232academic scholarships, 232appeals, 239application deadlines, 231application procedures, 231counselors, 15endowment and restricted scholarships, 233–234federal programs, 236–237grants, annual, 234institutional programs, 232international students, 239New York State programs, 237–238nondegree students, 239policies, 238–239recipient responsibilities, 230–231restricted funds, 235–236scholarships, 38, 72, 232–234study abroad programs, 72, 239talent awards and scholarships, 28, 38, 55, 58, 232

Fine Arts, 197. See also Art and Art HistoryFitness Center, 208Food service, 207Foreign language studies. See Languages and International

Studies; specific languagesForeign students. See International students

Fraternities, 10, 208Free Application for Federal Student Aid (FAFSA), 231French, 49, 94Freshman advisors, 10Freshman Orientation Experience, 17Freshman Seminar, 17

Garden City Campusarea map, 291campus map, 292directions to, 290

General Education programcourse descriptions, 19credits, 17–18distribution course requirement, 18English Composition, 17Freshman Orientation Experience, 17Freshman Seminar, 17Honors College, 124–125program of study, 17–18requirements, 18–19, 23transfer policy, 248–249

General Education requirements, College of Arts andSciences, 23

General Equivalency Diplomas (GED), 219General Studies program, 10, 14–15, 194–195, 201

academic dismissal, 195academic probation, 195course load, 195extracurricular activities, 195incompletes, 195pass/fail option, 195

German, 94–95Girl Scout Gold Award, 232Good academic standing, 255Gordon F. Derner Institute of Advanced Psychological

Studies. See Derner Institute of AdvancedPsychological Studies

Government, student, 207–208G.P.A. See Grade-point averageGrade changes, 254Grade-point average

academic probation, 198–199academic standing requirements, 254–257computing, 253minimum G.P.A., 23, 32, 161, 178–179, 196, 246required for graduation, 257

Grades. See also Academic probation; Incomplete, grade of;Pass/fail option

grading system, 252standards of performance for School of Nursing,

180–181transcript designations, 252–253

Graduate coursesacceptance of undergraduates, 251for undergraduate or graduate credit, 165

284 INDEX

Graduate students, 222Graduation

ABLE program students, 199application, 257grade-point average requirement, 257rates, 223requirements, 257–258

Grants, annual, 234Graphic Design. See Art and Art HistoryGreek-letter social sororities and fraternities, 10, 208Guide to Student Life, 243

Handicapped students. See Students with disabilitiesHarley University Center. See University CenterHealth Care Management Certificate Program, 197, 203–204Health regulations, 180Health Services Center, 210Health Studies, 170–171Health Studies, Physical Education and Human Performance

Sciences, 14, 158–161Higher Education Services Corporation (HESC), web site

address, 237–238History, 46–47, 91–93History, music, 101History of Adelphi University, 11Holidays. See CalendarHonor societies, 208

Alpha Epsilon Delta (Premedical), 74Delta Mu Delta (Business), 141Eta Chi Alpha (Accounting), 141Phi Alpha Theta (History), 47Pi Sigma Alpha (Political Science), 67Sigma Theta Tau (Nursing), 181

Honorary degree recipients, 275–276Honors

Art, 30Biology, 33departmental and school, 258English, 42graduation with, 258History, 47Mathematics and Computer Science, 53Performing Arts, 59Political Science, 67Psychology, 119School of Business, 141School of Nursing, 181Sociology, 69

Honors College, 10–14admissions, 127course descriptions, 128–129current student petitions, 127curriculum, 124–125degree requirements, 127Earle Hall, 126–127extracurricular cultural program, 126general education requirements, 124–125

independent study, 125Junior Seminars, 125philosophy, 124Senior Seminar, 125Senior Thesis, 125–126transfer students, 127

Housing, 207, 222Hudson Valley Center, 15Human Performance Science. See Health Studies, Physical

Education and Human Performance SciencesHuman Resource Management, 137Humanistic Studies, 196, 201–202Huntington Center, 15

directions to, 293library, 212–213

Hy Weinberg Center for Communication Disorders, 162

Immunization requirements, 180Incomplete, grade of, 199, 252–253

Graduate Studies program, 195Independent study, 251

College of Arts and Sciences, 23Honors College, 125School of Business, 141School of Education, 165School of Nursing, 181School of Social Work, 190

Information Commons, 213–214Information Desk, 207Information Technology and Resources, Office of, 213–214Institute of Advanced Psychological Studies. See Derner

Institute of Advanced Psychological StudiesInstitutional assistance programs, 232Insurance

medical, 228for nursing majors, 180

Intercollegiate athletics, 10, 208Interdisciplinary majors, 23, 48, 51Interfaith Center, 207, 209–210International Student Handbook, 222International Student Services/Study Abroad, Office of, 206.

See also Study abroad programsInternational students

admission, 222financial aid, 239handbook, 222services, 209

International Studies Program, 67. See also Languages andInternational Studies

Internet access, 207Internship programs

Communications, 40Political Science, 66–67, 112School of Business, 141

Interviewsadmissions, 218School of Nursing, 179

285INDEX

Intramural activities, 208Italian, 95

Japanese, 95Jewish faith representation, 209–210Joint degree programs

College of Arts and Sciences, 24engineering, 63partnering universities, 24

Journalism, 38, 42Judicial policy, 242–243Junior Seminars, Honors College, 125

Koster Award, 42

Labor Market Analyst, 165Language Centers. See ESL Language CentersLanguage disorders. See Communication Sciences and

DisordersLanguages and International Studies, 49–51, 93–96Late payment fees, 227Late registration, 244Latin American Studies, 72Latin honors, 258Law. See also Prelaw preparation

Adelphi-New York Law School Joint-Degree Program, 47Learning Center, 13, 212Learning Disabilities Program, 215

admission, 221Learning Resource Center, School of Nursing, 180Leaves of absence, 256Levermore, Charles H., Dr., 11Liberal Arts, 196Liberal Arts and Sciences Test (LAST), 160, 164Libraries, 11, 212–213

web site address, 213Library Storage Annex (Hempstead), 212–213Linguistics, 95Literature. See EnglishLoans, 238. See also Financial assistance; specific assistance

sources and programsLost and found services, 207

Magazines, student, 10, 38, 207–208Magnum Opus Arts Magazine, 38, 207–208Majors, 246. See also specific departments and schoolsManagement and Communications, 196, 203Management information systems, 137Management Program, 135–137Manhattan Center, 15

directions to, 293library, 212–213

Mapsarea, 291campus, 292

Marketing, 137Mathematics and Computer Science, 52–54, 96–100

Matriculation, 243Meal plans, 228Medical insurance, 228Medical withdrawal, 230, 257Memorial Scholarship, 238Minors, 246. See also specific departments and schoolsMonthly payment plan, 227Multicultural Affairs, Office of, 209Music, 55–56, 100–101

talent scholarships, 55

National Association of Social Workers (NASW), 186National League for Nursing Accrediting Commission, 14,

177National Student Loan Data System (NSLDS), 231Native Americans, financial assistance, 238Natural Science, 202New Jersey Institute of Technology, transfer to, 63New York Collegiate Athletic Conference, 208New York Law School, joint-degree program in law, 47New York Medical College, joint-degree program in physical

therapy, 34–35New York State

CPA examinations, 133–134financial aid programs, 237–238teacher certification requirements, 152, 164

New York State Department of Labor, web site address, 165New York State Teachers Certification Examination

(NYSTCE), 164New York State Tuition Assistance Program (TAP), 231–232,

237Nondegree students, 222, 239Numbering system for courses, 249Nursing. See School of NursingNursing loans, federal, 236

Officers of Administration, 277Olmsted Theatre, 207Ombudsman Information for Title IV Students, 237Optometry, SUNY College of Optometry Joint-Degree

Program, 34Orientation, 208Ornstein Memorial Library, 213Overseas opportunities. See Study Abroad Programs

Parent Loan for Undergraduate Students (PLUS), 237Partnering institutions, joint degree programs, 24Pass/Fail Option, 199–200, 254

Graduate Studies program, 195Payment policy, 227Pell Grants, Federal, 236Performing Arts, 57–59, 102–106

talent scholarships, 58Perkins Loans, Federal, 236Persian Gulf Veterans Tuition Awards (PGVTA), 237Personal counseling, 15, 194, 210Phi Alpha Theta, 47

286 INDEX

Philosophy, 60, 106–107Philosophy of the college. See Professional philosophyPhone numbers

College of Arts and Sciences, 24university, 3

Physical Education, 158–161, 171–173credits required, 246–247

Physical therapy, Adelphi-New York Medical College Joint-Degree Program, 34–35

Physics, 61–64, 107–109Pi Sigma Alpha, 67Political Science, 50, 65–67, 109–112Polytechnic University, joint-degree program in computer

science, 54Polytechnic University, transfer to, 63Poor academic standing, 255Portfolio requirements, art and art history, 28Postdoctoral Certificate in Psychoanalysis and

Psychotherapy, 13Practicums. See Supervised clinical experiencePratt Institute, transfer to, 63Pre-engineering preparation, 61, 63Prelaw Handbook, 73Prelaw preparation, 66, 73Premedical preparation, 33, 73–74Pre-professional preparation, 23, 73–74Presidential Scholarships, 232Prior learning experience, 190Priority registration, 244Private music instruction, 56, 101Probation, academic. See Academic probationProfessional philosophy, 22–23, 124, 152, 176, 186, 194

School of Business, 132Programs of study. See specific colleges and schoolsProtestant faith representation, 209–210Provost, Office of the, 223Provost Scholarships, 72, 232, 239Psychology, 118–119. See also Derner Institute of Advanced

Psychological StudiesPublic Policy Seminar, 66Public Service, 66Publications, student, 207–208

Readmission, 257Records, student, 245Refunds, 228–230Regents College Examinations, 179Regents Professional Opportunity Scholarship, 238Registered nurse curriculum, 178Registered nurse students, 179–180Registration, 244Reply date, candidates’, 220Research, Political Science, 112Residence fees, 228–229

refunds, 229–230Residence requirements, 258Resident Student Association, 207–208

Residential life. See Student lifeResidential Life and Housing, Office of, 207, 222, 228–229

web site address, 207Restricted funds, 235–236Retention rates, 223Robert C. Byrd Honors Scholarship, 237Room and board, 228. See also Meal plans; Residence feesRoosevelt, Eleanor, 11Rules and regulations

academic advising, 245academic calendar, 243academic deadlines, 244academic integrity, 243academic probation, 255–256academic standing, 254–257age of majority, 242associate degrees, 243attendance, 243baccalaureate degrees, 243code of conduct and judicial policy, 242–243course policies and practices, 249credits, 246–248dispensations from regulations, 242final examinations, 251–252General Education transfer policy, 248–249grades and grade-point average, 252–254graduation, 257–258health regulations, 180majors, 246matriculation, 243minors, 246pass/fail option, 254physical education credits, 246–247readmission to the University, 257registration, 244student records, 245students with disabilities, academic assistance for, 250study at other institutions, 248transfer policies, 248–249waivers, 24, 142, 165withdrawal from the University, 199, 256–257

Ruth S. Harley University Center. See University Center

SAT, 218Scholars Teacher Education Program (STEP), 14, 152–156,

166–170Scholarships, 38, 72, 232–234. See also Financial

assistance; Talent scholarships; specificscholarship

Dean’s Scholarships, 232endowment and restricted scholarships, 233–234Memorial scholarship, 238Presidential Scholarships, 232Provost Scholarships, 72, 232, 239Regents Professional Opportunity Scholarship, 238Robert C. Byrd Honors Scholarship, 237

287INDEX

talent, 28, 38, 55, 58, 232Trustee Scholarships, 232

Scholastic Assessment Test (SAT), 218–219, 221School honors, 258School of Business, 10–12, 14

acceptance of undergraduates into graduate courses, 251Accounting program, 134–135advisement, 140business clusters, 139–140change of major, 141course descriptions, 143–149dismissal/withdrawal, 142Economics program, 138–139educational strategy, 132–133Executive-in-Residence programs, 133–134Finance program, 137–138honors, 141independent study, 141internship program, 141Management program, 135–137official program of study, 140professional philosophy, 132programs of study, 134, 140senior check, 141transfer students, 140–141waiver of academic regulations, 142

School of Education, 10–12, 14acceptance of undergraduates into graduate courses, 251adolescent education, 155–156art education, 157childhood, adolescent and art education, 153childhood education, 154–155combined baccalaureate and master’s programs, 154–156communication sciences and disorders program,

161–163course descriptions, 166–174dual certification in health and physical education,

160–161graduate courses for undergraduate or graduate credit,

165health studies, physical education, and human

performance science programs, 158–161independent study, 165New York State teacher certification requirements, 152,

164professional philosophy, 152programs of study, 152regional labor market, 165Scholars Teacher Education Program (STEP), 152–156supervised clinical experience, 164–165waiver of academic regulations, 165

School of Nursing, 10–12, 14acceptance of undergraduates into graduate courses, 251admission policies for basic students, 178admission policies for registered nurse students, 179basic curriculum, 177–178course descriptions, 182–184

health regulations, 180honors, 181independent study, 181insurance requirements, 180interviews, 179Learning Resource Center, 180organizations, 181professional philosophy, 176programs of study, 176–177registered nurse curriculum, 178SNAP (School of Nursing Acting for Progress), 181standard of performance requirements, 180–181Step Ahead program, 179students holding degrees in other majors, 179transfer students, 179–180travel expenses, 180uniforms, 180voice-mail, 180

School of Nursing Acting for Progress (SNAP), 181School of Nursing Learning Resource Center, 180School of Social Work, 10–12, 14

acceptance of undergraduates into graduate courses, 251admissions procedures, 190advanced standing program, 189ANSWER (Adelphi’s New Social Welfare Education

Routes) program, 189–190B.S.S.W.-M.S.W. advanced standing program, 189course descriptions, 191–192educational strategy, 186–187independent study, 190National Association of Social Workers (NASW), 186professional philosophy, 186programs of study, 187–190Social Welfare Program, 187–189transfer students, 190

Schools of the University, 13. See also specific schoolsScience Library, 212–213Sciences. See College of Arts and SciencesSecond majors and minors. See specific departments and

schoolsSenior check, 141Senior Seminar, Honors College, 125Senior Thesis, 125–126Sigma Theta Tau, 181Social Sciences, 196, 202–203Social Welfare Program, 187–189Social Work. See School of Social WorkSociology, 68–69, 112–114Sororities, 10, 208Spanish, 49, 95–96Speakers, 15Special students, 222Speech Arts and Communicative Disorders. See

Communication Sciences and DisordersSpeech therapy, 15Sports, 10, 208. See also Physical EducationStafford Loans, Federal, 236–237

288 INDEX

Standards of performance in the School of Nursing, 180–181State assistance programs, 237–238State CPA examinations, 133–134Step Ahead program, 179STEP (Scholars Teacher Education Program), 14, 152–156,

166–170Stevens Institute of Technology, transfer to, 63Student activities, 207–208

fee, 226Student Activities and Orientation, Office of, 208Student Activities Board, 207Student budgets, 239Student code of conduct, 242–243Student Counseling Center, 210Student Financial Assistance Ombudsman, Office of, web

site address, 237Student Financial Services, Office of, 226–228, 230–232,

238–239Student Government Association, 207–208Student life

activities, 207–208athletics and intramural activities, 208Commuter Student Affairs, Office of, 209cultural activities, 15, 207–208Cultural Life, Office of, 207Disability Support Services, Office of, 206Health Services Center, 210honor societies, 208Interfaith Center, 209–210international student services, 209Multicultural Affairs, Office of, 209organizations, 207–208orientation, 208personal counseling, 194, 210residential life and housing, 207study abroad, 206University Center, 207

Student magazines, 10Student newspapers, 10Student organizations, 207–208. See also Honor societies

School of Nursing Acting for Progress (SNAP), 181Student publications, 207–208Student records, 245Student Right-to-Know, 223Student services. See Student lifeStudent status designation, 222, 244Student teaching. See Supervised clinical experienceStudent/faculty ratio, 10Students with disabilities, 206, 215, 221, 250Study abroad affiliates, 206Study Abroad Fair, 206Study abroad programs, 72, 206. See also International

Student Services/Study Abroad, Office offinancial assistance, 239

Study at other institutions, 248Summer Academy for College-Bound Students, Adelphi, 200Summer workshop program, art and art history, 30

SUNY College of Optometry, 34Supervised clinical experience, 164–165Supplemental Educational Opportunity Grant, Federal, 236Swirbul Library, 11, 212–213

Talent scholarships, 38, 232art and art history, 28communications, 38music, 55performing arts, 58

Teacher certification requirements. See School of Education;specific departments

Teaching. See School of EducationTechnical theater. See Design/technical theater programTelephone numbers

College of Arts and Sciences, 24university, 3

Test of English as a Foreign Language (TOEFL), 219Tests, entrance, 218–219Theater Arts. See Performing ArtsTheory, music, 100Thesis, senior, 125–126Title IV programs, recipient refunds, 229. See also Financial

assistanceTOEFL (Test of English as a Foreign Language), 219Transcripts, 245. See also Grades

designations on, 252–253Transfer Merit Award, 232Transfer students

admissions, 219–220biology, 32credits required for graduation, 248General Education requirements, 18, 248–249Honors College, 127Interdisciplinary major, 48Physics requirements, 64School of Business, 140–141School of Nursing, 179–180School of Social Work, 190

Transfer to other schools, 62–63Travel expenses in the School of Nursing, 180Trustee Scholarships, 232Trustees, Board of, 277Tufts University School of Dental Medicine, 34Tuition and fees, 198, 219, 221, 226–227

University fees, 226Tuition assistance. See Financial assistanceTuition refund policy, 228–229Tutors and counselors, 15, 194. See also Academic advising;

Counseling

Undergraduate admissions, 218Undergraduate curriculum, 16Undergraduate degrees, 16. See also specific degree; specific

School or ProgramUnfinished course work, 253–254. See also Incomplete,

grade of

Uniforms in the School of Nursing, 180University Action Request Forms, 253University admissions. See Admissions, Office ofUniversity Admissions, Office of, 218

web site address, 218University Center, 207University College, 10–12, 14–15

ABLE program, 195–200academic advisement, 198academic dismissal, 198academic probation, 198–199Adelphi Summer Academy for College-Bound Students,

200admissions, 197–198Certificate Program in Health Care Management, 197course descriptions, 201–204Dean’s List, 200ELS Language Centers, 200General Studies program, 194–195graduation, 199incompletes, 199joint programs, 197pass/fail option, 199–200philosophy of the programs, 194plan of study, 198tutors and counselors, 194withdrawal, 199

University fees, 226University Learning Center, 212

Veterans, admission of, 222Vietnam Veterans Tuition Awards (VVTA), 237Visiting students, 222Visiting the campus, 218Voice-mail in the School of Nursing, 180

WAIS–III, 221Waiver of academic regulations

College of Arts and Sciences, 24School of Business, 142School of Education, 165

Washington International Studies Council, 206Washington Internship Program, 66Web site addresses

biology, 34Career Development, Center for, 214–215Disability Support Services, Office of, 206environmental studies, 44Higher Education Services Corporation (HESC),

237–238libraries, 213New York State Department of Labor, 165New York State Education Department, 165Ombudsman Information for Title IV Students, 237premedical web page, 74Residential Life and Housing, Office of, 207Student Financial Assistance Ombudsman, Office of,

237University Admissions, Office of, 218

Weinberg Center for Communication Disorders, 162Withdrawal

from courses, 250for medical reasons, 230, 257refunds and, 228–230from School of Business, 142transcript designation, 252–253from University, 199, 256–257

Women’s Studies, 75Work Study Program, Federal, 236“Writing and Research Award,” 40

289INDEX

290 DIRECTIONS TO CAMPUS

How to Reach the AdelphiGarden City Campus

From J.F.K Airport:Take the JFK Expressway to the Belt

Parkway East. Take the Belt Parkway to theSouthern State Parkway. Then follow theSouthern State Parkway directions below.

From La Guardia Airport:Take the Grand Central Parkway East; this

becomes Northern State Parkway. From here fol-low the directions below for Northern StateParkway East.

By train:Travel time from NYC is approximately 45

minutes. Take the Hempstead line from PennStation in Manhattan or the Flatbush AvenueStation in Brooklyn or the Jamaica Station inQueens to the Nassau Boulevard Station inGarden City. The campus is a short walk east onSouth Avenue.

By car:Via the Long Island Expressway (Route 495)

Traveling east — Take the L.I.E. to exit 34south (New Hyde Park Road). At the first trafficlight, turn right onto New Hyde Park Road.Continue south on New Hyde Park Road for 3.2miles. Turn left onto Stewart Avenue. At thefourth light, turn right onto Nassau Boulevard.Turn left onto South Avenue (immediately aftercrossing the railroad tracks). The Adelphi cam-pus is on the right.

Traveling west — Take the L.I.E. to exit 39south (Glen Cove Road). Travel south for fourmiles (the road will change from Guinea WoodsRoad to Glen Cove Road to Clinton Road). Turnright onto Stewart Avenue, go one mile and turnleft onto Hilton Avenue. Turn right onto SixthStreet (immediately after crossing the railroad

tracks). Continue onto South Avenue. TheAdelphi campus is on the left.Via the Northern State Parkway

Traveling east — Take the NorthernParkway to exit 26 south (New Hyde ParkRoad). Turn right onto New Hyde Park Road.Continue south on New Hyde Park Road forthree miles. Turn left onto Stewart Avenue. Atthe fourth light, turn right onto NassauBoulevard. Turn left onto South Avenue (imme-diately after crossing the railroad tracks). TheAdelphi campus is on the right.

Traveling west — Take the NorthernParkway to exit 31 south (Glen Cove Road).Continue south on Glen Cove Road (which turnsinto Clinton Road) for 2.3 miles. Turn right ontoStewart Avenue. Go one mile and turn left ontoHilton Avenue. Turn right onto Sixth Street(immediately after crossing the railroad tracks).Continue onto South Avenue. The Adelphi cam-pus is on the left.

Via the Southern State Parkway — Take theSouthern Parkway to exit 17 north (HempsteadAvenue). Continue on Hempstead Avenue trav-eling north. Make a left at the second trafficlight (Nassau Boulevard). Continue north for 2.5miles to the ninth traffic light. Make a right turnonto South Avenue (immediately before crossingthe railroad tracks). The Adelphi campus is onthe right.

291AREA MAP

Long Island Expressway (495)

Northern State Parkway

Exit 26

Hillside Ave.

Jericho Turnpike (25)

Valley Ave.

Fulton Ave.

Hempstead Ave.

Pen

insu

la B

lvd.

Woo

dfie

ld R

oad

Ch

erry

Merillon Ave. Station LIRR (Port Jefferson Line)

LIRR (Hempstead Line)

New

Hyde P

ark Road

Franklin Ave.

Clin

ton

St.

Nas

sau

Blv

d.

Wes

tmin

ster

Ro

ad

Stewart Ave. West

Hempstead Turnpike

Southern State Parkway

Exit 17 Exit 19

NassauBlvd.Station Adelphi

Cambridge Ave.

South Ave.

29

2C

AM

PU

S MA

P

ADELPHI UNIVERSITYGARDEN CITY, NEW YORK

Parking Field 3

ParkingField 5

ParkingField 6

Stiles Athletic Field

ParkingField 4

ParkingField 2

ParkingField 8

ParkingField 1

Tennis Courts

ParkingField 7Security

Booth

P

R

A

B

C

L

M

N

O

Q

D

E

F

S T

G

HI

JK

●●●

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●●●●

J Post Hall

K Alumnae Hall

L Child ActivityCenter

M Earle Hall

N Science Building

O Olmsted Theatre

P Woodruff Hall

Q Business Building

R University Center

S Hy Weinberg Center

T Alumni House

●●●●●●●●

●

A Levermore Hall

B Swirbul Library

C Blodgett Hall

D Waldo Hall

E Chapman Hall

F Linen Hall

G Eddy Hall

H Social WorkBuilding

I Harvey Hall

293DIRECTIONS TO EXTENSION CENTERS

Directions toAdelphi University’sManhattan Center

Adelphi’s Manhattan Center is located inSoHo at 75 Varick Street, 2nd Floor, New York,NY 10013 at the corner of Varick and Canalstreets.

By Subway:Take the No. 1 or 9 (Seventh Avenue local)

train to the Canal Street stop. The stop is rightat the corner of Canal and Varick streets. Usingthe Eighth Avenue subway, take the A/C/E trainto the Canal Street stop which is at the cornerof 6th Avenue and Canal. Walk two blockswest to Varick Street and one block north to themain entrance. The L train also runs inManhattan on 14th Street; take it to the 6thAvenue stop and transfer to the No. 1 or 9 trainsheading downtown.

By Bus:The M10 bus stops directly in front of the

Center. Connections for the M10 can be madewith any intersecting service on Seventh Avenueheading downtown, and Eighth Avenue headinguptown.

By LIRR or NJ Transit:Take the train into Penn Station, New York,

and follow the subway directions above.

By Car:Adelphi University’s Manhattan Center is

located on the west side of Manhattan on VarickStreet [one way heading downtown (South)] atCanal. Traveling west on Delancey or HoustonStreets, make a left turn on Varick Street andhead downtown. Traveling on Canal Street, makea right onto Sixth Avenue. Proceed two blocksuntil Watts Street. Make a left turn, go one block,and make next left onto Varick Street.

Directions to Adelphi University’s Huntington Center

Via Northern State Parkway:Exit 41 (Wolf Hill Road) from the East turn

right, from the West turn left. Continue to secondlight (five corner intersection) bear right ontoPidgeon Hill Road. Adelphi campus is at 165Pidgeon Hill Road.

Via Long Island Expressway East:Exit 49 North (Huntington) Route 110.

Proceed four lights to Old Country Road. Makea right. Take Old Country Road for two lightsthen make a left onto Pidgeon Hill Road(St. Anthony’s H.S. is on your left). Proceed1/2 mile on Pidgeon Hill Road to Adelphi.

Via Long Island Expressway West:Exit 49 North (Huntington) continue to exit

light (Pinelawn Road). Make a right. Go to thenext light Route 110 and make another right.Proceed to next light (Old Country Road) andmake a right turn. Take Old Country Road for twolights then make a left turn onto Pidgeon HillRoad (five corner intersection). St. Anthony’sH.S. should be on your left. Proceed 1/2 mile onPidgeon Hill Road to Adelphi.

AdelphiUniversityHuntingtonCenter

Exit 49N

Long Island Expressway

Exit 41Wolf Hill Road

Jericho Turnpike East

Northern State Parkway

Old Country Road

Ro

ute

110

Pidgeon H

ill Road

Schwab Road

U NDERGRADUATE B ULLETIN - Adelphi University

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