Graduate Bulletin 2011-2013 Lehman College Bulletins (Catalogs) include information about admission requirements, continuation requirements, courses, degree requirements, and tuition and fees. The online Bulletins are updated periodically throughout the calendar year and provide the most current information for prospective students or for general review. Current students generally follow program requirements based on their date of matriculation, subject to changes in State requirements. All students must speak with a faculty adviser to confirm their requirements. Lehman College The City University of New York 250 Bedford Park Blvd. West Bronx, New York 10468 718-960-8000 www.lehman.edu Important Notice of Possible Changes The City University of New York reserves the right, because of changing conditions, to make modifications of any nature in the academic programs and requirements of the University and its constituent colleges without notice. Tuition and fees set forth in this publication are similarly subject to change by the Board of Trustees of the City University of New York. The University regrets any inconvenience this may cause. The responsibility for compliance with the regulations in each bulletin rests entirely with the student. The curricular requirements in this Bulletin apply to those students matriculated in the 2011-2012 and 2012-2013 academic years. This Bulletin reflects policies, fees, curricula, and other information as of August 3, 2011. Statement of Nondiscrimination Herbert H. Lehman College is an Equal Opportunity and Affirmative Action Institution. The College does not discriminate on the basis of race, color, national or ethnic origin, religion, age, sex, sexual orientation, transgender, marital status, disability, genetic predisposition or carrier status, alienage or citizenship, military or veteran status, or status as victim of domestic violence in its student admissions, employment, access to programs, and administration of educational policies. Mrs. Dawn Ewing-Morgan is the College affirmative action officer; coordinator for Title IX, which prohibits sex discrimination in federally assisted education programs; and coordinator for the Age Discrimination Act, which prohibits age discrimination in federally assisted education programs. Her office is located in Shuster Hall, Room 352, and her telephone number is 718-960-8111. She is also the College coordinator for the Americans with Disabilities Act and Section 504, which prohibit discrimination on the basis of disability. Table of Contents About Lehman College ....................................................................3 History of Lehman College ................................................................. 3 Mission, Vision, and Values Statements ........................................... 4 The City University of New York....................................................... 5 College Governance ............................................................................. 5 College Accreditation and Affiliations .............................................. 5 Degree Programs .................................................................................. 5 Schedule of Courses.............................................................................. 5 Academic Organization ....................................................................... 6 Research Institutes and Community Resources............................... 6 Graduate Programs and Policies.....................................................8 Graduate Programs .............................................................................. 8 Office of Academic Standards and Evaluation/Graduate Studies . 8 Departments Offering Graduate Programs ...................................... 8 Doctoral Programs With CUNY ........................................................ 8 Inventory of Graduate Programs as Registered with The New York State Education Department ................................................ 9 Education Programs............................................................................. 9 Academic Policies and Procedures .................................................. 10 Registration Policies and Procedures............................................... 12 Credit Policies ..................................................................................... 13 Grading Policies..................................................................................14 Attendance Policy...............................................................................14 Continuation ....................................................................................... 14 Grading System...................................................................................14 Academic Probation...........................................................................15 Admission, Tuition and Fees, and Financial Aid .........................18 Admission to Graduate Degree Programs ...................................... 18 Tuition and Fees ................................................................................. 20 Payment Procedures and Refund Policies....................................... 21 Graduate Tuition* .............................................................................. 21 Financial Aid Programs and Requirements....................................24 Campus Facilities and Resources ..................................................26 Academic Facilities.............................................................................26 Fine and Performing Arts Facilities ................................................. 28 Student Life Facilities and Programs / Services..............................29 Academic Programs and Courses..................................................32 Curricula and Course Offerings ....................................................... 32 Cross-Listed Courses.......................................................................... 32 Course Levels....................................................................................... 32 Index of Course Abbreviations (Alpha Codes).............................. 33 Anthropology...................................................................................... 34 Art......................................................................................................... 35 Biological Sciences.............................................................................. 39 Chemistry ............................................................................................ 44 Counseling, Leadership, Literacy, and Special Education ............ 45 Early Childhood and Childhood Education................................... 68 Economics and Business ................................................................... 82 English ................................................................................................. 86 Environmental, Geographic, and Geological Sciences.................. 91 Health Sciences ................................................................................... 95 History ............................................................................................... 104 Journalism, Communication, and Theatre................................... 110 Languages and Literatures .............................................................. 112 Latin American and Puerto Rican Studies.................................... 115 Mathematics and Computer Science............................................. 116 Middle and High School Education .............................................. 123 Music.................................................................................................. 144 Nursing .............................................................................................. 146 Physics and Astronomy................................................................... 152 Political Science ................................................................................ 153 Psychology......................................................................................... 154 Speech-Language-Hearing Sciences .............................................. 155 Social Work ....................................................................................... 159 Faculty and Administration........................................................ 163 The City University of New York .................................................. 163 Lehman College Administration.................................................... 163 Faculty................................................................................................ 167 Appendix ..................................................................................... 179 Board of Trustees Rules and Regulations on Campus Conduct 179 Index ............................................................................................ 197 About Lehman College In This Section History of Lehman College ................................................................3 Mission, Vision, and Values Statements ..........................................4 The City University of New York......................................................5 College Governance ............................................................................5 College Accreditation and Affiliations .............................................5 Degree Programs .................................................................................5 Schedule of Courses ............................................................................5 Academic Organization......................................................................6 Research Institutes and Community Resources..............................6 History of Lehman College Lehman College was established as an independent unit of The City University of New York on July 1, 1968, following a decision by the University's Board of Trustees to create a comprehensive senior college in the Bronx with its own faculty, curriculum, and administration. The College took over the campus that, since 1931, had served as the Bronx branch of Hunter College, known as Hunter-in-the- Bronx. Adjacent to the historic Jerome Park Reservoir, the first four buildings in the plan—Gillet and Davis halls, the Music Building, and the Gymnasium—were completed in 1931 by the New York State Works Progress Administration. The original campus plan called for nine buildings, but the Great Depression delayed construction, and the ambitious plan was later abandoned by Mayor Fiorello H. LaGuardia. For a decade before the entry of the United States in the Second World War, only women students attended, taking their first two years of study at the Bronx campus and then transferring to Hunter’s Manhattan campus to complete their undergraduate work. Shortly after U.S. entry into the war, the students and faculty vacated the campus and turned over the facilities to the U.S. Navy, which used them as a training station for the newly organized WAVES (Women Accepted for Volunteer Emergency Service). To commemorate this period, the Navy later installed a ship’s bell from the U.S.S. Columbia on the campus. In 1946 the campus won a niche in world history when it was made available to the United Nations at the urging of New York City officials. From March to August 1946, the first American meetings of the Security Council were held in the Gymnasium Building where intercollegiate basketball, archery, swimming, and other sports have been played. During festivities marking the 40th anniversary of the United Nations in 1986, the Southern New York State Division of the United Nations Association presented the College with a commemorative plaque, now displayed outside the Gymnasium Building. The College participated in the United Nations’ 50th anniversary activities in 1995-96. Normal collegiate activity resumed at the campus in 1947, but, in addition to women, the Bronx branch began accepting former servicemen, who studied in separate classes. In 1951 the campus became fully coeducational, and a four-year curriculum was introduced. The process of separating the Bronx campus from Hunter College into a separate unit began in 1967. Dr. Leonard Lief, chairman of the English Department, was named provost and made responsible for overseeing the transition. On July 1, 1968, Lehman College began an independent existence, with Dr. Lief as president. The Board of Higher Education named the new college after Herbert H. Lehman, in recognition of the commitment to public service exemplified by the four-time governor of New York State who later became a U.S. Senator and was the first director-general of UNRRA (the United Nations Relief and Rehabilitation Administration). The College was formally dedicated on March 28, 1969, the 91st anniversary of Governor Lehman’s birth. Each year, on or about March 28, the College commemorates the double anniversary by inviting a distinguished speaker to deliver the Herbert H. Lehman Memorial Lecture. Much has occurred at the colleges of City University since 1968. As the only CUNY senior college in the borough, Lehman College has adapted to meet changing conditions and is poised to respond to new needs and challenges. Dr. Ricardo R. Fernández succeeded Leonard Lief, the founding president of Lehman College, on September 1, 1990. Dr. Fernández had been assistant vice chancellor for academic affairs and professor of educational policy and community studies at the University of Wisconsin at Milwaukee. Throughout his tenure, Dr. Fernández has affirmed both the College’s commitment to access to higher education for the economically disadvantaged and its strong commitment to educational excellence. On the undergraduate level, Lehman's General Education Curriculum is designed to provide a broad knowledge of the achievements and methods of the liberal arts and sciences and to develop student abilities to participate responsively in informed inquiry into subjects of both public and personal concern. It requires a series of courses in writing, mathematics, foreign language, and natural sciences. Students must also complete at least one course from a list of courses in seven areas: Individuals and Society; Socio-Political Structures; Literature; The Arts; Comparative Culture; Historical Studies; Knowledge, Self, and Values. In addition, students must complete two upper-division interdisciplinary courses: one in Topics in the Humanities and the Sciences and one in the American Experience. To develop writing skills, students must complete four courses designated as writing- intensive. Major and minor fields of study are also required. On the graduate level, the College has developed professional programs in nursing, teacher and counselor preparation, accounting, business, computer science, health sciences, public health, social work, and speech-language pathology. The College also offers strong traditional liberal arts graduate programs in art, biology, English, history, Spanish, and mathematics. About Lehman College For more than two decades, Lehman has deepened its involvement with the surrounding community. The opening of the Lehman Center for the Performing Arts in 1980 and the Lehman College Art Gallery in 1984 has made the College a cultural center for the region. Together with the City and the Humanities Program, the Department of Music, and the Theatre program, they present dozens of concerts, plays, dance performances, and exhibitions that are free or nominally priced. The Art Gallery is housed in the Fine Arts Building, which was designed by the renowned architect Marcel Breuer—as was Shuster Hall, which houses the College’s administrative offices. The Concert Hall, the adjacent Lehman College Library, and the two Breuer buildings offer a striking contrast to the Tudor-Gothic architecture of the original College buildings, providing an environment of considerable architectural interest. Anchoring the campus on its northern end is the APEX, designed by the internationally acclaimed architect Rafael Viñoly. Rising immediately to the south of the APEX is a new science facility, designed by the firm of Perkins + Will. One of the latest facilities to reach completion on the Lehman campus is a new Multimedia Center, which features an all-digital newsroom, custom-built broadcasting studio, eight-room editing suite, production control facilities, computerized music studio, graphic workstations, and other resources for both student and faculty use. Lehman College also provides a variety of community services. The Institute for Literacy Studies sponsors classes to teach adults fundamentals of reading and writing, while the Speech and Hearing Center offers comprehensive evaluations of hearing and speech-language disorders. There is close collaboration between the College’s teacher and counselor education programs and Bronx school districts: • The New York City Writing Project supports workshops for teachers of writing as well as research at all educational levels. • The Center for School/College Collaboratives receives external funding for projects that focus on increasing educational success for Bronx students and their families and preparing the students to enter and complete higher education. The Center works with the entire school community—administrators, teachers, students, and parents—and collaborates with the Bronx Regional Offices of the New York City Department of Education. • The Bronx Institute, funded with private and government grants, is helping more than 8,000 Bronx schoolchildren become academically successful. Lehman also has joined with the New York City Department of Education to help develop a number of small high schools in the Bronx. The schools—housed within larger, traditional high schools—are formed around the themes of the visual arts, teaching and the professions, music, health sciences, nursing, musical theatre, and international studies. In addition, in Fall 2003, the High School of American Studies at Lehman College opened on the Lehman campus. One of New York City’s new specialized high schools and the only one to focus on American history, the school represents a collaboration among Lehman College, the New York City Department of Education, and the Gilder-Lehrman Foundation. It has been listed for three consecutive years by U.S. News and World Report as one of the nation's top 100 public high schools. Mission, Vision, and Values Statements Mission Statement Lehman College serves the Bronx and surrounding region as an intellectual, economic, and cultural center. Lehman College provides undergraduate and graduate studies in the liberal arts and sciences and professional education within a dynamic research environment, while embracing diversity and actively engaging students in their academic, personal, and professional development. Vision Statement Lehman College has entered a new era in its history as an institution of higher education. Already known for its outstanding faculty, dedicated staff, superb library, art gallery, theaters, speech and hearing clinic, and athletic facilities, the College is now building a new state-of-the-art, environmentally "green" science facility that will invigorate faculty and student research as well as prepare Lehman students for science-based careers. Supported by the University’s expanding technological resources, the College will promote creative teaching strategies, greater access to courses through online learning, off-campus access to library resources and enhanced student services. The new Multimedia Center will stimulate technological innovation in all areas of communications and the arts for both the College and the region. Lehman has always been a commuter campus that prides itself on its diversity and commitment to multicultural understanding. Now, the College looks forward to providing a residential experience to attract a wider range of students and lead to the development of new learning communities to enhance student success. Lehman College will prepare students to live and work in the global community through new interdisciplinary programs, such as environmental studies and international business, along with study abroad and experiential learning opportunities. The College’s geographic information systems and numerous partnerships with schools, hospitals, social service and governmental agencies, small businesses, major corporations, and cultural and scientific institutions will contribute to the economic development of the region. Service learning and internship opportunities will be further developed to foster the engaged citizenship and commitment to public service embodied in its namesake, Herbert H. Lehman. Recognized for small classes, close interaction between students and faculty, a successful Teacher Academy and Honors College, and a caring and supportive environment, Lehman College will celebrate its fiftieth anniversary in 2018 as the college of choice in Lehman College Graduate Bulletin 2011-2013 the region, committed to preparing students for graduate studies, professional careers, and lifelong learning. Values Statement Lehman College is committed to providing the highest quality education in a caring and supportive environment where respect, integrity, inquiry, creativity, and diversity contribute to individual achievement and the transformation of lives and communities. The City University of New York The City University of New York is a twenty college university, with branches located throughout the five boroughs of the city. The University's governing body, the Board of Trustees of the City University of New York, formulates bylaws and policies providing direction for the operation of the University and of its constituent colleges. In addition, the Board passes on the policy recommendations submitted by each of the autonomous colleges. Funds for the City University are provided by the State of New York, City of New York, tuition, fees, and gifts. Federal and State government agencies provide grant funds for research, special programs, and student financial aid. Although the City University was formally established in 1961, the first college of the University dates from 1847, when New York City established by referendum the Free Academy, now City College. The University today consists of ten senior (four-year) colleges, six community colleges, a four-year technical college, a doctoral-granting graduate school, a law school, a graduate school of journalism, an accelerated medical program, and a medical school. The Mount Sinai School of Medicine is affiliated with the University. The Graduate School and University Center in mid-Manhattan offers a wide range of doctoral programs, including the Ph.D. program in plant sciences based at Lehman College. The Center also conducts urban research and administers the CUNY Baccalaureate Program, open to students at all CUNY colleges. College Governance In 1970 the student body and the faculty approved a new system of campus governance with the establishment of the Lehman College Senate. This body, with specified responsibilities in regard to academic policy and campus life, is made up of approximately 120 representatives of the students, faculty, and administration. College Accreditation and Affiliations Lehman College is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools. Degree programs are registered by the New York State Education Department. Some degree programs are also accredited by professional associations. Nursing programs are accredited by the Commission on Collegiate Nursing Education, and the social work program is accredited by the Council on Social Work Education. The College also offers nutrition programs approved by the American Dietetic Association and a health services administration program About Lehman College approved by the Association of University Programs in Health Administration. Lehman's B.S. degrees in chemistry are certified by the American Chemical Society. The graduate program in speech-language pathology is accredited by the American SpeechLanguage- Hearing Association. All teaching and counseling programs offered by the College's School of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE). In addition, the School of Education’s counselor education program in school counseling offered by the Department of Counseling, Leadership, Literacy, and Special Education is nationally accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Lehman's B.S. and M.S. programs in accounting provide the educational preparation required for licensure as a Certified Public Accountant in New York State. The College offers State- approved teacher education programs that can lead to New York State provisional or permanent certification. Graduates of the undergraduate nursing program are eligible to take the Registered Nurse licensure examination. Lehman College has chapters of Phi Beta Kappa, Sigma Xi, and Golden Key National Honor Society. Individual disciplines have their own honor societies with national affiliations. The College is a member of the National Collegiate Athletic Association and the Eastern Collegiate Athletic Conference. Degree Programs Undergraduate Curriculum Lehman College offers undergraduates a wide choice of major programs in both the liberal arts and sciences and in the professions. The College offers the degrees of Bachelor of Arts (B.A.), Bachelor of Science (B.S.), Bachelor of Fine Arts (B.F.A.), Bachelor of Business Administration (B.B.A.), and Bachelor of Arts-Master of Arts (B.A.-M.A.). Majors are either departmental or interdepartmental. Graduate Curriculum The College offers a choice of more than thirty master's degree programs in arts and sciences, health fields, and teacher education. Advanced certificates are offered in some areas. The degrees offered are the Master of Arts (M.A.), Master of Science (M.S.), Master of Science in Education (M.S. Ed.), Master of Arts in Teaching (M.A.T.) in Music, Master of Fine Arts (M.F.A.) in Art, Master of Public Health (M.P.H.), and Master of Social Work (M.S.W.). In addition, more than seventy-five Lehman College faculty members participate in City University doctoral programs. Schedule of Courses Academic Year During the regular academic year, which runs from late August through the end of May, Lehman offers a full range of undergraduate and graduate courses on a day, evening, and weekend schedule. Lehman College Graduate Bulletin 2011-2013 About Lehman College Winter and Summer Sessions Lehman offers two sequential summer sessions, one beginning in June and the second in July. Students may shorten the time to their college degree by registering for courses in Session I and/or Session II. Undergraduate and graduate summer programs accept matriculants, as well as visiting and non-degree students, in both day and evening classes. Academic Organization The College's academic departments and programs are divided into four schools: School of Arts and Humanities African and African American Studies American Studies Art Comparative Literature English History Institute for Irish American Studies Journalism, Communication, and Theatre Languages and Literatures Latin American and Puerto Rican Studies Linguistics Music Philosophy Speech-Language-Hearing Sciences Women's Studies School of Education Bronx Institute Center for School/College Collaboratives Counseling, Leadership, Literacy, and Special Education Early Childhood and Childhood Education Institute for Literacy Studies Middle and High School Education School of Natural and Social Sciences Anthropology Biological Sciences Chemistry Economics and Business Environmental, Geographic, and Geological Sciences Health Sciences Mathematics and Computer Science Nursing Physics and Astronomy Political Science Psychology Social Work School of Adult and Professional Studies Adult Degree Program Continuing Education CUNY on the Concourse Research Institutes and Community Resources Bronx Data Center The Bronx Data Center collects and analyzes demographic material related to the Bronx and adjacent areas, in order to provide service to the Lehman community, as well as to cultural, social service, civic, media, and other organizations. The Center focuses on data for very small geographic units (down to the city block), as well as the Bronx as a whole. Historical data going back several decades complement the latest census information. The Center specializes in the graphic presentation of data through computer-generated maps. See: www.lehman.edu/deannss/bronxdatactr/discover/bxtext.htm The Bronx Institute The mission of the Bronx Institute at Lehman College is to foster faculty research relevant to the improvement of education and the quality of life in the Bronx; and to provide a forum to discuss, analyze, and identify potential solutions to contemporary educational, social, political, cultural, and economic challenges facing the Bronx community, in particular, and other urban areas at large. As a community resource, the Bronx Institute is committed to act in cooperation with other academic institutions, community groups, and organizations to develop joint projects, especially those that enrich the educational needs of all Bronx students. The vision of the Institute is to foster and promote equity and excellence in the education and learning of Bronx students in grades K-16 by involving administrators, teachers, parents, and the students themselves in high-quality programs that support and enhance the educational opportunities of the students. The Center for School/College Collaboratives The Center for School/College Collaboratives designs and implements programs, in partnership with Bronx schools, to enrich student learning and ensure student readiness and motivation to graduate high school and enter college. Programs offered by the Center primarily emphasize student outcomes and achievement. These programs encompass: student and teacher enrichment in mathematics, science, and technology; recruitment of middle and high school students for careers in teaching; Lehman College Graduate Bulletin 2011-2013 About Lehman College intensive work with at-risk students to prepare them for educational transitions from middle to high school and from high school to college; pre-service teacher preparation for bilingual students and paraprofessionals; in-service professional development in technology and interdisciplinary teaching; and close working relationships with over twenty Bronx schools. Programs focus on working intensively with students and teachers from particular schools and on building pipelines for students since these efforts have been shown to have greater potential for success than programs that draw students from a wide range of schools. The Center subscribes to several Principles of Collaboration: all partners are equal; planning and implementation involve school administrators/teachers/staff/students/parents; broadening student/teacher contact in informal, hands-on, project-based settings; activating parent and family involvement; focusing on integration of student learning experiences; developing a plan of action; establishing linkages among projects; and encouraging high school students to qualify for, and take, college credit courses while still in high school. The Center also houses Lehman's well-regarded, CUNY- sponsored College Now Program. The goal of the program is to insure that all students meet and exceed the performance standards required for high school graduation and that all those who wish to pursue postsecondary study are prepared to do so. Lehman has had a version of College Now or Bridge to College since 1985, when qualified students involved in the College's various funded programs were invited to enroll in college-credit courses. The College Now eleventh- and twelfth-grade program offers a variety of college-credit courses depending on student interest and ability. These include courses in psychology, studio art and art history, calculus and pre-calculus, education, biology, English, history, computer science, economics, geology, philosophy, speech, and sociology. Funding for Center programs has been provided by the New York City Department of Education, U.S. Department of Education, National Aeronautics and Space Agency, New York State Education Department, the City University of New York, Fund for Improvement of Post-Secondary Education, Aaron Diamond Foundation, and others. Center for Human Rights and Peace Studies The Center for Human Rights and Peace Studies advances social justice and human dignity in an interdisciplinary fashion through active involvement of faculty, students, and community in research and teaching. The Center builds on the College’s unique history: the drafting of the Universal Declaration of Human Rights began at Lehman College when the United Nations met at the College. Lehman College students, often immigrants and the first in their families to access higher education, engender a broad understanding of human rights. The Center unites student and faculty engagement on local and global rights issues in Nork and the greater world community. CUNY Institute for Health Equity The CUNY Institute for Health Equity (CIHE) was established to narrow the current gaps in the health status of New York City's underserved ethnic/racial populations. CIHE will work to identify and respond to the social determinants of health that contribute to the high rates of morbidity and mortality among these populations, and provide technical support to its community partners so that they may better serve their respective communities and educate public health students in the importance of addressing health equity. The knowledge obtained through CHIE work will be analyzed, translated, and disseminated to the public so that these issues may be more effectively addressed. The Institute for Literacy Studies The Institute for Literacy Studies, founded in 1984, is a research unit of The City University of New York. The Institute's mission— reforming and improving urban education—has deep significance in its home borough of the Bronx as well as throughout New York City and the nation. The Institute defines urban education in its broadest, most inclusive meaning to comprise the complex web of systems, settings, and relationships that foster learning. It works to advance research, articulate theory, and implement effective practice in literacy and mathematics education through initiatives in a variety of educational settings K-16, including schools, community-based after-school programs, adult literacy programs, and CUNY campuses. Through its Adult Learning Center, the Institute offers basic education, English language instruction, and GED preparation to members of the community who are not enrolled in school or college. See www.lehman. edu/litstudies. The Institute for Irish American Studies The CUNY Institute for Irish American Studies was established by the CUNY Board of Trustees to focus on the Irish-American Diaspora and its impact on American culture and society. The Institute, first and foremost, serves as a clearinghouse for research opportunities in Irish-American studies for students, staff, and faculty on all of the campuses of the City University of New York. Current projects being undertaken by the Institute include Publishing in Irish America 1820-1922, Great Irish Famine Curricula In-Service Training, Documenting Return Emigration, Curriculum Design: Teaching the Irish Language in America, the "New Irish" and Film, Mapping Irish America, and the Irish in the Americas. In line with the current research projects of the Institute, an extensive program of public lectures and events is sponsored each semester. The Institute invites researchers and leaders in the community to present at its Wednesday evening lecture series. The Institute also sponsors day-long symposia on specific topics, Irish language conversation circles, and celebrations of the arts. The Institute additionally makes a number of distance education courses arising from its research areas available to students at CUNY campuses and throughout the country. These courses make use of online software as well as tours and lectures in the U.S. and abroad. Lehman College Graduate Bulletin 2011-2013 Graduate Programs and Policies In This Section Graduate Programs .............................................................................8 Office of Academic Standards and Evaluation/Graduate Studies 8 Departments Offering Graduate Programs .....................................8 Doctoral Programs With CUNY .......................................................8 Inventory of Graduate Programs as Registered with The New York State Education Department ...............................................9 Education Programs............................................................................9 Academic Policies and Procedures .................................................10 Registration Policies and Procedures..............................................12 Credit Policies ....................................................................................13 Grading Policies.................................................................................14 Attendance Policy..............................................................................14 Continuation ......................................................................................14 Grading System..................................................................................14 Academic Probation..........................................................................15 Graduate Programs Through its graduate programs, Lehman College offers qualified students the opportunity to pursue the advanced study of academic disciplines in breadth as well as in depth. Emphasis is placed on scholarship, original work, and training in research. The College offers over forty master’s degree programs in arts and sciences and in professional studies. Graduate enrollment is approximately 2,300 students of a total Lehman student body of almost 12,000. Most graduate students attend part-time, combining graduate study with a regular job or career. Graduate courses are generally scheduled late in the day to facilitate attendance. The degrees offered are the Master of Arts (M.A.), Master of Science (M.S.), Master of Science in Education (M.S. Ed.), Master of Arts in Teaching (M.A.T.), Master of Fine Arts (M.F.A.), Master of Public Health (M.P.H.), and Master of Social Work (M.S.W.). Lehman also offers advanced certificates. Lehman faculty participate in most City University doctoral programs. In association with the New York Botanical Garden, a plant sciences concentration in the University doctoral program in biology is based at Lehman College. Office of Academic Standards and Evaluation/Graduate Studies The Office of Academic Standards and Evaluation/Graduate Studies (Shuster Hall, Room 275, 718-960-8972) coordinates all graduate programs, policies, and procedures. The Graduate Office is available to answer questions regarding graduate study and College-wide policies pertaining to graduate study at Lehman. Questions about specific academic programs or program requirements should be directed to the appropriate Graduate Program Adviser. Departments Offering Graduate Programs Graduate programs leading to a master’s degree or advanced certificate are offered by the following departments: Art; Biological Sciences; Counselor, Leadership, Literacy, and Special Education; Early Childhood and Childhood Education; Economics and Business; English; Health Sciences; History; Languages and Literatures; Mathematics and Computer Science; Middle and High School Education; Music; Nursing; Languages and Literatures; Social Work; and Speech-Language-Hearing Sciences. A detailed inventory of degrees, programs, and specializations is contained in this chapter of the bulletin. Doctoral Programs With CUNY Lehman College, in conjunction with the Graduate School and University Center, contributes faculty, and in some cases facilities, for the following doctoral programs of The City University of New York: Anthropology Art History Biochemistry Biology (Plant Science doctoral program at Lehman College) Chemistry Classics Comparative Literature Computer Science Earth and Environmental Sciences English French Hispanic and Luso-Brazilian Literatures History Linguistics Mathematics Music Philosophy Physics Political Science Psychology Sociology Speech and Hearing Sciences Theatre Urban Education Inventory of Graduate Programs as Registered with The New York State Education Department The following list gives the titles of Lehman College graduate programs that have been registered with the New York State Education Department. The list may include programs not currently offered by the College; it is the responsibility of each student to determine which programs are currently being offered. Students are cautioned that enrollment in other than registered or otherwise approved programs may jeopardize eligibility for certain student financial aid awards. HEGIS Chart HEGIS Degree/ Number Certificate Title 0502 MS Accounting 1002 MA Art 0831 MA Art N–12 Teacher 1002 MFA Art 0899 Bilingual Extension for Secondary Teachers 0401 MA Biology 0401.01 MA Biology "7-12" 0502.00 MS Business 0838 MS Ed Business Ed./Secondary & Adult Ed. 0701 MS Computer Science 0823 MS Ed Early Childhood Education 0802 MS Ed Childhood Education 1501 MA English 1501 MS Ed English Education 0899 Adv. Cert. English Education 1501.01 MA English "7–12" 0826.01 MS Ed Counselor Education 0837 MS Ed Health N–12 Teacher 0837 MA Health Education & Promotion 1214 MPH Public Health 2205 MA History 4901 MA Liberal Studies 1701 MA Mathematics 1701 BA-MA Mathematics (Dual) 1701.01 MA/MS ED Mathematics Education 0899 Adv. Cert. Mathematic Education 0832 MAT Music 1203.10 MS Parent-Child Nursing 1203.10 MS Adult Health Nursing 1203.10 MS Nursing of Older Adults 1203.10 MS /Adv. Cert. Pediatric Nurse Practitioner 1306 MS Nutrition 0830 MS Ed Literacy Studies 0835.01 MA/MS Ed Recreation Education 0828.00 MS Ed School Building Leader 0826.01 MA School Counselor 0827.00 MS Ed School District Leader 0834 MS Ed Science Education Graduate Programs and Policies 0899 Adv. Cert. Science Education 2201.01 MA Social Studies Education 0899.50 Adv. Cert. Social Studies "7–12" 2201.01 MA Social Studies "7-12" 2104 MSW Social Work 1105.01 MA Spanish "7–12" 1506.01 MA Speech and Hearing Sciences 1506 MA Speech and Theatre 1220 MA Speech-Language Pathology and Audiology 0808 MS Ed Teachers of Special Education 0899 Adv.Cert. Teachers of Languages Other than English 1508 MS Ed Teaching English to Speakers of Other Languages NOTE: Changes in program requirements designated by the New York State Education Department for Teacher, Counselor and/or Administrator certifications occur from time to time. As such, students are advised to consult the office of the Division of Education, Room B33 of Carman Hall, to determine the most current program requirements for certification. Students not seeking an institutional recommendation but who intend to apply independently for certification should consult with a departmental adviser prior to registration so that a course of study fulfilling state requirements may be planned. New York State may at some point end the independent transcript review route to certification. Students should consult the New York State Education Department website for updates or may check with the Division of Education's Certification Office to determine if a change in this policy has been adopted. Education Programs Designed primarily for students who have completed an undergraduate teacher-preparation program—including general education, academic specialization, and professional foundations—Lehman College's graduate programs in education extend the competence of the classroom teacher, school counselor, and school leader; provide training for specialized school personnel; and promote research for all school personnel. The programs focus on the mastery of academic disciplines, the development of education theory and practice, opportunities in field experiences, and research on issues of particular relevance to teachers, counselors, and leaders in urban schools. Graduate programs in education are designed to develop school personnel able to serve students of diverse needs in urban schools. The education programs allow the prospective professional to specialize in such fields as Early Childhood and Childhood Education, Middle and High School Education (English, social studies, mathematics education, science education, foreign language education, and Teaching English to Speakers of Other Languages—TESOL), counselor education, educational leadership, literacy studies (reading education), and special education. A special program, designed for professional musicians, leads to the Master of Arts in Teaching (MAT) music degree and New York State certification as teacher of music. Lehman College Graduate Bulletin 2011-2013 10 Graduate Programs and Policies The academic and education programs described in this bulletin are designed to fulfill the requirements for New York State initial or professional certification. Students who graduate from an education program may apply for New York State initial or professional certification, contingent upon their credentials. Student Teaching/Internship/Practicum Requirements and Policies In addition to the successful completion of a degree in an educator preparation program, supervised field experience or clinical practice (e.g., student teaching, an internship, or a practicum) is required for all graduate students applying for certification in New York State as a teacher, counselor, or school building/school district leader. Student teaching, internships, or practicums cannot be waived based on prior experience or other factors. Students must follow the attendance policy of each program. Unexcused absences from supervised field experience may be grounds for removal from the placement. Students may repeat student teaching, internship, or practicum only once. For specific program requirements, see the program adviser. Teacher Certification Requirements For Education Matriculants Initial Teacher Certification Matriculants who successfully complete graduate teacher education programs at Lehman are eligible to apply for New York State initial certification. Information about requirements for specific certificates may be obtained from the School of Education’s Certification Officer, located in Room B33 of Carman Hall. Candidates for initial teacher certification must meet the State requirements for certification as follows: • A bachelor’s degree in liberal arts or science; • Completion of NYS registered teacher preparation program (master's degree) in the field that a certificate is sought; • Successful completion of internship or student teaching; • Passing the New York State Certification Examinations: (a) the Liberal Arts and Sciences Test (LAST), (b) the Content Specialty Test (CST), and (c) the Assessment of Teaching Skills—Written (ATS-W); and • Completion of the workshops on school violence prevention and child abuse identification. Matriculants must file an application for initial teacher certification at the start of their final semester of graduate study. Filing instructions may be obtained from the Certification Officer, Room B33 of Carman Hall. The certification process is as follows: 1. The candidate completes the graduate education program and obtains the degree. 2. The candidate files for certification using the NYSED Teach System with the Certification Officer. 3. The candidate contacts the Certification Officer when his or her record of graduation date is available on eSIMS. 4. The Certification Officer reviews the transcript to ensure that the candidate has met the New York State liberal arts and science requirements. 5. The candidate may need to take additional courses if there is deficiency in the coursework. 6. The Certification Officer enters an institutional recommendation for NYS certification. 7. The State Education Department issues electronic certificates on TEACH online services at www.highered.nysed.gov/tcert Professional Teacher Certification Completion of a graduate program in education at Lehman College may lead to New York State professional certification. Students who wish to obtain professional certification in Special Education, Educational Leadership, Literacy Studies, Middle and High School Education (e.g., English, mathematics, social studies,TESOL, science, and foreign language), or Early Childhood and Childhood Education must have earned an initial teacher certification. Information on requirements for professional certification is available from the Office of Teacher Certification and at www.highered.nysed.gov/tcert. Lehman College recommends a student for professional certification only in the area of his/her master's degree. For example, a student who holds initial (provisional) certification in Childhood Education (Grades 1–6) may apply for professional certification in Special Education if his or her master's degree is in Special Education. Students, however, may apply on their own for professional certification in an area outside their master's degree specialization. Academic Policies and Procedures Degree Requirements and Policies To earn a Master of Arts, Master of Science, Master of Science in Education, Master of Social Work, Master of Public Health, Master of Arts in Teaching, or Master of Fine Arts degree, a student must: 1. Be formally admitted to a degree program, i.e., be matriculated. (Students cannot be matriculated simultaneously in more than one master's degree program at Lehman College.) 2. Complete no fewer than 30 credits of graduate courses that are acceptable to the department of specialization. 3. Maintain a minimum Grade Point Average of 3.0. 4. In most programs, write a thesis based on independent research, complete an appropriate special project, and/or pass a comprehensive examination. Departmental requirements are outlined elsewhere in this bulletin. 5. Complete all requirements for the degree within five years following matriculation. 6. Complete all departmental requirements for the degree. Lehman College Graduate Bulletin 2011-2013 Graduate Programs and Policies 11 Comprehensive Examination Graduate students planning to take a required comprehensive examination must be matriculated and currently registered each semester as they prepare for and take their comprehensives. If registered for no other courses, graduate students must register for maintenance of matriculation or for an examination preparation course offered by their academic department. Master's degree candidates who are required to pass a comprehensive examination as part of their degree requirements should consult the Graduate Program Adviser in the program in which they are enrolled to determine the precise requirements for the degree in that program. Students not successful on the first attempt at the comprehensives are urged to discuss their examination with their Program Adviser before taking the examination a second time. Students who are unsuccessful after two attempts will be dropped from the College. In order to take the examination a third time, students must appeal to the Graduate Studies Committee no later than the third week of the semester immediately following their second unsuccessful attempt. If their appeal is successful, students then should apply for readmission through the Office of Graduate Admissions (Shuster Hall, Room 150). Filing an appeal does not in itself guarantee that any student will be granted a third attempt at the comprehensive examination. No further appeals are possible after a third unsuccessful attempt to pass the comprehensives. Thesis or Capstone Report Graduate students researching and writing theses or capstone projects must be matriculated and currently registered each semester. Students must register for either maintenance of matriculation or for a thesis-writing course offered by their department. In curricula requiring a thesis or capstone project, the completed thesis or project must be presented to the department chair or adviser in sufficient time to enable the work to be evaluated, corrected, amended, and the grade to be recorded before the date on which the classes for that semester end. A candidate permitted to offer a thesis or other final project must consult the adviser for departmental requirements for preparation and final submission. The student must file with the thesis or project adviser the number of approved copies required by the program in which he/she is matriculated. Students must submit an electronic copy of their thesis to the Leonard Lief Library. Electronic copies must be submitted on a CD formatted in a PDF file, or the format required by their thesis adviser. The CD must be accompanied by completed copies of the Digital Repository License Agreement and Checklist, which are accessible on the Library website. Prior to graduation, students must provide a copy of the Acknowledgement of Receipt to their graduate or thesis adviser. The Acknowledgement of Receipt is issued by the Library to the student after receiving all required submission materials. Time Limit for Earning a Lehman College Master's Degree Master’s degree candidates must complete their programs within five years from the time they become matriculated students. Absence from the College for one or more semesters does not alter or affect the five-year limit (see Interruption of Studies below) for earning a degree. Graduate students who, due to unusual circumstances, are unable to complete their degrees within the five-year period may apply for an extension in the Office of Academic Standards and Evaluation/Graduate Studies. Extensions must be approved by the Graduate Program Adviser. Interruption of Studies Although students are encouraged to make steady progress toward their master’s degrees, absence for one or more semesters may be unavoidable. In order to resume their studies following an absence of any length, matriculated graduate students must contact the Office of Graduate Admissions (Shuster Hall, Room 150) to complete the application for readmission and pay the readmission fee. Matriculated graduate students returning after an absence of two or more years are subject to any changes made to their master’s degree program in their absence and must satisfy all degree requirements. In addition, returning graduate students must consult with their program adviser to determine if any of their previous coursework is out of date and to discuss their future course of study. Following an absence of three or more years, matriculated graduate students must apply in the Office of Academic Standards and Evaluation/Graduate Studies for an extension of the five-year time limit for completing their degree program prior to applying for readmission. Nonmatriculated graduate students must reapply to the College and pay the application fee following an absence from the College of any length. Graduation Procedure A student who expects to graduate at the end of a semester must file a formal application for graduation in the Office of the Registrar, Shuster Hall, Room 105, by the deadline published each semester in the Schedule of Classes. If the student does not graduate, he/she must refile for graduation in any subsequent semester in which graduation is anticipated. Any incomplete grades (INC) on the graduate student’s transcript must be resolved prior to the date of graduation. To resolve incomplete grades, students must either complete and hand in the missing work or, if the courses in question are not required for the degree, indicate to the Office of the Registrar that they do not intend to complete the work. Students who choose not to make up the missing work are required to sign a statement in the Registrar’s Office indicating their awareness that INC grades remaining on the transcript can never be changed to letter grades. This policy applies even if the course in question is not applicable toward the degree being awarded, and even if the one-year time limit for finishing incomplete grades has not expired. The Lehman College Graduate Bulletin 2011-2013 12 Graduate Programs and Policies transcripts of graduated students are sealed at the time of graduation, and no changes can be made after the graduation date. Students cannot graduate if the indication "Z" appears in place of a grade on their transcript. The "Z" indicates that the faculty member teaching that particular course did not submit a grade to the Office of the Registrar. The student is responsible for contacting either the faculty member or the department chair to ensure that a grade is submitted. Maintenance of Matriculation Fee Students not enrolled in courses in any semester, who need to maintain matriculation, are required to register for maintenance of matriculation in the Office of the Registrar (Shuster 114) and pay the appropriate fee in the Bursar’s Office (Shuster Hall 031). Students should register and pay this fee during the semester of absence. In the semester in which the degree is to be awarded, students must be either registered in courses or maintaining matriculation. Maintenance of matriculation is paid in summer sessions only when the student expects to receive the master’s degree the following September. Students who have paid maintenance of matriculation do not have to pay the student activity fee or the consolidated service fee. The maintenance of matriculation fee cannot be waived. Registration Policies and Procedures Academic Advising For graduate students, academic advising occurs at two levels: • Each graduate program at Lehman College has at least one academic adviser to help in planning students’ programs. Graduate students should consult frequently with their Program Adviser for information regarding their specific master’s degree program, and they MUST see their Program Adviser before registering each semester. Frequent advisement is critical for acquiring up-to-date information and for monitoring progress toward the master’s degree. • The Office of Academic Standards and Evaluation/Graduate Studies (Shuster Hall, Room 275), provides information and advisement regarding College-wide academic policies and procedures. Matters addressed by this office also include appeals (except grade appeals), changes of grade, academic retention and probation, academic standards, and transfer credit policies. Registration Materials Information for Web registration is mailed by the Office of the Registrar prior to the end of the current semester to all continuing graduate students who were registered at Lehman that semester. New graduate students or returning students who did not receive materials should obtain them from the Office of Admissions (Shuster Hall, Room 150) before the registration period. Registration for Graduate Courses Electronic course permission of the Graduate Program Adviser is required to register for any graduate course. Consult the department for registration advising hours. Bursar's Receipt The bursar’s receipt is the only valid proof of registration in courses. Students are responsible for checking registration materials for any errors before submitting them to the Registrar for processing. For students registering by telephone, the system will repeat their course requests for verification. Report any error on the bursar’s receipt to the Business Office immediately, accompanied by a request for a corrected receipt. Keep all bursar’s receipts in case questions regarding registration arise at a later date. Registration in Undergraduate Courses Graduate students who are advised by their Program Adviser to register for undergraduate courses must also get permission from the Office of Academic Standards and Evaluation/Graduate Studies. Upon receiving the required approval, they may register for such courses at the time of graduate registration. Graduate students may not register on the Web for undergraduate courses. Credits earned in undergraduate courses that are not part of the graduate degree requirements do not count toward the graduate degree, and graduate students pay undergraduate nondegree tuition. Graduate students who register in undergraduate courses and who receive graduate credit for the courses must pay the applicable graduate tuition according to residency. A graduate student may not register in a given semester solely for undergraduate courses unless he/she obtains permission from both the Graduate Program Adviser and the Office of Academic Standards and Evaluation/Graduate Studies. Registration in Out-Of-Program Courses A student who has been admitted to a specific graduate program, or has been given permission to take certain specific graduate courses, may not automatically register for other courses in other programs. Students may do so only if they obtain written permission from the graduate adviser in the second program and receive permission from the Office of Graduate Studies. Registration in Courses at Other CUNY Colleges Matriculated graduate students may take courses at other CUNY colleges with the permission of the Graduate Program Adviser or department chair and from the Office of Academic Standards and Evaluation/Graduate Studies. (See Courses Taken on Permit.) Permits and details regarding their use may be obtained from the Office of the Registrar, Shuster Hall, Room 106. Students must also contact the host college with regard to registration requirements. Graduate students from other CUNY colleges who wish to register at Lehman must file a nonmatriculant application with the Office of Graduate Admissions (Shuster Hall, Room 150) and submit a permit from the registrar of the home college. The admission fee is waived for students attending Lehman College on permit. Lehman College Graduate Bulletin 2011-2013 Credit Policies Residency Requirement Graduate students in master’s degree programs must complete as matriculated students at least one-half of the total graduate credits required to complete their Lehman College master’s degree program, OR 18 graduate-level credits, whichever is greater. Graduate students in certificate programs must complete at least one-half of the graduate-level credits required to complete their certificate program as matriculated students at Lehman College. This minimum number of credits to be taken after matriculation is known as the Residency Requirement. Due to the varied credit requirements of Lehman’s graduate programs, students will generally have to complete somewhat more than the minimum residency requirement in order to graduate. No interpretation of this policy shall supersede the policy regarding Transfer of Credit outlined elsewhere in this graduate bulletin. Six (6) credits of the Residency Requirement may be taken as permit classes at other CUNY colleges offering appropriate master’s-level courses (see Permit Courses). Courses taken at non- CUNY institutions will not be counted toward the Residency Requirement. No part of the Residency Requirement may be satisfied using courses taken prior to matriculation at Lehman College or courses taken as part of a previously awarded master’s degree program. Exception: Master’s degree candidates from the Graduate School and University Center of The City University of New York (CUNY Graduate Center) may transfer to a senior college and complete the requirements for a master’s degree, receiving credit for all graduate work satisfactorily completed at the Center. Transfer of Credit • Courses applied toward a previously awarded graduate degree. • Courses taken at Lehman College in a nonmatriculated status. • Courses taken at other colleges where no degree has been awarded. Students who wish to have graduate credits earned prior to matriculation at Lehman counted toward their master's degree should apply for transfer of credit during their first or second semester in attendance as a matriculated student, using the transfer credit form available in the Office of Academic Standards and Evaluation/Graduate Studies (Shuster Hall, Room 275). All credits to be applied toward Lehman College master's degree requirements are subject to the approval of the graduate adviser (or department chair) from the student's particular academic program. Transfer of credit must also be approved by the Graduate Studies office. Transfer credits must conform to the regulations for the program and the curriculum in which the student is matriculated. Grades of B or better in courses taken outside of Lehman College are required in order for courses to be eligible for transfer. The following regulations apply to all matriculated Lehman College graduate students who applied and were accepted into Graduate Programs and Policies 13 master's degree or advanced certificate programs in the Fall 2007 semester or later. Students who matriculated before that date should consult the Graduate Studies office to determine the regulations that apply to them. With appropriate permission, matriculated graduate students may apply as transfer credit toward their master's degree a total of 12 credits of graduate courses. Students matriculated in Social Work may request transfer credits only toward the special topics/elective requirement. Students matriculated in advanced certificate programs may transfer previously completed graduate credits totaling the lesser of nine (9) credits or one-half of the total credits required for their certificate. The credits transferred may include: • Courses applied toward a previously awarded master's degree program at Lehman or at another accredited college (maximum 6 credits), • Courses taken at Lehman in a nonmatriculated status; and • Courses taken at other accredited colleges where no degree has been awarded. Transfer credits are subject to the following limitations: • Courses must be graduate-level and must be taken at accredited institutions offering master's degree programs. • Courses taken five years or more prior to matriculation at Lehman are not considered for transfer. Exceptions to this time limit may be made only for compelling educational reasons. In such cases, the transfer of credit must be approved by the student's Graduate Program Adviser and the Graduate Studies Office. • Only six (6) credits counted toward a previously awarded master's degree can be applied to any master's degree or advanced certificate earned at Lehman College. • Graduate courses previously applied toward an undergraduate degree are not acceptable toward Lehman College master's degree programs. • Where students have taken more than 12 credits prior to matriculation, courses taken at Lehman College will be given priority in counting toward the 12 credits transferable, provided they meet the College’s requirements. • Students who have taken more than the maximum allowable credits (12 credits) while in a nonmatriculated status must consult with their Graduate Program Adviser to determine which of those credits will count toward the degree. The program adviser will notify the Graduate Studies Office of this decision, using the transfer credit form. • Graduate courses taken at any non-CUNY institution after matriculation into a graduate program at Lehman College are included in the 12-credit maximum allowable and must receive prior approval from the Graduate Program Adviser and the Graduate Studies Office. (See also Courses Taken on Permit at Other CUNY Institutions.) • Theses and other culminating master's degree projects taken at Lehman College or at institutions outside of Lehman are not considered for transfer to Lehman College master's degree programs. Lehman College Graduate Bulletin 2011-2013 14 Graduate Programs and Policies NOTE: Students who have completed nine (9) or more credits prior to matriculation at Lehman, as well as students seeking a second master's, are advised to fill out the application for matriculation at the earliest possible date. Courses Taken on Permit at Other CUNY Institutions With appropriate permission, matriculated graduate students may take master’s-level courses on permit at other colleges of The City University of New York and apply the credit toward the Lehman master’s degree. Grades earned in these courses are treated the same as grades earned at Lehman College and are subject to the same restrictions. Grades in courses taken on permit will be recorded on the Lehman College transcript and will count in the computation of the Grade Point Average. No more than six (6) credits taken as permit classes may be counted toward the Residency Requirement. Permits and details regarding their use are available from the Office of the Registrar, Shuster Hall, Room 106. All courses taken on permit must be approved by the Graduate Program Adviser or the department chair and the Office of Graduate Studies. Credit Loads A full-time program of coursework for graduate students requires a minimum of 12 academic credits or a combination of academic and equivalent credits for a total of 12 credits in any semester. Students may take no more than 17 credits of graduate work in any Fall or Spring semester. In Summer semesters, comprising two sessions of approximately five weeks each, graduate students may take no more than two courses in each session. Exceptions to these limits must be approved by the Office of Academic Advising, Standards, and Evaluation/Graduate Studies. The Graduate Studies office will not approve credit loads of more than 17 credits in the first semester of graduate study. International students admitted to the United States on student visas are required to complete at least nine (9) academic or equivalent credits each Fall and Spring semester. Certification of Full-Time Status A matriculated graduate student may be certified as in full-time attendance in any semester when taking at least 12 academic credits or a combination of academic and equivalent credits for a total of 12 credits. Students may receive 1–6 equivalent credits for such activities as teaching assistantships, research assistantships, thesis research and writing, preparation of the comprehensive examination, and fieldwork. Departments are responsible for documenting credit equivalencies. Academic credits are prescribed in the departmental degree requirements in the Graduate Bulletin and contribute to the total credits required for the master’s degree. Equivalent credits are never accepted toward the total credits required for the master’s degree. Grading Policies Grades as submitted, to and recorded, in the Office of the Registrar are the sole judgment of the instructor. Grade changes resulting from personal appeals to the instructor and hardship claims are never honored. Students may not raise their grades by completing extra work after the final grade has been recorded. Occasional grading errors do occur, and these are always corrected promptly when properly certified to the Office of Academic Standards and Evaluation/Graduate Studies. Students who believe a grade is unfair may file a departmental grade appeal (see "Appeals" in this chapter of the Bulletin). Attendance Policy Students are expected to attend classes regularly. Instructors, as well as departments or degree programs, may establish specific attendance requirements. It is the student’s responsibility to ascertain the effect attendance may have on the grade in a course. Students receiving financial aid must be certified as attending classes regularly to maintain their eligibility. Continuation Students, once accepted to an academic program, are subject to any continuation requirements as determined by their academic department. Such requirements are outlined in the pages in this bulletin that relate to the academic departments. Continuation requirements may include, but are not limited to, minimum overall Grade Point Average, minimum semester Grade Point Average, minimum grades to be achieved in specific courses, completion of all prerequisite and corequisite courses, attendance and performance at fieldwork sites, purchase of liability insurance, and submission of required test scores. Failure to meet continuation requirements may result in additional required coursework over and above that outlined in the program requirements, repetition of designated classes for no academic credits, stopping out for one or more semesters, or termination of enrollment in the master’s degree program. Grading System The following academic grades are given in Lehman graduate programs: A, A-, B+, B, B-, C+, C, C-, and F. AUD: Attendance credit. W: The grade in any course from which a student officially withdraws prior to the published deadline, indicating that the withdrawal was without prejudice. Official withdrawal is accomplished by filing a withdrawal application in the Office of the Registrar. WU: Any unofficial withdrawal from a course and any official withdrawal after the published deadline, unless the grade of W is recommended by the Office of Graduate Studies. A WU counts as an F in computing the Grade Point Average. INC: The instructor may, at his/her discretion, assign the grade INC, meaning incomplete course work. INC grades must be removed by completion of course requirements within one year of assignment of the grade. If not removed within one year, the grade INC remains permanently. Lehman College Graduate Bulletin 2011-2013 WA: Administrative withdrawal (e.g., failure to comply with the State law on immunization). Z: Grade not submitted by the instructor. Z grades must be resolved prior to graduation. Grade Point Average (GPA) Computation Formula Quality points (QP) are calculated by multiplying the credit value of each course by the numerical value of the grade received, 4.0 to 1.7 for grades A through C-, and 0 for F or WU. (See the following table.) 2 CR 3 CR 4 CR A (4.0) 8.0 QP 12.0 QP 16.0 QP A- (3.7) 7.4 QP 11.1 QP 14.8 QP B+ (3.3) 6.6 QP 9.9 QP 13.2 QP B (3.0) 6.0 QP 9.0 QP 12.0 QP B- (2.7) 5.4 QP 8.1 QP 10.8 QP C+ (2.3) 4.6 QP 6.9 QP 9.2 QP C (2.0) 4.0 QP 6.0 QP 8.0 QP C- (1.7) 3.4 QP 5.1 QP 6.8 QP F (0.0) 0.0 QP 0.0 QP 0.0 QP WU (0.0) 0.0 QP 0.0 QP 0.0 QP • Add the number of credits taken, including those with F or WU grades. • Divide the total number of quality points by the total number of credits attempted. This final figure is the GPA Both matriculated and nonmatriculated graduate students must maintain a minimum GPA of 3.0 to remain in good standing at Lehman College. Matriculants require a minimum GPA of 3.0 for graduation. Undergraduate-level courses and courses transferred from other institutions are not included in computing the GPA SAMPLE GPA COMPUTATION Grade Quality Credits Total Points Attempted Quality Points A 4.0 x 6 24.0 A– 3.7 x 4 14.8 B+ 3.3 x 3 9.9 B 3.0 x 2 6.0 B– 2.7 x 5 13.5 C+ 2.3 x 3 6.9 C 2.0 x 2 4.0 C– 1.7 x 4 6.8 F,WU 0x2 0 TOTAL 31 85.9 Number of credits taken = 31 Division of 85.9 (sum of quality points) by 31 = 2.77 GPA) INC Grades A graduate student who receives a grade of INC (incomplete coursework) has one year from the time the grade was entered on the transcript to make up the work and have a change of grade submitted by the instructor. An INC grade entered in a fall semester, for example, must be completed before the end of the Graduate Programs and Policies 15 next fall semester. INC grades that are not made up within one year remain permanently on the record as INCs. They may not be made up at any later date unless the student successfully appeals for permission to do so. Permanent incompletes do not count in the Grade Point Average. INC grades cannot be made up after the student graduates (see also "Graduation Procedure" in this chapter of the bulletin). Cumulative Grade Point Average In order to be awarded a master’s degree, a graduate student must finish his/her program with a cumulative Grade Point Average (GPA) of 3.0 (B) or better. Grades counted in the cumulative GPA must be earned in graduate-level courses taken at Lehman College or in graduate courses taken on permit at other CUNY institutions, and all courses must appear on the student’s Lehman transcript. All grades in graduate-level courses will be counted in computing the GPA with the following exceptions: • Grades earned in courses given by other institutions for which transfer credit has been allowed. • Grades earned in undergraduate courses taken for undergraduate credit. • Grades earned in graduate-level courses can be excluded from the GPA only through a successful appeal supported by Office of Graduate Studies and submitted to the Graduate Studies Committee (see "General Appeals" in this chapter of the bulletin). Graduate courses taken five (5) or more years prior to the current matriculation, or grades earned in courses unrelated to the current master’s degree program, are excluded only upon appeal. Academic Probation Low Grade Point Average Graduate students whose cumulative Grade Point Average (GPA falls below 3.0 will be placed on academic probation. Students on academic probation have one semester in which to raise their GPA to 3.0. During this probationary period, students who make satisfactory progress maintain both their academic standing with the College and their eligibility for financial aid. Any student whose GPA remains below 3.0 at the end of the probationary period will be dropped from the College. To be allowed to continue, graduate students dropped from the College following a semester of probation must file a successful appeal with the Graduate Studies Committee. Graduate students with 9 or more graduate credits completed, and whose GPA falls to 2.50 or lower (2.70 or lower in some programs), can continue in their graduate program only upon successful appeal to the Graduate Studies Committee. Such appeals must be accompanied by a letter of support from the academic department. Admission with Conditions Students matriculated with conditions may be subject to more stringent academic requirements, including (but not limited to) the denial of the probationary period and the need to maintain a Lehman College Graduate Bulletin 2011-2013 16 Graduate Programs and Policies Grade Point Average higher than 3.0. Applicable conditions are set forth in the student’s acceptance letter. Unsatisfactory Academic Progress A graduate student is deemed not to be making satisfactory academic progress if he or she has accumulated more than two open grades (INC). INC grades in thesis and other culminating master’s degree projects are not considered in determining satisfactory academic progress. Students placed on probation for unsatisfactory progress will be given a strict deadline for completing the open grades on their transcript. They also may be limited as to the number of credits for which they can register or may be prevented entirely from registering in any semester until letter grades are entered on their transcripts for the courses involved. The INC grades in question cannot be made up after the assigned deadline. After that date, any courses remaining on the transcript with INC grades will be permanent, and the work can never be completed. Note: In order to receive Title IV Federal Financial Aid, a graduate student must at least meet the GPA required for good academic standing at the institution (3.0 at Lehman) and with the Office of Financial Aid, and 1. Not have attempted more than 150% of the credits normally required for completion of the degree. 2. Accumulate credits toward the degree equal to or greater than two-thirds of the cumulative credits attempted at the institution. Students whose financial aid is denied for reasons of insufficient academic progress may file a written appeal. General Appeals For a waiver of any of the College’s regulations pertaining to graduate study, a student may petition the Graduate Studies Committee. Appeals are granted only for compelling reasons. To launch an appeal, students must submit a completed appeal form, available from the Office of Academic Standards and Evaluation/Graduate Studies (Shuster Hall, Room 275), including a complete explanation of the issues involved and any relevant supporting documents. Supporting documents may include birth certificates, death certificates, letters from physicians, letters of support from faculty, and any documents that bear upon the case in question. Withdrawal from Courses The grade of W (withdrawal without penalty) is assigned only when a graduate student officially withdraws from a course. Students must complete the withdrawal process themselves, since the procedure requires a signature. No faculty member or program adviser can withdraw a student from a course. Graduate students can officially withdraw by reporting with their bursar’s receipt to the Office of the Registrar (Shuster Hall, Room 114) before the deadline published each semester in the Schedule of Classes. If in-person withdrawal is impossible, students can mail a signed letter to the registrar, including their name, Social Security number, the department that teaches the course(s) from which Lehman College Graduate Bulletin 2011-2013 they wish to withdraw, the course number(s), and the section number(s). This letter must be accompanied by a photocopy of their bursar’s receipt. Withdrawals by mail received after the withdrawal deadline will not be processed. This procedure applies to courses taught on- and off-campus. After the published deadline, students wishing to withdraw from a course without penalty can do so only by appealing successfully to the Office of Academic Standards and Evaluation/Graduate Studies, Shuster Hall, Room 275 (see "Appeals" in this chapter of the bulletin). When students withdraw unofficially, i.e., the student simply stops attending class without completing the withdrawal procedure, the grade of WU is assigned for the course. This grade counts as a failure in computing the cumulative Grade Point Average. Grade Appeals A graduate student dissatisfied with his/her course grade should first discuss the situation with the instructor who assigned the grade. If the student is still not satisfied that the grade is fair, he/she should then consult the Graduate Program Adviser for the department in which the course was offered. The Graduate Program Adviser will then attempt to resolve the disagreement. If the student is still dissatisfied, or if the program adviser was the instructor who assigned the grade originally, the student should appeal in writing to the department chair. If the chair is the instructor of the course in question, the senior member of the department Personnel and Budget Committee will act for the chair. The chair will appoint a Graduate Grade Appeal Committee consisting of three faculty members from the department, all of whom have taught graduate courses. The Graduate Program Adviser may not serve on this committee. The committee will examine all materials relevant to the appeal, submitted by both the instructor and the student, and will prepare a written report of its findings, either sustaining the original grade or recommending a change. The chair will notify the student, the instructor, and the Office of Graduate Studies of the Committee’s decision. If the Committee recommends a grade change, the chair will forward that recommendation (A-1) with the decision. Grade appeals must be initiated in the semester following the entry of a permanent grade, and no grades can be changed after the date of graduation. The decision of the Graduate Grade Appeal Committee is binding on all parties. Academic Integrity The most common but not the only forms of academic dishonesty are cheating on examinations and plagiarism, which is the appropriation of the words or ideas of another person, whether taken from print or electronic media, which are then passed off as one’s own. When academic dishonesty is suspected, the instructor will inform the student of his suspicions and the student’s rights to: • Receive any charges in writing; • Remain silent without assumption of guilt; • Receive from the instructor a copy of the Academic Integrity Statement; and • Be advised of the instructor’s intended sanction. The instructor and student may resolve the situation, either by agreeing that the suspicions are unfounded or agreeing upon a sanction. Any sanction agreed upon at this point must be reported, together with the charges, to the department chair and to the Office of Graduate Studies. The instructor must report these facts in writing. If no agreement is reached between the student and the instructor, the instructor must report in writing his intended sanction to the department chair and to the student as soon as possible. Then: • The student may appeal in writing to the department chair within three weeks of receiving notice of the intended sanction. If the chair is the instructor in question, the senior member of the department’s Personnel and Budget Committee will act for the chair. • The chair will appoint a committee of three Lehman faculty members from his/her department to adjudicate the matter within three weeks by majority vote. • The Committee will send a written notification of its decision to the department chair, the student, the instructor, and the Office of Academic Standards and Evaluation/Graduate Studies. Graduate Programs and Policies 17 • Either the instructor or the student has the right, within three weeks of receipt of notification, to appeal the department decision in writing to the Senate Committee on Graduate Studies. The decision of this committee is final. No further appeals are permitted. The committee will notify the department chair, the student, the instructor, and the Office of Graduate Studies of its decision. If any part of the three-week period falls outside the regular semester, the first three weeks of the next regular semester shall apply. • The Office of Graduate Studies will keep all records of such proceedings on file until the student’s graduation, at which time the records will be destroyed. If the charge of academic dishonesty is upheld, disciplinary penalties may be recommended by the Vice President of Student Affairs to the hearing panel composed of members of the Faculty- Student Disciplinary Committee, pursuant to the due process provisions of the Board of Trustees’ Bylaws (Article 15.3). Such penalties, which may be imposed only through the Bylaws process, include but are not limited to: 1) suspension from the College or 2) expulsion from the College. Lehman College Graduate Bulletin 2011-2013 Admission, Tuition and Fees, and Financial Aid Fees, and Financial Aid In This Section Admission to Graduate Degree Programs .....................................18 Tuition and Fees ................................................................................20 Payment Procedures and Refund Policies......................................21 Graduate Tuition* .............................................................................21 Financial Aid Programs and Requirements...................................24 Tuition and Fees are subject to change. Please refer to the Lehman College website (www.lehman.edu) for the latest information. Admission to Graduate Degree Programs The Lehman College graduate programs accept applicants who meet the College and departmental standards for admission to matriculated (degree) and non-matriculated (non-degree) status. Matriculants A matriculant (degree student) is one who has received formal written acceptance by the College and department for work toward a specific graduate degree. Candidates for a Lehman graduate degree will be admitted unconditionally if they have no deficiencies in prerequisite undergraduate coursework and meet all other College and departmental entrance requirements. Conditional admission to matriculated status may be offered to applicants who have deficiencies in prerequisite undergraduate coursework, or who lack the minimum Grade Point Average. "Conditions" are defined, at the time of admission, as a limited number of specific undergraduate courses (normally, either a maximum of 6 credits that must be completed within one year or a maximum of 12 credits that must be completed in three semesters), or a Grade Point Average that must be maintained during either the first or the first two semesters of matriculation. General Admission Requirements for Matriculants To be admitted, an applicant must: 1. Possess a bachelor's degree (or its equivalent) from an accredited college or university. Submit an official transcript. Official transcripts and other documents in languages other than English must be accompanied by a notarized English translation. Students in their final undergraduate semester should submit the official transcript of coursework completed to date. Upon graduation, students must present additional transcript showing the degree awarded. Lehman graduates who have attended other colleges are required to submit official transcripts from those colleges. 2. Have demonstrated the potential to successfully pursue graduate study, that is, have attained a minimum undergraduate grade average of B in the field selected for the graduate major and a minimum grade average of B- in the undergraduate record as a whole (higher in some programs). For more specific information, see the Graduate Program Adviser. 3. In all but education programs, have taken a minimum of 18 credits of previous work acceptable to the appropriate department in the proposed graduate major. For education programs, consult the departmental Graduate Program Adviser. 4. Submit a 500-word essay outlining your career goals. 5. If applying to the program in Accounting, submit an acceptable score on the Graduate Management Aptitude Test (GMAT). 6. If applying to the Master of Public Health program or Counselor Education/School Counseling program, submit a score on the Graduate Record Examination (GRE). 7. If applying to a program in the Division of Education, submit a score for the Liberal Arts and Science Test (LAST). 8. Submit letters of recommendation as required by the individual program. 9. If conditionally admitted, satisfy the conditions within the specified time period. 10. Meet additional departmental admission requirements, as specified. 11. If submitting academic records from a non-English speaking country, demonstrate competency in English through TOEFL scores of at least 500 (higher for some programs). Nonmatriculants A nonmatriculant (nondegree student) is one who may take courses for credit but has not been formally admitted to a degree program. Under this status, students are not eligible for any degree at Lehman College, nor does coursework taken as a nonmatriculant guarantee admission to a degree program. If subsequently admitted to a degree program, the student can, with the approval of the Graduate Program Adviser(s), count a maximum of 12 credits earned as a nonmatriculated student toward the degree. Admission Requirements for Nonmatriculants To register for courses as a nonmatriculant, an applicant must: 1. Possess a bachelor's degree from an accredited college or university. Submit a transcript showing the award of an undergraduate degree. 2. Have a minimum undergraduate average of B-. 3. To take graduate courses in Accounting, submit an acceptable score on the Graduate Management Aptitude Test (GMAT). 4. Obtain the approval of the department's graduate adviser. 5. If submitting academic records from a non-English speaking country, demonstrate competency in English through TOEFL scores of at least 500 (higher for most programs). Students Without Bachelor's Degrees and Special Students Professionals of exceptional ability may be admitted to graduate courses in the arts even though they have not earned a bachelor's degree. The admission of a special student requires approval of the appropriate department chair and the College's Office of Graduate Studies. Special students are not eligible for any degree. Lehman Undergraduates Undergraduate seniors at Lehman College who are highly qualified academically may earn credit in graduate courses. This credit may be applied to the student's undergraduate degree, or the student may enroll for graduate credit, in which case graduate fees must be paid for the course(s). The option chosen must be specified in writing, and the student must obtain the written approval of the appropriate department chair or Graduate Program Adviser and the College's Office of Graduate Studies before enrolling in a graduate course. Applying for Admission An application form for admission may be obtained from: Office of Graduate Admissions, Shuster Hall, Room 150, 718-960-8702. Students can also download the matriculant and nonmatriculant graduate applications by logging on to the Lehman College homepage at www.lehman.edu. Once on the Lehman College homepage, do the following: • Click on the "Admissions" link. • Click on "Graduate," from the drop down menu and select "Apply Now." Adobe Acrobat Reader is needed in order to download the application. Matriculants A completed application for matriculation consists of the application form, official college transcripts of all past undergraduate and graduate work, letters of recommendation as required by the individual department, and, in some instances, test scores, i.e., the GRE, GMAT, TOEFL, and, in some programs, an interview or audition. The number of recommendations required, the topic(s) and format of the application essay, the particular test required, and whether or not a personal interview or audition is required can be determined by referring to the portions of this bulletin that describe the individual graduate programs. Completed applications must be on file in the Admissions Office by April 1 (Speech-Language Pathology and Master of Public Health, March; Social Work, March 15) for the fall semester; November 1 for the spring semester. The Speech-Language Pathology, Social Work, Public Health, Educational Leadership, and Counselor Education Programs accept applications only for fall admissions. Spring admission for Speech-Language Pathology depends on availability of seats. For more information, call the Admission, Tuition and Fees, and Financial Aid 19 department at 718-960-8138, or the Graduate Admissions Office at 718-960-8702. Admission to matriculated status requires review by the particular department the applicant wishes to enter. Only completed applications are put forward for faculty review. Nonmatriculants For applicants wishing to enter the College as nonmatriculants, a completed application consists of the application form and college transcript(s) that show completion of an undergraduate degree and test scores (GMAT/TOEFL) if required. Applications from prospective nonmatriculants may be accepted through the registration period only, subject to available space in the desired program. Departmental Approval for Registration in Courses All applicants for graduate work at Lehman College, whether degree candidates or not, must meet with the Graduate Program Adviser before registering for any courses in order to plan an academic program. Registration is not possible without department approval. Telephone numbers of individual departments and Program Advisers can be obtained from the Office of Graduate Admissions (718-960-8702). International Students Lehman College is authorized under federal law to admit nonimmigrant-alien students. At Lehman, an "international student" is defined as any person studying in the United States on a nonimmigrant visa. The Test of English as a Foreign Language (TOEFL) is required for admission of international students, except for nationals of English-speaking countries. The required minimum TOEFL score is 500 for admission to Lehman and is higher in most fields. Information may be obtained from TOEFL/ Educational Testing Service, Princeton, NJ 08541-6151. Residents of English-speaking countries are exempt from taking the test. All students on F-I or J-I visas must be full-time students every semester, carrying a course load of at least 9 credits, to qualify for and maintain this visa status. Form I-20 or IAP-66 will be issued to full-time students who have provided the required financial documentation to the Office of Admissions and have been admitted to the College. Qualified nonimmigrant aliens holding B (visitor) visas who wish to attend or have started attending Lehman College must apply through the International Student Adviser for a change of status to F (student) visa two months before their current B visa expires. The International Student Certification Officer can provide necessary documentation of the student's status at Lehman. The College will not be responsible for any interruption and/or termination of studies and will not refund tuition or fees should the student be unable to obtain the required student visa or transfer and be required to leave the country before the end of a term. Students concerned about their status may consult with the International Student Certification officer as soon as possible. Lehman College Graduate Bulletin 2011-2013 20 Admission, Tuition and Fees, and Financial Aid All prospective or new International Students with student visas must consult the International Student Certification Officer before registration. The officer will inform students about immigration regulations and procedures, currency exchange, off-campus housing, and related matters of special concern to international students. Health Students accepted for Lehman degree programs must have the physical and mental health that enables them to conform to all the College's academic requirements, including completion of the degree within a reasonable period. Physical examinations are required by the College for programs and activities that may require certification of physical health. Immunization Registration Requirement Students who do not submit proof of measles, mumps, and rubella (MMR) immunization or who fail to return the meningococcal meningitis response form within a statutory grace period shall be prohibited from attending the institution. For additional information, contact the Health Services Center located in Room 188 of the T-3 Building at 718-960-8900. Public Health Law 2165 requires that postsecondary students be immunized against measles, mumps, and rubella (MMR). All registered full-time students and part-time students born on or after January 1, 1957 who are enrolled for at least six, but fewer than twelve semester hours (or equivalent) per semester in an approved degree program or registered certificate program must submit proof of MMR immunization. Students may be exempt from the required MMR immunizations for religious or medical reasons. To qualify for a religious exception, students must submit a signed statement, or in the event the student is a minor (under 18), a signed statement from their parent or guardian, that they hold sincere and genuine religious beliefs that prohibit immunization. To qualify for a medical exception, students must submit a written statement from a licensed physician or nurse practitioner indicating that such immunization may be detrimental to their health. Public Health Law 2167 requires that postsecondary institutions provide written information about meningococcal meningitis to its students and that students complete, sign, and return a meningococcal meningitis response form. Public Health Law 2167 does not require that students be immunized against meningitis. Public Health Law 2167 requires colleges to distribute written information about meningococcal meningitis disease and vaccination and students to complete, sign, and return to the college, a meningococcal meningitis response form that: (a) confirms that the college has provided the information about meningococcal meningitis; and (b) indicates that either: (1) the student has received immunization against meningococcal meningitis within the ten years preceding the date of the response form; or (2) the student has decided against receiving the vaccination. This law applies to students who are enrolled in at least six semester hours (or the equivalent) per semester. No student may be exempt from receiving information or returning the response form. Prohibition on Submission of Fraudulent Admission Documents The submission of documents in support of applications for admission, such as transcripts, diplomas, test scores, references, or the applications themselves, that are forged, fraudulent, altered from the original, obtained under false pretenses, or otherwise deceptive is prohibited and is punishable by a five-year ban on applying for admission or five-year suspension from CUNY. A second violation is punishable by a lifetime ban on applying for admission or expulsion from CUNY. Admission of Students Who May Pose a Risk to the College The College reserves the right to deny admission to any student if in its judgment, the presence of that student on campus poses an undue risk to the safety or security of the college or the college community. That judgment will be based on an individualized determination taking into account any information the college has about a student's criminal record and the particular circumstances of the College, including the presence of a child care center, a public school or public school students on the campus. Tuition and Fees Graduate Tuition Tuition and fee charges are set by the Board of Trustees of The City University of New York. To find out the current tuition and fee rates, visit the Lehman College Website at www.lehman.edu\ or call the Bursar's Office (718-960-8573). Board of Trustees Guidelines All fees and tuition charges listed in this bulletin and in any registration material issued by the College are subject to change by action of the Trustees of The City University of New York without prior notice. In the event of any increase in the fees or tuition charges, payments already made to the College will be treated as a partial payment, and notification will be given of the additional amount due and the time and method of payment A resident student is a U.S citizen who has had his or her principal place of abode in the State of New York for a period of at least 12 consecutive months immediately preceding the first day of classes for the semester for which the residency determination is made and who states his or her intention to permanently live and maintain his or her principal place of abode in New York State. A full-time graduate student is one who is enrolled for at least 12 credits or equivalent. A part-time graduate student is one who is enrolled for fewer than 12 credits or the equivalent. Lehman College Graduate Bulletin 2011-2013 For each student, the *and fees due depend on whether he/she will attend full- or part-time, whether or not he/she resides in New York State, and whether he/she is or is not matriculated. All fees, tuition charges, credits, and course hours listed are subject to correction in the event of error. All fees, calculations, and repeat billings are subject to correction in the event of error. Students will be obligated to pay the correct amount. The schedule of tuition fees shall apply to all scheduled semesters, regardless of duration, subject to such special tuition fee rates as may be established by the Board of Trustees of The City University of New York. The same policy applies to summer session, except that there is no maximum tuition. Summer session students must pay for all credits or credit equivalents taken. A child of a member of the permanent staff of The City University of New York, or a child of a deceased or retired member of such staff who had served for more than five years on an annual salary, or a child of an employee of the City of New York or of a city agency who is required to live outside the State of New York in the performance of his or her official duties shall be charged resident rates. The resident rate shall be applicable to a student of another college or university which grants, in exchange, resident rates to a student of a college within The City University of New York. Evidence of satisfactory educational qualifications must be presented, and the approval of the president of such college within the City University is required. All recipients of financial aid should be aware that this aid is based upon the personal and financial information that the student provides to Lehman College. In the event that a student is determined not to be eligible, in whole or in part, for any expected financial aid for which he or she has applied, he or she will be held fully responsible for payment of any monies that are due the College for registration. If students withdraw, either officially (by filling out a withdrawal form in the Registrar's Office) or unofficially (by not attending classes), from any course or courses for which they have registered and a reduction in aid occurs, the student will be held personally responsible for payment of any monies due to the College. All students who register for a course or courses must sign the statement of student liability and will be held responsible for all tuition and fees associated with their registration. All graduate students are required to pay a Student Activity Fee, Technology Fee, and Consolidated Fee for each semester that they are registered. Definition of Residency A resident student is one who has had her/his principal place of abode in the State of New York for a period of at least 12 consecutive months immediately preceding the first day of classes for the semester for which the residency determination is made and who states his or her intention permanently to live and maintain his or her principal place of abode in New York State. A person who is not a U.S. citizen but meets the residency requirements stated above must provide proof of his/her current immigration status. Admission, Tuition and Fees, and Financial Aid 21 Payment Procedures and Refund Policies Students may pay their tuition and fees with: • Cash, MasterCard, Visa, money order, bank check, traveler’s check, and personal check, or submitted via the Web (using eSIMS). Students paying by check should make the check payable to Lehman College. The College will not accept second- party checks. The College will not accept a personal check from any student who has previously tendered a check that was returned by his/her bank. • Financial Aid. Matriculated students who are recipients of aid from the Tuition Assistance Program (TAP) must present proof of their award at the time of registration. They will be required to pay any difference. All recipients of TAP should be aware that a student whose enrollment falls below full-time because of his/her withdrawal from, or the College's cancellation of, a course or courses will not be entitled to his/her financial aid. Students should consult with the Financial Aid Office as to what impact their action may have on their current semester's entitlement and future semesters' awards. • Employer Voucher. Students who anticipate using an employer voucher for payment of their registration should verify with the Bursar's Office the acceptability of the voucher prior to registration. Vouchers must provide for immediate payment when billed and cannot be dependent on grades received for the term in question. CREDIT CARDS: The College now accepts credit cards as defined above. Graduate Tuition* New York State Residents Matriculated full-time students $4,105.00 per semester plus $74.00 (Student Activity Fee) per semester and $15.00 (Consolidated Fee) per semester and $100.00 (Technology Fee) per semester Matriculated part-time students: $345.00 per credit plus $54.00 (Student Activity Fee) per semester and $15.00 (Consolidated Fee) per semester and $50.00 (Technology Fee) per semester Master's of Social Work Residents: Full-Time $5,425.00 per semester Part-Time $460.00 per credit Excess Hours $65.00 per credit Maintenance of $170.00 per semester Matriculation Nonresidents: Full-Time $8,760.00 per semester Part-Time $730.00 per credit Excess Hours $85.00 per credit Maintenance of $280.00 per semester Matriculation Lehman College Graduate Bulletin 2011-2013 22 Admission, Tuition and Fees, and Financial Aid Additional fees payable by students (applicable only to part-time students): Excess Contact Hours: New York State Residents $65.00 per contact hour Non-New York State Residents $85.00 per contact hour Non-New York State Residents, Including Foreign Students: Full-time students: $640.00 per credit plus $74.00 (Student Activity Fee) per semester and $15.00 (Consolidated Fee) per semester and $100.00 (Technology Fee) per semester Part-time students: $640.00 per credit plus $54.00 (Student Activity Fee) per semester and $15.00 (Consolidated Fee) per semester and $50.00 (Technology Fee) per semester *Tuition and fees are subject to change by action of the Board of Trustees of the City University of New York. Non-instructional Fees Graduate Application Fee Student Activity Fee Technology Fee Consolidated Service Fee (all students without exception) $125 (Effective Fall 2005) Nonrefundable $74 Full-time (Fall and Spring) $37 Part-time (Fall and Spring) $54 (Summer Session) $100 Full-time (Fall and Spring) $50.00 Part-time (Fall and Spring) $15 Maintenance-of-Matriculation Fee (required to maintain academic status): New York State residents $170 Out-of-state residents $280 Special Examination Fee: When make-up final exam for one course is taken after scheduled final class exam $25 Each additional makeup exam taken during that semester $5 Transcript-of-Record Fee $7 (NOTE: No fee is charged for transcripts sent between City University units.) Duplicate Bursar Receipt Duplicate CUNY Card Duplicate diploma or certificate in lieu of a duplicate diploma Qualifying Examination Fee (for granting credit for courses taken outside CUNY or for pre- or corequisites waived for required courses, per exam) Cooperating Teachers Fee Change-of-Program Fee (for students who change their schedule of classes after it has been approved and recorded) Late-Registration Fee Nonpayment Service Fee (for students who are delinquent in making payment of any amount due after the scheduled due date) Readmission Fee $5 $10 $15 $15 $25 $18 $25 $15 $10 (NOTE: Students who apply to return to the College after an absence of Lehman College Graduate Bulletin 2011-2013 one semester or more (exclusive of summer session) are required to pay this fee to be readmitted to the same unit. The charge is applicable whether or not a student has taken a formal leave of absence. Not applicable to students who have paid graduate Maintenance-of- Matriculation fees for semesters during which they did not take courses. Readmission is only for Matriculated students.) Payment Reprocessing Fee $15 (Charge for those students who have previously submitted checks payable to the College that were not honored by their banks: students who do not make a check good by a given date will be required to satisfy their obligations and pay the applicable reprocessing fee plus a nonpayment service fee.) Cooperating teachers may be granted tuition waivers of up to 6 credits (two valid certificates) per semester, limited to a maximum of 18 credits. For courses for which tuition is waived, charges for excess contact hours are also waived. Tuition waivers may be granted to residents and nonresidents and are applicable to graduate courses and undergraduate courses. (They are exempt from payment of the Student Activity Fee, but must pay the Consolidated Service Fee and Technology Fee.) Cooperating teachers who take credits in excess of those waived are required to pay tuition at applicable regular rates for the additional credits. Miscellaneous Fees Parking Fees Cars/Motorcycles: Day or Evening Session: $45 per semester Summer Session: $20 Purchase permit in Shuster Hall, Room 078. Breakage: As per damage Loss of Key: $1.75 (Shuster Hall, Room 031) Loss of Equipment/Supplies: List Price Library Fines Overdue Books:* *General Circulation: 10¢ per day *Reserve: 17¢ per minute with a maximum fine of $5.00 *Study Rooms: after initial two-hour period, fines accrue at 5¢ per minute thereafter *Damaged Books: Based on amount of damage, not to exceed replacement cost plus $5 processing charge. *Lost Books: Replacement cost plus a maximum of $15 processing charge Overdue charges are not applicable for days on which the Library is closed. Overdue charges are applicable to lost or damaged books. *Subject to change Admission, Tuition and Fees, and Financial Aid 23 Special Requirements on Payments All graduate matriculants and nonmatriculants must pay their tuition, Student Activity Fee, Technology Fee, and Consolidated Fee at the time they register. The amounts per credit and per excess contact hour also apply to undergraduates taking courses for graduate credit. Graduate students taking an undergraduate course pay nondegree undergraduate tuition for that course. Students who have not met all their financial obligations to the College will not be issued a transcript, certificate, degree, or grade until they have made all outstanding payments. Students will not be allowed to register for a new semester unless they have satisfied all previous financial obligations to the College. Students who do not make full payment on their tuition and fees and other college bills, and whose accounts are sent to a collection agency, will be responsible for all collection costs, including agency fees, attorney fees, and court costs, in addition to whatever amounts the student owes the College. In addition, non-payment or a default judgment against the account may be reported to a credit bureau and reflected in the student’s credit report. The City University of New York Policy on Withholding Student Records Students who are delinquent and/or in default in any of their financial accounts with the College, the University, or an appropriate State or Federal agency for which the University acts as either a disbursing or certifying agent, and students who have not completed exit interviews as required by the Federal Perkins Loan Program, the Federal Family Education Loan Programs, the William D. Ford Federal Direct Loan Program, and the Nursing Student Loan Program, are not to be permitted to complete registration, or issued a copy of their grades, a transcript of academic record, certificate, or degree, nor are they to receive funds under the Federal campus-based student assistance programs or the Federal Pell Grant Program unless the designated officer, in exceptional hardship cases and consistent with Federal and State regulations, waives in writing the application of this regulation. Refunds By action of the Board of Trustees of The City University of New York, the following regulations govern remission of tuition and fees: Refunds of Fees The Student Activity Fee, Consolidated Fee, and Technology Fee, or any part thereof, is not refundable at any time except when the student's registration is canceled because of withdrawal of a course or courses by the College or the student totally withdraws prior to the start of classes and is granted a 100 percent refund of tuition. No portion of any special fee, parking fee, and any fine or penalty fee is refundable. Refunds of Tuition Withdrawal and refund requests should be made in the Office of the Registrar (Shuster Hall, Room 114). The date on which this form is completed and filed, not the student's LAST day in class, is the official date of withdrawal that serves as the basis for computing a refund. Non-attendance in classes does not waive the tuition liability a student incurs at registration. Any student who is unable to file for withdrawal from a course in person may do so by mail. The official date of withdrawal will be the date the letter is postmarked. The interval between a properly executed application for a refund and receipt of a refund check is usually five weeks. Students dropping courses will be refunded according to the dates within this schedule. Students may receive a 100% of tuition refund for voluntarily withdrawing from a class up to, and not including, the first day of classes. The first day of classes is not the first day of THE STUDENT'S class but, rather, the College's opening day of classes for the semester or session. As a result of the Higher Education Reauthorization Act, students who are recipients of Federal financial aid are subject to one of the following Federal Refund Policies (subject to change): Title IV Refunds Federal Title IV Funds Information: Prorata Refund (subject to change): Effective Fall 2000, CUNY is following the new Federal regulations on the return of Title IV funds. Federal Prorata refunds will no longer be applicable for first-time and continuing students. The College will calculate how much Title IV aid has been earned by the student based on the period of attendance. The unearned portion of the Title IV funds must be returned to the Department of Education by the College and the student. All other students are subject to the following tuition refund schedule approved by the Board of Trustees: Withdrawal (Fall/Spring) Refund Summer Before the first day of classes 100% Withdrawal to register at another CUNY college 100% Through first week of classes 75% 50% Through second week of classes 50% 25% Through third week of classes 25% None After the end of the third week of classes None Special Provisions for Students in the Military The following policies apply to students who leave CUNY to fulfill military obligations. I) Students called up to the reserves or drafted before the end of the semester: a. Grades. In order to obtain a grade, a student must attend 13 weeks (five weeks for summer session). b. Refunds. A student called up to the reserves or drafted who does not attend for a sufficient time to qualify for a grade is entitled to a 100% refund of tuition and all other fees except application fees. Lehman College Graduate Bulletin 2011-2013 24 Admission, Tuition and Fees, and Financial Aid II) Students who volunteer (enlist) for the military: a. Grades. Same provision as for students called up to the reserves. In order to obtain a grade, a student must attend 13 weeks (five weeks for summer session). b. Refunds. The amount of the refund depends upon whether the withdrawal is before the 5th week of classes. 1. Withdrawal before the beginning of the 5th calendar week (3rd calendar week for summer session): 100% refund of tuition and all other fees except application fees. 2. Withdrawal thereafter: 50% refund. III) Other provisions for Military Service: a. Resident Tuition Rates. These lower rates are applicable to all members of the armed services, their spouses, and their dependent children, on full-time active duty and stationed in the State of New York. b. Re-enrollment of Veterans. Veterans who are returning students are given preferred treatment in the following ways: 1. Veterans who were former students with unsatisfactory scholastic records, may be readmitted with a probationary program. 2. Veterans, upon their return, may register even after normal registration periods, without late fees. 3. Granting of college credit for military service and armed forces instructional courses. 4. Veterans returning too late to register may audit classes without charge. c. Late Admissions. Veterans with no previous college experience are permitted to file applications up to the date of registration, and are allowed to begin classes pending completion of their application and provision of supporting documents. d. Readmission Fee. Upon return from military service, a student will not be charged a Readmission Fee to register at the same college. e. Veterans Tuition Deferrals. Veterans are entitled to defer the payment of tuition pending receipt of veterans' benefits. f. New York National Guard Tuition Waivers. Active members of the New York National Guard, who are legal residents of New York State and who do not have a baccalaureate degree, are eligible for a tuition waiver for undergraduate study. Refund of Tuition and Fees to TAP and other Financial Aid Recipients Students who withdraw during the refund period and have been awarded a full New York State Tuition Assistance Program (TAP) entitlement may elect to use their entitlement as credit toward their current financial liability and, consequently, will forfeit one semester of TAP eligibility; or they may elect to return their TAP award to the Corporation (advantageous only if a small liability is incurred), retain the semester's TAP eligibility, and reimburse the College for any money due. • Students who withdraw during the refund period with partial TAP entitlements that are not large enough to cover their tuition liability will be required to pay the difference. Lehman College Graduate Bulletin 2011-2013 • Students awarded financial aid who change their status from full-time to part-time and vice versa must visit the Financial Aid Office, which will adjust their award. • Students who withdraw after the refund period may relinquish their TAP entitlement and remaining financial aid award for the withdrawn semester. Courses with Credit Equivalent Hours Lehman College courses generally carry a credit value equal to the number of weekly contact hours. In certain courses—generally developmental or compensatory in nature—the number of weekly contact hours may exceed the credit value. These additional contact hours are designated "credit equivalents" or "equated credits." For courses with credit equivalents, tuition is charged on the basis of contact hours and not of credits. Even if a course offers no credit, it is nevertheless billed according to contact hours. The maximum semester rate applies to these courses alone or in combination with credit-bearing courses. Financial Aid Programs and Requirements Information on financial aid is available at www.lehman.edu/financialaid or in the Financial Aid Office (Shuster Hall, Room 136). Both full-time and part-time matriculated graduate students are eligible for a limited number of financial aid programs. Full-time graduate students are those registered for at least 12 credits (or the equivalent) per semester. Part-time students are those registered for at least 6 graduate credits per semester. All financial assistance awards are subject to student compliance with Federal, State, and/or College regulations concerning satisfactory academic progress and academic standing. For more information, visit www.lehman.edu/financialaid. Financial Aid is available, in various forms, to full- and part-time undergraduate degree students. Information on application procedures and eligibility requirements may be obtained in the Financial Aid Office, located in Room 136 of Shuster Hall. Call 718-960-8545 or e-mail financialaid@lehman.cuny.edu. New York State Programs Tuition Assistance Program (TAP). Only full-time (12 or more credits) graduate matriculants are eligible for this program. To apply for TAP, students should complete a Free Application for Federal Student Aid (FAFSA) and the HESC/TAP. Form. Applications are required annually. Application is made by filing a Free Application For Federal Student Aid (FAFSA) via the Internet at www.fafsa.ed.gov. Lehman College's Federal Title IV code is 007022. Additional information may be obtained in the Financial Aid Office, Shuster Hall, Room 136, or at www.lehman.edu/financialaid. The Federal Direct Loan Program provides loans for graduate students who are enrolled for courses totaling at least 6 credits per semester. The maximum amount granted per year is $8,500. Students must first file a FAFSA. Form. An application and additional information may be obtained in the Financial Aid Office, or at www.fafsa.ed.gov. Graduate Assistantships are awarded on the basis of academic ability and achievement. The duties of graduate assistants may include teaching, research, laboratory work, and similar assignments as specified by the student's academic department. Students who are interested in an assistantship should consult the appropriate department chair. Federal Programs Federal Perkins Loan Program: Application is made through the Financial Aid Office by filing a FAFSA Application. Loans are available to students enrolled with at least 6 or more graduate degree credits. Repayment is at 5% interest and begins six months after graduation or departure from school, and may extend over a period of ten years. NOTE: Students whose Perkins loans have been discharged in bankruptcy are not eligible to receive any further Perkins loans. For more information please go www.lehman.edu/vpstud/finaid/. Federal Work-Study Program (FWSP): Application is made through the Financial Aid Office by filing a paper Free Application for Federal Student Aid (FAFSA) or at www.fafsa.gov.ed. The applicant must be enrolled in courses totaling at least 6 graduate degree credits. Students may work up to 20 hours per week when classes are in session. Admission, Tuition and Fees, and Financial Aid 25 Veterans Administration (VA) Educational Benefits: Application Procedures. Application forms are available at all VA offices, active duty stations, and American embassies. Completed forms are submitted to the nearest VA office. In New York City, the Department of Veteran Affairs is located at 245 W. Houston Street, New York, NY 10001. Educational Programs: The most important categories of Department of Veterans Affairs educational assistance programs are as follows: (a) Montgomery G.I. Bill-Active Duty (Chapter 30), (b) Montgomery G.I. Bill-Selected Reserve (Chapter 106), (c) Veterans' Educational Assistance Program (Chapter 32), (d) Survivors' and Dependents' Educational Assistance Program (Chapter 35), and (e) Rehabilitation (Chapter 31). Eligibility requirements, entitlements, time limits, and programs of education vary somewhat among the programs identified above. Veterans with questions may consult the Office of the Registrar, Shuster Hall, Room 114. Supplemental Education Benefits: Tutorial assistance, work- study benefits, VA educational loans, and emergency loans are available to eligible veterans. Applications should be secured from the VA. The Veterans Affairs Office is located in the Office of Student Affairs, Shuster Hall, Room 238. Lehman College Graduate Bulletin 2011-2013 Campus Facilities and Resources In This Section Academic Facilities............................................................................26 Fine and Performing Arts Facilities ................................................28 Student Life Facilities and Programs / Services.............................29 Academic Facilities The Leonard Lief Library The Leonard Lief Library is housed in a modern, four-story building, with an online catalog and circulation system (CUNY+) and access to over sixty-five networked electronic periodical indexes and full-text databases. More than 150 state-of-the-art computer workstations are available for student use, most with full Internet access. The Library's home page (www.lehman.edu/provost/library/index.htm) provides links to CUNY+, licensed electronic resources, and websites of interest to researchers. These electronic resources are available to the Lehman community from off-campus as well as on-campus locations. The open-stacks book collection of 572,000 volumes is supplemented by 713,500 microforms and a growing collection of 5,391 films and videotapes. The Library subscribes to 1,535 print periodicals and over 13,000 electronic journals. It is a designated depository for State and Federal government documents. The Library collection supports course work on undergraduate and graduate levels. Interlibrary loan and electronic document delivery are available to support research by graduate students and faculty. In addition to general and specialized non-circulating reference collections, the Library has a well-used reserve collection that includes current textbooks. Specialized service areas include a periodicals room, laboratory classrooms equipped with audiovisual and computer equipment, and the Bronx History Archives. The Library's state-of-the-art computer labs are used both as classrooms for research training and as open labs providing students with access to the Internet, word processing, and spreadsheets. The Fine Arts Collection contains an extensive collection of records, music, and multimedia CDs, as well as audiotapes and videotapes that can be studied and enjoyed at individual carrels equipped with headphones and video monitors. The Education Library contains K-12 curriculum materials, the ERIC microfiche collection, a special teaching collection of children's books, and computer workstations. The Assistive Technology Center, located on the second floor, provides a variety of specialized computer services available to all. Reference librarians and student tutors are available to assist students during Library hours. Librarians offer, by appointment and on a drop-in basis, class orientations and bibliographic instruction covering the most important research tools in all areas of the curriculum. Students may register for free workshops in a variety of computer applications. The Library can seat 1,200 people; attractive lounge areas are scattered throughout the building. A limited number of private study rooms are available for small groups of students who wish to study together. Admission to the Library requires a currently validated Lehman College ID Library hours may be obtained by calling 718-960-7766. Computer and Instructional Technology Facilities The College has recently established a new Division for Information Technology, which oversees the development of IT infrastructure and the coordination of IT operations and services across the campus. IT support for students, staff, and faculty is coordinated through the Technology Coordinators in different schools and a College-wide IT support group in the Department of Information Technology Resources (ITR), and provided by a team of computer and network specialists in specialized department labs, school offices, and the centralized ITR facilities. The Department of Information Technology Resources provides access to centralized computing and related technologies in support of the College's instructional, research, and administrative activities. Lehman's Information Technology Center (ITC) is located on the plaza level of Carman Hall. The facility houses nine PC and Macintosh computer labs for course instructions, an open lab with over 100 computers for student use, shared printing facilities, multimedia meeting or conference rooms, and a help desk. A dedicated faculty development lab, also managed by ITR, is located in the Library. The entire ITC facility is networked on a high-speed backbone providing access to the Internet and campus network services, including electronic mail, the World Wide Web, and web-based applications, such as the CUNY Portal and its related resources and services; the Blackboard online teaching and learning environment; online course registration; and remote library and specialized departmental resources. Wireless access to the network is also available throughout the campus. The facility supports two- way interactive video distribution. Access from off-campus is available for many of these resources through an Internet service provider. Facilities for video conferencing and distance learning include a distance learning satellite broadcast and reception studio/classroom under the auspices of HETS (the Hispanic Educational Telecommunications System, of which Lehman College is a founding member); a high-speed video distance learning classroom connected to EdNet (part of New York City's institutional network and the three public high schools adjacent to Lehman, and a distance-learning classroom with smart whiteboard presentation and video conferencing capabilities (created under the University's Media Distribution System). Lehman's role as the central hub of the Bronx Information Network also affords Lehman students an opportunity to take Campus Facilities and Resources 27 advantage of the resources of other educational, medical, and artistic institutions in the Bronx. A systematic effort is also under way to convert many of lecture halls and classrooms into technology-enhanced or smart classrooms. ITR makes available specialized equipment for disabled students. All rooms are accessible for persons with disabilities, and specialized hardware and software for visually or hearing- impaired persons are provided. Students and staff may also use the facilities of the Assistive Technology Center, located in the Library. Other specialized services and facilities include graphic and scanning services and a media conversion lab to assist faculty in developing electronic-based course materials. ITR staff members provide consulting, documentation, technical assistance, and educational services to the Lehman community. The Media Technology Group of ITR, also housed in Carman Hall, provides equipment and technical aids for the production of media presentations using photography, graphics, films, and slides. A new multimedia technology center opened in 2008. Video and multimedia facilities augment traditional audiovisual services. In addition to the centralized facilities, individual academic divisions or departments operate computer labs to support discipline-specific applications, such as a graphics-based computer lab and a 3-D printing facility in the Department of Anthropology; three Computer Graphics and Imaging Labs in the Department of Art; a cutting-edge Laboratory of Geographic Information Technologies in the Department of Environmental, Geographic, and Geological Sciences; a multimedia language laboratory in the Department of Languages and Literatures; multiple facilities for radio, television, and film productions in the Department of Journalism, Communication, and Theatre; and specialized computer labs in the School of Education, the School of Continuing and Professional Studies, and the Departments of Biological Sciences, Mathematics and Computer Science, Nursing, Sociology, and Social Work. The Library, the Academic Support Center, the Science Learning Center, the CUNY Macaulay Honors College at Lehman, and the Student Leader Computer Center also have significant computer resources available. Students may request information about IT resources and services, including ITC hours of operation and technical assistance, by phoning 718-960-7333, sending an e-mail to helpdesk@lehman.cuny.edu, or visiting the ITR Open Center (Carman Hall, Room 111) or the ITR website at www.lehman.edu/itr. The Language Laboratory The Department of Languages and Literatures has one multimedia language laboratory. The laboratory, which is located in Carman Hall, Room B-37, has twenty-eight networked computers and software programs that correspond to the texts used to study the languages taught at Lehman. The computers in this laboratory have high-speed connection to the Internet, sound cards, headsets, CD/DVD players, and microphones. In addition, a set of special software programs from Tandberg is installed: Imperata, Divace Solo, and Library Pilot. • Imperata is used for classroom management. It can be used to monitor student activities, provide mouse/keyboard control/collaboration between a pair of student computers, and share individual computer screens. Additional features include the creation of special files called electronic portfolios. An electronic portfolio contains all of the elements an instructor requires to conduct class sessions in a computer lab: a view of the classroom; lesson plan objectives; relevant links to the Internet or other shared directories; the ability to upload files/folders; and the operations used for managing a classroom in a computer environment. • Divace, which stands for Digital Interactive Audio Video Recorder, allows students/instructors to play audio/video and also to record and author their own audio material. • Library Pilot currently functions as a database for online links to language-related websites. These computers are also linked to a digital video server; students can study from the language software stored on the server and digitally record their voices for oral and audio practice. Accommodation is provided for visually impaired and disabled students. Zoomtext, used to magnify text, is installed on one computer. The software Jaws, used by blind individuals, is installed on one computer. One computer station is designed to accommodate an individual using a wheelchair. Advanced Imaging Labs The Art Department, in conjunction with Lehman's Department of Mathematics and Computer Science, has established three advanced imaging labs in the Fine Arts building. One lab (in Fine Arts, Room 047) contains twenty up-to-date Mac work stations with new Epson Flatbed Scanners, a Nikon Supercool Film/Slide Scanner, and a Xerox 7700 color printer. A second lab (in Fine Arts, Room 006) contains fifteen Mac work stations with Epson flatbed scanners. These teaching labs give students the opportunity to learn digital imaging, desktop publishing, webpage design, computer animation, advanced 3-D modeling, and multimedia interactive programming. In addition, a third lab (in Fine Arts, Room 006), dedicated to advanced student and faculty digital imaging, contains several Macintosh G5 computers and printers and additional high-end digital imaging and large-format printing equipment. Science Laboratories Significant research and training facilities are available in the Lehman science departments. In the Department of Biological Sciences, the Phytochemistry Laboratory is a newly renovated facility in Davis Hall (Room 119). It is fully equipped with instruments used for the identification and purification of natural products, including a gas chromatograph, high-performance liquid chromatographs (HPLC), and a liquid chromatograph-mass spectrometer (LCMS). The Molecular Biology Research Facility contains sophisticated instrumentation for molecular biology, cellular biology, and biochemical research. The equipment includes a Lehman College Graduate Bulletin 2011-2013 28 Campus Facilities and Resources D.N.A. synthesizer, HPLCs, ultracentrifuges, high-speed centrifuges, phosphorim ager, scanning spectrophotometers, electrophoresis systems for a protein and nucleic acid analysis and DNA sequencing, and computers for integration with the instrumentation. Bioimaging facilities include a confocal microscope, fluorescence microscopes, and scanning and transmission microscopes. There is a recently built research greenhouse, as well as an older greenhouse. A Biological Sciences Computer Center is integrated into the research instruments in the Biological Sciences Department and enables students to learn how to operate state-of-the-art scientific instruments. The Center has real-time videoconferencing capabilities to allow faculty to incorporate research results and access the Internet while teaching courses. Noteworthy research equipment and facilities in the Department of Chemistry include nuclear, magnetic, and electron paramagnetic resonance spectrometers, uv-visible and Fourier transform infrared spectrophotometers, gas, and high-pressure liquid mass-spectrometer-interfaced chromatographs, teaching and research labs, and a student computing facility. The Department of Physics and Astronomy is conducting cutting-edge research in nanoscience, quantum optics, and string theory. Undergraduate and graduate students are involved in research that is supported by grants from the National Science Foundation, the U.S. Department of Energy, and the U.S. Department of Defense. The Department of Anthropology houses extensive human and primate osteologic and fossil cast collections. A computer graphics-based student laboratory, established with a National Science Foundation grant, lets students access these collections for virtual study and research. The Department also houses the Metropolitan Forensic Anthropology Team, which advises regional Medical Examiners' offices on cases involving unidentified human remains. All these departments and researchers have easy access to the academic computing facilities at the College as well as the mainframe computer at the City University Computer Center. Instructional Support Services Program The Instructional Support Services Program (ISSP) is dedicated to facilitating the academic development of Lehman students at the graduate level. The program provides tutoring, workshops, and additional resources to support classroom learning. The ISSP provides instructional support through the Academic Center for Excellence (ACE), located in the Old Gym Building, Room 205, and the Science Learning Center (SLC), located in Room 133 of Gillet Hall. See www.lehman.edu/issp. New York Botanical Garden Under an agreement with CUNY, a number of staff members of the New York Botanical Garden offer courses in Lehman's Department of Biological Sciences. This arrangement makes specialized material, equipment, and collections available to Lehman students and provides facilities for research under exceptionally favorable conditions. The Museum of the Botanical Garden contains a library of about 65,000 volumes; a herbarium with some three million specimens, which provides excellent opportunities for research in taxonomy, ecology, and phytogeography; and special rooms for the cryptogamic collections. The collection of living plants on the grounds and in the greenhouses provides a wealth of material, with approximately 12,000 species represented. The Bookstore The Bookstore, located on campus between Davis and Carman Halls, provides the required faculty-chosen textbooks and related course materials. It also carries a large line of academic software, a comprehensive trade section of general interest books, and school supplies. The College community may shop for compact discs, select remainder books on sale at up to seventy percent off list price, and purchase Lehman apparel and other products, including snacks, candies, sundries, and soda. Items in the Bookstore are also available for purchase online at www.lehmanbookstore.com. Fine and Performing Arts Facilities Lehman Center for the Performing Arts Lehman Center for the Performing Arts' 2,310-seat Concert Hall is the borough's premier performance space. Critics have called it "acoustically perfect." With a modern 2,400-square foot stage and a hydraulic orchestra pit, the Center presents outstanding classical, popular, and folk/ethnic dance, music, and theatre companies from around the world. Special, culturally diverse community celebrations enhance the Center's offerings. The Center has also served as the site of numerous public programs and debates of national interest. Lehman students are offered discounted tickets for most events, as well as opportunities to work as ushers and apprentice stagehands. Examples of artists who have recently performed at the Center include El Gran Combo, Virsky Ukrainian National Dance Company, Smokey Robinson, Jimmy Cliff, Trinity Irish Dance Company, Nickelodeon's Blues Clues Live, and the gospel musical "Your Arms Too Short to Box With God." Lehman Stages Lehman Stages is a performance and rehearsal facility at Lehman College, comprised of the Lovinger Theatre, the Studio Theatre, the Student Experimental Theatre (or "SET"), and the Dance Lab @ Lehman. Part of the Bronx for over two decades, the facilities that comprise Lehman Stages have served as an invaluable cultural resource for the Bronx and the larger New York City community. Lehman Stages is dedicated to the creation and presentation of performing arts programming of all disciplines, with a special focus on education and cultural diversity. Lehman Stages aspires to be an artistic touchstone for emerging artists of all backgrounds and a training facility for the College's theatre and dance program. The facilities also provide low-cost rehearsal, performance, and Lehman College Graduate Bulletin 2011-2013 conference space for arts, civic, and government organizations throughout the metropolitan area. Recital Hall The Music Building houses the 150-seat Recital Hall, which is used by music students and music faculty members throughout the academic year. There are also individual practice rooms for music students, as well as larger rehearsal halls for groups such as the Community Band and Lehman College and Community Chorus. Many recitals are given at noontime in the Recital Hall and attended by the public during the lunch hour. The Lehman College Chamber Players, the Lehman College Jazz Ensemble, and the Lehman College Brass Ensemble are among the groups performing noon-time concerts. Lehman College Art Gallery The Lehman College Art Gallery is located in the Fine Arts Building designed by renowned architect Marcel Breuer. The Gallery presents innovative contemporary art in two striking exhibition spaces. Education is an integral component of exhibition programming and provides the basis for the Gallery's outreach—from young students to senior citizens. New technologies offer a means of reaching audiences internationally as well as locally and provide creative new venues for artists. The Gallery's website, featuring Bronx Public Art, highlights an extraordinary collection of public art from the WPA to contemporary projects. Student Life Facilities and Programs / Services Office of the Vice President for Student Affairs The Office of the Vice President for Student Affairs (Shuster Hall, Room 206) is concerned with all aspects of student life and provides numerous services for Lehman undergraduates, from orientation for incoming students to arranging the College's annual commencement. The Office of the Vice President for Student Affairs is available to assist students with academic and personal issues, as well as to advise student organizations and extracurricular groups. Specialized counselors advise students on questions regarding financial aid (Shuster Hall, Room 136, phone 718-960-8545); personal issues (Old Gym Building, Room 114, 718-960-8761); and job placement, part-time work opportunities, and other career-related matters (Shuster Hall, Room 254, phone 718-9608366). Other services are also provided through the Registrar's Office, the International Students Office, the Center for Special Student Services, the Student Health Center, and the Child Care Center. The APEX The APEX is a $57 million recreation and sports facility that provides 165,000 square feet of multidimensional, multipurpose space. It houses the College's intercollegiate and intramural Campus Facilities and Resources 29 athletics program, as well as classrooms and dance studios for the academic program in dance theatre. The chief attraction of the APEX—a 50-meter, eight-lane swimming pool—has provided a new level of opportunity for the sport of competitive swimming in the metropolitan area. It is used for both national and international athletic competitions, while also supporting Lehman's many academic, recreation, intramural, and community outreach activities. The APEX has two gymnasiums, one for intercollegiate athletics with a seating capacity of 1,350, and the other for recreational and intramural use. Other key features of the building include: four racquetball courts, free weight room, cardiovascular fitness center, a training room, an equipment room with laundry facilities, saunas, locker rooms, dance and ballet studios, and an indoor running track. The College also has five outdoor tennis courts and soccer, softball, and baseball fields. Alumni, College staff, and community members as well as Lehman students may use athletic facilities in accordance with College rules and regulations. Intercollegiate Athletics Lehman College is a member of the National Collegiate Athletic Association Division III, the City University of New York Athletic Conference, the Northeast Collegiate Volleyball Association, the Metropolitan Collegiate Swimming Association, and the Eastern Collegiate Athletic Conference. Students are encouraged to join athletic teams, many of which participate in local league competition. Standards for participation and rules governing the sports are those of the National Collegiate Athletic Association and various local and district conferences. The eligibility requirements for Lehman College are as follows: • Athletes must be full-time matriculated students, i.e., carrying twelve (12) credits. • Athletes must have and maintain a 2.0 index. Competition is held in the following: baseball, basketball, cheerleading, cross-country, softball, swimming, tennis, indoor and outdoor track and field, and volleyball. In addition there are conference, regional, and national championship competition in all intercollegiate programs. City University championship tournaments are conducted in baseball, basketball, cheerleading, cross country, soccer, softball, swimming, tennis, indoor and outdoor track and field, and volleyball. Intramural Athletics The intramural program provides a wide variety of activities of a competitive and recreational nature in which students, staff, and faculty may participate. Organized activities are scheduled throughout the year in men's, women's, and coeducational teams. These are conducted during free hours on Wednesdays from 3 to 5 p.m. and on Fridays from noon to 1 p.m. Supervised recreational facilities are made available as often as possible for informal use by the Lehman College community. The following intramural activities are available: basketball, soccer, softball, swimming, tennis, and volleyball. The Intramural-Recreation Office is located in Room 253 of the APEX. Lehman College Graduate Bulletin 2011-2013 30 Campus Facilities and Resources Recreation Opportunities Supervised hours for recreation in the APEX pool, fitness center, auxiliary gym, aerobics room, and racquetball courts are provided as often as possible for informal use by faculty, staff, and students. The schedule for these facilities varies somewhat from semester to semester and may be obtained in Room 251, APEX. The APEX is open Mondays through Fridays during the academic year from 7 a.m. until 10 p.m. On Saturday, the building is open from 8 a.m. until 5 p.m., and on Sunday from 9 a.m. until 2 p.m. Students may use the APEX free of charge; for others, a yearly membership fee is required. Additional information and use schedules are available in Room 251 or by calling 718-960-1117. The Office of Campus Life The Office of Campus Life, located in the Student Life Building, implements a comprehensive student development program that complements the academic experience. Programs include an annual Leadership Development Retreat for student officers, a Community Service Fair, and biannual blood drives, as well as special interest seminars and receptions. The Office of Campus Life also serves as a resource for all student clubs funded through the student activity fee. In association with CASA (Campus Association for Student Activities) and the Programming Board, the office promotes thematic programs such as Black History Month, Women's History Month, and Latino Heritage Month. Activities within these programs range from concerts to poetry readings. Staff of the office is available to all matriculated students who might be interested in existing or new student clubs. The Student Life Building is a two-story facility that contains thirty-two student club offices, the campus radio station WHLC, and other facilities. Adjacent to the south baseball field, the building is open from 9 a.m. until 9 p.m. Monday through Thursdays and from 9 a.m. until 5 p.m. on Fridays. Matriculating students are welcome to use the game room, TV room, student lounge, or conference rooms. On the upper level, a copying/fax service is available to all members of the Lehman community. Student club members are also free to use the computer resources for creating club posters and announcements. A wireless network and laptop rental program are available to registered students. The Cafeteria The Student Cafeteria's contract operator offers food and catering services to the Lehman College community. Hot and cold dishes are available at moderate prices from 7:30 a.m. to 8:45 p.m. Monday through Thursday, and from 7:30 a.m. to 3:30 p.m. on Friday and Saturday. Schedules vary when class is not in session. Current schedules may be obtained by calling 718-960-1175. The main student cafeteria, in the lower level of the Music Building, has a seating capacity of 800. A café is located in Carman Hall and serves fast food and casual meal items. The hours of operation for the café are the same as those of the student cafeteria. For the convenience of students, a varied selection of vending machines is also available both in the Carman Hall Café and the Student Cafeteria. Lehman College Graduate Bulletin 2011-2013 The Office of Career Services The Career Services Center (Room 254, Shuster Hall, 718-9608366) assists students in preparing for the realities of the workplace and acquiring employment after graduation. Through its computerized online listings and postings, students have access to full-time positions in private, public, and non-profit organizations. The Center also provides students with expanded services through its state-of-the-art computer lab, which includes interactive career assessment programs and online information systems. The Career Services Center offers individual career counseling, job readiness workshops (résumé writing, interviewing, job search strategies), job referrals, internship opportunities, and on-campus recruitment activities with various employers. The Financial Aid Office Located in Room 136 of Shuster Hall, the Office of Financial Aid assists students with all aspects of financing their education, including planning and meeting the expenses associated with attending the College. Information is available on financial assistance programs and on how to maintain eligibility for Federal, State, and City award programs. Financial Aid professionals will work closely with students and their families to put the cost of a Lehman education within reach. The Office also provides students with expanding services through a computer lab, located in Shuster Hall, Room 131. Students may use the lab to access and complete various online financial aidrrelated applications. For more detailed information, visit www.lehman.cuny.edu/financialaid. The Speech and Hearing Center The Speech and Hearing Center provides diagnostic and therapeutic services to members of the Lehman community and the surrounding region who have hearing or speech-language problems. Services are delivered by graduate-student clinicians under the close supervision of speech language pathologists and audiologists who are certified by ASHA (the American SpeechLanguage- Hearing Association) and licensed by New York State. Located in the Speech and Theatre Building, the Center is well equipped to deliver a wide range of diagnostic and therapeutic services. The clinic operates during the academic year. Students test hypotheses on the patient population, as well as develop diagnostic and therapeutic skills. The clinic has units for individual and group therapy, and facilities for student research. Devices for assisting the hearing impaired are available for evaluative purposes. The Student Health Center The Student Health Center is located in the T-3 Building, Room 118. The Center offers a wide range of services, including: primary and acute care and treatment, urgent care, women's health services, required and elective immunizations, and annual, athletic, and job physicals. Basic laboratory services and pharmaceuticals are also available. Health awareness outreach is a key focus. The Student Health Center is supported by the Student Activity Fee and, therefore, most services are free or are offered at a significantly reduced cost. Office hours during the academic year are Monday, Thursday, and Friday from 9 a.m. until 5 p.m., and Tuesday and Wednesday from 9 a.m. until 6:30 p.m. A mid-level practitioner is available at all times. Students with valid IDs may use the services of the Center on an appointment basis. Sick walk-in patients are accommodated. For additional information and appointments, call 718-960-8900. The Counseling Center Individual counseling services and group workshops are available to all undergraduate and graduate students. Trained professionals and peer counselors offer confidential assistance with personal obstacles to growth, including difficulties with academic performance, anxiety, time and stress management, depression, family and relationship problems, disordered eating, substance abuse and alcoholism, and other issues of everyday life. Day or evening appointments may be arranged by contacting the Counseling Center at 718-960-8761 or by visiting the Center (Old Gym Building, Room 114). The Child Care Center The Lehman College Child Care Center is located in the T-3 Building, Room 115. It has two spacious classrooms and a well- designed, enclosed outdoor play area. The center is licensed by the New York City Department of Health, Bureau of Day Care, and accredited for over ten years by the National Association for the Education of Young Children. Childcare services during the day are provided for two-to-five-year-olds. Evening programs for children aged five to nine are available to parents attending evening classes at Lehman. Students enrolled in Saturday classes may enroll their four- to nine-year-old children in the Center's Saturday program. Enrollment is based on available spaces and dated applications from a waiting list. The Center has also begun a Sunday program for parents taking classes or involved in other campus activities, such as tutoring or study groups. Students interested in additional information about the Center, including current rates for full-time and part-time childcare, as well as for the after-school and weekend programs, should call 718-960-8746 for more information. Student Disability Services The Office of Student Disability Services provides accommodations to Lehman students who provide documentation of a disability. The services include, but are not limited to: advocacy and advisement, assistance during registration, individual test administration, library assistance, tutoring and note-taking, provision of technical equipment, and referrals to outside agencies. In providing these services, the Office arranges for the hiring of trained specialists, such as sign language interpreters, note-takers, tutors, scribes, readers, proctors, and a learning disability specialist. Campus Facilities and Resources 31 In addition, specialized technical equipment is available for a wide range of special needs. This equipment includes the following assistive technology: computers, special software such as ZOOM TEXT (enhances print on the computer monitor), JAWS (vocalizes typed material), tape recorders, talking calculators, and reading machines. The Office of Special Student Services is located in Shuster Hall, Room 238, 718-960-8441, TTY 718- 960-8931. For more information, visit www.lehman.edu/vpstud/spstudentserv. International Student Services The International Student Adviser's office is located in Shuster Hall, Room 210. The International Student Adviser provides assistance with immigration matters as they apply to students in F and J visa status. The Bureau of Citizenship and Immigration Services' Certificate of Eligibility will be provided to international students upon completion of all admission requirements and receipt of the required financial documents. The Certificate of Eligibility (I-20) is issued only after an international student has been admitted into a full-time degree program and has documented sufficient financial resources to study and live in the United States. For additional information, telephone 718-9607274 or e-mail ann.o-sullivan@lehman.cuny.edu Lehman College Graduate Bulletin 2011-2013 Academic Programs and Courses In This Section Curricula and Course Offerings ......................................................32 Cross-Listed Courses.........................................................................32 Course Levels......................................................................................32 Index of Course Abbreviations (Alpha Codes) .............................32 Anthropology .....................................................................................34 Art ........................................................................................................34 Biological Sciences.............................................................................39 Chemistry ...........................................................................................44 Counseling, Leadership, Literacy, and Special Education ...........45 Early Childhood and Childhood Education ..................................68 Economics and Business...................................................................82 English.................................................................................................86 Environmental, Geographic, and Geological Sciences.................91 Health Sciences ..................................................................................95 History.............................................................................................. 104 Journalism, Communication, and Theatre ................................. 110 Languages and Literatures............................................................. 112 Latin American and Puerto Rican Studies .................................. 115 Mathematics and Computer Science ........................................... 116 Middle and High School Education............................................. 123 Music ................................................................................................ 144 Nursing............................................................................................. 146 Physics and Astronomy ................................................................. 152 Political Science .............................................................................. 153 Psychology ....................................................................................... 153 Speech-Language-Hearing Sciences............................................. 155 Social Work ..................................................................................... 159 Curricula and Course Offerings Lehman College courses are identified by a three-letter abbreviation (known as an "Alpha Code"), followed by a three- digit number. The letters designate the subject area. Courses in the Biological Sciences may have decimals after the three-digit number. Doctoral courses in the Biological Sciences carry the four-letter designation "BIO U." Cross-Listed Courses A cross-listed course is one that is administered and offered jointly by two (or more) departments. There is only one syllabus for the course. An example of how these courses are listed by the two (or more) departments is the following: • HEA 625 (FCS 674): Seminar in Human Sexuality • FCS 674 (HEA 625): Seminar in Human Sexuality The department in which the course is to be credited for each particular student is decided at the time of registration for the course and is so indicated on the student's record. This designation may not be changed subsequently. Course Levels • 500 level: Courses on this level are graduate courses for students with undergraduate majors in a different discipline. • 600, 700, and 800 levels: Courses on these three levels are graduate courses for students who have completed at least 18 credits of undergraduate work in the area of graduate specialization. • The levels are distinguished as follows: • 600 level: Graduate courses open to qualified undergraduates. • 700 level: Graduate courses intended primarily for master's degree candidates. • 800 level: Courses intended primarily for doctoral candidates. The letter "U" preceding an 800-level course indicates that that course has been approved as part of City University's doctoral curriculum. NOTE: Selective courses listed in each department or program may not be given in academic years 2009-2010 and 2010-2011. For more information, contact the department or check the Schedule of Classes distributed prior to each semester. Anthropology 33 Index of Course Abbreviations (Alpha Codes) Course Abbreviation Program Course Abbreviation Program ACC Accounting FCS Family & Consumer Studies ANT Anthropology GEH Human Geography ART Art GEO Geology ARH Art History GEP Physical Geography AST Astronomy HEA Health Education BIO Biological Sciences HIS History BIOCHEM Biochemistry ITA Italian BIO U Biological Sciences (Doctoral Level) MAT Mathematics CHE Chemistry MLS Liberal Studies CLA Classics MSH Music History CMP Computer Science MSP Music Performance DFN Nutrition MST Music Theory EBS Bilingual Special Education NUR Nursing ECO Economics & Accounting PHE Public Health EDC Early Childhood Education PHY Physics EDE Elementary Education POL Political Science EDG Guidance & Counseling PRS Puerto Rican Studies EDI Educational Media PSY Psychology EDL Educational Leadership REC Recreation EDR Reading (Teacher Education) SWK Social Work EDS Special Education SPA Spanish ENG English SPE Speech ESC Middle & High School Education THE Theatre ESS Special Subjects (Teacher Education) Lehman College Graduate Bulletin 2011-2013 34 Anthropology Anthropology Chair and Adviser: Vincent H. Stefan (Davis Hall, Room 411/421 A) Department Faculty and Staff: Professors: Eric Delson, Anthony L. LaRuffa; Associate Professors: Louis Flam, Christa Salamandra, Victoria Sanford, Vincent H. Stefan ; Assistant Professors: William E.H. Harcourt-Smith, Cameron McNeil, Ryan Raaum, Stephanie Rupp; Senior College Laboratory Technician: Salah Noueihed The Department of Anthropology offers courses of interest to people with bachelor's degrees, pursuing a variety of careers, including teaching, the health professions, museum work, and business. Courses in Anthropology *Courses preceded by an asterisk are not expected to be offered in 20112013. *ANT 501: Principles of Anthropology. 3 hours, 3 credits. (For students who have had no previous course work in cultural anthropology.) General introduction to the various fields of anthropology. Discussion of basic anthropological concepts. Comparative study of cultural and societal components, such as the economy, kinship, social groupings, political organization, religion, and ideology. *ANT (SOC) 510: Culture and Education. 3 hours, 3 credits. Education and child training in selected societies. The bearing of the principles of social anthropology on contemporary problems of education. *ANT (SOC) 520: Interculture Relations. 3 hours, 3 credits. Analysis of diverse cultural patterns; nature of culture change, directed and nondirected; critical examination of case studies. ANT 525, 530, 535, 540, 545, and 555: Ethnology of Selected Areas. Each 3 hours, 3 credits. The comparative study of cultures and societies. Analysis of ecological, economic, sociopolitical, and ideological systems. North America Latin America Africa Middle East India Southeast Asia ANT (PRS) 550: Comparative Study of Puerto Rican Cultures. 3 hours, 3 credits. Ethnographic analysis of modern communities in Puerto Rico; effects of urbanization, industrialization, and tourism. Comparative analysis of Puerto Rican culture in New York, and evaluation of the educational process in each culture. ANT 560: Introduction to Museology. 3 hours, 3 credits, plus museum work to be arranged. Study of the museum field, including the concept and functions of the neighborhood museum; restoring and preserving material; assembling, planning, installing, and labeling exhibits; and training in gallery talks and lectures. ANT 570: Human Evolution. 3 hours, 3 credits. Origin and development of the order Primates, with special emphasis on hominid evolution. ANT 580: Ethnographic Field Methods. 3 hours, 3 credits. Training in the techniques of ethnography, including observation and interviewing, through classroom and individual projects. PREREQ: *ANT 501 or undergraduate course in introductory anthropology. *ANT 630: Culture Change. 3 hours, 3 credits. Anthropological analysis of rapidly changing sociocultural conditions in selected societies. ANT 650: Language, Culture, and Society. 3 hours, 3 credits. The anthropological study of language. Study of the situational, social, and cultural meanings of messages and message forms. The ethnography of communication. PREREQ: *ANT 501 or permission of instructor. ANT 651: The Anthropology of Literacy. 3 hours, 3 credits. Examination from an anthropological perspective of the origins and development of writing systems and of literacy practices in Western and non-Western societies. Topics include: oral vs. literate societies; debate over the social, cultural, and cognitive consequences of literacy; ethnographic approaches to literacy acquisition and development. PREREQ: *ANT 501 or permission of instructor. Lehman College Graduate Bulletin 2011-2013 Art Chair: Flavia Bacarella (Fine Arts, Room 014) Graduate Adviser: Dannielle Tegeder Department Faculty and Staff: Professors: Herbert Broderick, David Gillison; Associate Professors: Flavia Bacarella, Melissa Brown, Michael Ferraro, Charles Seplowin, Terry Towery; Assistant Professors: Sharon Jordan, Sean McCarthy, Dannielle Tegeder; Lecturer: Paul Carrellas, Janet Skolnik; Senior College Laboratory Technician: John Belardo; College Laboratory Technician: David Schwittek The Department of Art offers three graduate degree programs: Master of Arts in Art, Master of Fine Arts in Art, and Master of Arts in Art Education (N-12). M.A. Program in Art Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to pursue graduate study successfully, that is, by having attained a minimum undergraduate grade average of B in Art courses and a minimum grade average of B- in the undergraduate record as a whole. • Have earned a minimum of 33 undergraduate credits in art. This total must include one 3-credit survey course in art history and 6 additional credits in Art History. • Complete an interview with the Department and submit a portfolio and/or photographs or slides of recent student work. • Submit two letters of recommendation from college instructors. • If conditionally admitted, satisfy the conditions within one year. • Personal Interview. An appointment for a personal interview with the graduate coordinator and adviser can be made through the Art Department Office after the application for admission has been filed and approved. • Applicants must then present examples of their work—either originals, photographs, or color transparencies—for final approval. Degree Requirements Students are required to select an area of specialization from either painting, graphics, sculpture, ceramics, or digital media. They must earn 12 credits in their area of specialization, 6 credits in elective courses, and 9 credits in Art History. In addition, master's project ART 746 must be taken in the student's area of specialization for 3 credits during the final semester in the program. The electives will be selected (in consultation with the Graduate Adviser) from among ART 702, 710, 738, 740, 742, and from courses in painting, graphics, and sculpture (in those areas outside the student's own specialization). Students are required to elect the following areas as part of the first 18 credits toward the M.A. degree: 6 credits in Art History (any of the offerings), 6 credits in electives, and 6 credits in their Art 35 area of specialization. After a student has completed the first 18 credits in the program, the Art Department will conduct a review of the work and determine the student's ability to continue in the M.A. program. M.F.A. Program in Art A Master of Fine Arts (M.F.A.) in Art degree is offered in ceramics, digital media, graphics, painting, and sculpture. This program is intended for students who have demonstrated ability for independent work of high quality in one of the four fields. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to pursue graduate study successfully, that is, have attained a minimum undergraduate grade average of B in Art courses and a minimum grade average of B- in the undergraduate record as a whole. • Have earned a minimum of 33 undergraduate credits in Art. This total must include one 3-credit survey course in Art History and 6 additional credits in Art History. • Complete an interview with the Department and submit a portfolio and/or photographs or slides of recent work. • Submit two letters of recommendation from college instructors. • If conditionally admitted, satisfy the conditions within one year. • Personal Interview. An appointment for a personal interview with the graduate coordinator and adviser can be arranged through the Art Department Office after the application for admission has been filed and approved. • Applicants will then need to present examples of their work— either originals, photographs, or color transparencies—for final approval. • Applicants will be reviewed by the department's M.F.A. Committee. • Upon acceptance, the student and his/her work will be reviewed each semester by the M.F.A. Committee, which is authorized to approve or refuse continued study in the program or to place a student on probation. Each case of probation will be subsequently reviewed at mid-semester. Degree Requirements Students must select an area of specialization from among ceramics, digital media, graphics, painting, and sculpture. They must earn 12 credits in their area of specialization and 12 credits in electives, plus 9 credits in Art History. In addition, Master's Project ART 748 and 750 must be taken in the student's area of specialization for a total of 12 credits in the final two semesters of the program. Electives will be selected (in consultation with the Graduate Adviser) from among ART 702, 704, 710, 738, 740, and 742, and from courses in digital media, graphics, painting, and sculpture (in those areas outside the student's own specialization). Students must elect the following areas as part of the first 18 credits toward the M.F.A. degree: 6 credits in Art History (any of the offerings), 6 credits in electives, and 6 credits in their area of Lehman College Graduate Bulletin 2011-2013 36 Art specialization. Once a student has completed the first 18 credits in the program, the Department will conduct a review of the work and determine the student's eligibility to continue in the M.F.A. program. M.A. Program in Art Education (N-12) ART 613: Two-Dimensional Design for Digital Media. 4 hours (2, lecture; 2, lab), 3 credits. Digital tools for the design and production of two-dimensional graphics and type for the printed page and electronic media. Emphasis on the principles of typography and the history of graphic design and reproduction. PREREQ: ART 612. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study. (Above-average academic achievement in general and in the teaching specialization is required.) • Have earned at least 33 undergraduate credits in Art. This total must include one 3-credit survey course in Art History and 6 additional credits in Art History. • Complete an interview with the department and submit a portfolio and/or photographs or slides of recent work. • Submit two letters of recommendation from college instructors. • If conditionally admitted, students must make up not more than 12 credits of specified undergraduate coursework, starting in the first semester and finishing in no more than three consecutive semesters. • Submit scores on New York State's Liberal Arts and Sciences Test (LAST). • Personal Interview. An appointment for a personal interview with the graduate coordinator and adviser can be made through the Art Department Office after the application for admission has been filed and approved. • Applicants will then need to present examples of their work— either originals, photographs, or color transparencies—for final approval. Degree Requirements Students are required to finish between 42-45 credits selected from among 700-level ART courses for a total of 9 credits. In addition, 6 credits in Art History are required, plus 24-27 credits in Art Education and Education courses (ESC 501, ESC 502, ESC 506 or (*EDS 463) or equivalent, ESC 529, EDE 716, ESC 714, ESC 735, ESC 596). Each student will also do a final M.A. thesis project, ART 746 (3 credits). It is recommended that ART 746 be taken concurrently with ESC 735. Courses in Studio Art ART 607: Fundamentals of Ceramic Hand Building. 4 hours, 3 credits. Exploration of basic hand building techniques; nature of clay and its unique properties explored in both functional and nonfunctional ways; and historical and cultural uses of clay. PREREQ: None. ART 612: Introduction to Digital Imaging. 4 hours (2, lecture; 2, lab), 3 credits. Introduction to the creation of art and imagery using computers and digital media. Production of a portfolio of images for presentation. (No previous computer experience required.) ART 617: Fundamentals of Wheel Thrown Ceramics. 4 hours, 3 credits. Wheel throwing skills to create ceramic forms using a potter's wheel. ART 621: Computer Modeling and Design. 4 hours (2, lab; 2, lecture), 3 credits. An introduction to the theory and practice of two- and three-dimensional modeling and rendering. Design and mathematical concepts will be explored in the lecture room, on the computer, and in the studio. Topics include primitive objects, transformations, curve creation and manipulation, symmetries, surface creation and modification, and basic rendering. PREREQ: One of the following: ART 612, ART 312, ART (CGI) 221, or permission of the instructor. ART 622: Computer Modeling and Design II. 4 hours (2, lecture; 2, lab), 3 credits. Advanced surface modeling with consideration of continuity of surfaces and their tangents and curvature. Evaluation techniques, construction planes, and modeling workflow. Creation of computer models from two- dimensional views and three-dimensional models. PREREQ: ART 621 or ART (CGI) 321. ART 702: Advanced Problems in Design I. 4 hours, 3 credits. A studio for design, with emphasis on contemporary concepts. Students will be given the opportunity to carry out problems in a specialized field of design. ART 703: Advanced Digital Media I (Interface Design). 4 hours, 3 credits. An advanced studio devoted to the exploration and critical discussion of digital media. Topics may include, but will not be limited to: physical computing; digital imaging; the Internet and the World Wide Web; 3D modeling and animation; multimedia; digital audio; digital video; creativity and technology; information design; interface design; identity design; interaction design; networks; scripting; visualization; and professional development. ART 704: Advanced Problems in Design II. 4 hours, 3 credits. See ART 702 for description. ART 707: Advanced Ceramics I. 4 hours, 3 credits. Technical, structural, and scientific understanding of the use of clays and glazes. Variety of hand- building and wheel-throwing techniques to produce functional and sculptural forms. PREREQ: ART 107 and ART 307, or ART 607 and ART 617, or equivalent. ART 710: Advanced Drawing. 4 hours, 3 credits. Study of various drawing techniques and their application to problems in the area of specialization. ART 712: Advanced Painting I. 4 hours, 3 credits. A studio for painting, with individual criticism. Special attention is given to the creative disciplines of contemporary painting. The studio work is accompanied by discussions of theories and influences of the modern movements in art. Lehman College Graduate Bulletin 2011-2013 ART 713: Advanced Digital Media II (Interaction Design). 4 hours, 3 credits. This course is an advanced studio devoted to both the exploration and critical discussion of a broad range of digital media and their multiple interactions. PREREQ: ART 703: Advanced Digital Media I (Interface Design). ART 714: Advanced Painting II. 4 hours, 3 credits. See ART 712 for description. ART 716: Advanced Painting III. 4 hours, 3 credits. See ART 712 for description. ART 717: Advanced Ceramics II. 4 hours, 3 credits. Advanced hand-building and wheel-throwing techniques, emphasizing design and conceptual ideas. Development of glazes, underglazes, and color palates through scientific experiments and firing techniques. Study of historical and contemporary ceramic work. PREREQ: ART 707. ART 718: Advanced Painting IV. 4 hours, 3 credits. See ART 712 for description. ART 722: Advanced Sculpture I. 4 hours, 3 credits. Development of creative expression in sculpture, including research projects in various sculptural media. ART 723: Advanced Digital Media III (Identity Design). 4 hours, 3 credits. This course is an advanced studio devoted to the design of identity. From simple business logos to entire public relations campaigns, identity design is an area of intense debate and discourse. Exploration and critical discussion of digital media's role in advertising, politics, art, and personal identity are all areas of discussion. PREREQ: ART 703: Advanced Digital Media I (Interface Design). ART 724 : Advanced Sculpture II. 4 hours, 3 credits. See ART 722 for description. ART 726: Advanced Sculpture III. 4 hours, 3 credits. See ART 722 for description. ART 727: Ceramic Sculpture. 4 hours, 3 credits. Design and construction of fired ceramic sculpture. PREREQ: ART 707 or ART 107 and ART 307 or equivalent. ART 728: Advanced Sculpture IV. 4 hours, 3 credits. See ART 722 for description. ART 730: Advanced Printmaking. 4 hours, 3 credits. Development of an individual body of work and studio practice through printmaking techniques, including silkscreen, relief, intaglio and lithography. Technical demonstrations may include traditional, experimental, and digital printmaking methods; professional formats; and critical discussions of prints. ART 731: Applied Imaging and Applications to the World Wide Web I. 4 hours (2, lecture; 2, lab), 3 credits. Concepts and techniques underlying the World Wide Web, including image processing, two-dimensional graphics, and computer science. PREREQ or COREQ: ART 738. Art 37 ART 732: Advanced Printmaking II. 4 hours, 3 credits. See ART 730 for description. Students enrolled in this course may choose to focus on different techniques than were demonstrated in ART 730. ART 733: Advanced Digital Media IV (Information Design). 4 hours, 3 credits. This course is an advanced studio devoted to the conceptual process of information design. It will involve the exploration and critical discussion of a wide variety of digital media. PREREQ: ART 703. ART 734: Advanced Printmaking III. 4 hours, 3 credits. See ART 730 for description. Students enrolled in this course may choose to focus on different techniques than were demonstrated in ART 730 and 732. ART 736: Advanced Printmaking IV. 4 hours, 3 credits. See ART 730 for description. Students enrolled in this course may choose to focus on different techniques than were demonstrated in ART 730, 732, and 734. ART 737: Advanced Ceramics III. 4 hours, 3 credits. Advanced individual projects using architectural, sculptural, and design concepts in clay. Emphasis on contemporary trends and developments in the ceramic field. PREREQ: ART 717. ART 738: Advanced Photography I. 4 hours, 3 credits. Creative and technical aspects of photography: independent projects in camera techniques; darkroom processing and printing. ART 740: Advanced Photography II. 4 hours, 3 credits. See ART 738 for description. ART 741: Applied Imaging and Applications to the World Wide Web II. 4 hours (2, lecture; 2, lab), 3 credits. Advanced methods of motion graphics, action Scripts (programming), QuickTime, imagery, sound, interactivity, animation techniques, and design. PREREQ: Permission of instructor. ART 742: Independent Research. 4 hours, 3 credits.(May be repeated for credit up to a maximum of 9 credits, with Graduate Adviser's permission.) Studio work under guidance of a faculty member. PREREQ: Graduate Adviser's permission. ART 746: Master's Project. 3 credits (required of all M.A. candidates). Individual project in the student's area of specialization. ART 748: Master's Project. 6 credits (required of all M.F.A. candidates). Individual project in the student's area of specialization. Credit for ART 748 will not be granted unless ART 750 has been completed. ART 750: Master's Project. 6 credits (required of all M.F.A. candidates). Continuation of individual project in the student's area of specialization. PREREQ: ART 748. Lehman College Graduate Bulletin 2011-2013 38 Art ART 752: Advanced Two-Dimensional Design for Digital Media. 4 hours (2, lecture; 2, lab), 3 credits. (May be repeated for a maximum of 6 credits). Emphasis on two-dimensional design projects for production. Completion of a professional portfolio of projects suitable for presentation. PREREQ: ART 613. ART 755: Seminar in Contemporary Art. 4 hours, 3 credits. Issues in contemporary art and the primary components of today's art practice through a series of off-campus visits to galleries, museums, artists' studios, and talks with working artists, critics curators, and other arts professionals. ART 757: Special Topics in Studio Art. 4 hours, 3 credits. A course on topics such as botanical illustration, animal sculpture, architectural rendering, etc. that are not covered by existing courses. PREREQ: Any 700-level course in a related skills area (e.g., painting, sculpture, computer imaging). (May be repeated for a maximum of 9 credits with Graduate Adviser’s permission.) Courses in Art History ARH 751: Primitive Art. 30 hours plus confs., 3 credits. The art of prehistoric and preliterate peoples, with emphasis on African, Oceanic, and pre-Columbian art. ARH 753: Modern Art. 30 hours plus confs., 3 credits. Twentieth-century painting and sculpture in Europe and America. ARH 757: Renaissance Art. 30 hours plus confs., 3 credits. The art of the High Renaissance and the evolution of Mannerism. ARH 775: Seminar —The Art of Africa. 30 hours plus confs., 3 credits. Selected topics in African art, with emphasis on the form, cultural context, and history of art among various tribal groups south of the Sahara. ARH 777: Seminar —The Art of the South Pacific. 30 hours plus confs., 3 credits. Selected topics in the art of the South Pacific, with emphasis on the form, cultural context, and history of art among the tribal peoples of Australia, Indonesia, Melanesia, Micronesia, and Polynesia. ARH 779: Impressionism and Post-Impressionism. 30 hours plus confs., 3 credits. Seminar in a selected topic of Impressionism or Post-Impressionism. Topic will vary in different semesters. ARH 781: Seminar in Contemporary Art. 30 hours plus confs., 3 credits. Research topics related to recent developments in painting and sculpture. ARH 783: Independent Research. 15-45 hours, 1- 3 credits. Research in art history under the guidance of a faculty member. ARH 791: Theory and Criticism of Art. 30 hours plus confs., 3 credits. A study of the methods of judging works of art qualitatively in different periods and cultures. ARH 797: Special Problems in the History of Art. 30 hours plus confs., 3 credits. (May be repeated for credit with Departmental permission.) Seminars in special topics will be announced at the start of each semester in which the course is given. Course in Art Education ESC 735: Curriculum, Research, and Current Issues in Art Education. 3 credits, 3 hours. Contemporary issues and approaches to art education. Research project relates student's art production, curriculum development, and philosophical approach to art education and children's artwork. PREREQ: EDE 734, ESC 714. COREQ: ART 745. Lehman College Graduate Bulletin 2011-2013 Biological Sciences 39 Biological Sciences Chair: Liesl B. Jones (Davis Hall, Room 217) Adviser: Joseph W. Rachlin (Davis Hall, Room 034) Department Faculty and Staff: Professors: Edward Jarroll, Thomas E. Jensen, Edward J. Kennelly, Dwight T. Kincaid, Martin Muntzel, Joseph W. Rachlin, Eleanore T. Wurtzel; Associate Professors: Hai-Ping Cheng, Liesl B. Jones, Zhi-Liang Zheng; Assistant Professors: Gabriel O. Aisemberg, Maryam Bamshad-Alavi, Stephen Redenti, Renuka Sankaran; Lecturer: Judith FitzGerlad; Chief College Laboratory Technicians: Michael Baxter, Antonios Pappantoniou; Senior College Laboratory Technicians: Katherine Lieberman, Steven Trimboli • Master of Arts in Biology. • Master of Arts for Secondary School Teachers of Biology and General Science. • The City University of New York's Graduate School and University Center offers courses and research training leading to the Ph.D. degree in biology. Students may specialize in zoology or in the plant sciences. The specializations in plant sciences for the University are offered primarily at Lehman College, in affiliation with the New York Botanical Garden. Students in this program may obtain the M.A. as a degree "en route" to the Ph.D. Requirements for admission and further information may be found in the Bulletin of the Graduate School of The City University of New York. Program in Biology Admission Requirements • A bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to pursue graduate study successfully —that is, have attained a minimum undergraduate grade average of B in the field selected for the graduate major and a minimum grade average of B- in the undergraduate record as a whole. • Have completed a major in biology, chemistry, physics, or an allied field. With Undergraduate Specialization in Biology: Candidates whose undergraduate major was in biology must have completed: (1) one year of organic chemistry, with laboratory; (2) one year of college physics; and (3) either one year of calculus or one semester of calculus and a semester of statistics. With Undergraduate Specialization in Chemistry, Physics, or Allied Field: Candidates whose undergraduate major was in either chemistry, physics, or an allied field must have completed: (1) the equivalent of an undergraduate minor in biology; (2) one year of organic chemistry, with laboratory; (3) one year of college physics; and (4) either one year of calculus or one semester of calculus and a semester of statistics. In addition, they must submit up to three letters of recommendation and, if conditionally admitted, satisfy the conditions within one year. Degree Requirements All students (matriculated or nonmatriculated) should consult with the Departmental Graduate Adviser regarding their programs. The following three tracks toward the Master of Arts degree are available: • Independent Laboratory Research (Track A). 30 credits. A student may elect to substitute 3 to 6 credits in original laboratory research (BIO 799.1, 799.2, and 799.3) for 3 to 6 credits of coursework. When a student is ready to select a research problem, a research advisory committee of faculty members will be established in consultation with his or her thesis adviser,* to guide the investigation. A thesis based on this research must be defended satisfactorily in an oral presentation prior to its submission in partial fulfillment of the requirements for the degree of Master of Arts. Approved copies of the thesis must be deposited in the Lehman College Library and the Department of Biology. *Students who choose a thesis adviser at the New York Botanical Garden or at another institution must have an "in-house" adviser. This individual must be a full-time faculty member of the Department of Biological Sciences at Lehman College and a member of the graduate faculty in biological sciences. • Comprehensive Examination (Track B). 30 credits. Students who select this track must complete 30 credits and then must pass a comprehensive examination (which is the CUNY Doctoral Program in Biology's First Examination). Passing this examination will not only meet the requirements for the Master of Arts degree but also qualify the student to proceed into the CUNY Doctoral Program in Biology. A grade of 65 is deemed a passing grade to meet the requirements for the Master of Arts degree, while a grade of 70 is the minimal passing grade that will allow the student to proceed into the CUNY Doctoral Program in Biology (subject to satisfactory meeting of other admission requirements). • Tutorial (Track C). 34 credits. A student must include 4 credits of tutorial (BIO 792.2) as part of 34 credits required in this track. This tutorial is performed under the supervision of a member of the graduate faculty in Biological Sciences. It is intended to involve the student in the performance of a carefully supervised project. The project may involve research in the laboratory, a library review of relevant topics, or a combination of the two. The results of this project will be written and submitted to the Department of Biological Sciences in partial fulfillment of the requirements of the master's degree. This document will become part of the departmental library. Program for Secondary School Teachers of Biology and General Science Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to pursue graduate study successfully. (Above-average academic achievement in general and in the teaching specialization is required.) Lehman College Graduate Bulletin 2011-2013 40 Biological Sciences • Students in the program for Secondary School Teachers of Biology and General Science must have completed a major in the life sciences. The preparation must include at least 24 credit hours in the biological sciences (appropriately distributed), including an introduction to genetics. Additional required preparation on the college level consists of one year each of chemistry, physics, and mathematics. Advisable college-level preparation includes one year of earth sciences, one course in probability and statistics, and one course in organic chemistry. The candidate must also have completed 12 credits in secondary education courses and one semester of student teaching (or its equivalent). • If conditionally admitted, students must make up not more than 12 credits of specified undergraduate coursework, starting in the first semester and finishing in no more than three consecutive semesters. • Up to three letters of recommendation. Degree Requirements • Students in the graduate curriculum will be required to complete the following minimum work: (1) four courses in the biological sciences; (2) one course in chemistry; (3) one course in physics; and (4) courses totaling 9 credits in secondary education, possibly to be chosen from ESC 700, 701, 702, 703, and/or 772. • Students who have not completed one year of undergraduate earth sciences will take either geology, astronomy, or both. • Additional courses are listed under the Departments of Chemistry, Environmental, Geographic, and Geological Sciences, and Physics and Astronomy. A minimum total of 30 credits must be completed to earn the degree. M.A. Level Courses in Biology *Courses preceded by an asterisk are not expected to be offered in 20112013. BIO 501: Special Topics in Biology. 2-4 hours, 2-4 credits (variable). (For students whose undergraduate major was not biology). Basic biological principles and their application to living organisms. This course may be repeated twice with the approval of the Graduate Adviser. PREREQ: One year of college biology. BIO 610: Mammalian Physiology. 6 hours (2, lecture; 4, lab), 4 credits. Principles of integration and maintenance of homeostasis in mammals, including the activity of the nervous, endocrine, cardiovascular, renal, and digestive systems. Related laboratory experiments. BIO 611: Problems in Microbiology. 3 hours, 3 credits with lab. (For students who are teaching or plan to teach science or biology in secondary schools.) Reading and projects based on recent developments in microbial cytology, growth, metabolism, variation and dissociation, host/parasite relations, antibiosis, and other associations, e.g., with studies taken from bacteria, fungi, and viruses. PREREQ: One course in bacteriology or microbiology, one year of college chemistry, and one year of college physics. BIO 612: Plant Growth and Development. 6 hours (2, lecture; 4, lab), 4 credits. A molecular approach to physiological processes in autotrophic organisms, with emphasis on photosynthesis, phytochrome-mediated developmental responses, and hormonal regulation of cell and tissue differentiation. BIO 618: Problems in Ecology. 6 hours (2 lecture, 4 lab), 4 credits. Recent advances in ecology; population and community interactions; the nature of the niche; endangered species; threats to the biosphere; and possible modes of recovery. Laboratory and greenhouse experiments involving intraspecific and interspecific competition in conspecifics. Fieldwork pertaining to soils and community analyses and to forest dynamics. *BIO 621: Special Topics in Physiology. 6 hours (2, lecture; 4, lab), 4 credits. Recent advances in integrative, cellular, and molecular physiology. Areas include information transfer in the cell, enzyme activity, muscle and nerve function, and mechanisms of hormone action. Laboratory work is designed to enable students to acquire skill in relevant biological techniques. PREREQ: One year of college biology (physiology recommended), a half-year of college physics, and one year of college chemistry (organic chemistry recommended). *BIO 626: Protozoology. 6 hours (2, lecture; 4, lab), 4 credits. Biology of the protozoa, including morphology, physiology, and systematics of both free- living and parasitic forms. Consideration of phylogeny and ecology, life history, and epidemiology of selected protozoa. Laboratory includes identification, collection, culturing, and straining; emphasis on current techniques and their applications for basic research. BIO 630: Seminar in Biology. 1 hour, 1 credit. (May be taken twice, to a maximum of 2 credits.) Reports on and discussion of selected topics. BIO 634: Cell Biology and Electron Microscopy. 6 hours (2, lecture; 4, lab), 4 credits. Structure and ultrastructure of plant and animal cells and cell organelles as revealed by microscopic, electronmicroscopic, cytochemical, and enzymecytochemical methods. BIO 635: Neurophysiology. 3 hours, 3 credits. A general consideration of nervous systems, excitable membrane physiology, synapses, sensory receptors, trophic function, regeneration of nervous tissue, and behavior. PREREQ: One undergraduate course in animal physiology; one year of organic chemistry. BIO 636: Neurophysiology Laboratory. 4 hours, 2 credits. The laboratory will introduce the students to instrumentation and neurophysiological techniques. The experiments will examine bioelectricity, receptor processes, central processes, behavior, and regeneration. PRE- or COREQ: BIO 635. Lehman College Graduate Bulletin 2011-2013 Biological Sciences 41 BIO 642: Molecular Biology. 6 hours (2, lecture; 4, lab), 4 credits. Structure and function of biological macromolecules. The synthesis of DNA in vitro and in vivo, the transfer of information from DNA to RNA, and the translation of informational RNA into protein. The genetic code and basic principles of molecular genetics will also be included. The laboratory will introduce students to basic techniques in molecular biology, including sterile technique, bacterial growth, gel electrophoresis, restriction enzyme digestion, bacterial transformation, and cloning techniques. BIO 644: Biological Chemistry. 6 hours (2, lecture; 4, lab), 4 credits. Introduction to the chemistry and metabolism of compounds of biological importance. Studies of carbohydrates, lipids, amino acids, proteins, nucleic acids, vitamins, coenzymes, enzymes, and hormones; their interrelationship with each other; and their metabolism, biosynthesis, and significance in biological systems. PREREQ: One undergraduate course in organic chemistry. BIO 646: Statistics for Biological Research. 6 hours (2, lecture; 4, lab), 4 credits. Biostatistical principles and methods for experimental biologists. Statistical planning of experiments, collection of data, randomization, elementary factorial analyses, analysis of variation, and regression. BIO 701: Biological Systematics. 6 hours (2, lecture; 4, lab), 4 credits. A study of the theoretical basis and methodologies of each of the current schools of systematics, and the arguments used by each school in uncovering the phylogenetic relationships between organisms. Topics will include Aristotelian essentialism, evolutionary systematics, phenetics, cladistics (phylogenetic systematics), transformed (pattern) cladistics, monophyly, paraphyly, polyphyly, parsimony, homology, homoplasy, character state analysis, and polarity. The role of paleontological data in phylogenetic reconstruction will be explored. Students will use the methods learned to construct caldograms and phylogenetic relationships from a variety of data sets, and learn how to use data in resolving phylogenetic and biogeographic relationships. BIO 710: Microbial Physiology. 6 hours (2, lecture; 4, lab), 4 credits. Organization of physiological processes in microorganisms, including structure, energy-yielding mechanisms, macromolecular biosynthesis, growth, and regulation. *BIO 719: Physiology and Taxonomy of Fungi. 6 hours (2, lecture; 4, lab), 4 credits. A survey of the major groups of fungi; special problems in fungal physiology; fungi in general physiology; and morphological, ultrastructural, and biochemical approaches to fungal taxonomy and phylogeny. Fungi and human affairs. BIO 722: Vertebrate Endocrinology. 3 hours, 3 credits. A comparative study of endocrine systems in the vertebrates with special emphasis on neuroendocrinology, and the endocrine control of cellular activities, metabolism, and homeostasis. PREREQ: An undergraduate course in mammalian physiology or in comparative animal physiology. BIO 724: Cell Physiology. 6 hours (2, lecture; 4, lab), 4 credits. Regulatory and integrative aspects of biochemical processes at the cellular level that contribute to the general and specialized functions of living cells. Representative areas include the cell and its organelles, energy metabolism, and cellular redox potentials; bioelectric phenomena; protein structure and specificity and its relation to cellular differentiations; and membrane structure and transport processes. Lab will include work with intact and cell-free systems to demonstrate physiological and biochemical properties of living cells as well as model systems to demonstrate principles. *BIO 726: Physiology and Biochemistry of Differentiation. 3 hours, 3 credits. The factual and hypothetical aspects of protein synthesis. Its relation to cytodifferentiation and the regulation of gene activity is considered from the viewpoint of cellular control mechanisms. Evidence will be considered that selected vitamins, minerals, and cofactors may have critical roles in the regulation of protein synthesis at the level of transcription and translation. *BIO 740: Virology. 3 hours, 3 credits. Quantitation, molecular architecture, and chemistry of bacterial, plant, and animal viruses. The physiology of virus-host interactions, with emphasis on viral nucleic acid replication, and the control of viral genetic expression. PREREQ: BIO 642 (or equivalent). *BIO 744: Special Topics in Biological Chemistry. 3 hours, 3 credits. Advanced and in-depth studies of specialized topics of current interest in biological chemistry. PREREQ: One graduate course in biological chemistry. *BIO 746: Biology of Aquatic Organisms. 6 hours (2, lecture; 4, lab), 4 credits. Biological relationships of aquatic organisms with their freshwater and marine environments, stressing community, population, life histories, and behavior in natural and altered aquatic environments. BIO 750: Comparative Physiology and Biochemistry. 3 hours, 3 credits. A systematic comparison of the physiological and biochemical phenomena of life throughout the phylogenetic scale. BIO 792.1: Tutorial. 2 hours, 2 credits. PREREQ: Graduate Adviser's permission. BIO 792.2: Tutorial. 4 hours, 4 credits. PREREQ: Graduate Adviser's permission. BIO 799.1: Thesis Research. 1 credit. Independent laboratory investigation. PREREQ: Graduate Adviser's permission. (This course may be repeated with special permission of the Graduate Adviser.) BIO 799.2: Thesis Research. 2 credits. Independent laboratory investigation. PREREQ: Graduate Adviser's permission. (This course may be repeated with special permission of the Graduate Adviser.) BIO 799.3: Thesis Research. 3 credits. Independent laboratory investigation. PREREQ: Graduate Adviser's permission.(This course may be repeated with special permission of the Graduate Adviser.) Lehman College Graduate Bulletin 2011-2013 42 Biological Sciences PH.D. Level Courses in Biology *Courses preceded by an asterisk are not expected to be offered in 20112013. BIO U706.01: Plant Systematics: Lecture. 2 hours, 2 credits. The philosophical basis of the classification of organisms and the relationships of phylogeny to taxonomy. The nature of species, genera, and higher taxa. The significance of data from various biological disciplines in the establishment of taxonomic systems. The historical development of plant classification. BIO U706.02: Plant Systematics: Laboratory. 4 hours, 2 credits. PRE- or COREQ: Plant Systematics: Lecture. BIO U706.05: Taxonomy of Vascular Plants: Lecture. 3 hours, 3 credits. Consideration of current and historical systems of classification of extant tracheophytes at the level of families and higher taxa. BIO U706.06: Taxonomy of Vascular Plants: Laboratory. 4 hours, 2 credits. PRE- or COREQ: Taxonomy of Vascular Plants: Lecture. BIO U706.10: Biological Systematics. 6 hours (2, lecture; 4, lab), 4 credits. While the theoretical basis and methodologies of each of the current schools of systematics will be discussed, the course will stress the basis and use of phylogenetic principles (cladistics) for developing topologies of terminal taxa from appropriate data matrices. There will be discussions of the concepts of species, monophyly, paraphyly, polyphyly, parsimony analysis, homology and homoplasy, as well as character selection, character state analysis, and polarity. Students will read classic and current papers from both the botanical and zoological literature to show the modern use of both morphological and molecular data in resolving phylogenetic and biogeographic relationships. Students will learn how to calculate the Wagner Algorithm and to use appropriate computer programs, i.e., WinClada and PAUP, for data analysis. BIO U710.15: Plant Molecular Biology: Lecture. 2 hours, 2 credits. DNA and protein structure transcription, translation, nuclear and cytoplasmic gene regulation, chromatin structure, transposable elements, plant genetic engineering, plant viruses. BIO U710.16: Plant Molecular Biology: Laboratory. 6 hours, 3 credits. Students will use plant tissues while learning many basic molecular techniques, such as DNA and RNA hybridization, gene cloning, and chloroplast isolation. BIO U714.03: Cell Biology. 2 hours, 2 credits. Structure and ultrastructure of plant and animal cells and cell organelles as revealed by microscopic, electron- microscopic, cytochemical, and enzyme-cytochemical methods. BIO U722.01: Endocrine Physiology. 3 hours, 3 credits. Influence of the endocrine system on membrane transport and cellular processes; endocrine regulation of reproduction, growth, metabolism, and homeostasis. BIO U722.02: Laboratory in Endocrinology. 6 hours, 3 credits. Modern laboratory techniques used in endocrine research involving surgery on small mammals, radioisotopes, and biochemical methods to follow the action of hormones at a molecular or cellular level. PRE- or COREQ: BIO U722.01. BIO U730.01: Plant Physiology: Lecture. 3 hours, 3 credits. Physiological phenomena of plants, with emphasis on growth and development. PREREQ: Plant physiology and biochemistry or instructor's permission. BIO U730.02: Plant Physiology: Laboratory. 6 hours, 3 credits. PRE- or COREQ: Problems in Plant Physiology: Lecture. BIO U745.01: Phytochemistry: Lecture. 2 hours, 2 credits. Study of the organic constituents of plants. Biosynthetic mechanisms characteristic of plants, with emphasis on those peculiar to plants. Survey of secondary products with emphasis on medicinally important plant compounds. BIO U745.02: Phytochemistry: Laboratory. 6 hours, 3 credits. PRE- or COREQ: Phytochemistry: Lecture. BIO U752: Plant Morphogenesis: Lecture. 3 hours, 3 credits. Theories of plant development based on interpretations of physiological processes, biochemical reactions, and morphogenetic behavior of cells, tissues, and organs undergoing growth and differentiation. The interaction of internal and external factors affecting the development and patterns of growth in plants. PREREQ: Plant physiology and cytogenetics. Recommended: Comparative Morphology of Vascular Plants and Phytochemistry. BIO U752.01: Plant Morphogenesis: Laboratory. 6 hours, 3 credits. PRE- or COREQ: Plant Morphogenesis: Lecture. BIO U754.01: Comparative Morphology of Vascular Plants: Lecture. 2 hours, 2 credits. The general organography of the vascular plant. Investigation of forms and structures as related to phylogeny among the tracheophytes, with special emphasis on the comparative morphology and evolution of reproductive structures. BIO U754.02: Comparative Morphology of Vascular Plants: Laboratory. 6 hours, 3 credits. PRE- or COREQ: Comparative Morphology of Vascular Plants: Lecture. BIO U761.05: Fishes and Fisheries Biology: Lecture. 3 hours, 3 credits. A study of the statistical methods for the treatment and evaluation of data relevant to the field of fisheries science. Concepts such as the unit-stock, population size, growth, mortality, and maximum sustainable yield will be explored. Students will have the opportunity to treat data by modern microcomputer techniques. Lehman College Graduate Bulletin 2011-2013 Biological Sciences 43 BIO U761.06: Fishes and Fisheries Biology: Laboratory. 6 hours, 3 credits. Students will field collect in both freshwater and marine environments. Collections will be worked up using standard fisheries science techniques to evaluate diet, growth parameters, and population dynamics. Analysis of data will be turned in as a final term project. PRE- or COREQ: Fishes and Fisheries Biology: Lecture. BIO U761.13: Marine Ecology: Lecture. 2 hours, 2 credits. Examination of ecological processes as they operate in the marine environment. Broad topics will be explored, such as factors affecting primary and secondary production, population dynamics, intra- and specific interactions, resource partitioning in time and space, community structure, and interactions at the community level. BIO U761.14: Marine Ecology: Laboratory. 4 hours, 2 credits. PRE- or COREQ. Marine Ecology: Lecture. BIO U762: Physiological Ecology: Lecture. 3 hours, 3 credits. BIO U762.01: Physiological Ecology: Laboratory. 6 hours, 3 credits. *BIO U763: Experimental Parasitology: Lecture. 3 hours, 3 credits. An ecological and physiological approach to the study of host-parasite relationships. Discussion will concentrate on recent advances in the field. *BIO U763.01: Experimental Parasitology: Laboratory. 4 hours, 3 credits. Emphasis will be placed on the applications of modern procedure to the study of parasitic organisms. PRE- or COREQ: Experimental Parasitology: Lecture. BIO U764.03: Plant Ecology: Lecture. 3 hours, 3 credits. BIO U764.04: Plant Ecology: Laboratory. 6 hours, 3 credits. *BIO U765.01: Paleobotany: Lecture. 2 hours, 2 credits. Paleobotanical principles based on geologic evidence and phylogenetic interpretation of paleobotanical materials. The origin of land plants. Morphological and floristic aspects of fossil floras from the Paleozoic on, with emphasis on the Devonian to the Tertiary. Functional and practical problems in paleobotany. *BIO U765.02: Paleobotany: Laboratory. 4 hours, 2 credits. PRE- or COREQ: Paleobotany: Lecture. BIO U770.03: Cytology: Lecture. 2 hours, 2 credits. Micro-and ultrastructure; function; and behavior of organelles of plant and animal cells as revealed by microscopic, electron-microscopic, and cytochemical analysis. BIO U772.00: Electron Microscopy Cytology: Laboratory. 8 hours, 4 credits. PRE- or COREQ: Cell Biology: Lecture. BIO U780.01: Mathematical Biology: Lecture. 4 hours, 3 credits. Biometry data analysis and graphics. BIO U780.02: Mathematical Biology: Laboratory. 4 or 6 hours, 2 or 3 credits. Biometry data analysis and graphics. BIO U791: Colloquium. 1 hour, 1 credit. Students attend weekly seminars and have discussions with speakers. BIO U792: Tutorial. 4 hours, 4 credits. BIO U792.01: Advanced Study. Each semester 2 or 4 hours, 2 or 4 credits. BIO U793.01, 793.02, and 793.03: Seminar in Special Topics. Each semester. 2 hours, 2 credits. BIO U899: Independent Doctoral Research. 1 credit. Lehman College Graduate Bulletin 2011-2013 44 Chemistry Chemistry Department Chair: Timothy Paget (Davis Hall, Room 315). Faculty Adviser:Marc Lazarus (Davis Hall, Room 336) Department Faculty and Staff: Professors: Iraj Ganjian, Gustavo Lopez, Marc S. Lazarus, Manfred Philipp; Associate Professors: John L. Richards; Assistant Professors: Andrei Jitianu, Naphtali O'Connor, Thomas Young; Senior College Laboratory Technicians: Sharif Elhakem, Bibi N. Gafur; College Laboratory Technician: Habib Girgis The Department of Chemistry participates in the Biochemistry, Biology, and Chemistry doctoral programs of the Graduate School and University Center of The City University of New York. A description of these programs, including admission requirements, may be found in the Bulletin of The Graduate School of The City University of New York. Non-laboratory courses are usually given at the Graduate Center. Research leading toward the doctoral degree may be pursued at either Lehman College or any of the other senior colleges of the City University. Courses in Chemistry CHE 542: Advanced Inorganic Chemistry. 3 hours, 3 credits. A course in modern inorganic chemistry emphasizing the theoretical aspects that should prove useful to high school science teachers. Topics will include atomic theory, ionic and covalent bonding, transition metal chemistry, solvent systems, and acid-base behavior. Concepts will be illustrated with examples from descriptive inorganic chemistry. PREREQ: One year of general chemistry. CHE 544: Biochemistry. 3 hours, 3 credits. An introduction to the principles of biochemistry. Topics will include the relationship between the three-dimensional structure of proteins and their biological activities; the basic concepts and design of metabolism; biological membranes and compartmentation; nucleic acids and the storage, transmission, and expression of genetic information. PREREQ: Organic chemistry and general biology. CHE 548: Special Topics in Modern Organic Chemistry. 3 hours, 3 credits. A course designed for high school science teachers who seek to update their background in organic chemistry. Topics will include: the organic chemistry of the origins of life; polymer chemistry; chemistry of pharmaceuticals such as antibiotics, analgesics, steroids, and vitamins; and pheromone chemistry. PREREQ: One year of organic chemistry. CHE 549: Instrumental Methods of Analysis. 5 hours (lecture, lab), 3 credits. An introduction to the theory and instrumentation used in modern chemical analysis. Topics will include aqueous and nonaqueous acid-base equilibria; ionexchange methods; ion-selective electrodes; mass spectrometry; and selected spectroscopic and electrometric methods. PREREQ: One semester of quantitative analysis or its equivalent. CHE 560: Selected Topics in Chemistry. 3 hours, 3 credits. This course gives the Department an opportunity to offer a course in chemical demonstrations or various other topics of current importance in chemistry (e.g., spectroscopy, modern theories of chemical reactions, and applications of group theory to chemistry). PREREQ: General chemistry; others as appropriate. BIOCHEM U711.01: Basic Laboratory Techniques in Biochemistry. 8 hours laboratory, 4 credits. BIOCHEM U810: Seminar in Biochemistry. 15 hours, 1 credit (maximum 5 credits). Required of all students. BIOCHEM U820: Research toward the Doctoral Dissertation. Credits variable. Required of all doctoral students. PREREQ: The First Doctoral Examination described in the Bulletin of The Graduate School of The City University of New York. Other courses can be found in this same Bulletin. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education Chair: Faith Deveaux (Carman Hall, Room B20A) Coordinators: Stuart Chen-Hayes, Counselor Education (Carman Hall, Room B01). Limor Pinhasi-Vittorio, Literacy Studies (Carman Hall, B17). Barbara Gottlieb, Childhood & Adolescent Special Education (Carman Hall, Room B53). Maria Victoria Rodríguez, Early Childhood Special Education (Carman Hall, B15). Janet DeSimone, Educational Leadership (Carman Hall, Room B53). Department Faculty: Professors: Barbara Gottlieb, Gaoyin Qian, Patricia Thompson; Associate Professors: Stuart Chen-Hayes, Faith Deveaux, M. Victoria Rodriguez, Mark Zuss; Assistant Professors: Tamisha Bouknight, Janet DeSimone, Limor Pinhasi-Vittorio, Laura Roberts, Rosa Rivera-McCutcheon The Department of Counseling, Leadership, Literacy, and Special Education offers the following programs: • Master of Science in Education, Counselor Education • Master of Science in Education, Educational Leadership • Advanced Certificate, Educational Leadership • Master of Science in Education, Literacy Studies: Early Childhood Education • Master of Science in Education, Literacy Studies: Childhood Education • Master of Science in Education, Literacy Studies: Middle and Adolescent Education • Master of Science in Education, Literacy Studies: Adult* • Master of Science in Education, Early Childhood Special Education • Master of Science in Education, Childhood Special Education • Master of Science in Education, Adolescent Childhood Special Education *The concentration in Literacy Studies: Adult is not expected to be offered in 2011-2013. M.S.Ed. Program in Counselor Education Lehman offers a CACREP and NCATE accredited, 48-credit graduate program in Counselor Education. Graduates of the 48credit Counselor Education program are eligible for initial and permanent School Counselor Certification in New York State. Counselor Education students are also encouraged to pursue national school counselor certification through the National Board of Certified Counselors and the National Board for Professional Teaching Standards. Counselor Education faculty and students collaborate with Bronx and other New York City borough-based and suburban K-12 public and private schools, as well as college counseling and community-based organizations. Students enrolled in Lehman's Counselor Education program are introduced to a comprehensive body of knowledge. The program focuses on the professional counselor's leadership roles in collaboration with teachers, administrators, families, caregivers, Counseling, Leadership, Literacy, and Special Education 45 health professionals, community resource networks, and others to promote equity and success for all children, youth, and families through delivering specific competencies to all students and helping to close achievement, opportunity, and attainment gaps in K-12 schools. School Counselors learn to be advocates for social justice and follow the professional counseling codes of ethics and standards of practice to empower culturally and linguistically diverse students. Interventions made by counselors in school, community, and family systems acknowledge the importance of lifespan development and social change in promoting academic, career, college, and interpersonal access, equity, and success for all students and families. Students demonstrate professional school counseling, consultation, advocacy, leadership, and technology competencies throughout their course assignments at K-12 school-based experiences including practicum and internship, and through a professional school counseling program portfolio of data-driven, evidence-based assignments and artifacts including a school counseling research project. Bilingual School Counseling Extension** A 12-credit hour concentration in Bilingual School Counseling in addition to the 48-credit hours is offered for students in Counselor Education. **This program is currently not being offered. Family Counseling Extension A 15-credit hour concentration in Family Counseling beyond the 48 credit hours is offered for students in Counselor Education. Curriculum • EDG 700 (3), EDG 701 (3), EDG 702 (3), EDG 703 (3), EDG 704 (3), EDG 705 (3), EDG 706 (3), EDG 707 (3), EDG 708 (3), EDG 709 (3), EDG 710 (3), EDG 732 (3), EDG 733 (3), EDG 743 (3), EDG 744 (3), ELECTIVE (3). • Elective Options (3 credits): EDG 731 (3), *EDG 734 (3), EDG 735 (3), EDG 736 (3), EDG 737 (3), EDG 738. • Bilingual School Counseling Extension Certificate (12 credits): *EDG 734 (3), *EBS 701 (3), (3) *EBS 760, ESC 769 (3) • Family Counseling Extension (15 credits): EDG 731 (3), EDG 735 (3), EDG 736 (3), EDG 737 (3), EDG 707 (3). Note: Counselor Education students seeking the Bilingual School Counseling Extension Certificate must take a bilingual Spanish section of EDG 707 Practicum. Family Counseling extension students must repeat the EDG 707 practicum with a specific family counseling focus. For both extensions, students must complete a minimum of two courses in the extension prior to practicum placement. Admission Requirements Note: Students admitted only beginning in the Fall term. Deadline for consideration is March 1. • A completed bachelor's or master's degree from an accredited institution of higher education and original transcripts from all prior undergraduate and/or graduate institutions. Lehman College Graduate Bulletin 2011-2013 46 Counseling, Leadership, Literacy, and Special Education • A minimum 3.0 GPA from a completed undergraduate or graduate degree program. • Three letters of recommendation evaluating the applicant's potential as a professional school counselor in areas of leadership, advocacy, collaboration, coordination, counseling, technology, and skills in affirming culturally diverse populations. These letters should be from persons such as college or university faculty, K-12 school personnel, and community and family agency personnel. • A completed application, including a 1,100-word essay consisting of responses to 5 application-packet questions. Bilingual School Counseling Extension Certificate applicants must submit the essays in BOTH English and Spanish. • Liberal Arts and Sciences Test (LAST) scores for certified teachers and students planning to seek teacher certification. (Note: a teaching certificate is NOT required to become a school counselor in New York State.) Prospective students who are not State-certified teachers and do not plan to seek teacher certification submit Graduate Record Examination (GRE) scores. • A resumé. Candidates who satisfy the preliminary admissions requirements will be invited to a group interview and may be asked at that time to provide a writing sample. Continuation Requirements 1. Meet with a faculty adviser to plan courses and receive course approvals prior to or during registration each semester. 2. Access and maintain liability insurance through student membership in the American School Counselor Association or the American Counseling Association for coverage during all pre-practicum, practicum, internship, and fieldwork experiences. 3. If conditions were placed on initial matriculation, all conditions must be met by the completion of the first 12 credit hours. 4. 18 credits in beginning counseling courses with a minimum 3.0 GPA a completed practicum supervision agreement form signed by the K-12 practicum placement site supervisor, and permission of the clinical coordinator are required prior to placement in practicum. 5. 36 credits in counseling courses with a minimum 3.0 GPA a minimum of a grade of B in EDG 707, Practicum in Counseling, a completed internship supervision agreement form signed by the K-12 internship site supervisor, and permission of the clinical coordinator are required prior to placement in internship. 6. Demonstrated evidence of counseling, leadership, and advocacy skills through school-based service projects, community service, and local, state and/or national counseling association participation. 7. New York State also requires candidates for the bilingual certificate to pass the Bilingual Education Assessment (BEA). Lehman expects students to pass this exam before completing nine (9) program credits or during the first two semesters of matriculation. Graduation (Degree) Requirements • Completion of 48 approved graduate credits of study in counseling for Counselor Education candidates • A minimum Grade Point Average of 3.0 (B). • Successful completion of two semesters of internship. • Final school counseling research project. • A portfolio of data-driven, evidence-based assignments. Courses in Counselor Education *Courses preceded by an asterisk are not expected to be offered in 20112013. EDG 700: Professional Identity in Counseling. 3 hours, 3 credits. History, philosophy, and professional roles of the school counselor, with emphasis on legal, ethical, and equity issues in urban schools and families. A 10-hour prepracticum in a K-12 school is required. PREREQ: Matriculation in the program. EDG 701: Counseling Theories and Techniques. 3 hours, 3 credits. Systemic and individual theories and techniques of counseling and collaboration with children, adolescents, families, educators, and administrators in K-12 settings. A 10hour pre-practicum in a K-12 school is required. PREREQ: Matriculation in the program. EDG 702: Multicultural Counseling. 3 hours, 3 credits. Examines theories of multicultural counseling in diverse urban school settings focusing on ethnic/racial identity development, world view, anti-oppression, and social justice models in counseling. PREREQ: EDG 700, 701. EDG 703: Human Development in Counseling. 3 hours, 3 credits. Examination of child, adolescent, and family development theories in diverse urban school settings, including the application of lifespan developmental theory in counseling practice. PREREQ: EDG 700, 701. EDG 704: Career Counseling. 3 hours, 3 credits. Examination of career development theory and technology-based career counseling practices in diverse urban school settings and the school counselor's role in life-long career and educational planning and development for children, adolescents, and families in collaboration with schools, community agencies, and government organizations. A 10-hour pre-practicum experience in a K-12 school setting is required. PREREQ: EDG 700, 701. EDG 705: Group Counseling. 3 hours, 3 credits. Examination of group counseling, consultation, and collaboration theory and practice with children, adolescents, families, and school personnel in urban school and community settings. Major themes include group dynamics, group process, leadership styles, and group stages. A 10-hour pre-practicum experience in a K-12 school setting is required. PREREQ: EDG 700, 701. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 47 EDG 706: Assessment in Counseling. 3 hours, 3 credits. Examination of assessment theory and practice in urban school counseling settings, including culturally competent assessment and diagnosis; types of academic and interpersonal assessment instruments; use of statistics; and application of assessment data to promote academic, career, and interpersonal success. A 10-hour pre-practicum experience in a K12 school is required. PREREQ: EDG 703 or permission of the program coordinator. EDG 707: Practicum in Counseling. 3 hours, 3 credits plus fieldwork. Application of counseling theories and techniques to practice in an urban K-12 school counseling field site under supervision. Counseling, consultation, advocacy, assessment, and leadership skills are monitored by faculty via student self-report, journals, videotaped counseling sessions, and group supervision. Forty hours of direct counseling/consultation services and 60 hours of collateral services with students and families are required at the site. This course may be repeated twice for specialized bilingual school counseling or family counseling practicum experience. PREREQ: 18 graduate school counseling credits, including EDG 705 and permission of the Program Coordinator. Bilingual School Counseling and Family Counseling Extension practicum students must have completed 9 extension credits and have permission of the Program Coordinator. EDG 708: Counseling Research, Program Development, and Evaluation I. 3 hours, 3 credits. Examination of research design, data collection procedures, and the implementation and evaluation of comprehensive developmental K-12 school counseling programs. PREREQ: EDG 706. EDG 709: Leadership, Advocacy, Consultation, and Change in Schools. 3 hours, 3 credits. Examination of theories of leadership, advocacy, and consultation for change in urban school counseling contexts; assessment of schools and comprehensive developmental K-12 school counseling programs, using educational leadership theory, systems theory, and collaborative approaches to ensure equity and educational success for all students. PREREQ: Matriculation in a graduate education program. EDG 710: Counseling Research, Program Development, and Evaluation II. 3 hours, 3 credits. Examination of K-12 school counseling research culminating with the development and implementation of an action research project in schools, including design of a research project related to a proposed or existing school counseling or educational program, collection and analysis of data, and a written research article about the project suitable for publication in a professional counseling journal or for presentation at a State or national counseling conference. NOTE: Formal institutional approval is required before a research project can be implemented. PREREQ: EDG 708. EDG/HEA 731: Sexuality Counseling. 3 hours, 3 credits. An overview of sexuality counseling. Stresses the process of interaction between professionals and clients that allows clients to explore and understand their sexuality, feelings, values, responsibilities, needs, and behaviors. Topics include: changing family structure, alternative lifestyles, changing sex roles, an increasing older population, drug and alcohol abuse, and sexually transmitted diseases, including AIDS. PREREQ: Permission of adviser. EDG 732: Abuse, Violence, and Chemical Dependency Counseling. 3 hours, 3 credits. This course examines current counseling theories, techniques, and research related to abuse, violence, chemical dependency, and crisis in urban schools and families. Prevention, intervention, referrals, and the role of the counselor are emphasized. PREREQ: Matriculation in a graduate education program. EDG 733: Developmental School Counseling. 3 hours, 3 credits. Examination of theories and techniques for developmental school counseling, consultation, and leadership in elementary, middle, and high school settings to facilitate academic, career, and interpersonal success for all students, with emphasis on the school counselor's collaborative role with parents, guardians, teachers, school administrators, and clinical personnel to create, implement, and evaluate comprehensive developmental school counseling programs. PREREQ: EDG 703. *EDG 734: Multilingual School Counseling. 3 hours, 3 credits. Examination of multilingual and multicultural approaches to school counseling and consultation in urban settings with linguistically and culturally diverse children, adolescents, families, and school personnel. PREREQ: EDG 702 and permission from a program coordinator. EDG 735: Family Counseling. 3 hours, 3 credits. Examination of theories of family counseling and consultation with culturally diverse families in urban school and community contexts with emphasis on the changing nature of families, family assessment, legal issues, and preventive interventions. PREREQ: EDG 701, 703. EDG 736: Parenting within Diverse Family Structures. 3 hours, 3 credits. Examination of theories and techniques of parenting using a culturally diverse family life cycle model, including how to involve parents, guardians, and other family members in the educational and emotional lives of children and youth through parenting workshops, educational programs, and brief, short-term family counseling interventions in schools and community agencies. PREREQ: EDG 701, 703. EDG 737: Couples Counseling: Theories and Techniques. 3 hours, 3 credits. Examination of couples counseling and relationship assessment theories and techniques in diverse urban communities, emphasizing enhancement of couple relationships from various cultural perspectives and appropriate prevention and interventions for couples across the lifespan. PREREQ: EDG 701, 703. Lehman College Graduate Bulletin 2011-2013 48 Counseling, Leadership, Literacy, and Special Education EDG 738: Brief Counseling of Children and Adolescents. 3 credits, 3 hours. Examination of brief counseling methods and techniques for children and adolescents. Interviewing techniques and case conceptualization in terms of evidence-based practices will be emphasized. Strategies for professional counselors to document the effectiveness of counseling interventions will also be presented. PREREQ: EDG 702, 705, 706. EDG 743: Internship in Counseling I. 3 hours, 3 credits plus fieldwork. First of two required supervised internships in urban school counseling and consultation. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted to evaluation of counseling, consultation, advocacy, and leadership using self- report, journals, videotaped counseling sessions, and selected advanced counseling topics. PREREQ: 36 hours of credit in school counseling, including EDG 707 and permission of the Program Coordinator. EDG 744: Internship in Counseling II. 3 hours, 3 credits plus fieldwork. Second of two required supervised internships in urban school counseling and consultation. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted to evaluation of advanced counseling, consultation, advocacy, and leadership using self-report, journals, videotaped counseling sessions, and selected advanced counseling topics. PREREQ: EDG 743 and permission of the Program Coordinator. Educational Leadership Graduate Programs Lehman College offers a 33-credit Master of Science in Education degree program in Educational Leadership leading to New York State Initial Certification as a School Building Leader (SBL); a 1215- credit Advanced Educational Leadership/District Leader Extension Program leading to an Advanced Certificate and a Professional Certification as a School District Leader; and a 30credit Advanced Certificate in Educational Leadership leading to New York State Professional Certification as a School District Leader (SDL). The purpose of the graduate programs in Educational Leadership is to prepare candidates for positions as School Building and School District Leaders, with an emphasis on urban leadership, and to fulfill the New York State licensure requirements for SBL and SDL. The programs unite both the development of schools and the development of educational leaders by preparing individuals who can be catalysts for school change and improved student performance. The programs prepare students for positions of leadership (e.g., principals, department chairs, superintendents, and assistant superintendents) in urban schools with diverse populations. The curriculum is aligned with the New York State content-area requirements for programs preparing educational leaders, leading to certification as an SBL or SDL. The pedagogical content of the courses integrates practice with theory. Extensive field-based experiences, in collaboration with school and community agencies, are a central component throughout these programs. Candidates develop their skills and capacities as leaders through both on-campus and school-based experiences with current educational leaders, teachers, counselors, other educational staff, parents, and students. The courses emphasize critical thinking, reflection, and problem solving. The Educational Leadership graduate programs are committed to preparing candidates who demonstrate the nine essential characteristics of effective leaders, promoted by the New York State Education Department, and are based, in part, on the Division of Education’s Lehman Urban Teacher and Counselor Education conceptual model, whose mission is to facilitate the development of competent, caring, and qualified educators. M.S.Ed. Program in Educational Leadership (33 Credits) The following is a listing, by semester, of the courses that comprise the M.S.Ed. in Educational Leadership leading to an Initial Certificate as an SBL. Due to the rigorous content of the program, the M.S.Ed. can be completed in approximately two years, including summers, over 6 semesters. Note: Registration for all courses requires Departmental approval. Most courses require that students participate in 6 hours of leadership experiences in schools over the course of the semester, in addition to EDL 710 and EDL 711. Semester I (fall): (6 credits) (These courses are corequisites and prerequisites for all other courses in this program.) EDL 701: The Principal as a School Building Leader (3 hours, 3 credits) EDL 702: Ethics in School Leadership (3 hours, 3 credits) Semester II (spring): (6 credits) EDL 703: Collaborative and Community-Based Leadership (3 hours, 3 credits) EDL 704: Instructional and Curriculum Leadership (3 hours, 3 credits) Semester III (summer): (6 credits) EDL 705: Technology, Planning, and Managing Resources (3 hours, 3 credits) EDL 706: Legal and Economic Issues and the Administration of Schools (3 hours, 3 credits) Semester IV (fall): (6 credits) EDL 707: Creating Effective and Supportive Learning Environments for All Students (3 hours, 3 credits) EDL 708: Research, Assessment, and Data-Driven Decision Making (3 hours, 3 credits) Semester V (spring): (6 credits) EDL 709: Case Studies in School Building Leadership (3 hours, 3 Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 49 credits) EDL 710: The Leadership Experience I (internship/seminar–200 hours, 3 credits) Semester VI (summer): (3 credits) EDL 711: The Leadership Experience II (internship/seminar–200 hours, 3 credits) Admission Requirements Note: Students admitted every fall semester; applications due by April 1. 1. A baccalaureate degree in a related field (e.g., teaching, school counseling, etc.) from an accredited college or university; 2. A minimum 3.0 (B) Grade Point Average from a completed undergraduate degree program; 3. New York State permanent or professional certification in classroom teaching, school counseling, school psychology, school social work, or the equivalent; 4. A minimum of three years of successful P-12 teaching and/or school counseling, school psychology, or school social work experience; 5. Three letters of recommendation: at least one must be from a current or former school site supervisor who can best evaluate the candidate’s potential as a P-12 principal, and at least one must be from a faculty member from prior studies who can best evaluate the candidate’s potential for success as a graduate student; 6. A current resume detailing all past professional employment and any community or professional organization leadership positions, memberships, and service; and 7. A 1,000-word essay that discusses the following: a) reasons for wanting to pursue a degree and certification as a school building leader; b) candidate’s philosophy on excellence in urban educational leadership, including the specific characteristics that contribute to effective leadership; and c) current assessment of the state of educational leadership in urban schools, including what appears to be the greatest challenges and suggestions for overcoming these challenges. Candidates who satisfy the preliminary admissions requirements will be invited to a group interview. Continuation Requirements 1. If conditions were placed on initial matriculation, all conditions must be met by the completion of the first 12 credits; 2. 24 credits in Educational Leadership courses with a minimum 3.0 Grade Point Average, a completed internship supervision agreement signed by the P-12 Internship Site Supervisor, and permission of the Program Coordinator are required prior to placement in EDL 710 (The Leadership Experience I) and EDL 711 (The Leadership Experience II); and 3. Demonstrated evidence of ethics, as well as instructional leadership, organizational, administrative, and collaborative skills, through school-based projects. Graduation Requirements Note: In order to receive institutional recommendation by Lehman College for New York State certification in SBL., students must earn a passing score on the New York State Educational Leadership Assessments in SBL. 1. Completion of 33 approved graduate credits of study in educational leadership; 2. A minimum Grade Point Average of 3.0 (B); 3. Successful completion of 400 internship hours; and 4. Submission of the culminating electronic program portfolio in EDL 711 (The Leadership Experience II). Advanced Educational Leadership/District Leader Extension Program (12-15 credits) The following is a listing, by semester, of the courses that comprise the Advanced Educational Leadership/District Leader Extension Program leading to an Advanced Certificate in Educational Leadership and a Professional Certificate as a School District Leader. The Advanced Certificate can be completed in approximately 2-3 semesters. Note: Registration for all courses requires Departmental approval. Most courses require that students participate in six hours of leadership experiences in schools and/or districts, over the course of the semester, in addition to EDL 721. Semester I (fall): (6 credits) (The following courses are corequisites and prerequisites for all other courses in this program:) EDL 712: Leading an Effective School District (3 hours, 3 credits) EDL 716: Educational Governance, Policy, and Law (3 hours, 3 credits) Semester II (spring): (6 credits) EDL 717: Finance, Operations, and Human Resource Management (3 hours, 3 credits) EDL 721: The Leadership Experience-District/Extension (internship/seminar-200 hours, 3 credits) (Students who have not completed any leadership internship courses at Lehman College will be required to complete 400 hours (6 credits) of district-level leadership experiences. Therefore, these students will be required to register for EDL 721, again, in Summer I.) Admission Requirements Note: Students admitted every fall semester; applications due by April 1. Admission Requirements for the Advanced Educational Leadership/District Leader Extension Program (leading to SDL certification): 1. A master's degree in educational leadership from an accredited college or university (applicants may be required to take additional leadership courses pending transcript evaluation). (Applicants who possess a master's degree in a related field (e.g., teaching, school counseling, etc.) may be considered, Lehman College Graduate Bulletin 2011-2013 50 Counseling, Leadership, Literacy, and Special Education depending on their current or prior leadership experience, as well as their career objectives. Such individuals may be required to take additional leadership courses pending transcript evaluation.) 2. A minimum of 48 graduate credits (applicants may be required to take additional credits to meet minimum credit requirement); 3. A minimum 3.0 (B) grade point average from a completed graduate degree program; 4. New York State initial or professional certification as a School Building Leader or the equivalent; 5. New York State permanent or professional certification in classroom teaching, school counseling, school psychology, or school social work or the equivalent; 6. A minimum of three years of successful N-12 experience as a leader, teacher, counselor, psychologist, or social worker; 7. Three letters of recommendation: at least one must be from a current or former school site supervisor who can best evaluate the candidate's potential as a district leader, and at least one must be from a faculty member from prior studies who can best evaluate the candidate's potential for success as a graduate student; 8. A current resume detailing all past professional employment and any community or professional organization leadership positions, memberships, and service; and 9. A 1000-word essay that discusses the following: a) reasons for wanting to pursue a certification as a school district leader; b) candidate's philosophy on outstanding urban educational leadership, including the specific characteristics that contribute to effective leadership; c) current assessment of the state of educational leadership in urban schools, including what appears to be the greatest challenges and suggestions for overcoming these challenges; and d) brief analysis of a current educational policy, discussing its pros/cons and its impact on urban districts. Candidates who satisfy the preliminary admissions requirements will be invited to a group interview. Continuation Requirements 1. If conditions were placed on initial matriculation, all conditions must be met by the completion of the first 6 credits; 2. A minimum 3.0 Grade Point Average, a completed internship supervision agreement signed by the region/district internship site supervisor, and permission of the Program Coordinator are required prior to placement in EDL 721 (The Leadership Experience/District Extension); and 3. Demonstrated evidence of ethics, as well as instructional leadership, organizational, administrative, and collaborative skills, through school-based and region/district-based projects. Advanced Educational Leadership/District Leader Extension Program Graduation Requirements 1. Completion of *12-15 approved graduate credits of study in educational leadership; 2. A minimum Grade Point Average of 3.0 (B); 3. Successful completion of *200-400 internship hours; and 4. Submission of the culminating electronic program portfolio in EDL 721 (The Leadership Experience/District Extension). *(Students who have not completed any leadership internship courses at Lehman College will be required to complete 400 hours (6 credits) of district-level leadership experiences. Therefore, these students will be required to graduate with 15 credits and 400 internship hours.) The New York State Education Department has made passing the New York State Education Leadership Assessment in SDL a condition of program completion (for SDL programs only as per State regulations). A student enrolled in the Advanced Educational Leadership/District Leader Extension Program leading to SDL certification who does not pass the SDL assessment can enter what the State has termed a "companion program," whereby the student can still receive the Advanced Certificate but will not be eligible for SDL certification at that time. The companion program has the same admission requirements, curriculum, and graduation requirements; however, students who do not pass the SDL assessment will not receive New York State SDL certification. Advanced Certificate in Educational Leadership Overview The following is a listing, by semester, of the courses that comprise the Advanced Certificate in Educational Leadership leading to a Professional Certificate as a School District Leader. Due to the rigorous content of the program, the Advanced Certificate can be completed in approximately two years, including one summer over 5 semesters. Note: Registration for all courses requires Departmental approval. Most courses require that students participate in 6 hours of leadership experiences in districts over the course of the semester, in addition to EDL 720. (These courses are corequisites and prerequisites for all other courses in this program.) Semester I (fall): (6 credits) EDL 712: Leading an Effective School District (3 hours, 3 credits) EDL 713: Shared Decision Making and Ethics for the School District Leader (3 hours, 3 credits) Semester II (spring): (6 credits) EDL 714: Educational Vision, Strategic Planning, and Systematic Evaluation (3 hours, 3 credits) EDL 715: Diversity and Educational Leadership (3 hours, 3 credits) Semester III (summer): (6 credits) EDL 716: Educational Governance, Policy, and Law (3 hours, 3 credits) EDL 717: Finance, Operations, and Human Resource Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 51 Management (3 hours, 3 credits) Semester IV (fall): (6 credits) EDL 718: Creating Effective Partnerships: Parents, Community Members, School Boards, and Other Key Stakeholders (3 hours, 3 credits) EDL 719: Case Studies in School District Leadership (3 hours, 3 credits) Semester V (spring): (6 credits) EDL 720: The Leadership Experience—District/Region Level (internship/seminar–400 hours, 6 credits) Admission Requirements Note: Students admitted every fall semester; applications due by April 1. 1. A master’s degree in a related field (e.g., teaching and school counseling) from an accredited college or university; 2. A minimum 3.0 (B) Grade Point Average from a completed graduate degree program; 3. New York State permanent or professional certification in classroom teaching, school counseling, school psychology, school social work, or the equivalent; 4. A minimum of three years of successful P-12 teaching and/or school counseling, school psychology, or school social work experience; 5. Three letters of recommendation: at least one must be from a current or former school site supervisor who can best evaluate the candidate’s potential as a district leader, and at least one must be from a faculty member from prior studies who can best evaluate the candidate’s potential for success as a graduate student; 6. A current resume detailing all past professional employment and any community or professional organization leadership positions, memberships, and service; and 7. A 1000-word essay that discusses the following: a) reasons for wanting to pursue a degree and certification as a school district leader; b) candidate’s philosophy on excellence in urban educational leadership, including the specific characteristics that contribute to effective leadership; c) current assessment of the state of educational leadership in urban schools, including what appears to be the greatest challenges and suggestions for overcoming these challenges; and d) brief analysis of a current educational policy, discussing its pros/cons and its impact on urban districts. Candidates who satisfy the preliminary admissions requirements will be invited to a group interview. Continuation Requirements 1. If conditions were placed on initial matriculation, all conditions must be met by the completion of the first 12 credits; 2. 24 credits in Educational Leadership courses with a minimum 3.0 Grade Point Average, a completed internship supervision agreement signed by the region/district internship site supervisor, and permission of the Program Coordinator are required prior to placement in EDL 720 (The Leadership Experience); and 3. Demonstrated evidence of ethics, as well as instructional leadership, organizational, administrative, and collaborative skills, through school-based and region/district-based projects. Graduation Requirements 1. Completion of 30 approved graduate credits of study in educational leadership; 2. A minimum Grade Point Average of 3.0 (B); 3. Successful completion of 400 internship hours; and 4. Submission of the culminating electronic program portfolio in EDL 720 (The Leadership Experience). The New York State Education Department has made passing the New York State Education Leadership Assessment in SDL a condition of program completion (for SDL programs only as per State regulations). A student enrolled in the Advanced Certificate leading to SDL certification who does not pass the SDL assessment can enter what the State has termed a "companion program," whereby the student can still receive the Advanced Certificate but will not be eligible for SDL certification at that time. The companion program has the same admission requirements, curriculum, and graduation requirements; however, students who do not pass the SDL assessment will not receive New York State SDL certification. Courses in Educational Leadership EDL 701: The Principal as a School Building Leader. 3 hours, 3 credits. Examination of concepts, practices, and empirical research related to urban school leadership across the P12 continuum. Emphasis on basic administrative theories of change, structure, decision-making, motivation, communication, and culture as applied to urban school improvement and leadership. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. EDL 702: Ethics in School Leadership. 3 hours, 3 credits. Examination of the ethical issues that P-12 principals and other school leaders commonly face in urban schools. Emphasis is on leadership strategies that embrace integrity, impartiality, honesty, respect, linguistic and cultural diversity, and a strong work ethic, as well as effecting change through ethical decision making. Lehman College Graduate Bulletin 2011-2013 52 Counseling, Leadership, Literacy, and Special Education EDL 703: Collaborative and Community-Based Leadership. 3 hours, 3 credits. Emphasis on collaborative strategies school- building leaders can use to build consensus with teachers, school counselors and other educational staff, parents, and the community. Focus on the role of the school leader in creating programs that benefit both the school and the community. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 701 and EDL 702 and/or permission of the Program Coordinator. EDL 704: Instructional and Curriculum Leadership. 3 hours, 3 credits. Considers structural and professional coordination and supervision of instruction and curriculum. Topics include, but are not limited to developing an instructional vision; clinical supervision; learning theories; curriculum development and theories; instructional and assessment strategies; in-service program design and implementation; and summative and formative evaluations. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 701 and EDL 702 and/or permission of the Program Coordinator. EDL 705: Technology, Planning, and Managing Resources. 3 hours, 3 credits. Emphasis on technology planning and application to improve instruction, increase student achievement, and assist with administrative tasks such as planning and budgeting. Topics include, but are not limited to, interactive software for class scheduling, in-service programming, and enhancing instruction; database design and management; funding sources and strategies for acquiring technology and other educational resources, technology applications for students with special needs and English language learners. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 703 and EDL 704 and/or permission of the Program Coordinator. EDL 706: Legal and Economic Issues and the Administration of Schools. 3 hours, 3 credits. Provides an overview of the legal and economic issues that impact education on the Federal, State, and local levels. Topics include, but are not limited to, the duties and liabilities of school personnel; faculty and student rights; religion and public education; labor negotiations; fiscal planning and budgeting; facility management; and creating a healthy, safe, and secure school environment through effective building management. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 703 and EDL 704 and/or permission of the Program Coordinator. EDL 707: Creating Effective and Supportive Learning Environments for All Students. 3 hours, 3 credits. Explores the design and implementation of instructional programs targeting students with special needs, English-language learners, and at-risk students. Topics include, but are not limited to, metacognitive strategies; early assessment and intervention; IEP development; applications of behavior management techniques; differentiated instruction; alternative assessment and high-stakes testing; inclusive placements; and co- teaching models. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 705 and EDL 706 and/or permission of the Program Coordinator. EDL 708: Research, Assessment, and Data-Driven Decision Making. 3 hours, 3 credits. Identification, use, and interpretation of educational research to impact on school management, instruction, and student performance. Data collection methods for accountability and program evaluation. Action research methods emphasized. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 705 and EDL 706 and/or permission of the Program Coordinator. EDL 709: Case Studies in School Building Leadership. 3 hours, 3 credits. This capstone course will help students apply the various theories in leadership, decision-making, organizational structure, and motivation to solve problem-based examples related to school building leaders. Through case-study problems, students will also review principles and practices emphasized on the New York State Leadership Assessments. PREREQ: EDL 707 and EDL 708 and/or permission of the Program Coordinator. EDL 710: The Leadership Experience I. 12 field, 1 lecture, 3 credits. First of two required supervised internships in Educational Leadership. Interns are required to complete 200 hours of school-based leadership experiences at approved school sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Includes mandatory two-hour sessions on both child abuse prevention and violence prevention. PREREQ: Satisfactory completion of 21 credits in Educational Leadership and permission of the Program Coordinator. EDL 711: The Leadership Experience II. 12 field, 1 lecture, 3 credits. Second of two required supervised internships in Educational Leadership. Interns are required to complete 200 hours of school-based leadership experiences at approved school sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Submission of the culminating electronic program portfolio at the end of this course. PREREQ: EDL 710 and permission of the Program Coordinator. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 53 EDL 712: Leading an Effective School District. 3 hours, 3 credits. Examination of concepts, practices, and empirical research related to urban district leadership. Emphasis on basic administrative theories of change, supervision, organizational structure, decision-making, motivation, communication, and culture as applied to urban district improvement and leadership. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: School leadership experience and/or permission of the Program Coordinator. EDL 713: Shared Decision Making and Ethics for the School District Leader. 3 hours, 3 credits. The development and application of decisional strategies to address administrative issues such as district operations, resource allocation, curriculum, instruction, staffing, and district performance. Examination of the ethical dilemmas involved in decision-making at the district level and emphasis, through role playing and case study analyses, on decision-making strategies that embrace integrity, impartiality, honesty, respect, and linguistic and cultural diversity. PREREQ: School leadership experience and/or permission of the Program Coordinator. EDL 714: Educational Vision, Strategic Planning, and Systematic Evaluation. 3 hours, 3 credits. Examination of the definitions and processes inherent in creating an educational vision, planning to implement the vision, and evaluating progress toward achieving the vision. Emphasis on the fundamentals of educational strategic planning, including mission, beliefs, objectives, policies, SWOT analyses, action plans, and benchmarking. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 712 and EDL 713 and/or permission of the Program Coordinator. EDL 715: Diversity and Educational Leadership. 3 hours, 3 credits. Explores the role of the school district leader in the development, implementation, and supervision of special education, bilingual, and at-risk programs that are culturally and ethnically sensitive. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 712 and EDL 713 and/or permission of the Program Coordinator. EDL 716: Educational Governance, Policy, and Law. 3 hours, 3 credits. Analysis of the ways in which political and legal powers and authority impact the structure and function of individual schools and districts. Examines the role of school district leaders in setting policy. Topics include, but are not limited to, high-stakes testing and accountability issues; pressure groups; and local school policies. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 714 and EDL 715 and/or permission of the Program Coordinator. EDL 717: Finance, Operations, and Human Resource Management. 3 hours, 3 credits. Examines the role of the school district leader in long-range financial planning, facility development, and human resource management. Topics include, but are not limited to, financial, human, and general resource allocation; budgeting and accounting procedures and legal requirements; the recruitment, training, retention, assignment, evaluation, and mentoring of personnel; purchasing procedures; building and grounds management; and benefits analysis and cost controls. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 714 and EDL 715 and/or permission of the Program Coordinator. EDL 718: Creating Effective Partnerships: Parents, Community Members, School Boards, and Other Key Stakeholders. 3 hours, 3 credits. Explores the role and responsibilities of the school district leader in relation to the community as a whole, including local institutions of higher education, social and health agencies, and teacher unions, as well as the politics involved in interacting with community partners. Topics include, but are not limited to, community analysis methods; techniques designed to improve community relations; marketing strategies; and public relations models. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 716 and EDL 717 and/or permission of the Program Coordinator. EDL 719: Case Studies in School District Leadership. 3 hours, 3 credits. This capstone course applies the principles of leadership, decision making, governance, and administration to address school district management. Principles and practices emphasized through a case-study approach on the New York State Leadership Assessments will be highlighted. PREREQ: EDL 716 and EDL 717 and/or permission of the Program Coordinator. EDL 720: The Leadership Experience. 25 field, 1 lecture, 6 credits. This is a required supervised internship for all students pursuing the Advanced Certificate leading to School District Leader certification. Interns are required to complete 400 hours of district- or region-based leadership experiences at approved internship sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Submission of the culminating electronic program portfolio at the end of this course. Includes mandatory two-hour sessions on both child abuse prevention and violence prevention. PREREQ: Satisfactory completion of 21 credits in educational leadership and permission of the Program Coordinator. Lehman College Graduate Bulletin 2011-2013 54 Counseling, Leadership, Literacy, and Special Education EDL 721: The Leadership Experience-District/Extension 12 field, 1 lecture, 3 credits. This is a required supervised internship for all students pursuing the Advanced Educational Leadership/District Leader Extension Program, leading to School District Leader certification. Interns are required to complete 200 hours of district-based leadership experiences at approved internship sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Submission of the culminating electronic program portfolio at the end of this course. Includes mandatory two-hour sessions on both child abuse prevention and violence prevention. PREREQ: Permission of program coordinator. M.S.Ed. Program in Literacy Studies* *The concentration in Literacy Studies is not expected to be offered in 2011-2013. The 36-credit Program in Literacy Studies leads to a Master of Science in Education degree. Registered in New York State, the program leads to professional certification in teaching literacy in two different concentrations: Birth- Grade 6 and Grades 5 –12. Program graduates include kindergarten, elementary, and secondary literacy specialists who may become reading teachers, community educators, curriculum specialists, textbook authors, and school administrators. Some graduates also enter doctoral programs. Admission Requirements for Professional Certification in Teaching Literacy 1. A bachelor's degree or equivalent from an accredited college or university. 2. Demonstrated ability to pursue graduate study successfully, that is, a minimum grade average of B in the undergraduate records as a whole. 3. An initial teaching certificate or qualify for initial certification within three semesters. 4. An essay outlining career goals. 5. Two letters of recommendation. 6. An individual interview. 7. An essay of no more than 500 words written on-site. Courses for Professional Certification in Teaching Literacy Birth-6th Grade (36 credits) EDR 702 (3), EDR 712 (3), EDR 722 (3), EDR 765 (3), EDR 731 (6), EDR 767 (3), EDR 752 (3), EDR 768 (3), EDR 529 (3), EDS 701 (3), EDR 605 (3) Courses for Professional Certification in Teaching Literacy 5th12th Grade (36 credits) EDR 703 (3), EDR 713 (3), EDR 723 (3), EDR 753 (3), EDR 733 (6), EDR 767 (3), EDR 765 (3), EDR 768 (3), EDR 529 (3), EDS 701 (3), EDR 605 (3) M.S.Ed. Program in Literacy Studies Continuation Requirements 1. Maintain GPA of 3.0. 2. Meet any conditions placed on initial matriculation before the completion of 12 graduate credits. College and Departmental policies regarding academic probation also apply. Graduation Requirements Students must complete a minimum of 36 graduate credits of study in an approved Literacy Studies concentration. Students must earn a minimum GPA of 3.0 in a 36-credit Literacy Studies concentration. Each student must earn a minimum grade of B or better in the overall program in order to be recommended by the College for certification. Courses in Literacy Studies *Courses preceded by an asterisk are not expected to be offered in 20112013. EDR 529: Language, Literacy, and Educational Technology. 3 hours, 3 credits. Using information technology to support the teaching of literacy to students of diverse language backgrounds and abilities through the content areas. Social, legal, and ethical issues affecting the instructional use of technology. Curriculum development, current standards, inclusion of students with disabilities, and assessment. EDR 605: Professional Writing for Educators. 3 hours, 3 credits. Critical and comparative analysis of texts; application to academic writing and editing, including research reports, grant proposals, and field studies. PREREQ: Permission of the coordinator/ instructor. *EDR 700: Studies in the Teaching of the Language Arts — Advanced Course. 3 hours, 3 credits. Examination of language arts research (listening, speaking, reading, writing) related to classroom practices. EDR 701: Language and Literacy Development of Infants, Toddlers, and Young Children. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among infants, toddlers, and young children of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. EDR 702: Language and Literacy Acquisition and Development of Children. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. EDR 703: Literacy Acquisition and Development of Pre- Adolescents and Adolescents. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among pre-adolescents and adolescents of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 55 *EDR 705: Second Language Literacy. 3 hours, 3 credits. An examination of research on literacy development in a second or foreign language and its pedagogical implications. PRE- or COREQ: EDR 701 and/or permission of the coordinator. EDR 711: Instructional Approaches for Language and Literacy Development in Early Childhood Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in early childhood education based upon current research. Examination, selection, design, and organization of linguistically and culturally relevant instructional practices, strategies, and materials for literacy development of infants, toddlers, and young children of varying developmental abilities. PREREQ or COREQ: EDR 701 or permission of the coordinator. EDR 712: Instructional Approaches for Language and Literacy Development in Childhood Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in childhood education based upon current research. Examination, selection, design, and organization of culturally and linguistically relevant instructional practices, strategies, and materials for literacy development of children with varying developmental abilities during childhood education. PREREQ or COREQ: EDR 702 or permission of the coordinator. EDR 713: Instructional Approaches for Language and Literacy Development in Middle and Adolescent Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in middle childhood and adolescent education based upon current research. Examination, selection, design, and organization of linguistically and culturally relevant instructional practices, strategies, and materials for literacy development of pre-adolescents and adolescents with varying developmental abilities. PREREQ or COREQ: EDR 703 or permission of the coordinator. *EDR 715: Development and Evaluation of Reading Materials. 3 hours, 3 credits. Selection and/or design and evaluation of reading materials for mono- and bilingual settings. *EDR 716: Literacy Development in Nontraditional Settings. 3 hours, 3 credits. Theoretical and empirical foundations for designing and implementing literacy programs in nontraditional settings. Examines and analyzes theories and practices of language, learning, knowledge, and ideology. Assessment and observations under supervision are made of operating literacy programs. PREREQ: EDR 706 and permission of the coordinator. EDR 721: Assessing and Evaluating Language and Literacy Development in Early Childhood Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among young children of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case studies done under supervision. PREREQ: EDR 701 and EDR 711, or permission of the coordinator. EDR 722: Assessing and Evaluating Language and Literacy Development in Childhood Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case study done under supervision. PREREQ: EDR 702 and EDR 712, or permission of the coordinator. EDR 723: Assessing and Evaluating Language and Literacy Development in Middle Childhood and Adolescent Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case study done under supervision. PREREQ: EDR 703 and EDR 713, or permission of the coordinator. *EDR 726: Curriculum Development for Literacy Programs in Nontraditional Settings. 3 hours, 3 credits. EDR 731: Practicum in Fostering Language and Literacy Development in Early Childhood and Childhood Education. 90 hours, 6 credits (summer session only). Assessment and evaluation of literacy development in early childhood and childhood education. Planning and implementing programs for children of varying developmental abilities and from diverse linguistic and cultural backgrounds. Case studies done under supervision. PREREQ: EDR 721 or EDR 722 (with a grade of B or better) and/or permission of the coordinator. EDR 733: Practicum in Fostering Language and Literacy Development in Middle Childhood and Adolescent Education. 15 hours, 6 credits (summer session only). Assessment and evaluation of literacy development in middle childhood and adolescent education. Planning and implementing programs for students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Case studies under supervision. PREREQ: EDR 723 (grade of B or better) and/or permission of the coordinator. *EDR 736: Practicum in Literacy Development in Nontraditional Settings. 3 hours, 3 credits. (May be re-elected once.) Development and evaluation of literacy programs in nontraditional settings. Implementation under supervision. PREREQ: *EDR 716 and 726 and permission of the coordinator. EDR 751: Literature-Based Literacy Programs in Early Childhood Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in early childhood education. Emphasis on programs that facilitate literacy development among children of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. Lehman College Graduate Bulletin 2011-2013 56 Counseling, Leadership, Literacy, and Special Education EDR 752: Literature-Based Literacy Programs in Childhood Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in childhood education. Emphasis on programs that facilitate literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. EDR 753: Literature-Based Literacy Programs in Middle Childhood and Adolescent Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in middle childhood and adolescent education. Emphasis on programs that facilitate literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. *EDR 756: Literature-based Literacy Programs in Nontraditional Settings. 3 hours, 3 credits. Examination of research on literature-based literacy programs for adults within family, community, and work settings. Emphasis on programs that facilitate literacy development among adults of varying developmental ability and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator. *EDR 762: Investigation in Reading I. 3 hours, 3 credits. In-depth examination of problems and issues related to reading and learning to read. Development of positions and issues with opportunities for oral and written defense. PREREQ: Advanced standing (18 credits) and permission of the coordinator. *EDR 763: Investigation in Reading II. 3 hours, 3 credits. Design and execution of action research related to an issue in reading. PREREQ: *EDR 762, advanced standing (18 credits), and permission of the coordinator. EDR 765: Perspectives on Literacy. 3 hours, 3 credits. Examination of literacy acquisition from a variety of perspectives: for example, anthropological, historical, political, and sociological. EDR 767-768: Project Seminar: Research on Literacy I and II. 3 hours, 3 credits each. Formulation of a significant project related to literacy development in school, home, or community settings. Definition, design, methods, and implementation of study. PREREQ: 18 credits in program (must complete EDR 701, EDR 702 or EDR 703 ; EDR 711, EDR 712 or EDR 713; EDR 721, EDR 722 or EDR 723; EDR 765; and 6 additional credits) and permission of the coordinator. EDR 770: Independent Study in Reading. 1-3 hours, 1-3 credits. (May be re-elected for up to 6 credits.) Individual study under supervision. PREREQ: Permission of coordinator. *EDR 775: Literacy Theories and Programs: Perspectives for Administrators. 3 hours, 3 credits. Survey course of literacy theory, methods, and programs for school administrators. PREREQ: permission of the coordinator. EDR 780: Special Topics in Reading. 3 hours, 3 credits. (May be re-elected for up to 6 credits). PREREQ: Permission of the coordinator. *EDR 785: Honors Seminar: Issues in Literacy. 3 hours, 3 credits. Intensive study of major contributions in literacy theory and practice. PREREQ: 18 graduate credits in reading or permission of the coordinator. Graduate Programs in Special Education Graduate programs in special education are designed to develop competent, caring, and qualified special educators to teach diverse learners who present with disabilities in both inclusive and specialized urban settings. The programs' philosophical, conceptual, and instructional underpinnings derive from values and standards established by the Council for Exceptional Children (CEC) and the New York State Learning Standards, as well as the Lehman Urban Teacher Education (LUTE) framework, which recognizes difference and diversity as foundations for learning and teaching. Lehman's programs work collaboratively with school personnel, parents, family and community members, and local community organizations to create humanistic, nurturing environments that are responsive to the needs of children in urban settings. Lehman has several options of study available in special education: For entering students who have already earned an Initial Teaching Certificate from New York State at either the Early Childhood, Childhood, or Adolescent developmental level, concentrations are available in Early Childhood Special Education, Childhood Special Education, Students with Disabilities 7-12 Generalist (Adolescent Special Education), Bilingual Early Childhood Special Education, and Bilingual Childhood Special Education. For entering students who have had no prior training in education, a Dual Certification Program in Special Education and General Education is available at both the Early Childhood and the Childhood levels. Students will be required to take twelve additional credits (to be identified in consultation with a special education adviser) in addition to the 36 credits of the special education masters degree. Students who have had no prior training in education at the grades 7-12 level and are interested in pursuing a generalist certificate, which would allow them to teach in supportive roles such as consultant teachers, resource room service providers, and integrated co-teachers, may enroll in the Students with Disabilities 7-12 Generalist program, contingent on meeting New York State teacher certification prerequisites. The Early Childhood Special Education, Childhood Special Education, Students with Disabilities 7-12 Generalist (Adolescent Special Education), Bilingual Early Childhood Special Education, and Bilingual Childhood Special Education Programs are structured non-categorically (not by any one specific disability condition), and require students to enroll in the program that corresponds to the developmental level of their Initial Teaching Certificate or the developmental level at which they intend to teach. Field work, supervised practica teaching, and student Lehman College Graduate Bulletin 2011-2013 teaching in both inclusive and specialized settings are integral to the programs. Upon completion of one of the five Special Education programs, candidates will qualify for an Initial or a Professional Teaching Certificate in Teaching Students with Disabilities at a specific developmental level, a Master's degree in Special Education or Bilingual Special Education at a specific developmental level, and a Professional Teaching Certificate in the area of the Initial Teaching Certificate earned. Extensions and Annotations to the Initial/Professional Certificate in Teaching Students with Disabilities • A Bilingual Extension to the Initial/Professional Certificate in Teaching Students with Disabilities is available by completing a 15-18-credit Bilingual Extension Module. • An Annotation for Teaching Students with Severe Disabilities is available to any student who completes one of the five programs of study in special education. This annotation requires an additional 9 credits of study involving characteristics of individuals with severe disabilities, collaborative partnership in the provision of services for individuals with severe disabilities, assistive technologies for individuals with severe disabilities, and transition and lifespan services. • A 12-credit Extension in Teaching Students Who are Gifted and Talented (EDS 725, EDS 726, EDS 727, and EDS 728) is available to any student who already holds an Initial/Professional Certificate as Teacher of Early Childhood (Birth to Grade 2), Childhood (Grades 1-6), Middle and High School Academic Subjects (Grades 7-12), TESOL (Birth-Grade 12), Literacy Specialist: Early Childhood (Birth-Grade 2), Literacy Specialist: Childhood (Grades 1-6), Literacy Specialist: Middle Childhood and Adolescent Education (Grades 5-12), Early Childhood Special Education (Birth to Grade 2), Childhood Special Education (Grades 1-6), Bilingual Early Childhood Special Education, Bilingual Childhood Special Education and Adolescent Special Education in an Academic Subject (Grades 7-12). The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics. Admission Requirements to the 36-Credit M.S.Ed. Program in Early Childhood or Childhood Special Education Admission requirements for applicants who already possess New York State certification: 1. A bachelor's degree from an accredited college or university. 2. A minimum undergraduate grade average of 3.0. 3. An Initial or Professional New York State Certificate in teaching at the Early Childhood or Childhood level. Counseling, Leadership, Literacy, and Special Education 57 4. A Special Education concentration at the same developmental level as their earned Initial/Professional NYS Teaching Certificate. 5. An essay outlining career goals. 6. A graded scholarly paper from either an undergraduate course or a graduate course of study previously completed. 7. Two letters of recommendation. 8. Evidence of having taken the New York State Liberal Arts and Sciences Test (LAST). 9. Participation in an interview. Admission Requirements to the 36-Credit M.S.Ed. Program in Students with Disabilities Grade 7-12 Generalist Admission requirements for applicants: 1. A bachelor's degree from an accredited college or university. 2. A minimum undergraduate grade average of 3.0. 3. An Initial or Professional New York State Certificate in teaching in a content area at the grades 7-12 level, or 6 semester hours at the graduate or undergraduate levels in each of the following subject areas: mathematics, English language arts, social studies, and science. Students who do not meet this admission requirement may be advised to take additional coursework as co-requisites to the program to remediate any academic deficiencies. 4. An essay outlining career goals. 5. A graded scholarly paper from either an undergraduate course or a graduate course of study previously completed. 6. Two letters of recommendation. 7. Evidence of having taken the New York State Liberal Arts and Sciences Test (LAST). 8. Participation in an interview. Admission Requirements to the 48-Credit Dual Certification Program in Early Childhood Special Education and Early Childhood Education or Childhood Special Education and Childhood Education for applicants who do not possess New York State certification: 1. A bachelor's degree from an accredited college or university. 2. A minimum undergraduate grade average of 3.0. 3. An essay outlining career goals. 4. A graded scholarly paper from either an undergraduate course or a graduate course of study previously completed. 5. Two letters of recommendation. 6. Evidence of having taken the New York State Liberal Arts and Sciences Test (LAST). 7. Participation in an interview. 8. Certification of placement and assurance of ability to complete all the program and course requirements. Lehman College Graduate Bulletin 2011-2013 58 Counseling, Leadership, Literacy, and Special Education Admission Requirements to the 42-Credit Certification Program in Bilingual Early Childhood or Childhood Special Education for applicants who already possess New York State certification: 1. A bachelor's degree from an accredited college or university. 2. A minimum undergraduate grade average of 3.0. 3. An Initial or Professional New York State Certificate in teaching at the Early Childhood developmental level. 4. An essay outlining career goals. 5. A graded scholarly paper from either an undergraduate course or a graduate course of study previously completed. 6. Two letters of recommendation. 7. Evidence of having taken the New York State Liberal Arts and Sciences Test (LAST). 8. Successful participation in a bilingual interview. 9. A successful on-site written sample in a language other than English; or score in the NYS Bilingual Education Assessment (BEA). At this time Spanish will be the only language accepted. Admission Requirements to the 48-Credit Dual Certification Program in Bilingual Early Childhood or Childhood Special Education and Bilingual Early Childhood Education or Childhood Education for applicants who do not possess New York State certification: 1. A bachelor's degree from an accredited college or university. 2. A minimum undergraduate grade average of 3.0. 3. An essay outlining career goals. 4. A graded scholarly paper from either an undergraduate course or a graduate course of study previously completed. 5. Two letters of recommendation. 6. Evidence of having taken the New York State Liberal Arts and Sciences Test (LAST). 7. Successful participation in a bilingual interview. 8. A successful on-site written sample in a language other than English; or score in the NYS Bilingual Education Assessment (BEA). At this time Spanish will be the only language accepted. 9. Certification of placement and assurance of ability to complete all the program and course requirements. Continuation Requirements for Students in the Special Education Sequences of Study 1. An earned GPA of 3.0 or higher through the first 18 credits of graduate study. 2. If conditions were placed on the initial matriculation involving additional course work, all conditions must be met on or before the completion of 18 graduate credits. In order to register for course work beyond 18 graduate credits, the student may be required to provide a 15- to 30-minute videotape of a lesson with a whole class as part of a performance evaluation. Students will receive appropriate feedback and concrete suggestions for improvement, where needed. Each student may be required to integrate feedback and demonstrate improvement on a second videotape to be presented prior to graduation. 3. Students must take and submit grades earned on the Special Education Content Specialty Test. Continuation Requirements for Students in the Dual Certification Special Education and General Education Sequences of Study. 1. An earned GPA of 3.0 or higher through the first 18 credits of graduate study. 2. If conditions were placed on the initial matriculation involving additional course work, all conditions must be met on or before the completion of 18 graduate credits. In order to register for course work beyond 18 graduate credits, the student may be required to provide a 15-to 30-minute videotape of a lesson with a whole class as part of a performance evaluation. 3. Students must take and submit scores from the Multi-Subject Content Specialty Test and the Special Education Content Specialty Test. Graduation Requirements • Complete a minimum of 36 graduate credits of study in an approved Special Education concentration. • A minimum GPA of 3.0 throughout the 36-credit concentration. Special Education Overview While each option below is designed to develop expertise in teaching students with disabilities at a specific developmental level, a common core of courses is required across all special education options The 36-Credit M.S.Ed. Program in Early Childhood: EDS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDS 705 (3), EDS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 36-Credit M.S.Ed. Program Childhood: EDS 701 (3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDS 710 (3), EDS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 36-Credit M.S.Ed. Program in Students with Disabilities Grade 7-12 Generalist: EDS 712 (3), EDS 743 (3), EDS 714 (3), EDS 716 (3), EDS 741 (3), EDS 715 (3), EDS 719 (6), ESC 519 (3), ESC 532 (3), ESC 533 (3) or ESC 534 (3), EDR 713 (3) The 48-Credit Dual Certification Program in Early Childhood Special Education and General Education: EDS 701 (3), EDS 702 (3), (12 credits in Early Childhood Education from the Department of Early Childhood and Childhood Education to be determined upon consultation with the Special Education Advisor): EDS 743 (3), EDS 703 (3), EDS Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 59 704 (3), EDS 705 (3), EDS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 48-Credit Dual Certification Program in Childhood Special Education and Childhood Education: EDS 701 (3), EDS 707 (3), (12 credits in Childhood Education from the Department of Early Childhood and Childhood Education to be determined upon consultation with the Special Education Advisor), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDS 710 (3), EDS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 42-Credit Certification Program in Bilingual Early Childhood Special Education: *EBS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDC 738 (3), EDC 739 (3), EDC/EDE 727 (3), *EBS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 42-Credit Certification Program in Bilingual Childhood Special Education: *EBS 701 (3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDE 738 (3), EDE 739 (3), EDC/EDE 727 (3), *EBS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 48-Credit Dual Certification Program in Bilingual Early Childhood Special Education and Bilingual Early Childhood Education: *EBS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDC 738 (3), EDC 739 (3), EDC/EDE 727 (3), EDC 715 (3); EDC 717 (3), *EBS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). The 48-Credit Dual Certification Program in Bilingual Childhood Special Education and Bilingual Childhood Education: EBS 701(3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDE 738 (3), EDE 739 (3), EDE/EDC 727 (3), EDE 715 (3), EDE 717 (3), EBS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6). NOTE: A 15-18-credit bilingual extension may be elected as an addition to any of the above programs. A 9-credit annotation for teaching individuals with severe disabilities may be elected upon completion of any of the above programs. A 12-credit extension for teaching individuals who are gifted and talented may be added upon completion of any of the above programs. To obtain Special Education Certification in New York State, all applicants will be required to pass the New York State Content Specialty Test in Special Education and the NYS Bilingual Education Assessment (BEA) when appropriate. Courses in Special Education *Courses preceded by an asterisk are not expected to be offered in 20112013. EDS 700: Biomedical Aspects of Handicapping Conditions. 3 hours, 3 credits. Consideration of the various medical problems that may be associated with moderate and severe handicapping conditions. EDS 701: Understanding Individuals with Disabilities. 3 hours, 3 credits. This introductory course studies mild, moderate, and severe disability conditions that affect individuals across the lifespan. Included are: historical foundations, key legislation governing education and habilitation of individuals with disabilities, etiology and comorbidity, assistive technologies, school-based programming, parent advocacy and collaborative work with families, impact of cultural and linguistic diversity on identification and classification, and transition to independent living and provision of services across the lifespan. (15 fieldwork hours required.) PREREQ: Permission of the adviser. EDS 702: The Young Child with Special Needs. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse young children (birth to 8 years) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Family Service Plans, and issues of advocacy will be studied within the context of the continuum of service delivery (home-based, center-based, and school-based interventions). (15 fieldwork hours required.) PREREQ or COREQ: EDS 701 or permission of the adviser. EDS 703: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. This supervised practicum focuses on the use of formal and informal behavior assessment practices with culturally and linguistically diverse young children with special needs in inclusive classrooms, the development of appropriate I.F.S.P. and I.E.P. goals in relation to behavioral assessment, the application of behavioral principles of classroom management to inclusive classrooms, and the specific steps and data collection procedures needed to implement a behavior change process with young children. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.) PREREQ: EDS 701 and EDS 702; COREQ: EDS 743 and permission of the adviser. Lehman College Graduate Bulletin 2011-2013 60 Counseling, Leadership, Literacy, and Special Education EDS 704: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Curriculum and instructional practices appropriate for young children with special needs, including: curriculum standards, designing learning environments, developing effective strategies for teaching readiness and content area skills, developing social skill programs, collaborative teaching techniques, and using informal checklists in the development of appropriate IFSP/IEP goals and objectives. Emphasis will be placed on the impact of cultural and linguistic diversity on program planning and skill acquisition. Use of technology for instruction and monitoring student progress will be incorporated throughout the course. (15 hours practicum teaching required.) PREREQ: EDS 703; COREQ: EDS 705. EDS 705: Practicum in Curriculum and Instruction for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Focusing on the selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse young children with special needs. The development of appropriate IFSP and IEP goals, instructional objectives, and lesson plans in relation to the child's levels of functioning and cultural and linguistic background. Also addressing the selection of instructional materials and technologies; individualization and group service delivery; collaborative teaching; training of parents as reinforcers of acquired skills; adaptive and social skill acquisition; and the evaluation of students and programs. Course requires submission of a videotaped lesson for evaluation. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.) PREREQ: EDS 703; COREQ: EDS 704. EDS 706: Practicum in Assessment for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse young children with special needs. The development of appropriate IFSP and IEP goals, instructional objectives, and lesson plans in relation to the child's levels of functioning will be emphasized. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.) PREREQ: EDS 705; COREQ: EDS 741. EDS 707: The Childhood Student with Disabilities. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse childhood students (6 to 12 years of age) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Education Programs and issues of advocacy will be studied within the context of the continuum of service delivery (inclusive, collaborative, and specialized settings). (15 fieldwork hours required.) PREREQ or COREQ: EDS 701 or permission of the adviser. EDS 708: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Childhood Students with Disabilities. 3 hours, 3 credits. Focusing on the use of formal and informal behavior assessment practices with culturally and linguistically diverse childhood students with disabilities in inclusive classrooms; the development of appropriate I.E.P. goals in relation to behavioral assessment; the application of behavioral principles of classroom management to inclusive classrooms; and specific steps and data collection procedures to implement a behavior change process with childhood students with disabilities. (45 hours Supervised Practicum Teaching: Grades 3-4 and Grades 5-6 required.) PREREQ: EDS 707; COREQ: EDS 743. EDS 709: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Curriculum and instructional practices for use with childhood students with disabilities, including: curriculum standards; designing appropriate learning programs and environments; developing strategies for teaching content area skills; developing social skills programs; collaborative teaching techniques; and the use of informal checklists in the development of I.E.P. goals and objectives. Emphasis will be placed on the impact of cultural and linguistic diversity on program planning and skill acquisition. Use of technology for instruction and for monitoring student progress will be incorporated throughout the course. (15 practicum teaching hours required.) PREREQ: EDS 708; COREQ: EDS 710. EDS 710: Practicum in Curriculum and Instructional Practices for Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse childhood students with disabilities in inclusive settings. The development of I.E.P. goals, instructional objectives, and lesson plans in relation to the child's level of functioning and cultural and linguistic background; selection of appropriate instructional materials and technologies; whole class, small group, and individualized teaching; collaborative teaching; parent training; adaptive and social skills acquisition; and the evaluation of students and programs will be addressed. Course requires submission of a videotaped lesson for evaluation. (45 hours Supervised Practicum Teaching: Grades 3-4 and 4-5 required.) PREREQ: EDS 708; COREQ: EDS 709. EDS 711: Practicum in Assessment of Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse childhood students with disabilities. Students will assess children; write evaluation reports; discuss implications of findings; and make appropriate educational recommendations on the basis of test data, observational data, and ecological data. The development of appropriate I.E.P. goals, instructional objectives, and lesson plans in relation to the child's levels of functioning will be emphasized in the course. (45 hours Supervised Practicum Teaching: Grades 34 and Grades 5-6 required.) PREREQ: EDS 710; COREQ: EDS 741. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 61 EDS 712: The Adolescent with Disabilities. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse individuals with a wide range and degree of disability conditions, exploring the development lifespan, with a focus on adolescence. Pertinent legislation, intervention with families, developing IEP's and ITP's, postsecondary training opportunities, and issues of advocacy will be studied in the context of the continuum of service delivery across inclusive, collaborative, and specialized settings. (15 fieldwork hours required.) PREREQ: permission of the adviser. EDS 713: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Use of formal and informal behavior assessment practices with culturally and linguistically diverse adolescents with disabilities in inclusive classrooms; the development of appropriate IEP goals in relation to behavioral assessment; the application of behavioral principles of classroom management to inclusive classrooms; the individualized application of self- management techniques and behavior contracts for adolescents, where appropriate; and the specific steps and data collection procedures needed to implement a behavior change process with adolescents with disabilities. (45 hours Supervised Practicum Teaching: Grades 9-10 and Grades 11-12.) PREREQ: EDS 712; COREQ: EDS 743. EDS 714: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Curriculum and instructional practices for use with adolescent students with disabilities, including: curriculum standards, designing appropriate learning programs and environments, developing effective strategies for teaching content area skills, developing social skills programs, collaborative teaching techniques, and use of informal checklists in the development of appropriate IEP goals and objectives. Emphasis will be placed on collaboration in the use of research-validated methods of effective instruction for culturally and linguistically diverse adolescents with disabilities across the curriculum. Use of technology for instruction and for collaboratively monitoring student progress will be incorporated throughout the course. (15 hours practicum teaching hours at the developmental level of study required.) PREREQ: EDS 712 and permission of the adviser. COREQ: EDS 716. EDS 715: Research in Special Education. 3 hours, 3 credits. This course is an introduction to research and will enable students to read, critique, and review professional research. Students will learn about research design, descriptive statistics, quantitative and qualitative research methods, and the use of technology in research. PREREQ: EDS 712, EDS 743, EDS 741, EDS 714, EDS 716, and permission of the adviser. (15 fieldwork hours required.) EDS 716: Practicum in Curriculum and Instruction for Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse adolescents with disabilities in inclusive settings. The development of appropriate IEP goals, instructional objectives, and lesson plans in relation to the adolescent's level of functioning and cultural and linguistic background; selection of appropriate instructional materials and technologies; whole class, small group, and individualized teaching; collaborative teaching; adaptive and social skill acquisition; and the evaluation of adolescents and programs will be addressed. (30 hours Supervised Practicum Teaching: Grades 7-9 and Grades 10-12.) PREREQ: EDS 712 and permission of the adviser. COREQ: EDS 714. EDS 717: Practicum in Assessment of Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse adolescents with disabilities. The development of appropriate IEP goals, instructional objectives, and lesson plans in relation to the adolescent's levels of functioning will also be addressed. (45 hours Supervised Practicum Teaching: Grades 9-10 and Grades 11-12.) PREREQ: EDS 716; COREQ: EDS 741. EDS 718: Culminating Master's Project. 3 hours, 3 credits. A case study of a culturally and linguistically diverse learner with mild to moderate learning and behavior problems in an inclusive classroom setting from the social, educational, and psychological perspectives. Master's candidates, using print and electronic sources, will be required to review pertinent literature, research methodology, and teaching techniques in order to design and implement a specialized instructional program under supervision and to evaluate outcomes. Students will explore disseminating their case-study findings via journals, electronic sources, conferences, etc. A videotaped lesson of this specialized instructional program integrated within an inclusive classroom must be submitted for evaluation to satisfy one of the requirements for this course. (45 hours Supervised Practicum Teaching at appropriate developmental level required.) PREREQ: EDS 706, or EDS 711 or EDS 717; COREQ: EDS 715. EDS 719: Student Teaching of Diverse Learners with Disabilities in Inclusive and Specialized Settings. 6 hours, 6 credits. Supervised practicum in the teaching of culturally and linguistically diverse young children, childhood students, or adolescents with disabilities in collaborative and/or specialized educational settings. (90 Hours Supervised Practicum Teaching at the developmental level of study required.) PREREQ: EDS 712, EDS 714, EDS 716, EDS 741, EDS 743, EDS 715, and permission of the adviser. Lehman College Graduate Bulletin 2011-2013 62 Counseling, Leadership, Literacy, and Special Education EDS 722: Teaching Students with Severe Disabilities. 3 hours, 3 credits. Teaching diverse learners with severe disabilities in specialized settings across the lifespan (day treatment centers, residential schools/care facilities, and hospitals) and includes the nature and needs of individuals with severe cognitive, behavioral, and/or physical disabilities, etiologies, comorbidity with other disorders, self-care, and adaptive skills curricula, medical and physical management issues, and community-based transition programming. PREREQ: Completion of requirements for M.S.Ed. in Special Education in either Early Childhood, Childhood, or Adolescence or permission of the adviser. EDS 723: Collaborative Approaches to Teaching Individuals with Severe Disabilities Across the Lifespan. 3 hours, 3 credits. An examination of the collaborative teaching relationships between special educators and general educators, paraprofessionals/teaching assistants, parents, and service providers (speech therapists, occupational therapists, physical therapists, counselors, physicians, and nurse practitioners), and workplace supervisors. Focus on teaching responsibilities, modification of curricula, and teaching for transition to employment and independent living. PREREQ: EDS 722. EDS 724: Practicum in Teaching Diverse Learners with Severe Disabilities in Specialized Settings. 3 hours, 3 credits. Supervised practicum in the teaching of diverse learners with severe disabilities in specialized settings. Focus on teaching daily life skills to individuals with severe cognitive, behavioral, and physical disabilities in specialized settings, including providing individualized instruction in day treatment centers, residential schools/care facilities, and hospitals. (45 hours Supervised Practicum Teaching at the developmental level of study required.) PREREQ: EDS 722 and EDS 723. EDS 725: Nature and Needs of Culturally and Linguistically Diverse Gifted and Talented K-12 Students in Inclusive and Gifted Classes. 3 hours, 3 credits. An in-depth study of the nature and needs of gifted and talented culturally and linguistically diverse children and adolescents in inclusive and gifted classrooms. History, models, and theories of gifted education, characteristics of the gifted and talented, identification and prevalence, comorbidity with disabilities, factors that enhance or inhibit gifted development, and national and State standards. 10 hours of observation of inclusive and gifted classes and/or agency programs at the developmental level corresponding to the teaching certificate held. PREREQ: New York State Teaching Certificate or Reciprocal State Teaching Certificate. EDS 726: Assessment of Culturally and Linguistically Diverse Gifted and Talented K-12 Students in Inclusive and Gifted Classes. 3 hours, 3 credits. Formal and informal assessment of culturally and linguistically diverse gifted and talented students in inclusive and gifted classes. Tools and methods for identifying and assessing gifted and talented students. 15 hours of fieldwork in assessment of gifted learners. PREREQ: EDS 725 and New York State Teaching Certificate or Reciprocal State Teaching Certificate. EDS 727: Best Practices for Teaching Culturally and Linguistically Diverse Gifted and Talented K-12 Students in Inclusive and Gifted Classes. 3 hours, 3 credits. Established best practices in the instruction of culturally and linguistically diverse gifted and talented K-12 students in inclusive and gifted classes including models of enrichment, acceleration, differentiated instruction, and technology applications. Modify and adapt curricula to challenge and assist gifted students in learning to their highest levels of achievement within the framework of national and state standards. 15 hours of fieldwork in direct instruction of gifted and talented students at the developmental level corresponding to the teaching certificate held. PREREQ: EDS 726 and New York State Teaching Certificate or Reciprocal State Teaching Certificate. EDS 728: Culturally and Linguistically Diverse Gifted and Talented K-12 Students in the Home, School and Community. 3 hours, 3 credits. Collaboration with school staff, families, and the community to provide appropriate instruction and leisure activities for culturally and linguistically diverse gifted and talented students. 10 hours of fieldwork in consultation and collaboration with educators, families and community agencies. PREREQ: EDS 727 and New York State Teaching Certificate or Reciprocal State Teaching Certificate. EDS 730: Study of Early Special Education. 3 hours, 3 credits. Nature and needs of the handicapped child aged 0 to 5 years with physical, sensorial, mental, and emotional handicapping conditions with a wide range and degree of difficulties. PREREQ: EDS 700 and permission of the coordinator. *EDS 740: Nature and Needs of the Handicapped. 3 hours, 3 credits. Survey of the social and educational problems of all types of children with handicapping conditions, including sensory impairment. Content will include children's cognitive, social, and emotional problems, and the medical and psychological bases for appropriate education and care. EDS 741: Psycho-educational Evaluation of Children with Learning Problems. 3 hours, 3 credits. Theoretical bases of testing and techniques underlying psycho-educational evaluation of children with learning and behavior problems. Issues of standardized, informal, observational, computer-based, curriculum, and portfolio assessment will be addressed. Special attention will be placed on the impact of culture, language, and gender on testing. In a practicum setting, students will administer tests and score, interpret, and share results with parents, teachers, and other professionals. Issues of advocacy and self-advocacy will be addressed. (15 hours practicum at the developmental level of study required.) PREREQ: EDS 712 and permission of the adviser. EDS 742: Advanced Psycho-educational Assessment. 3 hours, plus testing time, 3 credits. Analysis of major issues involved in the educational assessment of culturally and linguistically diverse populations, particularly in urban settings. Course content will emphasize curriculum-based assessment, design of nonstandardized assessment instruments, and the review of pertinent research findings. PREREQ: EDS 741 and permission of the program coordinator. Lehman College Graduate Bulletin 2011-2013 EDS 743: Behavioral Assessment, Management, and Change. 3 hours, 3 credits. The study of theories and techniques for managing the behavior of students with disabilities and for promoting development of positive social interaction skills. Specific applications of a variety of techniques for behavior management across home, school, and community settings with an emphasis on collaboration. PREREQ: EDS 712 and permission of the adviser. (15 fieldwork hours required.) *EDS 744: Visual Arts for Children with Learning Problems. 3 hours, 3 credits. Workshop course using art, media, and material; readings; and discussions related to the artistic development of the child with learning problems. Art activities will be derived from the following developmental areas: organizing (preplanning, sequencing, and ordering); body awareness; form and spatial awareness. All workshop activities incorporate visual, kinesthetic, haptic, and audio components to achieve intersensory growth and internalization of the learning experience. PREREQ: Permission of the coordinator. *EDS 745: Curriculum, Instruction, and Management of Infants and Toddlers with Special Needs —A Practicum. 3 hours, field experience, 3 credits. A guided experience of teaching infants and toddlers with handicaps in a variety of settings. PRE- or COREQ: *EDS 746 and permission of the coordinator. *EDS 746: Diagnostic Study and Habilitation of Infants and Toddlers with Special Needs. 3 hours, field experience, 3 credits. Theoretical bases and techniques underlying diagnostic evaluation of singly- and multiply-impaired infants and of toddlers with multiple impairments from birth to three years of age. Diagnostic- prescriptive psycho-educational principles for fostering positive development. The objective of the course is to enable the student to determine the developmental requirements of infants and toddlers with physical, psychological, neurological, and learning impairments and to discover strategies for the infants' habilitation. PREREQ: EDS 730 and permission of the coordinator. *EDS 747: Diagnostic Study and Special Education of Older Preschool Children with Special Needs. 3 hours, field experience, 3 credits. Theoretical bases and techniques underlying diagnostic evaluation of preschoolers with single and multiple-impairments from 3 to 6 years of age. Diagnostic-prescriptive psycho-educational principles for fostering positive development. The objective of the course is to enable the student to determine the developmental requirements of older preschool children with physical, psychological, neurological, and learning impairments and to discover strategies for their special education and habilitation. PREREQ: 18 credits in special education and *EDS 746, or approval of the coordinator. *EDS 748: The Adolescent with Developmental Learning Problems. 3 hours, field experience, 3 credits. The effects of unremediated learning problems on the adolescent's attempts to master curriculum. Compensatory adaptations; secondary emotional problems. Diagnostic-prescriptive program for remediation of cognitive and affective disturbances. PREREQ: *EDS 760 and 741; or permission of the coordinator. Counseling, Leadership, Literacy, and Special Education 63 *EDS 749: Movement for Children with Learning Problems. 3 hours, field experience, 3 credits. Integration of cognitive and affective abilities of the child with developmental learning problems through psychomotor/dance training. Designed to provide the student with competency to use psychomotor methods to permit the child access to improved learning of perceptual, linguistic, and academic skills. PREREQ: Permission of the coordinator. *EDS 750: Study of the Mentally Retarded and the Multiple- Handicapped Individual. 3 hours, 3 credits. Study of current research, efficacy of past and present practices, knowledge of specialized terminology and theories, related services, and disciplines enabling teachers to become full participants in transdisciplinary terms. Site visits are planned to a variety of placements. *EDS 751: Curriculum and Methodology for Retarded and Multiple-Handicapped Children. 3 hours, 3 credits. Synthesizing assessment information to develop an individualized educational plan for individuals who are retarded and/or have multiple handicaps. Knowledge of various curricular missions, strategies and methodologies, techniques, and materials. Understanding use and care of prostheses and other equipment to facilitate learning. Evaluating instructional objectives, methodology, and child-management procedures. PREREQ: *EDS 750. *EDS 752: Development of Functional Literacy Skills in Individuals with Mental Retardation. 3 hours, 3 credits. Identification, analysis, and remediation of literacy disorders of children who are mildly retarded. Emphasis on communication skills of reading and writing, although those of listening and speaking will be included. For individuals who are moderately retarded, literacy skills contained within activities of daily living will be stressed. PREREQ: Permission of the coordinator. *EDS 753: Practicum —Teaching Individuals with Retardation. 3 hours, field experience, 3 credits. A guided experience of teaching individuals with retardation in a variety of settings. PREREQ: Permission of program coordinator. *EDS 754: Individuals with Handicaps: Vocational Environments. 3 hours, field experience, 3 credits. Developing awareness in special educators of the importance of meeting the total life career development needs of most individuals who are handicapped. The various vocational environments and agencies that accommodate individuals with handicaps are explored. The relevance of personal and social functioning is emphasized in relation to job success. The need to adopt the principle of normalization in vocational services is stressed, along with understanding vocational assessment techniques. Lehman College Graduate Bulletin 2011-2013 64 Counseling, Leadership, Literacy, and Special Education *EDS 755: The Special Child in the Home, School, and Community: Strategies for Adaptation. 3 hours, field experience, 3 credits. Emphasizes the socio-ecological approach to educating the child with handicaps. This approach views behavior as a function of the relationship between the child and the environment. The course is designed to provide educators and parents with strategies to enhance the home, school, and community networks. *EDS 756: Specialized Techniques for Teaching the Person with Emotional Handicaps. 3 hours, fieldwork, 3 credits. Investigation and field-based application of specialized behavioral techniques for teaching the emotionally handicapped learner. Behavioral techniques, humanistic approaches, and interfacing with other professionals will be explored. PREREQ: *EDS 770, 771, and 743. *EDS 757: Transdisciplinary Approaches and the Person with Handicaps. 3 hours, fieldwork, 3 credits. Investigation and conceptualization of the roles and responsibilities of the members of the transdisciplinary teams as they relate to service delivery for individuals with handicaps in a variety of settings, including residential, day-treatment, hospital, and others. Site visits to a variety of placements will be required. PREREQ: Permission of the coordinator. *EDS 758: Practicum —Teaching the Individual with Multiple Handicaps. 3 hours, field experience, 3 credits. A guided experience of teaching children and adults with handicaps in a variety of settings. PREREQ: Permission of the coordinator. *EDS 759: Curriculum, Instruction, and Management of Older Preschool Children with Special Needs —A Practicum. 3 hours, field experience, 3 credits. A guided experience of teaching preschoolers with handicaps in a variety of settings. PRE- or COREQ: *EDS 747 and permission of the coordinator. *EDS 760: Study of the Person with Learning Disabilities. 3 hours, 3 credits. Study of the theory of specific learning disability. Examination of psychological, neurological, and linguistic theories of language and learning. Emphasis on the behavioral characteristics of individuals with specific disabilities, and general implications for instruction. PREREQ: Permission of the coordinator. *EDS 761: Curriculum Planning in Learning Disabilities. 3 hours, 3 credits. Examination of basic concepts in curriculum design and their implications for selection and/or modification of curricula for individuals with specific learning disabilities in classroom and clinical settings. PREREQ: *EDS 760 and permission of the coordinator. *EDS 762: Practicum in Remediation of Specific Disabilities. 3 hours, 3 credits. (May be reelected to 6 credits.) Supervised practicum in the identification, analysis, and remediation of specific learning disabilities. PREREQ: *EDS 760, EDS 741, and permission of the coordinator. EDS 763: Seminar in Current Issues and Problems in Special Education. 3 hours, 3 credits. The critical analysis and in-depth study of current issues and problems in Special Education. Topics covered will be relevant to the education of the child with special needs and will include issues such as funding, legislation, litigation, labeling, mainstreaming, and teacher attitudes. PREREQ: 9 credits in Special Education or related fields, and permission of the coordinator. *EDS 764: Practicum in the Assessment of Specific Learning Disabilities. 3 hours, 3 credits. (May be re-elected to 6 credits.) Supervised practicum in the remediation of specific learning disabilities. PREREQ: EDS 741 and 761, and permission of the coordinator. *EDS 765: Program Planning for Special Education. 3 hours, 3 credits. Analysis of factors affecting the design and implementation of special education programs for schools and/or alternative settings —foster homes, group homes, intermediate facilities, and regional centers. Program design and implementation under supervision. PREREQ: Permission of the coordinator. *EDS 767: Practicum in Remediation of Specific Learning Disabilities. 3 hours, 3 credits. (May be repeated to a maximum of 6 credits.) Supervised practicum in the remediation of specific disabilities. PREREQ: EDS 741 and 761, and permission of the coordinator. *EDS 768: Practicum in the Assessment of Specific Learning Disabilities. 3 hours, 3 credits. (May be repeated to a maximum of 6 credits.) Supervised practicum in the assessment of specific learning disabilities. PREREQ: EDS 742 and permission of the coordinator. *EDS 770: Study of the Person with Emotional Handicaps. 3 hours, 3 credits. Study of the characteristics, development, and behaviors of the emotionally handicapped. Emphasis on implications for management and education. PREREQ: Permission of the coordinator. *EDS 771: Planning Curricula for the Person with Emotional Handicaps. 3 hours, 3 credits. Techniques for analyzing the strengths and weaknesses of individual students with emotional handicaps. Practice in selecting goals to be sought in working with the student, in determining strategies for teaching, and in designing appropriate materials for use in working toward these goals. PREREQ: *EDS 770 and permission of the coordinator. *EDS 772: Practicum in Teaching the Person with Emotional Handicaps. 6 hours, 6 credits. Supervised practicum in teaching the emotionally handicapped. PREREQ: *EDS 771 and permission of the coordinator. *EDS 790: Independent Study in Special Education. 1-3 hours, 1-3 credits. (May be re-elected for up to 6 credits). Individual study, under supervision. PREREQ: 18 credits completed in Special Education and permission of coordinator. Lehman College Graduate Bulletin 2011-2013 Courses in Bilingual Special Education *Courses preceded by an asterisk are not expected to be offered in 20112013. *EBS 701: Issues in Bilingualism. 3 hours, 3 credits. The nature of bilingualism as a societal and individual phenomenon. In-depth study of linguistic, applied linguistic, psycholinguistic, sociolinguistic, neurolinguistic, and educational aspects of bilingualism. PREREQ: Permission of the coordinator. *EBS 741: Psycho-educational Evaluation of Bilingual Children with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Theoretical bases and techniques underlying the psycho-educational evaluation of bilingual children with learning and behavior problems. The specific concerns related to the assessment of bilingual individuals will be highlighted, including attitudes of school personnel, test bias, misuse of tests, culture- specific tests and local norms, culture-fair tests, procedures and instruments for unbiased testing, and nondiscriminatory assessment models and practices for teachers and evaluators. PREREQ: *EBS 701, 760, and permission of the coordinator. *EBS 760: The Bilingual Child with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Study of the theories associated with learning disabilities and second-language learning as they relate to academic and behavioral problems presented by bilingual students in Special Education programs, and implications of those theories for instruction. PREREQ: *EBS 701, *EDS 740, or permission of the coordinator. *EBS 761: Curriculum Planning for Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Curriculum development, use of specialized teaching techniques, and adaptation of instructional materials for bilingual students with mild to moderate learning and behavior problems. PREREQ: *EBS 701, *EDS 740, *EBS 760, *EBS 741, or permission of the coordinator. *EBS 767: Practicum in the Remediation of Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Supervised practicum in the remediation of bilingual students with mild to moderate learning and behavior problems. PREREQ: *EBS 741, 760, 761, and permission of the coordinator. *EBS 768: Practicum in the Assessment of Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Supervised practicum in the assessment of bilingual students with mild to moderate learning and behavior problems. PREREQ: *EBS 741, EDS 742, *EBS 761, or permission of the coordinator. Courses in Family and Consumer Studies *Courses preceded by an asterisk are not expected to be offered in 20112013. FCS 501: Current Problems in Family and Consumer Studies. 1 hour, 1 credit. (Open to all graduate students. May be re-elected by FCS matriculants up to a maximum of 8 credits with a change in topic.) Topics will be announced before the start of each semester. Counseling, Leadership, Literacy, and Special Education 65 FCS 503: Current Problems in Family and Consumer Studies. 3 hours, 3 credits. (Open to all graduate students. May be reelected by FCS matriculants up to a maximum of 9 credits with a change in topic.) Topics will be announced before the start of each semester. *FCS 571: The Family and the Law. 3 hours, 3 credits. Examination of laws that directly affect the family: laws pertaining to marriage, adoption, estate planning, foster care, and family relations. Emphasis on the work of Federal, State, and local agencies; and legal requirements, proscriptions, etc., in the areas of consumer health protection, housing, and financial management. FCS 601: Seminar in Family and Consumer Studies. 1 hour, 1 credit. (May be reelected for credit as often as the topic changes.) Recent developments in specific topics. PREREQ: Chair's permission. *FCS 611: Clothing Management. 3 hours, 3 credits. Recent developments in the production, purchase, and utilization of textiles and clothing as they relate to the management of personal and family problems. Evaluation of methods and materials for teaching clothing management. PREREQ: FCS 202 and 302 (or equivalents). *FCS 651: Housing for Family Living I. 3 hours, 3 credits. The effect of housing and home environment on the quality of family living. Criteria for the selection of rented, owned, and public housing to fit individual family needs. Trends in housing and community planning. Individual and family responsibilities for improving housing. PREREQ: FCS 180 and 219 (or equivalents). *FCS 652: Housing for Family Living II. 3 hours, 3 credits. Analysis of social and physical design features in old and new housing, public and private, with concentration on the effect of housing and home environment on family living. Interrelationship of design and problems of livability with principles of space planning and the effect of design on housing and maintenance costs. PREREQ: *FCS 651. *FCS 661: Developing Family and Consumer Studies Program. 3 hours plus research project, 3 credits. Principles, procedures, and problems in developing school and community education for home and family living, with emphasis on curriculum building and improvement of instruction in family and consumer studies. PREREQ: ESC 431. PREREQ: Permission of the coordinator. FCS (ESS) 671: Family Development. 3 hours plus field study, 3 credits. Study of the family cycle, with focus on developmental tasks and changing roles of family members. Proposals for strengthening families. Review of methods and materials for secondary-school teaching of family living. *FCS 672: Economic Problems of Family. 3 hours plus field study, 3 credits. Study of the economic status of American families with respect to incomes, employment, housing, and social security. Factors affecting cost of living. The contribution of resource management to the economic welfare of families. Consideration of methods and materials for the teaching of family economics and home management. PREREQ: FCS 316 and 307 (or equivalents). Lehman College Graduate Bulletin 2011-2013 66 Counseling, Leadership, Literacy, and Special Education *FCS 673: Home Economics—Aspects of Consumer Education. 3 hours, 3 credits. Selection and use of goods and services related to improvement of family living. Individual studies of consumption practices and selected consumer problems. Responsibilities of home economists as consumer advisers. FCS 674 (HEA 625): Seminar in Human Sexuality. 3 hours, 3 credits. Analysis of current trends, problems, and issues. PRE- or COREQ: FCS 671 and graduate coordinator's permission. Courses in Special Subjects *Courses preceded by an asterisk are not expected to be offered in 20112013. ESS 500: Reading and Writing Connections. 3 hours, 3 credits. An introduction to reading and writing development of culturally and linguistically diverse adolescents. Exploration of the ways in which reading and writing interact. Study of online approaches to facilitate strategic reading of a variety of texts. ESS 501: Writing and Reading in the Content Areas. 3 hours, 3 credits. Development and critique of curriculum units to advance familiarity and comfort with a variety of texts and written forms that build academic skills in secondary school social studies, science, mathematics, and literature classrooms. Emphasis is on written, oral, and visual strategies to promote comprehension, reflection, and support for the academic development of culturally and linguistically diverse adolescents. PREREQ: None. ESS (FCS) 671: Family Development. 3 hours plus field study, 3 credits. (See description under FCS (ESS) 671.) ESS 705: Project Seminar I. 3 hours, 3 credits. Formulation by each student of a significant project related to a special field in education: definition, design, and method for carrying out the project; recapitulation of relevant material; and completion of an outline. Students will work individually, or in small groups, with an instructor. PREREQ: Permission of the program coordinator. ESS 706: Project Seminar II. 3 hours, 3 credits. Completion of the project undertaken in ESS 705, including a written report on the research or curriculum development carried out, the results of the work, the bases for evaluating the results, and the author's recommendations to others interested in the subject. PREREQ: ESS 705. *ESS 719: The Dynamics of Working with Groups. 3 hours, 3 credits. An investigation of theories and research in the area of classroom group dynamics. Study of group development and classroom behavior. Supervised experience in conducting classroom group discussions, guided observation of large and small groups in action, and directed reading in the literature of classroom group behavior. PREREQ: Graduate adviser's permission. Field experience or working with a group may be required. *ESS 766-767: Comparative Analysis of English and Spanish I and II. Each 3 hours, 3 credits. I. A descriptive study of American English and Spanish, based on current usage. A systematic outline of the sound system, the language patterns, and the vocabulary of both languages. II. Comparison and contrast of the linguistic features of both languages. *ESS 771: Mental Hygiene. 3 hours, 3 credits. Current problems in mental hygiene of the child. Mental hygiene factors in the nursery school and kindergarten, preschool, middle school, later childhood, and adolescent periods. *ESS 782: The Slow Learner. 3 hours, 3 credits. The organization of appropriate programs and curricula and the techniques of instruction for the slow learner in elementary and secondary schools. PREREQ: Full-time teaching experience. *ESS 783: Education of the Gifted. 3 hours, 3 credits. Analysis of the nature and development of gifted children and of educational provisions indicated for them in modern theory and practice. Workshop, research, and case-study procedures stressed. PREREQ: Teaching experience. *ESS 785: Microcomputers in Specialized Educational Services. 3 hours, 3 credits. This course provides a comprehensive overview of computer applications in the areas of counseling and guidance, family and consumer studies, reading, and Special Education. Use of computers to deliver specialized educational services to students across a broad range of ages and instructional needs will be emphasized. PREREQ: Permission of the coordinator. ESS 789: Workshops in Curriculum Design. 1-3 hours, 1-3 credits. (May be re-elected for credit, with graduate adviser's permission, when the topic changes.) Theoretical and practical approaches to design of curricula. NOTE: Curriculum areas will be announced each semester. ESS 790: Workshops in Curriculum Materials Development. 1-3 hours, 1-3 credits. (May be re-elected for credit, with Graduate Adviser's permission, when the topic changes.) Selection and development of instructional materials. NOTE: Curriculum areas are announced each semester. *ESS 793: The Mass Media in Education. 3 hours, 3 credits. Techniques for planning, selecting, using, and evaluating the mass media in light of research findings, curriculum objectives, and the needs of students. *ESS 794: Technological Resources for Teaching and Learning. 3 hours, 3 credits. Techniques for planning, selecting, using, and evaluating technological systems and aids for learning and teaching. These will be examined in light of research findings, curriculum objectives, and the needs of students. Programmed materials and associated equipment: projectors, recordings, closed-circuit television, video and kinescope recording, automated record keeping, and measurement devices. Lehman College Graduate Bulletin 2011-2013 Counseling, Leadership, Literacy, and Special Education 67 *ESS 795: Audiovisual Instruction for the Classroom Teacher. 3 hours, 3 credits. The contribution of audiovisual instructional media (including slides, filmstrips, films, records, computers, and radio and television) to learning. Research equipment, materials, and methods of use for effective teaching and maximal learning. The selection, preparation, creation, and use of audiovisual materials to enrich the learning situation. Courses in Educational Media *Courses preceded by an asterisk are not expected to be offered in 20112013. EDI 703: Multimedia Production for Educational Environments. 3 hours, 3 credits. Plan, design, implement, and assess multimedia tutorials and projects to support problem-based learning and research across the curriculum. PREREQ: EDE 777 and permission of the Program Coordinator. EDI 704: Technology, Problem Solving, and Critical Thinking in Education. 3 hours, 3 credits. Review and application of educational theories and research addressing the new technologies supportive of problem solving, critical, and higher-order thinking. PREREQ: EDE 777 and permission of the Program Coordinator. EDI 705: Distance Learning and Electronic Communications Applied to Educational Environments. 3 hours, 3 credits. Design and analysis of reformed curriculum incorporating the Internet, videoconferencing, electronic communication, and interactive distance-learning classrooms supportive of critical and higher-order thinking. PREREQ: EDE 777 and permission of the program coordinator. EDI 706: LANS, Networks, and Infrastructure Design and Analysis in Educational Environments. 3 hours, 3 credits. Investigation of design characteristics of local area networks (LANS), intranets, and the global Internet (WANS). Issues to be addressed include infrastructure design and management, security maintenance, ethical and legal questions, curriculum development, professional development of users, and the obtaining and allocation of resources for continued support of existing and planned systems. PREREQ: EDI 705 and permission of the program coordinator. *EDI 719: Instructional Design. 3 hours, 3 credits. Introduction to the principles and procedures for assessing learners and learner groups, articulating goals and objectives, planning and implementing instructional media, and evaluating results of this instruction. *EDI 720: The Mass Media in Education. 3 hours, 3 credits. The nature of the media in society and its impact on education, viewed in light of communication theory, research findings, and curriculum objectives. *EDI 721: Educational Media Production I. 3 hours, 3 credits. Production and application of still images using a variety of equipment (such as cameras, slide projectors, overhead and opaque projectors) and production and application of slide tape series; use of terms and concepts in producing and examining images. COREQ: *EDI 719 or the coordinator's permission. *EDI 722: Educational Media Production II. 3 hours, 3 credits. Production and application of educational materials using moving images and sound (super 8mm film/videotape); use of basic visual terms and concepts in producing and examining these productions. PREREQ: *EDI 719 and 721. COREQ: *EDI 723 or permission. *EDI 723: Instructional Resources for Teaching and Learning. 3 hours, 3 credits. Locating, evaluating, selecting, and using resources appropriate to the solution of selected educational problems. PREREQ: Coordinator's permission. *EDI 724: Practicum in the Application of Media to Educational Problems. 3 hours, 3 credits. Designing and evaluating instructional materials in field settings (schools, hospitals, prisons, etc.). *EDI 790: Videotape and Closed-Circuit Television Productions. 3 hours, 3 credits. The uses of videotape and closed-circuit television in the curriculum; planning, presenting, and analyzing TV videotape productions for educational programming. *EDI 791: Documentary Film. 3 hours, 3 credits. Survey of nonfiction film. Study of 16-mm films analyzed in terms of intention, style, quality, and applicability to classroom situations. Students will review current film and television productions. Classroom film documentation of teaching techniques. *EDI 792: Simulation and Games. 3 hours, 3 credits. An introduction to the theory, use, evaluation, and creation of simulation and game situations in school. *EDI 793: Intermedia Production Techniques. 3 hours, 3 credits. Principles of film, animation, editing, macro photography, monaural and stereo recording, and multiscreen projection, and the integration of these media in classroom presentations. Areas of Specialization Within Family and Consumer Studies *FCS 651: Housing for Family Living I *FCS 652: Housing for Family Living II *FCS 672: Economic Problems of Family Life and Child Development *FCS 571: The Family and the Law FCS (ESS) 671: Family Development *FCS 673: Home Economics--Aspects of Consumer Education FCS 674 (HEA 625): Seminar in Human Sexuality *FCS 611: Clothing Management Special Topics and Program Development FCS 501: Current Problems in Family and Consumer Studies FCS 503: Current Problems in Family and Consumer Studies FCS 601: Seminar in Family and Consumer Studies *FCS 661: Developing Family and Consumer Studies Program Lehman College Graduate Bulletin 2011-2013 68 Early Childhood and Childhood Education Early Childhood and Childhood Education Chair: Abigail S. McNamee (Carman Hall, Room CB 07) Coordinator, Early Childhood Education: Cecilia Espinosa (Carman Hall, Room B-15) Coordinators, Childhood Education: Jeanne Peloso (Carman Hall, Room B-51) Department Faculty and Staff: Professors: Abigail McNamee, Anne L. Rothstein; Associate Professors: Nancy Dubetz, Cecilia Espinosa, Christy Folsom, Nancy Maldonado, M. Victoria Rodriguez, Alexandria Lawrence Ross, Marietta Saravia-Shore, Andrea Zakin; Assistant Professors: Cecilia Espinosa, Carol Gross, Janet Kremenitzer, Jeanne Peloso, Frances Rofrano; Program Coordinators: Nancy Dubetz and Frances Rofrano (Carman Hall, B-45 and B-47) The Department offers two programs in Early Childhood Education and two programs in Childhood Education. A 36-42credit program leads to an M.S.Ed. degree in Early Childhood Education (Birth-Grade 2) and a 42-48-credit program leads to an M.S.Ed. degree in Early Childhood Education: Integration of Bilingual Extension (Birth-Grade 2). Both lead to initial and professional certification in New York State and are designed for candidates who have received no previous certification in early childhood but may have certification in a related area, in keeping with the State's emphasis on dual certification. The Early Childhood programs serve students who (a) have qualified for initial certification in a related area of teacher education as undergraduates and are interested in dual certification with early childhood education at the professional level (advanced degree), or (b) have 12 or fewer undergraduate credits in teacher education and are interested in initial and professional certification in early childhood education. A 36-42-credit program leads to an M.S.Ed. Degree in Childhood Education (Grades 1-6). A 39-48-credit program leads to an M.S.Ed. in Childhood Education with Bilingual Extension (Grades 1-6). Both prepare teachers to work in integrated, inclusive, bilingual/multicultural settings. They offer initial and professional certification in New York State upon (a) completion of required coursework, (b) submission of passing scores on the certification examinations, and (c) successful completion of a supervised teaching internship in grades 1-6. The work of the Department is guided by a conceptual framework referred to as LUTE (Lehman Urban Teacher Education), which expresses the Department's commitment to developing competent, caring, and qualified educators for the nation's urban schools. Lehman gives teachers a focus on philosophy, trends, curriculum, methods, materials, and research in the field. The bilingual extension option adds the possibility of initial certification with an emphasis on the bilingual/bicultural child. Courses of study in both programs provide an educational model based on child development and child study principles, New York State Education Department standards and core curriculum, and National Council for the Accreditation of Teacher Education (NCATE) standards as described by the National Association for the Education of Young Children (NAEYC). Programs in Early Childhood Education Entrance Requirements • A bachelor's degree or equivalent from an accredited college or university with a Grade Point Average of 3.0 for all undergraduate and graduate work completed prior to acceptance. • Two letters of recommendation. • Submit scores on New York State's Liberal Arts and Sciences Test (LAST) for advisement purposes if initial certification is not successfully completed. • An interview might be scheduled upon faculty request. (Requirements and procedures are available in the Department office, located in Room B-32 of Carman Hall.) Degree Requirements To qualify for the M.S.Ed. degree in Early Childhood Education (Birth-Grade 2), students must fulfill the following requirements: (1) Submit scores on the ATS-W and CST. (2) Complete 42 credits of prescribed coursework. (3) Submit professional portfolio. (4) Satisfactory research project submitted for publication. (5) Apply for initial or professional certification. To qualify for a M.S. Ed. in Early Childhood Education/Integration of Bilingual Extension (Birth – Grade 2), students must fulfill the following requirements: (1) Submit scores on the ATS-W and CST. (2) 48 credits of prescribed course work. (3) Submit professional portfolio.(4) Submit satisfactory research project for publication. (5) Apply for initial or professional certification by completing the requirements for a Bilingual Extension: EDC 738, EDC 739, EDC 727, and *SPE 703. (6) Pass Bilingual Education Assessment (BEA). Early Childhood Education Gifted and Talented Certificate Extension A 12-credit Extension in Teaching Students who are Gifted and Talented (EDS 725, EDS 726, EDS 727, and EDS 728) is available to any student who already holds an Initial/Professional Certificate as a Teacher of Early Childhood (Birth to Grade 2), Childhood (Grades 1-6), Middle and High School Academic Subjects (Grades 7-12), TESOL (Birth – Grade 12), Literacy Specialist: Early Childhood (Birth – Grade 2), Literacy Specialist: Childhood (Grades 1-6), Literacy Specialist: Middle Childhood and Adolescent Education (Grades 5-12), Early Childhood Special Education (Birth to Grade 2), Childhood Special Education (Grades 1-6), and Adolescent Special Education in an Academic Subject (Grades 7-12). The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics. Lehman College Graduate Bulletin 2011-2013 Early Childhood Education Birth-Grade 2 (39-45 credits) Overview Students in both Early Childhood Education programs must complete courses in three competency areas, including student teaching. To progress from one competency area to the next, candidates must meet continuation requirements as listed below. 39 credits for students with initial or provisional certification in Pre-K-Grade 6 or Childhood Education. 45 credits for students without prior teacher certification. • COMPETENCY AREA I: Foundations in Early Childhood Development and Education (15 credits): EDC 721 (3), EDC 722 (3), EDS 702 (3), EDC 734 (3) or elective, EDC 735 (3). Fulfill requirements for continuation: (1) Complete first 6 credits with a 3.0 GPA (2) Submit academic portfolio for each course of the first 6-12 credits. • COMPETENCY AREA II: Professional Coursework in Early Childhood Development and Education (18 credits): EDC 713 (3), EDC 714 (3), EDC 715 (3), EDC 716 (3), EDC 717 (3), EDC 718 (3). Fulfill requirements for entry into student teaching: (1) Successful application to the Student Teaching Coordinator. (2) Complete at least 12 credits in Competency Area II. Student Teaching and Seminar (6 credits): EDC 795 (3) and EDC 790 (3). Student Teaching Internship and Seminar (6 credits): EDC 784 (3), EDC 795 (3), EDC 745 (1), EDC 746 (1), EDC 748 (2), EDC 749 (2) OR EDC 747 (2), EDC 748 (2), EDC 749 (2) OR EDC 758 (3), EDC 759 (3). Fulfill requirements for continuation: (1) Successful completion of student teaching or internship. (2) Submit an academic portfolio for each course of the first 36-39 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification. • COMPETENCY AREA III: Professional Practice in Early Childhood Education (3-6 credits): EDC 756 (3), *EDC 757 (3). *Only for certified students Early Childhood Education: Integration of Bilingual Extension, Birth-Grade 2 (45-51 credits) The Bilingual Extension of the Initial or Professional Certificate enables one to teach bilingual students. The requirements for the Initial or Professional Certificates must be fulfilled before a Bilingual Extension can be issued. In addition, the Bilingual Education Assessment (BEA) exam is required. • COMPETENCY AREA I: Foundations in Early Childhood Development and Education (18 credits): EDC 721 (3), EDC 722 (3), EDS 702 (3), EBS 701 (3), EDC 734 (3) or elective, EDC 735 (3). Early Childhood and Childhood Education 69 Fulfill requirements for continuation: (1) Complete first 6 credits with a 3.0 GPA (2) Submit academic portfolio for each course of the first 6-12 credits. • COMPETENCY AREA II: Professional Coursework in Early Childhood Development and Education (21 credits): EDC 738 (3), EDC 739 (3), EDC 715 (3), EDC 716 (3), EDC 717 (3), EDC 718 (3), EDC 727 (3). Fulfill requirements for entry into student teaching: (1) Successful application to Student Teaching Coordinator. (2) Complete at least 15 credits in Competency Area II. Student Teaching and Seminar: EDC 795 (3) and EDC 781 (3) (supervised student teaching Bilingual Extension) or *EDC 790 (3). Student Teaching Internship and Seminar: EDC 795 (3), EDC 784 (3), EDC 745 (1), EDC 746 (1), EDC 748 (2), EDC 749 (2) OR EDC 747 (2), EDC 748 (2), EDC 749 (2) OR EDC 758 (3), EDC 759 (3). Fulfill requirements for continuation: (1) Successfully complete student teaching. (2) Submit an academic portfolio for each course of the first 45 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification. • COMPETENCY AREA III: Professional Practice in Early Childhood Education (3-6 credits): EDC 756 (3), *EDC 757 (3). *Only for certified students Programs in Childhood Education Childhood Education Entrance Requirements • A bachelor's degree or equivalent from an accredited college or university with a GPA of 3.0 for all undergraduate and graduate work completed prior to acceptance. • Two letters of recommendation. • Submit scores on New York State's Liberal Arts and Sciences Test (LAST) and Content Specialty Test (CST) for advisement purposes if initial certification is not successfully completed. • An interview might be scheduled by faculty request. (Requirements and procedures are available in the Department office, Carman Hall, Room B-32.) Childhood Education Degree Requirements To qualify for the M.S. degree in Childhood Education (Grades 16), students must fulfill the following requirements: (1) Submit scores on ATS-W and CST (2) Complete 36-42 credits of prescribed course work. (3) Submit professional portfolio. (4) Submit satisfactory research project for publication. (5) Submit application for Initial or Professional Certification. To qualify for the M.S. in Childhood Education-Integration of Bilingual Extension (Grades 1-6), students must fulfill the following requirements: (1) Submit scores on the ATS-W and CST (2) Complete 39-48 credits of prescribed coursework. (3) Submit professional portfolio. (4) Submit satisfactory research project for publication. (5) Apply for initial or professional certification by completing requirements for a Bilingual Extension: EDE 738, EDE Lehman College Graduate Bulletin 2011-2013 70 Early Childhood and Childhood Education 739, EDE 727, and *SPE 703. (6) Pass the Bilingual Extension Assessment (BEA). Childhood Education Gifted and Talented Certificate Extension A 12-credit Extension in Teaching Students who are Gifted and Talented (EDS 725, EDS 726, EDS 727, and EDS 728) is available to any student who already holds an Initial/Professional Certificate as a Teacher of Early Childhood (Birth to Grade 2), Childhood (Grades 1-6), Middle and High School Academic Subjects (Grades 7-12), TESOL (Birth – Grade 12), Literacy Specialist: Early Childhood (Birth-Grade 2), Literacy Specialist: Childhood (Grades 1-6), Literacy Specialist: Middle Childhood and Adolescent Education (Grades 5-12), Early Childhood Special Education (Birth to Grade 2), Childhood Special Education (Grades 1-6), and Adolescent Special Education in an Academic Subject (Grades 7-12). The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics. Childhood Education Grades 1-6 (42-48 credits) Childhood Education Overview Students in both Childhood Education programs must complete courses in three competency areas, including a supervised teaching experience. To progress from one competency area to the next, candidates must meet continuation requirements as listed below. 42 credits for students with Initial or Provisional Certification in Pre-K-Grade 6 or Childhood Education. 48 credits for students without prior teacher certification. • COMPETENCY AREA I: Foundations in Childhood Development and Education (12 credits): EDS 707 (3), EDE 721 (3), EDE 722 (3), EDE 735 (3). Submit academic portfolio for each course of the first 9 credits. • COMPETENCY AREA II: Professional Coursework in Childhood Development and Education (21 credits): EDE 621 (3), EDE 713 (3), EDE 714 (3), EDE 715 (3), EDE 716 (3), EDE 717 (3), EDE 718 (3). (1) Successful application to the Student Teaching Coordinator. (2) Complete at least 12 credits in Competency Area II. Student Teaching and Seminar (6 credits): EDE 795 (4) and EDE 783 (2). OR: Student Internship and Seminar (6 credits): EDE 783 (3), EDE 784 (3). This requirement does not apply to students with Initial or Provisional Certification. (1) Successfully complete student teaching or internship. (2) Submit an academic portfolio for each course of the first 36 credits with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification. • COMPETENCY AREA III: Professional Practice in Childhood Education (3 credits): EDE 756 (3). Childhood Education Integration of Bilingual Extension: Grades 1-6 (39-48 credits) The Bilingual Extension of the Initial or Professional Certificate enables one to teach bilingual students. The requirements for the Initial or Professional Certificates must be fulfilled before a Bilingual Extension can be issued. In addition, the Bilingual Education Assessment (BEA) exam is required. 42 credits for students with Initial or Provisional Certification in Pre-K-Grade 6 or Childhood Education. 48 credits for students without prior teacher certification. • COMPETENCY AREA I: Foundations in Childhood Development and Education (12 credits): EDS 707 (3), EDE 721 (3), EDE 722 (3), EDE 735 (3). Submit academic portfolio for each course of the first 9 credits. • COMPETENCY AREA II: Professional Coursework in Childhood Development and Education (27 credits): EDE 621 (3), EDE 738 (3), EDE 739 (3), EDE 715 (3), EDE 716 (3), EDE 717 (3), EDE 718 (3), EBS 701 (3), EDE 727 (3). (1) Successful application to the Student Teaching Coordinator. (2) Complete at least 12 credits in Competency Area II. Student Teaching and Seminar (6 credits): EDE 795 (4) and EDE 783 (2). OR: Student Internship and Seminar (6 credits): EDE 783 (3), EDE 784 (3). This requirement does not apply to students, with Initial or Provisional Certification. (1) Successfully complete student teaching or internship. (2) Submit an academic portfolio for each course of the first 36 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification. • COMPETENCY AREA III: Professional Practice in Childhood Education (3 credits): EDE 756 (3). Courses in Early Childhood Education *Courses preceded by an asterisk are not expected to be offered in 20112013. *EDC 701: Educational Psychology, Child Study, and Development. 30 hours plus fieldwork, 3 credits. Study of factors affecting development and human growth from conception through eight years. Developmental theories and research findings related to the physical, emotional, cognitive, and social growth of the child. Personality theories related to the development of self-concept will be examined. Diagnostic and assessment techniques and measures will be studied. Specific child-study observational skills and procedures will be developed. Pupil evaluation, class assessment, and testing related to child study and development will be made possible through field experiences. Lehman College Graduate Bulletin 2011-2013 *EDC 702: Educational Psychology, Learning. 60 hours plus fieldwork, 6 credits. Study of factors affecting learning from birth through eight years; learning theories and research findings related to the normal and special child; application of learning theories to mainstreamed classes. Emphasis on maturation, readiness, and basic-skill acquisition. Diagnostic and assessment techniques and measures will be applied in field settings. Three learning modules will be included: sensorimotor, communication and conceptual, logical, and reflective thinking. *EDC 703: Program Planning for Early Childhood. 30 hours plus confs., 3 credits. Analysis of factors affecting the design and development of educational programs in terms of educational goals and mental health principles. *EDC 704: Early Childhood Program Trends. 30 hours plus confs., 3 credits. Early childhood program trends in relation to historical, philosophical, and current community and social needs. Patterns will be examined and analyzed. A survey of a broad range of programs will be examined through the use of films, school visits, and speakers, as well as individualized field experiences. EDC 713: Literacy Development in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children, young children who are learning English as a second language, and young children with special needs, develop language and literacy in family, early care, and school settings. Approaches to literacy development, assessment, and instruction, including use of media and technology within an integrated curriculum that meets National and State standards, and the needs of children with disabilities. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 714. No student can receive credit for both EDE 713 and EDC 713. EDC 714: Social Studies Concept Development in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children, and young children who are learning English as a second language, and young children with special needs develop an understanding of basic human needs and interdependence in family, early care, and school settings. Approaches to social studies, assessment, and instruction, including use of media and technology within an integrated curriculum that meets national and State standards, and the needs of children with disabilities. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 713. No student can receive credit for both EDE 714 and EDC 714. Early Childhood and Childhood Education 71 EDC 715: Mathematical Concept Formation in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children, young children who are learning English as a second language, and young children with special needs develop an understanding of mathematical concepts in family, early care, and school settings. Approaches to assessment and documentation in young children's mathematics development through the use of concrete materials and media and technology consistent with national and State Standards and the needs of children with disabilities. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 716. EDC 716: Developing Young Children's Concepts in Art, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which young children, young children who are learning English as a second language, and young children with special needs, develop artistic expression and appreciation of art in family, neighborhood, early care, and school settings. Approaches to assessment and documentation of children's artistic development and expressions of ideas in art using concrete materials and appropriate tools from technology, consistent with National and State Standards and the needs of children with disabilities. Visits to early childhood settings with diverse populations, action research, development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 715 EDC 717: Developing Science Concepts in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children, young children who are learning English as a second language, and young children with special needs, develop an understanding of science in family, early care, and school settings. Approaches to science exploration, investigation, documentation and assessment, including technology within an integrated curriculum to meet National and State Standards and the needs of children with disabilities. Visits to early childhood settings with diverse populations, and action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722, one undergraduate or graduate laboratory science course. COREQ: EDC 718. EDC 718: Developing Music Appreciation in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, young children and young children who are learning English as a second language, and young children with special needs learn to appreciate and create music in family, early care, and school settings. Approaches to music development, assessment, and instructional strategies, including use of media and technology within an integrated curriculum that meets national and State Standards and the needs of children with disabilities. The course requires visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 721, EDC 722. COREQ: EDC 717. Lehman College Graduate Bulletin 2011-2013 72 Early Childhood and Childhood Education EDC 721: Child Study and Developmental Assessment, Birth to Grade 2. 3 hours, 3 credits. Extended study of the integrated factors affecting infants, toddlers, and young children's physical, social, emotional, cognitive, language, and aesthetic development through observation, case study, and exposure to research and dominant theories of child development and learning through multiple technologies. Assessment of how young children differ in their development and approaches to supporting individual development; assessment of conditions that affect young children's development, including risk factors and patterns of specific disabilities, and cultural and linguistic diversity and significance of sociocultural and political contexts. Requires fieldwork with children, action research, and the development of an academic portfolio. COREQ: EDC 722. EDC 722: Child Development and Program Design in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Design, implementation, and assessment of developmentally appropriate programs and instructional practices based on: knowledge of the needs and interests of young children including those with disabilities and diverse cultural and linguistic backgrounds; knowledge of the community; curriculum goals; and City, State, and national standards. Study of model programs for, and issues related to, programs for young children reflecting the sociocultural, historical, and political forces that influence the diverse delivery systems through which programs are offered for young children and their families. Focus on the health, safety, physical, emotional, social, cognitive, cultural, and aesthetic aspects of programs. Requires student observation, action research, appropriate use of media and technology, and an academic portfolio. COREQ: EDC 721. EDC/EDE 727: Teaching English as a Second Language (Pre-K to Grade 6). 4 hours, 3 credits. Methods and materials for teaching children whose native language is not English and children with special needs. Focus on how to teach content with an emphasis on English language arts, using English as a Second Language methodologies. Attention on addressing the influence of language, cultural and community orientation, and prior schooling experiences on learning in a second language including children with disabilities. This course requires 15 hours of fieldwork with children in ESL classrooms. PREREQ: Competency Area I and Step 2; EDC 738/EDE 738, *EBS 701, and one of the following: EDC 739/EDE 739 or EDC/EDE 733. (Note: Required course for Bilingual Extension.) EDC 730: Understanding and Documenting Young Bilingual Children's Literacy Development and Concepts of the World Around Them, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways that infants, toddlers, and young bilingual, bicultural children develop language and literacy. Understanding of basic human needs and interdependence in family, early care, and school settings. Study of approaches to literacy and the social studies documentation and assessment and instructional strategies in native and second languages through media and technology within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2. Lehman College Graduate Bulletin 2011-2013 EDC 731: Understanding and Documenting Young Children's Literacy Development and Concepts of the World Around Them, Birth to Grade 2. 6 hours, 6 credits. Exploration of diverse ways in which infants, toddlers, and young children develop language and literacy and understand basic human needs and human interdependence in family, early care, and school settings. Study of approaches to literacy and the social studies documentation and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2. EDC 732: Understanding and Documenting Young Children's Concepts of Mathematics and Art, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways in which infants, toddlers, and young children develop an understanding of mathematical concepts and the appreciation and creation of art in family, early care, and school settings. Study of approaches to formal and informal documentation and assessment of children's development in mathematics and art to insure the continuous development of problem-solving processes and expression of ideas in both mathematics and art. Construction of meaning through a variety of instructional opportunities that support the intellectual and social development of diverse learners, using appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy, and modeling. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2. EDC 733: Understanding and Documenting Young Children's Concepts of the Sciences and Music, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways in which infants, toddlers, and young children develop an understanding of the sciences and come to appreciate and create music in family, early care, and school settings. Study of approaches to the sciences and music documentation and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2, BIO 150, CHE 136, PHY 135, GEO 166, or equivalent. EDC 734: Programs and Environments for Infants and Toddlers, Birth to 3 Years. 3 hours, 3 credits. Study of five areas of infant and toddler development (physical, cognitive, emotional, social, and language) including children who are learning English as a second language and children with special needs. Implementation of Developmental Profiles for infants and toddlers in care as a basis for program development and curriculum design. Design and implementation of appropriate environments for infants and toddlers considering cultural and family contexts. Ten hours of observations in infant and toddler settings, action research, use of technology, and an academic portfolio. PREREQ: EDC 721 and EDC 722. Early Childhood and Childhood Education 73 EDC 735: Family, School, and Community Interaction in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Study of a theoretical framework for developing skills among teachers to support parental involvement in the education of infants, toddlers, and young children at home, in early care, and in school settings. Emphasis on culturally and economically diverse communities and relationships to community organizations. Fieldwork in early childhood settings and community organizations serving diverse populations, action research, and an academic portfolio. PREREQ: EDC 721 and 722. No student can receive credit for both EDC 735 and EDE 735. EDC 738: Literacy in Bilingual/Bicultural Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways that infants, toddlers, young bilingual, bicultural children, and children with special needs develop language and literacy in family, early care, and school settings. Approaches to literacy assessment and instruction in both the native and second languages, including use of media and technology within an integrated curriculum to meet national, State standards, and the needs of children with disabilities. Visits to early childhood bilingual settings, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 727. COREQ: EDC 739. Note: Required course for Bilingual Extension. EDC 739: Social Studies Concept Development in Bilingual/Bicultural Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways infant, toddlers, and young bilingual, bicultural children and children with special needs develop an understanding of basic human needs and interdependence in family, early care, and school settings. Approaches to social studies concepts, assessment, and instruction in both the native and second languages, including use of media and technology within an integrated curriculum to meet national and State standards, and the needs of children with disabilities. Visits to early childhood bilingual settings, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDC 727. COREQ: EDC 738. Note: Required course for Bilingual Extension. EDC 745: Teaching Internship and Seminar I. 1 hour, 1 credit. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status. EDC 746: Teaching Internship and Seminar II. 1 hour, 1 credit. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 745. EDC 747: Teaching Internship and Seminar III. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who assume teaching positions just prior to, or at the outset of, their second semester of matriculation.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status: 12-15 credits. EDC 748: Teaching Internship and Seminar IV. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 746 or EDC 747. EDC 749: Teaching Internship and Seminar V. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 748. EDC 756: Teacher as Researcher and Writer. 3 hours, 3 credits. Continued development and utilization of research skills appropriate to an area of specialization in early childhood culminating in a written capstone project. PREREQ: Successful completion in Competency Areas I and II. COREQ: EDC 757. No student can receive credit for both EDC 756 and EDE 756. EDC 757: Ethics and Professionalism in Early Childhood Teaching. 3 hours, 3 credits. Study of the early childhood teaching profession, its multiple historical, philosophical, and social foundations. Analysis of teaching practices through the use of self- assessment as a form of evaluation and professional portfolio development. Examination of the purpose and meaning of teaching and the contributions made to the profession through analysis of the students' own teaching experiences. PREREQ: Competency Area II and Step 4. COREQ: EDC 756. No student can receive credit for both EDC 757 and EDE 757. EDC 758: Intensive Teaching Internship and Seminar I. 3 hours, 3 credits. (For matriculated students who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status. EDC 759: Intensive Teaching Internship and Seminar II. 3 hours, 3 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 758. Lehman College Graduate Bulletin 2011-2013 74 Early Childhood and Childhood Education EDC 770-771: Advanced Studies in the Curriculum I and II. Each 30 hours plus confs., 3 credits. Curriculum content, methods, and materials in Early Childhood Education as related to affective, cognitive, and social development within the Early Childhood Education program. Different curricular areas will be presented for special consideration each semester. *EDC 773: Parent-Teacher-Child Relationships. 30 hours plus confs., 3 credits. Designed to help those in early childhood and elementary education understand and effectively handle questions arising from parent-child relationships and teacher-parent-child relationships. Readings, case histories, and data drawn from individual experiences will be used to explore the dynamics of the most frequently encountered problems of children in classrooms. Methods will be developed to form constructive relationships with children, parents, and ancillary school or social agency personnel. EDC 776: Special Studies in Early Childhood Education. 15-45 hours, 1-3 credits. (May be repeated for up to 6 credits with permission of Graduate Adviser as the topic changes.) Investigation of specific developments, problems, or practices in the field of Early Childhood Education. Topics and credits will vary and be announced each semester. *EDC 778: Workshop—Teaching as Process in Early Childhood Education. 30 hours plus confs., 3 credits. Providing an understanding of the process of teaching. Analysis of the role of the teacher through an examination of literature, films, and related research. Development of models of teaching; examination and refinement of teaching skills; and examination of the hierarchal functioning of teachers in classrooms, schools, and the community. *EDC 779: Administration and Supervision in Early Childhood Education. 30 hours plus confs., 3 credits. Responsibilities and functions of administrators and supervisors in staff relationships. Agency and community contacts will be analyzed. Personnel, budget, supplies, and in-service training responsibilities related to nursery schools, child-care centers, private schools, and other institutions for young children will be examined. EDC 781: Supervised Student Teaching in Bilingual Settings, Pre-K to Grade 2. 300 hours, 3 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in bilingual/multicultural settings that include students with disabilities and students of different early childhood age/grade levels (Pre-K, K, Grades 1-2), with particular emphasis on the bilingual classroom. Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: Successful completion in Competency Areas I and 12 credits in Competency II. For Bilingual students EDC 738, EDC 739, EDC 727, *EBS 701, COREQ: EDC 795. EDC (EDE) 783: Student Teaching Seminar. 3 hours, 3 credits. Utilization of the classroom setting as laboratory; realistic examination of the multidimensional issues that reflect the complexities of teaching. Further development of the ability to problem solve, to consider flexible and varied interactions with children, and to reflect so that students develop as competent, qualified, and caring learners/teachers. Analysis and discussion of concerns, fears, views within a safe, supportive environment. Completion of a professional electronic portfolio. PREREQ: EDE 721, EDE 722, and 12 credits of methods courses. COREQ: EDE 756; EDE 795, EDE 782 or EDE 784. EDC 784: Supervised Student Teaching Internship, Birth to Grade 2. 3 credits. Collaboration between college and school partners to provide opportunities for uncertified teachers in classrooms to continue to establish best professional practices, with emphasis on all learners, developed in the Certification Sequence and successfully evaluate the outcomes of those practices in the teacher's current setting, supervised by College faculty. PREREQ: Successful completion in Competency Areas I and 12 credits in Competency II. COREQ: EDC 795. *EDC 790: Student Teaching Internship for N-III Teachers. Semester field placement and confs., 3 credits. A course in student teaching. This internship will provide for placements at several early childhood levels: family day care, day care, nursery, kindergarten, early childhood centers, and primary grades I-III. Applicants will be required to meet the demands of early childhood personnel. Negative chest x-ray report required. EDC 790: Supervised Student Teaching—Pre-K to Grade 2. 3 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices with emphasis on all learners, developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in a variety of settings that include culturally diverse populations, students with disabilities, and students of different age/grade levels (Pre-K, K, and Grades 1-2). Student teachers are required to spend five full days each week in their school placement, a minimum of 300 hours, and two hours each week in a professional development workshop. PREREQ: Successful completion in Competency Areas I and 12 credits in Competency II. COREQ: EDC 795. EDC 795: Student Teaching/Internship Seminar. 3 hours, 3 credits. A weekly forum for students to analyze teaching practices through the use of a variety of assessments as a form of evaluation. Development of the ability to problem solve, to consider flexible and varied interactions with diverse children, and to reflect in order to support students development as competent, qualified, caring, and ethical professionals. Examination of the purpose and meaning of teaching through analysis and discussion of students own teaching experiences, such as concerns, fears, and views within a safe, supportive environment, as well as others’ contributions made to the profession. Development of a professional portfolio. PREREQ: Successful completion of foundation courses and 12 credits of methods courses. COREQ: EDC 756, EDC 790, EDC 781 or EDC 784. Lehman College Graduate Bulletin 2011-2013 Courses in Childhood Education *Courses preceded by an asterisk are not expected to be offered in 20112013. EDE 510: Schools in a Bilingual/Bicultural Hispanic Community. 3 hours, 3 credits. Analysis of the structure and function of schools in a bilingual/bicultural Hispanic community and the influence of the community on the development of school programs. (English/Spanish). EDE 512: A Multi-arts Approach to Curriculum Development in the Elementary School with Emphasis on Hispanic Cultures. 3 hours, 3 credits. An exploration of historic and contemporary Hispanic arts and the development of curriculum units for bilingual/bicultural students. EDE 611-612: Seminar in Elementary School Teaching, I and II. Each 1 hour, 1 credit. Analysis of problems or practices in elementary school teaching. PREREQ: Open only to matriculants in the Program in Elementary Education who are teaching full time and have no previous courses in elementary education. EDE 621: Introduction to Teaching Reading in the Elementary School. 3 hours, 3 credits. (For students who have never taken a course in the teaching of reading.) A study of the reading process and strategies for teaching reading, including language development, reading readiness, word recognition, analysis, and comprehension. Formal and informal measures for assessing pupil needs, organizational and classroom management techniques, instructional approaches, and materials for elementary schools will be examined. Ten hours of fieldwork required. EDE 622: Advanced Methods in Teaching Reading in Elementary School. 3 hours, 3 credits. A study of strategies for teaching reading, including critical thinking and study skills and content area reading. Formal and informal measures for assessing pupil needs, organizational and classroom management techniques, instructional approaches, and materials for the reading experience will be examined. PREREQ: *EDE 630 and 621. *EDE 630: Psychology of Development and Learning in Elementary Education. 3 hours, 3 credits. A beginning course for students who have not taken a course in educational psychology. Study of theories and research regarding development and learning from birth through early adolescence, with application to the elementary classroom. Classroom teaching discussed and evaluated in relation to theories, research, and professional development. *EDE 632: Curriculum Development through the Social Sciences in the Elementary School. 3 hours, 3 credits. Investigation of basic principles of curriculum development in elementary schools, using the content and methodologies of the social sciences to organize social studies instruction. Emphasis on multi-ethnic/multicultural education in a pluralistic society. PREREQ: *EDE 630 (or equivalent). Early Childhood and Childhood Education 75 *EDE 640: Teaching Mathematics in the Elementary School. 3 hours, 3 credits. Study of the organization, content, and methods of teaching in elementary mathematics programs. Emphasis on using research results to evaluate critically existing curricula and to organize teaching approaches that lead to the development of problem-solving skills. PREREQ: Passing grade on Departmental Mathematics Content Exam. *EDE 651: Teaching Science in the Elementary School. 3 hours, 3 credits. Improving the elementary school teacher's cognitive knowledge in the sciences. Helping the teacher utilize concepts suggested by content for the purpose of developing activities and materials suitable for the effective teaching of science as an inquiry process. PREREQ: *EDE 630 (or equivalent). *EDE/ESC 700: Psychology in Education, Group Dynamics. 3 hours, 3 credits. A laboratory course using here-and-now experiences to study interpersonal perceptions; communication networks; and group decision-making patterns, leadership, and structure. Develop skills in diagnosing and improving group functioning. PREREQ: Full-time teaching experience. *EDE 701: Psychology in Elementary Education, Advanced Educational Psychology. 3 hours, 3 credits. Current psychological theory related to children's basic learning processes. Consideration of multicultural, economic, ethnic, and racial factors in society as they affect classroom learning. Formal and informal approaches to the evaluation of learning as a basis for curriculum decision-making. PREREQ: Previous course in educational psychology. COREQ: Currently teaching. *EDE/ESC 702: Foundations of Education. 3 hours, 3 credits. Studies of critical periods and movements in American education history, with emphasis on social, political, and intellectual developments and the role of leading educational theorists as agents of change in education. *EDE/ESC 703: School and Community. 3 hours, 3 credits. Analysis, from historical and contemporary perspectives, of education as a social process and social institution in an urban setting. Emphasis on the teacher's role as facilitator of understanding and change with parents, children, and community in multicultural, economic, ethnic, and racial school settings. A minimum of ten hours community field experience is required. *EDE 704: Educational Evaluation. 3 hours, 3 credits. Fundamentals of measurement and statistics for the classroom teacher. Emphasis on the planning, construction, administration, analysis, and evaluation of tests and examinations used by the teacher, including teacher-made and standardized tests. The collection and analysis of data are required. *EDE 705: Project Seminar I. 3 hours, 3 credits. Formulation by each student of a significant project related to teaching in early childhood or elementary education: definition, design, method for carrying out the project, recapitulation of relevant material, and completion of an outline. Students will work individually, or in small groups, with an instructor. PREREQ: Graduate Adviser's permission. Lehman College Graduate Bulletin 2011-2013 76 Early Childhood and Childhood Education *EDE 706: Project Seminar II. 3 hours, 3 credits. Completion of the project undertaken in *EDE 705, including a written report on the research or curriculum development carried out, results of the work, basis for evaluating the results, and the author's recommendations to others interested in the subject. PREREQ: *EDE 705. *EDE 707: Introduction to Educational Research I. 3 hours, 3 credits. Formulation of a research problem by each student; its definition, the method of study appropriate to the problem, recapitulation of pertinent studies, and collection and analysis of data. Students will work individually with a Graduate Adviser and in small groups. PREREQ: *EDE 704 and instructor's permission. *EDE 708: Introduction to Educational Research II. 3 hours, 3 credits. Formulation of a research problem by each student; its definition, the method of study appropriate to the problem, recapitulation of pertinent studies, and collection and analysis of data. Students will work individually with a Graduate Adviser and in small groups. PREREQ: *EDE 707. EDE 713: Literacy in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of ways in which children develop language and literacy in family, neighborhood, and school settings including children who are learning English as a second language, and children with special needs. Approaches to literacy, assessment, and instruction, including use of media and technology, with integrated curricula that meet State and national standards and the needs of children with disabilities. Ten hours of fieldwork required with children in childhood settings with diverse populations, action research, and development of an academic portfolio. PREREQ: EDE 721 and EDE 722. COREQ: EDE 714. No student can receive credit for both EDE 713 and EDC 713. EDE 714: Learning and Teaching Social Studies in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children, including children who are learning English as a second language, and children with special needs, develop an understanding of basic human needs and interdependence in family, neighborhood, and school settings. Study of approaches to social studies, and assessment and instructional strategies, through media and technology, within an integrated curricula to meet State and national standards. Ten hours of fieldwork required with children in childhood settings with diverse populations, integrative seminar, action research, and development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 713. No student can receive credit for both EDE 714 and EDC 714. EDE 715: Learning and Teaching Mathematics in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children, including children who are learning English as a second language, and children with special needs develop an understanding of mathematical concepts in family, neighborhood, and school settings. Study of approaches to assessment and documentation of children's development in mathematics to insure continuous development of problem-solving processes and expression of ideas in mathematics. State and national standards are met using appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy and modeling. Ten hours of fieldwork required in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 716. EDE 716: Learning and Teaching Art in Childhood Settings— Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children, including children who are learning English as a second language, and children with special needs, develop the appreciation of art in family, neighborhood, and school settings. Study of approaches to assessment and documentation of children's artistic development to include focus on problem- solving processes and expression of ideas in art. Appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy and modeling will be utilized to meet State and national standards. Ten hours of fieldwork required in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 715. EDE 717: Learning and Teaching Science in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Exploration of ways in which children, including children who are learning English as a second language, and children with special needs develop an understanding of science in family, neighborhood, and school settings. Approaches to science, documentation and assessment of instruction, including the use of media and technology within an integrated curriculum to meet State and national standards. Ten hours of fieldwork required in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721 and EDE 722, one undergraduate or graduate laboratory science course. COREQ: EDE 718. EDE 718: Learning and Teaching Music in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children, including children who are learning English as a second language, and children with special needs come to appreciate and create music in family, neighborhood, and school settings. Study of approaches to music assessment and instructional strategies through media and technology as appropriate within an integrated curriculum to meet State and national standards. Ten hours of fieldwork required in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 717. Lehman College Graduate Bulletin 2011-2013 Early Childhood and Childhood Education 77 EDE 721: Child Study and Developmental Assessment, Grade 1 to 6. 3 hours, 3 credits. Study of the integrated factors affecting children's physical, social, emotional, cognitive, language, and aesthetic development. Exposure to dominant theories of child development and learning through multiple technologies. Informal assessment of how children differ in their development and conditions that affect children's development, including risk factors, patterns of specific disabilities, cultural and linguistic diversity, and sociocultural and political contexts. Observations in childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required. COREQ: EDE 722. No student can receive credit for both EDE 721 and EDC 721. EDE 722: Child Development and Program Design in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Design, implementation, and assessment of developmentally appropriate programs and instructional practices based on knowledge of the needs and interests of children, including those with disabilities and diverse cultural and linguistic backgrounds, as well as on knowledge of the community; of curriculum goals; and of City, State, and national standards. Study of model programs for, and issues related to, programs for children reflecting sociocultural, historical, and political forces that influence the diverse delivery systems through which programs are offered for children and their families. Focus on the health, safety, physical, emotional, social, cognitive, cultural, and aesthetic aspects of programs. Observations in childhood settings with diverse populations, action research, appropriate use of media and technology, development of an academic portfolio. Ten hours of fieldwork required. COREQ: EDE 721. No student can receive credit for both EDE 722 and EDC 722. EDE/EDC 727: Teaching English as a Second Language (Pre-K to Grade 6). 4 hours, 3 credits. Methods and materials for teaching children whose native language is not English and children with special needs. Focus on how to teach content with an emphasis on English language arts, using English as a Second Language methodologies. Attention on addressing the influence of language, cultural and community orientation, and prior schooling experiences on learning in a second language including children with disabilities. This course requires 15 hours of fieldwork with children in ESL classrooms. PREREQ: Competency Area I and Step 2; EDC 738/EDE 738, *EBS 701, and one of the following: EDC 739/EDE 739 or EDC/EDE 733. (Note: Required course for Bilingual Extension.) EDE 728: Literature in the Elementary School. 3 hours, 3 credits. A critical survey of the literature available for elementary school children, with special emphasis on the use of such material for enriching a basal reading program and/or serving in an individualized reading program. *EDE 730: Science Instruction in the Elementary School, Advanced Course. 3 hours, 3 credits. A course designed to supplement and extend the elementary school teacher's abilities in science teaching. Includes the detailed planning of several science units. Special attention is given to science demonstrations and laboratory work, including the assembly of apparatus and the presentation of the unit for class discussion. PREREQ: One year of college laboratory science and a previous course in the teaching of science in the elementary school. *EDE 731: Problems of Coordinating Science Instruction in the Elementary School. 3 hours, 3 credits. A course designed to prepare resource teachers for coordinating sciences in the elementary schools. It will include a study of the objectives and content of elementary science curricula; training in the methods and techniques of elementary science teaching; demonstration and laboratory materials, textbooks, reference books, periodicals, and other teaching aids; the problems of ordering and storing science supplies; the use of audiovisual devices; community resources and the conducting of field trips; participation in science fairs and exhibits; science assemblies; and the evaluation of elementary science teaching. One of the important activities will be setting up grade conferences, workshops, and other types of training programs for teachers. *EDE 732: Curriculum Development in Environmental Education for the Elementary School. 3 hours, including confs. and/or fieldwork, 3 credits. Study of the environment as an integrating theme in the elementary school curriculum. Physical, biological, psychological, and sociological environmental factors: their relationships and interrelationships are considered. Current trends and developments in curriculum, teaching techniques and materials, and community resources will be explored. PREREQ: One year of a college laboratory science and one course in the social sciences. EDE 733: Learning and Teaching Science and Music in Childhood Settings —Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop an understanding of the sciences and come to appreciate and create music in family, neighborhood, and school settings. Study of the approaches to the sciences and music documentation, and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. The course requires fieldwork with children in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 733 and EDC 733. Lehman College Graduate Bulletin 2011-2013 78 Early Childhood and Childhood Education EDE 735: Family, School, and Community Interaction in Childhood Contexts —Grades 1 to 6. 3 hours, 3 credits. Study of a theoretical framework for developing skills among teachers to support parental involvement in the education of children at home and in varied childhood settings. Emphasis on culturally and economically diverse communities and relationships to community organizations. Ten hours of required fieldwork in childhood settings and community organizations serving diverse populations, action research, the appropriate use of media and technology, and the development of an academic portfolio. No student can receive credit for both EDE 735 and EDC 735. EDE 738: Learning and Teaching Literacy in Bilingual/Bicultural Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways that bilingual, bicultural children and children with special needs develop language and literacy in family, neighborhood, and school settings. Study of approaches to literacy, and assessment and instructional strategies in both the native and second languages, through media and technology as appropriate within an integrated curriculum to meet State and national standards, and the needs of children with disabilities. The course requires visits to childhood bilingual settings, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDE 721, EDE 722. COREQ: EDE 739. EDE 739: Learning and Teaching Social Studies in Bilingual/Bicultural Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways that bilingual/bicultural children and children with special needs develop an understanding of basic human needs and interdependence in family, neighborhood, and school settings. Study of approaches to social studies, and assessment and instructional strategies in both the native and second languages, through media and technology as appropriate within an integrated curriculum to meet State and national standards, and the needs of children with disabilities. The course requires visits to childhood bilingual settings, action research, and the development of an academic portfolio. Ten hours of fieldwork required. PREREQ: EDE 721, EDE 722. COREQ: EDE 738. *EDE 740: Studies in the Teaching of Elementary Mathematics, Advanced Course. 3 hours, 3 credits. Teaching and learning problems in developing mathematical concepts and computational skills in the elementary and intermediate school years. Recent research and new programs in the teaching of elementary school mathematics. PREREQ: A previous course in methods of teaching mathematics in the elementary school. *EDE 741: Materials and Methods for Mathematics Education. 3 hours, 3 credits. Development and use of mathematics laboratories and multimedia approaches for teaching elementary school mathematics. PREREQ: *EDE 740. *EDE 742: Supervision and Coordination of Elementary School Mathematics. 3 hours, 3 credits. Development of elementary school mathematics programs including: the psychology of learning mathematics, testing and evaluation, selection of textbooks and other materials, and problems in supervision. PREREQ: *EDE 740. *EDE 743: Diagnosis of Difficulties in Learning Elementary School Mathematics. 3 hours, 3 credits. An investigation of children's difficulties in learning elementary school mathematics. Procedures for measuring achievement in mathematics. Practice, under supervision, in diagnosing particular students' difficulties with mathematics. PREREQ: *EDE 740. *EDE 744: Practicum in Developing Remedial Programs for Children Experiencing Difficulty in Learning Elementary Mathematics. 3 hours, 3 credits. Using research for designing, implementing, and evaluating remedial elementary mathematics programs for children with specific difficulties in learning mathematics. PRE- or COREQ: *EDE 743. EDE 745: Teaching Internship and Seminar I. 1 hour, 1 credit. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support of students via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status. EDE 746: Teaching Internship and Seminar II. 1 hour, 1 credit. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 745. EDE 747: Teaching Internship and Seminar III. 2 hours, 2 credits. (For matriculated students in Childhood Education who are not certified to teach but who assume teaching positions just prior to or at the outset of their second semester of matriculation.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculation: 12-15 credits. EDE 748: Teaching Internship and Seminar IV. 2 hours, 2 credits. (For matriculated students in childhood education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 746 or EDE 747. EDE 749: Teaching Internship and Seminar V. 2 hours, 2 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 748. *EDE 750: Studies in the Teaching of Elementary Social Studies, Advanced Course. 3 hours, 3 credits. Teaching and learning problems in social studies programs in the elementary school. Recent research and new curricula in elementary social studies. Lehman College Graduate Bulletin 2011-2013 Early Childhood and Childhood Education 79 EDE 751: Learning and Teaching Literacy and the Social Studies in Bilingual/Bicultural Childhood Settings—Grades 1 to 6. 6 hours, 6 credits. Exploration in the diverse ways that bilingual, bicultural children develop language and literacy and an understanding of basic human needs and human interdependence in family, neighborhood, and school settings. Study of approaches to literacy and social studies documentation, and assessment and instructional strategies, in both native and second languages through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children in childhood bilingual settings, action research, and development of academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 751 and EDC 730. EDE 752: Learning and Teaching Literacy and the Social Studies in Childhood Settings—Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop language and literacy and an understanding of basic human needs and human interdependence in family, neighborhood, and school settings. Study of approaches to literacy and social studies documentation, and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children in childhood settings with diverse populations, integrative seminar, action research, development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 752 and EDC 731. EDE 753: Learning and Teaching Mathematics and Art in Childhood Settings—Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop an understanding of mathematical concepts and the appreciation of art in family, neighborhood, and school settings. Study of approaches to mathematics assessment and documentation of children's development in mathematics and art to insure the continuous development of problem-solving processes and expression of ideas in both mathematics and art. Construction of meaning through instructional opportunities that support the intellectual and social development of diverse learners, using appropriate tools from media and technology, concrete materials, drawings, and diagrams, analogy, and modeling. Course requires fieldwork with children in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 753 and EDC 732. *EDE 755: Advanced Methods of Teaching Music in the Elementary School. 3 hours, 3 credits. Development of techniques for teaching sight reading, part-singing, musical improvisation and composition, musical notation, and composition of songs. Establishment of a class performance ensemble and development of assembly programs based on the maturational level and interests of the students. PRE- or COREQ: Preadmission to the M.A.T. program in music education; or permission of the Graduate Adviser in Music Education. EDE 756: Teacher as Researcher. 3 hours, 3 credits. Continued development and utilization of action research skills appropriate to a particular area of specialization in childhood, culminating in a written capstone project. PREREQ: EDE 721, EDE 722 and six methods courses. COREQ: EDE 783. No student can receive credit for both EDE 756 and EDC 756. EDE 757: Ethics and Professionalism in Childhood Teaching. 3 hours, 3 credits. Study of the childhood teaching profession, its multiple historical, philosophical, and social foundations. Analysis of teaching practices through the use of self-assessment as a form of evaluation and professional portfolio development. Examination of the purpose and meaning of teaching and the contributions made to the profession through analysis of their own teaching experiences. PREREQ: Competency Area II and Step 4; COREQ: EDE 756. No student can receive credit for both EDE 757 and EDC 757. EDE/ECE 758: Intensive Teaching Internship and Seminar I. 3 hours, 3 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status. EDE 759: Intensive Teaching Internship and Seminar II. 3 hours, 3 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 758. EDE 760: Second-Language Learning and Teaching in Elementary School. 3 hours, 3 credits. The psychological principles of second-language learning and their application to teaching in the elementary school, with emphasis on the language development of preadolescent school children. PREREQ: One course in educational psychology. EDE 761: Teaching English as a Second Language in Elementary School. 3 hours, 3 credits. Implications of the nature of language for the teaching of English to elementary school children who are nonnative speakers. The development and evaluation of audiolingual skills, reading, and writing, with emphasis on the phonology, structure, and vocabulary of the language. Interrelationships of language and culture. Organization and selection of learning materials suitable for elementary school. *EDE 762-763: Workshop in the Teaching of Foreign Languages in the Elementary Schools I and II. Each 3 hours, 3 credits. ( I.) Consideration of the objectives, materials, and methods in the teaching of foreign languages to elementary school children through the study of existing literature. Discussion of problems relating to the integration of the foreign language with the total school curriculum. (II.) Practice in the preparation of materials and the development of methods suitable to the participant's school situation. PREREQ: Employment as a teacher and methods of elementary education. Lehman College Graduate Bulletin 2011-2013 80 Early Childhood and Childhood Education EDE 764: Mainstreaming in the Elementary Classroom. 3 hours, 3 credits. Curriculum planning and management of programs for exceptional children in N-6 classroom settings. Analyzing student needs, designing goals, program planning, and testing, with emphasis on mainstreaming and implementation of individualized education programs in a self-contained classroom. PREREQ: One course in educational psychology and 6 credits in elementary education method courses. EDE 765: Aesthetic Education in the Elementary School. 3 hours, 3 credits. Development of perceptual awareness of works of art and events in the art world: art, music, dance/movement, drama, and nature-made environment (reacting to, appreciating, and evaluating). Exploration of approaches for incorporating aesthetic education in elementary school curricula. *EDE 768: Education Workshop for Teachers of Children of Puerto Rican Origin in the Elementary School. 3 hours, 3 credits. A workshop to help elementary school teachers deal with the situations and problems arising in their actual school experiences. Emphasis will be on the preparation, demonstration, and discussion of instructional materials needed for developing communication skills and orientation concepts in newcomers of Puerto Rican origin within the existing organizational and curricular patterns of the elementary school. PREREQ: Employment as a teacher and a course in methods of teaching in elementary school. *EDE 770: Quantitative Methods. 3 hours, 3 credits. Descriptive and inferential statistics: elementary probability theory, psychological and educational variables, the nature and logic of quantitative observations, data reduction and graphic presentation, statistical computations, and tests of hypotheses and correlational analysis. *EDE 772: Educational Tests and Measurements for Elementary School. 3 hours, 3 credits. Systematic introductory course for graduate students. The fundamentals of interpreting elementary school test scores. The writing of objective test items for elementary school, methods of evaluating tests for use in the elementary classroom, and up-to-date instruments for testing aptitude and achievement in elementary students. PREREQ: Course in educational psychology or human development. *EDE 775: Problems of Elementary Education in Metropolitan Areas. 3 hours, 3 credits. Social structures of urban life and their impact on the problems and future forms of the urban elementary school. Critical examination from a variety of viewpoints of major issues arising from urbanization in curriculum, methods, pupil achievement, and organization of the elementary school. PREREQ: One course in educational foundations. EDE 776: Special Studies in Elementary Education. 1-3 hours, 1-3 credits. (May be repeated for up to 6 credits with permission of Graduate Adviser as the topic changes.) Investigation of specific developments, problems, or practices in the field of elementary education. Topics and credits will vary and be announced each semester. PREREQ: Permission of Graduate Adviser. EDE 777: Using the Computer in the Classroom. 3 hours, 3 credits. Exploration of the uses of the computer within the elementary school curriculum, including computer-assisted and computer-managed instruction, word processing, file handling, simulation, and inference testing. Instruction- enhancing use of commercial and teacher-developed materials. PREREQ: *EDE 630 (or equivalent) and at least 6 credits in elementary school teaching methods courses. *EDE/ESC 780: Comparative Education. 3 hours, 3 credits. Comparative study of school organization, curricular practices, and contemporary educational problems in selected foreign countries. Special attention will be given to the study of issues that have cross-cultural dimensions. *EDE/ESC 781: Advanced Studies in Comparative and International Education. 3 hours, 3 credits. Intensive and specialized studies in selected systems of education using appropriate methodologies in comparative education. Review and evaluation of the work of bilateral and international technical assistance for educational development. PREREQ: EDE (ESC) 780 or instructor's permission. EDE 782: Supervised Student Teaching in Bilingual Classrooms – Grades 1-6. 300 hours, 3 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in bilingual/multicultural settings that include students with disabilities and students of different childhood age/grade levels (grades 1 to 6), with particular emphasis on the bilingual classroom. Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDE 721, EDE 722, and 12 credits of methods courses. COREQ: EDE 783. EDE (EDC) 783: Student Teaching Seminar. 3 hours, 3 credits. Utilization of the classroom setting as laboratory; realistic examination of the multidimensional issues that reflect the complexities of teaching. Further development of the ability to problem solve, to consider flexible and varied interactions with children, and to reflect so that students develop as competent, qualified, and caring learners/teachers. Analysis and discussion of concerns, fears, views within a safe, supportive environment. Completion of a professional electronic portfolio. PREREQ: EDE 721, EDE 722, and 12 credits of methods courses. COREQ: EDE 756; EDE 795, EDE 782 or EDE 784. EDE 784: Supervised Student Teaching Internship—Grades 1-6. 300 hours, 3 credits. Collaboration between college and school partners to provide opportunities for uncertified teachers in the classroom to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices in the teachers' current setting supervised by college faculty. PREREQ: EDE 721, EDE 722, and 12 credits of methods courses. COREQ: EDE 783. Lehman College Graduate Bulletin 2011-2013 Early Childhood and Childhood Education 81 *EDE 788: Fundamentals of Curriculum Development. 3 hours, 3 credits. Introduction to the philosophy, psychology, and theory underlying a variety of approaches to the curriculum in the elementary school (N-6). Analysis of curricula in different subject areas, using a variety of models. PREREQ: *EDE 701. EDE 789: Workshops in Curriculum Design. 1- 3 hours, 1-3 credits. (May be re-elected for credit, with the Graduate Adviser's permission, when the topic changes.) Theoretical and practical approaches to design of curricula in early childhood and elementary education. NOTE: Curriculum areas announced each semester. EDE 790: Workshops in Curriculum Materials Development. 1-3 hours, 1-3 credits. (May be re-elected for credit, with the Graduate Adviser's permission, when the topic changes.) Preparation and development of instructional materials for curricula in early childhood and elementary education. NOTE: Curriculum areas announced each semester. *EDE 791: Seminar in Problems of Elementary Education. 3 hours, 3 credits. Seminar on problems of curriculum design and organization in early childhood and elementary education, with emphasis on issues arising in actual teaching experience. PREREQ: Full-time teaching experience. *EDE 792: Developing In-Service Programs for Early Childhood and Elementary Education. 3 hours, plus fieldwork, 3 credits. Planning, organizing, implementing, and evaluating training programs in schools, districts, and municipalities. Students will carry out field assignments. PREREQ: Teaching experience and chair's permission. *EDE 793: Curriculum Planning and Management for Elementary Education. 3 hours, 3 credits. A course in planning and managing curriculum for entire schools or school districts. Analyzing student needs, defining goals, organizing sequences for instruction, and evaluating curriculum coordination and leadership. PREREQ: Teaching experience and chair's permission. EDE 795: Supervised Student Teaching —Grades 1 to 6. 300 hours, 3 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in multicultural settings that include students with disabilities and students of different childhood age/grade levels (Grades 1 to 6). Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDE 721, EDE 722, and 12 credits of methods courses. COREQ: EDE 783. *EDE 796, 797, 798: Advanced Student-Teaching Internship in Elementary School. A minimum of 6 semester hours, 2 credits. An advanced course in student teaching in the elementary school, with an opportunity for increased participation in teaching and other school activity. Applicants will be required to meet acceptable standards of health, character, and personality and to demonstrate a command of English, both written and oral, to meet the demands of the teacher's calling. PREREQ: A course in student teaching in the elementary school equivalent to the requirement in the Lehman College Four-Year Teacher Education Program; or, for students in the curriculum for Teachers of Speech Improvement, a course in clinical practice for speech correction. SPE 703: Language and Linguistics. 3 hours, 3 credits. Introduction to the scientific study of language, with attention to the major components of linguistic theory: phonetics, phonology, morphology, syntax, semantics, pragmatics, psycholinguistics, and sociolinguistics. This course places emphasis on the multicultural and multilinguistic differences in the analysis and application of linguistic theory. Lehman College Graduate Bulletin 2011-2013 82 Economics and Business Economics and Business Chair: Orhan Kayaalp (Carman Hall, Room 377) Coordinator of Accounting Programs: Linda Tauber (Carman Hall, Room 370) Director of Graduate Business Programs: Mario Gonzalez-Corzo Department Faculty: Professors: John Cirace, Oscar Fisch,Orhan Kayaalp, Chanoch Shreiber; Associate Professors: Vassilios Gargalas, Mario Gonzalez-Corzo; Assistant Professors: Jaspal Chatha, Amod Choudhary, Juan DelaCruz, Judith Fields, Susan Honig, Dene Hurley, Michelle Kamen-Friedman, Angela Lebbon, Rossen Petkov; Lecturers: Peter Alexanderson, Deborah Faison, Emine Kayaalp, Anthony Murrell, Ada Rodriguez, Marshall Ross, Sekhem Sembenu The Department offers a Master of Science Program in Accounting, designed for students who wish to become professional accountants with Certified Public Accountant (CPA) credentials. The M.S./CPA program is registered with the New York State Education Department. The Department also offers a Master of Science in Business with a specialization in finance, marketing, or human resource management. M.S. Program in Accounting Students can earn a Master of Science Degree in Accounting, whether or not their undergraduate degree is in this field. Those with a B.S. in Accounting from Lehman College or an equivalent undergraduate accounting degree can earn a Master of Science degree by completing a total of 30 graduate credits. Students holding undergraduate degrees in fields other than Accounting or Accounting degrees not equivalent to Lehman’s B.S. in Accounting degree may have to take up to 60 credits in Accounting and Business, in addition to the 30-credit master’s program. Students who complete this program and earn their Master of Science degree in Accounting will have completed all of the educational requirements for taking the CPA examination in New York State. Admission Requirements To be admitted to the M.S. degree program in Accounting, applicants must complete (or have completed) Lehman's B.S. in Accounting program or its equivalent. An equivalent undergraduate degree must include 30 credits in accounting, including advanced accounting, cost accounting, taxation, and auditing, as well as the following: 6 credits in Business Law 6 credits in Economics 6 credits in Finance 3 credits in Statistics 3 credits in Quantitative Methods 3 credits in Computer Science 3 credits of electives in Accounting or Business Students must also Lehman College Graduate Bulletin 2011-2013 • Take and obtain a satisfactory score on the Graduate Management Aptitude Test (GMAT); and • Submit a statement of career objectives, two letters of recommendation, and if conditionally admitted, satisfy the conditions within one year. Admission Requirements for Nonmatriculants Who Wish to Take Graduate Courses in Accounting Students who do not wish to enroll in the degree program, but want to take graduate courses in Accounting, must: • Hold a bachelor's degree (or its equivalent) from an accredited college or university; • Have earned a minimum undergraduate average of B-; • Take and obtain a satisfactory score on the Graduate Management Aptitude Test (GMAT); • Obtain the approval of the Graduate Adviser; and • Submit a statement of career objective and two letters of recommendation. Degree Requirements Core Courses. Students are required to take the following eight courses (all 3-credit): ACC 709, 719, 750, 790 and MSB 701, 702, 703, 710. Elective Courses. Students are required to take two elective courses from the following list of 3-credit courses: ACC 724, 751, 785 and/or MSB 711, 712, 733, 741. M.S. Program in Business, with Specializations in Finance, Marketing, Human Resource Management, International Business, or E-Business The course requirements of the 30-credit M.S. in Business Degree are as follows: 12 Credits in Core Courses 3 credits MSB 700: Organizational Behavior 3 credits MSB 701: Quantitative Analysis for Managers 3 credits MSB 702: Economic Analysis for Managers 3 credits MSB 703: Computer-Based Information Systems for Managers 12 Credits in Major Field Four courses in one of five areas of specialization: a. Finance: 3 credits MSB 710: Investment Analysis 3 credits MSB 711: Capital Budgeting 3 credits MSB 712: Financial Statements Analysis 3 credits MSB 713: International Financial Management b. Marketing: 3 credits MSB 720: Managing in a Global Environment 3 credits MSB 721: Applied Marketing Research 3 credits MSB 722: International Marketing Management: Culture, Law, and Politics 3 credits MSB 723: Contemporary Issues in Marketing Economics and Business 83 c. Human Resources Management: 3 credits MSB 730: Human Resource Management 3 credits MSB 731: Employee Training and Development 3 credits MSB 732: Managing Group and Interpersonal Dynamics 3 credits MSB 734: International Human Resources Management d. International Business: 3 credits MSB 720: Managing in a Global Environment 3 credits MSB 713: International Financial Management 3 credits MSB 722: International Marketing Management: Culture, Law, and Politics 3 credits MSB 734: International Human Resource Management e. E-Business: 3 credits MSB 720: Managing in a Global Environment 3 credits MSB 722: International Marketing Management: Culture, Law, and Politics 3 credits MSB 760: E-Business in a Global Setting 3 credits MSB 761: Internet Law in a Global Setting CAPSTONE SEMINARS: 6 credits 3 credits MSB 795: Seminar in Strategic Management 3 credits MSB 796: Seminar in Ethical Issues in Management NOTE: No capstone seminar can be taken before completing all undergraduate prerequisites and graduate core courses. Courses in Economics and Accounting ACC 709: Advanced Accounting Theory. 3 hours, 3 credits. The history and development of accounting theory. Topics include the objectives of financial statements; the fundamental concepts, conventions, and assumptions underlying financial statements; and the measurement, presentation, and disclosure of the elements of financial statements. Analysis of recent pronouncements of the Financial Accounting Standards Board and its predecessors, the Accounting Principles Board and the Committee on Accounting Procedures. Students will acquire an understanding of the principles used to evaluate current accounting practices and procedures. Students will be required to present reports on journal articles as preparation for the required thesis/special project to be completed in ACC 790. PREREQ: ACC 342 or equivalent. ACC 719: Advanced Auditing. 3 hours, 3 credits. A study of auditing standards that will enable the student to relate the conceptual aspects to the procedural aspects of auditing and to understand its philosophy and environment. Explores the growing use of statistical sampling in auditing, as well as the impact of computers on the audit process. Emphasizes auditing problems encountered in computer-based systems, including the evaluation of internal controls, the evaluation of records produced by the system, and the use of the computer as an auditing tool. Written reports, including the Audit Report, are required. Special attention to reportable events and their resolutions with emphasis on professional ethics and responsibilities. PREREQ: ACC 441 or equivalent. ACC 724: Accounting for the SEC 3 hours, 3 credits. A detailed analysis and study of the requirements of the SEC with regard to registration forms, reports, opinions, and ethics. Study of SEC Accounting Series Releases, rulings, and decisions. PREREQ: ACC 719. ACC 750: Advanced Taxation. 3 hours, 3 credits. The relationship between taxation and the formulation of business decisions and financial policies, with emphasis on problems resulting from the imposition of federal income taxes on business. Gross income, deductions, and capital gains are the key areas covered. Limited attention is given to the effect of federal income taxation of the individual. The course is broadly gauged, problem-oriented, and conceptual in approach. PREREQ: ACC 442 or equivalent. ACC 751: Estate and Gift Taxation. 3 hours, 3 credits. A detailed study of the Federal and New York State estate and gift tax laws. Application of tax principles in planning and the preparation of returns will be included. PREREQ: ACC 442. ACC 785: Independent Graduate Study in Accounting. 3 hours, 3 credits. Individual study and research on special topics in accounting, in consultation with a faculty member. PREREQ: To be determined by a supervising faculty member. ACC 790: Graduate Seminar in Accounting. 3 hours, 3 credits. Readings and research culminating in the writing of a thesis/special report based on independent research. With faculty assistance, the student will select an accounting topic, present the results of his or her research to the class, and apply that research to an original topic. PREREQ: ACC 709. Courses in Business MSB 700: Organizational Behavior. 3 hours, 3 credits. Study of human behavior in organizational settings; the interface between human behavior and the organization; structures and processes characteristic of organizations themselves; and ethical issues emerging in the management of human resources. Lehman College Graduate Bulletin 2011-2013 84 Economics and Business MSB 701: Quantitative Analysis for Managers. 3 hours, 3 credits. A survey of modern statistical concepts and quantitative methods as applied to business research and decision making. Statistical techniques covered include descriptive data analysis, probability distributions, correlation analysis, and regression analysis. Applied methods include linear programming and decision-making models. The objective is to prepare the student to analyze business data and to understand the statistical analyses encountered in business. MSB 702: Economic Analysis for Managers. 3 hours, 3 credits. After a review of the basic microeconomic market structures, the course examines specific problems faced by the firm. These include managerial decisions regarding economic forecasting, analysis of return, risk and uncertainty, and allocation of resources for production. MSB 703: Computer-Based Information Systems for Managers. 3 hours, 3 credits. This course explores the impact of computers on the scope and operation of business information systems. Topics include the technology, design, and implementation of computer-based systems and the role of systems design in improving the management process. MSB 705: Financial Management. 3 hours, 3 credits. Techniques available for making financial decisions, with emphasis on those that deal with long-term investment projects. Specific topical coverage includes time valuation of money, value of assets, capital budgeting techniques, cost of capital and capital structure, dividend policy, and share value. MSB 710: Investment Analysis. 3 hours, 3 credits. Principles involved in measuring and evaluating risk in various debt and equity instruments, with emphasis on security valuation. Specific topics include time valuation of money, value of assets, capital budgeting techniques, cost of capital and capital structure, dividend policy, and share value. MSB 711: Capital Budgeting. 3 hours, 3 credits. Capital assets planning and evaluation. Topics covered include relevant cost concepts for decision making, present value theory and analysis, the theory and measurement of rate of return and cost of capital, and an introduction to capital rationing and probability theory. Specific cases are used to illustrate the practical aspects of each of the areas covered. Related problems, such as leasing, pricing, and debt refunding, are also introduced. MSB 712: Financial Statements Analysis. 3 hours, 3 credits. Review of general principles governing the construction of financial statements; asset valuation, income determination and consolidated financial statements; characteristics of financial statements related to an understanding of analytical methods, including working capital, the statement of changes in financial position, and cash flow statements; examination of techniques used in analyzing solvency and the quality of earnings; forecasting techniques and implications; and impact of price level changes on financial statements and methods of financial statement analysis. MSB 713: International Financial Management. 3 hours, 3 credits. The nature and purposes of financial management in the international context—sources of international investment and financing and strategies to procure and employ these resources; the role of exposure to exchange rate and international interest rate risks; use of banks and financial markets, such as Eurobond and currency option markets; and relevant techniques such as currency swaps, lease financing, and hybrid bond structure. MSB 720: Managing in a Global Environment. 3 hours, 3 credits. Management processes and practices applicable to international business operations—examination of managerial functions, such as planning, organizing, communicating, staffing, and motivating and controlling, with respect to the global parameters of the business environment. MSB 721: Applied Marketing Research. 3 hours, 3 credits. Provides students with a complete understanding of the methods and techniques involved in marketing research. Students will become familiar with all stages of the market research process from initial problem definition through the presentation of final results. MSB 722: International Marketing Management: Culture, Law, and Politics. 3 hours, 3 credits. Key concepts of international marketing; emerging marketing opportunities and threats; entry mode strategies of international marketing; global strategies for products, brands, pricing, distribution, logistics, and communication; policy framework for international trade; international trade finance and risk management; institutional infrastructure for export promotion; international marketing research, export procedures, and documentation; and the World Trade Organization and its implications on international marketing. MSB 723: Contemporary Issues in Marketing. 3 hours, 3 credits. Procedures utilized in creating a commercially viable product market, from the initial needs analysis through marketing the product in local and international economy. The promotional process will be particularly emphasized, including its advertising, sales and trade promotion, personal selling, and communication components. MSB 730: Human Resource Management. 3 hours, 3 credits. Introduction to human resource management as a functional field of business administration. Topics include employment, placement, and human resource planning; training and development of an organization's human resources; compensation and benefits; management and labor relations; health, safety, and security; training in ethics and social responsibility; and human resource research. MSB 731: Employee Training and Development. 3 hours, 3 credits. Advanced study of human resource management focusing on effective employee training and development. Topics include equal employment opportunity, recruiting, selection, training and development, compensation, and employee and labor relations. Lehman College Graduate Bulletin 2011-2013 Economics and Business 85 MSB 732: Managing Group and Interpersonal Dynamics. 3 hours, 3 credits. Special techniques involved in human resources supervision in handling morale, discipline, communication, grievances, learning, and other phases of employee and labor relations. MSB 734: International Human Resource Management. 3 hours, 3 credits. Theoretical and practical perspectives in the planning and implementation of an effective human resource program in a global business setting. MSB 741: Operations Research. 3 hours, 3 credits. This course deals with the application of mathematics to decision-making problems. The mathematical and statistical techniques covered include linear programming, correlation, and probabilistic models. The objective is to enable the student to translate a verbal description problem into an equivalent mathematical model and define the value of the information derived from the model for practical purposes. Applications include inventory control and quality control problems. PREREQ: MSB 740. MSB 768: Money and Banking. 3 hours, 3 credits. The instruments of the money and capital markets will be identified and discussed; the significance of fiscal and monetary policies and their effects on the money and capital markets, and the flow of funds will be analyzed. MSB 795: Seminar in Strategic Management. 3 hours, 3 credits. Formulation and implementation of corporate strategy and the integration of these decisions in different functional areas. PREREQ: All the core courses and at least two courses in a major field must be completed before taking this seminar. MSB 796: Seminar in Ethical Issues in Management. 3 hours, 3 credits. A multidisciplinary approach to the issues of ethical business practice, based on the examination of the role of business leadership in influencing society at large. Students will examine various experiences and participate in discussions regarding ethical dilemmas and day-to-day situations. Case studies are used to develop students' skills in situation analysis and conflict resolution. PREREQ: All the core courses and at least two courses in the major field must be completed before taking this seminar. Lehman College Graduate Bulletin 2011-2013 86 English English Chair: Terrence Cheng (Carman Hall, Room 302B) Graduate Coordinator: Jason Koo (Carman Hall, Room 390) Department Faculty: Distinguished Professor: William Collins; Professors: Walter Blanco, Mario DiGangi, Anne Humpherys, Gerhard Joseph, Sondra Perl, Mardi Valgemae; Associate Professors: James Anderson, Grace Russo Bullaro, Earl Fendelman, Terrence Cheng, William G. Fisher, Paula Loscocco, Janis Massa, Margot Mifflin, Jessica Yood; Assistant Professors: Salita Bryant, Tyler Schmidt; Lecturers: Joseph McElligott, Deirdre O'Boy The M.A. program in English serves those who wish to expand their understanding of literature or composition, those who wish to prepare themselves for teaching English on the secondary or two-year college level, and those who wish to proceed to the doctorate. Students may choose concentrations in literature or in composition studies. All students are eligible to take all courses (with whatever prerequisites may be listed). Most courses are "studies in" particular themes, genres, historical periods, or critical approaches; topics may vary and are announced during the preceding semester, and students may elect the same course twice if the topic is different. All courses must be on the 700-level unless the Program Coordinator permits a 600-level course to be counted toward the number of courses in English required for the degree. Students wishing to count a 600-level course must submit work written in the course for evaluation by the English Department Graduate Committee. All work for the degree must be completed within four years of matriculation. Before their first registration, all students are required to plan complete programs with the Program Coordinator, who must approve all courses prior to registration. Students who have done their major work in English in non- English-speaking countries may be required to offer evidence of having completed additional undergraduate English courses taken in a North American college or university before admission to the graduate program; these may be taken at Lehman College. Such students will be required to attain a score of at least 600 on the TOEFL; candidates with scores of between 580 and 600 may be considered for admission provided they first attend a language institute or otherwise remedy their deficiencies. Additional information regarding all aspects of the M.A. program in English may be obtained from the Program Coordinator. Master of Arts Program in English Concentration in Literature Concentration in Writing and Rhetoric Admission Requirements • Bachelor’s degree (or its equivalent) from an accredited college or university. • Demonstration of the potential to pursue graduate study successfully—that is, attainment of a minimum undergraduate Grade Point Average of 3.0 in the undergraduate record as a whole and a 3.0 in English. • Study of a minimum of 18 credit hours in courses beyond the introductory level in English. • Submission of scores on the Graduate Record Examination (GRE) General Test. • Submission of three letters of recommendation, at least two of which must be from a person who can testify to the candidate’s ability as a student of literature or writing and rhetoric (as appropriate). • Submission of a personal statement of some 500 words indicating as precisely as possible the applicant’s preparation for master’s work and career plans. • Submission of a 12-25 page-writing sample. For students applying to the Literature concentration, this must be an essay demonstrating critical analysis of a literary text or set of texts. One 12-25 page essay is preferred, but two shorter essays can be submitted in its place (totaling 12-25 pages). For students applying to the Writing and Rhetoric concentration, a 12-25 page sample of creative nonfiction can be submitted in place of the critical analysis, although students may choose to submit a critical analysis. Again, one long essay is preferred, but two shorter essays can be submitted instead. Degree Requirements After planning his or her program in advance with the Graduate Program Director, the student must complete a minimum of 30 credits in English with an average of B or better. Students are encouraged to enroll in a full course load (9 credits) each semester so that the program can be completed in four semesters. Core (21 Credits) Credits Courses 3 ENG 700 3 ENG 702 3 ENG 784 or ENG 785 3 ENG 795 9 Electives: Three courses in literary history, language and literature, or writing and rhetoric. One elective may be in creative writing or from outside the Department with the approval of the Graduate Program Director. Literature (9 Credits) Credits Courses 3 Literature to 1700 ENG 703, ENG 705, ENG 712, ENG 713, or ENG 722 3 Literature 1700-1900 ENG 731, ENG 740, ENG 742, or ENG 748, ENG 750 3 Literature 1900 to present ENG 753, ENG 755, ENG 756, or ENG 757 Writing and Rhetoric (9 credits) Whichever course was not taken for the core (3): ENG 784 or ENG 785 Two additional courses in writing/rhetoric (6): ENG 783, ENG 788, ENG 790, or ENG 793 Lehman College Graduate Bulletin 2011-2013 Foreign Language The foreign language requirement emphasizes the relationship between the knowledge of foreign languages and the study of literature and the practice of writing. Early in their studies, students should choose a language relevant to their research and/or to their future professional plans. The requirement may be satisfied by (1) demonstrating the ability to translate lucidly, with a dictionary, a passage from a modern critical text; or by (2) earning a B or better in coursework within the past five years in a) an intensive language-for-reading course offered through the Language Reading Program at the CUNY Graduate Center or b) an advanced undergraduate course in literature read in the foreign language. NOTE: The following languages are automatically accepted for meeting this requirement: Arabic, Bengali, Chinese, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Kiswahili, Latin, Russian, Spanish, Urdu, and Yoruba. Students wishing to choose another language must apply to the Department’s Graduate Committee for approval. Master’s Essay With the completion of 15 credits, a student should begin planning to write his or her Master’s Essay, which must be 25-35 pages in length and demonstrate original scholarship suitable for publication in a scholarly journal in the field of English. While it may originate in a previous seminar project, the final essay must demonstrate substantive revision and expansion, including new research, as verified by the faculty director. The essay will be read by a faculty adviser and a second reader that is approved by the Graduate Program Director. The Master’s Essay must be researched and written in conjunction with the course in Master’s Research (ENG 795), taken with the faculty adviser. It is recommended that a student secure a working relationship with a faculty adviser by the time the student has completed 15 credits, in preparation for ENG 795. Students must also develop an extensive reading list of primary texts and other related literary texts germane to the Master’s Essay. The reading list must be approved by the faculty adviser and the Graduate Program Director, and will be included as part of the oral defense of the Master’s Essay. Oral Defense At the completion of ENG 795, the student must defend the Master’s Essay in a two-hour oral defense conducted by the faculty adviser and the second reader. Two copies of the final essay approved by the faculty adviser—one in electronic format (PDF) and one in print—must be submitted to the Graduate Program Director. Relation to the CUNY Ph.D. Program M.A. candidates may conclude their graduate studies with the Master’s degree in English or they may decide to pursue doctoral study. The first 25 graduate credits in the Literature or Composition and Rhetoric concentrations at Lehman College may be counted toward the Ph.D. in English at the CUNY Graduate Center. The University doctoral program in English is described in the Bulletin of the CUNY Graduate Center. Candidates who are interested in proceeding on to the Ph.D. Program in English at the English 87 Graduate Center should apply for admission directly to the Ph.D. program instead of to Lehman College. Inquiries may be addressed to the Executive Officer of the Ph.D. Program, Department of English, City University of New York, 365 Fifth Avenue, New York, NY 10016. The Dr. Alice Griffin Fellowship Upon completion of 15 credits toward their completion of the M.A. in English with a Concentration in Literature, students may apply for the Dr. Alice Griffin Fellowship. This fellowship is the generous gift of Professor of English Emerita Alice Griffin, an expert in Shakespeare and American Theatre who taught at Lehman College from 1949, when it was still the women’s college of Hunter, to her retirement in 1991. Courses in English *Courses preceded by an asterisk are not expected to be offered in 20112013. ENG 700: Introduction to English Studies. 3 hours, 3 credits. Introduction to literary and writing studies, including an overview of major theoretical and research trends. Practice in research methodologies and in writing scholarly essays. To be taken at the start of graduate work. PREREQ: Departmental permission. ENG 758: History of the English Language. 3 hours, 3 credits. Historical linguistics and the study of English, including analysis of selected texts from Old English through early modern English to illustrate the development of the English language. Attention will be paid to the changing phonology and grammar of the English language, as well as to how language is used for expressive ends in selected literary examples PREREQ: Departmental permission. ENG 702: Introduction to Critical Theory. 3 hours, 3 credits. Exploration of traditional and contemporary ways of theorizing about literature and literary or cultural study. A selective survey of major approaches, including structuralism, postmodernism, psychoanalytic theory, studies in gender and sexuality, Marxism, new historicism or cultural materialism, and/or postcolonialism. PREREQ: Departmental permission. ENG 703: Studies in Old English Language and Literature. 3 hours, 3 credits. (No previous knowledge of Old English required.) Intensive study of Old English, combined with readings in Beowulf and selected Old English prose and poetry in the original language. PREREQ: Departmental permission. ENG 705: Studies in Medieval English Language and Literature. 3 hours, 3 credits. Study of Chaucer and/or selected works of medieval literature in the original language. PREREQ: Departmental permission. ENG 712: Studies in the Renaissance. 3 hours, 3 credits. Study of selected works of the Renaissance era. English literature from the sixteenth century to the death of Queen Elizabeth and/or the larger and multidisciplinary phenomenon of the European Renaissance. PREREQ: Departmental permission. Lehman College Graduate Bulletin 2011-2013 88 English ENG 713: Studies in Shakespeare. 3 hours, 3 credits. Study of selected works in various genres, with attention to historical and critical approaches, reception history, and dramatic production. PREREQ: Departmental permission. ENG 722: Studies in Seventeenth-Century English Literature. 3 hours, 3 credits. Study of Milton and/or selected works and topics in English literature from the ascension of James I through the Civil War, Commonwealth, and Restoration eras. PREREQ: Departmental permission. ENG 731: Studies in Eighteenth-Century English Literature. 3 hours, 3 credits. Study of selected works and topics in English literature from the Restoration through the Revolutionary era of the late eighteenth century, with attention to the Transatlantic world and European Enlightenment. PREREQ: Departmental permission. ENG 740: Studies in Romanticism. 3 hours, 3 credits. Study of selected works of the Romantic era. British literature and theory of the late eighteenth and early nineteenth centuries and/or the larger and multidisciplinary phenomenon of European and Transatlantic Romanticism. PREREQ: Departmental permission. ENG 742: Studies in Nineteenth-Century English Literature. 3 hours, 3 credits. Study of selected works and topics in English literature and culture from the Romantic, Victorian, and Edwardian eras. PREREQ: Departmental permission. ENG 748: Studies in American Literature to 1800. 3 hours, 3 credits. Study of selected works and topics in American literature and culture of the Colonial, Revolutionary, and Federal eras. Attention to literature in translation from the Americas. PREREQ: Departmental permission. ENG 750: Students in Nineteenth-Century American Literature. 3 hours, 3 credits. Study of selected works and topics in nineteenth-century American literature and culture. PREREQ: Departmental permission. ENG 753: Studies in Modernism. 3 hours, 3 credits. Study of selected works of the Modernist era. English and American literature from the years before and after World War I and/or the larger and multidisciplinary phenomenon of European and global Modernism. PREREQ: Departmental permission. ENG 755: Studies in Twentieth-Century English Literature. 3 hours, 3 credits. Study of selected works and topics in English literature and culture from the early twentieth century through the Cold War era of the 1950s-80s. PREREQ: Departmental permission. ENG 756: Studies in Twentieth-Century American Literature. 3 hours, 3 credits. Study of selected works and topics in American literature and culture from the early twentieth century through the Cold War era of the 1950s-80s. PREREQ: Departmental permission. ENG 757: Studies in Contemporary Literature. 3 hours, 3 credits. Study of selected works and topics in English literature from the late twentieth century to the present, with attention to postmodernist theory and cultural productions. PREREQ: Departmental permission. ENG 759: Structure of Modern English. 3 hours, 3 credits. Grammatical theory and linguistic descriptions of modern English (such as traditional, descriptive, and transformational grammars), with an emphasis on the formal properties of grammar and the formal characterization of language. Study-samples of modern English will be drawn from literary works from the early modern English period to the present. PREREQ: Departmental permission. ENG 760: Studies in Postcolonial Literature and Theory. 3 hours, 3 credits. Study of first-contact writing, native responses to colonialism, and/or postcolonial literature by English-language writers in India, Africa, the Caribbean, and elsewhere, as well as by diasporic writers in the U.S. and U.K. Attention to multidisciplinarity and theoretical contest and innovation. PREREQ: Departmental permission. ENG 761: Studies in Literature and Film. 3 hours, 3 credits. Study of film, with attention to stylistic and narrative strategies, historical and contemporary genres, and theoretical approaches. Emphasis on films of particular literary, cultural, or social significance. PREREQ: Departmental permission. ENG 762: Studies in Gender and Sexuality. 3 hours, 3 credits. Constructions of gender and sexuality in literature, film, arts, and the media. Emphasis on theoretical literature and its interrogation of feminism, queerness, masculinities, and related forms of social identity. PREREQ: Departmental permission. ENG 763: Studies in Multicultural American Literature. 3 hours, 3 credits. Selected works and topics in Native American, African and African American, Asian and Asian American, Latino/Latina, and/or other multicultural literary traditions in the U.S. PREREQ: Departmental permission. ENG 764: Studies in Race and Literature. 3 hours, 3 credits. Constructions and representations of race and racial difference in literature, film, arts, and the media. Emphasis on intersections gender, ethnicity, class, and sexuality with race. PREREQ: Departmental permission. ENG 769: Studies in Drama. 3 hours, 3 credits. Analysis of selected plays and playwrights. PREREQ: Departmental permission. ENG 770: Studies in Poetry. 3 hours, 3 credits. Analysis of selected poems and poets. PREREQ: Departmental permission. ENG 771: Studies in Fiction. 3 hours, 3 credits. Analysis of selected works of fiction and authors. PREREQ: Departmental permission. ENG 773: Women Writers in English. 3 hours, 3 credits. Fiction, poetry, drama, and essays by women writers in the U.S., Great Britain, or the English-speaking world. Focus on particular times, places, and topics vary by instructor and semester. PREREQ: Departmental permission. Lehman College Graduate Bulletin 2011-2013 English 89 ENG 776: Special Topics in Literature and Language. 3 hours, 3 credits. (May be repeated once for credit with change of topic and permission of the Graduate Program Director.) Study of selected works or topics. Topics will change from semester to semester. PREREQ: Departmental permission. ENG 782: Independent Study. 3 hours, 3 credits. (May be repeated once for credit with change of topic and permission of the Graduate Program Director.) Independent study under the guidance of a faculty adviser. PREREQ: Approval of the Graduate Program Director. ENG 783: Practicum in Teaching College Writing. 3 hours, 3 credits. Group and individualized instruction and practice, under the guidance of a member of the Lehman College English faculty, of the teaching of first-year writing courses at different levels. Attention is given to designing curricula for composition, constructing writing assignments, conducting classroom discussion of writing, responding to students' writing, and conducting informal classroom research. PREREQ: Approval of the Graduate Coordinator. ENG 784: Readings in Composition and Rhetoric. 3 hours, 3 credits. Overview of current theories and practices in the field of composition and rhetoric. Topics include the teaching of writing, contemporary communication and media, and survey of Western and non-Western rhetorical traditions. PREREQ: Departmental permission. ENG 785: Seminar in Writing: Practice and Theory. 3 hours, 3 credits. Explores various practices in the teaching of writing and provides an overview of foundational theories in the field of composition and rhetoric. Writing assignments introduce students to effective writing strategies and to contemporary debates and practices. PREREQ: Departmental permission. ENG 788: Writing and Rhetoric in the Digital Age. 3 hours, 3 credits. Explores how technology and the information age have changed writing and literacy. Students research and critique various forms of digital writing and compose "new media" texts for web-publication. PREREQ: Departmental permission. ENG 790: Special Topics in Composition and Rhetoric. 3 hours, 3 credits. (May be repeated once for credit with a change in focus and permission of the Graduate Program Director.) Study of current scholarship in the field of writing, with emphasis on the interrelationship of composition, rhetoric, and issues of identity and community. Possible topics include race and writing, sexuality and composition, feminism and composition, and critical literacy and pedagogy. PREREQ: Departmental permission. ENG 791: Creative Writing I. 3 hours, 3 credits. Students will examine and practice forms of poetry, drama, and fiction in order to acquire a fundamental understanding of these forms. PREREQ: Permission of the instructor. ENG 792: Creative Writing II. 3 hours, 3 credits. Advanced study and practice of poetry, drama, or fiction. For students wishing to study one of these forms intensively. PREREQ: ENG 791 or permission of the instructor. ENG 793: Literacy and Community. 3 hours, 3 credits. The role of literacy in various educational and community settings, with attention to public policy and writing- education, urban studies and composition, and writing and activism. Course includes a required service-learning component. PREREQ: Departmental permission. ENG 795: Master’s Research. 3 hours, 3 credits. (Required of all Masters candidates in English. Tutorial hours to be arranged.) Preparation of the Master’s essay or thesis over one semester under the guidance of a faculty adviser. PREREQ: 15 completed credits and Graduate Program Director’s permission. New York City Writing Project The following courses are designed for the New York City Writing Project, an affiliate of the National Writing Project, and are offered through the Institute for Literacy Studies. These courses in English are not intended to satisfy New York State teacher- education certification requirements. Summer session courses are generally offered on the Lehman campus; during the academic year, most New York City Writing Project courses are offered in schools. For more information, write or call Marcie Wolfe, Director, New York City Writing Project, Institute for Literacy Studies, Lehman College, Bronx, NY 10468 (718-960-8758). *Courses preceded by an asterisk are not expected to be offered in 20112013. ENG 682: Independent Study. 3 hours, 3 credits. (May be repeated once for credit, on a different topic.) This course offers an opportunity for individualized study of theory and research in composition. PREREQ: One year of study in courses offered by the Writing Project, and permission of the instructor and of the Graduate Program Coordinator in English. ENG 684: Seminar in Writing: Theory. 3 hours, 3 credits. Participants examine and evaluate current research on composing and on the teaching of writing. In addition to completing and responding to reading assignments, participants attend presentations by invited guests. They take ENG 685 concurrently when the two are offered in the summer session, but may take the two courses successively during the academic year. PREREQ: Permission of the instructor. COREQ: ENG 685 when offered in the summer session. ENG 685: Seminar in Writing: Practice. 3-4 hours, 3-4 credits. Students write and discuss their writing with groups of fellow students, developing their powers of expression and gaining confidence in themselves as writers. Strategies in writing, problems faced by writers, and the demands of various kinds of assignments are explored. Kinds of writing emphasized and approaches to the discussion of writing vary with the needs and interests of students. PREREQ: Permission of the instructor. COREQ: ENG 684 when offered in the summer session. ENG 686: Special Studies in Language, Literature, and Writing. 3 hours, 3 credits. (May be repeated once for credit, with change in topic.) Study of research and theory about reading, writing, the spoken language, and literature. Specific topic announced in advance. PREREQ: ENG 684 or 685, or instructor's permission. Lehman College Graduate Bulletin 2011-2013 90 English ENG 688: Writing and Learning. 3 hours, 3 credits. Through examination of different kinds of texts, through keeping notebooks and journals about their responses to those texts, and through discussion with classmates, students will explore a wide range of genres and emphases in discourse, and will consider how texts from varied disciplines may be read. Students will experience different approaches to the reading of the same text, will examine the differences in treatment of the same topic in different texts, how different texts depend for their effect on cross-references to other texts and to the culture of the world outside the text. PREREQ: ENG 684 or 685, or consent of the instructor. Lehman College Graduate Bulletin 2011-2013 Environmental, Geographic, and Geological Sciences Department Chair: Stefan Becker (Gillet Hall, Room 315) Department Faculty: Professors: Stefan Becker, Irene Leung, Juliana Maantay; Associate Professors: Heather Sloan; Assistant Professors: Yuri Gorokhovich, Hari K. Pant; College Laboratory Technician: Brian Morgan The Department of Environmental, Geographic, and Geological Sciences offers courses designed to meet the needs of students in the programs in Elementary Education and Secondary School Education, Social Studies (Geography), and Earth Science and General Science (Geology and Weather and Climate). Certificate Program in Geographic Information Science (GISc) Geographic Information Science (GISc) is a fast-growing computer technology field involving mapping and analysis of spatial data. Geographic Information Systems (GIS) enable us to assess and manage existing conditions and also help predict future conditions, ranging from monitoring disease occurrences, to endangered species preservation, to managing water supplies, to tracking real estate values, to crime solving. GIS is used today in fields as diverse as law enforcement, marketing, economic development, public health administration, environmental analysis, ecology, urban planning, real estate, government, education, geology, anthropology, and archaeology. GISc is an expanding field with good career opportunities, and GIS professionals are in high demand in many fields. People with GIS skills can also be more marketable as managers and analysts in their own fields. A Certificate in GISc can be advantageous by itself or in augmenting a bachelor's or associate's degree. The Certificate in GISc consists of a sequence of 4 courses, equaling 14 credits, plus one 3-credit Geography elective course, for a total of 17 credits: GEP 504: Basic Mapping: Applications and Analysis (3 credits); GEP 505: Principles of Geographic Information Science (GISc) (3 credits); GEP 605: Special Topics in GISc (4 credits); GEP 690: Workshop in GISc Research (4 credits); and a Geography elective (3 credits). Courses in Geology *Courses preceded by an asterisk are not expected to be offered in 20112013. GEO 501: Earth Processes. 5 hours (3, lecture; 2, lab), 4 credits. (Not open to students who have had an introductory course in physical or historical geology.) Earth evolution, internal and surface structures, global tectonics, physical processes, resources, and global climate change and its effect on the environment. Environmental, Geographic, and Geological Sciences 91 GEO 502: Earth History. 5 hours (3, lecture; 2, lab), 4 credits. The geological history of our changing earth. Hypothesis of its origin; major historical episodes as recorded in the rocks and their contained fossils; and evolution of life. PREREQ: GEO 501 (or equivalent). GEO 503: Geologic Field Methods. 5 hours (2, lecture; 3, lab), 3 credits. Methods of geologic mapping. Classroom work and fieldwork. PREREQ: GEO 105 (or equivalent). GEO 504: Fossils, Time, and Evolution. 4 hours (2, lecture; 2, lab), 3 credits. The morphology, preservation, and interpretation of key fossils. PREREQ: GEO 502 (or equivalent). *GEO 505: Earth Materials I —Mineralogy. 5 hours (2, lecture; 3, lab), 3 credits. The rock-forming and accessory minerals; other selected minerals. PREREQ: GEO 501 (or equivalent) plus one year of high school or college chemistry. *GEO 506: Earth Materials II —Petrology. 5 hours (2, lecture; 3, lab), 3 credits. The common igneous, sedimentary, and metamorphic rocks of the earth's crust. PREREQ: *GEO 505. *GEO 507: Earth Structures. 5 hours (2, lecture; 3, lab), 3 credits. Large- and small-scale structures in the crust and their modes of origin. PREREQ: GEO 502 and plane geometry. GEO 601: Earth Systems Science for Educators. 4 hours, 4 credits. Introduction to earth systems science from the perspectives of systems components’ origin, evolution, structure, and composition; presentation of the dynamic processes that link them. The course is designed for science education students seeking New York State teaching certification in earth science, grades 7-12. It takes a standards-based, hands-on approach to presenting content and pedagogy in parallel. PREREQ: Students must be enrolled in the M.S.Ed. Science Education Program and/or be seeking New York State certification in earth science, grades 7-12. GEO 603: Global Plate Dynamics. 5 hours (3, lecture; 2, lab), 4 credits. Plate tectonics as a unifying theory for the dynamic processes that connect the exterior and interior of the planet and shape its surface. Plate boundary characteristics, driving mechanisms, plate motion, relationships to climate and biodiversity, and global implications for the Earth system. Laboratories include geologic map study and techniques of measuring, plotting, and interpreting structural and plate motion data. PREREQ: GEO 501, 502, or 601. GEO 605: Advanced Earth and Environmental Science with Geographic Information Systems (GIS). 6 hours (2, lecture; 4, lab), 4 credits. This course explores earth and environmental sciences using advanced GIS applications and concepts, including environmental modeling and spatial analysis of landslides, earthquakes, soil erosion, stream sedimentation, groundwater flow, ecosystem stability, global climate change, and other earth processes. PREREQ: GEP 505 or equivalent, or Departmental permission. Lehman College Graduate Bulletin 2011-2013 92 Environmental, Geographic, and Geological Sciences GEP 641: Digital Image Analysis. 3 hours lecture, 2 hours lab, 4 credits. Introduction to digital image analysis; application of digital analysis techniques to remote sensing data, including mapping of land cover, land use, vegetation, geology, soil, built-up area, agricultural land, and forest. Digital image analysis techniques will include image processing, transformation, registration, and classification using industry standard digital image analysis software. Advantages and limitations of digital image analysis techniques will be discussed. GEO 697: Independent Study in Geology. 1-3 hours, 3 credits. Independent study of selected topics in geology under the guidance of a faculty member. PREREQ: Permission of the Graduate Adviser. Courses in Human Geography *Courses preceded by an asterisk are not expected to be offered in 20112013. *GEH 501: Principles of Geography. 3 hours, 3 credits. (Not open to students who have had an introductory course in principles of geography.) Distribution and characteristics of the elements of the natural and cultural environment and analysis of their interrelationships. NOTE: GEH 501 is required of students in the Secondary School Social Studies Curriculum, unless they have had an introductory course in principles of geography. GEH 502: World Regional Geography. 3 hours, 3 credits. Study of each of the world's major regions, characteristics of homogeneity, and attributes of each region, including physical environment, population, culture, agriculture, economic development, urbanization, and political geography. *GEH 611: Geographic Interpretation of World Affairs. 3 hours, 3 credits. Analysis of the geographic influences of the world's political, social, and economic problems. PREREQ: *GEH 501 (or equivalent). *GEH 612: Geographic Basis of World Trade. 3 hours, 3 credits. Study of world transportation and communication, the interdependence of geographic regions, and the geographic factors influencing international trade. PREREQ: *GEH 614 (or equivalent). GEH 613: Conservation of Natural Resources. 3 hours, 3 credits. The physical and human resources of the world and the needs and methods for their conservation. PREREQ: *GEH 501 (or equivalent). *GEH 614: Economic Geography. 4 hours, 4 credits. Geographic analysis of the major economic activities of the world. PREREQ: *GEH 501 (or equivalent). *GEH 621-626: Geography of Major Regions. Each 3 hours, 3 credits. Each of the following courses, dealing with a continent or a large subdivision thereof, presents an analysis of the major features of the natural and cultural environment of the entire region, followed by an intensive study of the geographic regions within it. PREREQ: *GEH 501 (or equivalent). GEH 621: The Geography of the U.S. and Canada. 3 hours, 3 credits. An introduction to the physical geography, natural resources, population and urban distribution, cultural patterns, and economic geography of the U.S. and Canada. Attention given to changes being brought about by the North American Free Trade Act. GEH 622: The Geography of Latin America. 3 hours, 3 credits. An introduction to the physical geography and natural resources, population and urban distribution, cultural patterns, and economic geography of Latin America. GEH 624: The Geography of Asia. 3 hours, 3 credits. An introduction to the physical geography and natural resources, population and urban distribution, cultural patterns, and economic geography of Asia. GEH 625: The Geography of Western Europe. 3 hours, 3 credits. An introduction to the physical geography and natural resources, population and urban distribution, cultural patterns, and economic geography of Western Europe. GEH 626: The Geography of Eastern Europe and the Former Soviet States. 3 hours, 3 credits. An introduction to the physical geography and natural resources, population and urban distribution, cultural patterns, and economic geography of Eastern Europe and the former Soviet States. GEH 630: Geography of the New York Metropolitan Area. 3 hours, 3 credits. The location, terrain, harbor, climate, and other aspects of the geographic base on which the New York metropolitan area has developed. Relationship of these factors to the genesis, growth, spatial characteristics, and problems of human occupance. PREREQ: *GEH 501 (or equivalent). Courses in Physical Geography GEP 501: Weather and Climate. 4 hours (2, lecture; 2, lab), 3 credits. Study of atmospheric phenomena and weather instruments and a general introduction to meteorological processes. Description and explanatory analysis of the climates of the earth. GEP 504: Basic Mapping Applications and Analysis. 4 hours(2, lecture; 2, lab), 3 credits. This course provides a focus on mapping: how to use maps to obtain information about a wide variety of topics and how to create maps to display and analyze both quantitative and qualitative data. Discussions include mental maps, aerial photos, remotely sensed images, computer-assisted cartography, and Geographical Information Systems (GIS). Laboratory work includes digital map applications and GIS mapping exercises. PREREQ: None. GEP 505: Principles of Geographic Information Science. 4 hours (2, lecture; 2, lab), 3 credits. The use of Geographic Information Systems in the teaching of social, earth, and life sciences. Demographic studies and graphic presentation of demographic analyses. The use of modern mapping techniques in studies of the Earth Environment. PREREQ: GEO 501 or *GEH 501 or Departmental permission. Lehman College Graduate Bulletin 2011-2013 Environmental, Geographic, and Geological Sciences 93 GEP 530: Urban Environmental Management. 3 hours, 3 credits. Review of issues and problem-solving techniques for critical environmental concerns in the urban habitat, covering the key elements of urban environmental infrastructure, pollution and its effects on human health, environmental planning and policymaking, and the regulatory framework of environmental protection. GEP 602: Biogeography and GISc. 5 hours(3, lecture; 2, lab), 4 credits. The methods and techniques used to examine the past and current distribution of organisms, in the context of geophysical, evolutionary, and ecological processes. Study of the geographic ranges of living organisms and discussion of numerous relevant topics. Lab work will provide students with hands-on experience using GISc to explore such concepts as species distribution, island biogeography, and community fragmentation. GEP 605: Special Topics in Geographic Information Systems. 6 hours (2, lecture; 4, lab), 4 credits. May be re-elected when topic changes, for a maximum of 8 credits. Use of Geographic Information Systems for conducting research and spatial analyses in the natural and social sciences. The advanced use of computer mapping and spatial analysis technologies for studying the physical and human components of the earth's environment. PREREQ: GEP 505 or Departmental permission. GEP 620: Demography and Population Geography with GISc. 4 hours (2, lecture; 2, lab), 3 credits. The world's population in the context of geography and demography. The theoretical framework, defined by the fields of population geography and demography, will be studied and explored qualitatively and quantitatively. Data sources and acquisition, population metrics (growth, change distribution, and composition), population and food supply, mortality, fertility, and migration. Lab work will provide students with hands-on experience using GISc to explore demographic concepts. GEP 621: Principles and Applications in Remote Sensing. 6 hours (2, lecture; 4, lab), 4 credits. In this course, students will learn the fundamental concepts and principles of electromagnetic theory in remote sensing, becoming familiar with the characteristics, capabilities, and limitations of past, current, and planned future remote sensing systems, and develop practical skills in interpreting aerial photographs, satellite optical remote sensing data, and thermal and radar imagery. Students will also be exposed to a wide variety of applications in environmental mapping and monitoring, natural resources management, urban and regional planning, and global change research. Weekly assignments will be provided to develop skills in interpreting different types of images. A term project will be required to make use of remotely sensed data and digital image processing capabilities in one particular area of application. GEP 630: Geostatistics and Spatial Analytical Concepts. 4 hours, 3 credits (2 hours, lecture; 2 hours, lab). Emerging fields of geostatistics and spatial analysis, applying quantitative techniques to real-world geographic problems. Exploratory Spatial Data Analysis (ESDA) within multiple G.I.S. packages such as ArcGIS and GeoDa. Traditional statistics as well as geo-statistics within various packages, including SPSS, GWRIII, GeoDa, ArcGIS, [R], and Excel. PREREQ: GEP 504 or Departmental permission. GEP 632: Environmental Health and Geographic Information Sciences (GISc). 4 hours, 3 credits (2 hours, lecture; 2 hours, lab). Exploration of the field of environmental health, with special emphasis on spatial factors, medical geography, and the use of Geographic Information Science (GISc) to analyze relevant relationships between environmental impacts, diseases, demographics, socioeconomic conditions, and the implications on public health and policy. Lab work uses GISc to examine and analyze environmental health, population, and natural and built environmental data for planning and research. PREREQ: None. GEP 635: Natural Hazards and Risk Analysis with GIS. 5 hours (3, lecture; 2 hours lab), 4 credits. Fundamentals of the natural hazards and disasters origin; physical and social implications; methods of quantitative and qualitative analysis; elements of geographic, geological, social and political analysis applied to risk estimation and mitigation and management measures. Use of Geographic Information Systems (GIS) tools and analytical techniques in lab exercises and assignments. PREREQ: GEP 504 or GEP 505. GEP 660: Geovisualization and Analytical Cartography. 6 hours (2, lecture; 4, lab), 4 credits. Creating maps using advanced Geographic Information Science (GISc) techniques with a focus on understanding cartographic conventions and principles of good cartographic design, and analysis of complex spatial data through geovisualization methods. Maps will be studied critically in terms of their creation, interpretation, and relationship to space and place. PREREQ: GEP 504, or GEP 505, or instructor’s permission. GEP 670: Seminar and Internship Program in Geography. 10 field, 3 hours, 4 credits. Current issues in Geographic Information Science (GISc), with weekly work as an intern in one of various governmental, non-profit, academic, or consulting organizations. Minimum 150 hours of GISc-related project work. This course may be repeated for a total of 8 credits. PREREQ: GEP 505 or Departmental permission. GEP 689: Methods Seminar in Geographic Information Science (GISc). 4 hours, 3 credits (2 hours, lecture; 2 hours, lab). Current methods in the field of Geographic Information Science. The nature of scientific research, defining geographic problems, issues of scale and resolution, research design, scientific literature review, acquisition of relevant data, capturing information and mapping in GIS, analysis and interpretation of data, presenting scientific findings in written and oral formats. PREREQ: GEP 505 or Departmental permission. Lehman College Graduate Bulletin 2011-2013 94 Environmental, Geographic, and Geological Sciences GEP 690: Workshop in Geographic Information Science (GISc) Research. 3 or 4 hours, 3 or 4 credits (course may be repeated for a total of 8 credits). An advanced examination of mapping and of new computer-aided technologies in the natural and social sciences, including research design and methodology and designing and conducting an independent GIS research project, conforming to generally acceptable professional geographical practices and techniques, under the supervision of faculty. PREREQ: GEP 605 or Departmental permission. Lehman College Graduate Bulletin 2011-2013 Health Sciences Chair: Luisa N. Borrell (Gillet Hall, Room 336) Advisers: Craig Demmer, Health Education and Promotion (Gillet Hall, Room 334); Andrea Boyar, Nutrition (Gillet Hall, Room 432); Jane Levitt, Public Health (Gillet Hall 415); Robin Kunstler, Recreation Education (APEX, Room 269) Dietetic Internship Coordinator: Susan Tree (Gillet Hall, Room 417A) Department Faculty: Professors: Marilyn Aguirre-Molina, Craig Demmer, Robin Kunstler; Associate Professors: Luisa Borrell, Andrea Boyar, Cynthia K. Hosay, Jane Levitt, Barbara Menéndez, Raziye Gul Sonmez, Alice Tobias; Assistant Professors: Orazio Caroleo, Danna Ethan, Mary Huynh, Andrew Maroko, Lalitha Samuel; Instructor: Althea Engle. Sue Tree The Department of Health Sciences offers five graduate degree programs: the M.S.Ed. Program, Health N-12 Teacher; the M.A. Program in Health Education and Promotion; the Master of Public Health Program; the M.S. Program in Nutrition; and the M.S.Ed. Program in Recreation Education. M.S.Ed. Program, Health N-12 Teacher The purpose of the M.S.Ed. program is to prepare students for permanent New York State certification as health teachers. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study by having attained a minimum grade average of B in the undergraduate record as a whole and an average of B in courses most relevant to the graduate discipline. • Provisional certification as a health teacher or qualify for certification within three semesters of matriculation. • Three letters of recommendation and a Personal Goal Statement. Degree Requirements The curriculum consists of 33 graduate credits and includes either a thesis or a comprehensive examination. Course and credit requirements are as follows: • In required HEA courses (12 credits): HEA 600 (3)1, 602 (3), 603 (3)1, 620 (3) • In HEA electives2 (9) • In linking courses (12): HEA 671 (3), 672 (3), 673 (3), 674 (3) 1 Students who have previously taken this course (or its equivalent) may substitute a 3-credit HEA elective in its place. 2 Students who write a thesis need to earn only 3 credits of HEA electives (HEA 691/692). Otherwise, students must take HEA elective courses totaling 9 credits and pass a comprehensive exam. M.A. Program in Health Education and Promotion The purpose of the M.A. Program in Health Education and Health Sciences 95 Promotion is to prepare students for positions as health educators within public and community agencies, business and industry, hospitals, and other types of clinical facilities. Satisfactory completion of program requirements enables students to become Certified Health Education Specialists (CHES), awarded by the National Commission for Health Education Credentialing. Primary consideration for admission into this graduate program will be given to qualified students who have an undergraduate degree in Health Education or another health-related discipline. Qualified students with backgrounds in other areas are also eligible for admission. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study by having attained a minimum grade average of B- in the undergraduate record as a whole and an average of B in courses most relevant to the graduate discipline. • Three letters of recommendation and a Personal Goal Statement. • If conditionally admitted, satisfy the conditions within three semesters. Degree Requirements The curriculum consists of 33 graduate credits and includes either a thesis or a comprehensive examination. Course and credit requirements are as follows: • In required HEA courses (21): HEA 600 (3)1, 602 (3), 603 (3)1, 620 (3), 623 (3), 670 (3)1 and one of the following: 671 (3), 672 (3), 673 (3), 674 (3). • In HEA electives2 (12) 1 Students who have previously taken this course (or its equivalent) may substitute a 3-credit HEA elective in its place. 2 Students who write a thesis need to earn only 6 credits of HEA electives (HEA 691/692). Otherwise, students must take HEA elective courses totaling 12 credits and pass a comprehensive exam. M.P.H. Program in Public Health The Lehman College Master of Public Health (MPH) Program prepares students for professional careers in the healthcare field as practitioners and researchers. Students will also be prepared to continue in graduate studies to pursue doctoral degrees. In addition to the competencies required of all MPH Programs, the Lehman College MPH Program offers a specialization in community-based public health and health equity. The Lehman MPH Program is a consortial member of the CUNY School of Public Health and is accredited by the Council on Education for Public Health. Lehman College Graduate Bulletin 2011-2013 96 Health Sciences Admission Requirements • Bachelor’s degree in a health-related field from an accredited college or university, or a bachelor’s degree with successful completion of relevant coursework. • At least one year of work experience in public health or related work in the health field. Volunteer experience or internship may be considered in certain circumstances. • Ability to successfully pursue graduate study by having attained a minimum grade average of B in the undergraduate record. • Three letters of recommendation and a personal essay. • Scores from the Aptitude Section of the Graduate Record Examination or proof of an earned master’s degree from an accredited U.S. university. • If submitting documents from institutions whose language of instruction is not English, an official translation and evaluation of the transcript and competency in English as demonstrated through TOEFL scores of at least 550. Degree Requirements The curriculum consists of 45 graduate credits and includes core courses, an area of specialization, elective graduate courses, a supervised internship, a capstone seminar, and a capstone project. Course and credit requirements are as follows: Core Courses (15 credits): All students are required to take the following courses and credits: PHE 600 Biostatistics in Public Health (3 cr.) PHE 606 Public Health Epidemiology (3 cr.) PHE 701 Public Health Policy and Management (3 cr.) PHE 702 Environmental Health (3 cr.) PHE 703 Social and Behavioral Dimensions of Health (3 cr.) Specialization (15 credits): All students are required to take the following courses and credits: PHE 700 History and Philosophy of Public Health (3 cr.) PHE 709 Health Equity and Social Justice (3 cr.) PHE 710 Applications of Research Methods in Public Health (3 cr.) PHE 715 Planning and Evaluation of Community-based Public Health Programs (3 cr.) PHE 790 Public Health Capstone Seminar PREREQ: PHE 770 (3 cr.). Electives ( 9 credits): Graduate-level courses selected with the approval of the graduate adviser. Internship (3 credits) PHE 770 Public Health Internship (180 hours) Capstone Project (3 credits) PHE 792 Public Health Capstone Project. PREREQ: PHE 790. M.S. Program in Nutrition The Master of Science Program in Nutrition prepares students for a wide range of professional positions in either clinical or community nutrition, and for doctoral study in these fields. Graduates of the program may find career opportunities as clinical nutritionists within health-care settings and as nutrition educators in the community. Those graduating from the Dietetic Internship are eligible to sit for the Registration Examination administered by the Commission on Dietetic Registration (CDR) of the American Dietetic Association (ADA) to become Registered Dietitians (RD). Admission Requirements • Bachelor's degree or its equivalent from an accredited college or university. • Demonstrated ability to successfully pursue graduate study by having achieved a minimum grade average of B (3.0) in the undergraduate record as a whole and in courses most relevant to the graduate discipline. • Two letters of recommendation. • Must have completed the following courses and credits (or their equivalents): In Basic Science: courses in physiology (BIO 181 and 182, or 228), inorganic chemistry (CHE 114 and 115), and organic chemistry (CHE 120 and121). In Nutrition: courses in introductory (HSD 240) and advanced nutrition (DFN 445), diet and disease (DFN 348 and 448), and foods (DFN 120 and 220). Deficiencies in undergraduate preparation may be rectified through Lehman's undergraduate program in Dietetics, Foods, and Nutrition, which is approved by the American Dietetic Association as a Didactic Program in Dietetics (DPD). Degree Requirements Each candidate must complete an approved program of study of at least 38 credits that includes the general core courses and approved elective courses, which may include the courses required for the Dietetic Internship (DI) program. The student may elect either to write a thesis or pass a comprehensive examination for a minimum total of 38 credits. Core Courses All students are required to take the following courses and credits: HEA 600 (3), HEA 620 (3), BIO 610 (4) or BIO 644 (4), DFN 610 (4), DFN 620 (3), DFN 641 (3), DFN 651 (3), and DFN 791 (3) (total of 26 credits). Elective Courses: Students may select from the following courses and credits for a minimum of 12 credits: DFN 621(3), 630 (3-6), 661 (3), 692 (3-6), 693 (3-6), 730 (3), 731 (3), 741 (3), 771 (3), 792 (3), 793 (3), 794 (3-6), 795 (3-6), HSD 606, and other courses selected with permission of the Graduate Adviser (total of a minimum of 12 credits). A maximum of 6 credits from DFN 730 and 731 may be credited toward the requirements for the MS degree for those students completing the DI program. Admission Requirements to Dietetic Internship Program (DI) Students who wish to enter the DI must be accepted into Lehman's M.S. in Nutrition Program and then submit an additional application to the DI. Places in the DI are limited and therefore admission into the DI is competitive. Students must Lehman College Graduate Bulletin 2011-2013 Health Sciences 97 conform to the admissions policies of the D.I. as itemized on the web pages of the DI program (www.lehman.edu/lehman/dietetics), which includes the computerized matching program administered through "D & D Digital Systems." Included in the DI application are the following: • The ADA internship application form. • Two recommendations on ADA forms. • Original undergraduate and/or graduate transcripts. • ADPD Verification Statement attesting to the completion of ADA-approved coursework equivalent to the undergraduate program in Dietetics, Foods, and Nutrition. • One page personal statement. • Application fee. Applications must be submitted to the DI Director by February 15 for entry into the DI class beginning in the Fall semester. Interns must complete the following four graduate courses: DFN 641, 651, 661, and HEA 620, concurrent with the DI. Completion Requirements for Dietetic Internship Program • In order to sit for the RD examination, students must be admitted to the M.S. in Nutrition program; submit a separate application to the DI; participate in computer matching; be admitted into the DI; complete four corequisite courses; and complete a minimum of 1200 hours of supervised preprofessional practice (DFN 730 for 3 semesters), and attend the Concepts and Methods of Dietetics Practice seminar (DFN 731) for 3 semesters or until the requirements are fulfilled. The DI is completed over a three-semester period (12 months). • A verification statement for completion of the D.I. will be granted following successful completion (with a mean GPA of at least 3.0) of DFN 641 (3), 651 (3), 661 (3), HEA 620 (3), 730 (9), and 731 (9). • Completion of the master's program is not required for completion of the Dietetic Internship. M.S.Ed. Program in Recreation Education The Master's Program in Recreation Education at Lehman College consists of a 33-credit Master of Science in Education degree, which is designed to prepare individuals for professional employment in the broad field of leisure services. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study. (Above-average academic achievement in general is required.) • Two letters of recommendation. • If conditionally admitted, make up not more than 12 credits of specified undergraduate coursework, starting in the first semester and finishing in no more than three consecutive semesters. Departmental Retention Policy Once admitted into one of the graduate programs, students must maintain a Grade Point Average of B. If a student's average falls below B, he or she will have one semester to bring the average up to the minimum standard. Failure to do so may result in dismissal from the program. Degree Requirements The curriculum for the M.S.Ed. Program in Recreation includes two options: Option A: Recreation and Park Administration, which prepares individuals for supervisory and administrative roles in public, voluntary, and commercial recreation agencies. Option B: Therapeutic Recreation Service, which prepares individuals to deliver therapeutic recreation services in hospitals, nursing homes, day-treatment programs, and other institutional and community settings. Students who complete this option have met the therapeutic recreation option requirements for certification as a Certified Therapeutic Recreation Specialist, administered by the National Council for Therapeutic Recreation Certification. Students must complete at least 24 credits in recreation courses, 3 credits in HEA 600 or equivalent, and may complete their additional 6 credits in related areas, with the prior approval of the graduate adviser. A maximum of 12 credits may be transferred from other universities or colleges with the approval of the Graduate Adviser. Upon graduation, all students will have met the academic requirements for certification as a Certified Parks and Recreation Professional, administered by the National Recreation and Parks Association. Recreation Education Curriculum Option A: Recreation and Park Administration (18 credits): HEA 600 (3), REC 700 (3), 701 (3), 702 (3), 703 (3), 705 (3). 3 credits in Therapeutic Recreation: Select from REC 704, 707, 708, 709, 710, 711. 6 credits of administration electives: Select from REC 680, 706, 712, 715, 790. 6 credits related electives from courses in Health Sciences or Education. Option B: Therapeutic Recreation Service (18 credits): HEA 600 (3), REC 700 (3), 701 (3), 702 (3), 703 (3), 704 (3). 9 credits in Therapeutic Recreation courses: Select from REC 680 (3), 707 (3), 708 (3), 709 (3), 710 (3), 711 (3), 712 (3), 790 (3). At least 6 credits must be selected from 707-711. 6 credits in related electives from courses in Health Sciences or Education. NOTES: Students who have not had professional experience in Therapeutic Recreation or Community Recreation must take REC 715 as part of their option. Students must meet one of the following graduation requirements: (a) Pass a comprehensive exam or (b) Complete a thesis. Students who select the thesis option enroll in REC Lehman College Graduate Bulletin 2011-2013 98 Health Sciences 781 and REC 791 in lieu of 6 credits of electives. Courses in Health Education *Courses preceded by an asterisk are not expected to be offered in 20112013. HEA 507: Human Sexuality. 3 hours, 3 credits. (Closed to students who have taken HEA 307 or equivalent.) Physiological, psychological, and social aspects of human sexual development and function. HEA 509: Drugs and Substance Abuse. 3 hours, 3 credits. (Closed to students who have taken HEA 309 or equivalent.) Emphasis on physiological, psychological, and social effects of drug abuse. HEA 600: Biostatistics. 3 hours, 3 credits. Statistical concepts, techniques, and applications of the analysis of health-related data, including the use of computer software to analyze and interpret data. HEA 601: Curriculum Development in Health Education. 3 hours, 3 credits. Examination of significant health curriculum trends. Analysis of curriculum-reform movement in health, with emphasis on principles, policies, and procedures for curriculum construction. HEA 602: Research Methods in Health Education. 3 hours, 3 credits. Study of the design, methods, and research tools used in health education. Formulation of a research problem. PREREQ: HEA 600 or equivalent. HEA 603: History and Philosophy of Health Education and Promotion. 3 hours, 3 credits. Examination of the philosophical basis of health education and development of the health promotion movement in modern society. Analysis of the scientific, educational, sociological, psychological, anthropological, and legal basis of the profession with respect to its place in the health care system. Review of current professional developments. HEA 604: Educational Strategies in Health. 3 hours, 3 credits. Overview of essential present-day knowledge of health practices and concepts. Emphasis on specific strategies for communicating health information and promoting health practices in a community setting. HEA 609: Drug Problems in the School and Community. 3 hours, 3 credits. Planning, developing, and implementing a drug- prevention program in the school and community. PREREQ: HEA 509 (or equivalent) or Departmental permission. *HEA 610: Group Dynamics in Health Education. 3 hours, 3 credits. An introduction to the fundamental processes of group dynamics and analysis of specific group approaches as they relate to the health educator. Focus on group networking, decision-making patterns, and leadership. Exploration of methods and techniques of identifying problems and improving group function. HEA 620: Health Counseling. 3 hours, 3 credits. Health problems of the school child, remedial procedures, and health-counseling techniques. PREREQ: Either a personal health, public health, or physical-inspection course (or equivalents), or Departmental permission. NOTE: Students (in consultation with the instructor) will be expected to enter into a specific health-counseling situation in depth and follow it to fruition at the end of the semester. HEA 622: Organization and Administration of Health Education and Promotion Programs. 3 hours, 3 credits. Formulation of principles, policies, and procedures of health education and promotion programs within a variety of institutional settings; coordination with other health services, professional personnel, and cooperating agencies. HEA 623: Program Planning and Evaluation in Health Education. 3 hours, 3 credits. Identification and analysis of health education and promotion program planning, implementation, and evaluation in various professional environments. Emphasis on the development of model programs. HEA 624: Safety Education in Secondary Schools and Colleges. 3 hours, 3 credits. History and development of safety education. Analysis of safety factors related to home, school, transportation, and recreation facilities; curriculum material; methods; and organizational procedures. NOTE: Students (in consultation with the instructor) will be expected to embark on a safety project within their own school situation and to set the framework of its solution. HEA 625 (FCS 674): Seminar in Human Sexuality. 3 hours, 3 credits. Analysis of current trends, problems, and issues. PREREQ: One course in human sexuality or sex education, or Departmental permission. *HEA 626: Mental Health and the Classroom Teacher. 3 hours, 3 credits. The scope of the mental health problem; implications for the classroom teacher. Methods of improvement and preservation of the well-being of individuals. HEA 627: Health Problems and Issues in Contemporary Society. 3 hours, 3 credits. Identification and analysis of various community health problems and issues in contemporary society. Exploration of the impact on the individual, family, and society. HEA 630: Community Organization and Health Education. 3 hours, 3 credits. Current approaches in community development and the community-organization process are related to the development and promotion of public health and health education. Emphasis on coordinated community action. HEA 633: Seminar in Urban Health Problems. 3 hours, 3 credits. Health in the urban setting, including special problems or susceptibility in ethnic groups, innovative health education programs, and disease prevention. HEA 634: Modern Advances in Health Science. 3 hours, 3 credits. Problems and current research in health education and community health education. Lehman College Graduate Bulletin 2011-2013 Health Sciences 99 HEA 635: Seminar in Disease Prevention and Control. 3 hours, 3 credits. Examination and analysis of the major causes of morbidity and mortality in modern society. Review of epidemiological principles. Analysis of disease causation, with an emphasis on the role of education in disease prevention and control. HEA 636: Perspectives on Death and Dying. 3 hours, 3 credits. Study of death, dying, and bereavement from psychological, social, and cultural perspectives. Topics including end of life care, the effects of different types of death on the grief process, children and bereavement, and grief counseling. Implications for health services delivery. HEA (DFN) 640: Nutrition and Chronic Diseases. 3 hours, 3 credits. The relationship of diet to health promotion and disease prevention and management. Emphasis on current dietary patterns in the United States and other industrialized nations and the high incidence of degenerative diseases, such as arteriosclerosis, diabetes mellitus, diverticulosis, and cancer. PREREQ: BIO 181 and BIO 182 or equivalents and permission of the Department. HEA 670: Field Experience in Health Education. 10 hours, 3 credits. Supervised field experience in an agency offering health education/health promotion programs. PREREQ: Completion of 15 graduate credits in health education. HEA 671: Concepts of Wellness. 3 hours, 3 credits. Study of wellness and how to achieve a wellness lifestyle. Examines dimensions of wellness and sociocultural influences on health. Emphasis will be on educational strategies to promote wellness among diverse populations. HEA 672: Promoting Health. 3 hours, 3 credits. Study of health promotion and how to promote personal and interpersonal health. Examines health issues across generations. Emphasis on educational strategies to promote health among various age groups. HEA 673: Preventing Disease and Disability. 3 hours, 3 credits. Examines the etiology of health problems, risk factors for diseases and disabilities, and attitudes and issues relating to death and dying. Emphasis on educational strategies to identify and reduce risks for various health problems. HEA 674: Environment and Protecting Health. 3 hours, 3 credits. Examines environmental health issues and problems. Emphasis on educational strategies to address environmental health problems. HEA 680: Special Topics in Health. 3 hours, 3 credits. (May be reelected for credit when the topic changes.) Consideration of recent developments in the field of health, with special emphasis on interdisciplinary contributions. PREREQ: Graduate Adviser's permission. HEA 685: Independent Study in Health Education and Promotion. One semester, 3 credits (may be repeated up to 6 credits). Readings in and examination of special topics in health education. PREREQ: Open only to matriculated students who have completed 24 credits in the major. PREREQ: Departmental permission. HEA 690: Seminar in Current Research. 3 hours, 3 credits. Research topics are presented for class analysis and discussion. PREREQ: HEA 602 plus 12 hours of graduate work in Health Education. HEA 691-692: Thesis. 6 credits (not open to students who have taken the comprehensive exam). Individual research under faculty supervision. Credit granted only upon completion and acceptance of thesis. A grade of INC will be assigned for the first semester. PREREQ: HEA 602. HEA (EDG) 731: Sexuality Counseling. 3 hours, 3 credits. An overview of sexuality counseling. Stresses the process of interaction between professionals and clients that allows clients to explore and understand their sexuality, feelings, values, responsibilities, needs, and behaviors. Topics include: changing family structure, alternative lifestyles, changing sex roles, an increasing older population, drug and alcohol abuse, and sexually transmitted diseases, including AIDS. PREREQ: Permission of adviser. HEA 741: Strategies in Nutrition Education. 3 hours, 3 credits. Examination of current methods and materials used in nutrition education, including individual counseling and group instruction. Emphasis is on development, use, and evaluation of appropriate teaching strategies and materials. (Includes workshops and fieldwork.) PREREQ: Departmental permission. HSD 606: Epidemiology. 3 hours, 3 credits. Epidemiological principles and concepts are examined with respect to their application in measuring the distribution and determinants of disease. Research designs in experimental and observational epidemiologic studies aimed at identifying risk factors and disease etiology are evaluated and critiqued as well as the validity and reliability of screening programs. PREREQ: HEA 600 or equivalent. HSD 608: Legal and Ethical Issues in Health Care. 3 hours, 3 credits. Identification and examination of legal issues related to providers and consumers of health care. Health issues are examined in light of legal doctrines within health care environments. Courses in Nutrition *Courses preceded by an asterisk are not expected to be offered in 20112013. DFN 520: Food Science. 4 hours (2, lecture; 2, lab), 3 credits. Study of the composition, preservation, sensory evaluation and safety of foods. Particular emphasis on the chemical changes and interaction of foods. PREREQ: CHE 120 and 121, or equivalent. Departmental permission required. DFN 610: Nutrition: An Integrated Approach. 4 hours, 4 credits. Discussion of nutrients on a cellular and organism level, emphasizing the biochemical and physiological aspects of nutrition. Cellular metabolism and tissue function in relation to nutrient requirements are discussed. PREREQ: DFN 445, BIO 181 and 182, CHE 244 and 245, or the equivalent. Lehman College Graduate Bulletin 2011-2013 100 Health Sciences DFN 620: Life-Cycle Nutrition. 3 hours, 3 credits. Current concepts and principles in human nutrition, with application to the special needs at various stages in the life cycle in meeting nutritional problems. Includes conferences, fieldwork, and evaluation of fieldwork. PREREQ: 9 credits in nutrition and 6 credits in anatomy and physiology, or permission of Graduate Adviser. DFN 621: Ethnic and Therapeutic Meal Patterns. 3 hours, 3 credits. An in-depth study of ethnic food patterns and their influences on health, with emphasis on scientific principles of food preparation and meal planning for vulnerable population groups and those on medical nutrition therapy regimens. DFN 630: Special Topics in Nutrition. 1-3 hours, 1-3 credits (may be re-elected, as topics change, for a maximum of 6 credits). Consideration of recent developments in the field of nutrition. PREREQ: 9 credits of core nutrition courses, or permission of advisor. DFN (HEA) 640: Nutrition and Chronic Diseases. 3 hours, 3 credits. The relationship of diet to health promotion and disease prevention and management. Emphasis on current dietary patterns in the United States and other industrialized nations and the high incidence of degenerative diseases, such as arteriosclerosis, diabetes mellitus, diverticulosis, and cancer. PREREQ: BIO 181 and 182, or the equivalents of these courses. DFN 641: Public Health and Community Nutrition. 3 hours, 3 credits. The relationship of diet to health promotion and disease prevention. The role of public, private, and voluntary organizations in providing nutrition-care services for ambulatory populations. Techniques for developing, funding, implementing, and evaluating projects in the community. PREREQ: DFN 43 or 620, or their equivalents. DFN 651: Clinical Nutrition. 3 hours, 3 credits. The assessment and management of nutritional problems encountered in patients in acute and chronic care settings. Includes an exploration of the scientific basis for current techniques and approaches in clinical nutrition. Case studies will be assigned. PREREQ: DFN 448. DFN 661: Food Service Management. 3 hours, 3 credits. Management theory with application to the food service industry. Emphasis on the management of human and financial resources, the practice of optimal standards of safety, sanitation, and nutrition, and the role of the computer as a management tool. DFN 692: Independent Study in Clinical Nutrition. 3 hours, 3 credits (may be re-elected for a maximum of 6 credits). Independent study under the guidance of a faculty member. DFN 693: Independent Study in Community Nutrition. 3 hours, 3 credits (may be re-elected for a maximum of 6 credits). Independent study under the guidance of a faculty member. PREREQ: 9 credits of core nutrition courses. DFN 730: Supervised Professional Practice. 30 hours per week (minimum), 3 credits. (Course open only to those accepted into the Dietetic Internship. May be reelected for a maximum of 9 credits.) A minimum of 400 hours of supervised professional practice at approved health care and community sites. COREQ: DFN 731. DFN 731: Concepts and Methods of Dietetics Practice. 3 hours, 3 credits. Course open only to those accepted into Dietetic Internship. Examination of current concepts and methods of dietetics practice to prepare students for entry-level professional practice. Includes on-campus didactic activities, group discussions, and the use of case studies to analyze and expand upon the fieldwork experience. Completion of the Dietetic Internship requires participation in the seminar for three semesters. COREQ: DFN 730. DFN 741: Workshop in Nutrition Education. 3 hours, 3 credits. Examination of current methods and materials used in nutrition education, including individual counseling and group instruction. Emphasis is on development, use, and evaluation of appropriate teaching techniques. Includes workshops and fieldwork. PREREQ: DFN 641. *DFN 761: Nutritional Assessment. 3 hours, 3 credits. Methods used to evaluate nutritional status, including the analysis and interpretation of assessment data and the identification of actual or potential nutritional problems. Emphasis on the significance of health history and anthropometric, dietary, laboratory, and physical findings in developing a clinically relevant assessment of the client's nutritional status. PREREQ: DFN 445 or 610. DFN 771: Nutritional Support. 3 hours, 3 credits. The metabolic events associated with physiological stress and their importance in determining nutritional requirements. Identifying, assessing, and managing the patient at risk for protein calorie malnutrition. Emphasis on the use of enteral or parenteral nutrition support to achieve positive nitrogen balance, adequate nutrition status, or weight gain. DFN 791: Research and Evaluation Methods in Nutrition. 3 hours, 3 credits. Study of the design, methods, and tools used in nutrition research. PREREQ: Nine graduate credits in nutrition, plus HEA 600 or its equivalent. DFN 792: Practicum in Clinical Nutrition. 6 hours, 3 credits. Supervised placement in health care agencies. Conferences will be conducted to integrate theory with fieldwork experience. PREREQ: 18 credits of the core nutrition courses and adviser's permission. DFN 793: Practicum in Community Nutrition. 6 hours, 3 credits. Supervised placement in health care or community care agencies. Conferences will be conducted to integrate theory with fieldwork experience. PREREQ: 18 credits of the core nutrition courses and adviser's permission. DFN 794: Thesis Seminar in Clinical Nutrition. 3 credits (may be re-elected for a maximum of 6 credits). Individual research, under supervision, in clinical nutrition or nutritional biochemistry. Credit granted upon completion and acceptance of thesis. PREREQ: DFN 791 and Graduate Adviser's permission. Lehman College Graduate Bulletin 2011-2013 Health Sciences 101 DFN 795: Thesis Seminar in Community Nutrition. 3 credits (may be re-elected for a maximum of 6 credits). Individual research, under supervision, in community or public health nutrition. Credit is granted upon completion and acceptance of thesis. PREREQ: DFN 791 and Graduate Adviser's permission. Courses in Public Health PHE 600: Biostatistics in Public Health. 3 hours, 3 credits. Application and interpretation of basic descriptive and inferential statistical methods in the analysis of public health data. PHE 606: Public Health Epidemiology. 3 hours, 3 credits. Identification, analysis, interpretation, and presentation of epidemiological data for improving the public health of communities. Emphasizes practical public health applications. PREREQ: PHE 600. PHE 608: Ethics in Public Health. 3 hours, 3 credits. Ethical principles, values, and controversies in public health. Historical development of public health professional and ethical issues and current topics in the field. PHE 680: Topics in Public Health. 1-3 hour, 1-3 credits. Examination of variable issues and current topics of interest in public health. PHE 685: Independent Study in Public Health. 1-3 hours, 1-3 credits. Readings in, and critical in-depth examination of, a topic in public health. PREREQ: Faculty permission. PHE 700: History and Philosophy of Public Health. 3 hours, 3 credits. Examination of historical development and philosophical concepts underlying the practice of public health; social, political, and institutional forces shaping public health policy and the commitment to monitor, protect, and promote the public's health; emphasis on the relationship between public health knowledge, values, and actions. PHE 701: Public Health Policy and Management. 3 hours, 3 credits. Theoretical concepts, practice, and implementation of public health programs in organized settings; external environment analysis of government structure, laws, and regulations, private sector managed care, and collaborative academic-community partnerships; and examination of internal organizational functions. PHE 702: Environmental Health. 3 hours, 3 credits. Impact of human activities on environmental quality and human health; effect of environment on health and disease; examination of ecological principles, environmental health assessment, health policy/law and environmental justice; human population dynamics; and types and sources of pollutants and approaches to prevention and control. Environmental disease monitoring and health risk assessment are examined using GISc. PHE 703: Social and Behavioral Dimensions of Health. 3 hours, 3 credits. Overview of social and behavioral aspects of health, the influence of social and behavioral factors in the distribution of health and illness among populations, and emphasis on how social science theory informs public health. Based on a social ecological perspective, this course offers an introduction to major theories of behavior change in health promotion, with a focus on applications to public health programs. PHE 708: Health Informatics. 3 hours, 3 credits. Principles and concepts of informatics; access to key epidemiological databases; research and information retrieval sources; database analysis and design; resource evaluation, management, decision-making, and planning; legal and ethical issues; and the application of computer information systems to public health issues. PHE 709: Health Equity and Social Justice. 3 hours, 3 credits. Analysis of health disparities and exploration of social, economic, political, and historical determinants of health, including unequal access and treatment by race and ethnicity, patterns of immigration, cultural bases of health, strategies for communicating with diverse populations, and interventions for reducing and eliminating ethnic and racial health disparities from an ethics and public policy perspective. PHE 710: Applications of Research Methods in Public Health. 3 hours, 3 credits. Principles of statistical and other research methods applied to design of public health studies; analysis, interpretation, and reporting of epidemiological data to public health professionals and lay audiences. PREREQ: PHE 600 and PHE 606. PHE 715: Planning and Evaluation of Community-based Public Health Programs. 3 hours, 3 credits. Fundamental approaches and methods for planning and evaluating public health programs. Application of theory and the empirical literature as a means of developing skills in evidence-based public health practice. PHE 720: Chronic Disease Epidemiology. 3 hours, 3 credits. Overview of causative factors and demographic distribution of major chronic diseases in the western world. Epidemiological concepts, methods, and research design as applied to chronic disease prevention. Role of screening in controlling chronic disease. PREREQ: 18 credits from PHE core courses, including HSD 606. PHE 721: Infectious Disease Epidemiology. 3 hours, 3 credits. Natural history, methods of control, and current perspectives of infectious diseases; epidemiological methods for the investigation of infectious diseases; epidemic models; bioterrorism. PREREQ: 18 credits from PHE core courses, including HSD 606. PHE 722: Globalization and International Health. 3 hours, 3 credits. Epidemiological aspects of major global public health problems. Focus on principles, basic statistical analysis, public health surveillance, field investigation, and surveys and sampling. Governmental responses to epidemics, disasters, and outbreaks. PREREQ: 18 credits from PHE core courses, including HSD 606. Lehman College Graduate Bulletin 2011-2013 102 Health Sciences PHE 723: Advanced Methods in Epidemiology. 3 hours, 3 credits. Design, conduct, analyze, and interpret epidemiologic studies using experimental (community intervention trials), non-experimental, and observational (cohort, case-control) methods. Study of research designs, including subject selection, measurement, methodology, data analysis, and practical application of statistical concepts. PREREQ: 6 credits from PHE 720, 721, or 722. PHE 730: Healthcare Financing and Economics. 3 hours, 3 credits. Financial management principles and concepts in public health organizations, including resource allocation and funding sources; government and private/market sector budgeting processes and analyses; economic and outcome analysis of public health interventions. PREREQ: 18 credits from PHE core, including PHE 701. PHE 731: Community Participation and Advocacy. 3 hours, 3 credits. Role of advocacy in advancing public health, including techniques and strategies for organizing, educating, and effecting change; identifying common needs and interests, community participation, collaboration, and coalition-building; analysis of political environments and proposed legislation. PREREQ: 18 credits from PHE core, including PHE 701. PHE 732: Healthcare Policy and Politics. 3 hours, 3 credits. Role of government and political institutions in American health policy, including concepts, theories, and analysis of social, economic, and political power in relation to health policy; public and private sector relationships in delivering health services; the formulation, process and implementation of public health policy and program development. PREREQ: 18 credits from PHE core, including PHE 701. PHE 733: The Practice of Quality Management. 3 hours, 3 credits. Conceptual bases for quality assessment, improvement, and assurance. Measures of efficiency and effectiveness, including evaluation of performance, evaluation of outcome studies, and applications of quality management to public health practice and programs. PREREQ: 18 credits from PHE core courses, including PHE 701. PHE 770: Public Health Internship. 6 hours, 3 credits. Supervised field experience (90 hours) in an approved public health agency or community health organization. PREREQ: Completion of PHE Core (28 credits and 6 credits in specialization courses.) COREQ: PHE 790 and Graduate Adviser's permission. PHE 790: Public Health Practice Capstone Seminar. 1-3 fours, 1-3credits. Examination of academic, community, government, and private sector public health partnerships from an interdisciplinary perspective, culminating in a seminar project. PREREQ: PHE 770. PHE 791: Master's Thesis in Public Health. 3 credits. Individual research in public health under faculty supervision. Development of a comprehensive thesis. Credit gained upon completion and acceptance of thesis. PREREQ: PHE 790 and faculty permission. PHE 792: Public Health Capstone Project. 3 hours, 3 credits. Analysis and writing of a public health capstone project. This project is completed with the approval and under the supervision of M.P.H. faculty. PREREQ: PHE 770. Courses in Recreation REC 640: Therapeutic Recreation and Disabilities. 3 hours, 3 credits. Characteristics, functional limitations, implications for therapeutic recreation services, and overall impact of disabilities on the individual’s health and leisure from an ecological perspective. REC 680: Special Topics in Recreation. 3 hours, 3 credits (may be re-elected for credit as the topic changes, with Graduate Adviser's permission). Consideration of recent developments in the field of recreation, with special emphasis on interdisciplinary contributions. PREREQ: Graduate Adviser's permission. REC 700: Recreation and Leisure in Modern Society. 3 hours, 3 credits. Examines basic concepts of play and recreation, with emphasis on changing leisure trends and the provision of organized recreation programs by public, voluntary, therapeutic, and commercial agencies. REC 701: Research Methods and Evaluation in Recreation. 3 hours, 3 credits. Presentation of research designs, methods, and instruments. Examination of goals and techniques of evaluation in organized recreation service. PREREQ: HEA 600. REC 702: Recreation Program Planning and Leadership. 3 hours, 3 credits. Program planning, scheduling, and operation in public, voluntary, therapeutic, and commercial settings. Basic principles and practices in group leadership. REC 703: Administrative Process in Recreation and Parks. 3 hours, 3 credits. Analyzes the administration of recreation and park programs in varied settings, including goal setting and policy development, personnel and facilities management, fiscal operations, and public and community relations. REC 704: Therapeutic Recreation Service. 3 hours, 3 credits. Examines conceptual bases, goals, and practices of therapeutic recreation service for diverse populations and settings, including philosophical foundations, historical and professional development, models of practice, ethics, trends, and issues. REC 705: Community Recreation and Park Facilities. 3 hours, 3 credits. Examines design, construction, and maintenance of varied recreation and park facilities: parks, playgrounds, centers, pools, athletic complexes, and other special structures. REC 706: Outdoor Education and Recreation. 3 hours, 3 credits. Environmental education and nature-oriented recreation programs, as part of the program of schools and community recreation and parks departments. Analyzes goals, methods, and resources; includes field trips. Lehman College Graduate Bulletin 2011-2013 Health Sciences 103 REC 707-712: Specialized Programs in Therapeutic Recreation Service. 3 hours, 3 credits. Examination of therapeutic recreation services for individuals with disabilities in a variety of settings. PREREQ: Permission of Graduate Adviser. 707: Therapeutic Recreation in Geriatric Settings 708: Therapeutic Recreation in Psychiatric Rehabilitation 709: Therapeutic Recreation and Developmental Disability 710: Therapeutic Recreation Applications to Social Problems 711: Therapeutic Recreation Programs and Physical Disability 712: Leisure Counseling and Community Programs REC 714: Therapeutic Recreation Program Design. 3 hours, 3 credits. Examination of the design of therapeutic recreation services and the application of the therapeutic recreation process, with emphasis on the standards for practice and assessment as the basis of treatment planning, documentation, developing diagnostic, and program protocols and evaluation. REC 715: Clinical Practice and Internship. 6 hours, 3 credits. Field placement in approved institution or community agency, including therapeutic, public, or voluntary settings. Required for graduate recreation majors without professional experience. PREREQ: REC 700, 702, and either 703 or 704, and permission of Graduate Adviser. REC 724: Advanced Therapeutic Recreation Processes. 3 hours, 3 credits. Examination of therapeutic recreation practice with emphasis on therapeutic use of self, design and implementation of therapeutic groups, therapeutic recreation program leadership, and evaluation and selection of appropriate intervention modalities. REC 781: Research Seminar. 3 hours, 3 credits. Students examine published research and develop thesis proposals. Those who receive committee approval of proposals during the semester may begin actual research. PREREQ: Nine graduate credits in recreation, including REC 700 or 701, and approval of Graduate Adviser. REC 790: Independent Study in Recreation. 1-3 hours, 1-3 credits. (May be reelected for up to 3 credits.) Planned program of individual study under the guidance and supervision of a member of the department. PREREQ: Permission of Graduate Advisor and 6 credits in Recreation. REC 791: Thesis. 3 credits. Individual research under faculty supervision. Credit gained upon completion and acceptance of thesis. PREREQ: REC 701 and 781. Course in Exercise Science EXS 680: Selected Topics in Exercise Science. 3 hours, 3 credits.(May be reelected for a maximum of 6 credits.) Examination of various topics in exercise science. Topics to be announced each semester. Lehman College Graduate Bulletin 2011-2013 104 History History Chair: Marie C. Marianetti (Carman Hall, Room 202B) Graduate Adviser: Evelyn Ackerman (Carman Hall, Room 296) Department Faculty: Distinguished Professor: Joseph W. Dauben; Professors: Timothy Alborn, Evelyn B. Ackerman, Jose Luis Rénique; Associate Professors: Martin J. Burke, Dina Le Gall, Marie C. Marianetti, Andrew W. Robertson, Duane Tananbaum; Assistant Professors: Cindy Lobel, Robyn C. Spencer, William Wooldridge, Amanda Wunder; Lecturer: Robert T. Valentine The Department of History offers a Master of Arts degree in History that is intended primarily for students who anticipate that the master's degree will be their highest earned degree. The course of study is designed to offer an introduction to the professional study of history and to provide mastery of a broad area of history. In addition, the Department offers courses designed to meet the needs of students in the programs for Middle and High School Teachers of Social Studies and for Elementary School Teachers. Students with a specialization in History (see Program for Middle and High School Teachers of Social Studies) should consult the Department chair early in their course of studies. M.A. Program in History Admission Requirements • Possess a bachelor’s degree (or its equivalent) from an accredited college or university • Have demonstrated the potential to successfully pursue graduate study—that is, have attained a minimum undergraduate grade average of B in History courses and a minimum grade average of B- in the undergraduate record as a whole • Have taken a minimum of 18 credits of coursework in History, acceptable to the department. • Submit two letters of recommendation. • Submit scores on the Graduate Record Examination (GRE). • Submit a 1-2 page essay consisting of responses to application- packet questions. • Submit a sample of college-level writing • If conditionally admitted, satisfy the conditions within one year Degree Requirements The general requirements for the M.A. Degree in History consist of 36 credits of coursework: • HIS 780 and 781 in the first year (6 credits) • Other coursework at the 700-level (24 credits) • Comprehensive oral or written examination (0 credits) • HIS 797 (master's thesis) (6 credits) Or • HIS 780 and 781 in the first year (6 credits) • Other coursework at the 700-level (27 credits) • Comprehensive oral or written examination (0 credits) • HIS 795 (approved capstone project) (3 credits) After successfully completing 30 credits of coursework with a 3.0 average, candidates for the M.A. degree who plan to write a thesis must pass a comprehensive oral or written examination in two fields. These candidates for the M.A. degree must then present a master's thesis, prepared under the direction of a thesis supervisor from the Department of History and an approved second reader, and accepted by the thesis supervisor. Students who plan to do a capstone project first must successfully complete 33 credits of course work with a 3.0 average. They then must pass a comprehensive oral or written examination in two fields. These candidates for the M.A. degree must then present an approved capstone project, prepared under the direction of an adviser from the Department of History. Special Track for Secondary School Teachers of Social Studies Degree Requirements: The general requirements for the Special Track in History for Secondary School Teachers of Social Studies consist of 36 credits of coursework: • HIW 533 and HIU 534 in the first year (6 credits) • ESC 533 and ESC 534 in the first year, or acceptable alternative ESC courses for students who have already passed equivalents of these with a minimum grade of B+ (6 credits) • HIS 780 and 781 in the second year (6 credits) • Other History coursework at the 700-level (12 credits) • Comprehensive oral or written examination (0 credits) • HIS 797 (master's thesis) (6 credits) Or: • HIW 533 and HIU 534 in the first year (6 credits) • ESC 533 and ESC 534 in the first year, or acceptable alternative ESC courses for students who have already passed equivalents of these with a minimum grade of B+ (6 credits) • HIS 780 and 781 in the second year (6 credits) • Other History coursework at the 700-level (15 credits) • Comprehensive oral or written examination (0 credits) • HIS 795 (approved capstone project) (3 credits) Courses in History of Ancient and Medieval Civilization HIA 706: History of Religions in the Ancient World. 3 hours, 3 credits. (Not open to students who have taken HIA 306.) A survey of religious beliefs and practices of the Ancient Near Eastern and Mediterranean worlds. Religious customs of the ancient Mesopotamian cultures; Mycenaean, Minoan, and Classical Greek myth and ritual; Hellenistic religions and mystery religious cults; private household worship in the Roman Republic; and public religious faith in the Roman Empire. Lehman College Graduate Bulletin 2011-2013 History 105 HIA 714: Classical Myth and Society. 3 hours, 3 credits. (Not open to students who have taken HIA 314.) A comparison of the origins and development of classical mythology and heroic legend as religious beliefs, their relation to other mythologies, and their adaptation in literature and art from Hesiod and Homer through the present. A comparative analysis of Near Eastern and Nordic myth will be provided. HIA 720: History of Ancient Greece. 3 hours, 3 credits. (Not open to students who have taken HIA 320.) The Ancient Greeks from prehistoric times through the development of the City-State to the death of Alexander the Great. The political, economic, social, and cultural achievement during the Bronze and the Dark Ages, the Archaic and the Classical Period, and the Hellenistic Era. HIA 721: History of Rome. 3 hours, 3 credits. (Not open to students who have taken HIA 321.) Foundation and development of the Roman state, including the rise and decline of the Roman Republic and the establishment and the fall of the Empire, with emphasis on its political, economic, social, and cultural achievements. HIA 750: Topics in Ancient and Medieval History. 3 hours, 3 credits. (May be repeated as often as the topic changes.) Various sections in topics in Ancient History. (For specific topics and sections each semester, consult the Department.) Courses in History of Modern Europe *Courses preceded by an asterisk are not expected to be offered in 20112013. HIE 702: Europe in the Renaissance and Reformation. 3 hours, 3 credits. (Not open to students who have taken HIE 302). Major developments in Western Europe in the sixteenth and seventeenth centuries, including Renaissance humanism, the rise of the printed book, reformations of religion, overseas exploration, and empires. HIE 705: Golden-Age Spain. 3 hours, 3 credits. (Not open to students who have taken HIE 305). Survey of secondary literature of early modern Spanish history, including classic works and recent contributions to the field, with special attention to interdisciplinary approaches. HIE 707: Europe in the Age of Enlightenment. 3 hours, 3 credits. (Not open to students who have taken HIE 307). Society, politics, and economy in Europe from 1689 through the Napoleonic Wars. HIE 708: The French Revolution and Napoleon. 3 hours, 3 credits. (Not open to students who have taken HIE 308.) Preconditions of discontent in late eighteenth-century France; the origin and unfolding of the French Revolution; the Thermidorean Reaction; and the rise of Napoleon and his influence in Europe. HIE 709: Europe, 1815-1914. 3 hours, 3 credits. (Not open to students who have taken HIE 309.) Political, economic, social, and intellectual ideas and developments from the Congress of Vienna to World War I. HIE 710: History of European Diplomacy. 3 hours, 3 credits. (Not open to students who have taken HIE 310.) Survey of European diplomacy, with special emphasis on nineteenth-and twentieth-century developments. HIE 714: Europe in the Twentieth Century. 3 hours, 3 credits. (Not open to students who have taken HIE 314.) World War I; the rise and fall of communism in Russia and Eastern Europe; fascism; World War II; postwar prosperity; European union; and the impact of immigration. HIE 716: Nineteenth-century European Intellectual History. 3 hours, 3 credits.(Not open to students who have taken HIE 316). The social and intellectual formation of liberalism, conservatism, nationalism, socialism, and anarchism, and their impact on political and social change in modern Europe. HIE 717: The History of Ideas and Ideologies in Twentieth- Century Europe. 3 hours, 3 credits (Not open to students who have taken HIE 317). The social movements and ideas that have shaped our modern consciousness, including communism, fascism, existentialism, feminism, revolution, and total war. HIE 721: Tudor-Stuart England. 3 hours, 3 credits. (Not open to students who have taken HIE 321.) The advent of the Tudor dynasty, Henry VIII, the divorce, and the church; Queen Elizabeth's government and the church; Elizabethan society; poverty and vagrancy in the Tudor state; the divine right of kings and mass political attitudes in early Stuart England; the origins of the civil war; the execution of Charles I; Oliver Cromwell and the saints; restoration England; and the Glorious Revolution. HIE 722: Britain in the Age of Industrialization and Empire. 3 hours, 3 credits. (Not open to students who have taken HIE 322.) Modern Britain in the eighteenth and nineteenth centuries. The impact of the industrial revolution on British society; the American Revolution; democratization; depression, imperialism, and the new liberalism; and the Irish question in British politics. HIE 723: Britain in the Twentieth Century. 3 hours, 3 credits. (Not open to students who have taken HIE 323.) World War I and its effects on politics and society; the economic crisis of 1931 and the National Government; depression; Churchill and the war effort; the Labour Party, nationalization, and the welfare state after 1945; decolonization; economy and society under Thatcher; the rise of New Labour. *HIE 725: Italy from Napoleon through Mussolini. 3 hours, 3 credits. HIE 730: History of Modern France. 3 hours, 3 credits. (Not open to students who have taken HIE 330.) French politics, society, economy, and culture from the fall of Napoleon to the crisis of 1968. The revolutions of the nineteenth century, colonial policy and decolonization, World Wars and recovery after 1950. HIE 733: Modern Ireland. 3 hours, 3 credits. (Not open to students who have taken HIE 333.) The political, economic, social, and cultural history of Ireland from the late eighteenth century to the present. Lehman College Graduate Bulletin 2011-2013 106 History *HIE 735: History of Spain. 3 hours, 3 credits. HIE 736: Early Russian History. 3 hours, 3 credits. (Not open to students who have taken HIW 309 or HIE 336.) Origins of Russian history, Kievan, Muscovite, and early Imperial Russia to 1855. HIE 737: Modern Russian History. 3 hours, 3 credits. (Not open to students who have taken HIW 310 or HIE 337.) Russia from 1855 to the present, including the late Imperial and Soviet eras. HIE 741: Germany from Bismarck through Hitler. 3 hours, 3 credits. (Not open to students who have taken HIE 341.) Study of Germany from Bismarck and the unification through Hitler, the Nazi regime, and the Second World War, with a brief survey of postwar development. HIE 743: The Holocaust. 3 hours, 3 credits. (Not open to students who have taken HIE [HCU] 343.) Study of the destruction of Jews of Europe during World War II. Political anti-Semitism in modern Europe; the rise of Hitler and Nazism. The interwar period in Europe and the spread of anti-Semitism. World War II, ghetto, deportation, and liquidation. Problems of rescue and resistance. Selected readings from the literature of the Holocaust. HIE 750: Topics in European History. 3 hours, 3 credits. (May be repeated as often as the topic changes.) Various sections in topics in European history. (For specific topics and sections each semester, consult the Department.) Courses in Special and Comparative Historical Topics *Courses preceded by an asterisk are not expected to be offered in 20112013. HIS 701: History of Science from Descartes and Newton to Darwin and Einstein. 3 hours, 3 credits. (Not open to students who have taken HIE 301.) This course examines the nature and significance of scientific thinking in the work of Descartes, Leibnitz, and Newton; the conflicts between science and religion in the seventeenth century; materialism's penetration of biology from physics; the revolution in chemistry associated with Priestley and Lavoisier; the interface between science and the industrial revolution; the work of the French biologist Claude Bernard, illustrating the development of biology and experimental medicine; the startling work of Charles Darwin; and twentieth-century topics, such as field and atomic theory, relativity, and quantum theory and their important philosophical implications. HIS 702: Science and Society. 3 hours, 3 credits. (Not open to students who have taken HIS 302.) Social aspects of the growth of modern science from the seventeenth century to the present. Religion and science in Galileo's Italy, science and technology during the industrial revolution, scientific institutions during the French Enlightenment, Darwin and Social Darwinism, eugenics and racial hygiene, big science, and the human genome project. *HIS 724: American Urban Architecture. 3 hours, 3 credits. HIS 727: World Revolutions. 3 hours, 3 credits (Not open to students who have taken HIS 327.) The nature, causes, and results of revolutionary change, including the French, the American, the Haitian, the Russian, and the Chinese revolutions, and the depiction of revolutionary change in art, theater, and literature. HIS 734: The Irish Diaspora. 3 hours, 3 credits. (Not open to students who have taken HIS 334.) A survey of the circumstances and consequences of Irish immigration from the eighteenth century to the present, including the patterns of settlement and assimilation of Irish immigrants in the West Indies, the United States, Canada, England, Scotland, Wales, Australia, New Zealand, and South Africa. *HIS 735: The Rise of Fascism. 3 hours, 3 credits. HIS 742: Anti-Semitism from Early Christianity to Hitler. 3 hours, 3 credits. (Not open to students who have taken HIS [HCU] 342.) The origin of conflict between Christianity and Judaism, and the fate of Jews in Medieval Europe. The gradual liberation and assimilation of the Jews of Western Europe, 17891870. The rise of modern racism and anti-Semitism in Europe, 1889-1939. Hitler, the Nazis, and the destruction of European Jewry during World War II. Anti-Semitism in the contemporary world. Social-psychological and cultural theories of anti-Semitism will be considered. HIS 745: Science in the Twentieth Century. 3 hours, 3 credits.(Not open to students who have taken HIS 304.) A multidisciplinary survey of scientific and technological development in the twentieth century, emphasizing the ethical issues and social implications arising from them. HIS 750: Topics in Comparative History. 3 hours, 3 credits. (May be repeated as often as the topic changes.) Various sections in topics in comparative history. (For specific topics and sections each semester, consult the Department.) *HIS 764: Topics in Medieval History. 3 hours, 3 credits. HIS 780: Seminar in History. 3 hours, 3 credits. Research in selected topics and historical problems. HIS 781: Advanced Tutorial Project in History. 3 hours, 3 credits. Advanced individual reading and research paper on a specific topic in history, under faculty direction. PREREQ: Satisfactory completion of HIS 780. HIS 795: Independent Reading. 3 hours, 3 credits. (May be repeated with permission of the chair.) Reading on special topics chosen in consultation with a member of the Department. HIS 797: Master's Thesis Preparation. 6 credits. (Open only to students matriculated for the M.A. degree. Six credits may be offered toward the M.A. degree.) Lehman College Graduate Bulletin 2011-2013 Courses in History of the United States HIU 534: U.S. History and Historiography. 3 hours, 3 credits. Important themes in U.S. history from the Colonial period to the present, with a focus on the content and critical thinking needed to teach this topic at the middle and high school level. HIU 701: Colonial British America, 1586-1763. 3 hours, 3 credits. (Not open to students who have taken HIU 301.) The British colonies in North America from the lost English settlement at Roanoke to the treaty ending the French and Indian War. The collision of Europeans and Native Americans, conflicts between the European colonial powers, the establishment of slavery in North America, and political, social, and religious development. HIU 704: The Era of the American Revolution, 1763-1789. 3 hours, 3 credits. (Not open to students who have taken HIU 304.) American development from the mid-eighteenth century through the framing of the Constitution, with emphasis upon the American Revolution, the interrelation of European and American affairs, and the growth of American institutions and ideals. HIU 705: The Early Republic, 1789-1824. 3 hours, 3 credits.(Not open to students who have taken HIU 305.) The founding and development of a republican form of government: the evolution of political parties, the economic growth of the nation and its impact on politics, and the transition from a republic to a democracy engendered by economic growth and the search for political power. HIU 708: Democracy, Sectionalism, and Slavery in the U.S., 1810-1825. 3 hours, 3 credits. (Not open to students who have taken HIU 308.) The age of the common man in politics, increasing sectional tensions, and the prominence of the slavery issue in American life. Abolitionism, workingmen's agitation, women's rights, westward expansion, states' rights, the defense of slavery, and the coming of the Civil War. HIU 709: The Civil War and Reconstruction, 1861-1877. 3 hours, 3 credits. (Not open to students who have taken HIU 309.) Key events of the Civil War and its aftermath, including emancipation and the status and role of newly freed Black Americans. HIU 710: The Gilded Age and the Progressive Era, 1877-1914. 3 hours, 3 credits. (Not open to students who have taken HIU 310.) Industrialization and the rise of the corporation, the importance of the transcontinental railroads, immigration, urbanization, black disenfranchisement, Jim Crow and the emergence of the New South, populism, the integration of the Far West, Progressivism, and trust busting. HIU 714: The United States, 1914-1945. 3 hours, 3 credits. (Not open to students who have taken HIU 314.) Domestic and foreign affairs, including the two World Wars, the Roaring Twenties, the Great Depression, and Franklin Roosevelt and the New Deal. History 107 HIU 715: Recent United States History, 1945 to the Present. 3 hours, 3 credits. (Not open to students who have taken HIU 315.) Domestic and foreign affairs since the end of World War II. The Cold War and anti-Communism at home and abroad, and changes in American social, economic, and political values and institutions. HIU 716: The American Constitution in Historical Perspective. 3 hours, 3 credits. (Not open to students who have taken HIU 316.) The American constitutional system from the American Revolution to the present. The evolution of legal structures, the growth of rights and remedies, the changing content of justice, organization of government, the balance of freedom and order. HIU 717: History of American Foreign Relations, 1750-1912. 3 hours, 3 credits. (Not open to students who have taken HIU 317.) A history of American foreign relations from colonial times to the early twentieth century, with emphasis on the diplomacy of the American Revolution; foreign affairs and the Constitution; the War of 1812; the Monroe Doctrine; expansion, sectionalism, and the coming of the Civil War; and America's emergence as a world power. HIU 718: History of American Foreign Relations, 1912-Present. 3 hours, 3 credits. (Not open to students who have taken HIU 318.) American foreign relations from the early twentieth century to the present. The U.S. role in World Wars I and II; the Cold War; and the growth of presidential power in foreign affairs. HIU 719: The United States and the Vietnam War. 3 hours, 3 credits. (Not open to students who have taken HIU 319.) The reasons why the United States became involved in the Vietnam War, the methods employed, and the consequences of U.S. involvement. HIU 720: Early American Cultural and Intellectual History. 3 hours, 3 credits. (Not open to students who have taken HIU 320.) The major ideas, institutions, and individuals in American cultural and intellectual life from the mid-seventeenth through the late-nineteenth centuries. Puritanism; the Enlightenment in America; republicanism and romanticism; and the professionalization of letters and learning. HIU 729: History of Sexuality and Sex Roles in America. 3 hours, 3 credits. (Not open to students who have taken HIU 329.) The social history of sexual roles as they have developed and changed in America from colonial times to the present. HIU 731: History of Women in America. 3 hours, 3 credits. (Not open to students who have taken HIU 331.) Historical study of women's conditions, statuses, and roles in American society from colonial times to the present. HIU 732: History of Health Care in the United States. 3 hours, 3 credits. (Not open to students who have taken HIU 332.) Examination of health care in America from colonial times to the present. Topics include the development of the medical profession, the rise of the public health movement, the growth of hospitals, and popular attitudes toward health and disease. Lehman College Graduate Bulletin 2011-2013 108 History HIU 733: American Urban History. 3 hours, 3 credits. (Not open to students who have taken HIU 333.) The formation, growth, and transformation of American cities from the wilderness village to the megalopolis. Emphasis on the changing political and economic roles of cities, patterns of social stratification, power, and mobility; and trends in recent urban social and cultural life. HIU 735: Immigration in America. 3 hours, 3 credits. (Not open to students who have taken HIU 335.) The motives and aspirations of immigrants, their contributions to the effects on American social structure, and the tensions between assimilation and ethnicity. *HIU 736: American Religious History. 3 hours, 3 credits. (Not open to students who have taken HIU 336.) Religious belief and behaviors of Americans from the seventeenth century to the present. Encounters among European, African, and indigenous religions; Christianization, evangelicalism, and revivalism; church and state relations; and religiously based movements for social reform. HIU 738: The Family in American History. 3 hours, 3 credits. (Not open to students who have taken HIU 328.) Historical study of the family in America, including its European roots and its relationship to the frontier, slavery, immigration, and current developments in industrialism, urbanization, and technology. *HIU 740: The Industrial Revolution in America. 3 hours, 3 credits. HIU 741: American Business History. 3 hours, 3 credits. (Not open to students who have taken HIU 341.) The rise of business enterprise in America from its earliest commercial origins to giant corporations and conglomerates. Themes include the rise of early commerce; emergence of consolidated industry; prominent businessmen and business techniques; analysis of business philosophy and entrepreneurial attitudes; reactions to corporate power by labor and government; evolution of business forms and structures; and the impact of business enterprise on the political, legal, and cultural development of America. HIU 742: History of American Labor. 3 hours, 3 credits. (Not open to students who have taken HIU 342.) The American worker from colonial times to the present, with emphasis on the period since the Civil War. Themes include the origins and character of the American labor movement; the impact of industrialization on the worker; slavery and wage labor; the growth and development of the major American labor unions; the impact of social reformers and radicals on the labor movements and the American worker; public employees and collective bargaining; and the changing attitudes of the American worker. HIU 745: American Economic History. 3 hours, 3 credits. (Not open to students who have taken HIU 345.) Studies in American economic development from the agricultural and commercial economy of the colonies to contemporary U.S. preeminence as an industrial nation. Attention will be given to the economic institution and policy with regard to political and social developments. Lehman College Graduate Bulletin 2011-2013 HIU 746: History of the American Presidency. 3 hours, 3 credits. (Not open to students who have taken HIU 346.) America's presidents and how the presidency has developed from George Washington to the present. HIU 747: The Mainland Borough: The Bronx as a City in History. 3 hours, 3 credits. (Not open to students who have taken HIU 347.) The urban history of the Bronx from the seventeenth century to the present. Major emphasis on 1874-1945, the period of the borough's most rapid growth and experience with modern urban problems. Topics include ethnic in-migration and mobility; the effects of mass-transit development; Prohibition; and the ways various external events, such as wars and depression, have influenced the borough and its people. HIU 748: History of New York —City and State. 3 hours, 3 credits. (Not open to students who have taken HIU 348.) Examination of the interaction between the urban center and the State from their respective origins as New Amsterdam and New Netherland to the twentieth century. Special emphasis is placed on the socioeconomic reasons for the cosmopolitan nature of the metropolis and its uniqueness as a major urban entity. HIU 750: Topics in American History. 3 hours, 3 credits. (May be repeated as often as the topic changes.) Various sections in topics in American history. (For specific topics and sections each semester, consult the Department.) Courses in Asian, African, and Latin American History HIW 533: World History and Historiography. 3 hours, 3 credits. Important themes in world history, with a focus on the content and critical thinking needed to teach this topic at the middle and high school level. HIW 701: Ottoman History. 3 hours, 3 credits. (Not open to students who have taken HIW 301.) Political, socio-economic, and cultural history of the Ottoman Empire from its fourteenth-century beginnings to its demise at the end of World War I. HIW 702: Modern Middle Eastern History. 3 hours, 3 credits. (Not open to students who have taken HIW 302.) Societies and politics of the Middle East in the nineteenth and twentieth centuries. The Islamic and Ottoman legacies, reforms and reforming elites, changing roles of religion, nationalist ideologies, Great Power intervention, regional politics, and the Arab-Israeli conflict. HIW 703: Contemporary Islamic Movements. 3 hours, 3 credits. (Not open to students who have taken HIW 303.) Contemporary movements of Islamic resurgence and activism in the Middle East, North Africa, Central and South Asia, and beyond. HIW 705: The Arab-Israeli Conflict. 3 hours, 3 credits. (Not open to students who have taken HIW 305.) The Arab-Israeli conflict from the late nineteenth century to the present; political, military, diplomatic, economic, cultural, and psychological dimensions. History 109 HIW 716: East Asia in the Modern World. 3 hours, 3 credits. (Not open to students who have taken HIW 316). The making of modern East Asia from the Manchu invasions of the seventeenth century to the present-day rise of China, Japan and Korea as military, economic, and cultural powers. HIW 723: History of Africa to 1800. 3 hours, 3 credits. (Not open to students who have taken HIW 323.) Survey of African history from the earliest times to 1800. Beginning with the development of early human societies, the course will cover environmental, social, economic, political, and religious transformations before 1800. HIW 725: History of Modern Japan. 3 hours, 3 credits. The emergence of Japan as a world power, focusing on its relationship with the United States. Topics include samurai and warfare, Shinto, the fragility of democracy, World War II, the U.S. occupation of Japan, Japan's role in Asia, and Japanese perspectives on globalization. 3 hours, 3 credits. (Not open to students who have taken HIW 323.) Survey of African history from the earliest times to 1800. Beginning with the development of early human societies, the course will cover environmental, social, economic, political, and religious transformations before 1800. HIW 727: History of Africa 1800 to the Present. 3 hours, 3 credits. (Not open to students who have taken HIW 327.) Survey of African history from 1800 to the present. Beginning with large-scale internal transformations in the nineteenth century, the course will address social, economic, political, and religious transformations on the continent since 1800. HIW 730: Nineteenth-Century Latin American History. 3 hours, 3 credits. (Not open to students who have taken HIW 330.) Examination of the broad changes and continuities in Latin America over the course of the "long nineteenth century," from political independence in the 1820s to the rise of nationalist challenges to liberalism in the 1930s. HIW 731: Modern Latin America. 3 hours, 3 credits. (Not open to students who have taken HIW 331.) Examination of the nations of Latin America from the beginning of the twentieth century to the present, with a focus on political reform and revolution, economic development, and social movements. HIW 737: Latin America and the United States from 1823 to the present. 3 hours, 3 credits. (Not open to students who have taken HIW 337 or LAC 337.) Relations between the United States and Latin American countries since their creation as independent republics. HIW 738: Colonial Latin America. 3 hours, 3 credits. (Not open to students who have taken HIW 330 or HIW 338.) Examination of the construction and development of colonial societies in Latin America from the encounters of the sixteenth century to the crisis of the Iberian empires in the late eighteenth century. HIW 745: History of South America. 3 hours, 3 credits. Examination of the pre-Columbian and colonial foundations of the nation-state and the construction of modern nations in South America in the post-independence period. Special emphasis on the challenge of creating viable political systems in the context of geopolitical pressures and local complexities. HIW 748: Europe and the Non-Western World in the Nineteenth and Twentieth Centuries. 3 hours, 3 credits. (Not open to students who have taken HIW 348.) Imperialism and colonialism in Africa and Asia, the growth of nationalism, decolonization, revolution, independence, and globalization. HIW 750: Topics in Non-Western History. 3 hours, 3 credits. (May be repeated as often as the topic changes.) Various sections in topics in non-Western history. (For specific topics and sections each semester, consult the Department.) Lehman College Graduate Bulletin 2011-2013 110 Journalism, Communication, and Theatre Journalism, Communication, and Theatre Chair: Miguel Perez (Carman Hall, Room 259) Department Faculty: Professors: William M. Hoffman, Patricio Lerzundi, Miguel Perez, Robert Whittaker; Associate Professors: Richard Blot, Marjorie Rosen; Assistant Professors: Nicholas Boston, Claudia W. Case, Amy Larimer, Thomas O'Hanlon, Susan Watson-Turner; Lecturers: Anne Bard, James Carney, Philip Ruiz; Distinguished Lecturer: Marilyn Sokol The Department of Journalism, Communication, and Theatre offers a graduate program leading to the degree of Master of Arts in Theatre. Registration in all courses requires Departmental permission. Upon admission to the program, students must see the Graduate Coordinator, who will assign an area adviser to guide the student's course of study. M.A. Program in Theatre Admission Requirements* • A bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to successfully pursue graduate study, that is, have attained a minimum undergraduate grade average of B+ in the field selected for the graduate major and a minimum grade average of B+ in the undergraduate record as a whole. • Students accepted for matriculation in the M.A. Program in Theatre must have completed the Lehman College undergraduate major in Theatre, or its equivalent at another institution, or have completed 27 credits of prerequisite coursework. • Two letters of recommendation. *Note: Students are not being accepted into this program in the period 2011-2013. Degree Requirements Each candidate must complete an approved program of study of at least 30 credits, which shall include SPE 700 (Introduction to Research Methods). Up to nine hours of related courses in other departments may be counted toward the 30 credits, with permission of the Graduate Coordinator. In addition to the course requirements, the candidate must (1) present an acceptable thesis in the student's area of specialization and/or (2) complete and satisfactorily pass an oral and/or written comprehensive examination. The student's choice requires approval by a faculty committee in the area of specialization. A student who does not write a thesis may not take THE 799 (Thesis Seminar). Instead, the student must earn 3 credits in another course, to achieve a total of 33 credits. Courses in Theatre THE 670: Advanced Oral Interpretation. 3 hours, 3 credits. Oral interpretation of poetry, prose, and dramatic literature in the English language. THE 671: Seminar in Oral Interpretation. 3 hours, 3 credits. Research in the theory and practice of oral interpretation. PREREQ: THE 670 or Graduate Adviser's permission. THE 676: Creative Dramatics and Theatre for Children. 3 hours, 3 credits. Theory and practice of producing plays for and with children, including the techniques of creative play and story improvisation. THE 720: Theory of Theatre Aesthetics. 3 hours, 3 credits. (Required of all students specializing in Theatre.) Examination of major historical and contemporary theories concerning the origins of theatre, its social and aesthetic functions, and its relationship to other art forms. THE 725: Independent Study. 3 hours, 3 credits. Directed study under the supervision of a member of the faculty. PREREQ: Graduate Adviser's permission. THE 730: Theatre Criticism I. 3 hours, 3 credits. (Required of all students specializing in theatre.) Study of chief critical methods. Analysis of major critics from Aristotle to the present, and evaluation of the impact of these critics on theatre trends. THE 731: Theatre Criticism II. 3 hours, 3 credits. (Required of all students specializing in Theatre.) Continuation of Theatre Criticism I, with emphasis on contemporary critical trends. THE 733: Tragedy in Theatre. 3 hours, 3 credits. Problems in staging for contemporary audiences; Greek, Elizabethan, and neoclassic tragedy. THE 734: Comedy in Theatre. 3 hours, 3 credits. Analysis of major comedic devices employed in the theatre with relation to historical-contemporary comic genres. THE 740: Studies in Theatre. 3 hours, 3 credits. (May be reelected for credit as often as the topic changes.) Intensive study of a particular period, playwright, or style of drama. THE 761: Nonverbal Theatre. 3 hours, 3 credits. Theory and practice of traditional and contemporary theatre forms that emphasize pantomime, dance, ritual, music, and song. THE 763: Styles of Acting. 3 hours, 3 credits. Theory and technique of historical and presentational acting styles. PREREQ: Graduate Adviser's permission. THE 765: Directing. 3 hours, 3 credits. Major theories of directing, and problems of relationship between director and actor. THE 796: Special Problems. 3 hours, 3 credits. (May be reelected for credit up to maximum of 6 credits.) Directed study under supervision of a member of the faculty. PREREQ: Graduate Adviser's permission. THE 799: Thesis Seminar. 3 credits. Individual research supervision. Lehman College Graduate Bulletin 2011-2013 Journalism, Communication, and Theatre 111 Courses in Mass Communication COM 502: Speech in the Language Arts Program in the Elementary and Junior High Schools. 3 hours, 3 credits. The employment of choral speaking, dramatics, radio and TV, group discussion, and other forms of oral communication. COM 600: Philosophical Foundations of Speech Education. 3 hours, 3 credits. Exploration of the philosophical foundations of speech education and of the background of scientific and artistic thought in various areas of speech and its impact on present-day speech education. COM 601: Studies in the Teaching of Speech in the High Schools. 3 hours, 3 credits. Teaching and learning problems in contemporary high school speech communication curricula. PRE- or COREQ: Student teaching or teaching experience. COM 744: Mass Communications and Society. 3 hours, 3 credits. Mass media of communication. Analysis of the effects of broadcasting on the individual and society. The philosophy of aesthetics and the psychology of mass communication. COM 760: Form and Style in Communication. 3 hours, 3 credits. Consideration of form and style in communication. COM 761: British Public Address. 3 hours, 3 credits. Analysis of British public address, with emphasis on the orators of the eighteenth and nineteenth centuries. COM 763: American Public Address. 3 hours, 3 credits. Analysis of representative American oratory, from colonial times to the present. COM 765: Seminar in Public and Group Communication. 3 hours, 3 credits. Special topics and issues in public and group communication. COM 766: Persuasion Theory. 3 hours, 3 credits. Survey of descriptive and experimental research in persuasion. COM 767: Communication Theory. 3 hours, 3 credits. Major concepts, theories, and models of the communication process. COM 768: Small Group Communication. 3 hours, 3 credits. Theories, models, and research findings in communication in small-group interaction. COM 769: Communication Acquisition. 3 hours, 3 credits. Speech and language learning in the child; major theories and research findings on communication acquisition by the child. COM 770: Seminar in Communication Theory and Research. 3 hours, 3 credits. Special topics and issues in contemporary research and theory construction in communication. COM 771: History and Development of Rhetorical Theory. 3 hours, 3 credits. Contributions made to rhetorical theory by classical and medieval rhetoricians. COM 772: Contemporary Rhetorical Theory. 3 hours, 3 credits. Contributions made to rhetorical theory by British and American rhetoricians. COM 775: Speech Criticism. 3 hours, 3 credits. The bases of rhetorical criticism; application to selected speeches. COM 790: Radio and Television in Society. 3 hours, 3 credits. Analysis of the effects of broadcasting on the individual and society. The nature of the media and their relationship with government and other social institutions. Lehman College Graduate Bulletin 2011-2013 112 Languages and Literatures Languages and Literatures Department Chair: Thomas Ihde (Carman Hall, Room 257) Deputy Chair: María del Carmen Saen de Casas (Carman Hall, Room 276) Director: María Cristina Guiñazú Department Faculty: Professors: Maria Grazia DiPaolo, Ricardo R. Fernández, M. Cristina Guiñazú, Oscar Montero, José Muñoz- Millanes, Oscar Martín, Manfredi Piccolomini, Gerardo Piña- Rosales, Gary S. Schwartz, Thomas C. Spear; Associate Professor: Carmen Esteves, Thomas Ihde; Assistant Professors: Alexandra Coller, Daniel Fernández, María del Carmen Saen de Casas, Zelda Newman; Lecturers: Francisco Montaño, Asako Tochika, Lynne Van Voorhis The Department of Languages and Literatures offers a Master of Arts in Spanish. M.A. Program in Spanish Admission Requirements • A bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study. (Above-average academic achievement in general and in Spanish course work is required.) • Have completed 18 credits in advanced (300-level and above) undergraduate Spanish courses (including a minimum of 9 advanced credits in literature courses conducted in Spanish). If these requirements are not met, additional undergraduate courses must be completed before admission to the program and after consultation with the Department of Languages and Literatures. • If conditionally admitted, make up not more than 12 credits of specified undergraduate course work, starting in the first semester and finishing in no more than three consecutive semesters. • Two letters of recommendation. • Report to the department for consultation with the adviser and assessment of Spanish language skills prior to matriculation. Nonmatriculants Nonmatriculants are also required to report to the Department of Languages and Literatures for assessment of skills prior to registration. Degree Requirements The M.A. in Spanish requires a total of 30 credits distributed as follows: 24 credits in Spanish, including SPA 601, with a minimum of 3 credits in Peninsular literature and 3 credits in Spanish American literatures. Six (6) elective credits with the permission of the adviser. All students in the program must pass a comprehensive examination. Courses in Spanish SPA 601: Workshop in Spanish Grammar. 3 hours, 3 credits. (Open to qualified undergraduates with Departmental permission.) Grammatical analysis and selected readings dealing with the evolution of the Spanish language. Emphasis on syntax and lexical experience. SPA 610: Hispanic Women Authors. 3 hours, 3 credits. (Open to qualified undergraduate students with Departmental permission.) Works of women writers from Spain and/or Spanish America. SPA 701: Principles of Literary Analysis and Criticism. 3 hours, 3 credits. Critical approaches to the reading and understanding of literary texts. SPA 711: Spanish Literature of the Middle Ages. 3 hours, 3 credits. Study of a medieval genre, a subgenre, or a literary topic. The selection may include epic and romance, ballads, “mester de clerecia and mester de juglaria,” short fiction, courtly love, etc. SPA 721: Spanish Poetry of the Golden Age. 3 hours, 3 credits. Study of the poetic traditions of the Renaissance and the Baroque. SPA 722: The Spanish Novel of the Golden Age. 3 hours, 3 credits. Narrative prose of the Renaissance and the Baroque. SPA 723: Spanish Drama of the Golden Age. 3 hours, 3 credits. The “Comedia”: its antecedents and its major playwrights. SPA 724: Cervantes. 3 hours, 3 credits. Don Quixote and the birth of the modern European novel, with attention to the many literary genres, narrative and lyric, that converge in the work. SPA 731: Spanish Literature of the Nineteenth Century. 3 hours, 3 credits. Romanticism and Realism in Spain. SPA 741: The Generations of 1898 and 1927. 3 hours, 3 credits. Selected works of representative authors from the turn of the century to the Spanish Civil War. SPA 742: Spanish Literature after the Civil War. 3 hours, 3 credits. Selected works written in Spain and in exile after 1939. SPA 743: Spanish Poetry of the Twentieth Century. 3 hours, 3 credits. This course will offer students extensive understanding of the poetry of twentieth-century Spain. Surrealism, the Generation of 27, the Generation of 36, the new poetry of the 70s, and the diverse currents of the end of the century will be presented in relation to political, social, and economic trends. SPA 751: Colonial Spanish-American Literature. 3 hours, 3 credits. Prose and poetry from the discovery of America through 1800. Lehman College Graduate Bulletin 2011-2013 Languages and Literatures 113 SPA 752: Spanish-American Literature of the Nineteenth Century. 3 hours, 3 credits. The study of topics, such as the wars of independence, national identity, slavery, and democracy, as manifested in literary texts. SPA 753: 'Modernismo' in Spanish America. 3 hours, 3 credits. The concept of modernity and Modernism in literary works. SPA 754: Twentieth-Century Spanish-American Narrative. 3 hours, 3 credits. Tradition, innovation, and experimentation in the prose narrative of this century. SPA 755: Twentieth-Century Spanish-American Poetry. 3 hours, 3 credits. Analysis of selected texts. SPA 761: Topics in Hispanic Literatures. 3 hours, 3 credits. (Course may be repeated for credit.) Offerings vary from semester to semester. SPA 771: Readings in Hispanic Literatures. 1-3 hours, 1-3 credits. Independent study of Peninsular and/or Spanish-American literary works, carried out by individual students under the guidance of Departmental faculty. Courses in Romance Languages *Courses preceded by an asterisk are not expected to be offered in 20112013. *RLG 701: Introduction to Romance Linguistics I (in English). 3 hours, 3 credits. Comparative study of the evolution of French, Italian, and Spanish. Study of principles underlying the development of the Romance languages and present methods of analysis. *RLG 702: Introduction to Romance Linguistics II (in English). 3 hours, 3 credits. Continuation of *RLG 701. Phonology and morphology of Old French, Old Italian, and Old Spanish, with their development through Vulgar Latin. *RLG 705: Studies in Comparative Romance Literature I (in English). 3 hours, 3 credits. The sources, nature, impact, and interdependence of the major literary currents in the various Romance literatures from the medieval period to the Renaissance. *RLG 706: Studies in Comparative Romance Literature II (In English). 3 hours, 3 credits. The sources, nature, impact, and interdependence of the major literary currents in the various Romance literatures from the Enlightenment to the modern era. *RLG 741: Old French. 3 hours, 3 credits. Study—descriptive and historical—of the grammar of Old French. Reading of selected poetry and prose texts. Courses in Italian *Courses preceded by an asterisk are not expected to be offered in 20112013. *ITA 712: Dante's Vita Nuova and Inferno. 3 hours, 3 credits. Study of Dante's lyrical and mystical period; the Inferno as seen against the historico-political, social, and intellectual background of medieval Florence. *ITA 713: The Purgatorio. 3 hours, 3 credits. Intensive study of the Purgatorio background, symbols, poetical significance, and place in the development of Dante's art. *ITA 714: The Paradiso. 3 hours, 3 credits. Dante's final ascent to the "Source of All Being"; theology and beauty; the contents, episodes, and lyrical and mystical consummation of the comedy's Third Cantica. *ITA 715: The Poetry and Humanism of Petrarch. 3 hours, 3 credits. “Canzoniere,” “Trionfi,” the “Secretum,” “De Viris Illustribus,” and the “Correspondence.” *ITA 716: Boccaccio and the Italian Novella. 3 hours, 3 credits. Study of the genre and its development (novellino, Boccaccio, Sacchetti, Da Porto, Bandello, and Giraldi Cinthio through the contemporaries Soldati, Calvino, Moravia, Buzzati, and others). *ITA 720: Italian Literature of the Fifteenth Century. 3 hours, 3 credits. The development of humanism: Valla, Alberti, Pico della Mirandola, Ficino, and others. Also the poets Lorenzo il Magnifico and Poliziano. *ITA 721: The Renaissance. 3 hours, 3 credits. The Reformation. The moralists Bembo, Castiglione (Cortegiano), Guicciardini (Ricordi Politici e Civili), and Della Casa (Galateo). The chivalric poem (Ariosto's Orlando Furioso); Aretino. *ITA 722: Machiavelli: Historian, Epistolographer, Playwright, and Political Thinker. 3 hours, 3 credits. Study of the Istorie Fiorentine, the Correspondence, Mandragola, Il Principe, and the Discorsi. *ITA 723: Italian Literature of the Seventeenth and Eighteenth Centuries. 3 hours, 3 credits. Study of the works of Bruno, Campanella, Marino, Galileo, Vico, and Parini. *ITA 724: The Italian Epic and Chivalric Poetry. 3 hours, 3 credits. Evolution of the genre. Epic theories of the Renaissance (Castelvetro, Scaligero, Mazzoni, Tasso, and Trissino). Tasso's Gerusalemme Liberata. *ITA 741: The Commedia dell'Arte and the Theatre in the Seventeenth and Eighteenth Centuries. 3 hours, 3 credits. Metastasio, Gozzi, Goldoni, and Alfieri. *ITA 752: The Novel in the Nineteenth Century. 3 hours, 3 credits. The “Romanzo storico, psicologico, nazionalista e verista.” Manzoni, the Romantics, and Verga. *ITA 753: Romantic and Post-Romantic Literary Currents. 3 hours, 3 credits. Poetic trends and literary criticism through the works of Foscolo, Manzoni, Leopardi, and Carducci. Lehman College Graduate Bulletin 2011-2013 114 Languages and Literatures *ITA 754: Modern Italian Poetry. 3 hours, 3 credits. Critical analysis of the poetry of Pascoli and D'Annunzio. Experimentation and achievement of the twentieth century (Saba, Ungaretti, Montale, and Quasimodo). *ITA 761: Italian Philosophy and Literary Criticism since 1870. 3 hours, 3 credits. De Sanctis, Settembrini, Croce, Gentile, Serra, Barbi, Momigliano, L. Russo, and Flora. *ITA 762: The Italian Novel from 1920 to the Present. 3 hours, 3 credits. The “Vociani,” “Futuristi,” and “Rondisti” (Palazzeschi, Bacchelli, and Buzzati). The “Solariani” and the “Neo-Realisti” (Gadda, Pratolini, Vittorini, and Pavese). *ITA 763: The Modern Italian Theatre. 3 hours, 3 credits. The outstanding playwrights of the twentieth century from D'Annunzio and Pirandello to Niccodemi, Betti, and Fabbri. Courses in Classics *Courses preceded by an asterisk are not expected to be offered in 20112013. *CLA 611: Synthesis of Classical Culture. 3 hours, 3 credits. Rapid survey of the culture of Greece and Rome, designed to enable students to effect a correlation of classical literature and art with their historical background. The course includes visits to The Metropolitan Museum of Art. Each student is required to make a special study of one important literary genre in its development through Greek and Latin literature. *CLA 630: Greek and Roman Tragedy in English Translation. 3 hours, 3 credits. Study of Greek tragedy against the background of its times, with some consideration of the validity of Aristotelian critical standards and of the Roman tragedy of Seneca the Younger as an important link between Greek tragedy and the drama of the Renaissance. *CLA 640: Greek and Roman Comedy in English Translation. 3 hours, 3 credits. Study of the form and contemporary relevance of ancient comedy as seen through the plays of Aristophanes, Menander, Plautus, and Terence, with primary attention to its evolution and importance for later manifestations of the comic spirit in literature. Lehman College Graduate Bulletin 2011-2013 Latin American and Puerto Rican Studies 115 Latin American and Puerto Rican Studies Department Chair: Licia Fiol-Matta (Carman Hall, Room 284) Department Faculty: Distinguished Professor: Laird Bergad; Professor: Forrest Colburn; Associate Professors: David A. Badillo, Licia Fiol-Matta, Milagros Ricourt; Assistant Professors: Alyshia Gálvez, Teresita Levy; Distinguished Lecturer: Andrés Torres, Lecturer: Xavier Totti The Department of Latin American and Puerto Rican Studies offers courses designed to meet the needs of: (1) qualified students who wish to take individual courses, (2) students who seek graduate credit in the field of Latin American and Puerto Rican Studies, and (3) those who are teachers in bilingual programs (Spanish-English) and wish to study the history and culture of Latin America and Puerto Rico. Courses in Puerto Rican Studies *Courses preceded by an asterisk are not expected to be offered in 20112013. *PRS 500: Seminar on the Cultural History of Puerto Rico I. 3 hours, 3 credits. The cultural history of Puerto Rico, with special emphasis on the period 1800-1898. *PRS 501: Seminar on the Cultural History of Puerto Rico II. 3 hours, 3 credits. The cultural history of Puerto Rico, with special emphasis on the period from 1898 to the present. *PRS (ANT) 550: A Comparative Study of Puerto Rican Culture. 3 hours, 3 credits. Ethnographic analysis of modern communities in Puerto Rico and the effects of urbanization, industrialization, and tourism. Comparative analysis of Puerto Rican culture in New York, and evaluation of the educational process within each of the two cultures. Lehman College Graduate Bulletin 2011-2013 116 Mathematics and Computer Science Mathematics and Computer Science Chair: Robert Schneider (Gillet Hall, Room 211). Department Faculty and Staff: Distinguished Professors: Adam Koranyi and Victor Pan; Professors: Robert Feinerman, Melvin Fitting, Nancy Griffeth, Michael Handel, Nicholas Hanges, Leon Karp, Linda Keen, Nikola Lakic, Joseph Lewittes, Melvyn B. Nathanson, Robert Schneider, Zoltan Szabo; Associate Professors: Yves Jean, Gwang Jung, Christina Sormani, Katherine St. John; Assistant Professors: Jason Behrstock, Brian Murphy, Robert Scheinerman; Lecturer: Rhys Rosholt; Director of Math and Computer Science Learning Center/Executive Assistant to the Chair: Robert Sutliff; IT Academic Technology Coordinator: Marvin Florin The Department of Mathematics and Computer Science offers the following graduate degree programs: Master of Science in Computer Science, Master of Arts in Mathematics, and Master of Arts for Secondary School Teachers of Mathematics. The Department also offers courses in the program in Mathematics Education for Intermediate School Teachers, which is administered by the Department of Middle and High School Education. M.S. Program in Computer Science The Computer Science program is offered for (a) recent graduates who wish to continue their studies while beginning their professional careers; (b) individuals presently employed in computer-related fields who wish to qualify for advanced career opportunities or training; and (c) individuals who seek a career change. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to successfully pursue graduate study by having attained a minimum undergraduate grade average of B in the field selected for the graduate major and a minimum grade average of B- in the undergraduate record as a whole. • Have taken the following courses: two semesters of calculus, one semester of linear algebra, two semesters of programming in high-level languages, one semester of programming in assembly language, and one semester in data structures. Admission may be granted with the provision that undergraduate courses will be taken to satisfy these course requirements. • Two letters of recommendation. • If conditionally admitted, satisfy the conditions within one year. Degree Requirements Students must complete the following requirements for the M.S. Program in Computer Science: • A program of 36 credits (nine courses), chosen with permission of the Graduate Adviser. The following courses are required of all students: CMP 761, 692, and 697. The remaining six courses must be chosen from among all CMP courses numbered 683 and above. • A master's thesis or a written comprehensive examination. The thesis option is subject to approval of the Graduate Adviser. M.A. Program in Mathematics The Master of Arts Program in Mathematics is offered for (a) students who may eventually work toward a doctorate in mathematics; (b) those who seek the M.A. as a terminal degree; (c) graduates of the M.A. Program for Secondary School Teachers of Mathematics seeking additional graduate mathematics credits and who wish the structure of a formal degree program and the credential of a pure mathematics master's degree; (d) qualified students who wish to take individual graduate mathematics courses. Admission Requirements • Have a bachelor’s degree or its equivalent from an accredited college or university. • Demonstrate the potential to successfully pursue graduate study by having attained a minimum undergraduate grade average of B in mathematics courses and a B- in the undergraduate record as a whole. Alternatively, graduation from the Lehman Teachers Master's in Mathematics program or an equivalent master's degree with a B cumulative average may replace undergraduate grade requirements. • Have completed at least 12 credits in mathematics beyond calculus, including courses in advanced calculus, linear algebra, and modern algebra. (Students with fewer than 12 credits or lacking specific courses may be considered for conditional admission; however, any student admitted must be sufficiently advanced to take at least one course in the program the first semester of matriculation.) • Submit two letters of recommendation and a personal statement explaining your career plans. • If conditionally admitted, satisfy the conditions within one year. This can include taking undergraduate courses to satisfy the admission criteria. Degree Requirements The requirements for the M.A. Degree in Mathematics are as follows: • A program of 30 credits of courses, chosen with the permission of the Graduate Adviser. Students should include in their combined current graduate and prior academic career the following courses: (a) MAT 751: Theory of Functions of a Real Variable, (b) MAT 753: Theory of Functions of a Complex Variable I, (c) MAT 616: Algebra. • At least 18 of the credits must be taken as a matriculated student at Lehman. Students considering going on to a mathematics doctorate are encouraged to take some of their Lehman College Graduate Bulletin 2011-2013 final credits in the CUNY Graduate Center Ph.D. Program in Mathematics. • A written comprehensive examination is required. The exam shall cover the three courses prescribed above. • Students are required to maintain a cumulative B average to stay in good standing, and must have an overall B average to graduate. Two consecutive semesters in attendance out of good standing is cause for dismissal. MAT 582, 601, 602, 603, 604, and 615 may not be used toward this degree. M.A. Program for Secondary School Teachers of Mathematics The Department of Mathematics and Computer Science offers courses designed to meet the needs of students in the Program for Secondary School Teachers of Mathematics. Admission Requirements • Bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the ability to successfully pursue graduate study. (Above-average academic achievement in general and in the teaching specialization is required.) • Have completed the appropriate number of credits in approved courses in the relevant academic specialization, plus 12 credits in secondary education courses and one semester of student teaching (or its equivalent). • Satisfy appropriate voice, speech, and health standards. • If conditionally admitted, make up not more than 12 credits of specified undergraduate coursework, starting in the first semester and finishing in no more than three consecutive semesters. • Two letters of recommendation. Degree Requirements Students in this program are required to complete from 21 to 24 credits in mathematics, as well as 6 to 9 credits in middle and high school education. Candidates for the degree are required to pass a comprehensive examination based on four courses, including at least one course each in algebra, analysis, and geometry. Courses in Mathematics Education MAT 601: Secondary School Mathematics from an Advanced Standpoint. 3 hours, 3 credits. This course will cover topics chosen from the theory of arithmetic, logic, probability, and geometry that are of particular interest to teachers of secondary school mathematics. PREREQ: Two semesters of calculus. Mathematics and Computer Science 117 MAT 602: Introduction to Number Theory and Modern Algebra I. 3 hours, 3 credits. Topics from number theory that have special relevance to the intermediate school program will be considered. These include prime numbers, unique factorization, congruences, Diophantine equations, and Fermat's theorem. Abstract algebra, including equivalence relations and some group theory, will be interwoven in the development, but the primary emphasis is on the number systems that could be considered in the intermediate schools. PREREQ: Two semesters of calculus. MAT 603: Introduction to Number Theory and Modern Algebra II. 3 hours, 3 credits. Further study of the topics in MAT 602. Also, rational numbers, rings, integral domains, fields, ordered fields. PREREQ: MAT 602. MAT 604: Application of the Real and Complex Number Systems. 3 hours, 3 credits. A study of irrational numbers, the algebraic properties of the complex numbers and polynomials over the integers, rationals, and reals through a concrete, non-abstract approach. Applications in the theory of equations and inequalities. PREREQ: Two semesters of calculus. Courses in Mathematics *Courses preceded by an asterisk are not expected to be offered in 20112013. MAT 582: Statistics for Students in Biological, Health, and Social Sciences. 4 hours, 4 credits. (Open to all graduate students except those in the education or M.A. programs in graduate mathematics.) Topics in statistics, with emphasis on needs of students in fields other than mathematics. The topics will include methods of central tendency and variability, probability theory, sampling, normal distribution, and large sample theory, t-test and small sample theory, chisquare test, correlation and regression, analysis of variance, and nonparametric methods. Statistical analysis using a computer package. MAT 613: Theory of Numbers. 4 hours, 4 credits. Euclid's algorithm and the fundamental theorems on divisibility; prime numbers and congruences; the theorems of Fermat, Euler, and Wilson; quadratic residues and reciprocity law, algebraic numbers, Pythagorian triples, other diophantine equations, Fermat's Last Theorem, Pell's equation and continued fractions, the distribution of prime numbers, and advanced topics. PREREQ: Three semesters of calculus or a course in Modern Algebra. MAT 615: Modern Algebra. 4 hours, 4 credits. Mathematical induction. Introduction to group theory with examples-permutation groups, general linear group. Homomorphisms, subgroups, and congruences. Introduction to theory of rings and fields. Applications to number systems and number theory. PREREQ: A course in Linear Algebra. Lehman College Graduate Bulletin 2011-2013 118 Mathematics and Computer Science *MAT 616: Algebra. 4 hours, 4 credits. Group theory, including finitely generated Abelian groups, Sylow's theorem(s), simple groups, solvable groups. Ring theory, including integral domains, Euclidean rings. Field theory, including finite field extensions, Galois theory. PREREQ: One course in modern algebra. MAT 630: Advanced Euclidean Geometry. 4 hours, 4 credits. Elementary Geometry from an advanced standpoint. Euclidean Geometry topics through the modern era. Solid Euclidean geometry, conics, and a modern perspective. PREREQ: A course in linear algebra. MAT 631: Views of Geometry. 3 hours, 3 credits. Euclidean and solid geometry from multiple viewpoints including the classical system of postulates and axioms as well as a more modern transformation perspective applying advanced techniques from analytic geometry, linear algebra and coordinate geometry. NOTE: Not allowed for credit towards the M.A. in Mathematics. PREREQ: Three semesters of Calculus and a course in Linear Algebra. MAT 634: Transformation Geometry. 4 hours, 4 credits. Geometry as the study of properties deduced from a set of axioms. Brief introduction to non-Euclidean geometries, synthetic projective geometry. Geometry as the study of invariants of a transformation group: analytic projective geometry and its sub-geometries. Methods from complex analysis, including linear fractional transformations and the Riemann sphere. PREREQ: Elements of linear algebra. MAT 636: Non-Euclidean Geometries. 4 hours, 4 credits. Hyperbolic and elliptic geometry, with some trigonometry and calculus; circular models of the hyperbolic and elliptic planes; surfaces of constant curvature; and historical background of attempts to prove Euclid's parallel postulate. Spherical Geometry and Great Circles. PREREQ: A course in linear algebra. MAT 637: Topics in Discrete Mathematics. 60 hours, 4 credits. Topics chosen from probability, combinatorics, decision making, game theory, graph theory, recurrence relations, linear programming, statistical inference. Problem solving using mathematical modeling. PREREQ: Two semesters of calculus. MAT 640: Topology and Analysis I. 3 hours, 3 credits. (May not be taken for credit by noneducation students.) Basic topics in continuity, compactness, and connectedness. Applications to simply stated but not trivial topological problems related to the geometry of mappings of segments, curves, circles, and disks. PREREQ: One semester of advanced calculus or instructor's permission. *MAT 641: Topology and Analysis II. 3 hours, 3 credits. (May not be taken for credit by noneducation students.) Continuation of the study of continuity, compactness, and connectedness with applications to n-dimensional Euclidean space. PREREQ: MAT 640 (Topology and Analysis I). MAT 655: Exploring Mathematics Using Technology. 3 hours (15, lecture; 30, lab), 2 credits. Use of tools of technology (such as Computer Algebra systems and graphing calculators) to explore ideas, concepts, and techniques in various areas of mathematics, such as calculus and probability. PREREQ: Two semesters of calculus. MAT 661: History of Mathematics. 4 hours, 4 credits. Historical development of mathematics through the calculus. The mathematics of Babylonian, Egyptian, Hindu, Greek, Arabic, Inca, and Chinese civilizations; some modern developments; contributions of diverse cultures; applications to secondary school teaching. PREREQ: A course in linear algebra. MAT 670: Foundations of Mathematics. 3 hours, 3 credits. Sets, logic, nature of mathematical proof, and number systems. PREREQ: Three semesters of calculus or a course in modern algebra. MAT 681: Probability. 4 hours, 4 credits. Probability models, combinatorial problems, random variables, expectation and variance, binomial, normal and Poisson variables, law of large numbers, central-limit theorem, markov chains, and selected additional topics. PREREQ: Two semesters of calculus. MAT 711: Topics in Algebra. 4 hours, 4 credits. Topics chosen from semigroups with operators, homomorphisms, ring and field extensions, modules and ideals, right and left vector spaces over division rings, linear transformations, and rings of linear transformations, Galois theory, matrix groups, nilpotent groups, centers, exponential maps, Lie algebras. PREREQ: One course each in linear and modern algebra. *MAT 715: Advanced Linear Algebra. 4 hours, 4 credits. Vector spaces, linear transformations, bilinear quadratic forms, tensors, forms and wedge products, finite and infinite dimensional linear algebra, eigenvalues, eigenvectors, introduction to Hilbert Spaces and eigenfunctions, all studied from an abstract, proof-oriented approach. PREREQ: One course in linear algebra. *MAT 719: Special Topics in Algebra. 3 hours, 3 credits. (May be re-elected for credit as often as the topic changes.) *MAT 733: Differential Geometry. 4 hours, 4 credits. Curves in E3, curvature, torsion, fundamental existence theorem for space curves, geometry of a surface, inverse and implicit function theorems, Gauss curvature, and Minimal Surfaces. PREREQ: One course each in advanced calculus and linear algebra. MAT 734: Calculus on Manifolds. 4 hours, 4 credits. Inverse and Implicit Function Theorems, Manifolds, Differential Forms, Fubini's Theorem, Partition of Unity, Integration on Chains, Stokes' and Green's Theorems, and an introduction to Riemannian geometry. PREREQ: One course each in linear algebra and advanced calculus. *MAT 739: Special Topics in Geometry. 3 hours, 3 credits. (May be re-elected for credit as often as the topic changes.) Lehman College Graduate Bulletin 2011-2013 Mathematics and Computer Science 119 *MAT 741: Topology. 4 hours, 4 credits. Sets, functions, metric spaces, topological spaces, neighborhoods, continuity, homeomorphisms, connectedness, compactness, homotopy, fundamental group, universal covers, Invariance of Domain Theorem. PREREQ: One course each in modern algebra and advanced calculus. *MAT 742: General Topology. 3 hours, 3 credits. Topological spaces, continuous functions, separation, properties, induced topological structures, compactness, and metrization. PREREQ: *MAT 741 (Topology) or equivalent. *MAT 743: Algebraic Topology. 3 hours, 3 credits. Homology theory, complexes, and homotopy. Fixed-point theorems. PREREQ: *MAT 741 (Topology) or equivalent, plus one course in modern algebra. MAT 751: Theory of Functions of a Real Variable. 4 hours, 4 credits. Real number system, metric and Banach spaces; applications; the Lebesgue integral; measurable sets and functions; Lp spaces and Hilbert spaces; measure spaces and Daniell integral; Riemann-Stieltjes integral; Radon-Nikodym theorem; and Stone- Weierstrass theorem. PREREQ: A one-semester course in advanced calculus. MAT 753: Theory of Functions of a Complex Variable I. 4 hours, 4 credits. Algebra and geometry of complex numbers, analytic functions, Taylor and Laurent Series, Abel's Limit Theorem, meromorphic functions, residue calculus, Cauchy integral theorem and applications, classification of functions by singularities, analytic continuation, linear transformations, the cross ratio, conformal mapping, the Riemann Sphere. PREREQ: One semester of advanced calculus. *MAT 754: Theory of Functions of a Complex Variable II. 3 hours, 3 credits. Selected topics in the theory of functions of a complex variable. PREREQ: One first course in complex variables. MAT 755: Ordinary Differential Equations. 4 hours, 4 credits. First Order, Second Order, and Higher Order Linear Equations, Series Solutions, the Laplace Transform, Systems of First Order Linear Equations, Numerical Methods, Nonlinear Differential Equations and Stability, Existence and Uniqueness Theorems. PREREQ: One course each in linear algebra and advanced calculus. MAT 756: Partial Differential Equations. 4 hours, 4 credits. First order equations and characteristics, Laplace's Equation, Green's functions, Heat Equation and Fundamental Solutions, Wave Equation and Domains of Dependence and Influence, Wave Propogation, Elliptic, Hyperbolic, and Parabolic Equations, Maximum Principal, Existence and Uniqueness. PREREQ: One course each in linear algebra and advanced calculus. MAT 759: Special Topics in Analysis. 3 hours, 3 credits. (May be re-elected for credit as often as the topic changes.) MAT 771: Mathematical Logic I. 4 hours, 4 credits. Development of the propositional calculus and the predicate calculus, with special emphasis on their mathematical aspects and applications. Semantics, axiom systems, and tableau systems will be presented, and Godel's completeness theorem will be proven. Further topics will be selected from computer implementation, model theory, and incompleteness/undecidability. PREREQ: One course in either modern algebra or set theory. *MAT 772: Mathematical Logic II. 3 hours, 3 credits. Advanced topics in computability, first order theories, higher-order logics, semantics, model theory, set theory, analytic methods in proof theory, Gentzen systems, and cut elimination. PREREQ: MAT 771 (Mathematical Logic I). MAT 775: Set Theory. 4 hours, 4 credits. Axiomatic approach to the theory of sets. Relations, functions, the axiom of choice, ordinal numbers, well- ordering, Zorn's lemma, cardinal numbers and transfinite arithmetic, transfinite induction. PREREQ: Any two courses chosen from linear algebra, modern algebra, or advanced calculus. MAT 782: Mathematical Statistics. 4 hours, 4 credits. Fundamental concepts of statistics. Point estimation, maximum likelihood estimators, hypothesis testing, confidence regions, t-test, analysis of variance, non-parametric tests, chi-square goodness-of-fit tests, correlation, regression analysis, and selected additional topics. PREREQ: A course in probability. *MAT 785: Introduction to Applied Mathematics. 3 hours, 3 credits. Sets of orthogonal functions; Bessel's inequality, Parseval's theorem; Fourier series, convergence criteria; the Fourier integral; Laplace's equation, Bessel functions, Legendre functions, spherical harmonics; and calculus of variations. PREREQ: One course in advanced calculus. *MAT 786: Computer Applications to Mathematics and Science I. 4 hours, including lab, 3 credits. Rapid introduction to high-level language, such as Fortran or PL/1. Use of scientific packages discussed. Projects on the College computer of a moderately advanced nature in scientific and mathematical fields will be tailored for the students. Some efficient techniques for these projects taught. PREREQ: Three courses in calculus or instructor's permission. *MAT 787: Computer Applications to Mathematics and Science II. 4 hours, including lab, 3 credits. Study of areas where time and storage limitations are imposed on the programmer. Uses of trees and heaps in sorting, and data organization discussed. Off-line and on-line algorithms compared and investigated as to time versus space considerations. Optimization of mathematical calculations and methods, such as graph theory, fast arithmetic, and matrix manipulation presented. Students of the class shall determine more specific topics on the College computer. PREREQ: *MAT 786 or instructor's permission. MAT 789: Special Topics in Applied Mathematics. 3 hours, 3 credits. (May be re-elected for credit as often as the topic changes.) Lehman College Graduate Bulletin 2011-2013 120 Mathematics and Computer Science Courses in Computer Science *Courses preceded by an asterisk are not expected to be offered in 20112013. *CMP 605: BASIC and Computer-Assisted Instruction. 3-4 hours, 3-4 credits. Introduction to programming in BASIC on a microcomputer. Standard methods of computer-assisted instruction: drills, tests, tutorials, and demonstrations. Management topics, such as scorekeeping and record-keeping. Examples will be taken from a cross-section of disciplines. PREREQ: This course is intended for teachers with little or no programming background. No particular math background is required. Note: Students taking this course for 4 credits will be required to do an extra major project. *CMP 607: LOGO and Computer-Assisted Instruction. 3-4 hours, 3-4 credits. Introduction to programming in LOGO on a microcomputer. LOGO graphics techniques. Standard methods of computer-assisted instruction: drills, tests, tutorials, and demonstrations. Discovery approach to geometry. PREREQ: This course is intended for teachers with little or no programming background. No particular math background is required. Note: Students taking this course for 4 credits will be required to do an extra major project. *CMP 609: Programming in Pascal. 4 hours, 4 credits. An intensive introductory course in structured programming using the language Pascal on microcomputers. This course is intended for people wishing to teach Pascal at the high school level. CMP 683: Numerical Analysis. 4 hours, 4 credits. Topics in numerical analysis chosen from number systems, error analysis, linear equations and matrices, differentiation and integration, nonlinear equations, interpolation and approximation, and ordinary and partial differential equations. PREREQ: linear algebra and one year of programming. CMP 685: Computability Theory. 4 hours, 4 credits. Mathematical formulation of computability theory and abstract machine theory. Finite-state machines and Turing machines; Church's Thesis; recursive functions and recursively enumerable sets; unsolvability and the halting problem. CMP 692: Programming Languages. 4 hours, 4 credits. A study of programming languages from abstract and concrete points of view. Syntax, semantics; data objects and typing; control structures; scope of names; storage classes; binding times; parameter passing, value, reference, name, value-replace; and procedures, side-effects, recursion, serial reusability, reentrancy. PREREQ: Assembly Language Programming. CMP 695: Survey of Computer Hardware. 4 hours, 4 credits. A survey of currently available computer equipment, together with some historical context. CPU's, microcomputers, minicomputers, large computers, super computers. Computer architecture, hierarchical storage, virtual storage and relocation, caches. Peripheral devices, storage systems, I/O channels. Communication hardware. CMP 697: Operating Systems. 4 hours, 4 credits. A study of the functions and implementation of operating systems for various sizes and types of computers. Processor, storage, and device management. Paging algorithms, thrashing. File systems, concurrency, deadlocking, semaphores, and synchronization. PREREQ: Assembly Language Programming. CMP 717: Video Game Programming. 4 hours, 4 credits. General game architecture, asynchronous input, animated sprites, action-oriented AI, collision detection, scrolling, sound clips, 3D graphics. Student projects involving development of several video games, both individually and in teams. PREREQ: CMP 338 and a strong foundation in object-oriented programming techniques. PREREQ/COREQ: MAT 226 or its equivalent. NOTE: Students should expect to devote a great deal of time working both individually and in teams to produce several video games written in Java. This is a "Programming Intensive" course. CMP 731: Systems Analysis and Design. 4 hours, 4 credits. Examination of the stages of a computer system life cycle with a structured approach: problem definition, feasibility study, analysis, design, implementation, and maintenance. Techniques employed include data flow diagrams, data dictionaries, system flowcharts, cost/benefit analysis, decision tables, Warnier/Orr diagrams, HIPO charts, PERT, and the critical path method. CMP 736: Introduction to Enterprise Computing. 4 hours, 4 credits. Technical issues and principles for building distributed enterprise systems. Applications of these principles using the Java EE framework: server-side distributed component models, such as Enterprise Java Beans and Web Services. PREREQ: CMP 338 and proficiency in Java. CMP 737: Software Engineering. 4 hours, 4 credits. Structured coding techniques and coding style will be considered: single entry-single exit constructs, modularity (coupling, cohesion), data encapsulation, data abstraction, generic facilities, and type checking. Verification, validation, and testing techniques will be studied: static analysis, unit testing, input- output assertions, weakest precondition, structured induction, and symbolic execution. CMP 738: Communicating Robots. 4 hours, 4 credits. Techniques and principles for building communicating robots; programming on resource-limited systems, designing communications protocols, and testing distributed algorithms. Project to involve building a robot to work/compete with other robots. PREREQ: CMP 338 or its equivalent. CMP 743: Principles of Communications Networks. 4 hours, 4 credits. Digital and analog communication, system architectures, and connection-oriented and connectionless service. The OSI model as a conceptual framework, and actual communication models and their protocols. Selected contemporary topics, such as communications security and the World Wide Web. PREREQ: A course in operating systems. Lehman College Graduate Bulletin 2011-2013 Mathematics and Computer Science 121 CMP 747: Linear Programming and Operations Research. 4 hours, 4 credits. Theory and application of linear techniques. Convex sets and polyhedrons. The simplex method and the revised simplex method. Procedures to handle degeneracy. Duality theory and the dual simplex method. Elements of inventory and queueing theory. Industrial applications in scheduling and production control. Khachian's algorithm. PREREQ: One course in linear algebra. CMP 758: Database Systems. 4 hours, 4 credits. Introduction to use and design of database systems. Topics include levels of extraction and views of data; data models, entity relationship, hierarchical, network, and relational data organization; data dependencies, normal forms; design algorithms; distributed databases; query languages. CMP 761: Analysis of Algorithms. 4 hours, 4 credits. Techniques for the design and comparison of algorithms. Several models of computation will be considered. Topics chosen from: searching and sorting algorithms, algorithms on graphs, products involving polynomials and matrices, arithmetic complexity, fast Fourier transform, and NP-complete problems. PREREQ: A course in linear algebra and a course in data structures. CMP 762: Automata Theory. 4 hours, 4 credits. Finite automata and related devices, the Chomsky hierarchy of formal grammars, equivalence of generative grammar characterizations of languages with recognition by restricted classes of machines, normal forms, computational complexity, intractable problems. CMP 765: Artificial Intelligence. 4 hours, 4 credits. Topics in artificial intelligence from the areas of problem solving, pattern recognition, speech recognition, and natural language processing. Representations and search methods in artificial intelligence. Computer implementation. PREREQ: A course in data structures. CMP 767: Computer Graphics. 4 hours, 4 credits. Theory and applications of computer graphics. Graphics devices, line and circle drawing algorithms, two- dimensional transformations, clipping and windowing, interactive devices such as light pens and graphics tablets, three-dimensional graphics. PREREQ: A course in linear algebra and one year of programming in a high-level language. CMP 768: Simulation and Modeling. 4 hours, 4 credits. An introduction to continuous and discrete simulation. System modeling, probabilistic methods, simulation languages. Simulation examples from science, industry, and computer systems. PREREQ: One course in data structures. CMP 770: Compiler Construction. 4 hours, 4 credits. Modern techniques of compiler design and construction. Topics from Lexical analysis, preprocessing. Grammars and their specifications, parsing techniques. General considerations about top-down and bottom-up parsers. Recursive descent, predictive parsing. LALR (1) grammars and parsers. Error recovery. Intermediate languages and intermediate code generation. Optimization techniques, flow analysis, value numbering, constant propagation, linear test replacement, hoisting, dead-code elimination. Storage mapping, register coloring, spilling. Code generation. PREREQ: Data structures. CMP 773: Image Processing. 4 hours, 4 credits. Image representation and display. Histograms, point, algebraic, and geometric operations on the image. Image compression. Edge detection. Measurement and classification of images. An introduction to three-dimensional image processing. PREREQ: A course in linear algebra. CMP 774: E-commerce Technologies. 4 hours, 4 credits. Advanced Java enabling technologies for developing distributed E-commerce applications. Topics to include: Introduction to J2EE, Remote Method Invocations (RMI), Java Server Page (JSP), Servlet, Java Database Connectivity (JDBC), Java API's and tools for XML and XSLT, Design Patterns and Architectural issues, and Case Studies. Discussion of Web services, including Simple Object Access Protocol (SOAP), Web Service Definition Language (WSDL), and Universal Description Discovery and Integration (UDDI), as well as building Web services based on the advanced Java technologies. PREREQ: Object-Oriented Programming. CMP 775: Combinatorial and Graph Algorithms. 4 hours, 4 credits. A study of some elementary and advanced combinatorial and graph algorithms, including dynamic programming, greedy methods, spanning and transversing graphs, shortest paths, maximum flow, matching and convex hulls. PREREQ: Course in data structures. CMP 776: Parallel Algorithms and Architecture. 4 hours, 4 credits. Survey of parallel computer architecture and models of parallel computation. Design of parallel algorithms. Examples of specific parallel algorithms for searching and sorting and for numerical, algebraic, and combinatorial computations. PREREQ: A course in data structures. CMP 788: Topics in Computer Science. 4 hours, 4 credits. (May be re-elected for credit as the topic changes.) Advanced, in-depth studies of specialized topics of current interests in computer science. PREREQ: Dependent on topic (see instructor). Independent Study Courses in Computer Science CMP 793: Independent Study. 1 hour, 1 credit (may be repeated up to a maximum of 3 credits). Program of individual study of various topics in computer science, under the guidance and supervision of a member of the Department. PREREQ: Graduate Advisor's permission. Lehman College Graduate Bulletin 2011-2013 122 Mathematics and Computer Science CMP 798: Independent Study in Computer Science. 4 hours, 4 credits. (May be reelected for credit with Graduate Adviser's permission.) Program of individual study of various topics in Computer Science, under the guidance and supervision of a member of the Department. PREREQ: Graduate Adviser's written permission. CMP 799: Master's Thesis Research. 4 hours, 4 credits. Preparation for the M.S. thesis under the guidance of a faculty thesis adviser. PREREQ: Permission of a faculty thesis adviser and the Graduate Adviser. Seminar and Independent Study Courses in Mathematics *Courses preceded by an asterisk are not expected to be offered in 20112013. *MAT 792: Seminar. 3 hours, 3 credits. (To be taken in the final semester of the M.A. program.) Designed to give candidates for the M.A. an introduction to the methods and literature of mathematical research. MAT 793: Independent Study. 1 credit.(May be reelected for credit with the Graduate Adviser's permission.)Planned program of individual study of various topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ: Graduate Adviser's written permission. MAT 794: Independent Study. 1 credit. (May be reelected for credit with the Graduate Adviser's permission.) Planned program of individual study of topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ: Adviser's written permission. MAT 795: Independent Study. 2 credits. (May be reelected for credit with Graduate Adviser's permission.) Planned program of individual study of topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ: Adviser's written permission. MAT 796: Independent Study. 2 credits. (May be reelected for credit with Graduate Adviser's permission.) Planned program of individual study of various topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ. Adviser's written permission. MAT 797: Independent Study. 3 credits. (May be reelected for credit with Graduate Adviser's permission.) Planned program of individual study of various topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ: Graduate Adviser's permission. MAT 798: Independent Study. 3 credits. (May be reelected for credit with Graduate Adviser's permission.) Planned program of individual study of various topics in mathematics, under the guidance and supervision of a member of the Department. PREREQ: Graduate Adviser's permission. Lehman College Graduate Bulletin 2011-2013 Middle and High School Education 123 Middle and High School Education Chair: Margo DelliCarpini (Carman Hall, Room B29) Department Faculty: Professors: Herminio Martinez, Stanley F. Taback; Associate Professors: Russell P. Bradshaw, Serigne M. Gningue; Assistant Professors: Gillian Bayne, Cecelia Cutler, Margo Dellicarpini, David Fletcher, Amanda Gulla, Immaculee Harushimana, Angela Kelly, Wesley Pitts, Joye Smith; Substitute Assistant Professors: Jennifer Marien, Luis Reyes; Coordinators (Carman Hall, Room B29): Social Studies Education; Gillian Bayne and Wesley Pitts, Science Education; David Fletcher, Undergraduate Coordinator; Amanda Gulla, English Education; Margo Dellicarpini, Bilingual Education and Teaching English to Speakers of Other Languages (TESOL.); Joye Smith, Foreign Language Education; Serigne Gningue and Stanley F. Taback, Mathematics Education For advisement about teacher certification in these and other areas, check with the School Certification Officer (Carman Hall, Room B33). The Department of Middle and High School Education offers the following programs described below: • M.S.Ed. in Business and Technology Education (Students are not currently being accepted into this program.) • M.S.Ed. in English Education • Advanced Certificate: English Education (21-24 credits) • M.S.Ed. in Mathematics Education (5-9 or 7-12) • Advanced Certificate: Mathematics Education (21-24 credits) • M.S.Ed. in Science Education • Advanced Certificate: Science Teacher (21-24 credits) • M.A. for Secondary School Teachers of Social Studies • Advanced Certificate: Social Studies Education (21-24 credits) • M.S.Ed. in Teaching English to Speakers of Other Languages (TESOL) • Advanced Certificate: TESOL • M.A. Teaching Spanish • Advanced Certificate: Teaching Languages Other than English (LOTE) (15-18 credits) • Advanced Certificate: Bilingual Extension (Birth-Grade 12) The Department of Middle and High School Education offers graduate programs in English Education, Foreign Language Education, Mathematics Education, Science Education, Social Studies Education, Teaching English to Speakers of other Languages (TESOL), and Bilingual Education. Students interested in obtaining a master's degree in other secondary-school certification areas should also consult information contained within this Bulletin under the relevant department(s) and meet with an adviser in the Department of Middle and High School Education. In addition, individual programs may require the fulfillment of undergraduate-level prerequisites. These prerequisites cannot be used to fulfill degree requirements in graduate programs and must be taken in addition to degree requirements. See individual program advisers for information and guidance. As of Fall 2011, students matriculated into all graduate certification programs shall be required to take ESC 506 or the equivalent in addition to all other degree and certification requirements, as per the New York State Education Department. Middle and High School Education programs engage students in work that relates to their experiences as classroom teachers and expands their horizons to new opportunities in their schools and districts. The programs provide both theory and hands-on techniques for instruction and classroom management. An experiential, problem-solving approach to instruction combines time-honored methods with the latest technologies for building broad, transferable personal and occupational skills. Programs provide a background in theories of learning, the social and philosophical foundations of education, curriculum design, methods of teaching, and research techniques critical for all teachers. M.S.Ed. Program in Business and Technology Education* *Students are not currently being accepted into this program. This program leads to a master's degree in Business and Technology Education. It can also provide initial certification in teaching business and marketing subjects. Upon completion of additional requirements, candidates will be eligible to receive New York State professional certification to teach business and marketing subjects. The M.S.Ed. program in Business and Technology Education is designed for two groups of students: Sequence 1 (33-36 credits). Holders of bachelor's degrees who majored in an area of business and are seeking initial certification as teachers of business and marketing. Sequence 2 (30 credits). Holders of bachelor's degrees who majored in an area of business and are seeking a master's degree but not certification. Students in this sequence may wish to teach in adult learning settings, such as private business schools, community colleges, and training institutes. Business and Technology Education Admission Requirements • A bachelor's degree or equivalent from an accredited college or university with a major in business and marketing or its equivalent and an overall index of 2.7 or better. • Business and technology coursework to include at least one course from 6 of the following areas: Accounting, Business Law, Career Development, Communications, Computation, Economics and Personal Finance, Entrepreneurship, Information Systems, International Business, Interrelationships of Business Functions, Marketing, and Management; with an overall index of 3.0 or better in business and technology courses. • Submit scores on the New York State Liberal Arts and Sciences Test (LAST). Lehman College Graduate Bulletin 2011-2013 124 Middle and High School Education • Two letters of recommendation, at least one from a college or university instructor of business, technology, and marketing. • Personal interview. Business and Technology Education Degree Requirements All courses must be selected in consultation with, and with the approval, of an adviser in business and technology education. All students will complete the 30-credit program listed below. Sequence 1 students will complete the basic program plus student teaching or its equivalent: ESC 595 (3) or ESC 596 (6). Business and Technology Education Program Overview The basic, 30-credit curriculum, in three instructional modules, is as follows: (I) Core Education Sequence (15 credits): ESC 501 (3), ESC 502 (3), ESC 520 (3), ESC 529 (3), ESC 536 (3) (II) Research or Curriculum Development (15 credits): Students follow either the research sequence (A) or the curriculum sequence (B). • Research Sequence A (15 credits): Advanced Pedagogical Sequence (choose 9 from the following): ESC 722 (3), ESC 782 (3), ESC 788 (3), ESC 790 (3). Plus each of the following (6 credits): ESC 705 (1), ESC 706 (2), ESC 707 (3). • Curriculum Sequence B (total 15 credits): Advanced Pedagogical Content (12 credits): ESC 772 (3), ESC 782 (3), ESC 788 (3), ESC 790 (3). Plus the following (3 credits): ESC 789 (3). (III) Internship or Student Teaching (for students in Sequence 1 and working toward teacher certification) (3-6 credits): ESC 595 (3) or ESC 596 (6). M.S.Ed. Program in English Education This program is designed for students seeking a master's degree in English Education, grades 7-12. Upon successful completion of additional certification requirements, including specified teacher examinations, candidates will also be eligible to receive both Initial and Professional Certification to teach English in New York State in Grades 7-12. English Education Admission Requirements 1. Possess a bachelor's degree in English or its equivalent from an accredited college or university. 2. Have earned a minimum cumulative index of 3.0 in the undergraduate record. 3. Submit scores on the New York State Liberal Arts and Sciences Test (LAST) 4. If conditionally admitted, make up undergraduate coursework starting in the first semester and finishing in no more than three consecutive semesters. 5. Submit a 500-word essay outlining career goals. 6. Submit two to three letters of recommendation. 7. Participate in an individual interview. 8. For Sequence 2 only, possess Transitional B certificate in Teaching English grades 7-12. English Education Degree Requirements All students will complete one of the following sequences: 36-45 credits (Sequence 1) or 33 credits (Sequence 2). All courses must be selected in consultation with, and with the approval of, an adviser in English Education. Application for this degree include the following: Sequence 1 (36-45 credits): Candidates with an undergraduate degree in English or the equivalent who lack education courses and who seek initial certification in English Education grades 712. 1. Core Education (18-21 credits): ESC 501 (3), 502 (3), 529 (3), ESC 506 or the equivalent (3), 522 (3), 595 (3) OR 596 (6). 2. Teaching of English (6-9 credits): Selected from: ESC 720 (3), 721 (3), 722 (3), 723 (3), 724 (3), 730 (3), or 772 (3). 3. English Electives (9-12 credits): Consult with an adviser in the English Education program for the appropriate course(s) to satisfy this requirement. 4. Master's Project (6 credits): ESC 708 (3), ESC 788 (3). Culminates in an approved curriculum project. Sequence 2 (36 credits): Teachers who hold a valid Transitional B certificate in English Education grades 7-12 from New York State. 1. Core Education (15 credits): ESC 501 (3), 529 (3), ESC 506 or the equivalent (3), 522 (3), and 595 (3). 2. Teaching of English (9 credits): Selected from: ESC 720 (3), 721 (3), 722 (3), 723 (3), 724 (3), 730 (3), or 772 (3). 3. English Electives (9 credits): Consult with an adviser in the English Education program for the appropriate course(s) to satisfy this requirement. 4. Master's Project (3 credits): ESC 708 (3). Culminates in an approved curriculum project. Advanced Certificate Program in English Education (24-27 Credits) This program is designed for candidates who already have a master's degree in English or a related field and who seek New York State certification. Students must consult with an adviser in the English Education program before starting their certificate program. During their first semester, matriculated students are required to plan their program with an English Education adviser. All students must complete the 21-24 credit curriculum below. In order to be recommended for NYS certification at the completion of the Certificate Program, candidates must pass the LAST, the CST in English, and the Written Assessment of Teaching Skills (ATS-W), and meet all additional New York State foreign language, arts, and science requirements. Lehman College Graduate Bulletin 2011-2013 English Education Advanced Certificate Program Admission Requirements • Possess an approved bachelor's degree (or its equivalent) from an accredited college or university that meets the State requirements for a general education core in liberal arts and sciences. • Demonstrate the ability to successfully pursue graduate study by having a master's Grade Point Average of 3.0 or better. • Present Content Specialty Test (CST) and LAST scores. • Submit two (2) letters of recommendation and a 500-word essay on career goals. • Participate in an interview. • Meet additional Departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. The 24-27 credit certificate curriculum consists of three instructional areas: I. Foundations of Education (12 credits) ESC 501: Psychological Foundations of Education (3 credits) ESC 502: Social Foundations of Education: A Multicultural Perspective (3 credits) ESC 529: Language, Literacy, and Technology in Education (3 credits) ESC 506: or the equivalent (3 credits) II. Methods, Curriculum, and Instruction (9 credits) ESC 522: Teaching English in Middle and High School (3 credits) and 6 additional credits to be selected in consultation with the program coordinator from the courses below: ESC 720: Reading and Reading Materials in the Middle and High School ESC 721: Literature for Middle and High School Students ESC 724: Methods of Teaching Writing in the Middle and High School III. Practicum (3-6 credits) ESC 595: Internship in Classroom Teaching (3 credits) OR ESC 596: Student Teaching in Middle and High School Grades (6 credits) M.S.Ed. Program in Mathematics Education, Middle Childhood Education (5-9) or Adolescent Education (7-12). The graduate program for middle and high school mathematics teachers leads to a Master of Science in Education degree. Registered with the State Education Department, this program leads to both initial and professional certification to teach mathematics in grades 5-9 or 7-12, provided all other requirements have been satisfied. To be eligible for the Master’s in Mathematics Education for Grades 5-9, candidates must fall into one of the following categories: Middle and High School Education 125 Sequence 1 (36-42 credits). For liberal arts and sciences graduates who have completed 18 credits in mathematics, including Calculus I and Calculus II, but who lack professional education coursework. Sequence 2 (35-38 credits). For teachers who hold a Transitional B certificate in Mathematics from New York State through special CUNY and NYCDOE programs. Mathematics Education, Middle Childhood Education (5-9) or Adolescent Education (7-12) Admission Requirements 1. A bachelor's degree (or its equivalent) from an accredited college or university with an overall index of 2.7 or better. 2. For Sequence 3: Mathematics course work to include Statistics; Calculus I; Calculus II; Linear Algebra; and History of Mathematics; with an overall index of 2.7 or better in all mathematics courses taken 3. For Sequence 4: Mathematics major 4. For Sequence 5: Mathematics major and NYS Transitional B Certificate 5. Submit scores on the New York State Liberal Arts and Sciences Test (LAST) and the New York 6. State Content Specialty Test (CST) in Mathematics. 7. If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. 8. Two letters of recommendation, at least one of which is from a college or university instructor of mathematics. 9. A 500-word essay on career goals. 10. A personal interview. Middle Childhood Education Degree Requirements (5-9) Students must consult with a Mathematics Education advisor before starting their master’s program and must plan their overall program with the adviser during their semester of attendance. Students must complete one of the two sequences outlined below. Sequence 1. (1) 33 credits of prescribed course work; (2) 3-6 credits of supervised fieldwork; (3) A comprehensive examination OR research project (3); and (4) Maintain B average. Sequence 2. (1) 33 credits of prescribed course work; (2) 2 credits of supervised fieldwork; (3) A comprehensive examination OR research project (3); and (4) Maintain B average. Middle Childhood Education Overview of the Program (5-9) Sequence 1 students must successfully complete the following: 15-18 credits of Core Education courses, including 3-6 credits of supervised fieldwork and 3 credits of special education coursework. 9 credits in pedagogical content in mathematics education. • 12 credits in mathematics. Lehman College Graduate Bulletin 2011-2013 126 Middle and High School Education • A comprehensive written examination or research project after all course work has been completed. Students who elect to conduct a research project must enroll in 3 additional credits of research-related course work. Sequence 2 (Transitional B-Grades 5-9) students must successfully complete the following: 14 credits of Core Education Courses, including 2 credits of supervised fieldwork and 3 credits of special education coursework. • 9 credits in pedagogical content in mathematics education. • 12 credits in mathematics. • A comprehensive written examination or research project after all course work has been completed. Students who elect to conduct a research project must enroll in 3 additional credits of research-related course work. Curriculum Sequence 1 (Grades 5-9) 36-42 Credits Core Education Courses: (15-18 credits) ESC 501: Educational Psychology (3) ESC 502: Historical and Social Foundations of Education (3) ESC 506: Special Needs Education in Secondary Settings (3) ESC 532: Teaching Mathematics in Middle and High School (3) ESC 595: Internship in Mathematics (3) OR ESC 596: Student Teaching in Mathematics (6) Pedagogical Content in Mathematics Education (9 credits) ESC 740: Teaching Mathematics in Grades 7-10 (3) ESC 742: Research in Mathematics Education (3) ESC 748: Teaching Problem Solving in Mathematics in Middle & High School (3) Mathematics (12 credits) MAT 601: Secondary Mathematics from an Advanced Standpoint (3) MAT 602: Introduction to Number Theory & Modern Algebra (3) MAT 655: Exploring Mathematics Using Technology (2) MAT 661: History of Mathematics (4) Culminating Experience (0-3 credits) ESC 706: Research in Problems of Teaching a Specialized Subject (1) ESC 707: Project Seminar (2) OR Comprehensive Examination (0 credit) Sequence 2 (Transitional B Sequence for Grades 5-9) 35-38 credits I. Core Education Courses: (14 credits) ESC 501: Educational Psychology (3) ESC 502: Historical and Social Foundations of Education (3) ESC 506: Special Needs Education in Secondary Settings (3) ESC 532: Teaching Mathematics in Middle and High School (3) ESC 595: Internship in Classroom Teaching (2) Lehman College Graduate Bulletin 2011-2013 II. Pedagogical Content in Mathematics Education (9 credits) ESC 740: Teaching Mathematics in Grades 7-10 (3) ESC 742: Research in Mathematics Education (3) ESC 748: Teaching Problem Solving in Mathematics in Middle & High School (3) III. Mathematics (12 credits) MAT 601: Secondary Mathematics from an Advanced Standpoint (3) MAT 602: Introduction to Number Theory & Modern Algebra (3) MAT 655: Exploring Mathematics Using Technology (2) MAT 661: History of Mathematics (4) IV. Culminating Experience (0-3 credits) ESC 706: Research in Problems of Teaching a Specialized Subject (1) ESC 707: Project Seminar (2) OR Comprehensive Examination (0 credit) Middle Childhood Education Continuation Requirements Students must maintain a 3.0 Grade Point Average throughout the course of study. To be eligible for the Master’s in Mathematics Education for Grades 7-12, candidates must fall into one of the following categories: Sequence 3 (42- 48 credits). For liberal arts and sciences graduates who do not hold a bachelor’s degree in mathematics but who have completed 15 credits in mathematics, including Statistics, Calculus I, Calculus II, Linear Algebra, and History of Mathematics, but who lack professional education coursework. Sequence 4 (36-42 credits). For candidates who hold a bachelor degree in mathematics only, but who lack professional education coursework. Sequence 5 (35-38 credits). For teachers who hold a bachelor’s degree in mathematics and a Transitional B Certificate in Mathematics from New York State through special CUNY and NYCDOE programs. Middle Childhood Education Admission Requirements 1. A bachelor’s degree (or its equivalent) from an accredited college or university with an overall index of 2.7 or better. 2. Mathematics course work of at least 18 credits that include Calculus I and II, with an overall index of 2.7 or better in all mathematics courses taken. 3. For Sequence 2, must hold a valid Transitional B Certificate from NYSED. 4. Submission of scores on the New York State Liberal Arts and Sciences Test (LAST) and the New York State Content Specialty Test (CST) in Mathematics. 5. If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. 6. Two letters of recommendation, at least one of which is from a college or university instructor of mathematics. 7. A 500-word essay on career goals. 8. A personal interview. Adolescent Education Degree Requirements (Grades 7-12) Students must consult with a Mathematics Education adviser before starting their master’s program and must plan their overall program with the adviser during their first semester of attendance. Students must complete one of the three sequences outlined below: Sequence 3. (1) 39 credits of prescribed course work including 3 credits of special education coursework; (2) 3-6 credits of supervised fieldwork; (3) A comprehensive examination OR research project (3); and (4) Maintain B average. Sequence 4. (1) 33 credits of prescribed course work including 3 credits of special education coursework; (2) 3-6 credits of supervised fieldwork; (3) A comprehensive examination OR research project (3); and (4) Maintain B average. Sequence 5. (1) 33 credits of prescribed course work including 3 credits of special education coursework; (2) 2 credits of supervised fieldwork; (3) A comprehensive examination OR research project (3); and (4) Maintain B average. Adolescent Education Program Overview Sequence 3 (Grades 7-12) Students must successfully complete: • 15-18 credits of Core Education Courses, including 3-6 credits of supervised fieldwork and 3 credits of special education coursework. • 12 credits in pedagogical content in mathematics education. • 15 credits in mathematics. Students who lack History of Mathematics as a prerequisite must register for MAT 661. • A comprehensive written examination or research project after all course work has been completed. Students who elect to conduct a research project must enroll in three additional credits of research-related course work. Note: Students who lack full-time experience as a mathematics teacher in grades 7-12 prior to completion of the program must register for 6 credits of supervised student teaching in lieu of the 3 credits of supervised fieldwork. Sequence 4 (Math majors who do NOT hold a NYS Transitional B Certificate, 7-12) Students must successfully complete: • 15-18 credits of Core Education Courses, including 3-6 credits of supervised fieldwork and 3 credits of special education coursework; • 12 credits in pedagogical content in mathematics education. Middle and High School Education 127 • 9 credits in mathematics electives to be chosen in consultation with a program adviser. • A comprehensive written examination or research project is required after all course work has been completed. Students who elect to conduct a research project must enroll in tjree additional credits of research-related course work. Note: Students who lack full-time experience as a mathematics teacher in grades 7-12 prior to completion of the program must register for 6 credits of supervised student teaching in lieu of the 3 credits of supervised fieldwork. Sequence 5 (Math Majors who hold a NYS Transitional B Certificate, 7-12) Students must successfully complete: • 15-18 credits of Core Education Courses, including 3-6 credits of supervised fieldwork and 3 credits of special education coursework; • 12 credits in pedagogical content in mathematics education. • 9 credits in mathematics electives to be chosen in consultation with a program adviser. • A comprehensive written examination or research project after all course work has been completed. Students who elect to conduct a research project must enroll in three additional credits of research-related course work. Adolescent Education Curriculum Sequence 3 (Grades 7-12) 42- 48 credits 1. Core Education Courses (15-18 credits): ESC 501 (3); ESC 502 (3); ESC 506 (3), ESC 532 (3); AND ESC 595 (3) OR ESC 596 (6); 2. Pedagogical Content in Mathematics Education (12 credits): ESC 740 (3); ESC 742 (3); ESC 748 (3); ESC 749 (3); 3. Mathematics (15 credits): MAT 601 (3); MAT 604 (3); MAT 637 (4); MAT 655 (2); MAT 615 (3). 4. Culminating Experience (0-3 credits): Research project or comprehensive examination. Students who elect to write a Master's thesis must concurrently enroll in ESC 706 (1) and ESC 707 (2). Sequence 4 (Grades 7-12) 36-42 credits 1. Core Education Courses: (15-18 credits): ESC 501 (3); ESC 502 (3); ESC 506 (3), ESC 532 (3); AND ESC 595 (3) OR ESC 596 (6); 2. Pedagogical Content in Mathematics Education (12 credits): ESC 740 (3); ESC 742 (3); ESC 748 (3); ESC 749 (3); 3. Mathematics (9 credits): Three graduate electives in mathematics chosen in consultation with a program adviser; 4. Culminating Experience (0-3 credits). Research project or comprehensive examination. Students who elect to write a Master's thesis must concurrently enroll in ESC 706 (1) and ESC 707 (2). Lehman College Graduate Bulletin 2011-2013 128 Middle and High School Education Sequence 5 (Math Majors who are eligible for a NYS Transitional B Certificate, 7-12) 35-38 credits 1. Core Education Courses: (14 credits): ESC 501 (3); ESC 502 (3); ESC 506 (3), ESC 532 (3); ESC 595 (2); 2. Pedagogical Content in Mathematics Education (12 credits): ESC 740 (3); ESC 742 (3); ESC 748 (3); ESC 749 (3); 3. Mathematics (9 credits): Three graduate electives in mathematics chosen in consultation with a program adviser; 4. Culminating Experience (0-3 credits): Research project or comprehensive examination. Students who elect to write a Master's thesis must concurrently enroll in ESC 706 (1) and ESC 707 (2). Sequence 6 (Non Math Majors who are eligible for a NYS Transitional B Certificate-Grades 7-12) (38- 41 credits) 1. Core Education Courses (11 credits): ESC 501 (3); ESC 502 (3); ESC 532 (3); AND ESC 595 (2); 2. Pedagogical Content in Mathematics Education (12 credits): ESC 740 (3); ESC 742 (3); ESC 748 (3); ESC 749 (3); 3. Mathematics (15 credits): MAT 601 (3); MAT 604 (3); MAT 637 (4); MAT 655 (2); MAT 615 (3). 4. Culminating Experience (0-3 credits): Research project or comprehensive examination. Students who elect to write a Master's thesis must concurrently enroll in ESC 706 (1) and ESC 707 (2). Extension to the New York State Initial Certificate to Teach Mathematics in Grades 59 (Middle Childhood Education) Extension Program in Mathematics Education (17 credits) This program is designed for candidates who hold New York State initial certification to teach Mathematics in grades 5-9 (Middle Childhood Education) and wish to extend their certification to include grades 7-12 (Adolescent Education). Admission Requirements • Possess New York State initial certification to teach mathematics in grades 5-9. • Have at least two semesters of successful experience teaching mathematics in grades 7, 8, or 9; or one semester of supervised student teaching in mathematics in grades 7, 8, or 9 (with a grade of B or better). • Present coursework in Calculus I, Calculus II, Linear Algebra, Statistics, and History of Mathematics with a GPA of 3.0 or better. • Submit scores on the NYS Content Specialty (CST) Test in Mathematics. • Submit two (2) letters of recommendation, at least one of which is from a college or university instructor of mathematics. • Submit a 500-word essay on career goals. • Participate in an interview. Lehman College Graduate Bulletin 2011-2013 • Meet additional departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Continuation Requirements • Students must maintain a 3.0 grade point average throughout the course of study. Certificate Requirements The Extension Program in Mathematics Education consists of 17 credits, as outlined below. A minimum of a B average must be maintained throughout the course of the Program. All students are to consult with an adviser in Mathematics Education before starting the Program. Overview of the Program Curriculum 1. Curriculum and Instruction (6 credits): ESC 748 (3) and ESC 749 (3). 2. Mathematics Content (11 credits): MAT 604 (3), MAT 615 (4), and MAT 637 (4). Advanced Certificate: Middle Childhood Extension, Grades 5-6 This program is designed for teachers who hold New York State certification in one of the academic content areas grades 7-12 and who seek an extension to teach that subject in grades 5-6. Admission Requirements New York State initial or professional certification in one of the following academic content areas, Grades 7-12: Biology, Chemistry, Earth Science, English, Foreign Language, Mathematics, Physics, or Social Studies. Candidates holding provisional or permanent certification must submit passing scores on the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialty Test (CST) in their subject area. Certificate Requirement Candidates must consult with an adviser in their subject area before beginning their studies. Curriculum The 6-credit curriculum consists of two instructional areas: 1. Introduction to Middle Childhood Education: ESC 711 (3): Perspectives on Middle School Education. 2. Curriculum and Instruction: ESC 509 (3): Instructional Practices Across the Middle School Curriculum. Advanced Certificate in Mathematics Education (24-27 Credits) This program is designed for candidates who hold a bachelor's degree in Mathematics and a master's degree in Mathematics or in an approved Mathematics-related field, and who seek New York State certification in Mathematics, Grades 7-12. Middle and High School Education 129 Advanced Certificate in Mathematics Education Admission Requirements Candidates wishing to enter the Mathematics Education Certificate Program must meet the following conditions as determined by the program coordinator: • Possess a bachelor’s degree (or its equivalent) from an accredited college or university that meets New York State’s requirements for a general education core in liberal arts and sciences. This degree shall include a Mathematics major with a minimum of 36 credits in Mathematics. • Possess a master’s degree in Mathematics or an approved Mathematics-related field. • Demonstrate the ability to pursue graduate study successfully by having a master’s Grade Point Average of 3.0 or better. • Satisfy the content requirements for New York State Initial Certification in Mathematics, Grades 7–12. • Submit scores on the NYS LAST Teacher Examination and the NYS Content Specialty Test (CST) in Mathematics • Submit two (2) letters of recommendations, at least one of which is from a college or university instructor in mathematics. • Submit a 500-word essay on career goals. • Participate in an personal interview. • Meet additional Departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Advanced Certificate in Mathematics Education Requirements The Certificate Program in Mathematics Education consists of 2427 credits, as outlined below. A minimum of a B average must be maintained throughout the course of the program. All students are to consult with an adviser in Mathematics Education before starting the program. In order to be recommended for NYS certification at the completion of the program, candidates must have passed the LAST, the CST in Mathematics, and the NYS Written Assessment of Teaching Skills (ATS-W); they must also meet any additional requirements set by New York State. Advanced Certificate in Mathematics Education Curriculum • Foundations of Education (9 credits): ESC 501 (3); 502 (3), ESC 506 (3). • Curriculum and Instruction (12 credits): ESC 532 (3); ESC 740 (3); plus 6 additional credits in Mathematics Education to be selected in consultation with the Program Coordinator. • Practicum (3-6 credits): ESC 595 (3) OR 596 (6). M.S.Ed. Program in Science Education This program leads to a master's degree in Science Education. Upon completion of additional requirements, candidates will be eligible to receive New York State Initial Certification to teach one or more of the following sciences at the level of adolescent education (Grades 7-12): biology, chemistry, earth science, general science, and physics. To be eligible for the Science Education Master's Program, potential students must fall into one of the following categories: Sequence 1: For candidates who have, or are eligible for, Initial Certification in subjects other than science and who seek certification as science teachers. Sequence 2: For candidates who have completed at least 36 credits in biology, chemistry, geology, or physics, but who lack professional education coursework and who seek Initial Certification. Sequence 3: For candidates who hold a valid Transitional B certificate in biology, chemistry, earth science, general science, or physics, Grades 7-12, from New York State. Science Education Admission Requirements 1. Possess a bachelor's degree (or its equivalent) from an accredited college or university with an overall index of 3.0 or better. 2. Demonstrate the ability to successfully pursue graduate study. (Above-average achievement in academic work and in the teaching specialization is required). 3. Submission of scores on the New York State Liberal Arts and Sciences Test (LAST) and Content Specialty Test (CST). 4. For Sequence 1 admission: An undergraduate science major or the equivalent and a minor in middle and high school education or the equivalent. 5. For Sequence 2 and 3 admission: At least 36 credits in biology, chemistry, geology, or physics. Matriculants may be asked to complete undergraduate and/or graduate prerequisite coursework in addition to degree requirements, based on the evaluation of their credentials by an adviser in the Science Education Program. 6. Satisfy appropriate voice, speech, and health standards. 7. Submit two letters of recommendation, at least one of which is from a college or university science instructor. 8. Personal interview. Science Education Degree Requirements Students must consult with an adviser in the Science Education Program before starting their master's program. During their first semester, matriculated students are required to plan their graduate program with an adviser in the Science Education Program. Students must complete one of the two sequences outlined below. Curriculum The curriculum for each sequence is distributed in four instructional modules as follows: Sequence 1 (33-36 credits) 1. Core Education Sequence (3-6 credits): ESC 529 (3) Based on the Program Coordinator's assessment of prior experience and Lehman College Graduate Bulletin 2011-2013 130 Middle and High School Education qualification, candidates may also be required to take ESC 519 (3). 2. Curriculum and Instruction (12 credits): ESC 506 (3), ESC 755 (3), ESC 767 (3), ESC 770 (3). 3. Research and Culmination Projects (6 credits): ESC 705 (3), ESC 706 (1), ESC 707 (2). 4. Science Content (12 credits): Science content course requirements must align with undergraduate science preparation and with intended certification subject area. Consult with an adviser in the Science Education Program for the appropriate course(s) to satisfy this requirement. Such courses may include but are not limited to: • Biology: BIO 611, BIO 612, BIO 618. • Chemistry: CHE 542, CHE 544, CHE 548. • Geology: GEO 501, GEO 502, GEO 503. • Physics: PHY 601, AST 601, AST 602. • General Science: BIO 612, CHE 542, GEO 501, and PHY 601. Sequence 2 (39-48 credits) 1. Core Education Sequence (15-18 credits): ESC 501 (3), ESC 502 (3), ESC 519 (3), ESC 529 (3), AND ESC 595 (3) or ESC 596 (6). 2. Curriculum and Instruction (12 credits): ESC 506 (3), ESC 755 (3), ESC 767 (3), ESC 770 (3) . 3. Research and Culmination Projects (6 credits): ESC 705 (3), ESC 7061,2 (1), ESC 7072 (2). 4. Science Content (6-12 credits): Science content course requirements must align with undergraduate science preparation and with intended certification subject area. Consult with an adviser in the Science Education Program for the appropriate course(s) to satisfy this requirement. Such courses may include but are not limited to: • Biology: BIO 618 and BIO 611 or BIO 612; • Chemistry: CHE 542 and CHE 544 or CHE 548; • Geology: GEO 501 and GEO 502 or GEO 503; • Physics: PHY 601 and AST 601 or AST 602; and • General Science: BIO 618, CHE 542, GEO 501, PHY 601. Sequence 3 (30-32 credits) 1. Core Education Sequence (9 credits): ESC 501 (3), 502 (3), 519 (3), 611 (0) and 612 (0). 2. Curriculum and Instruction (12 credits): ESC 506 (3), 755 (3), 767 (3), 770 (3). 3. Research and Culmination Projects (3 credits): ESC 708 (3). 4. Science Content (6-8 credits): Science content course requirements must align with undergraduate science preparation and with intended certification subject area. One of the courses must be identified as for candidates who are teaching or plan to teach science in secondary schools. Consult with an adviser in the Science Education Program for the appropriate course(s) to satisfy this requirement. Such courses may include but are not limited to: • Biology: BIO 618 and 611 or 612; Lehman College Graduate Bulletin 2011-2013 • Chemistry: CHE 542 and 544 or 548; • Geology: GEO 501 and 502 or 503; • Physics: PHY 601 and AST 601 or AST 602; and • General Science: BIO 618, CHE 542, GEO 501, PHY 601. 1. Must be taken concurrently with ESC 707. 2. Students who already hold a master's degree and have completed a research project as a requirement for that degree may elect to take a comprehensive examination and substitute 3 credits of electives for ESC 706 and ESC 707 with the approval of the Graduate Adviser. Advanced Certificate: Science Teacher (2124 Credits) This program is designed for candidates who already have a bachelor's and a master's degree in Biology, Chemistry, Geology, or Physics and who seek New York State Certification in one of the following content areas: Biology, Chemistry, Earth Science, and Physics, Grades 7-12. Program Requirements Students must consult with an adviser in the Science Education program before starting their certificate program. During their first semester, matriculated students are required to plan their program with a Science Education adviser. All students must complete the 21- to 24-credit curriculum below. In order to be recommended for NYS certification at the completion of the Certificate Program, candidates must pass the LAST, the CST in one of the sciences, the Written Assessment of Teaching Skills (ATS-W), and meet any additional New York State requirements. Admission Requirements • Possess a bachelor's degree (or its equivalent) from an accredited college or university that meets New York State's requirements for a general education core in liberal arts and sciences. • Possess an approved master's degree in an appropriate content area. • Have completed a minimum of 36 credits in biology, chemistry, geology, or physics. • Demonstrate the ability to pursue graduate study successfully by having a master's Grade Point Average of 3.0 or better. • Satisfy the content requirements for New York State initial certification. • Submit scores on the NYS LAST Teacher Examination and the NYS Content Specialty Test (CST.) • Submit two (2) letters of recommendation and a 500-word essay on career goals. • Participate in an interview. • Meet additional Departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Middle and High School Education 131 Curriculum The 21- to 24-credit certificate curriculum consists of two instructional areas: I. Core Education Sequence (12 -15 credits) ESC 501: Psychological Foundations of Education (3 credits) ESC 502: Social Foundations of Education: A Multicultural Perspective (3 credits) ESC 529: Language, Literacy, and Technology in Education (3 credits) AND ESC 595: Internship in Classroom Teaching (3 credits) or ESC 596 (6 Credits) II. Methods, Curriculum, and Instruction (9 credits) ESC 519: Teaching Science in Middle and High School (3 credits) and ESC 506 (3) and 3 additional credits to be selected in consultation with the Program Coordinator from the courses below: ESC 767: The Museum as a Resource for Teaching Science (3 credits) ESC 770: Methods of Teaching Science in Secondary School: Special Topics (3 credits) M.A. Program in Social Studies Education The Master of Arts degree program in Social Studies is registered with New York State and leads to Initial and Professional Certification as a Teacher of Social Studies: Grades 7-12, provided all other requirements have been met. In our rapidly globalizing society and in large urban school systems with diverse multicultural student populations, the teaching of Social Studies is more important than ever before. The goal of Lehman's social studies program is to produce reflective, competent, and concerned citizens. This program emphasizes the interrelationship between thinking, skillful action, and feeling— since all are vital for the development of active citizens. Social Studies Education Admissions Requirements • A bachelor's degree or equivalent from an accredited college or university, with a Grade Point Average of 3.0 in the undergraduate major and a cumulative Grade Point Average of 2.7 in undergraduate work. If conditionally accepted, must earn 3.0 in courses designated by the Program Coordinator. • Bachelor's degree must be in History or any of the social sciences. • Students must have at least one undergraduate course in the following areas: Lehman undergraduates can satisfy these requirements prior to admission in the master's program by choosing courses for their distribution requirements in the areas listed. 1. Anthropology 2. Sociology 3. Geography 4. Political science 5. Economics 6. Psychology 7. Two history survey courses, one in U.S. history and one in European or world history. • The New York State LAST (Liberal Arts and Sciences Test) must have been taken and scores submitted to the Program Coordinator. If conditionally accepted, scores must be presented by the end of the first semester student is matriculated. • Candidates must schedule an interview with the Social Studies Program Coordinator that includes a transcript review. • If conditionally accepted, make up deficiencies by the end of the third consecutive semester of matriculation. • Two letters of recommendation. • 500-word application essay on interest in the program as it relates to long-term career interests. Social Studies Education Degree Requirements To be eligible for the Master of Arts degree in Social Studies, students must successively complete the following 39-42 credit sequence: I. Content Core Students must satisfy the following required areas of study. These requirements may be met by either graduate courses or by undergraduate coursework taken prior to or after commencement of graduate study. Undergraduate transcripts will be evaluated on an individual basis as part of the admissions process. Lehman undergraduates can satisfy these requirements prior to admission in the master's program by choosing courses for their distribution requirements in the areas listed. 1. Anthropology 2. Sociology 3. Geography 4. Political science 5. Economics 6. Psychology 7. Two history survey courses, one in U.S. history and one in European or world history. History courses (15 credits) All students must take: HIU 534 and HIW 533. The remaining 9 credits to be chosen in consultation with the Program Adviser. II. Pedagogical Core A total of 21 graduate credits (or equivalent) in sequence: 12 credits in General Education sequence: ESC 501 (3): Psychological Foundations of Education. ESC 502 (3): Historical Foundations of Education: A Multicultural Perspective. ESC 506 (3) or the equivalent (3): Special Needs Education in TESOL and Secondary Settings. ESC 529 (3): Language, Literacy and Educational Technology. 9 credits in the Social Studies Education sequence: (Candidates must have submitted passing scores to the Program Lehman College Graduate Bulletin 2011-2013 132 Middle and High School Education Coordinator from the LAST (Liberal Arts and Science Test) prior to enrolling in ESC 533: Teaching World History in Middle and High School and/or ESC 534: Teaching U.S. History and Government.) ESC 533 (3): Teaching World History in Middle and High School. ESC 534 (3): Teaching U.S. History and Government. ESC 708 (3): Project Seminar in Curriculum, Materials, and Assessment in Specialized Areas. Successfully complete a culminating project in ESC 708. See Program Coordinator for culminating project requirements. III. Practicum Candidates must obtain a B or better in each methods course as well as have passed the ATS-W to be eligible for Student Teaching (ESC 596) or Student Internship (ESC 595). ESC 595 (3): Internship in Classroom Teaching OR ESC 596 (6): Student Teaching in Middle and High School (1 full-time semester supervised student teaching). To graduate, students must complete all degree requirements, including educational core courses, and any additional requirements including pedagogical, content area and/or distribution courses with an overall GPA of 3.0 or better. Social Studies Education Certificate Requirements If other courses are taken, or equivalency requested, additional hours of classroom observations may be required in order to meet NYSED certification requirements of 100 hours of field observations prior to student teaching. Satisfy appropriate voice, speech, and health standards. In order to be recommended for NYS certification, candidates must submit passing scores on the LAST (Liberal Arts and Sciences Test), ATS-W (Assessment of Teaching Skills- Performance), CST (Content Specialty Test), and any additional New York State requirements and consult with the Certification Officer, Dean of Education Office, for other requirements, e.g., core liberal arts requirements, fingerprinting. Advanced Certificate in Social Studies Education (24-27 Credits) This program is designed for students who already have a bachelor's and master's degree in History, or an approved social science content area (but lack required Education courses), and who seek New York State Certification in Social Studies: Grade 712. Social Studies Education Advanced Certificate Requirements Students must consult with an adviser in the Social Studies Education program before starting their certificate program. During their first semester, matriculated students are required to plan their program with a Social Studies Education adviser. All students must complete the 24-27-credit curriculum below. The LAST and CST examinations must be passed in order to take the Lehman College Graduate Bulletin 2011-2013 Social Studies teaching methods courses. In order to be recommended for certification, candidates must pass the LAST, ATS-W, and CST examinations and complete the Social Studies Education Certificate with a 3.0 or better GPA, and meet any additional New York State requirements. Social Studies Education Advanced Certificate Admission Requirements • Possess a bachelor’s degree (or its equivalent) from an accredited college or university that meets New York State’s requirements for a general education core in liberal arts and sciences. • Possess a master’s degree in an approved social studies content area. • Have completed a minimum of 36 credits in history or in an approved social studies content area. • Submit scores on the NYS LAST Teacher Examination and the NYS Content Specialty Test (CST) in Social Studies. • Demonstrate the ability to pursue graduate study successfully by having a master’s Grade Point Average of 3.0 or better. • Submit two (2) letters of recommendation and a 500-word essay on career goals. • Participate in an interview. • Satisfy appropriate voice, speech, and health standards. • Meet additional departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Social Studies Education Advanced Certificate Curriculum The 24-27-credit certificate curriculum consists of three instructional areas. I. Foundations of Education (12): ESC 501 (3), ESC 502 (3), ESC 506 (3) or the equivalent, ESC 529 (3). II. Methods, Curriculum, and Instruction (9): ESC 534 (3) and 6 additional credits to be selected in consultation with the Program Coordinator. III. Practicum (3-6): ESC 595 (3) or ESC 596 (6) 1. ESC 501, 502, 529, and 534 require 25 hours of fieldwork each and 15 hours of field work for ESC 506 or the equivalent. 2. ESC 534 and all other Social Studies teaching methods courses include a combined total of 25 hours of fieldwork. 3. ESC 595: Teaching Internship will be taken by candidates already teaching in school settings for 3 credits and will include a weekly seminar. 4. ESC 596: Student Teaching will be taken by students who are not teaching for 6 credits and will include a weekly seminar. Middle and High School Education 133 M.S.Ed. Program in Teaching English to Speakers of Other Languages (TESOL) This program is designed for students seeking a master's degree in Teaching English to Speakers of Other Languages (TESOL). It can also provide initial New York State certification in English to speakers of other languages (ESOL) for teachers (Pre-K-Grade 12), or additional ESOL certification for those already certified. Holders of this master's degree can obtain professional certification in ESOL upon completion of additional requirements. Applicants for this degree include: Sequence 1 (33 credits). Students who already possess New York State certification and who seek additional certification as teachers of ESOL PreK-grade 12. Sequence 2 (39-42 credits). Liberal arts and sciences graduates who lack education courses and who seek initial certification in ESOL PreK-grade 12. Sequence 3 (30-33 credits). Teachers and prospective teachers of adult education and others who desire advanced study in TESOL but are not seeking Pre-K-grade 12 certification. Sequence 4 (33-36 credits). Graduates of linguistics programs or others who have met requirements for linguistics and foundations courses and who seek Pre-K-grade 12 ESOL certification. Sequence 5 (36 credits). Teachers who hold a valid Transitional B certificate in ESOL from New York State. TESOL Admission Requirements 1. Possess a bachelor’s degree (or its equivalent) with an overall index of 3.0 or better, and a liberal arts and sciences major of at least 30 credits from an accredited college or university. In order to be recommended by Lehman College for ESOL certification, candidates must have successfully completed a liberal arts and sciences core specific to TESOL teachers (see "Additional Requirements for Initial and Professional Certification in ESOL" below). 2. Demonstrate the ability to pursue graduate study successfully by having an undergraduate index of B or a master's degree. 3. For Sequence 1, possess New York State teacher certification. For Sequence 5, hold a valid New York State Transitional B certificate in TESOL. 4. For Sequences 2 and 4, submit scores on the New York State Liberal Arts and Sciences Test (LAST). 5. Candidates seeking matriculation in Sequence 4 must meet with the adviser prior to applying for matriculation to determine eligibility. 6. Demonstrate the study of a language and culture other than English (12 credits) or an equivalent experience. 7. Submit two (2) letters of recommendation and a 500-word essay on career goals. 8. Participate in an interview that requires producing a writing sample in English, or, if the applicant resides abroad and cannot participate in an interview, present a Test of Spoken English (TSE) score of at least 55. 9. If the undergraduate degree was earned in a language other than English, present a paper-based TOEFL score of at least 600 and a Test of Written English (TWE) score of at least 6, a computer-based TOEFL score of at least 250, an internet TOEFL score of at least 100, or evidence of a master’s degree earned in English. 10. Satisfy appropriate voice, speech, and health standards. 11. Meet additional departmental, divisional, and New York State requirements, if any. 12. If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. TESOL Degree Requirements Students must consult with an adviser in the TESOL program before starting their master's program. During their first semester, matriculated students are required to plan their graduate program with an adviser in the TESOL program. All students will complete the curriculum corresponding to one of the sequences below: 33 credits (Sequence 1); 39-42 credits (Sequence 2); 30-33 credits (Sequence 3); or 33-36 credits (Sequence 4) or 36 credits (Sequence 5). All courses must be selected in consultation with, and with the approval of, an adviser in TESOL. Curriculum: Sequence 1 (33 credits): The 33-credit curriculum for Sequence 1 consists of six instructional areas. 1. Language Education (12): ESC 757 (3), ESC 725 (3), ESC 759 (3), and ESC 760 (3). 2. Cultural Perspectives (3): ESC 769 (3) or another course in cultural perspectives selected in consultation with the adviser. 3. Methods, Materials, and Evaluation (9): EDC/EDE 727 (3), ESC 761 (3), and ESC 766 (3). 4. Practicum (3): ESC 797 (3). 5. Master's Project (3): ESC 708 (3). Culminates in an approved curriculum project. Curriculum: Sequence 2 (39-42 credits): The 39-42-credit curriculum for Sequence 2 consists of six instructional areas. 1. Foundations (9): ESC 501 (3), ESC 502 (3), and ESC 506 (3). 2. Language Education (12): ESC 757 (3), ESC 725 (3), ESC 759 (3), and ESC 760 (3). 3. Cultural Perspectives (3): ESC 769 (3) or another course in cultural perspectives selected in consultation with the adviser. 4. Methods, Materials, and Evaluation (9): EDC/EDE 727 (3), ESC 761 (3), and 766 (3). 5. Practicum (3-6): ESC 797 (3-6). 6. Master's Project (3): ESC 708 (3). Culminates in an approved curriculum project. Curriculum: Sequence 3 (33 credits): The 30-33-credit curriculum for Sequence 3 consists of six instructional areas. Lehman College Graduate Bulletin 2011-2013 134 Middle and High School Education 1. Foundations (6): ESC 501 (3) and 502 (3) or 3-6 credits of TESOL electives selected in consultation with the adviser. 2. Language Education (9): ESC 757 (3), ESC 725 (3), and ESC 760 (3). 3. Cultural Perspectives (3): ESC 769 (3) or another course in cultural perspectives selected in consultation with the adviser. 4. Methods, Materials, and Evaluation (6): ESC 761 (3) and 766 (3). 5. Practicum (3-6): ESC 797 (3-6). 6. Master's Project (3): ESC 708 (3). Culminates in an approved curriculum project. Curriculum: Sequence 4 (30-33 credits): The 30-33-credit curriculum for Sequence 4 consists of six instructional areas. 1. Foundations (3): ESC 506 (3). 2. Language Education (9): ESC 725 (3), ESC 759 (3), and ESC 760 (3). 3. Cultural Perspectives (3): ESC 769 (3) or another course in cultural perspectives selected in consultation with the adviser. 4. Methods, Materials, and Evaluation (9): EDC/EDE 727 (3), ESC 761 (3), and ESC 766 (3). 5. Practicum (3-6): ESC 797 (3-6). 6. Master's Project (3): ESC 708 (3). Culminates in an approved curriculum project. Curriculum: Sequence 5 (36 credits): The 36-credit curriculum for Sequence 5 consists of six instructional areas. 1. Foundations (6): ESC 502 (3), and ESC 506 (3) 2. Language Education (12): SPE 703 (3), ESC 725 (3), ESC 759 (3), and ESC 760 (3). 3. Cultural Perspectives (3): ESC 769 (3) or another course in cultural perspectives selected in consultation with the adviser. 4. Methods, Materials, and Evaluation (9): EDC/EDE 727 (3), ESC 761 (3), and ESC 766 (3). 5. Practicum (3): ESC 611 (0), ESC 612 (0), ESC 797 (3). 6. Master's Project (3): ESC 708 (3). Culminates in an approved curriculum project. Additional Requirements for Initial and Professional Certification in TESOL and ESOL In order to be recommended for initial certification in ESOL PreK- grade 12, students must: (a) complete the master's degree (Sequences 1, 2, 4 or 5) with a cumulative index of 3.0 or better; (b) present passing scores on the following New York State examinations: LAST, ATS-W, and ESOL; and (c) demonstrate successful completion of a liberal arts and sciences core specific to TESOL teachers. Please see adviser for more information. In order to qualify for professional certification in ESOL, in addition to the master's degree (Sequences 1, 2, 4 or 5), teachers must complete one year of mentored, full-time teaching and two years of full-time teaching in a public or private school, which serves Pre-K-grade 12, and must meet any additional New York State requirements. Advanced Certificate: Teaching English to Speakers of Other Languages (TESOL) This program is designed for students who already have a master's degree, who possess New York State teacher certification, and who seek additional New York State certification in teaching English to speakers of other languages (ESOL) Pre-K-grade 12. TESOL Certificate Admission Requirements 1. Possess a bachelor’s degree (or its equivalent) with an overall index of 3.0 or better, and a liberal arts and sciences major of at least 30 credits from an accredited college or university. In order to be recommended by Lehman College for ESOL certification, candidates must have successfully completed a liberal arts and sciences core specific to TESOL teachers (see "Additional Requirements for Initial and Professional Certification in ESOL" below). 2. New York State teacher certification. 3. A master's degree appropriate for New York State professional certification. 4. Demonstrate the study of a language other than English (12 credits) or an equivalent experience. 5. The study of cultural perspectives of one or more ESL populations (at least 3 credits). 6. Two (2) letters of recommendation and a 500-word essay on career goals. 7. Participate in an interview, which requires producing a writing sample in English. 8. Satisfy appropriate voice, speech, and health standards. 9. Meet additional Departmental, divisional, and New York State requirements, if any. 10. If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. TESOL Certificate Requirements Students must consult with an adviser in the TESOL program before starting their certificate program. During their first semester, matriculated students are required to plan their program with a TESOL adviser. All students must complete the 27-credit curriculum below. In order to be recommended for ESOL certification, candidates must complete the Advanced Certificate: TESOL program with a cumulative index of 3.0 or better, present passing scores on the ESOL content area examination, (c) demonstrate successful completion of a liberal arts and sciences core specific to TESOL teachers (please see adviser for more information), and meet any additional New York State requirements. TESOL Certificate Curriculum The 27-credit certificate curriculum consists of three instructional Lehman College Graduate Bulletin 2011-2013 areas: Foundations (3): ESC 506 (3) or equivalent. Language Education (12): ESC 757 (3), ESC 759 (3), ESC 760 (3), ESC 725 (3). Methods, Materials, and Evaluation (9): EDC/EDE 727 (3), ESC 761 (3), and ESC 766 (3). Practicum (3): ESC 797 (3). M.A in Teaching Spanish 7-12 This program is designed for candidates seeking a Master’s degree in Teaching Spanish. Graduates of this program are eligible for New York State Certification in Teaching Spanish grades 7-12 upon completion of additional New York State Education Requirements. Applicants for this degree include: Sequence 1 (33-36 credits). Candidates who seek initial New York State certification in Teaching Spanish grades 7-12 Sequence 2 (33 credits). Transitional B candidates who seek initial New York State certification in Teaching Spanish grades 7-12 Admission Requirements • A bachelor's degree (or its equivalent) from an accredited college or university with an overall GPA of B or better. • Demonstrate the ability to successfully pursue graduate study by earning a B or better in Spanish course work. • Have completed 24 credits in advanced (300-level and above) undergraduate Spanish courses (including a minimum of 12 advanced credits in literature courses conducted in Spanish). If these requirements are not met, additional undergraduate courses must be completed before admission to the program and after consultation with the Department of Languages and Literatures. • Submit evidence of having taken the New York State Liberal Arts and Sciences Test (LAST) • If conditionally admitted, make up not more than 12 credits of specific undergraduate course work, starting in the first semester and finishing in no more than three consecutive semesters. • For Sequence 2, be eligible for a valid New York State Transitional B certificate in Teaching Spanish grades 7-12. • Two letters of recommendation. • Report to the Department of Languages and Literatures for consultation with adviser and assessment of Spanish language skills prior to matriculation. • Submit scores for the ACTFL OPI (Oral Proficiency Interview) prior to matriculation. Degree Requirements Students must consult with an adviser in the M.A. Teaching Spanish program before starting their master’s program. During their first semester, matriculated students are required to plan their program with a program adviser. All students must complete the curriculum corresponding to one of the two sequences below. Sequence 1 (Teaching Spanish) requires a total of 33-36 credits distributed as follows: Middle and High School Education 135 15 credits in Spanish, including SPA 601, with a minimum of 3 credits in Peninsular Literature, and 3 credits in Hispanic American literatures. 18-21 credits in Education, including ESC 501 (3), ESC 502 (3), ESC 506 (3), ESC 524 (3), ESC 562 (3), plus ESC 595 (for in- service teachers; 3 credits) or ESC 596 (for pre-service teachers, 6 credits). Sequence 2 (Teaching Spanish: Transitional B) requires a total of 33 credits distributed as follows: 15 credits in Spanish, including SPA 601, with a minimum of 3 credits in Peninsular Literature, and 3 credits in Hispanic American literatures. 18 credits in Education, including ESC 501 (3), ESC 502 (3), ESC 506 (3), ESC 524 (3), ESC 562 (3), ESC 595 (3), ESC 611 (0), and ESC 612 (0). Any student who did not obtain a passing score on the ACTFL OPI (Oral Proficiency Interview) must re-do the interview prior to completing 18 credits and obtain passing scores. All students in the program must pass a comprehensive examination. Additional Requirements for Certification in Teaching Spanish 7-12: In order to be recommended for Initial Certification in teaching Spanish 7-12, candidates in Sequence 1-2 must (a) have a bachelor's degree that meets New York State requirements for a core in the liberal arts and sciences; (b) present passing scores on the following New York State examinations: LAST, ATS-W, and Content Specialty Test; and (c) meet any additional New York State requirements. In addition to completing a Master's program, in order to qualify for Professional Certification in teaching Spanish 7-12, candidates in sequences 1-2 must have completed three years of full-time teaching in a public or private school, which serves grades 7-12 and must meet any additional New York State requirements. Nonmatriculants Nonmatriculants must meet with an adviser from the Department of Middle and High School Education and must have their skills assessed by an adviser from the Department of Languages and Literatures prior to registration. Advanced Certificate for Teachers of Languages Other than English (LOTE) (15-18 Credits) This program is designed for candidates who already have a master’s degree in a language other than English and who seek New York State Certification in the area of Languages Other than English (LOTE) grades 7-12. Teachers of Languages Other Than English Advanced Certificate Admission Requirements • Bachelor’s degree (or its equivalent) from an accredited college or university that meets the State’s requirements for a general education core in the liberal arts and sciences. Lehman College Graduate Bulletin 2011-2013 136 Middle and High School Education • Master’s degree in a language other than English. • Demonstrate the ability to successfully pursue graduate study by having a master’s Grade Point Average (GPA) of 3.0 or better. • Satisfy the content requirements for New York State Initial Certification in education in a language other than English, grades 7–12. • Present scores for the Content Specialty Test (CST) and LAST. • Submit two (2) letters of recommendation and a 500-word essay on career goals. • Participate in an interview. • Satisfy appropriate voice, speech, and health standards. • Meet additional Departmental, divisional, and New York State requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. • Submit scores for the ACTFL OPI (Oral Proficiency Interview) prior to matriculation. Teachers of Languages Other Than English Advanced Certificate Requirements Students must consult with the adviser in the LOTE Education Program before starting their certificate program. During their first semester, matriculated students are required to plan their program with the LOTE Education Program Adviser. All students must complete the 15-credit curriculum below. In order to be recommended for certification, candidates must pass the CST (if applicable) and LAST within the first semester following matriculation, complete the LOTE Education Certificate with a cumulative index of 3.0 or better, and meet any additional New York State requirements. Teachers of Languages Other Than English Advanced Certificate Curriculum The 15-credit certificate curriculum consists of three instructional areas: I. Foundations of Education (6 credits) ESC 501: Psychological Foundations of Education (3 credits) and ESC 502: Social Foundations of Education: A Multicultural Perspective (3 credits) II. Methods, Curriculum, and Instruction (6 credits) ESC 524: Teaching Foreign Languages in Middle and High School (3 credits). ESC 562: Teaching Language Arts in Languages Other than English (3 credits). III. Practicum (3-6 credits) ESC 595: Internship in Classroom Teaching (3 credits) or ESC 596: Student Teaching in Middle & High School Grades (6 credits). Advanced Certificate: Bilingual Extension This program is designed for Birth to Grade 12 teachers, who already possess New York State certification in the areas listed in Sequences 1-4 below, and who seek a bilingual extension to teach that subject in the native language as well as in English. Applicants for the Advanced Certificate: Bilingual Extension include: Sequence 1 (12 credits): Those seeking a bilingual extension to New York State certification in early childhood education, childhood education, or Literacy Birth-grade 6 at the early childhood or childhood level. Sequence 2 (15 credits): Those seeking a bilingual extension to New York State certification in teaching children with disabilities at the early childhood or childhood level. Sequence 3 (12 credits): Those seeking a bilingual extension to New York State certification in middle childhood education, adolescence education, or Literacy grades 5-12 at the middle childhood or adolescence education level. Sequence 4 (15 credits): Those seeking a bilingual extension to New York State certification in teaching children with disabilities at the middle childhood or adolescence education level. Bilingual Extension Advanced Certificate Admission Requirements • Possess a bachelor’s degree (or its equivalent) from an accredited college or university. • For Sequence 1, possess New York State certification in early childhood education, childhood education, or literacy Birth- grade 6 at the early childhood or childhood level. • For Sequence 2, possess New York State certification in teaching children with disabilities at the early childhood or childhood level. • For Sequence 3, possess New York State certification in middle childhood education, adolescence education, or literacy grades 5-12 at the middle childhood or adolescence education level. • For Sequence 4, possess New York State certification in teaching children with disabilities at the middle childhood or adolescence education level. • Demonstrate the ability to pursue graduate study successfully by having an undergraduate index of B or a master’s degree. • Demonstrate the study of a language and culture other than English (12 credits) or an equivalent experience. • Demonstrate the study of cultural perspectives of one or more bilingual populations (at least 3 credits). Candidates may take ESC 769 or another course selected in consultation with the adviser to meet this requirement. • Submit one (1) letter of recommendation. • Participate in an interview, which requires producing a writing sample in English and in the native language. • Satisfy appropriate voice, speech, and hearing standards. • Meet additional departmental admission requirements, if any. Lehman College Graduate Bulletin 2011-2013 • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Bilingual Extension Advanced Certificate Requirements Students must consult with an adviser in the Advanced Certificate: Bilingual Extension program before beginning their studies. During their first semester, matriculated students are required to plan their graduate program with the adviser. To successfully complete the program, students must complete the curriculum as outlined below for Sequence 1 (12 credits), 2 (15 credits), 3 (12 credits), or 4 (15 credits). New York State also requires candidates for the bilingual extension to pass the Bilingual Education Assessment (BEA). We expect our students to pass this exam before completing nine (9) program credits or the first two semesters of matriculation. Overview of the Bilingual Extension Advanced Certificate Program Sequence 1: Bilingual Extension: Early Childhood/Childhood General Education: EBS 701 (3), EDE/EDC 727 (3), EDE/EDC 738 (3), EDE/EDC 739 (3) Total: 12 crs. Sequence 2: Bilingual Extension: Early Childhood/Childhood Special Education: EBS 701 (3), EDE/EDC 727 (3), EDE/EDC 738 (3), EDE/EDC 739 (3), EBS 741 (3) Total: 15 crs. Sequence 3: Bilingual Extension: Middle and High School General Education: SPE 703 (3), ESC 759 (3), ESC 761 (3), ESC 763 (3) Total: 12 crs. Sequence 4: Bilingual Extension: Middle and High School Special Education: SPE 703 (3), ESC 759 (3), ESC 761 (3), ESC 763 (3), EBS 741 (3) Total: 15 crs. Advanced Certificate: Bilingual Extension— Intensive Teacher Institute This program is designed for Birth to Grade 12 teachers who are Intensive Teacher Institute candidates and who already possess New York State certification in the areas listed in Sequences 1-4 below, and who seek a bilingual extension to teach that subject in the native language as well as in English. Applicants for the Advanced Certificate: Bilingual Extension—Intensive Teacher Institute include: • Sequence 1 (15 credits): Intensive Teacher Institute candidates seeking a bilingual extension to New York State certification in early childhood education, childhood education, or Literacy Birth-grade 6 at the early childhood or childhood level. • Sequence 2 (15 credits): Intensive Teacher Institute candidates seeking a bilingual extension to New York State certification in teaching children with disabilities at the early childhood or childhood level. • Sequence 3 (15 credits): Intensive Teacher Institute candidates seeking a bilingual extension to New York State certification in middle childhood education, adolescence education, or Middle and High School Education 137 Literacy grades 5-12 at the middle childhood or adolescence education level. • Sequence 4 (15 credits): Intensive Teacher Institute candidates seeking a bilingual extension to New York State certification in teaching children with disabilities at the middle childhood or adolescence education level. Admission Requirements • Possess a bachelor’s degree (or its equivalent) from an accredited college or university. • Have been approved for participation by the Intensive Teacher Institute. • For Sequence 1, possess New York State certification in early childhood education, childhood education, or literacy Birth- grade 6 at the early childhood or childhood level. • For Sequence 2, possess New York State certification in teaching children with disabilities at the early childhood or childhood level. • For Sequence 3, possess New York State certification in middle childhood education, adolescence education, or literacy grades 5-12 at the middle childhood or adolescence education level. • For Sequence 4, possess New York State certification in teaching children with disabilities at the middle childhood or adolescence education level. • Demonstrate the ability to pursue graduate study successfully by having an undergraduate index of B or a master’s degree. • Demonstrate the study of a language and culture other than English (12 credits) or an equivalent experience. • For Sequences 2 and 4, demonstrate the study of cultural perspectives of one or more bilingual populations (at least 3 credits). Candidates may take ESC 769 or another course selected in consultation with the adviser to meet this requirement. • Submit one (1) letter of recommendation. • Participate in an interview, which requires producing a writing sample in English and in the native language. • Satisfy appropriate voice, speech, and hearing standards. • Meet additional departmental admission requirements, if any. • If conditionally admitted, make up requirements starting in the first semester and finishing in no more than three consecutive semesters. Certificate Requirements Students must consult with an adviser in the Advanced Certificate: Bilingual Extension—Intensive Teacher Institute program before beginning their studies. During their first semester, matriculated students are required to plan their graduate program with the adviser. To successfully complete the program, students must complete the curriculum as outlined below for Sequence 1 (15 credits), 2 (15 credits), 3 (15 credits), or 4 (15 credits) New York State also requires candidates for the bilingual extension to pass the Bilingual Education Assessment (BEA). We expect our students to pass this exam before completing nine (9) program credits or the first two semesters of matriculation. Lehman College Graduate Bulletin 2011-2013 138 Middle and High School Education Curriculum Sequence 1. Bilingual Extension: Early Childhood/Childhood General Education: EBS 701 (3), ESC 769 (3), EDE/EDC 727 (3), EDE/EDC 738 (3), EDE/EDC 739 (3). Total: 15 credits. Sequence 2. Bilingual Extension: Early Childhood/Childhood Special Education: EBS 701 (3), EDE/EDC 727 (3), EDE/EDC 738 (3), EDE/EDC 739 (3), EBS 741 (3). Total: 15 credits. Sequence 3. Bilingual Extension: Middle and High School General Education: SPE 703 (3), ESC 759 (3), ESC 769 (3), ESC 761 (3), ESC 763 (3). Total: 15 credits. Sequence 4. Bilingual Extension: Middle and High School Special Education: SPE 703 (3), ESC 759 (3), ESC 761 (3), ESC 763 (3), EBS 741 (3). Total: 15 credits. Courses in Middle and High School Education *Courses preceded by an asterisk are not expected to be offered in 20112013. ESC 501: Psychological Foundations of Education. 3 hours, 3 credits. (Closed to students who have taken ESC 301 or equivalent.) Cognitive and emotional development from childhood through adolescence; learning theories; measurement and evaluation; inclusion of special student populations, and uses of relevant technology and software. Theories and research findings discussed in relation to classroom observations. Students will be responsible for assigned readings, lectures, class discussions, and field experiences. ESC 502: Historical Foundations of Education: A Multicultural Perspective. 3 hours, 3 credits. Study of the historical development of education and schools within the context of various communities and families. Emphasis on the school as a sociocultural institution: issues of equity and bias, and the contributions of the major racial and ethnic groups, especially in New York City schools. Presentation of relevant technology and software. 3 hours, 3 credits. Identification, instruction, and assessment of special needs populations in secondary and TESOL settings. Laws and regulations pertaining to the education of special needs children; information on categories of disability, including autism; identifying and remediating specific learning disabilities; special education process; classroom management and positive behavioral supports and interventions; individualized and differentiated instruction; effective co-teaching and collaboration. Fieldwork required. ESC 509: Instructional Practices Across the Middle School Curriculum. 3 hours, 3 credits. Principles, approaches, and strategies across the curriculum for teaching middle childhood students, grades 5-6, in accordance with local, State, and national standards. NOTE: May not be taken to fulfill the requirements of ESC 519-562. ESC 519: Teaching Science in Middle and High School. 3 hours, 3 credits. Research and practice in the teaching of science at the secondary school level. A focus on inquiry-driven methods consistent with current standards in science education, uses of technology and relevant software, teaching strategies, assessment, inclusion of special student populations, and development of science literacy with an emphasis on the teacher-as-learner. Includes field experience. PREREQ: ESC 501 or the equivalent course in psychological foundations of education; a 3.0 GPA overall; and Department permission. ESC 520: Teaching Business Subjects in Middle and High School. 3 hours, 3 credits. Methods and materials for teaching business subjects at the middle and high school levels. Curriculum development; current standards; lesson planning; instructional strategies; uses of technology; problem solving; assessment; inclusion of special populations; and literacy development in business subjects. Includes field experience. A research paper or curriculum project is required. Limited to master's level students seeking initial certification. PREREQ: ESC 501 or equivalent course in psychological foundations of education; 3.0 GPA overall; and Departmental permission. ESC 522: Teaching English in Middle and High School. 3 hours, 3 credits. Limited to master's-level students seeking Initial Certification. Methods, materials, and assessment for teaching English at the middle and high school levels. Developing academic literacy through English language arts and literature. Curriculum development; use of relevant technology; current standards; instructional strategies; inclusion of students from diverse language backgrounds and students with disabilities. Includes field experience. Students cannot receive credit for both ESC 422 and ESC 522. PREREQ: ESC 501 or the equivalent course in psychological foundations of education; a 3.0 GPA overall; and Departmental permission. ESC 524: Teaching Foreign Language in Middle and High School. 3 hours, 3 credits. Limited to master's-level students seeking Initial Certification. Methods, materials, and assessment for teaching foreign languages at the middle and high school levels. Developing communicative competence, academic literacy through the four skills, and cross-cultural awareness in a language other than English. Curriculum development; use of relevant technology; current standards; instructional strategies; inclusion of students from diverse language backgrounds and students with disabilities. Includes field experience. Students cannot receive credit for both ESC 424 and ESC 524. PREREQ: ESC 501 or the equivalent course in psychological foundations of education; a 3.0 GPA overall; and Departmental permission. ESC 529: Language and Literacies Acquisition in Secondary Education. 3 hours, 3 credits. The teaching and acquisition of language and literacies through secondary content areas, including media literacy, with students of diverse language backgrounds and abilities. Curriculum development; current standards; inclusion of students with disabilities; and assessment. Includes field experience. Lehman College Graduate Bulletin 2011-2013 Middle and High School Education 139 ESC 532: Teaching Mathematics in Middle and High School. 3 hours, 3 credits. Methods and materials for teaching mathematics at the middle and high school levels. Curriculum development; current standards; lesson planning; instructional strategies; uses of technology; problem solving; assessment; inclusion of special populations; and literacy development in mathematics. Includes field experience. A research paper or curriculum project is required. Limited to master's-level students seeking Initial Certification. Students cannot receive credit for both ESC 432 and ESC 532. PREREQ: ESC 501 or the equivalent course in psychological foundations of education; 3.0 GPA overall; and Departmental permission. ESC 533: Teaching World History in Middle and High School. 3 hours, 3 credits. Theory and practice of curriculum, lesson planning, and national and State standards in middle and high school world history and geography courses. Uses of technology and relevant reviews of software, teaching strategies, assessments, and inclusion of special student populations. Includes supervised field work in middle and high school. PRE- or COREQS: ESC 501 (or equivalent) and/or ESC 502 (or equivalent), 3.0 GPA, and a passing score on the New York State LAST examination and the CST. ESC 534: Teaching U.S. History and Government. 3 hours, 3 credits. Introduction to current theory on curriculum, alternate views on scope and sequence, lesson planning, and national and State standards in middle and high school social studies. Uses of technology; relevant software; alternative teaching strategies; different types of assessment; inclusion of special student populations; and literacy development in social studies. Limited to master's-level students seeking initial certification. Includes field experience. Students cannot receive credit for both ESC 434 and ESC 534. PRE- or COREQS: ESC 501 and/or ESC 502 (or equivalent), a 3.0 GPA, and passing score on the New York State LAST examination. Pass the CST (Content Specialty Test) and ATS—W (Assessment of Teaching Skills-Written) before or during course. ESC 536: Teaching Technology Subjects in Middle and High School. 3 hours, 3 credits. Methods and materials for teaching technology subjects at the middle and high school levels. Curriculum development; current standards; lesson planning; instructional strategies; uses of technology; problem solving; assessment; inclusion of special populations; and literacy development in technology subjects. Includes field experience. A research paper or curriculum project is required. Limited to master's-level students seeking Initial Certification. PREREQ: ESC 501 or equivalent course in psychological foundations of education; 3.0 GPA overall; and Departmental permission. ESC 562: Teaching Language Arts in Languages Other than English. 3 hours, 3 credits. Limited to master's-level students seeking Initial Certification. Methods, materials, and assessment for developing literacy through language arts and literature in a language other than English at the middle and high school levels. Curriculum development; use of relevant technology and software; current standards; instructional strategies; inclusion of students from diverse language backgrounds and students with disabilities. Includes field experience. PREREQ: ESC 501 or the equivalent course in psychological foundations of education; a 3.0 cumulative Grade Point Average; Departmental permission; and passing score on the New York State LAST examination. PRE- or COREQ: ESC 524. ESC 590: Staff Development Workshop for Teachers. 1-3 hours, 1-3 credits. (May be reelected for credit with change of topics.) A workshop for teachers and curriculum specialists in teaching and/or developing curriculum materials for topics in specialized areas. ESC 595: Internship in Classroom Teaching. One semester full-time, two supervised/mentored experiences of 20 days each (or other Lehman College approved sequences), 1-3 credits. (May be re-elected once, with adviser's permission.) Designed for graduate students who teach full time, the course provides on-site supervisory visits and a weekly seminar. Assigned in-school activities are required. PREREQ: A grade of B or better in Content Area Teaching Methods course; an overall index of at least 3.0; a passing score on the ATS-W Teacher Certification Examination; Departmental permission; and approval from the Professional Development Coordinator. NOTE: This internship requires formal application and approval the semester prior to the course being taken. It is the student's responsibility to check with the Professional Development Coordinator for meeting and application dates early in the prior semester. Credits to be determined in consultation with specific Program Advisor. Must be taken for a minimum of 2 and a maximum of 6 credits. ESC 596: Student Teaching in the Middle and High School Grades. One semester full-time supervised student teaching, two experiences of 20 days each (or other Lehman College approved sequences), 6 credits. Student teaching in the middle and high school grades, plus a weekly seminar. PREREQ: A grade of B or better in the Content Area Teaching Methods course; an overall index of at least 3.0; a passing score on the ATS-W Teacher Certification Examination; Departmental permission; and approval from the Professional Development Coordinator. NOTES: (1) Student teaching on both the middle and high school levels is required for New York State certification in business education, English, social studies, foreign languages, science, mathematics, music, health, and art. New York State may add this requirement for other subjects, so students are advised to consult their advisers in this Department regularly. (2) Student teaching requires formal application and approval the semester prior to the course being taken. It is the student's responsibility to check with the Professional Development Coordinator for meeting and application dates early in the prior semester. Lehman College Graduate Bulletin 2011-2013 140 Middle and High School Education ESC 611: Seminar in Secondary and TESOL Education, I. 1 hour, 0 credit. Analysis of problems or practices in secondary school and TESOL teaching. PREREQ: Departmental permission. ESC 612: Seminar in Secondary and TESOL Education, II. 1 hour, 0 credit. Advanced analysis of problems or practices in secondary school and TESOL teaching. PREREQ: ESC 611; Departmental permission. ESC (EDE) 700: Psychology in Education, Group Dynamics. 3 hours, 3 credits. A laboratory course using here-and-now experiences in studying interpersonal perceptions, communication networks, group decision-making patterns, leadership, and structure. Development of skills in diagnosing and improving group functioning. PREREQ: Full-time teaching experience. ESC 701: Advanced Educational Psychology. 3 hours, 3 credits. Current psychological theory and research related to learning. PREREQ: Full-time teaching experience or Departmental permission. ESC (EDE) 702: Foundations of Education. 3 hours, 3 credits. Studies of critical periods and movements in American education history, with emphasis on social, political, and intellectual developments and the role of leading education theorists as agents of change in education. ESC (EDE) 703: School and Community. 3 hours, 3 credits. Analysis of the environmental influences on learning, with special emphasis on education as a social process and social institution in an urban setting. A minimum of 10 hours' community field experience is required. ESC 704: Psychological Foundations of Adult Education, Advanced Educational Psychology. 3 hours, 3 credits. A study of the psychology, special needs, and developmental tasks of adulthood; applications to the teaching of students in continuing and adult education programs. PREREQ: Graduate standing or permission of the chair of the Department. ESC 705: Methods of Educational Research. 3 hours, 3 credits. Study of the methods, techniques, and strategies of research. Emphasis on educational research as a unique and necessary discipline and as a tool for solving educational problems. Development of a research proposal on a significant problem in candidates, field. PREREQ: Departmental permission. ESC 706: Project Seminar I. 1 hour, 1 credit. Discussion of methods of measurement and evaluation of teaching and learning. Development of the content and structure of the research project. PREREQ: ESC 705 (ESC 742 for mathematics education candidates) with a B or better and Departmental permission. COREQ: ESC 707. ESC 707: Project Seminar II. 2 hours, 2 credits. Completion of the research project (begun in ESC 705) related to teaching in the candidate's field. PREREQ: ESC 705 (ESC 742 for mathematics education students) with a B or better and Departmental permission. COREQ: ESC 706. ESC 708: Project Seminar in Curriculum, Materials, and Assessment in Specialized Areas. 3 hours, 3 credits. Development of a culminating curriculum project in candidates’ field that includes an analysis of contextual factors; integration of prior coursework and research; theoretical foundations of the discipline; learning goals; assessment plan; design of instruction; technology; analysis of student learning and reflection on teaching practice. PREREQ: Departmental permission. ESC 709: Workshop in Pedagogy and Classroom Management. 3 hours, 3 credits. Evaluating and dealing with behavioral problems in educational settings; theoretical study, simulation, and application of theory to problems. PREREQ: Provisional Certification and one year of full-time teaching experience. ESC 710: Education Workshop for Secondary School Teachers. 3 hours, 3 credits. A workshop course designed to aid teachers in dealing with the situations and problems arising in their actual school experience. The activities of the course will vary with the demonstrated needs of the students. PREREQ: Employment as a teacher and undergraduate methods course in secondary education. ESC 711: Perspectives on Middle School Education. 3 hours, 3 credits. Overview of issues related to school environment in middle childhood education, grades 5-6. Characteristics of middle school students, school organization, and curriculum. Study of experimental programs and current research. ESC 714: Teaching Art in Middle and High School. 3 hours, 3 credits. Exploration of materials, processes, and techniques appropriate for teaching art for middle and high school students. Students design art experiences that incorporate expression, response, art history, and culture. Includes field experience. PREREQ: *EDE 732. ESC 720: Reading and Reading Materials for Adolescents. 3 hours, 3 credits. Remedial and developmental methods of reading instruction for teachers and reading specialists. Selecting, developing, and using appropriate materials. ESC 721: Literature for Middle and High School Students. 3 hours, 3 credits. An exploration of literature —both classical and contemporary —relevant to middle and high school settings. The role of such literature in the secondary-school curriculum, with particular attention to literary response and its assessment. Review and analysis of selected related research. PREREQ: Permission of instructor. ESC 722: Teaching Communication Skills in the Content Areas. 3 hours, 3 credits. An examination of the techniques, strategies, and procedures for developing in students the ability to improve their skills in writing, speaking, and listening in the content areas. Review and analysis of selected research and instruction in a variety of pedagogic techniques. PREREQ: Permission of the Program Adviser. Lehman College Graduate Bulletin 2011-2013 *ESC 723: Teaching Reading in the Content Areas. 3 hours, 3 credits. An examination of programs, strategies, and procedures for developing in students the ability to read books, articles, and other study materials in the content areas. Review and analysis of selected research related to content area reading. PREREQ: Provisional certification in a secondary-school subject, or permission of instructor. ESC 724: Methods of Teaching Writing in Middle and High School. 30 hours plus confs. and group activities, 3 credits. Consideration of methods of teaching composition in the middle and high school English classroom, with attention to the linguistic, cognitive, and rhetorical theories that generate current practices in writing instruction. Review and analysis of selected research. PREREQ: ESC 722, ENG 785, or the equivalent. ESC 725: Teaching English Grammar. 3 hours, 3 credits. Study of techniques and procedures for developing in students the ability to analyze the English language and to use standard written English. Consideration of linguistic analysis in the light of current school texts and practices. Includes field experience. PREREQ: Permission of the instructor. ESC 730: Methods of Teaching English in Middle and High School: Selected Topics. 3 hours, 3 credits. (May be re-elected for credit, with adviser's permission, with change of topic, to a maximum of 6 credits.) Strategies and materials for teaching English in middle and high schools with change of topic permitting intensive study of the components of the English curriculum and the research related to them. PREREQ: Permission of the Department chair. ESC 733: Teaching Music in the Middle Schools. 3 hours, 3 credits. Knowledge, skills, and abilities needed to teach music in middle schools in diverse neighborhoods and the role of national, State, and City standards in the assessments of student achievement. Includes supervised fieldwork in middle schools in a variety of socioeconomic areas. PRE- or COREQ: Admission to M.A.T. program in applied music and music teaching or permission of the Graduate Adviser. ESC 740: Teaching Mathematics in Grades 7-10. 3 hours, 3 credits. Methods and materials for teaching mathematical concepts and skills in the contemporary intermediate grades that bridge middle- and high-school instruction; models of instruction; strategies for teaching selected topics; problem solving; uses of technology; remedial and enrichment units. ESC 741: Current Issues in Mathematics Education. 3 hours, 3 credits. Implications of current reform efforts pertaining to the teaching of mathematics, analysis of new curriculum projects and testing programs in the secondary school; use of materials and technological aids or instruction. ESC 742: Research in Mathematics Education. 3 hours, 3 credits. Review of the research literature; theories of learning mathematics; alternative assessment; technology in mathematics instruction. A research paper is required. Middle and High School Education 141 ESC 748: Teaching Problem Solving in Mathematics in Middle and High School. 3 hours, 3 credits. Introduction and application of heuristic techniques to facilitate mathematical problem solving in Grades 712; use of technology as a problem solving tool; assessment. Problems will be analyzed on both teacher and pupil levels. (Includes 25 hours fieldwork in grades 10, 11, and 12 for those with 5-9 certification seeking 7-12 certification). PREREQ: Calculus I and II. ESC 749: Teaching Mathematics in Grades 11 and 12. 3 hours, 3 credits. Methods and materials for teaching mathematical concepts (e.g., real number system, functions, mathematical induction, sequences and series, analytic geometry, transformations, probability, topics in calculus) in the upper grades of high school; problem solving mathematical modeling; uses of technology (e.g. graphing calculators and computer software) including related social, legal and ethical issues. (Includes 25 hours fieldwork in grades 10, 11, and 12 for those with 5-9 certification seeking 7-12 certification). PREREQ: Calculus I and II. ESC 750: Theory and Practice in the Social Sciences. 3 hours, 3 credits. Designed to acquaint the graduate student of Social Studies Education with advanced concepts and methodology of the social sciences and the manners in which these can be taught to high school students. PREREQ: Employment as a teacher and undergraduate methods course in secondary education. ESC 755: Teaching the Historical Development of Science. 3 hours, 3 credits. Teaching the historical development of science from an interdisciplinary perspective. Critical analysis of different views of scientific knowledge and their implications for the classroom. PREREQ: ESC 502 or 702 and ESC 770. ESC 759: Foundations of Bilingual/Bicultural Education. 3 hours, 3 credits. Bilingual/bicultural education, including history, goals, models, rationale, legal and legislative basis, linguistic principles, and language evaluation. Current issues and research findings in bilingual/bicultural education will be studied. Includes field experience. PREREQ: ESC 501, 502, or ESC 703 (or an equivalent) and permission of the adviser. ESC 760: Second-Language Learning and Teaching. 3 hours, 3 credits. The psychological principles of second-language learning with their application to teaching. Similarities and differences between first- and second-language learning and teaching. PREREQ: One course in educational psychology. Includes field experience. ESC 761: Teaching English as a Second Language to Adolescents and Adults. 3 hours, 3 credits. Methods, materials, and evaluation for developing the literacy skills of speaking, listening, reading, and writing in English for middle childhood, adolescent, and adult English language learners, including reading enrichment and remediation. Curriculum development; use of relevant technology and software; current standards; instructional strategies; inclusion of students from diverse language backgrounds and students with disabilities. Includes field experience. Lehman College Graduate Bulletin 2011-2013 142 Middle and High School Education ESC 762: Methods of Teaching Foreign Languages in Secondary Schools. 1-3 hours, 1-3 credits. (May be re-elected for credit, with adviser's permission, with change of topic, to a maximum of 6 credits.) Selected topics reflecting current practices in language education. PREREQ: Provisional certification or permission of the Department chair. ESC 763: Teaching Literacy through the Content Areas in the Secondary Bilingual Classroom. 45 hours, 3 credits. Methods, materials, and evaluation for teaching literacy through middle and high school level content areas, such as business education, mathematics, science, and social studies in the native language and in English. Curriculum development; use of relevant technology; current standards; lesson planning; instructional strategies; inclusion of special populations; and assessment. Includes field experience. PREREQ: ESC 759 (or an equivalent), a methods course in subject area, and permission of the adviser. ESC 764-765: Workshop in Modern Materials and Methods of Foreign Language Teaching I and II (Secondary Schools). Each 3 hours, 3 credits. (I) Study and discussion of recent research in the field and its application to language teaching. Practices and techniques for developing aural-oral competency and other communication arts and skills. Selection and utilization of materials in the field that meet current objectives in foreign- language teaching. (II) Study and demonstration of audiovisual teaching tools and devices. Preparation and demonstration of teacher-made materials. Newer techniques for evaluating a foreign language in the secondary schools. ESC 766: Teaching English as a Second Language Through the Content Areas. 3 hours, 3 credits. Methods, materials, and evaluation for developing the literacy skills of speaking, listening, reading, and writing in English to speakers of other languages through the content areas, including mathematics, science, and social studies. Curriculum development; use of relevant technology and software; current standards; instructional strategies; inclusion of students from diverse language backgrounds and students with disabilities; and assessment. Includes field experience. PRE- or COREQ: ESC 761 (or an equivalent) and permission of adviser. ESC 767: The Museum as a Resource for Teaching Science. 3 hours, 3 credits. An introduction to the use of the museum as a resource for teaching and learning science. PREREQ: ESC 502 or 702 and ESC 770. ESC 768: Education Workshop for Teachers of Students of Puerto Rican and Latino Origin. 3 hours, 3 credits. A workshop designed to help teachers deal with the situations and problems arising out of their actual school experiences. Emphasis will be placed on the preparation, demonstration, and discussion of instructional materials needed for developing communications skills. PREREQ: Employment as a teacher and a course in methods of teaching in the secondary school. ESC 769: Latinos in U.S. Schools. 3 hours, 3 credits. Interdisciplinary study of educational issues affecting Latinos in the United States, with a focus on the urban school setting: educational, historical, literary, linguistic, and sociological sources will be utilized to analyze issues. PREREQ: ESC 501 or 502 (or an equivalent) and permission of the adviser. ESC 770: Methods of Teaching Science in Secondary Schools: Selected Topics. 1-3 hours, 1- 3 credits. (May be reelected for credit, with adviser's permission, with change of topic, to a maximum of 6 credits.) Strategies for teaching a single science and interdisciplinary science topics at the secondary and postsecondary levels. Emphasis on research related to improving the teaching and learning of science and on techniques and materials that meet the needs of contemporary students. PREREQ: Provisional certification or permission of the Department chair. ESC 771: Integrating Mathematics, Science, and Technology in Middle School Teaching and Learning. 3 hours, 3 credits. Identification and examination of key concepts and issues in the teaching of mathematics and science to high- need culturally and linguistically diverse middle school students. Modeling and design of effective instructional strategies that incorporate mathematics and science concepts with supporting technological applications. ESC 772: Evaluation and Assessment of Student Learning. 3 hours, 3 credits. Systematic introductory course for graduate students. The fundamentals of evaluation and assessment of student learning in middle and high schools, including: writing objective test items, methods of evaluating and assessing student learning, up-to-date instruments for evaluating and assessing aptitude and achievement in the active, inquiry-based, cooperative classroom, and alternative assessment techniques, including use of portfolio assessment and rubrics. ESC 775: Problems of Secondary Education in Metropolitan Areas. 3 hours, 3 credits. Social structures of urban life and their impact on the problems and future forms of the urban secondary school. Critical examination from a variety of viewpoints of major issues in curriculum, methods, pupil achievement, and organization of the secondary school, arising from urbanization. PREREQ: One course in educational foundations. ESC 776: Multiethnic and Multicultural Education. 3 hours, 3 credits. Multiethnic and multicultural education, including history, goals, models, rationale, legal, and legislative basis. Current issues and research findings in multiethnic and multicultural education and major ethnic and subcultural groups in urban school settings will be studied. PREREQ: ESC 701, or 702, or 703 (or an equivalent), and permission of adviser. ESC 777: Philosophy of Education. 3 hours, 3 credits. Examination of alternative standards of judgment presented in the philosophies of experimentalism, realism, idealism, and existentialism, and in philosophic analysis. Central consideration given to the problems of educational goals and curriculum posed by conflicting philosophies of education. Lehman College Graduate Bulletin 2011-2013 *ESC 778: History of the American School. 3 hours, 3 credits. Public education from the colonial period to the present, with particular emphasis on the interrelationships between education and culture, political, and economic developments. *ESC 779: European Backgrounds of American Education. 3 hours, 3 credits. Cultural and institutional origin of American elementary, secondary, and higher education. Educational interchange between the United States and Europe in the nineteenth and twentieth centuries. ESC (EDE) 780: Comparative Education. 3 hours, 3 credits. Comparative study of school organization, curricular practices, and contemporary educational problems in selected foreign countries. Special attention will be given to the study of issues that have cross-cultural dimensions. ESC (EDE) 781: Advanced Studies in Comparative and International Education. 3 hours, 3 credits. Intensive and specialized studies in selected systems of education, using appropriate methodologies in comparative education. Review and evaluation of the work of bilateral and international technical assistance for educational development. PREREQ: ESC (EDE) 780 or instructor's permission. ESC 782: Methods of Teaching Business and Technology Education. Selected Topics. 3 hours, 3 credits. (May be re-elected for credit, with adviser's permission, with change of topic, to a maximum of 6 credits.) Strategies for teaching courses or special topics in business and technology education in adolescence and adult learning settings. Emphasis on research related to improvement of instruction in business and technology education areas and techniques and materials that meet the needs of contemporary students. PREREQ: Permission of the Department chair. ESC 785: Methods of Teaching Music in the Secondary School and Adult Education. 3 hours, 3 credits. Strategies and materials for teaching music in secondary and continuing education settings, reflecting current practices in music education. PRE- or COREQ: Preadmission to the M.A. in Music Education program or permission of the Graduate Adviser in music education. Middle and High School Education 143 ESC 788: Curriculum Theory and Design. 3 hours, 3 credits. Study and analysis of curriculum theories, processes, and trends in middle and high school education. Focus on various philosophical positions as they influence curriculum development in middle and high schools and other educational settings. A curriculum project is required. PREREQ: Graduate standing or permission of the Department chair. ESC 789: Independent Study in Curriculum Development. 1-3 hours, 1-3 credits. (May be re-elected for credit, with chair's permission, with change of topic.) This course offers an opportunity for middle and high school teachers and curriculum specialists, under the guidance of a faculty member, to carry out an individual project in developing instructional materials adapted to specific groups. PREREQ: For business and technology education students only, ESC 782, 788, and Departmental permission. ESC 790: Workshop in Curriculum Materials Development in Specialized Areas. 1-3 hours, 1-3 credits. (May be re-elected for credit, with chair's permission, with change of topics.) A workshop for teachers and curriculum specialists interested in developing instructional materials for topics in specialized areas. ESC 797: Student Teaching in TESOL One or two college-supervised experiences of 20 days each or other Lehman College approved sequences), 3-6 credits. Practice teaching in TESOL in elementary and secondary education settings or in adult education for both in-service and pre-service teachers. Weekly seminar and assigned in-class activities required. Variable credits depend on teaching experience and certification status. PREREQ: Completion of TESOL. methods courses with a grade of B or better; an overall index of 3.0 or better; for students in Sequence 1, passing scores on the ESOL and the ELPA-C; for students in Sequence 2, passing scores on the ATS-W, ESOL, and ELPA-C; and permission from the Professional Development Coordinator. Lehman College Graduate Bulletin 2011-2013 144 Music Music Department Chair: Diana M. Battipaglia, (Music Building, Room 309) Deputy Chair: Alan Hollander (Music Building, Room 326 Department Faculty: Distinguished Professor: John Corigliano; Professors: Diana Battipaglia, Marta Ghezzo, Jack Hyatt, Bernard Shockett; Associate Professors: Alan Hollander, Molly Morkoski, Janette Tilley; Assistant Professors: David Claman, Penny Prince; Senior College Lab Technician: Karl Watson; College Lab Technicians: Darina Bejtja, Allan Molnar M.A.T. Program in Applied Music and Music Teaching The combined master's degree in applied music and music teaching offers a student with a bachelor's degree who already has developed a professional level of performance ability the opportunity to continue serious study in music while simultaneously developing teaching options. The program is designed to prepare students for K-12 certification for full- or part-time public school careers. Students are supervised in their fieldwork and student teaching by faculty, members in the departments of Music, Early Childhood and Childhood Education, and Middle and High School education. Counseling is provided by the Graduate Advisers or Coordinators of the three departments. Admission Requirements To be admitted to the program, candidates must meet the following requirements: • Have earned a bachelor's degree in music from a recognized institution. • Demonstrate the ability to successfully pursue graduate study. Above-average academic achievement in general and in music courses is required. • Demonstrate, by audition, a professional level of performing ability. Auditions may be arranged by calling the Music Department at 718-960-8247. • Have taken the following courses or their equivalents: Music Theory (12 credits); Form and Analysis (including symphony and concerto) (3 credits); and courses in Music History covering the major periods from 1600 to the present (12 credits). Deficiencies must be made up for no credit. • Demonstrate, by examinations, proficiency in music theory and history. • If conditionally admitted, make up not more than 12 credits of specified undergraduate coursework, finishing in no more than three consecutive semesters. Degree Requirements The program requires a minimum of 39-42 credits, including 18 credits in Music and 21-24 credits in Education, as follows: In Music: With the approval of a graduate adviser, 18 credits will be chosen from the following: MSH 700 (3), MSH 750 (6); MST 710 (3), MST 712 (3), MST 750 (3); MSP 722 (1), MSP 723 (1), MSP 724 (1), MSP 750 (3). In Education: 21-24 credits will be chosen from the following: ESC 501 (3), *ESC 506 (3) or *EDS 701 (3) or the equivalent, ESC 529 (3), ESC 595 (3) or ESC 596 (6), ESC 733 (3), ESC 785 (3), EDE 755 (3). * Applies to students admitted in Fall 2011 Courses in Music MSP 720: Performance I. 4 hours, 3 credits. Intensive private instruction in principle instrument or in voice. Participation in at least one department ensemble as assigned. Public performance required. PREREQ: Audition demonstrating a professional level. MSP 721: Performance II. 4 hours, 3 credits. Continued intensified private instruction in the student's principal instrument or in voice. Participation in at least one department ensemble as assigned. Public performance required. PREREQ: MSP 720. MSP 722: Vocal Pedagogy. 2 hours, 1 credit. The pedagogy, pathology of the voice. PREREQ: Admission to the M.A.T. program. MSP 723: Secondary Instrument Laboratory Ensemble I. 2 hours, 1 credits. Study of secondary instruments in an elementary-level performing ensemble. Development of basic teaching, conducting, and composing skills relating to all standard instruments. All students will be required to conduct and coach as well as perform on secondary instruments. PREREQ: Admission to the M.A.T. program. MSP 724: Secondary Instrument Laboratory-Ensemble II. 2 hours, 1 credits. This course will build on skills developed in MSP 723. PREREQ: MSP 723. MSP 750: Special Topics in Music Performance. 3 hours, 3 credits (maximum 6 credits). Topics vary from semester to semester. PREREQ: Consent of Department. MSH 700: Performance Practice from the Baroque to the Present. 3 hours, 3 credits. A study of the historically correct methods of performing music from the Baroque, Classical, Romantic, and Contemporary periods. PREREQ: Professional-level performance ability and 12 hours of music history covering the four musical periods, from 1600 to the present. MSH 750: Special Topics in Music History. 3 hours, 3 credits. Topics vary from semester to semester. PREREQ: Consent of Department. MST 710: Advanced Musical Analysis. 3 hours, 3 credits. PREREQ: 12 credits of music theory and a 3credit form-and-analysis course covering standard large forms, including symphony and concerto. Lehman College Graduate Bulletin 2011-2013 Music 145 MST 711: Composition. 3 hours, 3 credits. Supervised composition of original scores for both instruments and vocal combinations. PREREQ: 12 credits of music theory and a 3 credit form-and-analysis covering standard large forms, including symphony and concerto. MST 712: Advanced Electronic Music. 3 hours, 3 credits. The study of state-of-the-art electronic equipment and techniques used in both commercial and concert music. PREREQ: Admission to the M.A.T. program. MST 750: Special Topics in Music Theory. 3 hours, 3 credits (maximum 6 credits). Topics vary from semester to semester. PREREQ: Consent of department. Lehman College Graduate Bulletin 2011-2013 146 Nursing Nursing Chair: Catherine Alicia Georges (Building T-3, Room 209) Director of Undergraduate Studies: Alice Akan Department Faculty: Distinguished Lecturer: Barbara DiCicco- Bloom; Professor: Keville Frederickson, C. Alicia Georges; Associate Professors: Helen Lerner, Martha Velasco-Whetsell; Assistant Professors: Eleanor Campbell, Brigitte Cypress; Cassandra Dobson, Pamela Ginex, Susan Kleiman, Alsacia Pacsi, Scott Saccamano; Lecturers: Alice Akan, Shirlee Cohen, Mary G. Tesoro The Department of Nursing offers graduate programs inAdvanced Nursing, Parent-Child Nursing, Adult Health Nursing, Nursing of Older Adults, Pediatric Nurse Practitioner and FamilyNurse Practitioner as well as Post-Masters certificates in Nurse Education, Nurse Administration, Pediatrics and Family NursePractitioner. Creative and individualized programs of study areused to meet academic requirements and career objectives ofgraduate Nursing students. Students elect one functional area: nurse administrator, nurse educator, clinical specialist, or thepractitioner (pediatrics and family). The programs lead to aMaster of Science degree and prepare nurses for advanced practicewith a variety of clients in community and health settings. Graduate Nursing students attend classes and seminars onLehman's campus in the Northwest Bronx. They also have accessto selected graduate offerings in other units of the City University. Clinical experience is provided in a variety of settings throughoutthe metropolitan and tri-state area. These include hospitals, community and mental health centers, and other facilities where health care is provided. The graduate nursing program is fullyaccredited by the Commission on Collegiate Nursing Education. M.S. Program in Nursing Admission Requirements* • Bachelor's degree with a major in nursing from a CCN/NLNACaccredited college or university.* • Demonstrate the ability to successfully pursue graduate study, that is, have attained a minimum undergraduate grade averageof B in Nursing and also a minimum grade average of B in theundergraduate record as a whole. • Registered nurse license in New York State. • Names and addresses of two persons who can attest to theapplicant's scholastic or professional performance. Onereference must be from a former instructor or academic adviser and the second from a recent employer or supervisor. • Interview with a member of the graduate curriculumcommittee. • Successfully complete the Department's Graduate English Proficiency Exam. • Submit a one-page essay outlining career objectives related to the Master of Science degree in Nursing. * Registered nurses with a bachelor's degree who majored in other areas should consult the Department. Curriculum Plan for 43-Credit Master of Science in Parent-Child Nursing, Adult Health Nursing, and Nursing of Older Adults For Full-Time Students First Semester (16 credits): NUR 600 (4), **NUR 720 (3), **NUR 721 (3), NUR 732 (6) (Parent-Child), or NUR 738 (6) (Adult), or NUR 752 (6) (Older Adult). Second Semester (15 credits): **NUR 723 (3), **NUR 726 (3), NUR 748 (3), or NUR 756 (3), or Cognate Course (3), NUR 733 (6) (Parent- Child), or 739 (6) (Adult), or NUR 752 (6) (Older Adult). Third Semester (12 credits): NUR 749 (6), Elective (3), **NUR 787 (3). For Part-Time Students First Year: Fall (10 credits): NUR 600 (4), **NUR 720 (3), **NUR 721 (3). Spring (6 credits): **NUR 723 (3), Cognate (3) (NUR 748 or 756 or Clinical Support Elective). Second Year: Fall (6 credits): NUR 732 (6), NUR 738 (6), or NUR 751 (6). Spring (6 credits): NUR 733 (6), NUR 739 (6), or NUR 752 (6). Third Year: Fall (6 credits): NUR 749 (6). Spring (6 credits): **NUR 726 (3), Elective (3). Fourth Year: Fall (3 credits): **NUR 787 (3). Students may attend full- or part-time and have up to five years after matriculation to complete the program. ** Core Courses Pediatric Nurse Practitioner Curriculum For Full-Time Students Fall Semester (12 credits): NUR 720, 766, 721, 768. Spring Semester (12 credits): NUR 767, 769, 770. Summer Semester (9 credits): NUR 723, 771. Fall Semester II (12 credits): NUR 726, 772, 787. Additional clinical hours as needed to meet regulatory requirements. Post-Masters Certificate in Pediatric Nurse Practitioner Admission Requirements • A master's degree in Nursing from an accredited college or university. • Two (2) letters of recommendation. • An interview with the director of the graduate program or his/her designee. Students must consult with an adviser in the Nursing Program before starting their certificate program. During their first semester, matriculated students are required to plan their program with an adviser. All students must complete the 24-credit curriculum with a cumulative index of 3.0 or better. Curriculum The Certificate in Pediatrics Nurse Practitioner program consists of a sequence of five courses for a total of 24 credits as listed below: Lehman College Graduate Bulletin 2011-2013 Nursing 147 Credits 3 3 6 6 6 Courses NUR 766 NUR 767 NUR 770 NUR 771 NUR 772 Title Advanced Pathophysiology Advanced Pharmacology Advanced Clinical Practice I Advanced Clinical Practice II Advanced Clinical Practice III Family Nurse Practitioner Admission Requirements* • Bachelor's degree with a major in nursing from a CCN/NLNAC accredited college or university.* • Demonstrate the ability to successfully pursue graduate study, that is, have attained a minimum undergraduate grade average of B in Nursing and also a minimum grade average of B in the undergraduate record as a whole. • Registered nurse license in New York State. • Names and addresses of two persons who can attest to the applicant's scholastic or professional performance. One reference must be from a former instructor or academic adviser and the second from a recent employer or supervisor. • Interview with a member of the graduate curriculum committee. • Successfully complete the Department's Graduate English Proficiency Exam. • Submit a one-page essay outlining career objectives related to the Master of Science degree in Nursing. * Registered nurses with a bachelor's degree who majored in other areas should consult the Department. Curriculum for M.S. in Family Nurse Practitioner Program (45 credits) Basic Core Courses in Graduate Nursing Programs–Required for all the master's degree programs in nursing. Credits (15) Course # 3 NUR 720 3 NUR721 3 NUR 723 3 NUR 726 Title Concepts and Theories for Advanced Nursing Practice Essentials of Clinical Research Strategies for Advanced Nursing Practice Health Planning and Policy Making: Leadership Issues 3 NUR 787 Advanced Professional Seminar (Master’s Project) Graduate courses required for the M.S. in FNP (in addition to the 15 credits of core courses). Credits (30) Course # Title 3 NUR 767 Advanced Pharmacology 3 NUR 766 Advanced Pathophysiology 3 NUR 769 Family Development Theory 3 NUR 773 Advanced Health Assessment 6 NUR 774 Advanced Family Nursing Practice I 6 NUR 775 Advanced Family Nursing Practice II 6 NUR 776 Advanced Family Nursing Practice III Curriculum Plan for Post Masters Certificate in Family Nurse Practitioner (30 credits). Credit (30) Course # Title 3 NUR 767 Advanced Pharmacology 3 NUR 769 Family Development Theory 3 NUR 766 Advanced Pathophysiology 3 NUR 773 Advanced Health Assessment 6 NUR 774 Advanced Family Nursing Practice I 6 NUR 775 Advanced Family Nursing Practice II 6 NUR 776 Advanced Family Nursing Practice III Curriculum M.S./FNP Curriculum for Full-Time Study: Fall Semester (12 credits): NUR 720, NUR 721, NUR 766, NUR 773 Spring Semester (12 credits): NUR 723, NUR 767, NUR 774 Fall Semester II (12 credits): NUR 726, NUR 769, NUR 775 Spring Semester II (9 credits): NUR 776, NUR 787 Lehman College Graduate Bulletin 2011-2013 148 Nursing M.S./FNP Curriculum for Part-Time Study: Fall Semester (6 credits): NUR 720, NUR 721 Spring Semester (6 credits): NUR 766, NUR 767 Fall Semester II (6 credits): NUR 769, NUR 773 Spring Semester II (9 credits): NUR 723, NUR 774 Fall Semester III (9 credits): NUR 726, NUR 775 Spring Semester III (9 credits): NUR 776, NUR 787 Additional clinical hours as needed to meet regulatory requirements. Post-Masters Certificate in Family Nurse Practitioner Admission Requirements • A master's degree in Nursing from an accredited college or university. • Two (2) letters of recommendation. • An interview with the director of the graduate program or his/her designee. Students must consult with an adviser in the Nursing Program before starting their certificate program. During their first semester, matriculated students are required to plan their program with an adviser. All students must complete the 30-credit curriculum with a cumulative index of 3.0 or better. Curriculum The Certificate in Family Nurse Practitioner program consists of a sequence of seven courses for a total of 30 credits as listed below: Fall Semester (9 credits): NUR 766, NUR 767, NUR 77 Spring Semester (9 credits): NUR 769, NUR 774 Fall Semester II (6 credits): NUR 775 Spring Semester II (6 credits): NUR 776 Certificate in Nursing Administration Admission Requirements • A master's degree in Nursing from an accredited college or university. • Two (2) letters of recommendation. • An interview with the director of the graduate program or his/her designee. Students must consult with an adviser in the Nursing Program before starting their certificate program. During their first semester, matriculated students are required to plan their program with an adviser. All students must complete the 15-credit curriculum with a cumulative index of 3.0 or better. Curriculum The Certificate in Nursing Administration program consists of a sequence of four courses for a total of 15 credits as listed below: NUR 748: Nursing Administration of Health Care Systems. 3 hours, 3 credits. NUR 749: Nursing Practice: Synthesis and Application. 2 hours, lecture; 8 hours, lab, 6 credits. NUR 730: Nursing Informatics. 3 hours, 3 credits. NUR 731: Total Quality Management (TQM). 3 hours, 3 credits. Certificate in Nursing Education Admission Requirements • A master's degree in Nursing from an accredited college or university. • Two (2) letters of recommendation. • An interview with the director of the graduate program or his/her designee. Students must consult with an adviser in the Nursing Program before starting their certificate program. During their first semester, matriculated students are required to plan their program with an adviser. All students must complete the 12-credit curriculum with a cumulative index of 3.0 or better. Curriculum The Certificate in Nursing Education program consists of a sequence of three courses for a total of 12 credits as listed below: NUR 756: The Nurse's Role in Professional Development. 3 hours, 3 credits. NUR 749: Nursing Practice: Synthesis and Application. 2 hours, lecture; 8 hours, lab, 6 credits. NUR 730: Nursing Informatics. 3 hours, 3 credits. Courses in Nursing *Courses preceded by an asterisk are not expected to be offered in 20112013. NUR 561: Gender Issues and Stress. 3 hours, 3 credits. The women's movement has produced a variety of social and personal changes for both men and women. This course will review stress theories and their application to some of the developing and current stressors for women and their partners. Consideration given to dual roles, superwoman syndrome, and differing spousal expectations as well as to stress- reduction techniques, such as self-awareness, stress management, and coping strategies. NUR 600: Biostatistics in Health Research. 3 hours, plus conference, 4 credits. Application of statistical techniques in the analysis of health data. Emphasis on interpretation of basic descriptive and inferential statistics in health research. Includes an introduction to computer software used in the statistical analysis of health data. Lehman College Graduate Bulletin 2011-2013 Nursing 149 NUR 700: Transitional Issues in Nursing. 10 hours (3, lecture; 7, clinical lab), 6 credits. (Open only to non- nursing baccalaureate graduates with R.N. licensure and permission of Director of Graduate Studies.)This course focuses on the nursing process in the design and delivery of nursing care to clients/families within community settings. The matrices or organizing frameworks of professional nursing practice and the theoretical basis of the nursing process will be explored. Students will be introduced to the conceptual framework of the Department of Nursing as an organizing framework for practice. Various roles of the professional nurse will be analyzed. Clinical practice included. NUR 720: Concepts and Theories for Advanced Nursing Practice. 3 hours, 3 credits. This course provides a base for graduate Nursing students by analyzing selected conceptual frameworks and theories. By utilizing these concepts and building on knowledge of the nursing process, the student explores a view of human beings, health, and health care. Emphasis on development of those concepts that have particular relevance for research and nursing practice. PREREQ: Successful completion of the Department's Graduate English Proficiency Exam. NUR 721: Essentials of Clinical Research. 3 hours, 3 credits. This course focuses on inquiry through research. Students will critique research reports and apply the research process as they develop their own proposal. PREREQ: NUR 720, NUR 600, or a graduate-level statistics course. NUR 723: Strategies for Advanced Nursing Practice. 3 hours, 3 credits. This course introduces theoretical frameworks for advanced practice modalities such as consultation, education, management, collaboration, and independent practice. PRE- or COREQ: NUR 720. NUR 726: Health Planning and Policy Making: Leadership Issues. 3 hours, 3 credits. An identification and critical analysis of the major issues in leadership, health planning, and policy making that confront members of the healthcare discipline. PRE- or COREQ: NUR 720, 721, and a minimum of one course in the advanced Nursing clinical specialization. NUR 730: Nursing Informatics. 3 hours, 3 credits. This course focuses on computer technology and its role in the present day nursing practice, applications of computer technology to advance nursing practice and research, and analysis and interpretation of nursing and health related databases. NUR 731: Total Quality Management (TQM). 3 hours, 3 credits. Major concepts of total quality management/continuous quality improvement, including process of change, effective teams, and rapid improvement. NUR 732: Parent-Child Nursing I. 15 hours (3, lecture; 12, clinical lab), 6 credits. This is the first course in a two-semester sequence focusing on advanced practice in Health Care of Parents and Children. This course will emphasize concept analysis and critical evaluation of nursing theory in clinical applications. Assessment, diagnosis, and intervention will occur with a variety of clients. PRE-or COREQ: NUR 720, NUR 600, NUR 721. NUR 733: Parent-Child Nursing II. 15 hours (3, lecture; 12, clinical lab), 6 credits. This is the second course in a two-semester sequence that focuses on advanced practice in Health Care of Parents and Children. The emphasis of this course is on intervention with parents, children, and community groups in meeting their healthcare needs. PREREQ: NUR 732. NUR 738: Adult Health Nursing I. 15 hours (3, lecture; 12, clinical lab), 6 credits. This is the first course in a two-semester sequence focusing on advanced practice in Adult Health Nursing. The course emphasizes analysis of selected concepts of adult health and critical evaluation of nursing theory in clinical applications. PRE-or COREQ: NUR 720, NUR 600, NUR 721. NUR 739: Adult Health Nursing II. 15 hours (3 lecture, 12 clinical lab), 6 credits. This is the second course in a two-semester sequence that focuses on advanced practice in Adult Health Nursing. The emphasis of this course is on interventions with adults with actual and potential health problems. PREREQ: NUR 738. NUR 748: Nursing Administration of Healthcare Systems. 3 hours, 3 credits. Cognate course required for nurse administrator role. This course is designed to introduce basic principles and methodologies of organizational management. Topics include organizational structure and management, human resource management, marketing, and budgeting, and quality assurance. Learners are expected to develop familiarity with essential management issues, e.g., organizational structure, management of resources, and quality control. NUR 749.1: Nursing Practice Synthesis and Application, Section 01, Advanced Nurse Practice Role. 15 hours (3, lecture; 12, clinical lab), 6 credits. Clinical and didactic aspects of this course that prepare the student for advanced nursing practice. PRE- or COREQ: NUR 766 or 767 for Section 01 is related to the area of advanced practice nursing. NUR 749.2: Nursing Practice Synthesis and Application, Section 02, Nurse Administrator Role. 15 hours (3, lecture; 12, clinical lab), 6 credits. Clinical and didactic aspects of this course prepare the student for a nurse administrator role. COREQ: NUR 748. NUR 749.3: Nursing Practice Synthesis and Application, Section 03, Nurse Educator Role. 15 hours (3, lecture; 12, clinical lab), 6 credits. There are clinical and didactic aspects of this course that prepare the student for the Nurse Educator Role. PRE- or COREQ: NUR 756. Lehman College Graduate Bulletin 2011-2013 150 Nursing NUR 751: Nursing of Older Adults I. 15 hours (3, lecture; 12, clinical lab), 6 credits. This is the first course in a two-semester course sequence focusing on advanced practice in Nursing of Older Adults. Emphasis is on the interaction between clients and caregivers in their social environment. PRE- or COREQ: NUR 720, NUR 600, NUR 721. NUR 752: Nursing of Older Adults II. 15 hours (3, lecture; 12, clinical lab), 6 credits. This is the second course in a two-semester sequence focusing on advanced practice in Nursing of Older Adults. Nursing process is used to assess health changes and to design, implement, and evaluate interventions. Emphasis is on the management of elderly clients experiencing acute and chronic health conditions. PREREQ: NUR 751. NUR 753: Independent Study: Implementation of Research. 3 hours, 3 credits. (May be repeated once with permission of the instructor.) This course is designed to provide the student with an opportunity to develop and implement a research study with faculty guidance. PREREQ: NUR 721. NUR 754: Cultural Perspectives in Healthcare. 3 hours, 3 credits. Introduction to anthropological concepts related to health and disease, including culturally diverse beliefs about disease etiology and treatment modalities. Emphasis on urban communities; includes a "mini-field experience," during which students will observe client-practitioner behaviors in clinical nursing settings in metropolitan New York. PREREQ: Graduate students, none; undergraduate students, ANT 341. *NUR 755: Cultural Perspectives in Natality. 3 hours, 3 credits. The ideology of natality includes perceptions and values about sexuality, childbirth, contraception, and abortion. Natality can be used as a prism through which to view the social and economic history of women in modern America. Changing ideas about childhood, the home and domesticity, women's place in education and in the world of work have all influenced and been influenced by concepts of natality. PREREQ: Graduate students, none; undergraduate students, ANT 341. NUR 756: The Nurse's Role in Professional Development. 3 hours, 3 credits. Cognate course required for nurse educator role. A course designed to provide an overview of the process of the dissemination of knowledge pertinent to nursing practice. Designed for nurses who are interested in providing continuing education programs, staff development offerings, or in preparing nursing students for clinical practice. Theories of adult learning, course development, preparation of objectives, teaching strategies, and evaluation methods are addressed. NUR 759: Independent Study: Extra-Clinical Research. 1-6 hours, 1-6 credits. This course is designed to provide the student with an opportunity to develop selected areas of knowledge and expertise in nursing. Specific objectives and description of projects will be developed by students with faculty approval. NUR 760: Topics in Nursing. 3 hours, 3 credits. (May be re-elected once if the topic changes.) The course provides various sections on topics in nursing. For specific topics and sections, consult the Department. PREREQ: Permission of the instructor. NUR 765: Advanced Health Assessment. 3 hours, 3 credits. Advanced knowledge and classroom practice in physiological and psychosocial assessment skills. PREREQ: Admission to Nurse Anesthesia program (not currently being offered.) COREQ: NUR 766. NUR 766: Advanced Pathophysiology. 3 hours, 3 credits. This course will examine abnormal biological processes that result in health deviations. Students will select modules specific to their chosen areas of practice. PREREQ: Admission to graduate program in Nursing. NUR 767: Advanced Pharmacology. 3 hours, 3 credits. This course provides an in-depth understanding of pharmacology across all physiological systems. Mechanism of general drug actions provide a framework for discussion of content-specific drugs. Includes 3 hours of required laws and prescription writing. PREREQ: NUR 766. NUR 768: Human Science in Nursing. 3 hours, 3 credits. Consideration of selected concepts from human science as they relate to the art and science of nursing. Emphasis is on exploration of the historical evolution of human science in nursing and the potential inherent in that now-accelerated evolution. Implications for nursing practice, education, and research are included. PREREQ: Admission to graduate program in Nursing. NUR 769: Family Developmental Theory. 3 hours, 3 credits. Concepts common in family theory will be addressed from the perspective of the family as an adaptive system. The goal is to understand what will enhance individual and family functioning. Theoretical models that serve as the foundation for family interventions and family therapy are emphasized. PREREQ: NUR 720. NUR 770: Advanced Practice I. 220 hours per semester (45 hours, lecture; 185 hours, clinical lab), 6 credits. This clinical course focuses on health assessment of infants, children, and adolescents. Clinical laboratory emphasizes primary health care maintenance and assessment skills for advanced practice nursing. PRE- and COREQ: NUR 766 and 767. NUR 771: Advanced Nursing Practice II. 230 hours per semester (45 hours, lecture; 185 hours, clinical lab), 6 credits. This clinical course focuses on the management of primary healthcare of infants, children, and adolescents. Clinical laboratory focuses on management of common acute health problems, utilizing advanced practice nursing skills. PREREQ: NUR 770. NUR 772: Advanced Nursing Practice III. 235 hours per semester (45 hours, lecture; 190 hours, clinical lab), 6 credits. This clinical course will focus on the management of infants, children, and adolescents with chronic conditions and special health needs. Legal, ethical, and health policy issues related to the role of the pediatric nurse practitioner are emphasized. PREREQ: NUR 771. Lehman College Graduate Bulletin 2011-2013 Nursing 151 NUR 773: Advanced Health Assessment. 4 hours (2, lecture; 2, lab), 3 credits. Theories and methods of comprehensive assessment of clients across the life span, including physical, psychosocial, and pathophysiological signs and symptoms; refinement of ability to utilize sophisticated techniques to assess, identify, and differentiate deviations from normal; incorporate cultural and developmental variations and needs of client. NUR 774Advanced Family Nursing Practice I - Using a nursing science framework 245 hours per semester (45 hours, lecture; 200 hours, clinical lab), 6 credits. Using a Nursing Science Framework this course stresses promotion and maintenance of levels of wellness, protection of health, and prevention of illness of children in families, groups and communities, as well as early detection, treatment and symptom management of selected minor and major health problems. Intervention and health care protocols emphasizing the control and/or resolution of the acute phase are included. Supervised practicum in a variety of primary health care and acute care settings provides for implementing clinical decision-making and intervention strategies within the context of advanced practice. NUR 775Advanced Family Nursing Practice II - Using a nursing science framework 245 hours per semester (45 hours, lecture; 200 hours, clinical lab), 6 credits. Using a Nursing Science Framework this course stresses promotion and maintenance of levels of wellness, protection of health and prevention of illness of adults and older adults in families, groups and communities, as well as early detection, treatment, and symptom management of selected minor and major health problems of adults and older adults in families, and groups and communities. Intervention and health care protocols emphasizing the control and/or resolution of the acute phase are included. Supervised practicum in a variety of primary health care and acute care settings provides for implementing clinical decision-making and intervention strategies within the context of advanced practice. NUR 776Advanced Family Nursing Practice III - Using a nursing science framework 245 hours per semester (45 hours, lecture; 200 hours, clinical lab), 6 credits. Focuses on primary care for all family members. Content stresses acute, chronic and/or rehabilitation interventions, care management strategies, and protocols for selected health problems of children/adults/older adults in families, groups and communities. A preceptor supervised practicum, emphasizing case management, provides for experiences in clinical decision making, intervention, and management strategies within the context of the advanced practice nursing role. *NUR 780: Pharmacology of Anesthesia. 3 hours, 3 credits. Clinical application of pharmacology to anesthesia, with emphasis on the application of pharmacologic principles of anesthetic and resuscitative processes essential to safe anesthesiology nursing practice. PREREQ: NUR 767. *NUR 781: Professional Aspects of Nurse Anesthesia. 3 hours, 3 credits. This course provides an understanding of the regulatory agencies and their guidelines for the practice of nurse anesthesia. The ethical, professional, and legal aspects of nurse anesthesia are explored. PREREQ: Consent of instructor. *NUR 782: Principles of Anesthesia I. 3 hours, 3 credits. A study of the mathematical, chemical, physical, and pharmacokinetic principles as they apply to anesthesiology nursing practice. PREREQ: NUR 765 and 766 and consent of the instructor. *NUR 783: Principles of Anesthesia II. 3 hours, 3 credits. Continuation of *NUR 782, with a focus on scientific bases of anesthesiology nursing practice derived from biochemistry, cell physiology, biologic hazards, mechanisms of anesthesia, and principles of safe practice. Laboratory experiences at various clinical sites included. PREREQ: *NUR 782. *NUR 784: Principles of Anesthesia III. 3 hours, 3 credits. Integrates physiologic, pathophysiologic, and pharmacologic concepts with anesthesia management. Provides foundation for decision making in planning and implementing anesthesia care individualized to meet specific client needs. PREREQ: *NUR 783. *NUR 785: Principles of Anesthesia IV. 3 hours, 3 credits. Continuation of principles of anesthesia (I-III) with emphasis on endocrine, renal, and gastrointestinal systems. Principles of anesthesia for the obstetric, pediatric, and geriatric patients. PREREQ: *NUR 784. *NUR 786: Principles of Anesthesia V. 3 hours, 3 credits. Emphasis on complex clients having emergency surgery resulting from trauma, burns, or drug abuse. Includes anesthesia for patient with cancer, patient undergoing hypotensive anesthesia technique, plastic surgery, otolaryngological surgery, cardiac surgery, and ambulatory surgery. PREREQ: *NUR 785. NUR 787: Advanced Professional Seminar. 3 hours, 3 credits. This course provides the experience for graduate Nursing students to complete and present their clinical research project, including formal presentation (oral and written)of the results. *NUR 799: Master's Project Seminar. 1 hour, 1 credit. The master's project seminar guides students to develop a proposal for their final project and to ready it for implementation. The final projects are based on specific areas of interest that have been identified in previous graduate courses and are congruent with master's project objectives. PREREQ: At least the first advanced nursing specialization course (NUR 732, 738, or 751); PRE- or COREQ: NUR 721. Lehman College Graduate Bulletin 2011-2013 152 Physics and Astronomy Physics and Astronomy Chair and Adviser: Dimitra Karabali (Gillet Hall, Room 131A) Department Faculty: Distinguished Professor: Eugene Chudnovsky; Professors: Christopher C. Gerry, Dimitra Karabali; Associate Professors: Dmitry Garanin, Daniel Kabat; Assistant Professor: Matthew O'Dowd; Chief College Laboratory Technician: Elpidio Jiménez The Department of Physics and Astronomy offers courses designed to meet the needs of students in the programs for secondary-school teachers of natural science. Courses in Physics and Astronomy *Courses preceded by an asterisk are not expected to be offered in 20112013. PHY 601: Advanced General Physics. 3 hours, 3 credits. (Intended primarily for graduate students in the teaching of science and mathematics.) A mature synthesis of basic concepts in classical and modern physics. PREREQ: One year of college physics. PHY 602: Modern Physics. 5 hours (3, lecture; 2, lab), 4 credits. (Intended primarily for high school science and mathematics teachers, but open to other qualified graduate students.) Study of various aspects of the physics of the twentieth (and twenty-first) century. Emphasis will be on the theory of relativity and on quantum physics, including applications to technology. Relevant laboratory exercises will be performed. PREREQ: Two semesters of general physics and one semester of calculus. *PHY 603: Selected Topics in Physics for Biology Students. 3 hours, 3 credits. (Intended primarily for graduate students in the teaching of biology and general science.) Particular emphasis will be placed on the discussion and demonstration of those basic phenomena and laws especially useful to teachers of biology and general science. PREREQ: One year of college physics. PHY 605: Physics for Teachers. 4 credits, 5 hours (3, lecture; 2, lab). Fundamental physics concepts and related pedagogical practices. General principles, including symmetry and topology, dimensionality and phase space, determinism and chaos, quantum uncertainty and relativity, that underlie physical phenomena. Historical perspectives on physical sciences and their impact on society. AST 601: Astronomy of Solar Systems. 5 hours (3, lecture; 2, lab), 4 credits. (Intended primarily for high school science and mathematics teachers, but open to other qualified graduate students.) Nature, origins, and evolution of the sun, planets, and components of the solar system. Laboratory experiments and observations are integrated with lectures. A research paper is required. PREREQ: One year of college physics (or permission of the instructor). AST 602: Stellar Astronomy. 5 hours (3, lecture; 2, lab), 4 credits. (Intended primarily for high school science and mathematics teachers, but open to other qualified graduate students.) Stars, interstellar matter, and stellar systems. Pulsars and laws of motion and gravitation. Techniques of astronomical observation. Basic concepts of astrophysics. Stellar evolution; special systems, including pulsars, black holes, and galaxies. Basic cosmology. Laboratory experiments and observations are integrated with lectures. A research paper is required. PREREQ: One year of college physics (or permission of the instructor). Lehman College Graduate Bulletin 2011-2013 Political Science Chair: Elhum Haghighat (Carman Hall, Room 358) Department Faculty: Professors: Ira Bloom, Stanley A. Renshon; Associate Professors: Elhum Haghighat, Young Kun Kim, Donna Kirchheimer; Assistant Professors: Alfonso Gonzales, Jeannette Graulau, Tomohisa Hattori, Chiseche Mibenge The graduate courses in Political Science are designed to enrich the background of teachers of social studies and the humanities. These courses will develop an understanding of the democratic process, the U.S. political system, and global political change. Courses in Political Science *Courses preceded by an asterisk are not expected to be offered in 20112013. *POL 501: The United States in World Affairs. 3 hours, 3 credits. This course will analyze the most important political, military, and economic problems in the international competition for power and order, alliances, the East-West struggle, and the balance of power; war; nationalism and colonialism; diplomacy; the United Nations; regionalism; and problems of foreign aid and international trade. POL 502: Government and Politics in the United States. 3 hours, 3 credits. Selected problems: federalism, civil liberties, parties and pressure groups, Congress, the Presidency, and the Supreme Court. *POL 503: Introduction to the Theory of Socialism and Communism. 3 hours, 3 credits. Selected problems in the origin and development of theory in the tradition of Marx, Engels, Lenin, and other socialist thinkers. POL 504: Constitutional Law. 3 hours, 3 credits. Introduction to the study of the U.S. Constitution and key Supreme Court decisions bearing on equality, procedural law, federalism, the separation of powers, rights and liberties. *POL 505: Problems of Stability in Constitutional Democracies. 3 hours, 3 credits. Comparison and contrast of contemporary constitutional democracies, such as the U.S, the United Kingdom, France, and the German Federal Republic, with the focus on the sources of political stability and instability. POL 610: Western Political Thought. 3 hours, 3 credits. The basic ideas and systems of western political thought from Plato through Marx. POL 630: Contemporary Comparative Government. 3 hours, 3 credits. Government structures, ideological foundations, and the functioning of political institutions in selected European states. POL 651: Urban Politics and Government. 3 hours, 3 credits. The government of modern cities, including New York City, its role in the metropolitan area, and its relationship to the local and national government. The impact of economic and social forces on the political process. Political Science 153 POL 660: International Politics. 3 hours, 3 credits. The basic factors in international politics and the struggle for power and order in world politics. POL 703: Schools, Communities, and the Politics of American Public Education. 3 hours, 3 credits. The analysis of social and political influences on education policy and institutions. The impact of interaction among local, state, and national governments and interest groups upon education policy. PREREQ: POL 166 or equivalent. Lehman College Graduate Bulletin 2011-2013 154 Psychology Psychology Chair and Adviser: Alan Kluger (Gillet Hall, Room 113) Department Faculty: Professors: Alan Kluger, Fred D. Phelps; Associate Professors: Jean Bresnahan, David Manier, John McDonald, Vincent Prohaska, Kevin Sailor, Suzanne Yates; Assistant Professors: Keith Happaney, Gisela Jia, Humberto Lizardi, Ruby S.C. Phillips, Anne Reid, Sarah Shuwairi; Lecturer: Minda Tessler The Department of Psychology offers courses for students in the master's programs for elementary and secondary-school teachers. Courses in Psychology *Courses preceded by an asterisk are not expected to be offered in 20112013. *PSY 531: Psychology of the Physically Handicapped. 3 hours, 3 credits. Personality characteristics and problems arising among various types of the physically handicapped, such as the blind, the partially sighted, the deaf, the hard-of-hearing, the crippled, cardiacs, speech deviates, those of lowered vitality, and the cerebral palsied as well as those having multiple handicaps. Attention will be given to educational and social problems, mental tests, and the mental hygiene of the atypical, not only in the home environment but also in hospitals, convalescent homes, rehabilitation centers, and schools. PREREQ: General psychology. *PSY 541: The Psychology of Adolescence. 3 hours, 3 credits. Study of psychological development in adolescence. Needs, interests, emotions, and attitudes; individual differences in growth and development patterns. Current research findings reviewed and applied to the problems of secondary- school teaching. PREREQ: General psychology and 3 additional credits in psychology. *PSY 605: Abnormal Psychology-Advanced Course. 3 hours, 3 credits. Facts and theories about the etiology of mental disorders. Consideration of deviations commonly found in the school population, such as mental retardation and delinquency. PREREQ: Undergraduate abnormal psychology or psychology of personality. *PSY 676: Psychology of Personality. 3 hours, 3 credits. An overview of various approaches to the understanding of personality. Consideration of the major theories of personality development. PREREQ: General psychology. *PSY 720: Developmental Psychology I. 3 hours, 3 credits. Theory and research on behavioral development throughout the life span. Physical, mental, emotional, social, and sexual aspects of psychological development from infancy to old age. PREREQ: General psychology. Lehman College Graduate Bulletin 2011-2013 Speech-Language-Hearing Sciences 155 Speech-Language-Hearing Sciences Chair: Deena Bernstein (Speech Bldg., Room 226) Graduate Program Director: Liat Seiger-Gardner (Speech Bldg., Room 216) Department Faculty: Professors: Deena K. Bernstein, John L. Locke; Associate Professors: Stephen A. Cavallo, Mira Goral, Sandra Levey, Joyce F. West; Assistant Professors: Cheryl Smith Gabig, Liat Seiger-Gardner, Ryan Pollard; Lecturers: Jacqueline Aquilino-Jirak, Diana Almodovar-Salinas, Mary Boylan, Nathan Cohen, Lynn Rosenberg, Christine Rota-Donahue. Clinical Director: Carolyn McCarthy The Department of Speech-Language-Hearing Sciences offers a graduate program leading to the degree of Master of Arts in Speech-Language Pathology. Registration in all courses requires Departmental permission. Upon admission to the program, students must see the Graduate Coordinator, who will assign an area adviser to guide the student's course of study. M.A. Program in Speech-Language Pathology The M.A. Program in Speech-Language Pathology, through coursework and clinical practicum, fulfills the requirements for the academic portion of the Certificate of Clinical Competence awarded by the American Speech-Language-Hearing Association. Admission Requirements • A bachelor's degree (or its equivalent) from an accredited college or university. • Demonstrate the potential to successfully pursue graduate study, that is, have attained a minimum undergraduate grade average of B+ in the field selected for the graduate major and a minimum grade average of B+ in the undergraduate record as a whole. • Students accepted for matriculation in the M.A. Program in Speech-Language Pathology must have completed the Lehman College undergraduate major in Speech Language and Hearing Sciences, or its equivalent at another institution. Students who have completed an undergraduate degree in a different major must complete 27 credits of core prerequisite course work: SPV 221, 245, 246, 247, 248, 249, 326, 327, 328 or the equivalent, to be eligible for admission into the M.A. • Two letters of recommendation. • Potential students must have a personal interview as well as complete a spontaneous writing sample during their department visit. The American Speech-Language-Hearing Association requires that students possess skills in oral and written or other forms of communication sufficient for entry into professional practice. • Submission of Graduate Record Examination (GRE) scores taken within five years. Degree Requirements To fulfill the requirements for the Certificate of Clinical Competence awarded by the American Speech-Language-Hearing Association, students must complete a curriculum consisting of 60 credits with a minimum of 400 hours of clinical practicum. Students will complete 20 hours of Audiology practicum in order to meet current New York State licensing requirements. Curriculum in Speech-Language Pathology (60 credits) • Basic Science and Related Courses (9 credits): SPE 705 (3), SPE 700 (3), and SPE 717 (3). • Professional Courses (51 credits): SPE 701 (1), SPE 718 (3), SPE 719 (4), SPE 721 (3), SPE 722 (3), SPE 723 (3), SPE 725 (3), SPE 726 (3), SPE 727 (3), SPE 729 (2 semesters, 3 credits each), SPE 730 (2 semesters, 2 credits each), and SPE 734 (2 semesters, 3 credits each), SPE 736 (3), SPE 739 (3), and one elective (3). Coursework: SPE 700: Introduction to Research Methods (3 credits) SPE 701: Professional Issues (1 credit) SPE 705: Speech Science (3 credits) SPE 717: Advanced Anatomy, Physiology, and Neurology of Speech (3 credits) SPE 718: Phonology and Articulation (3 credits) SPE 719: Audiology for the Speech-Language Pathologist (4 credits) SPE 721: Early Childhood Language Disorders (3 credits) SPE 722: Language Disorders in School-Age Children and Adolescents (3 credits) SPE 723: The Nature, Diagnosis, and Treatment of Fluency Disorders (3 credits) SPE 725: Diagnostic Techniques in Speech-Language Pathology (3 credits) SPE 726: Aphasia and Related Disorders (3 credits) SPE 727: Voice Disorders (3 credits) SPE 729: Clinical Practicum and Seminar in Speech-Language Pathology (3 credits) SPE 730: Clinical and Classroom Externship in Speech-Language Pathology (2 credits) SPE 734: Diagnostic Practicum (3 credits) SPE 736: Motor Speech Disorders (3 credits)* SPE 739: Dysphagia (3 credits) *SPE 736 is a required course for students entering the program in January 2010 or later. One 3-credit elective course: A minimum of one elective course: SPE 748: Augmentative & Alternative Communication (3 credits), or SPE 735: Seminar in Speech-Language Pathology (3 credits), or SPE 796: Special Problems. Bilingual Extension Students who complete the degree requirements for the M.A. in Speech-Language-Pathology and are interested in obtaining a bilingual extension to the teaching certificate should contact the Department of Middle and High School Education. Lehman College Graduate Bulletin 2011-2013 156 Speech-Language-Hearing Sciences Department Grade Requirements/Progression Criteria To avoid academic probation, students must maintain a minimum GPA of 3.0 throughout their program. Students who achieve a GPA of 2.75 or lower in their first 12 credits cannot continue in the program, subject to appeal. A GPA of 3.0 or greater is required for enrollment in SPE 729 clinical practicum (two semesters) and for enrollment in SPE 730(two semesters). Practica Prerequisites, Sequence, and Continuation Criteria • There are three prerequisite courses (SPE 718, 721, 726), one pre-requisite/co-requisite course (SPE 725), and a pre-clinic orientation prior to the initial enrollment in SPE 729 Clinical Practicum and Seminar. Upon completion of 12 credits (with a GPA of 3.0 or greater), students must enroll in SPE 729: Clinical Practicum and Seminar. • Prior to the initial enrollment in SPE 729, students are required to present signed and dated documentation of 25 clock hours of observation of clinical practice conducted and/or supervised by an A.S.H.A.- certified speech-language pathologist. • Students are strongly encouraged to complete all four courses (SPE 718; 721; 725; and 726) prior to initial enrollment in SPE 729, although SPE 725 may be taken as a corequisite. • Students who plan to enroll in the SPE 729 after-school (3-6 pm) clinics are required to take SPE 722: Language Disorders in School Age Children and Adolescents as a prerequisite or co- requisite. • Students enrolling in their first SPE 729 clinical practicum must attend a half-day clinic orientation session scheduled at the beginning of the semester of their first clinical practicum rotation. Prerequisites for SPE 730: Clinical and Classroom Externship in Speech-Language Pathology include successful completion of two semesters of SPE 729 and one semester of SPE 734 and completion of coursework: SPE 717, 721, 722, 723, 725, 726. Clinical Training Sequence: 1st Semester Clinical Practicum: SPE 729. PREREQ: SPE 718, 721, 726, PLUS PREREQ / COREQ: 725 OR SPE 729 AFTER SCHOOL (3-6) CLINIC, PREREQ: SPE 718, 721, 726, PLUS PREREQ / COREQ: 725, 722. SPE 734 (OPTIONAL). PREREQ: SPE 725. 2nd Semester Clinical Practicum: SPE 729. PREREQ: 718, 721, 726, PLUS PREREQ / COREQ: 725 OR SPE 729, AFTER SCHOOL (3 6) CLINIC. PREREQ: SPE 718, 721, 726, PLUS PREREQ / COREQ: 725, 722. SPE 734. PREREQ: SPE 725. 3rd Semester Clinical Practicum: SPE 730 AND 734 (OPTIONAL), PREREQ: SUCCESSFUL COMPLETION OF TWO SEMESTERS OF SPE 729 AND AT LEAST ONE SEMESTER OF SPE 734. 4th Semester Clinical Practicum: SPE 730 AND 734 (OPTIONAL). PREREQ: SUCCESSFUL COMPLETION OF TWO SEMESTERS OF SPE 729 AND AT LEAST ONE SEMESTER OF SPE 734. Practica Grading No student will advance to a second clinical practicum (SPE 729), to a diagnostic practicum (SPE 734), or to a clinical and classroom externship (SPE 730) unless he/she earns a grade of B or better in the previous clinical practicum experience. If a student receives a practicum grade of B- or lower, he/she must re-enroll in the practicum course and earn a minimum grade of B. The student is permitted to enroll in only one additional graduate course during the semester in which he/she is retaking a practicum course. Courses in Speech-Language Pathology *Courses preceded by an asterisk are not expected to be offered in 20112013. SPE 530: Organization of the Speech and Hearing Program in Elementary and Secondary Schools. 3 hours, 3 credits. Problems of organizing and administering a program of rehabilitation in speech and language disabilities in public schools. PREEQ: SPV 326, 327, and 328, and Departmental permission. *SPE 607: General Descriptive Phonetics. 3 hours, 3 credits. Phonetic and phonemic analysis. *SPE 620: Speech Pathology. 3 hours, 3 credits. Organic, neurological, and psychological conditions underlying major language and speech disorders. Suggested therapeutic procedures. SPE 700: Introduction to Research Methods. 3 hours, 3 credits. Critical, historical, and experimental methods used in speech-language-voice and audiology research. SPE 701: Seminar in Professional Affairs. 1 hour, 1 credit. Professional issues surrounding the practice of speech-language pathology and audiology. *SPE 702: The Nature of Speech, Language, and Communication Systems. 3 hours, 3 credits. *SPE 703: Language and Linguistics. 3 hours, 3 credits. Introduction to the scientific study of language with attention to the major component of linguistic theory: phonetics, phonology, morphology, syntax, semantics, pragmatics, psycholinguistics, and sociolinguistics. This course places emphasis on the multicultural and multilinguistic differences in the analysis and application of linguistic theory. *SPE 704: Psychology of Speech. 3 hours, 3 credits. The acquisition of speech and language; related normal and abnormal adjustive behavior. SPE 705: Speech Science. 3 hours, 3 credits. An introduction to speech perception and production; includes a review of basic acoustics and resonance models of the supralaryngeal vocal tract; an overview of select anatomical and physiologic principles relating to speech and voice production; and an introduction to acoustic and physiologic measurement of speech and voice. Students will be provided with direct experience in the clinical measurement of speech and voice. Lehman College Graduate Bulletin 2011-2013 Speech-Language-Hearing Sciences 157 *SPE 706: Experimental Phonetics. 3 hours, 3 credits. Study of the experimental methods and literature used in research in voice and phonetics. PREREQ: SPE 705. *SPE 707: Studies in the Regional and Social Dialects of American English. 3 hours, 3 credits. An investigation of the origins and current status of the varieties of spoken English in the United States. PREREQ: *SPE 607 or Graduate Adviser's permission. *SPE 708: Comparative Phonetics. 3 hours, 3 credits. The sound systems of selected modern languages compared with those of English. PREREQ: *SPE 607 or Graduate Adviser's permission. *SPE 710: Physiological and Psychological Acoustics. 3 hours, 3 credits. Theoretical concepts and supporting data of processes of hearing. *SPE 715: Semantics. 3 hours, 3 credits. The study of meaning in communication; the evaluative processes underlying speech and language; the representation of information in languages; speech-language relationships; and a survey of semantic theories. SPE 717: Advanced Anatomy, Physiology, and Neurology of Speech. 3 hours, 3 credits. An overview of the anatomical, physiological, embryological, and neurological bases of speech production across the lifespan; a detailed study of ventilatory, laryngeal, and supralaryngeal structure and function; discussion of physiologic and acoustic instrumentation for speech and voice measurement. SPE 718: Phonology and Articulation. 3 hours, 3 credits. The normal aspects of articulation and phonology, the factors associated with articulatory and phonological disorders, and the assessment and treatment of articulation and phonological disorders across the life span. SPE 719: Audiology for the Speech-Language Pathologist. 5 hours (3, lecture; 2, lab), 4 credits. Audiological assessment and management of children and adults with hearing loss appropriate for the speech-language pathologist. Course content includes hearing screening across the lifespan, aural rehabilitation, FM amplifier and classroom systems, hearing aids, and educational audiology. Students will be given the opportunity to screen for hearing difficulties during the lab experience. PREREQ: Students must have completed a total of 3 credits in Hearing Science and 3 credits in Audiology on the undergraduate level. SPE 721: Early Childhood Language Disorders. 3 hours, 3 credits. Assessment of, and intervention with, infants, toddlers, and pre-school-aged children with language disorders. Emphasis on multicultural and multilinguistic differences, the role of families and caregivers, interdisciplinary views of children with language and communication challenges, and social-emotional and cognitive development related to early childhood language disorders. Focus on communicative processes, phonology, syntax, semantics, narrative skills, pragmatics, emergent literacy, and the environmental effects on language development. Assessment and intervention for children, including autism spectrum, mental retardation, and specific language impairment. PREREQ: None. SPE 722: Language Disorders in School-Age Children and Adolescents. 3 hours, 3 credits. Language disorders and the cognitive/linguistic processes involved in learning and in-class performance of listening, speaking, reading, and writing; emphasis on the similarities and differences between spoken and written language and the relationship between oral and written language disorders. PREREQ: SPE 721. SPE 723: The Nature, Diagnosis, and Treatment of Fluency Disorders. 3 hours, 3 credits. Assessment and intervention with toddlers, preschool-aged children, school-aged children, and adults with fluency disorders. Current theories and research related to the onset and development of fluency disorders across the lifespan. Case studies related to the connection between theory and practice. Emphasis is placed on multicultural and multilinguistic differences in assessment and intervention. *SPE 724: Speech Disorders in Cerebral Palsy. 3 hours, 3 credits. Etiology and impairment of functions as they relate to communication. PREREQ: *SPE 620 (or equivalent). SPE 725: Diagnostic Techniques in Speech-Language Pathology. 3 hours, 3 credits. Theory and practice of tests and testing procedures designed to evaluate articulation, phonology, voice, language, and other communicative disorders in preschool children, school-aged children, adolescents, and adults. Includes assessment procedures to be used with clients from multilingual and multicultural backgrounds. PREREQ: Undergraduate major in speech pathology (or equivalent), or instructor's permission. SPE 726: Aphasia and Related Disorders. 3 hours, 3 credits. Symptoms, etiology, and management of acquired neurogenic language disorders in children and adults receiving services in educational and healthcare settings. Multicultural issues that may affect diagnosis and treatment are emphasized. Technology used in intervention will be discussed. SPE 727: Voice Disorders. 3 hours, 3 credits. A review of ventilatory, laryngeal, and supralaryngeal function during voice production; an overview of voice disorders, their classification, characteristics, prevention, diagnosis, and treatment; discussion of resonance-based voice disorders, alaryngeal speech and assistive speech alternatives for the laryngectomee; interpretation of basic physiologic and acoustic measures of voice and study of behavioral and/or medico-surgical intervention techniques. PREREQ: SPE 705 and SPE 717. SPE 729: Clinical Practicum and Seminar in Speech-Language Pathology. 5 clinical hours, 1 seminar hour, 3 credits.(May be taken up to three times). Supervised clinical practice in the diagnosis and treatment of speech-language disorders: taking of case histories, reviewing medical, clinical, and educational records, developing treatment plans, providing treatment services, preparing clinical documents, and counseling clients regarding their communication disorder. Seminar in theoretical, evidenced-based practices, and issues related to the clinical practice of speech-language pathology. PREREQ: SPE 718, 721, 726. PREREQ/COREQ: SPE 725. Lehman College Graduate Bulletin 2011-2013 158 Speech-Language-Hearing Sciences SPE 730: Clinical and Classroom Practicum in Speech- Language Pathology. 4 hours, 2 credits. (May be re-elected for credit up to a maximum of 6 credits). Off-campus supervised field placements in clinical and classroom settings. Includes instructional and clinical planning and management, case conferencing, writing and documenting behavioral goals and objectives, and outcome assessments. Students enrolled in classroom practica will be required to obtain the certificates issued in child abuse and child violence by attending the seminars offered by the Division of Education. PREREQ: SPE 717, 721, 723, 725, 726, 729 (4 credits), 734 (2 credits). *SPE 733: Advanced Diagnostic Techniques in Speech Pathology. 4 hours (2, lecture; 2, lab), 3 credits. In-depth examination of additional tests and test procedures; observation and practice in test administration and evaluation. PREREQ: SPE 725 or permission of the Program Director. SPE 734: Diagnostic Practicum. 3 hours, 3 credits. (Must be taken a minimum of two times.) Provides students with clinical experiences in evaluating speech and language disorders of children and adults. PREREQ: SPE 725. SPE 735: Seminar in Speech-Language Pathology. 3 hours, 3 credits. Special topics and issues in speech-language pathology. SPE 736: Motor Speech Disorders. 3 hours, 3 credits. The effects of neuromotor disorders on the development of oral-motor and respiratory control for speech and feeding in children; the differential diagnosis of the dysarthrias/apraxia in adults; multidisciplinary assessment and treatment; intervention/management strategies, including home, clinical, and school settings. PREREQ: SPE 717 (Advanced Anatomy, Physiology, and Neurology of Speech) or permission of the Program Director. SPE 739: Dysphagia. 3 hours, 3 credits. Review of normal and disordered swallowing function (dysphagia) in adults and children. Overview of instrumented and clinical procedures for the assessment of swallowing function. Focus on multicultural issues and attitudes toward disability, food, and feeding behaviors and their potential impact on children and adults with dysphagia; therapeutic techniques to improve swallowing function in children and adults; multidisciplinary approaches to the management of swallowing disorders in various clinical settings. PREREQ: SPE 717 (Advanced Anatomy, Physiology, and Neurology of Speech) or permission of the Program Director. SPE 748: Augmentative and Alternative Communication (AAC). 3 hours, 3 credits. Description of minimally verbal individuals throughout the lifespan; assessment through standardized and naturalistic methods; selection of appropriate modes, symbols, response methods, devices, and intervention strategies for enhancement of communication in minimally verbal individuals. Lehman College Graduate Bulletin 2011-2013 Social Work Chair: Norma Phillips (Carman Hall, Room B18) Department Faculty: Professor: Norma Phillips; Associate Professors: Graciela Castex, Sharon Freedberg, Patricia Kolb, Heidi Heft LaPorte; Carl Mazza; Assistant Professors: Joy Greenberg, Yvonne Johnson, Jessica Kahn, Evan Senreich, Bryan Warde, Brenda Williams-Gray; Lecturers: Jonathan Alex, Jill Gerson, Manuel Munoz M.S.W. Program in Social Work The Master's of Social Work (M.S.W.) Program at Lehman College prepares social workers to assume positions of leadership in urban public and voluntary sector social service agencies and organizations. All students in the program complete an Advanced Generalist curriculum and gain the knowledge, values and skills of the competencies of the social work profession required for Advanced Generalist Practice with individuals, families, groups, communities, and organizations, as well as for supervision, administration, research, and policy practice. The M.S.W. program is registered with the New York State Education Department and is fully accredited by the Council on Social Work Education (CSWE). Students who earn their M.S.W. degree will also have completed all educational requirements and will be eligible to take the New York State licensing exam for the L.M.S.W. Students who complete the two-year curriculum and earn their M.S.W. degree will have met the educational requirements for the New York State licensing exam for the Licensed Clinical Social Worker (LCSW). Please note that the New York State Education Department has established additional requirements to be eligible to take the LCSW exam; these requirements must be met after graduation. Three tracks are offered: Track A: 2-Year Full-time Program Classes meet two evenings per week. Students must complete three full days of fieldwork, at least two of which are weekdays, for a total of 21 hours per week. This totals 600 hours each academic year. Year One: Full-time Student Status Fall Semester Course Credits SWK 611 Generalist Practice I 3 SWK 605 Human Behavior and the Social 3 Environment SWK 639 Social Welfare Institutions and 3 Programs SWK 671 Fieldwork and Seminar I 5 Spring Semester SWK 612 Generalist Practice II 3 SWK 606 Human Diversity and the Social 3 Environment SWK 643 Social Welfare Policy Analysis 3 Social Work 159 SWK 646 Social Work Research I 3 SWK 672 Fieldwork and Seminar II 5 Year Two: Full-time Student Status Fall Semester SWK 713 Advanced Practice in the Urban 3 Environment SWK 707 Understanding Clinical Assessment and 3 Diagnosis SWK 727 Supervision in Agency-Based Practice 3 SWK 773 Fieldwork and Seminar III 5 SWK 680 Special Topics in Social Work 3 OR one elective from SWK 681-686 Spring Semester SWK 714 Advanced Practice in the Urban 3 Environment II SWK 729 Administration in Urban Agencies 3 SWK 745 Social Welfare Policy Practice 3 SWK 747 Social Work Research II 3 SWK 774 Fieldwork and Seminar IV 5 Track B: 3-Year Extended Program Extended students are matriculated students and are subject to the same admissions process as full-time students. Extended students complete the first-year curriculum in two years and take the second year on a full-time basis. • Year One: Part-time Student Status: Classes meet two evenings per week. • Year Two: Part-time Student Status: Classes meet one evening per week. Students must complete three full days of fieldwork, at least two of which are weekdays, for a total of 21 hours per week. This totals 600 hours each academic year. • Year Three: Full-time Student Status: Classes meet two evening per week. Students must complete three full days of fieldwork, at least two of which are weekdays, for a total of 21 hours per week. This totals 600 hours each academic year. Track C: 1-Year Advanced Standing Program Students enter as second year students. • Full-time Student Status: Classes meet two evening per week. Students must complete three full days of fieldwork, at least two of which are weekdays, for a total of 21 hours per week. This totals 600 hours during the academic year. Notes for all Tracks: 1. The program does not grant social work course credit for life experience or previous work experience. 2. Transfer credits are not accepted, except for the 3-credit elective with approval of the Social Work Graduate Advisor. 3. The program does not accept non-matriculated students Admission Requirements for All Tracks: • Bachelor’s degree from an accredited college or university, including 45 liberal arts credits; Lehman College Graduate Bulletin 2011-2013 160 Social Work • Minimum undergraduate grade average of 3.0; • Application to the program, including a personal statement that addresses preparation for the program, career goals, and understanding of the profession and commitment to social work values; • Three letters of recommendation addressing applicant’s suitability for the social work profession and preparedness to enter a rigorous academic program. At least two letters should be from college faculty and/or professionals in fields related to social work; • Resume; • An interview may be required. Admission Requirements for Applicants to Track C, Advanced Standing Program In addition to the above: • Bachelor’s degree with a Social Work major from a Social Work program accredited by the Council on Social Work Education; • Minimum 3.2 cumulative index in the major; • Include, among the three references, one reference from the advisor in the baccalaureate Social Work program or from the Program Director, and another from a field supervisor; • Additional essay question that focus on an illustration from the field. Applicants for Advanced Standing must provide course descriptions for courses in the undergraduate Social Work major; the Graduate Advisor will determine exemption from courses in the Year One curriculum. Selection Process The Admissions Committee, consisting of the Social Work Graduate Advisor, M.S.W. Program Director, M.S.W. Admissions Coordinator, and at least two full-time faculty members, will review completed applications. Applications will be evaluated on: • Academic history; • Quality of personal statement, including degree of self- awareness, conceptual ability, understanding of the profession and commitment to social work values, and communication skills; • Letters of recommendation. Grade Requirements: Probation and Continuation Criteria Academic Probation Graduate students whose GPA falls between 2.7 and 3.0 will be placed on academic probation. Students on academic probation must raise their GPA to 3.0 within the next semester in order to continue in the M.S.W. program. Graduate students whose GPA remains below 3.0 at the end of the probationary semester will be allowed to continue in the M.S.W. program only upon successful appeal to the Graduate Studies Committee. Continuation M.S.W. students whose GPA falls below 2.7 will not be eligible for probation and may only continue in the M.S.W. program upon successful appeal to the Graduate Studies Committee. Students who receive less than a C in Fieldwork and Seminar (SWK 671, 672, 773, 774) may only continue in the M.S.W. program upon successful appeal to the Graduate Studies Committee. Students who receive a failing grade in a course may not continue in any course for which the failed course is a prerequisite. They may enroll in the course for which they received the failing grade in the next semester in which it is offered only if their GPA meets the criteria for probation and continuation. Social Work Courses Note: All 3-credit M.S.W. courses are 3-hour hybrid courses, requiring 2 hours of classroom instruction and 1 hour of graded asynchronous learning each week. SWK 605: Human Behavior and the Social Environment. 3 hours, 3 credits. Examination of individuals, families, groups, and communities in relation to human biological, psychological, social, spiritual, and cultural factors. Theories and knowledge emphasizing critical life events from conception through later adulthood will provide a coherent framework for viewing human beings developing over time. SWK 606: Human Diversity and the Social Environment. 3 hours, 3 credits. Exploration of theoretical perspectives of developmental processes as well as interactions at all levels of social organization. Impact of life situations, the physical environment, and social processes on client systems in the urban environment. Self-examination of one's values and ethics. PREREQ: SWK 605. SWK 611: Generalist Social Work Practice I. 3 hours, 3 credits. Introduction to generalist social work practice within a life model framework, including skills and techniques, integrated with professional values and ethics, for the beginning phase of generalist practice. COREQ: SWK 671. SWK 612: Generalist Social Work Practice II. 3 hours, 3 credits. Generalist social work practice within an ecological systems perspective; emphasis is placed on skills and interventive strategies with populations-at-risk during the middle and ending phases of practice. Case management skills in urban organizations. PREREQ: SWK 611; COREQ: SWK 672. SWK 639: Social Welfare Institutions and Programs. 3 hours, 3 credits. History of social services in the United States and overview of services in key contemporary fields of practice are studied through the lens of social justice and professional ethics. Special attention to social welfare policies that impact negatively on populations-at-risk in urban environments. Lehman College Graduate Bulletin 2011-2013 Social Work 161 SWK 643: Social Welfare Policy Analysis. 3 hours, 3 credits. Understanding and analyzing social welfare policies, especially those negatively impacting on urban populations. Empowerment of students to act as agents of change in the pursuit of social justice within agency and societal systems. PREREQ: SWK 639. SWK 646: Social Work Research I. 3 hours, 3 credits. Social work research skills, methods, and processes needed to conceptualize social problems; research project design; critical evaluation of research designs. Utilization of social work research to alleviate conditions contributing to the oppression of at-risk populations in an urban environment. SWK 671: Fieldwork and Seminar I. 21 field, 1 lecture, 5 credits. 300-hour supervised internship in a social service agency as arranged by the program. Students integrate social work knowledge, values, and skills as they provide culturally sensitive services to diverse urban populations, and particularly to populations-at-risk. Integration of classroom content with agency practice. COREQ: SWK 611. SWK 672: Fieldwork and Seminar II. 21 field, 1 lecture, 5 credits. 300-hour supervised internship continued in the same social service agency as in SWK 671. Students further develop knowledge, values, and skills in accordance with social work ethics as they provide increasingly complex services to diverse urban populations, particularly to populations-at-risk. Integration of classroom content with agency practice. PREREQ: SWK 671. COREQ: SWK 612. SWK 680: Special Topics in Social Work. 3 hours, 3 credits. A variable topics course that enables students to pursue subjects particular to their interest. Course offerings will represent a range of issues relevant to social work practice in urban settings. Topics to be announced. SWK 681: Social Work with Immigrants. 3 hours, 3 credits. Circumstances faced by individuals and groups that have immigrated, or will immigrate, to cities in the U.S.; diverse reasons that lead people to leave their homelands. Common and unique challenges of resettlement in the U.S. Clinical social work interventions and policy issues will be explored. SWK 682: The Criminal Justice System and its Impact on Urban Families. 3 hours, 3 credits. Examination of the U.S. criminal justice system in the context of social policy as well as intended/unintended consequences of policies for vulnerable urban populations. Knowledge, skills, and values for social workers providing clinical services to people transitioning from prison, their families, and their communities, and for the development of quality reentry programs. SWK 683: Issues in Urban Child Welfare. 3 hours, 3 credits. Understanding interrelationships between clinical social work practice and social welfare policies in the field of urban child welfare. Exploration of topics, such as child abuse and neglect, foster care, kinship care, adoption, and day care from historical and contemporary political, cultural, legal, and social work perspectives. SWK 684: Mass Violence: Dynamics of Helping Urban Populations. 3 hours, 3 credits. Role of the social work profession in helping urban populations vulnerable to mass violence and terrorism, and those who have been affected by it. Clinical interventions with people experiencing trauma, preventive strategies, and self-care for social workers are studied, as are social welfare policies and issues related to social justice. SWK 685: Gender Issues and the Practice of Social Work. 3 hours, 3 credits. Examination of the ways in which sex roles, gender relations, and identity development are constructed and experienced by individuals in contemporary urban societies. Issues emerging from the intersection of ethnicity, race, class, and sexuality with gender and their implications for clinical social work practice are explored. SWK 686: Social Work Practice with Urban Older Adults. 3 hours, 3 credits. Study of knowledge, values, and skills required for clinical, supervisory, administrative, and policy practice in diverse urban gerontological social work settings. SWK 687: Social Work in Urban Schools. 3 hours, 3 credits. Social work practice with students, families, school administration, and the community in urban school settings. An emphasis on the impact of policies and programming affecting delivery of social services in the schools. Special attention paid to diverse urban populations in school systems. SWK 688: Social Work Practice with Substance Abusing Clients. 3 hours, 3 credits. An exploration of social work with substance abusing clients in an urban environment. Prevention, treatment, and policy issues will be addressed. This course will focus on the biological, psychological, social, and spiritual etiology of substance abuse problems based upon a range of theories and empirical research. SWK 689: Social Work Practice with Military Service Personnel, Families, and Communities. 3 credits, 3 hours. Social work practice with active duty military personnel, veterans, their families, and communities. This course will examine the unique challenges and opportunities for the social work profession in providing services and promoting policies reflecting social justice in the military and after discharge. Exploration of the rich historical relationship between military service, the understanding of relevant psychiatric diagnosis, the emergence of social welfare policies, and the development of social work as a profession. SWK690: Social Work Practice with Children and Adolescents in an Urban Environment. 3 hours, 3 credits. This course focuses on social work practice with urban children and adolescents, utilizing an ecological systems perspective. Emphasis is placed on knowledge, skills and values in engagement, assessment and intervention. Ethical issues associated with services to children and adolescents are explored. Lehman College Graduate Bulletin 2011-2013 162 Social Work SWK 707: Understanding Clinical Assessment and Diagnosis. 3 hours, 3 credits. Definitions of mental health and mental illness in various cultures; assessment, DSM-IV-TR diagnosis, and clinical interventions. Implication of social welfare policies for clinical practice. PREREQ: SWK 606. COREQ: SWK 611 and SWK 671, or SWK 713 and SWK 773. SWK 713: Advanced Social Work Practice in the Urban Environment I. 3 hours, 3 credits. First course in a two-semester advanced integrated practice sequence. Empowerment approach with urban populations-at-risk. Emphasis on intervention in a larger community context. PREREQ: SWK 612, SWK 672; COREQ: SWK 727, SWK 773; PRE OR COREQ: SWK 707. SWK 714: Advanced Social Work Practice in the Urban Environment II. 3 hours, 3 credits. Builds on the application of advanced social work practice skills, knowledge, and values. Deepens understanding of the social worker’s role in mobilizing power and building relationships with diverse systems of various sizes. Particular attention to content on multiculturalism, diversity, social justice, value dilemmas, and social change issues. PREREQ: SWK 713, SWK 773; COREQ: SWK 729, SWK 774. PRE OR COREQ: SWK 745, SWK 747. SWK 727: Supervision in Agency-Based Practice. 3 hours, 3 credits. Principles of agency-based supervision in a variety of practice settings. Administrative, clinical, and educational functions; concepts of power, authority, and accountability; ethical and clinical issues; skills and self awareness; staff development; and evaluation. COREQ: SWK 713, SWK 773; PRE OR COREQ: SWK 707. SWK 729: Administration in Urban Agencies. 3 hours, 3 credits. Administration of public and private urban social services agencies responding to the needs of diverse urban clients. Designing and structuring service organizations; funding sources; developing and maintaining a diverse staff; understanding the relationship of the organization to the community; analyzing and evaluating relevant policies; and examining ethical dilemmas. PREREQ: SWK 727; COREQ: SWK 714, SWK 774; PRE OR COREQ: SWK 745, SWK 747. SWK 745: Social Welfare Policy Practice. 3 hours, 3 credits. Influencing, formulating, and advocating for social welfare policies that are culturally relevant, consistent with the value of social justice, and ensuring that social services meet the needs of recipients. Particular emphasis on impacting policies affecting urban populations at risk. PREREQ: SWK 643, SWK 612, SWK 672. SWK 747: Social Work Research II. 3 hours, 3 credits. Design of research instruments, collection of data, and descriptive and inferential statistical analysis of data using S.P.S.S. Submission of a research proposal that seeks to contribute to social work knowledge. The proposal will include an understanding of diversity and/or the needs of at-risk populations in the urban environment. PREREQ: SWK 646. SWK 773: Fieldwork and Seminar III. 21 field, 1 lecture, 5 credits. 300-hour supervised internship in a practice area different from Fieldwork and Seminar I and II; advanced standing students enter Fieldwork and Seminar III. Development of advanced integrated social work practice through clinical practice, supervision, administration, research, and policy practice assignments. Integration of classroom content with agency practice. PREREQ: SWK 612, SWK 672; COREQ: SWK 713, SWK 727; PRE OR COREQ: SWK 707. SWK 774: Fieldwork and Seminar IV. 21 field, 1 lecture, 5 credits. Students complete a 300-hour internship in the same agency as SWK 773. Continued learning of advanced integrated social work practice through increasingly challenging assignments in clinical practice, supervision, administration, research, and policy practice. Integration of classroom content with agency practice. PREREQ: SWK 713, SWK 773 ; COREQ: SWK 714, SWK 729; PRE OR COREQ: SWK 745, SWK 747. Lehman College Graduate Bulletin 2011-2013 Faculty and Administration In This Section The City University of New York................................................. 163 Lehman College Administration .................................................. 163 Faculty .............................................................................................. 167 The City University of New York Board of Trustees Benno C. Schmidt, Jr., B.A., J.D., Chairperson Philip A. Berry, A.A., B.A., M.B.A., M.S.W., Vice Chairperson Valerie Lancaster Beal, B.A., M.B.A. Wellington Z. Chen, B.S. Rita DiMartino, A.A., B.A., M.P.A. Freida Foster-Tolbert, B.A., M.S. Judah Gribetz, A.B., LL.B., LL.M. Joseph J. Lhota, B.S., B.A., M.B.A. Hugo M. Morales, M.D., DPN-P., F.A.P.A. Peter S. Pantaleo, J.D., B.A. Kathleen M. Pesile, A.A.B., B.B.A., M.P.A. Carol A. Robles-Roman, B.A., J.D. Charles A. Shorter, B.A., M.A. Sam A. Sutton, B.A. Jeffrey S. Wiesenfeld, B.A. Cory Provost, ex officio Sandi E. Cooper, B.A., M.A., Ph.D., ex officio Jay Hershenson, B.A., M.A., Secretary of the Board and Senior Vice Chancellor for University Relations Frederick P. Schaffer, B.A., J.D., General Counsel and Vice Chancellor for Legal Affairs Officers of the City University of New York Matthew Goldstein, Chancellor Alexandria W. Logue, Executive Vice Chancellor and University Provost Allan H. Dobrin, Senior Vice Chancellor and Chief Operating Officer Federick P. Schaffer, General Counsel and Vice Chancellor for Legal Affairs Jay Hershenson, Secretary of the Board of Trustees and Senior Vice Chancellor for University Relations Otis O. Hill, Vice Chancellor for Student Development and Enrollment Management Marc V. Shaw, Vice Chancellor for Budget, Finance, and Fiscal Policy Iris Weinshall, Vice Chancellor for Facilities Planning, Construction, and Management Gloriana Waters, Vice Chancellor for Faculty and Staff Relations Michael J. Zavelle, Interim Vice Chancellor for Academic Administration and Planning Brian T. Cohen, University Chief Information Officer Curtis L. Kendricks, University Librarian David Crook, University Dean for Institutional Research and Assessment Lester Jacobs, University Dean for Enrollment Services Nicholas Michelli, University Dean for Teacher Education John Mogulescu, University Dean for Academic Affairs and Deputy to Executive Vice Chancellor Robert Ptachik, University Dean for the Executive Office Gillian Small, University Dean for Research Judith Summerfield, University Dean for Undergraduate Education Gloriana Waters, University Dean for Faculty and Staff Relations Dave Fields, Special Counsel to the Chancellor Lehman College Administration OFFICE OF THE PRESIDENT Ricardo R. Fernández, Pres. and Prof., Langs. & Lits.: B.A. , M.A., Marquette Univ.; M.A., Ph.D., Princeton Univ. Esdras Tulier, Special Counsel to the President for Legal Affairs & Labor Relations (Higher Ed. Officer): B.A., Brooklyn Coll.; J.D., Rutgers Univ. School of Law. Sandra Lerner, Deputy to the Pres. for High Schools & Educational Initiatives (Higher Ed. Officer): B.A., M.S., Hunter Coll. Dawn Ewing-Morgan, Director of Compliance, Diversity, and Special Projects; Chief of Staff (Higher Ed. Officer): B.S., Brooklyn Coll.; M.P.A., Baruch Coll. Maritza Rivera, Human Resources Affirmative Action Manager (Higher Ed. Assoc.): B.A., M.A., M.S.Ed., Lehman Coll. Esther Fernández, Asst. to Special Counsel (Higher Ed. Asst.): B.A., John Jay Coll. of Criminal Justice OFFICE OF THE PROVOST AND SENIOR VICE PRESIDENT OF ACADEMIC AFFAIRS Mary A. Papazian, Provost and Senior Vice Pres. for Acad. Affairs: B.A., M.A., Ph.D., Univ. of Calif. Stacey Coleman, Exec. Asst. to Provost and Senior Vice Pres. for Academic Affairs (Higher Ed. Officer): B.A., Boston College; M.A., Univ. of Connecticut Office of Research and Sponsored Programs Stephanie Endy, Dir., Research and Sponsored Programs: B.A., Brooklyn Coll. Institutional Research, Planning, and Assessment Susanne M. Tumelty, Dir., Institutional Research, Planning, and Assessment (Higher Ed. Officer): B.A., Univ. of the State of New York; M.A., M.S., Long Island Univ.; Ph.D., City Univ. of New York 164 Faculty and Administration Michael Goldberg, Assoc. Dir., Institutional Research (Higher Ed. Assoc.): B.A., Syracuse Univ.; M.A., M.B.A., Manhattan Coll. Raymond Galinski, Assoc. Coordinator, Planning and Assessment (Higher Ed. Assoc.): B.A., M.P.A., Pace Univ. Yajaira A. Alvarez, Institutional Research Specialist, Institutional Research (Higher Ed. Asst.): B.S., Lehman Coll. Donald J. Sutherland, Instructional Research Specialist, Planning, and Assessment (Higher Ed. Asst.): B.B.A., Iona Coll.; M.B.A., McGill Univ. Library Kenneth Schlesinger, Chief Librarian, Prof.: B.A., Univ. of California; M.F.A., Yale Univ.; M.L.S., Pratt Inst. Janet Bulter Munch, Assoc. Prof., Libr.: B.A., Mercy Coll.; M.L.S., Pratt Inst.; D.L.S., Columbia Univ. Susan Voge, Assoc. Prof,. Libr.: B.A., Brooklyn Coll.; M.S.L.S., Columbia Univ.; M.B.A., Fordham Univ. Rebecca Arzola, Asst. Prof., Libr.: M.L.S., Pratt Inst. Robert Farrell, Asst. Prof., Libr.: B.A., Columbia Univ.; M.L.S., State Univ. of New York at Buffalo; M.A., City Univ. of New York Grad. Cent. Stefanie Havelka, Asst. Prof., Libr.: B.S., Univ. of Applied Sciences, Stuttgart, Germany, M.S., Syracuse Univ. Wayne Halliday, Lect., Libr.: B.S., Lehman Coll. Jennifer King, Lect., Libr.: B.S., State Univ. of New York, at Genesco; M.L.J., Queens Coll. Adelaide Soto, Lect., Libr.: B.A., Lehman Coll.; M.L.I.S., Palmer School of Library Info. Sci. Long Island Univ. Kachuen Gee, Coord., Acquisitions, Cataloging (Higher Ed. Assoc.): B.A., New York Univ.; M.L.S., Columbia Univ.; M.S., Lehman Coll. Office of the Dean, School of Continuing and Professional Studies Marzie A. Jafari, Dean, School of Continuing and Professional Studies; Dir., CUNY on the Concourse: B.A., M.A., Hunter Coll. Office of the Dean, School of Arts and Humanities Timothy Alborn, Dean, School of Arts and Humanities; Prof., History.: B.A., Ph.D., Harvard Univ. Erica Waller Matthews, Exec. Asst. to Dean of Arts and Humanities (Higher Ed. Assoc.): A.A., Bronx Community Coll.; B.A., Lehman Coll. Office of the Dean, School of Education Harriet R. Fayne, Dean, School of Education; Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., Barnard Coll.; M.A.T. Harvard Univ.; M.A., M.Ed. Teachers Coll., Columbia Univ. Gaoyin Qian, Assoc. Dean, School of Education; Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., East China Norman Univ.; M.A., Shanghai International Studies Univ.; M.S., Ed., Southwest Missouri Univ.; Ph.D., Univ. of Georgia Office of the Dean, School of Natural and Social Sciences Edward L. Jarroll, Dean, School of Natural and Social Sciences; Prof., Biological Sciences: B.S., M.S., Ph.D., West Virginia Univ. Sharon Freedberg, Assoc. Dean of Natural and Soc. Sci., Assoc. Prof., Soc. Wk.: B.A., CUNY; M.S.W., State Univ. of New York at Buffalo; Ph.D., Columbia Univ. OFFICE OF THE VICE PRESIDENT FOR ENROLLMENT MANAGEMENT AND ASSOCIATE PROVOST Robert C. Troy, Vice Pres. for Enrollment Management and Assoc. Provost: B.S., Univ. of Hartford; Ph.D., Purdue Univ. Academic Advising, Standards, and Evaluation Liliana Calvet, Dir., Undergraduate Academic Advisement Center (Higher Ed. Officer): B.A., Lehman Coll.; M.A., New York Univ. Marc Ward, Academic Adviser (Higher Ed. Assoc.): B.A., Antioch Coll.; M.A., New York Univ. Denise Sands Baéz, Academic Adviser (Higher Ed. Asst.): B.A., Lehman Coll. Raphael Rosado, Academic Adviser (Higher Ed. Asst.): B.A., M.H.R., Univ. of Oklahoma; M.S.Ed., Lehman Coll. Lisa Moalem, Specialist, Retention and Articulation (Higher Ed. Asst.): B.A., Brandeis Univ.; Ed.M., Columbia Univ. Teachers Coll. Academic Testing and Scholarships Scott Dames, Dir., Testing & Scholarships (Higher Ed. Officer): B.A., M.A., Lehman Coll. Oscar Rigamonty, Senior Testing Coord. (Asst. to Higher Ed. Officer): B.A., Lehman Coll. Admissions and Recruitment Laurie Austin, Dir. Admissions and Recruitment (Higher Ed. Officer): B.A., Manhattanville Coll.; M.A., Columbia Univ. Carlos Rivera, Assoc. Dir., Admissions and Recruitment (Higher Ed. Officer): B.A., Lehman Coll. Valerie Brown, Assoc. Dir., Admissions and Recruitment (Higher Ed. Assoc.): B.S., Wheaton Coll. Jennifer Kallicharan, Asst. Dir., Admissions and Recruitment (Higher Ed. Asst.): B.A., Lehman Coll. Jose Mancebo, Admissions Counselor (Asst. to Higher Ed. Officer): B.B.A., Lehman Coll. Erica Morales, Admissions Counselor (Asst. to Higher Ed. Officer): B.A., Lehman Coll. Miguel Pacheco, Asst. Dir., Admissions and Recruitment (Asst. to Higher Ed. Officer): B.A., City Coll. Aurea Rodriguez, Transfer Coord. (Asst. to Higher Ed. Officer): B.A., Lehman Coll. Andrew Torres, Admissions Counselor (Asst. to Higher Ed. Officer): B.A., Lehman Coll. Center for School/College Collaboratives and College Now Anne L. Rothstein, Dir., Center for School/Coll. Collaboratives; Lehman College Graduate Bulletin 2011-2013 Faculty and Administration 165 Prof., Early Childhood & Childhood Ed.: B.S., Brooklyn Coll.; M.A., Ed.D., Teachers Coll., Columbia Univ. Pedro Baez, Dir., College Now: B.A., Colgate Univ. David Gantz, Coord., College Now (Higher Ed. Assoc.): B.A., New York Univ. Graduate Studies Ann L. Worth, Dir. Grad. Studies. (Higher Ed. Officer): B.S., Arizona State Univ.; M.B.A., Hawaii Pacific Univ. Registrar John Capocci, Senior Registrar (Higher Ed. Officer): B.A., M.A., Iona Coll. Yvette Rosario, Deputy Registrar (Higher Ed. Assoc.): B.S., Lehman Coll. Suilan Berges, Mgr., Semester Information (Higher Ed. Asst.): B.A., City Coll. of New York John Lucente, Assoc. Registrar (Higher Ed. Asst.): B.S., Fordham Univ. Tavita Luckhai, Mgr., Graduation Audit (Higher Ed. Asst.): B.A., Lehman Coll. Deborah Valentino-Ewing, Mgr., Academic Records (Higher Ed. Asst.): B.A., Lehman Coll. Jean Geiger, Mgr., Course and Classroom Scheduling (Higher Ed. Asst.): B.A, Hunter Coll.; M.A., Queens Coll. Milagros Gonzalez-Gallardo, Mgr., Course and Classroom Scheduling (Higher Ed. Asst.): B.A., Lehman Coll. SEEK (Searching for Evaluation, Education & Knowledge) Program Annette Hernandez, Dir., SEEK (Higher Ed. Officer): Ph.D., New York Univ. Alberto Navarro, Counselor/Lecturer, SEEK (Doctoral): B.A., M.A., The City Coll. of New York; M.S., Lehman Coll.; Ph.D., New York Univ. Pedro P. Luna, Counselor, SEEK (Higher Ed. Assoc.): B.A., Hobart Coll.; M.S., Syracuse Univ. Angelia Holloway Pinnock, Counselor, SEEK (Higher Ed. Assoc.): B.A. Howard Univ.; MA, New York Univ. Special Academic Sessions Richard T. Finger, Jr., Dir., Special Academic Sessions (Higher Ed. Assoc.): B.S., St. Francis Coll.; M.S., Polytechnic Univ.; M.B.A., Touro Univ. International OFFICE OF THE ASSOCIATE PROVOST FOR UNDERGRADUATE AND ONLINE EDUCATION Robert Whittaker, Assoc. Provost for Undergrad and Online Ed.; Prof., Journalism, Com., and Theatre: B.A., M.A., Ph.D., Indiana Univ. Coordinated Freshman Programs (CFP) & English Composition and ESL Steven Wyckoff, Dir., CFP, Engl. Composition, ESL (Higher Ed. Officer): B.A., Lehman Coll.; M.A. and A.B.D., New York Univ. Zenaida Bough, Asst. Dir., Freshman Year Program (Higher Ed. Asst.): B.A., CUNY Lehman Coll. General Education Program Vincent Prohaska, Dir., General Ed. Program & Assoc. Prof., Psych.: B.S., Adelphi Univ.; Ph.D., Univ. of Chicago Instructional Support Services Althea Forde, Dir., Instructional Support Services (Higher Ed. Officer): B.A., Coll. of the Holy Cross; M.Ed., Harvard Univ. Marisol Jimenez, Assoc. Dir., Instructional Support Services (Higher Ed. Assoc.): B.A., SUNY at Albany; M.A., Purdue Univ. Sarah Blazer, Writing and Literacy Coord., Instructional Support Services (Higher Ed. Asst.): B.A., Univ. of South Carolina; M.A., Long Island Univ. Ainsley Parkinson, Coord., Science Learning Center, Instructional Support Services (Higher Ed. Asst.): B.S., State Univ. of New York at Binghamton; M.S., Lehman Coll.; M. Phil., Ph.D., City Univ. of New York Grad. Center. Macaulay Honors College at Lehman and Lehman Scholars Program Gary Schwartz, Dir., Macaulay Honors Coll. at Lehman and Lehman Scholars Program; Prof., Langs. & Lits.: A.B., Columbia Coll.; B.A., M.A., Jesus Coll., Cambridge Univ.; Ph.D., Columbia Univ. Christopher Bonastia, Assoc. Dir., Macaulay Honors Coll. at Lehman and Lehman Scholars Program, Assoc. Prof., Soc.: B.A., Univ. of Virginia; M.A., Ph.D., New York Univ. Florence D. Aliberti, Academic Adviser, Macaulay Honors Coll. at Lehman and Lehman Scholars Program (Higher Ed. Asst.): B.A., Lehman Coll.; M.S.Ed., Baruch Coll. Office of Online Education Alyson Vogel, Assoc. Dir., Office of Online Ed. (Higher Ed. Assoc.): B.A., Brooklyn Coll.; M.A., Teachers Coll. Columbia Univ. Teaching and Learning Commons Gina Rae Foster, Dir., Teaching and Learning Commons (Higher Ed. Assoc.): B.A., Pomona Coll.; M.A.; Vanderbilt Univ.; M.F.A., Univ. of Oregon Office of Undergraduate Studies & Study Abroad Programs Lynne Van Voorhis, Assistant Dean, Undergrad. Studies & Study Abroad Programs; B.A., Hunter Coll.; M.A., Middlebury Coll.; M.Phil., Columbia Univ.; J.D., Brooklyn Law School Carole Weisz, Assoc. Dir., Undergrad. Studies & Study Abroad Programs (Higher Ed. Assoc.): B.A., Hunter Coll.; Ph.D., Purdue Univ. Writing Across the Curriculum Yood, Jessica, Dir. Writing Across the Curriculum, Assoc. Prof., Engl.: B.A., Barnard Coll., Columbia Univ.; Ph.D., State Univ. of New York at Stony Brook Lehman College Graduate Bulletin 2011-2013 166 Faculty and Administration OFFICE OF THE VICE PRESIDENT FOR ADMINISTRATION Vincent W. Clark, Vice Pres. for Administration and Finance: A.S., LaGuardia Community Coll.; B.A, York Coll.; M.P.A., New York Univ. Business Office J. Edward Robinson, Business Mng. for Finance and Budget Controller: B.S., Queens Coll.; M.B.A., New York Univ. Hilton Diane Wallace, Dir., Payroll (Higher Ed. Assoc.): B.S., M.S., Mercy Coll. Diane B. Clarke, Controller, Business Office (Higher Ed. Officer): B.S., M.B.A., New York Inst. of Tech. Surinder S. Virk, Dir., Purchasing & Contracts (Higher Ed. Officer): B.S. Punjab Univ., India Victor R. Delgado, Mgr., Property (Higher Ed. Asst.): B.A., Lehman Coll. Environmental Health and Safety Llona Linins, Environmental Health & Safety Officer (Higher Ed. Assoc.): B.S., Manhattan Coll.; M.P.H., Hunter Coll. Shaldon Watson, Chemical Hygiene Office (Higher Ed. Asst.): B.S., State Univ. of New York at Stony Brook Human Resources Eric Washington, Dir., Human Resources (Higher Ed. Officer): B.A., Pace Univ.; J.D., Columbia Univ. Public Safety Domenick Laperuta, Dir., Public Safety: A.A., Westchester Community Coll.; B.S., M.A., John Jay Coll. of Criminal Justice. OFFICE OF THE ASSISTANT VICE PRESIDENT FOR CAMPUS PLANNING AND FACILITIES Rene Rotolo, Asst. Vice Pres., Campus Planning & Facilities: B.F.A., Fashion Inst. of Tech. Joseph Woszczyna, Dir., Operations and Management: B.A., Univ. of Hartford; B.S.M.E., Univ. of New Haven; M.S.M.E., Worcester Polytechnic Institute; M.B.A., Univ. of Hartford OFFICE OF THE VICE PRESIDENT FOR INSTITUTIONAL ADVANCEMENT Mario DellaPina, Vice Pres. for Institutional Advancement: B.A., Univ. of Miami Frederick Gilbert, Asst. Vice Pres. for Institutional Advancement: B.A., Amherst Coll.; M.Div., Union Theol. Sem.; M.S., New School for Soc. Research Megan C. Heister, Development of Advancement Research (Higher Ed. Assoc.): B.A., Carleton Coll. Cristina Necula, Dir., Alumni Relations (Higher Ed. Asst.): B.A., SUNY Purchase Paulette Zalduondo-Henriquez, Dir., Corporate/Foundations/External & Gov. Relations (Higher Ed. Officer): B.A., SUNY New Paltz; M.A., New School Univ. Lisa Hirschfield, Development Writer (Asst. Higher Ed. Officer): B.A., Hampshire Coll.; M.S.A., M.Phil., New York Univ. Art Gallery Susan Hoeltzel, Dir., Lehman Art Gallery: B.F.A., Univ. of South Alabama; M.A., New York Univ. Lehman Center for the Performing Arts Eva Bornstein, Exec. Dir., Lehman Center for the Performing Arts Inc.: B.A., York Univ. Media Relations and Publications Marge Rice, Dir., Media Relations & Publications (Higher Ed. Officer): B.A., St. John's Univ.; M.S., Columbia Univ. Keisha-Gaye Anderson, Assoc. Dir. of Media Relations & Publications (Higher Ed. Assoc.): B.A., Syracuse Univ. OFFICE OF THE VICE PRESIDENT FOR STUDENT AFFAIRS José Magdaleno, Vice Pres. for Student Affairs: B.A., State Univ. of New York at Binghamton; M.S., Columbia Univ. John M. Holloway, Assoc. Dean for Student Affairs: B.A., State Univ. of New York at Old Westbury; M.A., Montclair State Univ. Vincent Zucchetto, Exec. Asst. to the Vice Pres. of Student Affairs (Higher Ed. Officer): B.A., Lehman Coll. APEX Martin Zwiren, Dir. of Athletics/APEX (Higher Ed. Officer): B.S., Univ. of Dayton; M.S. Ed., Temple Univ.; P.D., Ed.D., Fordham Univ. Nathan Wainwright, Assoc. Dir., Athletics (Higher Ed. Assoc.): B.A., Univ. of Iowa Andrew Pearson, Dir., Sports Information, Coord., Intramural Programs (Higher Ed. Asst.): B.A., Marist Coll. Peter J. Kiernan, Aquatics Dir. (Higher Ed. Assoc.): B.A., M.S., Lehman Coll. Robert Harris, Dir., Fitness Center (Higher Ed. Assoc.): B.A., State Univ.of New York at Cortland; M.A., Univ. of Conn. Career Services Nancy A. Cintrón, Dir., Career Services (Higher Ed. Officer.): B.A., Hunter Coll.; M.S., Coll. of Staten Island Juan Vazquez, Coord. Internship (Higher Ed. Asst.): B.A., The City Coll. of New York Navisha Maharaj, Coord./Adviser, Career Services (Higher Ed. Asst.): B.A., Queens Coll.; M.S., Mercy Coll. Bascillia Toussaint, Coord./Adviser, Career Services (Higher Ed. Asst.): B.A., Hunter Coll.; M.A., Columbia Univ. Erin Reilly, Coord./Adviser, Career Services (Higher Ed. Asst.): B.A., M.E.d., Loyola Coll. Alán Fuentes, Coord., Employer Relations & Special Program (Higher Ed. Asst.): B.A., New Paltz Univ.; M.S.W., Hunter Coll. Counseling Megan Wilen, Counselor (Higher Ed. Assoc.): B.A., Binghamton Univ.; M.S.W., Columbia Univ. Child Care Center Dawn Barton, Dir., Child Care Center: B.A., Pace Univ.; M.S., Lehman College Graduate Bulletin 2011-2013 Faculty and Administration 167 Coll. of New Rochelle Financial Aid David Martinez, Dir., Fin. Aid (Higher Ed. Officer): B.A., Lehman Coll. William Hill, Assoc. Dir., Fin. Aid Services (Higher Ed. Assoc.): B.A., Ithaca Coll. Marie Gonzalez, Coord., Federal Pell/F.W.S. (Higher Ed. Asst.): B.A., Lehman Coll. Yvette Orench-Negron, Fin. Aid Counselor (Higher Ed. Asst.): B.A., Hunter Coll.;M.S., Lehman Coll. Miriam Rivera, Fin. Aid Counselor (Asst. to Higher Ed. Officer): B.A., Lehman Coll. Eileen Pretzel-Morales, Coord., Student Loan (Higher Ed. Asst.): B.A., M.S., Hunter Coll. International Student Services Ann O'Sullivan, Coord. of International Student Services (Higher Ed. Asst.): B.S., M.B.A., Iona Coll. Student Disability Services Merrill D. Parra, Dir., Student Disability Services (Higher Ed. Officer): B.A., Queens Coll.; M.S.W., Columbia Univ. Jill Roter, Asst. Dir., Student Disability Services (Higher Ed. Asst.): B.A., Pennsylvania State Univ.; M.A., San Francisco State Univ. Barbara Thompson, Asst. Dir., Student Disability Services (Higher Ed. Asst.): B.A., Park Coll. Student Health Center Cindy Kreisberg, Dir., Student Health Center: B.S., Syracuse Univ.; R.P.A.-C, Pennsylvania State Univ. Student Life Michael E. Sullivan, Dir., Campus Life: B.A., Stonehill Coll.; M.Ed., Fordham Univ. OFFICE OF THE VICE PRESIDENT FOR INFORMATION TECHNOLOGY Ronald M. Bergmann, Vice President of Information Technology and Chief Info. Officer: B.S., Union Coll.; M.S., The New School Joseph A. Middleton, Dir. of Information Technology (Higher Ed. Officer): B.S., North Carolina State Univ.; M.A., Wake Forest Univ.; M.Div., Union Theol. Sem. Jerold Barnard, Mgr., User, Media, and Program Support Serv. (Higher Ed. Officer): B.A., Lehman Coll. Brendan McGibney, Tech. Dir., Multimedia Cent. (Higher Ed. Assoc.): B.A., Iona Coll. Joseph A. Medved, Database Administrator (Higher Ed. Officer): B.S., M.S., Moscow Inst. of Economics & Statistics; Ph.D., Moscow Tech. Inst. Safiul Roni, Supervisor, Instructor/Help Desk (Higher Ed. Asst.): B.S., M.S., State Univ. of New York at Buffalo Faculty Distinguished Professors The Board of Trustees designates full professors in The City University of New York as "distinguished" for a body of work that has advanced understanding and defined new directions of inquiry or creativity. Lehman College is proud that six members of its current faculty have achieved this selective rank, reserved for a very small group of highly influential scholars and artists. Laird W. Bergad Distinguished Professor, Latin American & Puerto Rican Studies Eugene Chudnovsky Distinguished Professor, Physics & Astronomy William J. Collins Distinguished Professor, English John P. Corigliano Distinguished Professor, Music Joseph W. Dauben Distinguished Professor, History Adam Koranyi Distinguished Professor, Mathematics & Computer Science Victor Pan Distinguished Professor, Mathematics & Computer Science Permanent Instructional Staff (Teaching) The faculty listing contains the names of the full-time instructional staff as of July 2011. Ackerman, Evelyn B., Prof., Hist.: A.B., Radcliffe Coll.; M.A., Ph.D., Harvard Univ. Aisemberg, Gabriel, Assoc. Prof., Biol. Sci.: M.Sci., Ph.D., Univ. of Buenos Aires (Argentina) Akan, Alice, M. Lect., Nurs.: B.S., Univ. of Washington; M.A., New York Univ. Alborn, Timothy, Prof., Hist.: B.A., Ph.D., Harvard Univ. Alex, Jonathan, Lect., Soc. Wk.: B.A., Lehman Coll.; M.S.W., New York Univ. School of Soc. Wk. Alexanderson, Peter, Lect., Econ. & Bus.: B.A., M.S., State Univ. of New York at Albany; J.D., Albany Law School Alexander-Street, Ayanna, Lect., Biol. Sci.: B.S., Univ. of Connecticut; Ph.D., CUNY Grad. Cent. Almodovar, Diana, Lect., Speech-Lang.-Hearing Sci.: B.A., Lehman Coll.; M.A., Queens Coll., M.Phil., City Univ. of New York Grad. Center Alonso, Orlando, Asst. Prof., Middle & High School Ed.: B.S., High Institute of Pedagogy Felix Varela; M.A., The City Coll. of New York; Ed.D., Columbia Univ. Anderson, James, Assoc. Prof., Engl.: A.B., Washington Univ.; M.S., Columbia Univ. Aquilino-Jirak, Jacqueline, Lect., Speech-Lang.-Hearing Sci.: B.A., Lehman College Graduate Bulletin 2011-2013 168 Faculty and Administration M.A., Lehman Coll. Arzola, Rebecca, Asst. Prof., Libr.: M.L.S., Pratt Inst. Aguirre-Molina, Marilyn, Prof., Health Sci.: B.S., Hunter Coll.; M.S., Ed.D., Columbia Univ. Avidon, Elaine, Lect., Early Childh. & Childh. Ed.: B.A., Univ. of Vermont; M.S., Bank Street Coll. Bacarella, Flavia, Asst. Prof., Art: B.A., State Univ. of New York at Albany; M.A., New School for Soc. Research; M.F.A., Brooklyn Coll. Bacon, Michael, Dist. Lect., Journalism, Com., & Theatre: B.S., Lehman Coll. Badillo, David A., Assoc. Prof., Lat. Amer. & Puerto Rican Studies: B.A., Univ. of California at Berkeley; Ph.D., CUNY Grad. Center Bamshad-Alavi, Maryam, Lect., Biol. Sci.: B.S., M.S., Ph.D., Univ. of Mass. Bard, Anne B., Lect., Journalism, Com. & Theatre: B.A., M.A., New York Univ. Battipaglia, Diana M., Prof., Mus.: B.S., M.S., Juilliard School; D.M.A., Eastman School of Music Baumrin, Bernard H., Prof., Philos.: B.A., Ohio State Univ.; Ph.D., Johns Hopkins Univ.; J.D., Columbia Univ. Baxter, Michael J., Sr. Coll. Lab. Tech., Biol. Sci.: B.A., Lehman Coll. Bayne, Gillian, Asst. Prof., Middle & High School Ed.: B.S., Coll. of New Rochelle; M.A., New York Univ.; Ph.D., CUNY Grad. Center Becker, Stefan, Prof., Env., Geog., & Geol. Sci.: State Examination, Univ. of Giessen, Germany; Dr. Rer. Nat.; Dr. habil., Univ. of Giessen, Germany Bejtja, Darina, Coll. Lab. Tech., Music: B.A. Acad. of Arts (Tirana); M.A.T., Lehman Coll. Belardo, John, Sr. Coll. Lab. Tech., Art: M.F.A., New York Academy of Art Benefo, Kofi, Asst. Prof., Soc.: B.A., Univ. of Ghana; M.A., Univ. of Iowa; Ph.D., Univ. of Mich. Bergad, Laird W., Prof., Lat. Amer. & Puerto Rican Studies: B.A., Univ. of Wisconsin; M.A., Ph.D., Univ. of Pittsburgh Bernstein, Deena K., Prof., Speech-Lang.-Hearing Sci.: B.A., Brooklyn Coll.; M.A., Temple Univ.; Ph.D., CUNY Grad. Center Blanco, Walter, Prof., Engl.: A.B., Columbia Univ.; A.M., Ph.D., Harvard Univ. Bloom, Ira, Prof., Pol. Sci.: B.A., City Coll. of New York; J.D., Harvard Univ. Blot, Richard, Assoc. Prof., Journalism, Com., & Theatre: A.B., Fordham Univ.; M.A., Ph.D., New School for Soc. Research Bonastia, Christopher, Assoc. Prof., Soc.: B.A., Univ. of Virginia; M.A., Ph.D., New York Univ. Bonnick, Karen, Lect., Afr. and Afr. Am. Studies: B.A., Univ. of West Indies; M.A., Lehman Coll. Borrell, Luisa, Assoc., Prof., Health Sci.: D.D.S., M.P.H., Columbia Univ.; Ph.D., Univ. of Michigan. Boston, Nicholas, Asst. Prof., Journalism, Com., & Theatre: B.A., McGill Univ.; M.S., Columbia Univ. Bouknight, Tamisha, Asst. Prof., Cslg., Ldrshp., Lit. & Sp. Ed.: B.A., Mahattan Coll.; M.A., Univ. of Conn. Boyar, Andrea, Assoc. Prof., Health Sci.: B.S., M.N.S., Ph.D., Cornell Univ. Boylan, Mary, Lect.,Speech-Lang.-Hearing Sci.: B.A., M.A., Lehman Coll. Bradshaw, Russell P., Assoc. Prof., Middle & H.S. Ed.: B.A., Wesleyan Univ.; M.Ed., Ed.D., Harvard Univ. Bresnahan, Jean L., Assoc. Prof., Psych.: A.B., Smith Coll.; M.A., Univ. of Houston; Ph.D., Emory Univ.; J.D., Columbia Univ. Broderick, Herbert R., III, Assoc. Prof., Art: A.B., Columbia Coll.; M.A., M.Phil., Ph.D., Columbia Univ. Brown, Marcia, Senior Coll. Lab Tech., Nurs.: B.A., M.S., Lehman Coll. Brown, Melissa C., Asst. Prof., Art: B.F.A., Rhode Island School of Design; M.F.A., Yale Univ. Bryant, Salita S., Asst. Prof., Engl.: B.S., Georgia Southern Univ.; M.F.A., New York Univ.; M.A., M.Ed., Ph.D., Univ. of Miss. Buckley, Michael, Asst. Prof., Philos.: B.B.A., Baruch Coll.; B.A., Hunter Coll.; Ph.D., Emory Univ. Bullaro, Grace, Assoc. Prof., Engl.: B.A., The City Coll. of New York; M.A., Ph.D., State Univ. of New York at Stony Brook Burke, Martin, Assoc. Prof., Hist.: B.A., The City Coll. of New York; M.A., Ph.D., Univ. of Michigan Campbell, Eleanor, Asst. Prof., Nurs.: B.S., Alfred Univ.; M.A., M.Ed., Ed.D., Teachers Coll., Columbia Univ. Carey, Rosalind, Assoc. Prof., Philos.: B.A., Assumption Coll.; Ph.D., Boston Univ. Carney, James T., Lect., Journalism, Com., & Theatre: B.A., Fordham Univ.; M.A., Coll. of New Rochelle Carrellas, Paul, Lect., Art: B.F.A., Swain School of Design; M.F.A., Queens Coll. Case, Claudia W., Asst. Prof., Journalism, Com., & Theatre: B.A., Auburn Univ., Montgomery; M.F.A., D.F.A., Yale Univ. Castex, Graciela M., Assoc. Prof., Soc. Wk.: B.S.W., Florida International Univ.; M.S.W., Virginia Commonwealth Univ.; Ed.D., Columbia Univ. Cavallo, Stephen A., Assoc. Prof., Speech-Lang.-Hearing Sci.: B.S., State Univ. Coll. of New York, Oneonta; M.S., Teachers Coll., Columbia Univ.; Ph.D., Columbia Univ. Chatha, Jaspal, Asst. Prof., Econ. & Bus.: B.S., M.A., Louisiana State Univ.; Ph.D., New School for Soc. Research Cheng, Hai-ping, Asst. Prof., Biol. Sci.: B.S., M.S., Fudan Univ.; Ph.D., Univ. of Massachusetts at Amherst Cheng, Terrence, Assoc. Prof. Engl.: B.A., State Univ. of New York, Binghamton; M.F.A., Univ. of Miami Chen-Hayes, Stuart F., Assoc. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., M.Ed., Indiana Univ.; Ph.D., Kent State Univ. Choudhary, Amod, Asst. Prof., Econ. & Bus.: B.A., State Univ. of New York at Stony Brook; M.B.A., Fairleigh Dickinson Univ.; J.D., Univ. of Buffalo Chudnovsky, Eugene, Dist. Prof., Phys. & Astron.: B.S.-M.S., Ph.D., Kharkov Univ. (Ukraine) Lehman College Graduate Bulletin 2011-2013 Chung, Kuk-Soo, Lect., Econ. & Bus.: B.A., Seoul Natl. Univ., Korea; A.B., Dartmouth Coll.; M.A., Yale Univ. Cirace, John, Prof., Econ. & Bus.: B.A., Harvard Coll.; LL.B., Stanford Univ.; M.A., Ph.D., Columbia Univ. Claman, David, Asst. Prof., Mus.: B.A., Wesleyan Univ.; M.M. Univ. of Colorado at Boulder; M.F.A., Ph.D., Princeton Univ. Cohen, Nathan, Lect., Speech-Lang.-Hearing Sci.: B.A., Lehman Coll.; M.S., Brooklyn Coll. Cohen, Shirlee, Lect., Nurs.: B.S.N., Coll. of New Jersey; M.S., Columbia Univ. Colburn, Forrest D., Prof., Lat. Amer. & Puerto Rican Studies: B.A., Univ. of California, Santa Cruz; M.A., Ph.D., Cornell Univ. Coller, Alexandra, Asst. Prof., Langs. & Lits: B.A., Hunter Coll., M.A., Ph.D., New York Univ. Collins, William J., Dist. Prof., Engl.: B.S., Coll. of the Holy Cross; M.A., Ph.D., Univ. of Calif. at Riverside Conroy, Thomas, Lect., Soc.: B.A., St. Peter's Coll.; M.A., Univ of Wisconsin at Madison; Ph.D., Boston Univ. Corigliano, John P., Dist. Prof., Mus.: B.A., Columbia Coll. Cutler, Cecelia, Asst. Prof., Middle & H.S. Ed.: B.A., Barnard Coll.; M.A., Ph.D., New York Univ. Cypress, Brigitte, Asst. Prof., Nurs.: B.S., Far Eastern Univ. Manila; M.S., Lehman Coll. Danna, Ethan, Asst. Prof., Health Sci.: B.A., Franklin & Marshall Coll.; M.S.W., New York Univ.; M.A., Ed.D., Teachers Coll., Columbia Univ. Dauben, Joseph W., Dist. Prof., Hist.: A.B., Claremont Coll.; M.A., Ph.D., Harvard Univ. DelaCruz, Juan, Asst. Prof., Econ. & Bus.: B.A., National Autonomous Univ. of Mexico; M.A., M.Phil., Ph.D., New School for Social Research Delson, Eric, Prof., Anthro.: A.B., Harvard Coll.; Ph.D., Columbia Univ. Demmer, Craig, Assoc. Prof., Health Sci.: B.S.S., Univ. of Natal (South Africa); M.A., Brooklyn Coll.; Ed.D., Columbia Univ. Deveaux, Faith, Assoc. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., Skidmore Coll.; M.A., Ph.D., New York Univ. DiCicco-Bloom, Barbara, Dist. Lect., Nurs.: B.A., Northeastern Univ.; B.S., M.A., Ph.D., New York Univ. DiGangi, Mario, Prof., Engl.: A.B., A.M., M. Phil., Ph.D., Columbia Univ. DiPaolo, Maria Grazia, Prof., Langs. & Lits.: B.A., Hunter Coll.; M.A., Ph.D., Columbia Univ. Dobson, Cassandra, Asst. Prof., Nurs.: B.S., M.S., Lehman Coll.; D.N.S., Columbia Univ. Dubetz, Nancy, Asst. Prof., Early Childh. & Childh. Ed.: B.A., Kent State Univ.; M.A., Ohio State Univ.; Ed.D., Teachers Coll., Columbia Univ. Eschenauer, Robert, Asst. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., St. Francis Coll., M.S., Ph.D., St. John's Univ. Esteves, Carmen C., Assoc. Prof., Langs. & Lits.: B.A., Univ. of Puerto Rico; Ph.D., CUNY Grad. Center Faculty and Administration 169 Ethan, Danna, Asst. Prof., Health Sci.: B.A., Franklin and Marshall Coll.; M.S.W., New York Univ.; M.A., Ed.D., Columbia Univ. Faison, Deborah, Lect., Econ. & Bus.: B.S., Univ. of Delaware; M.B.A., Columbia Univ. Farrell, Robert, Asst. Prof., Libr.: B.A., Columbia Univ.; M.L.S., State Univ. of New York at Buffalo; M.A., CUNY Grad. Center Feinerman, Robert P., Prof., Math. & Computer Sci.: B.A., M.A., Ph.D., Yeshiva Univ. Fendelman, Earl B., Assoc. Prof., Engl.: B.A., Univ. of Chicago; M. Phil., Ph.D., Yale Univ. Fenton, Dana, Lect., Soc.: B.A., M.S., New York Univ. Fernández, Daniel R., Asst. Prof., Langs. & Lits: B.A., Univ. of California at Los Angeles.; M.A., M. Phil., Ph.D., Columbia Univ. Fernández, Ricardo R., Pres. and Prof., Langs. & Lits.: B.A., M.A., Marquette Univ.; M.A., Ph.D., Princeton Univ. Ferraro, Michael, Assoc. Prof., Art: B.F.A., Syracuse Univ.; M.F.A., Univ. of Mass. at Amherst Fields, Judith, Asst. Prof., Econ., Acct., & Bus. Adm.: B.A., M.U.P., Ph.D., New York Univ. Fiol-Matta, Licia, Assoc. Prof., Lat. Amer. & Puerto Rican Studies: B.A., Princeton Univ.; M.A., Ph.D., Yale Univ. Fisch, Oscar, Prof., Econ. & Bus.: M.A., Univ. of Buenos Aires; M.C.P., Harvard Univ.; Ph.D., Univ. of Calif. at Berkeley Fisher, William G., Assoc. Prof., Engl.: B.A., Vanderbilt Univ.; M.A., Ph.D., Univ. of Penn. Fitting, Melvin C., Prof., Math. & Computer Sci.: B.S., Rensselaer Polytech. Inst.; M.S., Ph.D., Yeshiva Univ. FitzGerald, Judith, Lect., Biol. Sci.: B.S., M.A., Lehman Coll.; Ph.D., CUNY Grad. Center Flam, Louis, Assoc. Prof., Anthro.: B.A., Rutgers Univ.; M.A., Ph.D., Univ. of Pennsylvania Fleitas, Joan, Assoc. Prof., Nurs.: B.S., Florida State Univ., M.N., Emory Univ., Ed.D., Teachers Coll., Columbia Univ. Fletcher, David, Asst. Prof., Middle & H.S. Ed.: B.A., Appalachian State Univ.; M.A., Univ. of Michigan; Ph.D., New York Univ. Folsom, Christy, Assoc. Prof., Early Childh. & Childh. Ed.: B.S., Brigham Young Univ.; M.S., Oregon Coll. of Ed.; Ed.M., Ed.D., Teachers Coll., Columbia Univ. Ford, Madeline, Asst. Prof., Libr.: B.B.A, Baruch Coll.; M.L.S, Rutgers Univ.; M.S. Ed., Baruch Coll. Frederickson, Keville, Prof., Nurs.: B.S., Columbia Univ.; M.Ed., Ed.D., Teachers Coll., Columbia Univ. Freedberg, Sharon, Assoc. Prof., Soc. Wk.: B.A., The City Coll. of New York; M.S.W., State Univ. of New York at Buffalo; Ph.D., Columbia Univ. Gafur, Bibi. N., Sr. Coll. Lab Tech., Chem.: B.S., Lehman Coll.; M.S., The City Coll. of New York Gálvez, Alyshia, Asst. Prof., Lat. Amer. & Puerto Rican Studies: B.A., Columbia Univ.; M.A., Ph.D., New York Univ. Ganjian, Iraj, Prof., Chem.: Pharm.D., Tehran Univ.; M.S., Ph.D., Columbia Univ. Garanin, Dmitry, Assoc. Prof., Phys. & Astron.: B.S., M.S., Lehman College Graduate Bulletin 2011-2013 170 Faculty and Administration Moscow Inst. of Physics & Tech., USSR; Ph.D., Moscow State Univ., USSR Gee, Ka-Chuen, Higher Ed. Assoc., Libr.: B.A., New York Univ; M.L.S., Columbia Univ.; M.S. Ed., Lehman Coll. Georges, Catherine Alicia, Prof., Nurs.: B.S.N., Seton Hall Univ.; M.A., New York Univ.; Ed.D., Univ. of Vermont Gerry, Christopher C., Prof., Phys. & Astron.: B.A., M.S., Univ. of Maine; Ph.D., State Univ. of New York at Albany Gerson, Jill, Lect., Soc. Wk.: B.A., Univ. of Chicago; M.S.W., Hunter Coll.; D.S.W., CUNY Grad Center Ghezzo, Marta, Prof., Mus.: Ph. D., City Univ. of New York Grad. Center Gillison, David A., Assoc. Prof., Art: M.F.A., Natl. Gallery of Art, Victoria School of Art, Australia Ginex, Pamela, Asst. Prof., Nurs.: B.S.N., M.A., Univ. of Pittsburgh; Ed.D., Teachers Coll., Columbia Univ. Glover, Barbara, Lect., Afr. and Afr. Am. Studies: B.A., Hunter Coll.; M.S.Ed., Columbia Univ.; M.S.Ed., Univ. of Bridgeport Gningue, Serigne M., Assoc. Prof., Middle & H.S. Ed.: B.S., Univ. of Dakar; M.A., Lehman Coll.; M.Phil., Ph.D., Columbia Univ. Gonzales, Alfonso, Asst. Prof., Pol. Sci.: B.A., Univ. of California at Los Angeles; M.A., Stanford Univ.; M.A, Ph.D., Univ. of California at Los Angeles Goral, Mira, Assoc. Prof., Speech-Lang.-Hearing Sci.: B.A., Tel- Aviv Univ.; M.A., Queens Coll.; Ph.D., CUNY Grad. Center Gorokhovich, Yuri, Asst. Prof., Env., Geog., & Geol. Sci.: M.S., Odessa State Univ.; M.A., Ph.D., City Univ. of New York Grad. Center Gottlieb, Barbara, Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., Univ. of Pittsburgh; M.Ed., Lesley Coll.; Ed.D., Northern Illinois Univ. Graulau, Jeannette, Asst. Prof., Pol. Sci.: B.A., Univ. of Puerto Rico; Ph.D., Syracuse Univ. Greenberg, Joy, Asst. Prof., Soc. Wk.: B.A., Tufts Univ.; M.S.W., M.B.A., New York Univ.; Ph.D., Columbia Univ. Gross, Carol, Asst. Prof., Early Childh. & Childh. Ed.: B.S., Columbia Univ.; M.S. Ed., Bank Street Coll.; Ed.D., Teachers Coll., Columbia Univ. Guiñazú, María, Assoc. Prof., Langs. & Lits.: M.S., Southern Conn. State Coll.; M.A., Ph.D., Yale Univ. Gulla, Amanda N., Asst. Prof., Middle & H.S. Ed.: B.A., M.A., Ph.D., New York Univ. Haghighat, Elhum, Assoc. Prof., Soc.: B.A., Rutgers Univ.; M.A., Univ. of Texas; Ph.D., Univ. of Maryland Halliday, Wayne, Lect., Libr.: B.S., Lehman Coll. Handel, Michael, Prof., Math. & Computer Sci.: B.A., Brandeis Univ.; Ph.D., Univ. of Calif. at Berkeley Hanges, Nicholas, Prof., Math. & Computer Sci.: B.S., The City Coll. of New York; M.S., Ph.D., Purdue Univ. Happaney, Keith R., Asst. Prof., Psych.: B.A., Lehman Coll.; M.A., Ph.D, Univ. of Calif. at Santa Barbara Harcourt-Smith, William E., Asst. Prof., Anthro.: B.Sc., Kings Coll., London; MS.c., Ph.D., Univ. Coll. London. Harushimana, Immaculee, Asst. Prof., Middle & H.S. Ed.: B.A., Univ. of Burundi; M.A., Ph.D., New York Univ. Hattori, Tomohisa, Asst. Prof., Pol. Sci.: B.A., Sarah Lawrence Coll.; M.A.L.D., Fletcher School of Law & Dipl., Tufts Univ.; Ph.D., Yale Univ. Havelka, Stefanie, Inst., Asst. Prof., Libr.: B.S., Univ. of Applied Sciences, Stuttgart, Germany; M.S., Syracuse Univ. Hernandez, Jessica, Inst., Libr.: B.A., Lehman Coll.; M.L.S., Long Island Univ. Hoffman, William M., Prof., Journalism, Com., & Theatre: B.A., The City Coll. of New York Hollander, Alan, Assoc. Prof., Music: B.S., Hofstra Univ.; M.A., Long Island Univ. Honig, Susan, Asst. Prof., Econ. & Bus.: B.S., Lehman Coll.; M.S., Pace Univ. Hosay, Cynthia K., Assoc. Prof., Health Sci.: B.A., M.A., Univ. of Michigan; M.A., Ph.D., New York Univ. Humpherys, Anne, Prof., Engl.: B.A., Stanford Univ.; M.A., Ph.D., Columbia Univ. Hurley, Dene, Asst. Prof., Econ. & Bus.: B.S., City Univ. of London; M.S., Univ. of Bath; Ph.D., Northeastern Univ. Huynh, Mary, Asst. Prof., Health Sci.: B.S., George Washington Univ.; Ph.D., Univ. of Pittsburgh Hyatt, Jack H., Prof., Mus.: B.F.A., Univ. of New Mexico; M.Mus., D.M.A., Boston Univ. Ihde, Thomas, Assoc. Prof., Langs. & Lits.: B.A., St. Mary's Univ., Texas; M. Phil., Ph.D., Univ. of Dublin (Trinity Coll.); Dip., Univ. of Ireland, Galway Jacobson, Barbara, Asst. Prof., Soc.: B.A., De Pauw Univ.; M.A., Yale Univ. Div. School; Ph.D., Northwestern Univ. Jarroll, Edward L., Prof., Biol. Sci.: B.S., M.S., Ph.D., West Virginia Univ. Jayadeva, Rajeev, Inst. Lib.: M.A., M.L.S., Queens Coll. Jensen, Anthony K., Asst. Prof., Philos.: B.A., Xavier Univ.; Ph.D. Emory Univ. Jervis, James A., Assoc. Prof., Afr.and Afr. Am. Studies: A.B., Hunter Coll.; Ph.D., Columbia Univ. Jia, Xiangdong, Asst. Prof., Psych.: B.A., M.A., Beijing Univ.; M.A., Ph.D., New York Univ. Jiménez, Elpidio, Sr. Coll. Lab. Tech., Phys. & Astron.: A.S., Broward Comm. Coll.; B.S., M.S., Lehman Coll. Jitianu, Andrei, Asst. Prof., Chem.: B.Sc., M.Sc., Ph.D., Univ. of Bucharest Johnson, Yvonne, Asst. Prof., Soc. Wk.: M.A., Aberdeen Univ., UK; M.Sc., London School of Economics, UK; Ph.D., Columbia Univ. School of Soc. Work Jones, Joi, Coll. Lab. Tech., Middle & H.S. Ed.: B.A., Univ. of Alabama at Tuscaloosa; M.A. Univ., of Alabama at Birmingham Jones, Liesl, Assoc. Prof., Biol. Sci.: B.S., Fordham Univ.; Ph.D., Medical Coll. of Pennsylvania and Hannemann Univ. Jordan, Sharon, Asst. Prof., Art: B.A., Boston Univ.; Ph.D. The City Univ. of New York Grad. Center Lehman College Graduate Bulletin 2011-2013 Joseph, Gerhard J., Prof., Engl.: A.B., M.A., Univ. of Connecticut; Ph.D., Univ. of Minnesota Jung, Gwang, Assoc. Prof., Math. & Computer Sci.: B.E., M.E., Kyungpook Nat. Univ.; Ph.D., Univ. of Louisiana, Lafayette Kabat, Daniel, Assoc. Prof., Phys. & Astron.: B.S., California Polytechnic State Univ.; Ph.D., Mass. Inst. of Tech. Kahn, Jessica, Asst. Prof., Soc. Wk.: B.A., Davidson Coll.; M.S.W., Washington Univ.; Ph.D., Columbia Univ. School of Soc. Wk. Kamen-Friedman, Michele, Asst. Prof., Econ. & Bus.: B.A., Queens Coll.; M.B.A., St. John's Univ. Karabali, Dimitra, Prof., Phys. & Astron.: B.S., Univ. of Athens, Greece; Ph.D., Yale Univ. Karp, Leon, Prof., Math. & Computer Sci.: B.A., Yeshiva Univ.; M.S., Ph.D., New York Univ. Kayaalp, Orhan, Assoc. Prof., Econ. & Bus.: B.A., Ankara Univ.; M.B.A., Fairleigh Dickinson Univ.; M.A., Hunter Coll.; M.Phil., Ph.D., CUNY Grad. Center. Keen, Linda, Prof., Math. & Computer Sci.: B.S., The City Coll. of New York; M.S., Ph.D., New York Univ. Kelly, Angela, Asst. Prof., Middle & H.S. Ed.: B.A., La Salle Univ.; M.A., Ed.M., Teachers Coll., Columbia Univ.; M. Phil., Ph.D., Columbia Univ. Kennelly, Edward, Prof., Biol. Sci.: B.A., Colby Coll.; Ph.D., Washington Univ. Kim, Young Kun, Assoc. Prof., Pol. Sci.: A.B., Bucknell Univ.; Ph.D., Columbia Univ. Kincaid, Dwight T., Prof., Biol. Sci.: B.A., Pfieffer Coll.; M.A., Ph.D., Wake Forest Univ. King, Jennifer, Lect., Libr.: B.S., State Univ. of New York at Genesco; M.L.J., Queens Coll. Kirchheimer, Donna Wilson, Assoc. Prof., Pol. Sci.: B.A., Univ. of Chicago; M.I.A., Ph.D., Columbia Univ. Kleiman, Susan, Asst. Prof., Nurs.: B.S., M.S., Ph.D., Adelphi Univ. Klein, Nancy, Asst. Prof., Early Childh. & Childh. Ed.: B.A., Case Western Univ.; M.S., Bank Street Coll.; Ed.D., Teachers Coll., Columbia Univ. Kluger, Alan, Prof., Psych.: B.A., M.A., Queens Coll.; Ph.D., CUNY Grad. Center Kolb, Patricia, Asst. Prof., Soc. Wk.: B.A., Butler Univ.; M.S.S.A., Case Western Reserve Univ.; M.A., Ph.D., New School for Soc. Research Koranyi, Adam, Dist. Prof., Math. & Computer Sci.: Diploma, Univ. of Szegad (Hungary); Ph.D., Univ. of Chicago Kraus, James A., Asst. Prof., Econ. & Bus.: B.S., Cornell Univ.; J.D., Columbia Univ. School of Law Kremenitzer, Janet Pickard, Asst. Prof., Early Childh. & Childh. Ed.: B.A., Queens Coll.; M.A., Ed.M., Ed.D., Teachers Coll., Columbia Univ. Kunstler, Robin, Prof., Health Sci.: B.A., State Univ. of New York at Albany; M.S., Northeastern Univ.; D. Rec., Indiana Univ. Lakic, Nikola, Assoc. Prof., Math. & Computer Sci.: B.S., Univ. of Belgrade; Ph.D., CUNY Grad. Center Faculty and Administration 171 LaPorte, Heidi Heft, Assoc. Prof., Soc. Wk.: B.A., State Univ. of New York, Oneonta; M.S.W., D.S.W., Yeshiva Univ. Larimer, Amy, Asst. Prof., Journalism, Com., & Theatre: B.A., Connecticut Coll.; M.F.A., Univ. of Wisc. at Milwaukee LaRuffa, Anthony L., Prof., Anthro.: B.A., The City Coll. of New York; M.A., Ph.D., Columbia Univ. Lawrence, Alexandria, Asst. Prof., Early Childh. & Childh. Ed.: B.A., Skidmore Coll.; M.A., M.Ed., Ed.D., Teachers Coll., Columbia Univ. Lazarus, Marc S., Prof., Chem.: B.S., The City Coll. of New York; M.A., Ph.D., Princeton Univ. Lebbon, Angela, Asst. Prof., Eco. & Bus.: B.S., M.A., Ph.D., Western Mich. Univ. Lee, James, Coll. Lab. Tech., Biol. Sci.: B.S., Univ of Calif. at Riverside; M.P.M., Simon Fraser Univ. LeGall, Dina, Assoc. Prof., Hist.: B.A., Tel Aviv Univ.; M.A., Ph.D., Princeton Univ. Lerner, Helen M., Assoc. Prof., Nurs.: B.S., Skidmore Coll.; M.Ed., Ed.D., Teachers Coll., Columbia Univ.; PNP Cert., Hunter Coll. Lerzundi, Patricio, Prof., Journalism, Com., & Theatre: B.A., Columbia Univ.; Ph.D., CUNY Grad. Center Leung, Irene S., Prof., Env., Geog., & Geol. Sci.: B.A., Univ. of Hong Kong; M.A., Ohio State Univ.; Ph.D., Univ. of Calif. at Berkeley Levey, Sandra K., Assoc. Prof., Speech-Lang.-Hearing Sci.: B.A., M.A., Wayne State Univ.; M.A., Stanford Univ.; Ph.D., CUNY Grad. Center Levitt, Jane E., Assoc. Prof., Health Sci.: B.A., Barnard Coll.; M.P.A., Ph.D., New York Univ. Levy, Teresita, Asst. Prof., Lat. Amer. & Puerto Rican Studies: B.A., Rollins Coll.; M.S., Long Island Univ.; M.Phil., Ph.D., CUNY Grad. Center Lewittes, Joseph, Prof., Math. & Computer Sci.: B.A., M.A., Ph.D., Yeshiva Univ. Lieberman, Katherine, Sr. Coll. Lab. Tech., Biol. Sci.: B.A., M.A., Lehman Coll. Lizardi, Humberto, Asst. Prof., Psych.: B.A., State Univ. of New York at Binghamton; M.A., Ph.D., State Univ. of New York at Stony Brook Locke, John L., Prof., Speech-Lang.-Hearing Sci.: B.A., Ripon Coll.; M.A., Ph.D., Ohio Univ. Lopez, Gustavo E., Prof., Chem.: B.S., Univ. of Humacao; Ph.D., Univ. of Mass. at Amherst Loscocco, Paula, Assoc. Prof., Engl.: B.A., Smith Coll.; Ph.D., Boston Coll. Lundy, Theresa, Lect., Nurs.: B.S., M.S., Lehman Coll. Maantay, Juliana, Prof., Env., Geog., & Geol. Sci.: B.S., Cornell Univ.; M.U.P., New York Univ.; M.A., Hunter Coll.; M. Phil., Ph.D., Rutgers Univ. Maldonado, Nancy, Assoc. Prof., Early Childh. & Childh. Ed.: B.A., M.S.Ed., Lehman Coll.; Ed.D., Teachers Coll., Columbia Univ. Manier, David, Asst. Prof., Psych.: B.A., Univ. of Chicago; M. Div., Lehman College Graduate Bulletin 2011-2013 172 Faculty and Administration Harvard Univ.; Ph.D., New School for Soc. Research Markens, Susan, Asst. Prof., Soc.: B.A., Brandeis Univ.; Ph.D., Univ. of Calif. at Los Angeles Marianetti, Marie, Assoc. Prof., Hist.: B.A., M.A., Calif. State Univ., Los Angeles; M.A., Ph.D., Univ. of Southern Calif. Maroko, Andrew, Asst. Prof., Health Sci.: B.A., Rutgers Univ.; M.Phil, Ph.D.,CUNY Grad. Center Martin, Oscar, Asst., Prof., Langs. & Lits.: B.A., Universidad de Deusto-Bilbao; M.A., Ph.D., Univ. of Wisc. Martinez, Herminio, Prof., Middle & H.S. Ed.: B.A., Manhattan Coll.; M.S., St. John's Univ.; Ph.D., CUNY Grad. Center Massa, Janis, Assoc. Prof., Engl.: B.A., M.A., San Francisco State Univ.; M.A., Ph.D., New York Univ. Maybee, Julie, Assoc. Prof., Philos.: B.J., B.A., Carleton Univ.; Ph.D., Cornell Univ. Mazza, Carl, Assoc. Prof., Soc. Wk.: B.A., Dowling Coll.; M.S.W., D.S.W., Yeshiva Univ. McCarthy, Sean, Asst. Prof., Art: B.F.A., Univ. of Texas at Austin; M.F.A., Yale Univ. McDonald, John P., Assoc. Prof., Psych.: B.S., Rutgers Univ.; M.A., Seton Hall Univ.; Ph.D., State Univ. of New York at Stony Brook McElligott, Joseph, Lect., Eng.: B.A., M.A., Lehman Coll. McNamee, Abigail S., Prof., Early Childh. & Childh. Ed.: B.A., M.Ed., Westminister Coll.; M.S., M. Phil., Ph.D., CUNY Grad. Center; Ed.D., Univ. of Pittsburgh McNeil, Cameron L., Asst. Prof., Anthro.: A.B., Occidental Coll.; M.A., Univ. of Conn.; Ph.D., CUNY Grad. Center Mendelsohn, Richard L., Prof., Philos.: B.A., Cornell Univ.; Ph.D., Mass. Inst. of Tech. Menéndez, Barbara, Assoc. Prof., Health Sci.: B.A., Univ. of Wisc.; M.P.H., Ph.D., Univ. of Pittsburgh Mibenge, Chiseche, Assoc. Prof. Pol. Sci.: LL.B., Univ. of Zambia; LL.M., Ph.D., Univ.of Utrecht in the Netherlands Mifflin, Margot, Assoc. Prof., Engl.: B.A., Occidental Coll.; M.A., New York Univ. Molnar, Allan, Coll. Lab. Tech., Music: B.A., Univ. of Mary, Bismarck Montano, Francisco, Lect., Lang. & Lit.: B.A., Princeton Univ.; M.A., Indiana Univ. Montero, Oscar, Prof., Langs. & Lits.: B.A., M.A., Ph.D., Univ. of N. Carolina Moran, Madeline H., Prof., Soc.: B.A., Barnard Coll.; M.A., Ph.D., Fordham Univ. Morkoski, Molly, Assoc. Prof., Mus.: B.A., Univ. of N. Carolina; M.A., Indiana Univ.; Ph.D., State Univ. of New York at Stony Brook Morgan, Brian, Coll. Lab. Tech., Env., Geog., & Geol., Sci.: B.A., Lehman Coll. Munch, Janet Butler, Assc. Prof., Libr.: B.A., Mercy Coll.; M.L.S., Pratt Inst.; D.L.S., Columbia Univ. Munoz, Mañuel, Lect., Soc. Wk.: M.S.W., CUNY Hunter Coll. Muñoz-Millanes, José, Prof., Langs. & Lits.: Ph.D., Johns Hopkins Univ. Muntzel, Martin, Assoc. Prof., Biol. Sci.: B.S., Lewis & Clark Coll.; M.A., Ph.D., Oregon Health Sci. Univ. Murillo, Christina, Sr. Coll. Lab. Tech., Biol. Sci.: B.A., Lehman Coll. Murphy, Brian, Instr., Math. & Computer Sci.: B.S., M.S., Lehman Coll. Murrell, Anthony, Lect., Econ., Acct., & Bus. Adm.: B.S., Lehman Coll.; M.B.A., Univ. of Phoenix; C.P.A., New York State Nadeem, Shehzad, Asst. Prof., Soc.: B.A., James Madison Univ.; Ph.D., Univ. of Calif. at San Diego Nathanson, Melvyn B., Prof., Math. & Computer Sci.: B.A., Univ. of Penn.; M.A., Ph.D., Univ. of Rochester Navarro, Alberto, Lect., SEEK Advisement and Counsel.: A.A., New York City Com. Coll.; B.A., M.A., The City Coll. of New York; M.S., Lehman Coll.; Ph.D., New York Univ. Newman, Zelda, Asst. Prof., Langs. & Lits.: B.A., Brooklyn Coll., M.A., Ph.D., Univ. of Mich. Ngo-Ngijol Banoum, Bertrade B. Asst. Prof., Afr. & Afr. Am. Studies: B.A., Univ. of Yaoundé (Cameroon); M.Litt., Univ. of Edinburg (Scotland); Ph.D., Univ. of Essex (Engl.) Noueihed, Salah, Coll. Lab. Tech., Anthro.: B.A., Lehman Coll. O’Boy, Deirdre, Lect., Eng.: B.A., Pace Univ., M.A., Fordham Univ. O'Connor, Naphtali, Asst. Prof., Chem.: B.Sc., State Univ. of New York at Stony Brook; Ph.D., Univ. of Calif. O'Dowd, Matthew, Asst. Prof., Phys. & Astron.: B.A., Ph.D., Univ. of Melbourne O'Hanlon, Thomas, Asst. Prof., Journalism, Com., & Theatre: B.A., Fordham Univ. Onyedum, Jennifer Johnson, Asst. Prof., Afr. and Afr. Am. Studies: B.A., Brown Univ., Ph.D., Princeton Univ. Pacsi, Alsacia, Asst. Prof., Nurs.: B.S., Long Island Univ.; M.S., Coll. of Mount Saint Vincent; D.N.S, CUNY Grad. Cent. Paget, Timothy, Prof., Chem.: Ph.D., Univ. Coll. of Cardiff Pan, Victor, Dist. Prof., Math. & Computer Sci.: Ph.D., Moscow State Univ. (Russia) Pant, Hari, Asst. Prof., Env., Geog., & Geog. Sci.: B.Sc., Tribhuvan Univ. (Nepal); M.Sc., Univ. of Aberdeen (Scotland); Ph.D., Dalhousie Univ. (Canada) Papazian, Mary, Provost and Prof., Engl.: B.A., M.A., Ph.D., Univ. of Calif. at Los Angeles Pérez, Miguel, Prof., Journalism, Com., & Theatre: B.A., Florida International Univ.; M.S., Columbia Univ. Petkov, Rossen, Asst. Prof., Eco. & Bus.: B.A., Univ. of Rochester; M.P.A., Univ. of Texas at Austin; Ph.D., Univ. of National and World Economy Perl, Sondra, Prof., Engl.: B.A., Simmons Coll.; M.A., Ph.D., New York Univ. Phelps, Fred D., Prof., Psych.: B.A., M.A., Eastern New Mexico Univ.; Ph.D., Northwestern Univ. Philipp, Manfred H.W., Prof., Chem.: B.S., Mich. Tech. Univ.; Lehman College Graduate Bulletin 2011-2013 Faculty and Administration 173 Ph.D., Northwestern Univ. Phillips, Esther R., Prof., Math. & Computer Sci.: B.S., Brooklyn Coll.; M.A., Ph.D., New York Univ. Phillips, Norma K., Prof., Soc. Wk.: B.A.; M.S.W., Hunter Coll.; D.S.W., Yeshiva Univ. Phillips, Ruby, Asst. Prof., Psych.: B.A., Pomona Coll.; M.A., Ph.D., Univ. of Ill. Piccolomini, Manfredi, Prof., Langs. & Lits.: Laurea, Univ. of Florence (Italy); Ph.D., Harvard Univ. Pigliucci, Massimo, Prof. Philos.: B.A., M.S., Univ. of Rome; Ph.D., Univ. of Ferrara; Ph.D., Univ. of Conn.; Ph.D., Univ. of Tennessee Piña-Rosales, Gerardo, Assoc. Prof., Langs. & Lits.: B.A., Queens Coll.; Ph.D., CUNY Grad. Center. Pinhasi-Vittorio, Limor, Assoc. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: M.A., New York Univ.; Ph.D., Hofstra Univ. Pitts, Wesley, Asst. Prof., Middle & H.S. Ed.: B.A., M.A., City Coll. of New York; M.Phil., Ph.D., CUNY Grad. Center Porter-Morgan, Holly, Sr. Coll. Lab. Tech., Env., Geog., & Geol. Sci.: B.A., Ohio State; M.A., New York Univ.; Ph.D., CUNY Grad. Center Prince, Penny, Asst. Prof., Mus.: B.M., M.M., Manhattan School of Mus.; Ph.D., New York Univ. Prohaska, Vincent, Assoc. Prof., Psych.: B.S., Adelphi Univ.; Ph.D., Univ. of Chicago Qian, Gaoyin, Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., East China Norman Univ.; M.A., Shanghai International Studies Univ.; M.S.Ed., Southwest Missouri Univ.; Ph.D., Univ. of Georgia Quinby, Lee, Dist. Lect., Engl.: B.A., Univ. of North Florida; M.A., Ph.D., Purdue Univ. Raaum, Ryan, Asst. Prof. Anthro.: B.S., Univ., of Calgary; M.A., M.Phil., Ph.D., New York Univ. Rachlin, Joseph W., Prof., Biol. Sci.: B.S., The City Coll. of New York; M.S., Ph.D., New York Univ. Redenti, Stephen, Asst. Prof., Biol. Sci.: B.S., Southern Connecticut State Univ.; M.A., Ph.D., Hunter Coll. Reid, Anne, Asst. Prof., Psych.: B.S., Univ. of Toronto; M.A., Ph.D.,CUNY Grad. Center Rénique, José Luis, Assoc. Prof., Hist.: B.A.,Universidad Católica del Perú; Ph.D., Columbia Univ. Renshon, Stanley A., Prof., Pol. Sci.: B.A., Rutgers Univ.; M.A., American Univ.; Ph.D., Univ. of Penn. Rice, Anne, Asst. Prof., Afr. and Afr. Am. Studies: A.B., Smith Coll., M.A., Lehman Coll., Ph.D., CUNY Grad. Center Richards, John L., Assoc. Prof., Chem.: B.S., Yale Univ.; Ph.D., Univ. of Chicago Ricourt, Milagros, Assoc. Prof., Lat. Amer. & Puerto Rican Studies: B.A., Universidad Autonoma de Santo Domingo; M.A., Univ. of Florida; Ph.D., CUNY Grad. Center Rivera-McCutchen, Rosa, Asst. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.A., Univ. of Rochester; M.A., Univ. of Rochester; Ph.D., New York Univ. Roberts, Laura, Asst. Prof., Cslg., Ldrshp., Lit., & Sp. Ed.: B.S., Indiana Univ. of Penn.; M.S., Baruch Coll.; M.S. Mercy Coll.; Ph.D., Univ. of Mich. Robertson, Andrew W., Assoc. Prof., Hist.: B.A., Franklin and Marshall Coll.; Ph.D., Oxford Univ. Rodiguez, Ada, Lect., Econ. & Bus.: B.S., Lehman Coll.; M.B.A., Columbia Univ. Rodríguez, M. Victoria, Asst. Prof., Early Childh. & Childh. Ed: B.A., Univ. of Barcelona; M.A., The City Coll. of New York; Ed.D., Teachers Coll., Columbia Univ. Rofrano, Frances, Asst. Prof., Early Childh. & Childh. Ed.: B.S., Seton Hall Univ.; M.S. Ed., State Univ. of New York at New Paltz; Ed.D., Teachers Coll., Columbia Univ. Rosen, Marjorie, Assoc. Prof., Journalism, Com., & Theatre: B.A., Univ. of Mich.; M.S., New York Univ. Rosenberg, Lynn, Lect., Speech-Lang.-Hearing Sci.: B.S., M.S., Buffalo State Coll. Rosholt, Rhys, Instr., Math. & Computer Sci.: A.A., Miss. Gulf Coast Jr. Coll.; B.A., M.S., Lehman Coll. Ross, Alexandra, Asst. Prof., Early Childh. & Chldh. Ed.: B.A., Skidmore Coll.; M.A., M.Ed., Ed.D., Teachers Coll., Columbia Univ. Ross, Marshall, Lect., Econ. & Bus.: B.S., Hunter Coll.; M.B.A., Long Island Univ.; C.P.A., New York State Rota-Donahue, Christine, Lect., Speech-Lang.-Hearing Sci.: M.S., Hunter Coll.; Dual Certification, Hofstra Univ. Rothstein, Anne L., Dir. of School/Coll. Collaboratives and Prof., Early Childh. & Childh. Ed.: B.S., Brooklyn Coll.; M.A., Ed.D., Teachers Coll., Columbia Univ. Ruiz, Philip Anthony, Lect., Journalism, Com., & Theatre: B.A., Fordham Univ.; Cert., Film Prod., New York Univ.; M.A., New York Univ. Rupp, Stephanie, Asst. Prof., Anthro.: A.B., Dartmouth Coll.; M.Ed., Harvard Univ.; M.Phil., Ph.D., Yale Univ. Saccamano, Scott, Asst., Prof., Nurs.: B.A., Adelphi Univ.; B.S.N. The City Coll. of New York; M.S.N., Hunter Coll.; Ph.D., Seton Hall Univ. Saen-de-Casas, Maria del Carmen, Asst. Prof., Langs. & Lits.: B.A., Univ. Seville, Spain; M.A., Univ. of Michigan; Ph.D., CUNY Grad. Center Sailor, Kevin, Assoc. Prof., Psych.: B.A., Univ. of Calif. at Berkeley; M.A., Ph.D., Univ. of Ill. Salamandra, Christa, Assoc. Prof., Anthro.: B.A., M.A., New York Univ.; D. Phil., Univ. of Oxford Samuel, Lalitha, Asst., Prof., Health Sci.: B.S., Delhi Univ.; M.S., Ph.D., G.B., Pant Univ. Sanford, Victoria, Assoc. Prof., Anthro.: B.A., Calif. State Univ. at Sacramento; M.A., San Franc. State Univ.; A.M., Ph.D., Stanford Univ. Sankaran, Renuka, Asst. Prof., Biol. Sci.: B.Sc., M.Sc., Univ. of Madras, India; M.S., Ph.D., Southern Illinois Univ. Sapadin, Rosa, Lect., Nurs.: B.S., M.S., Lehman Coll. Saravia-Shore, Marietta, Assoc. Prof., Early Childh. & Childh. Ed.: B.A., Barnard Coll.; M.A., New School for Soc. Research; M.A., Lehman College Graduate Bulletin 2011-2013 174 Faculty and Administration Teachers Coll., Columbia Univ.; M.Phil., Ph.D., Columbia Univ. Schlesinger, Kenneth, Chief Librarian & Prof.: B.A., Univ.of Calif. at Berkely; M.F.A., Yale Univ.; M.L.S., Pratt Inst. Schmidt, Tyler, Asst. Prof., Engl.: B.S., Univ. of Wisc. at Madison; M.A., Teachers Coll., Columbia Univ.; Ph.D.,CUNY Grad. Center Schneider, Robert B., Prof., Math. & Computer Sci.: B.S., Mass. Inst. of Tech.; Ph.D., Stanford Univ. Schroder, Barbara, Asst. Prof., Middle & H.S. Ed.: M.A., New York Univ.; Ph.D., Rutgers Univ. Schwartz, Gary S., Dir., Macaulay Honors Coll. at Lehman Coll., Lehman Scholars Prog., and Prof., Langs. & Lits.: A.B., Columbia Coll.; B.A., M.A., Jesus Coll., Cambridge Univ.; Ph.D., Columbia Univ. Schwittek, David, Coll. Lab Tech., Art: B.A., State Univ. of New York at New Paltz; M.F.A., Parsons School of Design Scutt, Marie, Asst. Prof., Philos.: B.A., Bryn Mawr Coll.; Ph.D., Univ. of Penn. Seiger-Gardner, Liat, Asst. Prof., Speech-Lang.-Hearing Sci.: B.A., Tel-Aviv Univ.; M.A., Queens Coll.; Ph.D., CUNY Grad. Center Sembenu, Sekhem, Assoc. Prof., Econ. & Bus.: B.A., M.A., Ph.D., Columbia Univ. Senreich, Evan, Asst. Prof., Soc. Wk.: B.A., D.D.S., M.S.W., Ph.D., New York Univ. Seplowin, Charles J., Assoc. Prof., Art: B.F.A., New Hampshire Univ.; M.F.A., Rhode Island School of Design Sharav, Itzhak, Prof., Econ. & Bus.: B.A., New School for Soc. Research; M.B.A., Baruch Coll.; Ph.D., CUNY Grad. Center; C.P.A., New York State Shockett, Bernard, Prof., Mus.: B. Mus., Manhattan School of Mus.; M.A., Brooklyn Coll.; Ph.D., New York Univ. Shreiber, Chanoch, Prof., Econ. & Bus.: LL.B., Hebrew Univ. (Israel); LL.M., Ph.D., Columbia Univ. Shuwairi, Sarah, Asst. Prof., Psych.: B.A., Boston Univ.; M.S.Ed., Univ. of Penn.; M.A., Columbia Univ.; Ph.D., New York Univ. Skolnik, Janet, Lect., Art: B.A., Brooklyn Coll.; M.F.A., Pratt Inst. Sloan, Heather, Assoc. Prof., Env., Geog., & Geol., Sci.: B.Sc., State Univ. of New York at Albany; M.A., Univ. of Calif. at Santa Clara; Ph.D., Univ. of Paris 6 Slugocki, Lillian, Lect., Engl.: B.A., Florida Atlantic Univ.; M.A., New York Univ. Smith, Constance Joye, Asst. Prof., Middle and H.S. Ed.: B.S., Univ. of N. Carolina; M.A., Ed.D., Teachers Coll., Columbia Univ. Smith Gabig, Cheryl, Asst. Prof., Speech-Lang.-Hearing Sci.: B.S., Miami Univ.; M.S., Emerson Coll.; Ph.D., Univ. of Conn. Soetart, Susan, Coll. Lab. Tech., Journalism, Com., & Theatre: B.S., Univ. of Kansas; M.A., New York Univ. Sokol, Marilyn, Dist. Lect., Journalism, Com., & Theatre: B.A., New York Univ. Sormani, Christina, Asst. Prof., Math. & Computer Sci.: B.A., New York Univ.; Ph.D., Courant Inst. of Mathematical Sci. Soto, Adelaide, Lect., Libr.: B.A., Lehman Coll.; M.L.I.S., Long Island Univ. Spear, Thomas, Prof., Langs. & Lits.: B.A., Lawrence Univ.; M.A., Univ. of Calif. at Santa Barbara; Ph.D., New York Univ. Spence, Naomi, Asst. Prof., Soc.: B.A., Univ. of New Orleans; M.S., Ph.D., Florida State Univ. Spencer, Robyn C., Asst. Prof., History: B.A., State Univ. of New York at Binghamton; M.A., M.Phil., Ph.D., Columbia Univ. Stefan, Vincent H., Assoc. Prof., Anthro.; B.A., Univ. of Wyoming.; M.S., Ph.D., Univ. of New Mexico St. John, Katherine, Assoc. Prof., Math. & Computer Sci.: B.A., Smith Coll.; M.A., Johns Hopkins Univ.; Ph.D., Univ. of Calif. at Los Angeles Sutliff, Robert, Higher Ed. Assoc., Math. & Computer Sci.: B.A., Queens Coll.; M.A., City Univ. of New York Grad. Center Szabo, Zoltan, Prof., Math. & Computer Sci.: Ph.D., Szeged Univ. (Hungary) Tallier, Peggy, Asst. Prof., Nurs.: B.S., Kean Coll.; M.P.A, Fairleigh Dickinson Univ.; Ed.D., Teachers Coll., Columbia Univ. Tananbaum, Duane, Assoc. Prof., Hist.: B.A., Cornell Univ.; M.A., M.Phil., Ph.D., Columbia Univ. Tauber, Linda, Lect., Econ. & Bus.: B.A., New York Univ.; M.B.A., Baruch Coll.; C.P.A., Texas Tegeder, Dannielle, Asst. Prof., Art: B.F.A., State Univ. of New York at Purchase; M.F.A., Art Institute of Chicago Tesoro, Mary Gay, Lect., Nurs.: A.A.S., Queensborough Comm. Coll.; B.A., M.S., Lehman Coll. Tessler, Minda, Lect., Psych.: B.A., Bennington Coll.; M.Phil., Trinity Coll.; Ph.D., CUNY Grad. Center Tilley, Janette, Assoc. Prof., Mus.: B. Mus., M.A., Univ. of British Columbia; Ph.D., Univ. of Toronto Tiryaki-Sonmez, R. Gul, Assoc. Prof., Health Sci.: B.S., Gazi University (Turkey); M.S., Oklahoma State Univ.; Ph.D., Univ. of New Mexico Tobias, Alice, Assoc. Prof., Health Sci.: B.S., Ohio State Univ.; M.S., Ed.D., Teachers Coll., Columbia Univ. Tochika, Asako, Lect., Langs. And Lits.: B.A., Lehman Coll., M.A., Columbia Univ. Torres, Andrés, Dist. Lect., Lat. Amer. & Puerto Rican Studies: B.B.A., Manhattan Coll.; M.A., New York Univ.; Ph.D., The New School Totti, Xavier, Lect., Lat. Amer. & Puerto Rican Studies: B.A., Univ. of Puerto Rico; M.A., Hunter Coll.; M.Phil., CUNY Grad. Center Towery, Terry, Assoc. Prof., Art: B.S., Florida State Univ.; M.F.A., Univ. of Florida Trimboli, Steven J., Sr. Coll. Lab. Tech., Biol. Sci.: B.A., Lehman Coll. Tree, Susan, Lect., Health Sci.: B. Pharm., M.Sc., Chelsea Coll., Univ. of London; M.S., New York Univ.; Ed.D., Teachers Coll., Columbia Univ. Valentine, Robert T., Lect., History: B.A., The Citadel; M.A., Fordham Univ.; Ph.D., Univ. of S. Carolina Valgemae, Mardi, Prof., Engl.: B.A., Rutgers Univ.; Ph.D., Univ. of Calif. at Los Angeles Lehman College Graduate Bulletin 2011-2013 Van Voorhis, Lynne, Lect., Langs. & Lits.: A.B., Hunter Coll.; M.A., Middlebury Coll.; M.Phil., Columbia Univ.; J.D., Brooklyn Law School Velasco-Whetsell, Martha, Asst. Prof., Nurs.: B.S.N., M.S., Ph.D., Univ. of South Carolina Villafane, Alicia, Lect., SEEK Advisement and Couns.: A.B., Hunter Coll.; M.S.Ed., Richmond Coll. Voge, Susan, Assoc. Prof., Libr.: B.A., Brooklyn Coll.; M.S.L.S., Columbia Univ.; M.B.A., Fordham Univ. Wallace, Edwin, D., Higher Ed. Asst., Libr.: A.A., Queensborough Community Coll.; B.A., Hunter Coll.; M.L.S., M.F.A., Queens Coll. Warde, Bryan, Asst. Prof., Soc. Wk.: B.S., York Coll.; M.S.W., Columbia Univ.; Ph.D., CUNY Grad. Center Waring, Elin, Assoc. Prof., Soc.: B.A., Swarthmore Coll.; M.A., Ph.D., Yale Univ. Washington, Valerie M., Assoc. Prof., Early Childh. & Childh. Ed.: A.B., M.S., Hunter Coll.; Ed.D., Univ. of Mass. Watson, Karl, Sr. Coll. Lab. Tech., Music: B.A., Univ. of Rhode Island Watson, James, Asst. Prof., Libr.: B.S., State Univ. of New York at Albany; M.S., Long Island Univ.; M.P.S., New York Univ. Watson-Turner, Susan, Asst. Prof., Journalism, Com., & Theatre: B.F.A, Ohio Univ., M.F.A., Columbia Univ. West, Joyce F., Assoc. Prof., Speech-Lang.-Hearing Sci.: B.S., Central Mich. Univ.; M.A., Ohio State Univ.; Ph.D., Univ. of Mich. Whittaker, Robert T., Assoc. Provost for Und. Studies and Online Studies, Prof., Journalism, Com., & Theatre: B.A., M.A., Ph.D., Indiana Univ. Wilder, Esther, Asst. Prof., Soc.: B.A., Univ. of Mass. at Amherst; M.A., Ph.D., Brown Univ. Williams-Gray, Brenda, Asst. Prof., Soc. Wk.: B.S.W., Adelphi Univ.; M.S.W., Fordham Univ.; D.S.W., CUNY Grad. Center Wooldridge, William, Asst. Prof., History: B.A., Swarthmore Coll.; M.A., Univ. of Washington; Ph.D., Princeton Univ. Wunder, Amanda, Asst. Prof., History: B.A., Wesleyan Univ.; M.A., Ph.D., Princeton Univ. Wurtzel, Eleanore, Prof., Biol. Sci.: B.S., Ph.D., State Univ. of New York at Stony Brook Yard, Margaret, Asst. Prof., Nurs.: B.S. Columbia Univ.; M.S., Long Island Univ.; M.S., Hunter Coll.; M.A., M.S., Ph.D., CUNY Grad. Center Yates, Suzanne, Assoc. Prof., Psych.: B.A., State Univ. of New York at New Paltz; M.A., Ph.D., Univ. of Calif. at Santa Cruz Yavuz, Devrim, Lect., Soc.: B.S., Middle East Technical Univ., Ankara, Turkey; M.A., Ph.D., McGill Univ., Montreal, Canada Yood, Jessica, Assoc., Prof., Engl.: B.A., Barnard Coll., Columbia Univ.; Ph.D., State Univ. of New York at Stony Brook Young, Thomas P., Asst. Prof., Chem.: B.A., Univ. of Calif. at Santa Cruz; M.S., Ph.D., Stanford Univ. Zakin, Andrea, Inst., Early Childh. & Childh. Ed.: B.A., Earlham Coll.; M.A., Hunter Coll. Faculty and Administration 175 Zarin, Eve, Lect., Engl.: A.B., Swarthmore Coll.; A.M., Columbia Univ. Zheng, Zhi-Liang, Assoc. Prof., Biol. Sci.: Ph.D., Ohio State Univ.; Postdoc., Univ. of Calif. at Riverside Zuss, Mark, Assoc. Prof., Cslg., Ldrshp., Lit. & Sp. Ed.: B.A., Empire State Coll., State Univ. of New York; M.A., Ph.D., CUNY Grad. Center. Emeriti Allman, Eileen, Assoc. Prof. Emer., Engl.: A.B., Hunter Coll.; M.A., Ph.D., Syracuse Univ. Backer, Barbara, Prof. Emer., Nurs.: B.S., Keuka Coll.; M.S., Univ. of Rochester; M.A., New York Univ.; D.S.W., CUNY Grad Center Bady, David M., Assoc. Prof. Emer., Engl.: A.B., Columbia Coll.; A.M., Ph.D., Columbia Univ. Bank, Stanley, Prof. Emer., Secondary, Adult, and Business Ed.: A.B., Clark Univ.; M.A., Ph.D., Columbia Univ. Basile, Dominick V., Prof.,Emer., Biol. Sci.: B.S., Manhattan Coll.; M.A., Ph.D., Columbia Univ. Bastos, María L., Prof. Emer., Rom. Lang.: B.A., Escuela Normal, Buenos Aires; M.A., Univ. of Buenos Aires; Ph.D., Univ. of La Plata, Argentina Baumgarten, Reuben L., Prof. Emer., Chem.: B.S., The City Coll. of New York; M.S., Ph.D., Univ. of Michigan Beaton, Sarah, Assoc. Prof. Emer., Nurs.: B.S., Fairleigh Dickinson Univ.; M.A., Ph.D., New York Univ. Bergman, Edward F., Prof. Emer., Geol. & Geog.: B.A., Univ. of Wisconsin; M.A., Ph.D., Univ. of Washington Bermel, Albert, Prof. Emer., Speech & Theatre: B.Sc., London Schl. of Econ. Beye, Charles R., Dist. Prof. Emer., Langs. and Lits.: B.A., State Univ. of Iowa; M.A., Ph.D., Harvard Univ. Bitton-Jackson, Livia E., Prof. Emer., Class., Orient., Germ., & Slav. Lang.: B.A., Brooklyn Coll.; M.A., Ph.D., New York Univ. Blecher, George, Assoc. Prof. Emer., Engl.: A.B., Harvard Univ. Blum, Antoinette, Prof. Emer., Langs. & Lit.: A.B., Univ. of California, Berkeley; Ph.D., Yale Univ. Boissevain, Ethel W., Assoc. Prof. Emer., Anthro.: A.B., Vassar Coll.; Ph.D., Univ. of Prague Borodkin, Thelma, Assoc. Prof. Emer., Acad. Skills/SEEK: B.A., Brooklyn Coll.; M.A., New York Univ.; Ph.D., Union Grad. Schl. Bradley, A. Day, Prof. Emer., Math. & Computer Sci.: A.B., Penn. State Univ.; A.M., Teachers Coll., Columbia Univ.; Ph.D., Columbia Univ. Bronstein, Arthur J., Prof. Emer., Speech & Theatre: B.A., The City Coll. of New York; M.A., Columbia Univ.; Ph.D., New York Univ. Bronzaft, Arline L., Prof. Emer., Psych.: A.B., Hunter Coll.; M.A., Ph.D., Columbia Univ. Bruni, James V., Prof. Emer., Early Childh. & Childh. Ed.: A.B., Columbia Coll.; M.A., Ed.D., Teachers Coll., Columbia Univ. Bucchioni, Eugene, Prof. Emer., Early Childh. & Elem. Ed.: B.A., M.A., Queens Coll.; Ph.D., New School for Soc. Research Lehman College Graduate Bulletin 2011-2013 176 Faculty and Administration Bush, Robert B., Prof. Emer., Engl.: A.B., Princeton Univ.; M.A., Columbia Univ.; Ph.D., Univ. of Iowa Carnicelli, Domenick D., Prof. Emer., Engl.: B.A., Brooklyn Coll.; M.A., Ph.D., Columbia Univ. Cavalchini, Mariella, Assoc. Prof. Emer., Rom. Lang.: Laurea di Dottore in Materie Letterarie, Univ. of Rome; Ph.D., New York Univ. Corbin, George A., Prof., Art: B.A., Oakland Univ.; M.A., Bucknell Univ.; M.A., Ph.D., Columbia Univ. Costinescu, Gheorghe, Prof. Emer., Mus.: M.S., Bucharest Mus. Conservatory; Post Grad. Diploma, Juilliard School of Music; Ph.D., Columbia Univ. Danzger, M. Herbert, Prof., Soc.: B.A., Yeshiva Univ.; M.A., Ph.D., Columbia Univ. Davis, Allan, Prof. Emer., Mus.: B. Mus., M. Mus., Syracuse Univ. Dayan, Jean, Prof. Emer., Chem.: B.A., Brooklyn Coll.; M.S., Ohio State Univ.; Ph.D., Columbia Univ. DellaCava, Frances A., Dir. of Adult Degree Prog. and Asst. Prof., Soc. & Soc. Wk.: A.B., Hunter Coll.; M.A., Columbia Univ.; Ph.D., Fordham Univ. DeMinco, Sandrea, Assc. Prof., Libr.: B.A., State Univ. of New York at Oneonta; M.A., Hunter Coll.; M.S.L., C.W. Post Coll. of Long Island Univ. Diamond, Harold, Prof. Emer. (Active), Mus. Librarian: B.A., Hunter Coll.; M.S., Columbia Univ.; M.A., New York Univ. DiBennardo, Robert, Prof. Emer., Anthro.: A.B., M.A., Hunter Coll.; Ph.D., CUNY Grad. Center Dickman, Ronald, Prof.Emer., Phys. & Astron.: B.A., Hunter Coll.; Ph.D., Univ. of Texas DiGennaro, Joseph, Prof. Emer., ExSL: A.B., Hunter Coll.; M.S., Univ. of Illinois; Ed.D., Teachers Coll., Columbia Univ. Donleavy, Mary Rita, Prof. Emer., Sp. Serv. In Ed.: A.B., A.M., Hunter Coll.; Ph.D., Fordham Univ. Donnelly, Margaret E., Assoc. Prof. Emer., Soc. & Soc. Wk.: B.A., Russell Sage Coll.; M.A., Ph.D., Fordham Univ. Downs, Frederick, Prof. Emer., Chem.: A.B., Hunter Coll.; M.S., Ph.D., New York Med. Coll. Duberman, Martin B., Dist. Prof. Emer., Hist.: B.A., Yale Univ.; M.A., Ph.D., Harvard Univ. Dubler, Walter, Assoc. Prof. Emer., Engl.: B.A., Yeshiva Univ.; M.A., Tulane Univ.; Ph.D., Harvard Univ. Ebel, Harvey C., Assoc. Prof. Emer., ExSL: B.A., The City Coll. of New York; M.S., Ph.D., Penn. State Univ. Edel, Wilbur, Prof. Emer., Pol. Sci.: B.S., New York Univ.; A.M., Ph.D., Columbia Univ. Elftman, Alice G., Prof. Emer., Biol. Sci.: A.B., New York State Coll. for Teachers; A.M., Ph.D., Cornell Univ. Engelke, Charles E., Assoc. Prof. Emer., Phys. & Astron.: B.S., Queens Coll.; M.A., Ph.D., Columbia Univ. Fleischer, Michael M., Prof. Emer., ExSL: B.S., The City Coll. of New York; M.A., Ed.D., Teachers Coll., Columbia Univ. Fletcher, Angus, Dist. Prof. Emer., Engl.: B.A., Yale Univ.; Dipl. d'Etudes, Univ. of Grenoble (France); M.A., Yale Univ.; Ph.D., Lehman College Graduate Bulletin 2011-2013 Harvard Univ. Flint, Shirley H., Assoc. Prof. Emer., Early Childh. & Elem. Ed.: B.A., New York Univ.; M.A., Hunter Coll.; Ed.D., Teachers Coll., Columbia Univ. Frankel, Edward, Prof. Emer., Early Childh. & Elem. Ed.: B.S., The City Coll. of New York; M.A., Columbia Univ.; Ph.D., Yeshiva Univ. Freedman, Philip I., Prof. Emer., Secondary, Adult, and Bus. Ed.: B.S.S., City Coll. of New York; M.A., Ph.D., Columbia Univ. Fuchs, Morton, Assoc. Prof. Emer., Phys. & Astron.: B.S.E.E., City Coll. of New York; Ph.D., Univ. of Mich. Galli, Nicholas A., Prof., Health Sci.: B.S., M.S., Brooklyn Coll.; Ph.D., Univ. of Illinois Gavurin, Edward I., Prof. Emer., Psychol.: B.A., Brooklyn Coll.; M.A., Ph.D., New York Univ. Geehern, Margaret K., Assoc. Prof. Emer., Phys. & Astron.: B.S., M.S., Ph.D., Fordham Univ. Gillespie, John R., Prof. Emer., Phys. & Astron.: B.S., Univ. of Rochester; Ph.D., Univ. of Calif. of Berkeley Gitterman, Martin, Prof., Speech-Lang.-Hearing Sci.: B.A., Hunter Coll.; M.A., Lehman Coll.; Ph.D., CUNY Grad. Center Goldfarb, Robert, Prof. Emer., Speech-Lang.-Hearing Sci.: B.A., M.S., Brooklyn Coll.; Ph.D., CUNY Grad. Center Goodwin, M. Beatrice, Prof. Emer., Nurs.: B.S.N., Vanderbilt Univ.; M.A., Ph.D., New York Univ. Gottesfeld, Harry, Prof. Emer., Psych.: B.A., Brooklyn Coll.; Ph.D., New York Univ. Gottsegen, Gloria Behar, Prof. Emer., Sp. Serv. in Ed.: B.A., New York Univ.; M.A., The City Coll. of New York; Ph.D., New York Univ. Griffin, Alice, Prof. Emer., Engl.: A.B., George Wash. Univ.; A.M., Ph.D., Columbia Univ. Guelich, Ernestine D., Assoc. Prof. Emer., Engl.: A.B., Hunter College; A.M., Columbia Univ.; Ph.D., Fordham Univ. Guthwin, Hyman, Assoc. Prof. Emer., Biol. Sci.: B.A., M.S., Ph.D., New York Univ. Haas, Ann Pollinger, Prof. Emer., Health Serv.: B.A., Wheeling Coll.; M.A., Ph.D., Fordham Univ. Haboucha, Reginetta, Prof. Emer., Rom. Lang.: B.A., Queens Coll.; M.A., Ph.D., Johns Hopkins Univ. Hammond, Dorothy, Assoc. Prof. Emer., Biol. Sci.: A.B., Wellesley Coll.; A.M., Ph.D., Columbia Univ. Hannes, Martin, Assoc. Prof. Emer., Psych.: B.S., The City Coll. of New York; M.A., Ph.D., Columbia Univ. Harris, Gilbert J., Assoc. Prof. Emer., Psychol.: B.S., The City Coll. of New York; Ph.D., State Univ. of New York at Buffalo Hausknecht, Murray, Prof. Emer., Soc. & Soc. Wk.: B.S.S., The City Coll. of New York; M.A., Ph.D., Columbia Univ. Hayden, Seymour, Prof. Emer., Math. & Computer Sci.: B.A., Univ. of Wisconsin; M.A., Ph.D., Harvard Univ. Herdt, Beryl, Prof. Emer., ExSL: A.B., M.S., Hunter Coll.; Ph.D., St. John's Univ. Faculty and Administration 177 Hoffmann, Ursula F., Assoc. Prof. Emer., Langs. & Lits.: A.B., Smith Coll.; M.A., Ph.D., Yale Univ. Hughes, Charles W., Prof. Emer., Mus.: B.S., M.A., Ph.D., Columbia Univ. Isaac, Richard E., Prof. Emer., Math. & Computer Sci.: B.A., Cornell Univ.; Ph.D., Univ. of Calif. at Berkeley Isaacs, Godfrey, Prof. Emer., Math & Computer Sci.: B.S., M.S., Univ. of Capetown; Ph.D., Univ. of London Jackson, Joseph L., Assoc. Prof. Emer., Acad. Skills/SEEK: B.S., N Carolina Agric. & Tech. Univ.; M.S.W., Adelphi Univ.; Ed.D., Univ. of Mass. James, Alice G., Assoc. Prof. Emer., Anthro.: A.B., Hunter Coll.; M.A., Ph.D., Columbia Univ. Jensen, Thomas E., Prof., Biol. Sci.: B.A., Wartburg Coll.; M.A., Dakota State Univ.; Ph.D., Iowa State Univ. Johnston, Helen, Assoc. Prof. Emer., Chem.: B.S., Howard Coll.; Ph.D., Columbia Univ. Jones, C. Robert, Prof. Emer., Biol. Sci.: B.S., Univ. of Scranton; M.S., Ph.D., Fordham Univ. Judd, Jacob, Prof. Emer., Hist.: A.B., M.A., Ph.D., New York Univ. Kay, Ulysses, Dist. Prof. Emer., Mus.: B.A., Univ. of Arizona; M. Mus., Eastman School of Mus. Kravitt, Edward F., Prof. Emer., Mus.: A.B., A.M., Ph.D., New York Univ. Kane, Margaret O'Shea, Prof. Emer., Bus. Ed.: A.B., Hunter Coll.; A.M., Ed.D., New York Univ. Kearns, Francis E., Prof. Emer., Engl.: A.B., New York Univ.; M.A., Univ. of Chicago; Ph.D., Univ. of N. Carolina Kiesler, Rose, Assoc. Prof. Emer., Geol. & Geog.: B.A., Hunter Coll.; M.A., Columbia Univ. Kligerman, Jack M., Prof. Emer., Engl.: B.A., M.A., Syracuse Univ.; Ph.D., Univ. of Calif. at Berkeley Knehr, Charles A., Prof. Emer., Psych.: A.B., A.M., Ph.D., Columbia Univ. Kravetz, Nathan, Prof. Emer., Early Childh. & Elem. Ed.: B.Ed., M.A., Ed.D., Univ. of Calif. at Los Angeles Laderman, Julian D., Assoc. Prof., Math. & Computer Sci.: B.A., M.S., Ph.D., New York Univ. Lagos, Maria, Assoc. Prof. Emer., Anthro.: B.A., M.A., M.Phil., Ph.D., Columbia Univ. Lahey, Miriam P., Assoc. Prof. Emer., Health Serv.: B.A., Mt. St. Vincent Univ., Halifax; Ed.M., Ed.D., Teachers Coll., Columbia Univ. Lampen, Dorothy, Prof. Emer., Econ., Acct., & Bus. Adm.: A.B., Carleton Coll.; Ph.D., Johns Hopkins Univ. Lavin, David E., Prof., Soc.: B.A., Colby Coll.; M.A., Ph.D., New York Univ. Lebowitz, Aaron, Assoc. Prof. Emer., Math. & Computer Sci.: A.B., A.M., Ph.D., Yeshiva Univ. Lehmann, Margaret Grennan, Prof. Emer., Engl.: A.B., Hunter Coll.; A.M., Ph.D., Columbia Univ. Levi, Howard, Prof. Emer., Math. & Computer Sci.: B.A., Ph.D., Columbia Univ. Losada, Luis A., Prof. Emer., Langs. and Lits.: A.B., Hunter Coll.; M.A., Ph.D., Columbia Univ. Lundberg, Robert, Prof. Emer., Second., Adult, and Bus. Ed.: B.Ed., Wisc. State Coll.; M.A., Ed.D., Teachers Coll., Columbia Univ. McKenna, Anna Brohmer, Prof. Emer., Art: A.B., Hunter Coll.; A.M., Columbia Univ. McLaughlin, Andrew C., Prof. Emer., Philos.: B.A., Union Coll.; Ph.D., State Univ. of New York at Buffalo Mencher, Joan P., Prof. Emer., Anthro.: B.A., Smith Coll.; Ph.D., Columbia Univ. Messing, Janet K., Prof. Emer., Econ., Acct., & Bus. Adm.: A.B., Hunter Coll.; M.S., Columbia Univ.; Ph.D., New York Univ.; C.P.A., New York State Meyer, Paul R., Prof. Emer., Math. & Computer Sci.: B.A., Dartmouth Coll.; M.S., Thayer School of Engr.; M.A., Ph.D., Columbia Univ. Meyer, Ursula, Prof. Emer., Art: B.A., New School for Soc. Research; M.A., Columbia Univ. Meyersohn, Rolf B., Prof. Emer., Soc. & Soc. Wk.: B.A., Harvard Coll.; M.A., Ph.D., Columbia Univ. Moffitt, Brenda P., Assoc. Prof., Biol. Sci.: B.Sc., Bedford Coll. (U.K.); M.Sc., Univ. Coll., Univ. of London; Ph.D., Columbia Univ. Morgan, Kathleen E., Prof. Emer., Langs. & Lits.: B.A., Stanford Univ.; M.A., M.Phil., Ph.D., Yale Univ. Morgan-Cato, Charlotte T., Assoc. Prof. Emer., Black Studies: B.A., Univ. of Chicago; M.I.A., Columbia Univ.; M.Ed., Ed.D., Teachers Coll., Columbia Univ. Movesian, George, Prof. Emer., Early Childh. & Elem. Ed.: B.A., Univ. of Buffalo; M.S., Ed.D., State Univ. of New York at Buffalo Murgatroyd, Dorothy, Assoc. Prof. Emer., Psych.: B.A., Barnard Coll.; M.A., Ph.D., Univ. of Penn. Murphy, Daniel B., Prof. Emer., Chem.: B.S., M.S., Fordham Univ.; Ph.D., Penn. State Univ. Newman, Charlotte, Assoc. Prof. Emer., Biol. Sci.: A.B., A.M., Univ. of Mich.; A.M., Ph.D., Radcliffe Coll. Norris, Nilan, Prof. Emer., Econ., Acct., & Bus. Adm.: A.B., A.M., Ph.D., Stanford Univ. Patti, Anthony V., Prof. Emer., Second., Adult, and Bus. Ed.: B.S., M.A., New York Univ.; Ed.D., Teachers Coll., Columbia Univ. Phillips, Esther R. Prof. Emer., Math. & Computer Science: B.S., Brooklyn Coll.; M.A., Ph.D., New York Univ. Polirstok, Susan, Prof., Sp. Serv. in Ed.: B.A., M.S., The City Coll. of New York; Ed.D., Teachers Coll., Columbia Univ. Proskauer, Paul, Assoc. Prof. Emer., Class., Orient., Germ. & Slav. Lang.: B.B.A., The City Coll. of New York; M.A., Hunter Coll.; Ph.D., Columbia Univ. Raphael, Lawrence J., Prof. Emer., Speech & Theatre: B.A., M.A., Queens Coll.; Ph.D., CUNY Grad. Center Reed, Victor, Assoc. Prof. Emer., Engl.: A.B., M.A., Harvard Univ.; Ph.D., Columbia Univ. Lehman College Graduate Bulletin 2011-2013 178 Faculty and Administration Ritter, Walter P., Prof. Emer., Psychol.: B.A., The City Coll. of New York; Ph.D., Teachers Coll., Columbia Univ. Roberts, Edgar V., Jr., Prof. Emer., Engl.: B.A., M.A., Ph.D., Univ. of Minn. Robinson, Chester H., Prof. Emer., Spec., Serv., Ed.: B.A., Union Coll.; Ph.D., Stamford Univ. Romano, Salvatore, Prof. Emer., Art Rowley-Rotunno, Virginia, Prof. Emer., Second. Adult, and Bus. Ed.: A.B., Hunter Coll.; M.A., Fordham Univ.; Ph.D., Columbia Univ. Schoengood, George J., Prof. Emer., Second., Adult, and Bus. Ed.: A.B., Brooklyn Coll.; M.P.A., Ed.D., New York Univ. Seeman, Howard, Prof. Emer., Middle & H.S. Ed.: B.A., Albany State Teachers Coll.; M.A., Ph.D., New School for Soc. Research Seraile, William, Prof. Emer., Afr. and Afr. Am. Studies: B.A., Central Washington State Univ.; M.A., Teachers Coll., Columbia Univ.; Ph.D., CUNY Grad. Center Shaw, Frederick C., Prof. Emer., Geol. & Geog.: A.B., Harvard Coll.; M.S., Univ. of Cincinnati; Ph.D., Harvard Univ. Shechter, Yaakov, Prof. Emer., Biol. Sci.: B.Sc., Ph.D., Univ. of Calif. at Los Angeles Sicherman, Carol, Prof. Emer., Engl.: B.A., Barnard Coll.; B.Litt., Oxford Univ.; M.A., Ph.D., Univ. of Wisc. Silverman, Helene, Prof., Early Childh. & Childh. Ed.: B.A., M.S., Queens Coll.; Ph.D., Fordham Univ. Smullyan, Raymond M., Prof. Emer., Math. & Computer Sci.: M.S., Univ. of Chicago; Ph.D., Princeton Univ. Spielholtz, Gerald I., Prof. Emer., Chem.: B.S., The City Coll. of New York; M.S., Univ. of Michigan; Ph.D., Iowa State Univ. Stolnitz, M. Jerome, Prof. Emer., Philos.: B.S.S., The City Coll. of New York; Ph.D., Harvard Univ. Stuart, Irving R., Prof. Emer., Psych.: B.S.S., M.S.Ed., The City Coll. of New York; Ph.D., New York Univ. Stuart, Meriwether, Prof. Emer., Class., Orient., Germ., & Slav. Lang.: A.B., William Jewel Coll.; A.M., Indiana Univ.; Ph.D., Columbia Univ. Swartz, Karyl B., Prof. Emer., Psych.: B.A., Coll. of Wooster; M.A., George Peabody Coll.; Ph.D., Brown Univ. Taback, Stanley F., Prof., Middle & H.S. Ed.: A.B., A.M., Columbia Univ.; Ph.D., Teachers Coll., Columbia Univ. Taylor, James V., Prof. Emer., Anthro.: B.S., Ph.D., Columbia Univ. Taus, Esther R., Prof. Emer., Econ., Acct., & Bus. Adm.: A.B., Hunter Coll.; A.M., Ph.D., Columbia Univ. Teitelbaum, Blanche R., Assoc. Prof. Emer., ExSL: A.B., Hunter Coll.; M.S., The City Coll. of New York Thompson, Patricia J., Prof., Cslg. Ldrshp., Lit., & Sp. Ed.: A.B., Barnard Coll.; M.S., Lehman Coll.; M.A., M.Ed., Ed.D., Teachers Coll., Columbia Univ. Toralballa, Gloria C., Prof. Emer., Chem.: B.S., M.S., Univ. of Philippines; Ph.D., Univ. of Mich. Tuller, Annita, Prof. Emer., Math. & Computer Sci.: A.B., Hunter Coll.; A.M., Ph.D., Bryn Mawr Coll. Lehman College Graduate Bulletin 2011-2013 Tusiani, Joseph, Prof. Emer., Rom. Lang.: Dottore in Lettere, Univ. of Naples; Litt. D., Coll. of Mt. St. Vincent Ullman, Jack D., Prof. Emer., Phys. & Astron.: B.S., M.S., Ph.D., Univ. of Ill. Valdovinos, Jack G., Prof. Emer., Biol. Sci.: B.S., M.S., Winona State Coll.; Ph.D., Univ. of Iowa Walker, Ruth A., Prof. Emer., Chem.: B.A., Vassar Coll.; Ph.D., Yale Univ. Webster, Sara, Prof. Emer., Art: B.A., Barnard Coll.; M.A., Univ. of Cincinnati; Ph.D., CUNY Grad. Center Weiss, John, Prof. Emer., History: B.A., Wayne State Univ.; M.A., Ph.D., Columbia Univ.; Ph.D., Yale Univ. Wells, Carl F., Prof. Emer., Psych.: B.S.S., The City Coll. of New York; M.A., Columbia Univ.; Ph.D., New York Univ. Wille, Rosanne, Prof. Emer., Nurs.: B.S., B.S.N., William Patterson Coll.; M.P.A., Rutgers Univ.; M.A., Ph.D., New York Univ. Woodcock, Wilson W., Assoc. Prof. Emer., Phys. & Astron.: A.B., Sc.M., Vanderbilt Univ. Young, Frederick F., Assoc. Prof. Emer., Geol. & Geog.: A.B., Amherst Coll.; A.M., Ph.D., Columbia Univ. Zerner, Ruth, Assoc. Prof. Emer., Hist.: A.B., Hunter Coll.; M.A., Stanford Univ.; Ph.D., Univ. of Calif. at Berkeley Ziemann, Richard C., Prof. Emer., Art: B.F.A., M.F.A., Yale Univ. Zulueta, Carmen de, Prof. Emer., Rom. Lang.: M.A., Radcliffe Coll.; Ph.D., New York Univ. Appendix Board of Trustees Rules and Regulations on Campus Conduct Rules and Regulations for the Maintenance of Public Order Pursuant to Article 129-A of the Education Law The tradition of the University as a sanctuary of academic freedom and center of informed discussion is an honored one, to be guarded vigilantly. The basic significance of that sanctuary lies in the protection of intellectual freedoms: the rights of professors to teach, of scholars to engage in the advancement of knowledge, of students to learn and express their views, free from external pressures or interference. These freedoms can flourish only in an atmosphere of mutual respect, civility, and trust among teachers and students, only when members of the University community are willing to accept self-restraint and reciprocity as the condition upon which they share in its intellectual autonomy. Academic freedom and the sanctuary of the University campus extend to all who share these aims and responsibilities. They cannot be invoked by those who would subordinate intellectual freedom to political ends, or who violate the norms of conduct established to protect that freedom. Against such offenders the University has the right, and indeed the obligation, to defend itself. We accordingly announce the following rules and regulations to be in effect at each of our colleges which are to be administered in accordance with the requirements of due process as provided in the Bylaws of the Board of Higher Education. With respect to enforcement of these rules and regulations we note that the Bylaws of the Board of Trustees provide that: "The president, with respect to his education unit, shall: Have the affirmative responsibility of conserving and enhancing the educational standards of the college and schools under his jurisdiction; Be the advisor and executive agent of the Board and of his respective College Committee and as such shall have the immediate supervision with full discretionary power in carrying into effect the Bylaws, resolutions, and policies of the Board, the lawful resolutions of the several faculties; Exercise general superintendence over the concerns, officers, employees, and students of his educational unit." I. Rules 1. A member of the academic community shall not intentionally obstruct and/or forcibly prevent others from the exercise of their rights. Nor shall he interfere with the institution's educational processes or facilities, or the rights of those who wish to avail themselves of any of the institution's instructional, personal, administrative, recreational, and community services. 2. Individuals are liable for failure to comply with lawful directions issued by representatives of the University/college when they are acting in their official capacities. Members of the academic community are required to show their identification cards when requested to do so by an official of the college. 3. Unauthorized occupancy of University/college facilities or blocking access to or from such areas is prohibited. Permission from appropriate college authorities must be obtained for removal, relocation, and use of University/college equipment and/or supplies. 4. Theft from or damage to University/college premises or property, or theft of or damage to property of any person on University/college premises is prohibited. 5. Each member of the academic community or an invited guest has the right to advocate his position without having to fear abuse, physical, verbal, or otherwise from others supporting conflicting points of view. Members of the academic community and other persons on the college grounds shall not use language or take actions reasonably likely to provoke or encourage physical violence by demonstrators, those demonstrated against, or spectators. 6. Action may be taken against any and all persons who have no legitimate reason for their presence on any campus within the University/college, or whose presence on any such campus obstructs and/or forcibly prevents others from the exercise of their rights or interferes with the institution's educational processes or facilities, or the rights of those who wish to avail themselves of any of the institution's instructional, personal, administrative, recreational, and community services. 7. Disorderly or indecent conduct on University/college-owned or controlled property is prohibited. 8. No individual shall have in his possession a rifle, shotgun, or firearm or knowingly have in his possession any other dangerous instrument or material that can be used to inflict bodily harm on an individual or damage upon a building or the grounds of the University/college without the written authorization of such educational institution. Nor shall any individual have in his possession any other instrument or material which can be used and is intended to inflict bodily harm on an individual or damage upon a building or the grounds of the University/college. 9. Any action or situation which recklessly or intentionally endangers mental or physical health or involves the forced consumption of liquor or drugs for the purpose of initiation into or affiliation with any organization is prohibited. 10. The unlawful manufacture, distribution, dispensation, possession, or use of illegal drugs or other controlled substances by University students or employees in the workplace is prohibited. Employees of the University must also notify the College Personnel Director of any criminal drug statute conviction for a violation occurring in the workplace not later than five (5) days after such conviction. 180 Appendix 11. The unlawful possession, use, or distribution of alcohol by students or employees on University/college premises or as part of any University/college activities is prohibited. II. Penalties 1. Any student engaging in any manner of conduct prohibited under substantive Rules 1 to 11 shall be subject to the following range of sanctions as hereafter defined: admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, ejection, and/or arrest by the civil authorities. 2. Any tenured or non-tenured faculty member, or other member of the instructional staff, or member of the classified staff engaging in any manner in conduct prohibited under substantive Rules 1 to 11 shall be subject to the following range of penalties: warning, censure, restitution, fine not exceeding those permitted by law or by the Bylaws of the City University of New York, or suspension with/without pay pending a hearing before an appropriate College authority, dismissal after a hearing, ejection, and/or arrest by the civil authorities, and, for engaging in any manner in conduct prohibited under substantive rule 10, may, in the alternative, be required to participate satisfactorily in an appropriately licensed drug treatment or rehabilitation program. A tenured or non-tenured faculty member, or other member of the instructional staff, or member of the classified staff engaging in any manner in conduct prohibited under substantive Rules 1 to 11, shall be entitled to be treated in accordance with applicable provisions of the Education Law, or the Civil Service Law, or the applicable collective bargaining agreement, or the Bylaws or written policies of the City University of New York. 3. Any visitor, licensee, or invitee engaging in any manner in conduct prohibited under substantive Rules 1 to 11 shall be subject to ejection, and/or arrest by the civil authorities. 4. Any organization which authorizes the conduct prohibited under substantive rules 1-11 shall have its permission to operate on campus rescinded. Penalties 1-4 shall be in addition to any other penalty provided by law or the City University Trustees. Sanctions Defined: A. Admonition. An oral statement to the offender that he has violated University rules. B. Warning. Notice to the offender, orally or in writing, that continuation or repetition of the wrongful conduct, within a period of time stated in the warning, may be cause for more severe disciplinary action. C. Censure. Written reprimand for violation of specified regulation, including the possibility of more severe disciplinary sanction in the event of conviction for the violation of any University regulation within a period stated in the letter of reprimand. D. Disciplinary Probation. Exclusion from participation in privileges or extracurricular University activities as set forth in the notice of disciplinary probation for a specified period of time. E. Restitution. Reimbursement for damage to or misappropriation of property. Reimbursement may take the form of appropriate service to repair or otherwise compensate for damages. F. Suspension. Exclusion from classes and other privileges or activities as set forth in the notice of suspension for a definite period of time. G. Expulsion. Termination of student status for an indefinite period. The conditions of readmission, if any is permitted, shall be stated in the order of expulsion. H. Complaint to Civil Authorities. I. Ejection. Bylaw Section 15.6 Suspension or Dismissal. The Board of Trustees reserves full power to dismiss or suspend a student, or suspend a student organization for conduct which impedes, obstructs, or interferes with the orderly and continuous administration and operation of any college, school, or unit of the university in the use of its facilities or in the achievement of its purposes as an educational institution. The Chancellor or Chancellor's designee, a president or any dean may in emergency or extraordinary circumstances, temporarily suspend a student, or temporarily suspend the privileges of a student organization or group for cause, pending an early hearing as provided in bylaw section 15.3 to take place within not more than seven (7) school days. Prior to the commencement of a temporary suspension of a student, the College shall give such student oral or written notice of the charges against him/her and, if he/she denies them, the College shall forthwith give such student an informal oral explanation of the evidence supporting the charges and the student may present informally his/her explanation or theory of the matter. When a student's presence poses a continuing danger to person or property or an ongoing threat of disrupting the academic process, notice and opportunity for denial and explanation may follow suspension, but shall be given as soon as feasible thereafter. Statement of Nondiscrimination Statement of Principles The City University of New York, located in a historically diverse municipality, is committed to engendering values and implementing policies that will enhance respect for individuals and their cultures. The University believes that, in order truly to benefit from this diversity, the University must foster tolerance, sensitivity, and mutual respect among all members of its community. Efforts to promote diversity and to combat bigotry are an inextricable part of the educational mission of the University. Diversity among the University's many members strengthens the institution, promotes the exchange of new ideas, and enriches campus life. The University does not condone and will not tolerate discrimination in employment or in its educational programs and activities. Lehman College Graduate Bulletin 2011-2013 The City University of New York continues to recognize the important need to maintain at each campus equal access and opportunity for qualified students, faculty, and staff from all ethnic and racial groups and from both sexes. Policy Statement It is the policy of The City University of New York and the constituent colleges and units of the University to recruit, employ, retain, promote, and provide benefits to employees and to admit and provide services for students without regard to race, color, national or ethnic origin, religion, age, sex, sexual orientation, gender identity, marital status, disability, genetic predisposition or carrier status, alienage, citizenship, military or veteran status, or status as a victim of domestic violence. Sexual harassment, a form of sex discrimination, is prohibited under the University's Policy Against Sexual Harassment. The City University of New York, as a public university system, adheres to Federal, State and city laws and regulations regarding non-discrimination and affirmative action, including among others, Executive Order 11246, as amended, Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, Section 402 of the Vietnam Era Veterans Readjustment Assistance Act of 1974, as amended, the Equal Pay Act of 1963, the Age Discrimination in Employment Act of 1967, as amended, and the Age Discrimination Act of 1975, the New York State Human Rights Law, and the New York City Human Rights Law. The "protected classes" as delineated in Executive Order 11246 (Black, Hispanic, Asian/Pacific Islander, American Indian/Alaskan Native, and Women) were expanded on December 9, 1976 by the Chancellor of the City University of New York to include Italian- Americans. Responsibility for Compliance The President of each constituent college of the University, the Senior Vice Chancellor at the Central Office, and the Dean of the Law School shall have ultimate responsibility for overseeing compliance with this Policy at his or her respective unit of the University. Discrimination Complaints The City University of New York is committed to addressing discrimination complaints promptly, consistently, and fairly. There shall be an employment discrimination complaint procedure administered by each unit of the University. A job applicant, employee, or former employee of Lehman College who wishes to make a complaint related to equal employment opportunity or affirmative action should consult with Dawn Ewing Morgan, the Director of Compliance and Diversity. Mrs. Morgan can be reached at 718-960-8111. Her office is in Shuster Hall, Room 352. Students who believe they have been discriminated against in violation of this policy should bring their complaints to the Chief Appendix 181 Student Affairs Officer for investigation by the officer or his or her designee in accordance with this policy. Retaliation against any member of the University community who has made a complaint of discrimination is prohibited. The City University Of New York Policies And Procedures Concerning Sexual Assault, Stalking, And Domestic And Intimate Partner Violence Against Students I. Policy Statement The City University of New York seeks to create and maintain a safe environment in which all members of the University community—students, faculty and staff—can learn and work free from the fear of sexual assault and other forms of violence. The University’s policies on Workplace Violence and Domestic Violence and the Workplace apply to all acts of violence that occur in the workplace or that may spill over into the workplace. The University’s Sexual Harassment Policy prohibits many forms of unwelcome conduct, including but not limited to, physical conduct of a sexual nature. This policy is specifically directed towards sexual assault, domestic and intimate partner violence and stalking committed against students on and off-campus. CUNY wants all victims of sexual assault, stalking and domestic and intimate partner violence to know that the University has professionals and law enforcement officers who are trained in the field to assist student victims in obtaining help, including immediate medical care, counseling and other essential services. If the alleged perpetrator is also a member of the CUNY community, the college will take prompt action to investigate, and, where appropriate, to discipline and sanction the alleged perpetrator. CUNY urges all victims to seek immediate help in accordance with the guidelines set forth in this policy with the assurance that all information received from a complaint will be handled as confidentially as possible. In order to eliminate sexual assaults and other forms of violence perpetrated against students, and to create a safe college community, it is critical to provide an appropriate prevention education program and have trained professionals to provide vital supportive services. Accordingly, CUNY is committed to the following goals: • Providing clear and concise guidelines for students to follow in the event that they or someone they know have been the victim of a sexual assault, domestic/intimate partner violence, or stalking. • Assisting victims of sexual assault or abuse in obtaining necessary medical care and counseling, whether on or off- campus. Lehman College Graduate Bulletin 2011-2013 182 Appendix • Providing the most informed and up-to-date education and information to its students about how to identify situations that involve sexual assault, domestic and intimate partner violence, or stalking, and ways to prevent these forms of violence. • Educating and training all staff members, including counselors, public safety officers and student affairs staff and faculty, to assist victims of sexual assault, domestic/intimate partner violence, or stalking. • Ensuring that disciplinary procedures are followed in the event that the alleged perpetrator is a CUNY student or employee. II. Procedures For Reporting Incidents of Sexual Assault And Other Forms of Violence Obtaining assistance after a student is sexually assaulted, stalked or is in an abusive relationship is extremely important and can involve different points of on-campus contact for students, faculty and staff, including the Public Safety Department, Women’s/Men’s Centers and Counseling Departments, and/or the Dean of Student Development/Student Affairs. Each provides different forms of assistance which together address many of the needs of survivors. Contact Law Enforcement Personnel Immediately CUNY urges any student who has been the victim of a sexual assault or other act of violence or abuse, or any student or employee who has witnessed a sexual assault or other act of violence against a student, to immediately report the incident to the college Public Safety Department if the attack occurred on- campus, or to call 911 or go to the local NYPD precinct if the incident took place off-campus. Each college shall be provided with a list of emergency contact numbers as part of its orientation and training programs. Seek Immediate Medical Attention It is critical that victims of a physical assault receive comprehensive medical attention as soon as possible. For a sexual assault in particular, immediate treatment and the preservation of evidence of the attack (i.e. retain the clothing worn during the attack and do not shower) is crucial to a criminal investigation. If a student believes that she/he may be the victim of date rape by being drugged, she/he should go directly to a hospital to receive a toxicology examination since such drugs only remain in a person’s system for a short period of time. In all other circumstances, public safety and police personnel can assist the victim in obtaining medical care. Each college shall be provided with a list of local hospitals, some of which are designated as SAFE (Sexual Assault Forensic Examiner) hospitals that are specially equipped to handle sexual assaults and are trained to gather minute evidence from such assaults. Rape crisis advocates at emergency rooms are also trained to handle domestic violence. EMS will be directed to bring victims to a SAFE hospital at their request. Medical attention is critical not only to treat internal and external injuries and to combat the possibilities of sexually transmitted infections and/or pregnancy, but also to collect evidence that can be used against the alleged perpetrator. It is also vital to ongoing Lehman College Graduate Bulletin 2011-2013 safety and recovery that victims receive emotional support and professional counseling as soon as possible after the attack. Seek On-Campus Assistance CUNY encourages student victims to contact the Dean of Student Affairs/Student Development to obtain assistance in accessing medical and counseling services, or to make any necessary changes to the student’s academic program or residential housing situation. Public Safety can assist victims getting to and from campus safely, filing a police report and obtaining an order of protection against the alleged perpetrator. Victims can also file a complaint with the College against an alleged perpetrator who is a student or employee of the University with the Dean of Student Affairs/Student Development and the Public Safety Office. Obtaining an On-Campus Advocate Student victims of a sexual assault, stalking or domestic or intimate partner violence shall be provided with on-campus support in the form of an advocate from the Women’s/Men’s Center (if there is one on campus) or an appropriately trained counselor to assist them in handling the various aspects of their ordeal, such as: 1) explaining to victims their options of whether or not to report the incident to campus or law enforcement authorities; 2) providing guidance if they require medical attention; 3) providing guidance in obtaining crisis intervention and/or ongoing counseling services (or a referral to obtain the necessary services if such services are not available on campus); and 4) assisting victims throughout the College’s disciplinary process if they choose to file a complaint against another student in connection with the incident. Handling Sexual Assault, Stalking and Domestic and IntimatePartner Violence Complaints On-Campus The Colleges shall act promptly in response to information that a student has been sexually assaulted, or has been the victim of domestic or intimate partner violence or stalking by another member of the CUNY community. Upon receipt of a complaint, the College shall undertake an appropriate investigation. If it appears that there is sufficient evidence to warrant disciplinary charges against a student or staff member, such charges shall be brought pursuant to the appropriate University procedures or collective bargaining agreement. If the alleged perpetrator is a student and the matter is brought before a hearing, the victim and alleged perpetrator are entitled to the same opportunities to have others present and to be informed of the outcome of the proceedings. The victim is entitled to a report of the results of the proceeding at her/his request. If a student is found guilty of committing a sexual assault or other act of violence against another CUNY student or employee after a disciplinary hearing, the penalties may include suspension, expulsion from residence halls, or permanent dismissal from CUNY. In addition, if during the course of the investigation and/or disciplinary process the alleged perpetrator, or anyone on his/her behalf, seeks to contact the victim so as to harass, intimidate, threaten or coerce the victim in any way, the College reserves the right to bring additional disciplinary action against the actor. Such conduct by any member of the CUNY community will not be tolerated. Confidentiality The University recognizes that confidentiality is particularly important to victims of sex crimes, domestic and intimate partner violence and stalking. If the victim seeks counseling with a licensed professional and/or works with an advocate from the campus, those communications will be confidential. CUNY encourages victims in all circumstances to seek counseling in order to speak about her/his options and to begin the recovery period. While complete confidentiality cannot be guaranteed, every effort will be made to maintain confidentiality on a “need to know” basis. Generally, the wishes of a victim not to report a sexual assault or incident of domestic/intimate partner violence or stalking to the police will prevail, though the College reserves the right to notify the police when it believes that such reporting is necessary for the protection of the College community. Such notification, however, will generally be done without divulging the victim’s identity and for the purpose of providing a campus-wide safety alert. In addition, the College must adhere to legal mandates such as Title IX, medical reporting laws, and the Campus Security Act. For example, CUNY is required to make an annual report documenting the occurrences of violent crimes on campus, including sexual assault. However, this report does not include any information identifying the individuals (including the victims) linked to these crimes. III. Implementation of The Policies and Procedures Concerning Sexual Assault And Other Forms of Violence Against Students The President and Vice President for Student Affairs/Student Development of each college shall be responsible for implementing this policy in accordance with the most up-to-date information and resources pertaining to sexual assault, stalking and domestic/intimate partner violence education and prevention, and victim assistance. The following steps must be taken to implement this policy: 1. Publication: A copy of this policy shall be easily accessible on the CUNY website and on the website administered by each College. A summary shall also be incorporated into every College student handbook. In addition, copies of the policy and procedures shall be made available in student centers, residence halls, student affairs/student development offices, women’s/men’s centers, counseling centers, health clinics and public safety departments, and shall be distributed to all new students during orientations. 2. Prevention/Risk Reduction Education: Each College shall develop materials and programs to educate its students, faculty and staff on the nature, dynamics, common circumstances and effects of sexual assault, domestic/intimate partner violence and stalking, and the means to reduce their occurrence and prevent them. Prevention education should provide up-to-date and Appendix 183 relevant information, such as education pertaining to bystander intervention, the importance of peer networks and the significance of fostering a community of responsibility. Prevention education materials and programs shall be incorporated into campus orientation activities for all incoming undergraduate and graduate students (including transfers), and shall be made available to all student activity groups, clubs and athletic teams. In addition, all residence halls shall have a mandatory orientation on sexual assault, stalking and domestic/intimate partner violence prevention. Colleges are encouraged to assist in the organization of peer education groups and to provide resources to such groups so that the groups can provide training and outreach to other students throughout the academic year. Since the abuse of alcohol is frequently involved in occurrences of sexual assault and other forms of violence, it is important that the education program include education about the deleterious effects of alcohol abuse. 3. Professional Training: Each College shall provide periodic training relating to the prevention and handling of sexual assaults, stalking and domestic/intimate partner violence for all relevant personnel, including public safety officers, counselors, student affairs staff and residence hall assistants by experts trained in the field. Education and training shall also be made available to any interested faculty and staff member. Each campus must have at least one qualified staff or faculty member serve as a designated liaison and trainer. 4. Oversight by CUNY Central Administration: The University Vice Chancellor for Student Affairs shall monitor compliance with this policy at all of the campuses, shall review the policies and procedures on an annual basis, and shall make recommendations in the event that updates to prevention and education information are necessitated. In addition, the Office of the Vice Chancellor for Student Affairs shall provide educational materials that may be needed to ensure full implementation of this policy on every campus. Liaisons will be identified from each campus who will receive standardized training in order to fulfill their responsibilities on their campuses. The policies, procedures and outreach materials and programs will be subject to a periodic process of assessment in order to maintain efficacy. Examples of Sexual Harassment Sexual harassment may take different forms. Using a person's response to a request for sexual favors as a basis for an academic or employment decision is one form of sexual harassment. Examples of this type of sexual harassment include, but are not limited to, the following: • requesting or demanding sexual favors in exchange for employment or academic opportunities (such as hiring, promotions, grades, or recommendations); • submitting unfair or inaccurate job or academic evaluations or grades, or denying training, promotion, or access to any other Lehman College Graduate Bulletin 2011-2013 184 Appendix employment or academic opportunity, because sexual advances have been rejected. Other types of unwelcome conduct of a sexual nature can also constitute sexual harassment, if sufficiently severe or pervasive that the target does find, and a reasonable person would find, that an intimidating, hostile, or abusive work or academic environment has been created. Examples of this kind of sexual harassment include, but are not limited to, the following: • sexual comments, teasing, or jokes; • sexual slurs, demeaning epithets, derogatory statements, or other verbal abuse; • graphic or sexually suggestive comments about an individual's attire or body; • inquiries or discussions about sexual activities; • pressure to accept social invitations, to meet privately, to date, or to have sexual relations; • sexually suggestive letters or other written materials; • sexual touching, brushing up against another in a sexual manner, graphic or sexually • suggestive gestures, cornering, pinching, grabbing, kissing, or fondling; • coerced sexual intercourse or sexual assault. Consensual Relationships Amorous, dating, or sexual relationships that might be appropriate in other circumstances have inherent dangers when they occur between a faculty member, supervisor, or other member of the University community and any person for whom he or she has a professional responsibility. These dangers can include: that a student or employee may feel coerced into an unwanted relationship because he or she fears that refusal to enter into the relationship will adversely affect his or her education or employment; that conflicts of interest may arise when a faculty member, supervisor, or other member of the University community is required to evaluate the work or make personnel or academic decisions with respect to an individual with whom he or she is having a romantic relationship; that students or employees may perceive that a fellow student or coworker who is involved in a romantic relationship will receive an unfair advantage; and that if the relationship ends in a way that is not amicable, either or both of the parties may wish to take action to injure the other party. Faculty members, supervisors, and other members of the University community who have professional responsibility for other individuals, accordingly, should be aware that any romantic or sexual involvement with a student or employee for whom they have such a responsibility may raise questions as to the mutuality of the relationship and may lead to charges of sexual harassment. For the reasons stated above, such relationships are strongly discouraged. For purposes of this section, an individual has "professional responsibility" for another individual at the University if he or she performs functions including, but not limited to, teaching, counseling, grading, advising, evaluating, hiring, supervising, or Lehman College Graduate Bulletin 2011-2013 making decisions or recommendations that confer benefits such as promotions, financial aid awards or other remuneration, or that may impact upon other academic or employment opportunities. Academic Freedom This policy shall not be interpreted so as to constitute interference with academic freedom. False and Malicious Accusations Members of the University community who make false and malicious complaints of sexual harassment, as opposed to complaints which, even if erroneous, are made in good faith, will be subject to disciplinary action. Procedures The University has developed procedures to implement this policy. The President of each constituent college of the University, the Senior Vice Chancellor at the Central Office, and the Dean of the Law School shall have ultimate responsibility for overseeing compliance with this policy at his or her respective unit of the University. In addition, each dean, director, department chairperson, executive officer, administrator, or other person with supervisory responsibility shall be required to report any complaint of sexual harassment to the individual or individuals designated in the procedures. All members of the University community are required to cooperate in any investigation of a sexual harassment complaint. Enforcement There is a range of corrective actions and penalties available to the University for violations of this policy. Students, faculty, or staff who are found, following applicable disciplinary proceedings, to have violated this Policy are subject to various penalties, including termination of employment and/or student expulsion from the University. Sexual Harassment Awareness and Intake Committee The Sexual Harassment Awareness and Intake Committee is responsible for educating the Lehman College community about sexual harassment and its potential consequences to the University community. The members of the Sexual Harassment Awareness and Intake Committee are available to respond to inquiries, receive complaints alleging sexual harassment from any member of the college community, and to refer individuals and/or the complaint to the Sexual Harassment Coordinator. The members of the Sexual Harassment Awareness and Intake Committee are: Annecy Baez, Counseling Center (718-960-8761) Chelsea Campbell, Paralegal Studies Program/Continuing Education (718-960-1159) Vanessa Gonzalez, Campus Life (718-960-8468) Joette Reaves, Health Programs/Continuing Education (718-960-8998) Maritza Rivera, Office of Compliance and Diversity (718-960-8111) Michael Sullivan, Campus Life (718-960-8535) Sexual Harassment Coordinator Dawn Ewing Morgan, Office of Compliance and Diversity (718-960-8111) Sexual Harassment Deputy Coordinators Graciela Castex, Sociology and Social Work (718-960-7864) John Cirace, Economics & Accounting (718-960-8388) Vincent Zucchetto, Student Affairs (718-960-8242) Lehman College Records Policy Prohibition on Submission of Fraudulent Admission Documents: The submission of documents in support of applications for admission such as transcripts, diplomas, test scores, references, or the applications themselves, that are forged, fraudulent, altered from the original, materially incomplete, obtained under false pretenses, or otherwise deceptive (collectively referred to as fraudulent documents) is prohibited and is punishable by a five- year bar on applying for admission or five year suspension from CUNY. A second violation is punishable by a lifetime ban on applying for admission or expulsion from CUNY. When fraudulent admissions documents are discovered prior to an applicant’s enrollment, sanctions will be imposed centrally. A first offense will be punishable by a five-year bar on applying for admission and a second offense will result in a lifetime ban. The accused applicant will have the opportunity to appeal to the Vice Chancellor for Student Development. If the fraudulent admissions document is discovered after the student completes registration or begins classes at a college, the student shall be suspended for five years with the right to appeal through the college student disciplinary process. A second offense results in expulsion. If the fraudulent admissions document is discovered after the student has already graduated, the graduate shall be notified in writing and shall be entitled to a disciplinary hearing under Article 15 of the Board Bylaws. If the disciplinary committee sustains the charges, the committee may impose a five-year suspension and in addition recommend the revocation of the degree. A second violation results in expulsion. Any recommendation to revoke a degree is subject to the approval by Appendix 185 the Board of Trustees after considering the recommendation of the faculty of the college. Family Educational Rights and Privacy Act (F.E.R.P.A) The Family Educational Rights and Privacy Act (F.E.R.P.A.) affords students certain rights with respect to their education records. They are: 1. The right to inspect and review the student's education records. Students should submit to the registrar, dean, head of the academic department, or other appropriate official, written requests that identify the record(s) they wish to inspect. If the records are not maintained by the College official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed. All requests shall be granted or denied in writing within 15 days of receipt. If the request is granted, the student will be notified of the time and place where the records may be inspected. If the request is denied or not responded to within 15 days, the student may appeal. Additional information regarding the appeal procedures will be provided to the student if a request is denied. 2. The right to request the amendment of the student's education records that the student believes are inaccurate or misleading. Students may ask the College to amend a record that they believe is inaccurate or misleading. They should write to the College official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the College decides not to amend the record as requested by the student, the College will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing. 3. The right to consent to disclosure of personally identifiable information contained in the student's education records, except to the extent that F.E.R.P.A. authorizes disclosure without consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position; a person or company with whom the University has contracted; a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if access is reasonably necessary in order to perform his/her instructional, research, administrative, or other duties and responsibilities. Upon request, the College discloses education records without consent to officials of another school in which a student seeks or intends to enroll. Lehman College Graduate Bulletin 2011-2013 186 Appendix 4. You may appeal the alleged denial of F.E.R.P.A. rights to the: General Counsel and Vice Chancellor for Legal Affairs The City University of New York 535 East 80th Street New York, NY 10075 5. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the College to comply with the requirements of F.E.R.P.A. The name and address of the Office that administers F.E.R.P.A. are: Family Policy Compliance Office U.S. Department of Education 600 Independence Avenue, SW Washington, DC 20202-4605 6. The College may make the following "directory information" concerning current and former students available to those parties having a legitimate interest in the information: a student's name, attendance dates, telephone listing, home address, present address, date of birth, place of birth, photograph, E-mail address, full-or part-time status, class schedule, class roster (list), participation in officially recognized activities other than sports, participation in sports (teams), height if member of an athletic team, weight if member of an athletic team, previous schools attended, major and minor fields of study, and degrees and awards received. By filing a form with the Registrar's Office, a student or former student may request that any or all of the above information not be released without his or her prior written consent. This form may be completed, withdrawn, or modified at any time. New York State Education Law Section 224-A Students unable because of religious beliefs to register or attend classes on certain days: 1. No person shall be expelled from or be refused admission as a student to an institution of higher education for the reason that he is unable, because of his religious beliefs, to register or attend classes or to participate in any examination, study, or work requirements on a particular day or days. 2. Any student in an institution of higher education who is unable, because of his religious beliefs, to attend classes on a particular day or days shall, because of such absence on the particular day or days, be excused from any examination or any study or work requirements. 3. It shall be the responsibility of the faculty and of the administrative officials of each institution of higher education to make available to each student who is absent from school, because of his religious beliefs, an equivalent opportunity to register for classes or make up any examination, study, or work requirements which he may have missed because of such absence on any particular day or days. No fees of any kind shall be charged by the institution for making available to the said student such equivalent opportunity. 4. If registration, classes, examinations, study, or work requirements are held on Friday after four o'clock post Lehman College Graduate Bulletin 2011-2013 meridian or on Saturday, similar or makeup classes, examinations, study, work requirements, or opportunities shall be made available on other days, where it is possible and practicable to do so. No special fees shall be charged to the student for these classes, examinations, study, or work requirements, or registration held on other days. 5. In effectuating the provisions of this section, it shall be the duty of the faculty and of the administrative officials of each institution of higher education to exercise the fullest measure of good faith. No adverse or prejudicial effects shall result to any student because of his availing himself of the provisions of this section. 6. Any student, who is aggrieved by the alleged failure of any faculty or administrative officials to comply in good faith with the provisions of this section, shall be entitled to maintain an action or proceeding in the Supreme Court of the county in which such institution of higher education is located for the enforcement of his rights under this section. College Policies, Procedures & Regulations Lehman College, like most institutions of higher learning, has regulations and policies governing academic standards and procedures, class attendance, final examinations, grade records, personal health, and conduct. They have been established in accordance with the Bylaws of the Board of Trustees, and on recommendation of the College's governance body—the Lehman College Senate. Specific policies and regulations are enumerated in this Bulletin and in the Student Guide, available in the Office of the Vice President of Student Affairs, the Division of Adult and Continuing Education, and the Office of Academic Advisement. Conduct Article XV, Section 15.1 (Conduct Standard Defined) of the Bylaws of the Board of Trustees of The City University of New York reads as follows: Each student enrolled or in attendance in any college, school, or unit under the control of the Board and every student organization, publication, club, or chapter shall obey the laws of the City, State, and Nation, and the published rules, regulations, and orders of the Board of Higher Education and the duly established college authorities. Application to Lehman College constitutes acceptance of the foregoing provisions as well as of the detailed rules set forth in the Appendix. The City University of New York Computer User Responsibilities NOTE: The city Universityof New York Computer User Responsibilities is a statement originally prepared by the University's Computer Policy Committee. It underwent review by the University Faculty Senate and the CUNY Office of the Vice Chancellor for Legal Affairs. Introduction CUNY's computer resources are dedicated to the support of the university's mission of education, research, and public service. In furtherance of this mission, CUNY respects, upholds, and Appendix 187 endeavors to safeguard the principles of academic freedom, freedom of expression, and freedom of inquiry. CUNY recognizes that there is a concern among the university community that because information created, used, transmitted, or stored in electronic form is by its nature susceptible to disclosure, invasion, loss, and similar risks, electronic communications and transactions will be particularly vulnerable to infringements of academic freedom. CUNY's commitment to the principles of academic freedom and freedom of expression includes electronic information. Therefore, whenever possible, CUNY will resolve doubts about the need to access CUNY computer resources in favor of a user's privacy interest. However, the use of CUNY computer resources, including for electronic transactions and communications, like the use of other university-provided resources and activities, is subject to the requirements of legal and ethical behavior. This policy is intended to support the free exchange of ideas among members of the CUNY community and between the CUNY community and other communities, while recognizing the responsibilities and limitations associated with such exchange. Applicability This policy applies to all users of CUNY computer resources, whether affiliated with CUNY or not, and whether accessing those resources on a CUNY campus or remotely. This policy supersedes the CUNY policy titled "CUNY Computer User Responsibilities" and any college policies that are inconsistent with this policy. Definitions "CUNY Computer resources" refers to all computer and information technology hardware, software, data, access and other resources owned, operated, or contracted by CUNY. This includes, but is not limited to, personal computers, handheld devices, workstations, mainframes, minicomputers, servers, network facilities, databases, memory, and associated peripherals and software, and the applications they support, such as e-mail and access to the Internet. "E-mail" includes point-to-point messages, postings to newsgroups and listservs, and other electronic messages involving computers and computer networks. Rules for Use of CUNY Computer Resources 1. Authorization. Users may not access a CUNY computer resource without authorization or use it for purposes beyond the scope of authorization. This includes attempting to circumvent CUNY computer resource system protection facilities by hacking, cracking, or similar activities, accessing or using another person's computer account, and allowing another person to access or use the user's account. This provision shall not prevent a user from authorizing a colleague or clerical assistant to access information under the user's account on the user's behalf while away from a CUNY campus or because of a disability. CUNY computer resources may not be used to gain unauthorized access to another computer system within or outside of CUNY. Users are responsible for all actions performed from their computer account that they permitted or failed to prevent by taking ordinary security precautions. 2. Purpose. Use of CUNY computer resources is limited to activities relating to the performance by CUNY employees of their duties and responsibilities. For example, use of CUNY computer resources for private commercial or not-for-profit business purposes, for private advertising of products or services, or for any activity meant solely to foster personal gain, is prohibited. Similarly, use of CUNY computer resources for partisan political activity is also prohibited. Except with respect to CUNY employees other than faculty, where a supervisor has prohibited it in writing, incidental personal use of computer resources is permitted so long as such use does not interfere with CUNY operations, does not compromise the functioning of CUNY computer resources, does not interfere with the user's employment or other obligations to CUNY, and is otherwise in compliance with this policy. 3. Compliance with Law. CUNY computer resources may not be used for any purpose or in any manner that violates CUNY rules, regulations, or policies, or federal, state, or local law. Users who engage in electronic communications with persons in other states or countries or on other systems or networks may also be subject to the laws of those other states and countries, and the rules and policies of those other systems and networks. Users are responsible for ascertaining, understanding, and complying with the laws, rules, policies, contracts, and licenses applicable to their particular use. Examples of applicable federal and state laws include the laws of libel, obscenity, and child pornography, as well as the following: Family Educational Rights and Privacy Act Electronic Communications Privacy Act Computer Fraud and Abuse Act New York State Freedom of Information Law New York State Law with respect to the confidentiality of library records Examples of applicable CUNY rules and policies include the following: Sexual Harassment Policy Policy on Maintenance of Public Order Web Site Privacy Policy Gramm-Leach-Bliley Information Security Program University Policy on Academic Integrity Information Security policies 4. Licenses and Intellectual Property. Users of CUNY computer resources may use only legally obtained, licensed data or software and must comply with applicable licenses or other contracts, as well as copyright, trademark, and other intellectual property laws. Much of what appears on the internet and/or is distributed via electronic communication is protected by copyright law, regardless of whether the copyright is expressly noted. Users of CUNY computer resources should generally assume that Lehman College Graduate Bulletin 2011-2013 188 Appendix material is copyrighted unless they know otherwise, and not copy, download, or distribute copyrighted material without permission unless the use does not exceed fair use as defined by the federal Copyright Act of 1976. Protected material may include, among other things, text, photographs, audio, video, graphic illustrations, and computer software. 5. False Identity and Harassment. Users of CUNY computer resources may not employ a false identity, mask the identity of an account or computer, or use computer resources to engage in abuse of others, such as sending harassing, obscene, threatening, abusive, deceptive, or anonymous messages within or outside CUNY. 6. Confidentiality. Users of CUNY computer resources may not invade the privacy of others by, among other things, viewing, copying, modifying, or destroying data or programs belonging to or containing personal or confidential information about others, without explicit permission to do so. CUNY employees must take precautions to protect the confidentiality of personal or confidential information encountered in the performance of their duties or otherwise. 7. Integrity of Computer Resources. Users may not install, use, or develop programs intended to infiltrate or damage a computer resource, or which could reasonably be expected to cause, directly or indirectly, excessive strain on any computing facility. This includes, but is not limited to, programs known as computer viruses, Trojan horses, and worms. Users should consult with the IT director at their college before installing any programs that they are not sure are safe. 8. Disruptive Activities. CUNY computer resources must not be used in a manner that could reasonably be expected to cause or does cause, directly or indirectly, unwarranted or unsolicited interference with the activity of other users. This provision explicitly prohibits chain letters, virus hoaxes, or other intentional e-mail transmissions that disrupt normal e-mail service. Also prohibited are spamming, junk mail or other unsolicited mail that is not related to CUNY business and is sent without a reasonable expectation that the recipient would welcome receiving it, as well as the inclusion on e-mail lists of individuals who have not requested membership on the lists, other than the inclusion of members of the CUNY community on lists related to CUNY business. CUNY has the right to require users of CUNY computer resources to limit or refrain from other specific uses if, in the opinion of the IT director at the user's college, such use interferes with efficient operations of the system, subject to appeal to the President or, in the case of central office staff, to the Chancellor. 9. CUNY Names and Trademarks. CUNY names, trademarks, and logos belong to the university and are protected by law. Users of CUNY computer resources may not state or imply that they speak on behalf of CUNY or use a CUNY name, trademark, or logo without authorization to do so. Affiliation with CUNY does not, by itself, imply authorization to speak on behalf of CUNY. 10. Security. CUNY employs various measures to protect the security of its computer resources and of users' accounts. However, CUNY cannot guarantee such security. Users are Lehman College Graduate Bulletin 2011-2013 responsible for engaging in safe computing practices, such as guarding and not sharing their passwords, changing passwords regularly, logging out of systems at the end of use, and protecting private information, as well as for following CUNY's Information Security policies and procedures. Users must report incidents of Information Security policy noncompliance or other security incidents to CUNY's Chief Information Officer and Chief Information Security Officer, and the IT director at the affected user's college. 11. Filtering. CUNY reserves the right to install spam, virus, and spyware filters and similar devices if necessary in the judgment of CUNY's Office of Information Technology or a college IT director to protect the security and integrity of CUNY computer resources. Notwithstanding the foregoing, CUNY will not install filters that restrict access to e-mail, instant messaging, chat rooms, or websites based solely on content. Confidential Research Information. Principal investigators and others who use CUNY computer resources to store or transmit research information that is required by law or regulation to be held confidential or for which a promise of confidentiality has been given, are responsible for taking steps to protect confidential research information from unauthorized access or modification. In general, this means storing the information on a computer that provides strong access controls (passwords) and encrypting files, documents, and messages for protection against inadvertent or unauthorized disclosure while in storage or in transit over data networks. Robust encryption is strongly recommended for information stored electronically on all computers, especially portable devices such as notebook computers, Personal Digital Assistants (PDAs), and portable data storage (e.g., memory sticks) that are vulnerable to theft or loss, as well as for information transmitted over public networks. Software and protocols used should be reviewed and approved by CUNY's Office of Information Technology. 12. CUNY Access to Computer Resources. CUNY does not routinely monitor, inspect, or disclose individual usage of its computer resources without the user's consent. In most instances, if the university needs information located in a CUNY computer resource, it will simply request it from the author or custodian. However, CUNY IT professionals and staff do regularly monitor general usage patterns as part of normal system operations and maintenance and might, in connection with these duties, observe the contents of web sites, e-mail, or other electronic communications. Except as provided in this policy or by law, these individuals are not permitted to seek out contents or transactional information, or disclose or otherwise use what they have observed. Nevertheless, because of the inherent vulnerability of computer technology to unauthorized intrusions, users have no guarantee of privacy during any use of CUNY computer resources or in any data in them, whether or not a password or other entry identification or encryption is used. Users may expect that the privacy of their electronic communications and of any materials contained in computer storage in any CUNY electronic device dedicated to their use will not be intruded upon by CUNY except as outlined in this policy. CUNY may specifically monitor or inspect the activity and accounts of individual users of CUNY computer resources, including individual login sessions, e-mail, and other communications, without notice, in the following circumstances: a. when the user has voluntarily made them accessible to the public, as by posting to Usenet or a web page; b. when it is reasonably necessary to do so to protect the integrity, security, or functionality of CUNY or other computer resources, as determined by the college chief information officer or his or her designee, after consultation with CUNY's chief information officer or his or her designee; c. when it is reasonably necessary to diagnose and resolve technical problems involving system hardware, software, or communications, as determined by the college chief information officer or his or her designee, after consultation with CUNY's chief information officer or his or her designee; d. when it is reasonably necessary to protect CUNY from liability, or when failure to act might result in significant bodily harm, significant property loss or damage, or loss of significant evidence, as determined by the college president or a vice president designated by the president, after consultation with the Office of General Counsel and the Chair of the University Faculty Senate (if a CUNY faculty member's account or activity is involved) or Vice Chair if the Chair is unavailable; e. when there is a reasonable basis to believe that CUNY policy or federal, state, or local law has been or is being violated, as determined by the college president or a vice president designated by the president, after consultation with the Office of General Counsel and the Chair of the University Faculty Senate (if a CUNY faculty member's account or activity is involved) or Vice Chair if the Chair is unavailable; f. when an account appears to be engaged in unusual or unusually excessive activity, as indicated by the monitoring of general activity and usage patterns, as determined by the college president or a vice president designated by the president and the college chief information officer or his or her designee, after consultation with CUNY's chief information officer or his or her designee, the Office of General Counsel, and the Chair of the University Faculty Senate (if a CUNY faculty member's account or activity is involved) or Vice Chair if the Chair is unavailable; or g. as otherwise required by law. In those situations in which the Chair of the University Faculty Senate is to be consulted prior to monitoring or inspecting an account or activity, the following procedures shall apply: (i) the college president shall report the completion of the monitoring or inspection to the Chair and the CUNY employee affected, who shall also be told the reason for the monitoring or inspection, except where Appendix 189 specifically forbidden by law; and (ii) if the monitoring or inspection of an account or activity requires physical entry into a faculty member's office, the faculty member shall be advised prior thereto and shall be permitted to be present to observe, except where specifically forbidden by law. A CUNY employee may apply to the General Counsel for an exemption from some or all of the circumstances under which CUNY may inspect and monitor computer resource activity and accounts, pursuant to subparagraphs (a)-(f) above, with respect to a CUNY computer resource used solely for the collection, examination, analysis, transmission, or storage of confidential research data. In considering such application, the General Counsel shall have the right to require the employee to affirm in writing that the computer resource will be used solely for the confidential research. Any application for exemption should be made prior to using the computer resource for the confidential research. CUNY, in its discretion, may disclose the results of any general or individual monitoring or inspection to appropriate CUNY personnel or agents, or law enforcement or other agencies. The results may be used in college disciplinary proceedings, discovery proceedings in legal actions, or otherwise as is necessary to protect the interests of the University. In addition, users should be aware that CUNY may be required to disclose to the public under the New York State Freedom of Information Law communications made by means of CUNY computer resources in conjunction with University business. Any disclosures of activity of accounts of individual users to persons or entities outside of CUNY, whether discretionary or required by law, shall be approved by the General Counsel and shall be conducted in accordance with any applicable law. Except where specifically forbidden by law, CUNY employees subject to such disclosures shall be informed promptly after the disclosure of the actions taken and the reasons for them. The Office of General Counsel shall issue an annual statement of the instances of account monitoring or inspection that fall within categories (d) through (g) above. The statement shall indicate the number of such instances and the cause and result of each. No personally identifiable data shall be included in this statement. See CUNY's Web Site Privacy Policy for additional information regarding data collected by CUNY from visitors to the CUNY website at www.cuny.edu. 13. Enforcement. Violation of this policy may result in suspension or termination of an individual's right of access to CUNY computer resources, disciplinary action by appropriate CUNY authorities, referral to law enforcement authorities for criminal prosecution, or other legal action, including action to recover civil damages and penalties. Violations will normally be handled through the university disciplinary procedures applicable to the relevant user. For example, alleged violations by students will normally be Lehman College Graduate Bulletin 2011-2013 190 Appendix investigated, and any penalties or other discipline will normally be imposed, by the Office of Student Affairs. CUNY has the right to temporarily suspend computer use privileges and to remove from CUNY computer resources material it believes violates this policy, pending the outcome of an investigation of misuse or finding of violation. This power may be exercised only by the President of each college or the Chancellor. 14. Additional Rules. Additional rules, policies, guidelines and/or restrictions may be in effect for specific computers, systems, or networks, or at specific computer facilities at the discretion of the directors of those facilities. Any such rules which potentially limit the privacy or confidentiality of electronic communications or information contained in or delivered by or over CUNY computer resources will be subject to the substantive and procedural safeguards provided by this policy. 15. Disclaimer. CUNY shall not be responsible for any damages, costs, or other liabilities of any nature whatsoever with regard to the use of CUNY computer resources. This includes, but is not limited to, damages caused by unauthorized access to CUNY computer resources, data loss, or other damages resulting from delays, non-deliveries, or service interruptions, whether or not resulting from circumstances under the CUNY's control. Users receive and use information obtained through CUNY computer resources at their own risk. CUNY makes no warranties (expressed or implied) with respect to the use of CUNY computer resources. CUNY accepts no responsibility for the content of web pages or graphics that are linked from CUNY web pages, for any advice or information received by a user through use of CUNY computer resources, or for any costs or charges incurred by a user as a result of seeking or accepting such advice or information. CUNY reserves the right to change this policy and other related policies at any time. CUNY reserves any rights and remedies that it may have under any applicable law, rule, or regulation. Nothing contained in this policy will in any way act as a waiver of such rights and remedies. Freedom of Speech Freedom of speech is an essential tradition of any academic community. All members of the Lehman community must be vigilant in exercising their rights of expression so as not to preclude other persons' guaranteed right to give and receive expression as part of the deliberative process of the academic community. Preservation of this right on campus requires the scrupulous use of means of communication. Public-address systems and all other amplification devices are prohibited. Smoking Smoking is prohibited in all buildings owned, leased, or operated by the City University of New York. Drug and Alcohol Usage The use of illegal drugs will subject the individual to the penalties provided by law. Individual problems with drugs may be discussed in strict confidence with the counseling faculties of the College. The use of legal drugs that are nevertheless injurious to the health is not condoned. The use of alcohol by anyone under 21 years of age is illegal and prohibited. Identification Cards Identification cards, issued by the College, must be carried at all times. Students are required to present their I.D. cards upon the request of any College official. Any guest of a student visiting the campus must obtain a pass from Campus Security (The APEX, Room 109) and must present it upon request. Attendance and Absences Students in basic skills courses are required to attend classes. Students in all other courses are expected to attend classes regularly, and instructors are required to record attendance for grading and counseling purposes. Individual instructors, as well as departments or degree programs, may establish specific attendance requirements. Instructors have the right to weigh attendance and class participation in determining grades. It is the student's responsibility to ascertain the effect attendance may have on the grade in a course. Students receiving financial aid must be certified as attending classes regularly for continuing eligibility. Petitioning For a petition to be circulated by any student or student group, two copies shall be filed with the Office of Student Activities. All copies of the petition must bear the name of the group or groups circulating the petition. Solicitation on Campus No student or nonstudent may use any part of the College buildings and grounds (including Bulletin boards) for soliciting or selling any merchandise or service without the express permission of the Vice President of Student Affairs. Lehman College and the City University of New York do not sponsor any products, merchandising schemes, or tours. Advertising appearing in student publications does not imply the sponsorship of the College. Representing the College No student or student organization may be a self-appointed representative of Lehman College or any division thereof, nor of The City University of New York. Extracurricular Activities and Programs Group Activities The College offers a wide range of extracurricular activities and programs. These include departmental, religious, social, political, and athletic activities; creative events, such as art displays and literary, musical, and dramatic performances; and extracurricular lectures on varied topics. Students publish newspapers and other publications and have the opportunity to join a variety of clubs. Lehman College Graduate Bulletin 2011-2013 Appendix 191 Policy on Guest Speakers Student groups have the right to hear speakers of their choice in accordance with the rules set by the College. It may not, however, be assumed that speakers invited by students represent the views of the College. Student Government Student government consists of The Campus Association for Student Activities (C.A.S.A.), which plans and administers programs and allocates funds for student groups, and the Student Conference, which represents students' interests in the Lehman College Senate. Participation in College Governance Students shall comprise a permanent one-third of the total membership of the Senate, based upon combining the total number of voting faculty and voting administration representatives. Senate meetings are open to all students and staff at the College. Students are also represented on College committees. The student senators comprise the Student Conference. Notification of Student Immunization Requirements Students who do not submit proof of measles, mumps, and rubella (M.M.R.) immunization or who fail to return the meningococcal meningitis response form within a statutory grace period shall be prohibited from attending the institution. For additional information, contact the Student Health Center located in the T-3 Building, Room 118 at the following phone number: 718-960-8900. Public Health Law 2165 requires that postsecondary students be immunized against measles, mumps, and rubella (M.M.R.). All registered full-time students and part-time students born on or after January 1, 1957 who are enrolled for at least six, but fewer than twelve semester hours (or equivalent) per semester in an approved degree program or registered certificate program must submit proof of M.M.R. immunization. Students may be exempt from the required M.M.R. immunizations for religious or medical reasons. To qualify for a religious exception, students must submit a signed statement, or in the event the student is a minor (under 18), a signed statement from their parent or guardian, that they hold sincere and genuine religious beliefs that prohibit immunization. To qualify for a medical exception, students must submit a written statement from a licensed physician or nurse practitioner indicating that such immunization may be detrimental to their health. Public Health Law 2167 requires that postsecondary institutions provide written information about meningococcal meningitis to its students and that students complete, sign, and return a meningococcal meningitis response form. Public Health Law 2167 does not require that students be immunized against meningitis. Public Health Law 2167 requires colleges to distribute written information about meningococcal meningitis disease and vaccination and students to complete, sign, and return to the college, a meningococcal meningitis response form that: (a) confirms that the college has provided the information about meningococcal meningitis; and (b) indicates that either: (1) the student has received immunization against meningococcal meningitis within the 10 years preceding the date of the response form; or (2) the student has decided against receiving the vaccination. This law applies to students who are enrolled in at least six semester hours (or the equivalent) per semester. No student may be exempt from receiving information or returning the response form. Freedom of Information Law Notice Requests to inspect public records at the college should be made to the Records Access Officer, Esdras Tulier, special counsel to the President, who is located in Shuster Hall, Room 376 (718-9608559). Public records are available for inspection and copying by appointment only at a location to be designated. You have a right to appeal a denial of a request for access to records to the CUNY General Counsel and Vice Chancellor for Legal Affairs. Copies of the CUNY Procedures for Public Access to Public Records Pursuant to Article 6 of the Public Officers Law and the appeal form are available at the Reference Desk of the Library and on the College website. CUNY Policy on Academic Integrity Academic Dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion, as provided herein. Definitions and Examples of Academic Dishonesty Cheating is the unauthorized use or attempted use of material, information, notes, study aids devices, or communication during an academic exercise. The following are some examples of cheating, but by no means is it an exhaustive list:. • Copying from another student during an examination or allowing another to copy your work. • Unauthorized collaboration on a take-home assignment or examination. • Using notes during a closed-book examination. • Taking an examination for another student, or asking or allowing another student to take an examination for you. • Changing a graded exam and returning it for more credit. • Submitting substantial portions of the same paper to more than one course without consulting with each instructor. • Preparing answers or writing notes in a blue book (exam booklet) before an examination. • Allowing another to research and write assigned papers or do assigned projects, including use of commercial term paper services. • Giving assistance to acts of academic misconduct/dishonesty. • Fabricating data (all or in part). • Submitting someone else's work as your own. Lehman College Graduate Bulletin 2011-2013 192 Appendix • Unauthorized use during an examination of any electronic devices, such as cell phones, palm pilots, computers, or other technologies to retrieve or send information. Plagiarism is the act of presenting another person's ideas, research or writings as your own. The following are some examples of plagiarism, but by no means is it an exhaustive list: • Copying another person's actual words without the use of quotation marks and footnotes attributing the words to their source. • Presenting another person's ideas or theories in your own words without acknowledging the source. • Using information that is not common knowledge without acknowledging the source. • Failing to acknowledge collaborators on homework and laboratory assignments. Internet Plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the Internet without citing the source, and "cutting & pasting" from various sources without proper attribution. Obtaining Unfair Advantage is any activity that intentionally or unintentionally gives a student an unfair advantage in his/her academic work over another student. The following are some examples of obtaining an unfair advantage, but by no means it is an exhaustive list: • Stealing, reproducing, circulating, or otherwise gaining advance access to examination materials. • Depriving other students of access to library materials by stealing, destroying, defacing, or concealing them. • Retaining, using, or circulating examination materials which clearly indicate that they should be returned at the end of the exam. • Intentionally obstructing or interfering with another student's work. Falsification of Records and Official Documents The following are some examples of falsification, but by no means is it an exhaustive list: • Forging signatures of authorization. • Falsifying information on an official academic record. • Falsifying information on an official document, such as a grade report, letter of permission, drop/add form, ID card, or other College document. Procedures for Imposition of Sanctions for Violations of CUNY Policy on Academic Integrity Introduction As a legal matter, in disciplining students for violations of policies of academic integrity, CUNY, as a public institution, must conform to the principles of due process mandated by the Fourteenth Amendment to the United States Constitution— Lehman College Graduate Bulletin 2011-2013 generally speaking, to provide notice of the charges and some opportunity to be heard. In the context of court-litigated violations, questions as to how much and what kind of process was "due" turn on the court's judgment whether the decision on culpability was "disciplinary" (a question of fact) or "academic" (a question of the instructor's expert judgment). This distinction has proved difficult to apply on campus. Accordingly, these procedures provide for alternative approaches depending on the severity of the sanction(s) being sought. If the instructor desires solely an "academic" sanction, that is, a grade reduction, less process is due than if a "disciplinary" sanction, such as suspension or expulsion, is sought. A faculty member who suspects that a student has committed a violation of the CUNY or the College Academic Integrity Policy shall review with the student the facts and circumstances of the suspected violation whenever possible. The decision whether to seek an academic sanction only, rather than a disciplinary sanction or both types of sanctions, will rest with the faculty member in the first instance, but the college retains the right to bring disciplinary charges against the student. Among the factors the College should consider in determining whether to seek a disciplinary sanction are whether the student has committed one or more prior violations of the Academic Integrity Policy and mitigating circumstances, if any. It is strongly recommended that instance of suspected violation should be reported to the Academic Integrity Official on a form provided by the College. Among other things, this reporting will allow the College to determine whether it wishes to seek a disciplinary sanction even where the instructor may not wish to do so. Procedures in Cases Where the Instructor Seeks an Academic Sanction Only 1. Student Accepts Guilt and Does Not Contest the Academic Sanction If the faculty member wishes to seek only an academic sanction (i.e., a reduced grade1 only), and the student does not contest either his/her guilt or the particular reduced grade the faculty member has chosen, then the student shall be given the reduced grade, unless the College decides to seek a disciplinary sanction. The reduced grade may apply to the particular assignment as to which the violation occurred or to the course grade, at the faculty member's discretion. 2. Student Denies Guilt and/or Contests the Academic Sanction If the student denies guilt or contests the particular grade awarded by the faculty member, then the matter shall be handled using the College's grade appeals process, including departmental grading committees where applicable, or the Academic Integrity Committee. In either case, the process must, at a minimum, provide the student with an opportunity to be heard and to present evidence. Procedures in Cases Where a Disciplinary Sanction Is Sought If a faculty member suspects a violation and seeks a disciplinary sanction, the faculty member shall refer the matter to the College's Academic Integrity Official using the Faculty Report form, to be Appendix 193 adjudicated by the College's Faculty-Student Disciplinary Committee under Article 15 of the CUNY Bylaws. As provided for therein, the Faculty-Student Disciplinary Committee may, among other things, investigate, conciliate, or hear evidence on cases in which disciplinary charges are brought.2 Under certain circumstances, College officials other than the Academic Integrity Official may seek disciplinary sanctions following the procedures outlined above. If a reduced grade is also at issue, then that grade should be held in abeyance, pending the Faculty-Student Disciplinary Committee's action. Procedures in Cases in Which Both a Disciplinary and an Academic Sanction Are Sought If a faculty member or the College seeks to have both a disciplinary and an academic sanction imposed, it is not advisable to proceed on both fronts simultaneously lest inconsistent results ensue. Thus, it is best to begin with the disciplinary proceeding seeking imposition of a disciplinary sanction and await its outcome before addressing the academic sanction. If the Faculty- Student Disciplinary Committee finds that the alleged violation occurred, then the faculty member may reflect that finding in the student's grade. If the Faculty-Student Disciplinary Committee finds that the alleged violation did not occur, then no sanction of any kind may be imposed. The decision whether to pursue both types of sanctions will ordinarily rest with the faculty member. Reporting Requirements 1. By the Faculty Member to the Academic Integrity Official In cases where a violation of academic integrity has been found to have occurred (whether by admission or a fact-finding process), the faculty member should promptly file with the Academic Integrity Official a report of the adjudication in writing on a Faculty Report form provided by the College as described above. The Academic Integrity Official shall maintain a confidential file for each student about whom a suspected or adjudicated violation is reported. If either the grade appeals process or the Faculty-Student Disciplinary Committee finds that no violation occurred, the Academic Integrity Official shall remove and destroy all material relating to that incident from the student's confidential academic integrity file. Before determining what sanction(s) to seek, the faculty member or the Academic Integrity Official may consult the student's confidential academic integrity file, if any, to determine whether the student has been found to have previously committed a violation of the Academic Integrity Policy, the nature of the infraction, and the sanction imposed or action taken. 2. By the Academic Integrity Official to the Faculty Member Where a matter proceeds to the Faculty-Student Disciplinary Committee, the Academic Integrity Official shall promptly report its resolution to the faculty member and file a record of the resolution in the student's confidential academic integrity file, unless, as indicated above, the suspected violation was held to be unfounded, in which case all reporting forms concerning that suspected violation shall be destroyed. Procedures for Handling Student Complaints about Faculty Conduct in Academic Settings 1. Introduction. The University and its Colleges have a variety of procedures for dealing with student-related issues, including grade appeals, academic integrity violations, student discipline, disclosure of student records, student elections, sexual harassment complaints, disability accommodations, and discrimination. One area not generally covered by other procedures concerns student complaints about faculty conduct in the classroom or other formal academic settings. The University respects the academic freedom of the faculty and will not interfere with it as it relates to the content or style of teaching activities. Indeed, academic freedom is and should be of paramount importance. At the same time the University recognizes its responsibility to provide students with a procedure for addressing complaints about faculty treatment of students that are not protected by academic freedom and are not covered by other procedures. Examples might include incompetent or inefficient service, neglect of duty, physical or mental incapacity, and conduct unbecoming a member of the staff. 2. Determination of Appropriate Procedure. If students have any question about the applicable procedure to follow for a particular complaint, they should consult with the chief student affairs officer. In particular, the chief student affairs officer should advise a student if some other procedure is applicable to the type of complaint the student has. 3. Informal Resolution. Students are encouraged to attempt to resolve complaints informally with the faculty member or to seek the assistance of the department chairperson or campus ombudsman to facilitate informal resolution. 4. Formal Complaint. If the student does not pursue informal resolution, or if informal resolution is unsuccessful, the student may file a written complaint with the department chairperson or, if the chairperson is the subject of the complaint, with the academic dean or a senior faculty member designated by the college president. (This person will be referred to below as the "Fact Finder.") 5. The complaint shall be filed within 30 calendar days of the alleged conduct unless there is good cause shown for delay, including but not limited to delay caused by an attempt at informal resolution. The complaint shall be as specific as possible in describing the conduct complained of. 6. The Fact Finder shall promptly send a copy to the faculty member about whom the complaint is made, along with a letter stating that the filing of the complaint does not imply that any wrongdoing has occurred and that a faculty member must not retaliate in any way against a student for having made a complaint. If either the student or the faculty member has reason to believe that the department chairperson may be biased or otherwise unable to deal with the complaint in a fair and objective manner, he or she may submit to the academic dean or the senior faculty member designated by the college president a written request stating the reasons for that belief; if the request appears to have merit, that person may, in his or Lehman College Graduate Bulletin 2011-2013 194 Appendix her sole discretion, replace the department chairperson as the Fact Finder. 7. The Fact Finder shall meet with the complaining student and faculty member, either separately or together, to discuss the complaint and to try to resolve it. The Fact Finder may seek the assistance of the campus ombudsman or other appropriate person to facilitate informal resolution. 8. If resolution is not possible, and the Fact Finder concludes that the facts alleged by the student, taken as true and viewed in the light most favorable to the student, establish that the conduct complained of is clearly protected by academic freedom, he or she shall issue a written report dismissing the complaint and setting forth the reasons for dismissal and send a copy to the complaining student, the faculty member, the chief academic officer, and the chief student affairs officer. Otherwise, the Fact Finder shall conduct an investigation. The Fact Finder shall separately interview the complaining student, the faculty member, and other persons with relevant knowledge and information and shall also consult with the chief student affairs officer and, if appropriate, the college ombudsman. The Fact Finder shall not reveal the identity of the complaining student and the faculty member to others except to the extent necessary to conduct the investigation. If the Fact Finder believes it would be helpful, he or she may meet again with the student and faculty member after completing the investigation in an effort to resolve the matter. The complaining student and the faculty member shall have the right to have a representative (including a union representative, student government representative, or attorney) present during the initial meeting, the interview, and any post-investigation meeting. 9. At the end of the investigation, the Fact Finder shall issue a written report setting forth his or her findings and recommendations, with particular focus on whether the conduct in question is protected by academic freedom, and send a copy to the complaining student, the faculty member, the chief academic officer, and the chief student affairs officer. In ordinary cases, it is expected that the investigation and written report should be completed within 30 calendar days of the date the complaint was filed. 10. Appeals Procedure. If either the student or the faculty member is not satisfied with the report of the Fact Finder, the student or faculty member may file a written appeal to the chief academic officer within 10 calendar days of receiving the report. The chief academic officer shall convene and serve as the chairperson of an Appeals Committee, which shall also include the chief student affairs officer, two faculty members elected annually by the faculty council or senate, and one student elected annually by the student senate. The Appeals Committee shall review the findings and recommendations of the report, with particular focus on whether the conduct in question is protected by academic freedom. The Appeals Committee shall not conduct a new factual investigation or overturn any factual findings contained in the report unless they are clearly erroneous. If the Appeals Committee decides to reverse the Fact Finder in a case where there has not been an investigation because the Fact Finder erroneously found that Lehman College Graduate Bulletin 2011-2013 the alleged conduct was protected by academic freedom, it may remand to the Fact Finder for further proceedings. The committee shall issue a written decision within 20 calendar days of receiving the appeal. A copy of the decision shall be sent to the student, the faculty member, the department chairperson, and the president. 11. Subsequent Action. Following the completion of these procedures, the appropriate college official shall decide the appropriate action, if any, to take. For example, the department chairperson may decide to place a report in the faculty member's personnel file or the president may bring disciplinary charges against the faculty member. Disciplinary charges may also be brought in extremely serious cases even though the college has not completed the entire investigative process described above; in that case, the bringing of disciplinary charges shall automatically suspend that process. Any action taken by a college must comply with the bylaws of the University and the collective bargaining agreement between the University and the Professional Staff Congress. 12. Campus Implementation. Each campus shall implement these procedures and shall distribute them widely to administrators, faculty members, and students and post them on the college website. 13. Board Review. During the spring 2009 semester, the Chancellery shall conduct a review of the experience of the colleges with these procedures, including consultation with administrators, faculty, and students, and shall report the results of that review to the Board of Trustees, along with any recommended changes. 1 A reduced grade can be an "F," a "D-," or another grade that is lower than the grade that would have been given but for the violation. 2 Typically, disciplinary sanctions would be sought in cases of the most egregious, or repeated, violations, for example: infraction in ways similar to criminal activity (such as forging a grade form; stealing an examination from a professor or a university office; or forging a transcript); having a substitute take an examination or taking an examination for someone else; sabotaging another student's work through actions designed to prevent the student from successfully completing an assignment; dishonesty that affects a major or essential portion of work done to meet course requirements. [These examples have been taken from a list of violations compiled by Rutgers University.] The City University of New York Campus and Workplace Violence Policy Policy Statement The City University of New York (the “University” or “CUNY”) is committed to the prevention of workplace violence and will respond promptly to any threats and/or acts of violence. For purposes of this Policy, Workplace Violence is defined as any physical assault or acts of aggressive behavior occurring where an employee performs any work-related duty in the course of his or her employment, including but not limited to: (i) An attempt or threat, whether verbal or physical, to inflict physical injury upon an employee; (ii) Any intentional display of force which would give an employee reason to fear or expect bodily harm; (iii) Intentional and wrongful physical contact with an employee without his or her consent that entails some injury; (iv) Stalking an employee in a manner which may cause the employee to fear for his or her physical safety and health when such stalking has arisen through and in the course of employment. Workplace Violence presents a serious occupational safety hazard to CUNY and its employees. The University will respond promptly to threats and/or acts of violence. All employees are responsible for helping to create an environment of mutual respect and for assisting in maintaining a safe and secure work environment and will participate in the annual Workplace Violence Prevention Training Program. . Individuals who violate this Policy may be removed from University property and are subject to disciplinary and/or personnel action up to and including termination, consistent with University policies, rules and collective bargaining agreements, and/or referral to law enforcement authorities for criminal prosecution Complaints involving Workplace Violence will not be ignored and will be given the serious attention they deserve. 2 Employees are responsible for reporting any incidents of Workplace Violence of which they become aware. Such reports should be made to the employee’s immediate supervisor or the Director of Public Safety on their campus. The University, at the request of an employee or student, or at its own discretion, may prohibit members of the public, including family members, from seeing an employee or student on University property unless necessary to transact University- related business. This policy particularly applies when an employee or student anticipates that an act of violence may result from an encounter with said individual(s).3 Employee participation in the implementation of this Policy will be provided through their authorized employee representatives, who will be invited to participate in: (1) the annual physical risk assessment site evaluation(s) to determine the presence of risk factors which may place employees at risk of workplace violence; (2) the development and annual review of a Workplace Violence Prevention Program promulgated by each College for the implementation of the Policy; (3) the annual review of the Campus Workplace Violence Incidents Report prepared annually by each College; and (4) as appropriate, following a serious incident of Workplace Violence. 2 Complaints of sexual harassment are covered under the University’s Policy Against Sexual Harassment. 3 Students are not directly covered by this Policy, but they should contact the Department of Public Safety to report concerns about workplace violence. Appendix 195 Notice of Access to Campus Crime Statistics, the Campus Security Report, and Information on Registered Sex Offenders The College Advisory Committee on Campus Safety will provide upon request all campus crime statistics as reported to the U.S. Department of Education, as well as the annual campus security report. The campus security report includes: 1. the campus crime statistics for the most recent calendar year and the two preceding calendar years; 2. campus policies regarding procedures and facilities to report criminal actions or other emergencies on campus; 3. policies concerning the security of and access to campus facilities; 4. policies on campus law enforcement; 5. a description of campus programs to inform students and employees about campus security procedures and practices and to encourage students and employees to be responsible for their own security and the security of others; 6. campus crime prevention programs; 7. policy concerning the monitoring through the police of criminal activity at off-campus locations of students organizations officially recognized by the college; 8. policies on illegal drugs, alcohol, and underage drinking; 9. where information provided by the State on registered sex offenders may be obtained (also see below); and 10. policies on campus sexual assault programs aimed at the prevention of sex offenses and procedures to be followed when a sex offense occurs. This information is maintained pursuant to the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. The campus crime statistics and the annual campus security report are available at the Reference Desk of the library and the College website at www.lehman.edu. If you wish to be mailed copies of the campus crime statistics and the annual campus security report, contact Alicia Cruz, assistant director of public safety, at 718-960-8593, and copies will be mailed to you within 10 days. The U.S. Department of Education's website address for campus crime statistics is: www.ed.gov/security/InstDetail.asp (then input the name of the school). In accordance with the federal Campus Sex Crimes Prevention Act, registered sex offenders now are required to register the name and address of any college at which he or she is a student or employee. The New York State Division of Criminal Justice maintains a registry of convicted sex offenders and informs the college's chief security (public safety) officer of the presence on campus of a registered sex offender as a student or employee. You may contact Alicia Cruz, assistant director of public safety, in Room 109 of the APEX (718-960-8593) to obtain information about Level 2 or Level 3 registered sex offenders on campus. To obtain information about Level 3 offenders, visit the Division's registry website at www.criminaljustice.state.ny.us/nsor/sor_about.htm and then click on "Search for Level 3 Sex Offenders" or access the directory at the Lehman College Graduate Bulletin 2011-2013 196 Appendix College's public safety department or police precinct. To obtain information about Level 2 offenders, contact the public safety department, the local police precinct in which the offender resides or attends college, or the Division's sex offender registry at 800262- 3257. Athletic Program Participation Notice Lehman College files an annual report with the U.S. Secretary of Education on intercollegiate athletics that includes information on the participation of males and females on its teams, and the expenditures and revenues of those teams. Copies of the annual report on intercollegiate athletics are available at the reference desk of the Library. Lehman College Graduate Bulletin 2011-2013 Index A About Lehman College • 3 Academic Advising • 12 Academic Facilities • 26 Academic Integrity • 16 Academic Organization • 6 Academic Policies and Procedures • 10 Academic Probation • 15 Academic Programs and Courses • 32 Academic Year • 5 Additional fees payable by students (applicable only to part-time students): • 22 Admission of Students Who May Pose a Risk to the College • 20 Admission Requirements for Nonmatriculants • 18 Admission Requirements to the 36-Credit M.S.Ed. Program in Early Childhood or Childhood Special Education • 57 Admission Requirements to the 36-Credit M.S.Ed. Program in Students with Disabilities Grade 7-12 Generalist • 57 Admission Requirements to the 42-Credit Certification Program in Bilingual Early Childhood or Childhood Special Education for applicants who already possess New York State certification: • 58 Admission Requirements to the 48-Credit Dual Certification Program in Bilingual Early Childhood or Childhood Special Education and Bilingual Early Childhood Education or Childhood Education for applicants who do not possess New York State certification: • 58 Admission Requirements to the 48-Credit Dual Certification Program in Early Childhood Special Education and Early Childhood Education or Childhood Special Education and Childhood Education for applicants who do not possess New York State certification: • 57 Admission to Graduate Degree Programs • 18 Admission with Conditions • 15 Admission, Tuition and Fees, and Financial Aid • 18 Adolescent Education Curriculum • 127 Adolescent Education Degree Requirements (Grades 7-12) • 127 Adolescent Education Program Overview • 127 Advanced Certificate Bilingual Extension • 136 Bilingual Extension—Intensive Teacher Institute • 137 Middle Childhood Extension, Grades 5-6 • 128 Science Teacher (21-24 Credits) • 130 Teaching English to Speakers of Other Languages (TESOL) • 134 Advanced Certificate for Teachers of Languages Other than English (LOTE) (15-18 Credits) • 135 Advanced Certificate in Educational Leadership • 50 Advanced Certificate in Mathematics Education (24-27 Credits) • 128 Advanced Certificate in Mathematics Education Admission Requirements • 129 Advanced Certificate in Mathematics Education Curriculum • 129 Advanced Certificate in Mathematics Education Requirements • 129 Advanced Certificate in Social Studies Education (24-27 Credits) • 132 Advanced Certificate Program in English Education (24-27 Credits) • 124 Advanced Educational Leadership/District Leader Extension Program (12-15 credits) • 49 Advanced Educational Leadership/District Leader Extension Program Admission Requirements • 49 Advanced Educational Leadership/District Leader Extension Program Continuation Requirements • 50 Advanced Educational Leadership/District Leader Extension Program Graduation Requirements • 50 Advanced Imaging Labs • 27 Anthropology • 34 Appendix • 179 Applying for Admission • 19 Areas of Specialization Within Family and Consumer Studies • 67 Art • 35 Athletic Program Participation Notice • 196 Attendance and Absences • 190 Attendance Policy • 14 B Bilingual Extension Advanced Certificate Admission Requirements • 136 Bilingual Extension Advanced Certificate Requirements • 137 Bilingual School Counseling Extension** • 45 Biological Sciences • 39 Board of Trustees • 163 Board of Trustees Guidelines • 20 Board of Trustees Rules and Regulations on Campus Conduct • 179 Bronx Data Center • 6 Bursar's Receipt • 12 Business and Technology Education Admission Requirements • 123 Business and Technology Education Degree Requirements • 124 Business and Technology Education Program Overview • 124 C Campus Facilities and Resources • 26 Center for Human Rights and Peace Studies • 7 Certificate in Nursing Administration • 148 Certificate in Nursing Education • 148 Certificate Program in Geographic Information Science (GISc) • 91 Chemistry • 44 Childhood Education Degree Requirements • 69 Childhood Education Entrance Requirements • 69 Childhood Education Gifted and Talented Certificate Extension • 70 Childhood Education Grades 1-6 (42-48 credits) • 70 Childhood Education Integration of Bilingual Extension Grades 1-6 (39-48 credits) • 70 College Accreditation and Affiliations • 5 College Governance • 5 College Policies, Procedures & Regulations • 186 Comprehensive Examination • 11 Computer and Instructional Technology Facilities • 26 Continuation • 14 Continuation Requirements for Students in the Dual Certification Special Education and General Education Sequences of Study. • 58 Continuation Requirements for Students in the Special Education Sequences of Study • 58 Counseling, Leadership, Literacy, and Special Education • 45 Course in Art Education • 38 Course in Exercise Science • 103 Course Levels • 32 Courses in Anthropology • 34 Courses in Art History • 38 Courses in Asian, African, and Latin American History • 108 Courses in Bilingual Special Education • 65 Courses in Business • 83 Courses in Chemistry • 44 Courses in Childhood Education • 75 Courses in Classics • 114 Courses in Computer Science • 120 Courses in Counselor Education • 46 Courses in Early Childhood Education • 70 Courses in Economics and Accounting • 83 Courses in Educational Leadership • 51 Courses in Educational Media • 67 Courses in English • 87 Courses in Family and Consumer Studies • 65 Courses in Geology • 91 Courses in Health Education • 98 Courses in History of Ancient and Medieval Civilization • 104 198 Index Courses in History of Modern Europe • 105 Courses in History of the United States • 107 Courses in Human Geography • 92 Courses in Italian • 113 Courses in Literacy Studies • 54 Courses in Mass Communication • 111 Courses in Mathematics • 117 Courses in Mathematics Education • 117 Courses in Middle and High School Education • 138 Courses in Music • 144 Courses in Nursing • 148 Courses in Nutrition • 99 Courses in Physical Geography • 92 Courses in Physics and Astronomy • 152 Courses in Political Science • 153 Courses in Psychology • 154 Courses in Public Health • 101 Courses in Puer