DOMINICAN UNIVERSITY NEW YORK
CATALOG 2022-2023
470 Western Highway • Orangeburg, N.Y. 10962 • (845) 359-7800 • www.dc.edu
Dominican University New York is an independent, 4-year university for men and women that offers graduate
programs.
Documentation of accreditation from the Middle States Commission on Higher Education and the Board of
Regents of the University of The State of New York is available in the Office of the President. Dominican
University New York does not discriminate against applicants or students on the basis of race, color, age, sex,
creed, national origin, or physical limitation.
Note: The programs, requirements, tuition and fees set forth in this catalog
are necessarily subject to change without notice at any time.
Table of Contents
Academic Calendars .......................................................................... 3
Dominican University New York: An Overview ............................. 7
Student Life ..................................................................................... 11
Admissions ...................................................................................... 14
Financial Aid ................................................................................... 17
Academic Information and Policies ................................................. 21
Inventory of Registered Programs .................................................. 31
Sequence of Study........................................................................... 32
General Education Curriculum ....................................................... 33
Undergraduate Major and Minor Programs .................................... 36
Art Minor ....................................................................................... 36
Biology ........................................................................................... 36
Business Management ..................................................................... 41
Chemistry Minor ............................................................................ 45
Communication Studies .................................................................. 45
Criminal Justice ............................................................................... 46
Economics Minor ........................................................................... 48
English ............................................................................................ 48
Environmental Studies .................................................................... 50
Ethnic Diversity Studies Minor ....................................................... 51
Film Minor ..................................................................................... 52
Finance............................................................................................ 52
Gender Studies Minor ..................................................................... 53
Gerontolgy Minor ........................................................................... 53
Health Sciences ............................................................................... 54
History ............................................................................................ 58
Humanities ...................................................................................... 60
Information Technology ................................................................. 60
Liberal Arts Concentrations with the B.S in Education .................. 64
Marketing ........................................................................................ 65
Mathematics..................................................................................... 67
Medieval & Renaissance Studies Minor........................................... 69
Nursing ............................................................................................ 70
Philosophy Minor ............................................................................ 73
Pre-Law Minor ................................................................................ 73
Psychology ....................................................................................... 74
Religious Studies Minor .................................................................. 75
Social Sciences ................................................................................. 76
Sociology Minor .............................................................................. 77
Social Sciences to Occupational Therapy Track .............................. 77
Social Work ..................................................................................... 78
Spanish Minor ................................................................................. 80
Teacher Education ........................................................................... 80
Theatre Minor ................................................................................. 85
Undergraduate Course Offerings ..................................................... 86
Graduate Programs ........................................................................ 131
Master’s in Business Administration ............................................... 132
Master of Science, Family Nurse Practitioner (MSFNP) ............... 136
Doctor of Nursing Practice (DNP) ................................................ 139
Graduate Program in Occupational Therapy ................................. 142
M.S. in Organizational Leadership & Communication .................. 147
Doctor of Physical Therapy Program ............................................ 150
Graduate Programs in Teacher Education ..................................... 159
Tuition and Fees…………………………………………………..169
Board of Trustees……………………………………….…………173
Administration………………………………………………….…175
Full-time Faculty ........................................................................... 178
Part-time Faculty ........................................................................... 182
Directions ...................................................................................... 199
Academic Calendars | 3
Academic Calendar 2022-2023
FALL TERM 2022
Aug. 22 (Mon)
Aug. 22-23 (Mon-Tues)
Accelerated BSN (ABSN) Fall Trimester begins
Fall Semester Advisement/Testing/Registration
Aug. 24 (Wed)
UNIVERSITY CONFERENCE/Division Meetings
Aug. 25 (Thurs)
Aug. 26-27 (Fri-Sat)
Aug. 27 (Sat.)
Aug. 27 (Sat)
Aug. 29 (Mon)
FACULTY CONFERENCE
New Student Orientation (Day/Evening Students)
New Student Convocation (Day/Evening Students)
Graduate Education Quarter I/V begins
Fall Semester begins
Evening Traditional and Graduate Nursing Fall Semester begins
Aug. 29-Sept. 1 (Mon-Thu)
Late Registration & Drop/Add for Fall Semester
Aug. 30 (Tues)
Sept. 5 (Mon)
Sept. 9 (Fri.)
Sept. 10 (Sat)
Oct. 25 (Tues)
Dominican University Online/RN-to-BSN/MBA/MSOLC Session I begins
Labor Day— UNIVERSITY CLOSED
OT, PT, and Undergraduate Weekend Fall Trimesters begin
Weekend ABSN Fall Trimester begins
Dominican University Online/ RN-to-BSN/MBA/MSOLC Session II begins
Nov. 7 (Mon)
Nov. 8 (Tues)
Last day for withdrawal from Fall Semester classes
Election Day— UNDERGRADUATE CLASSES SUSPENDED
Nov. 14 (Mon.)
Nov. 18 (Fri)
Nov. 23-Nov. 27 (Wed-Sun)
HONORS CONVOCATION
Last day for January graduates to file a "Candidate for Degree" form
Thanksgiving Recess—UNIVERSITY CLOSED
Dec. 12-16 (Mon-Fri)
Final examination week, Fall semester
Dec. 23-Jan. 2 (Fri-Mon)
UNIVERSITY CLOSED
WINTERSESSION 2023
Nov. 5 (Sat)
Jan. 3-Jan. 13 (Tues-Fri)
Graduate Education Quarter II/VI begins
Undergraduate Wintersession Classes
SPRING TERM 2023
Jan. 3 (Tues)
Jan. 5 (Thurs)
Jan. 6 (Fri)
Jan. 7 (Sat)
Jan. 11 (Wed)
Dominican University Online/RN-to-BSN/MBA/MSOLC Session III begins
Accelerated BSN (ABSN) Spring Trimester begins
OT, PT and Undergraduate Weekend Spring Trimesters begin
Weekend ABSN Spring Trimester Begins
Spring Semester Registration
Jan. 12 (Thurs)
Jan. 16 (Mon)
Jan. 17 (Tues)
UNIVERSITY CONFERENCE
Martin Luther King Day— UNIVERSITY CLOSED
Residence Halls Open for Returning Students
Jan. 18 (Wed)
Spring Semester begins
Evening Traditional and Graduate Nursing Spring Semester begins
Jan. 18, 19, 23, 24
(Wed-Thurs, Mon-Tues)
Jan. 21 (Sat)
Jan. 27 (Fri)
Feb. 27-Mar. 3 (Mon-Fri)
Mar. 7 (Tues)
Late Registration & Drop/Add for Spring Semester
Graduate Education Quarter III/VII begins
Last day for May /August graduates to file a "Candidate for Degree" form
SPRING BREAK—UNDERGRADUATE CLASSES SUSPENDED
Dominican University Online/RN-to-BSN/MBA/MSOLC Session IV begins
Apr. 4 (Tues)
Apr. 5 (Wed)
Apr. 6-10 (Thurs-Mon)
Last day for withdrawal from Spring Semester classes
Classes follow Monday schedule
RELIGIOUS HOLIDAYS—UNIVERSITY CLOSED
May 8-12 (Mon-Fri)
Final examination week, Spring Semester
May 15-19 (Mon-Fri)
Pre-Commencement Activities
Academic Calendars
4 | Academic Calendars
May 16 (Tues)
GRADUATION MASS and BACCALAUREATE AWARDS CEREMONY
May 17 (Wed)
May 18 (Thur)
GRADUATE PROGRAM HOODINGS / COMMENCEMENT
SERVICE RECOGNITION CEREMONY
SUMMER TERM 2023
Apr. 1 (Sat)
May 2 (Tues)
May 5 (Fri)
May 6 (Sat)
May 29 (Mon)
May 30 (Tues)
May 31-June 15 (Wed-Thu)
June 19 (Mon)
June 20-July 25 (Mon-Thurs)
June 20-July 28 (Tues-Fri)
June 27-Aug. 17 (Tues-Thurs)
June 27 (Tues)
July 4 (Tues)
Graduate Education Quarter IV begins
RN-to-BSN/MBA/MSOLC Session V begins
OT, PT and Undergraduate Weekend Summer Trimesters begin
Weekend ABSN Summer Trimester begins
Memorial Day—UNIVERSITY CLOSED
ABSN Academic Year Begins
Graduate Nursing Summer Semester begins
Day/Evening Summer Session I
Juneteenth—UNIVERSITY CLOSED
Day/Evening Summer Session II (no class July 4)
Day/Evening Summer Session III
Day/Evening Summer IV/DC Online Session V
RN-to-BSN/MBA/MSOLC Session VI begins
Independence Day—UNIVERSITY CLOSED
Alternative Undergraduate Delivery Systems and Graduate Programs, 2022-2023
ACCELERATED B.S.N., 2022-2023:
Summer Trimester I: May 31 – August 19, 2022
Fall Trimester II: August 22 – December 16, 2022
Spring Trimester III: January 5-April 28, 2023
WEEKEND ACCELERATED B.S.N., 2022-2023:
Fall 2022 Trimester Spring 2023 Trimester Summer 2023 Trimester
Sept. 10, 11 Jan. 7, 8 May 6, 7
Sept. 17, 18 Jan. 21, 22 May 13, 14
Sept. 24, 25 Jan. 28, 29 May 20, 21
Oct. 1, 2 Feb. 4, 5 June 3, 4
Oct. 15, 16 Feb. 11, 12 June 10, 11
Oct. 22, 23 Feb. 25, 26 June 17, 18
Oct. 29, 30 Mar. 4, 5 June 24, 25
Nov. 5, 6 Mar. 11, 12 July 8, 9
Nov. 12, 13 Mar. 18, 19 July 15, 16
Nov. 19, 20 Mar. 25, 26 July 22, 23
Dec. 3, 4 Apr. 1, 2 July 29, 30
Dec. 10, 11 Apr. 15, 16 Aug. 5, 6
Dec. 17, 18 Apr. 22, 23 Aug. 12, 13
(Emergency Alternate) (Emergency Alternate) (Emergency Alternate)
Academic Calendars | 5
UNDERGRADUATE WEEKEND COURSES, 2022-2023:
On-Campus/
Instructional Weekend
Fall 2022
Trimester
Spring 2023
Trimester
Summer 2023
Trimester
1
September 9 - 11
January 6 - 8
May 5 – 7
2
Sept. 30 – Oct. 2
January 27 - 29
June 2 - 4
3
October 14 – 16
February 10 -12
June 23 – 25
4
October 28 - 30
March 3 - 5
July 7 - 9
5
November 11 -13
March 24 - 26
July 21 -23
6
December 2 - 4
April 14 - 16
August 11 - 13
Alternate Makeup
December 9 - 11
April 21 - 23
August 18 -20
DOMINICAN UNIVERSITY ONLINE / RN-to-BSN / MBA / MSOLC, 2022-2023:
Session I: Session II: Session III:
Aug. 30-Oct. 20, 2022 Oct. 25-Dec. 15, 2022 Jan. 3-Feb. 23, 2023
Session IV: *Session V: **Session VI:
Mar. 7-Apr. 27, 2023 May 2-June 22, 2023 June 27-Aug. 17, 2023
*DC Online Session V runs from June 27-August 17 in conjunction with Summer Session IV.
**DC Online does not run in Session VI.
EVENING TRADITIONAL & GRADUATE NURSING, 2022-2023:
Fall 2022
Spring 2023
Summer 2023
(Graduate Nursing Only)
August 29 (Monday)
Semester Begins
January 18 (Wednesday)
Semester Begins
May 30 (Tuesday)
Semester Begins
December 12 – 16
Finals Week
May 8 – 12
Finals Week
August 3 (Thursday)
Semester Ends
6 | Academic Calendars
OCCUPATIONAL THERAPY, 2022-2023:
On-Campus/
Instructional Weekend
Fall 2022
Trimester
Spring 2023
Trimester
Summer 2023
Trimester
1
September 9 - 11
January 6 - 8
May 5 – 7
2
Sept. 30 – Oct. 2
January 27 - 29
June 2 - 4
3
October 14 – 16
February 10 -12
June 23 – 25
4
October 28 - 30
March 3 - 5
July 7 - 9
5
November 11 -13
March 24 - 26
July 21 -23
6
December 2 - 4
April 14 - 16
August 11 - 13
Alternate Makeup
December 9 - 11
April 21 - 23
August 18 -20
PHYSICAL THERAPY, 2022-2023:
On-Campus/
Instructional Weekend
Fall 2021
Trimester
Spring 2022
Trimester
Summer 2022
Trimester
1
September 9 - 11
January 6 - 8
May 5 – 7
2
September 16 - 18
January 20 -22
May 19 - 21
3
Sept. 30 – Oct. 2
February 3 - 5
June 2 -4
4
October 14 - 16
February 17 - 19
June 9 - 11
5
October 28 - 30
March 3 - 5
June 23 - 25
6
November 4 - 6
March 17 - 19
July 7 - 9
7
November 18 - 20
March 31 – April 2
July 21 - 23
8
December 2 - 4
April 14 - 16
August 4 - 6
Alternate Makeup
December 9 - 11
April 21 - 23
August 11 - 13
GRADUATE TEACHER EDUCATION, 2022-2023:
Quarter I, V Quarter II, VI Quarter III, VII Quarter IV
Aug. 27, 28 Nov. 5, 6 Jan. 21, 22 Apr. 1, 2
Sept. 10, 11 Nov. 19, 20 Feb. 4, 5 Apr. 22, 23
Sept. 24, 25 Dec. 3, 4 Feb. 18, 19 May 6, 7
Oct. 8, 9 Dec. 17, 18 Mar. 4, 5 June 3, 4
Oct. 22, 23 Jan. 7, 8 Mar. 18, 19 June 17, 18
Oct. 29, 30 Jan. 14, 15 Mar. 25, 26 June 24, 25
(Alternate Days) (Alternate Days) (Alternate Days) (Alternate Days)
Dominican University New York: | 7
Dominican University New York is an independent, four-year and
master’s-level liberal arts institution for men and women, chartered
by the Board of Regents of the University of the State of New York
and is accredited by the Middle States Commission on Higher Edu-
cation,
1007 North Orange Street, 4th Floor, MB #166, Wilmington, DE
19801 (267-284-5011), www.msche.org. The MSCHE is an institu-
tional accrediting agency recognized by the U.S. Secretary of Educa-
tion and the Council for Higher Education Accreditation (CHEA).
Dominican University New York in Profile
1952 Chartered as Dominican Junior College
1959 Chartered as a 4-year liberal arts college
1967 First co-ed freshman class admitted
1972 Middle States Accreditation granted
1980 Weekend College started
1990 ACCEL (Accelerated Evening Program) started
1994 Chartered to offer Master of Science in Education degree
1996 Chartered to offer Master of Science degree
2004 Chartered to offer Doctor of Physical Therapy degree
2007 Chartered to offer Master of Business Administration degree
2014 Chartered to offer Doctor of Nursing Practice degree
2021 Degrees awarded to 586 graduating students:
Doctor of Physical Therapy - 70
Doctor of Nursing Practice - 8
Master of Business Administration - 7
Master of Science in Education - 22
Master of Science in Nursing – 79
Master of Science in Organization, Leadership, and
Communications - 4
Bachelor of Science/Master of Science
in Occupational Therapy - 34
Bachelor of Arts - 136
Bachelor of Science - 181
Bachelor of Social Work - 8
Associate in Arts - 3
2022 Chartered as Dominican University New York
Academic Programs Currently Registered by the New York State
Education Department:
Liberal Arts majors in: Biology, Communication Studies, Criminal
Justice, English, Health Sciences, History, Humanities, Liberal Arts,
Mathematics, Psychology, and Social Sciences.
M.S. in Organizational Leadership & Communication
Professional and Pre-professional Programs in
Business:
I.A.C.B.E. accredited programs in Accounting, Business
Management, Finance, Information Technology, Marketing, MBA
Program
Nursing:
C.C.N.E. accredited upper-division and four-year tradi-
tional program; C.C.N.E. accredited advanced practice Master’s pro-
gram (Family Nurse Practitioner), Doctor of Nursing Practice (DNP)
Occupational Therapy:
A.C.O.T.E. accredited entry-level Master’s
program (B.S./M.S.; M.S.)
Physical Therapy:
C.A.P.T.E. accredited Doctoral program
Social Work:
C.S.W.E. accredited B.S.W. program
Teacher Education:
C.A.E.P. accredited certification programs in
Early Childhood/Childhood Education, Childhood Education; Ado-
lescence Education; Childhood Education/Students with Disabilities;
Adolescence Education/Students with Disabilities
*
Graduate Teacher Education:
C.A.E.P. accredited certification pro-
grams in Childhood Education; Teacher of Students with Disabili-
ties; Childhood Education/Students with Disabilities; Teacher of
Students who are Blind or Visually Impaired; Adolescence Educa-
tion; Adolescence Education/Students with Disabilities
*
* The undergraduate and graduate programs in Teacher Education
are in transition from accreditation by C.A.E.P. to accreditation by
the Association for Advancing Quality in Educator Preparation
(AAQEP).
Certificate Programs in:
Personal Computers; Public Health
Informatics and Technology (post-baccalaureate level); Health Care
Management (graduate level)
Faculty:
Fall 2021:
70 Full Time / 135 Part Time
Enrollment:
Fall 2021:
1,266 Full Time / 261 Part Time; 1,527 Total Enrollment
Student/Faculty Ratio:
13:1 Undergraduate
12:1 Graduate
Library:
74,826 print books; 2,326,748 e-books; 613 print
periodical titles; 41,926 e-journals; 83 databases
Dominican University New York:
An Overview
8 | An Overview
Mission
The aim of Dominican University New York is to promote
educational excellence, leadership, and service in an environment
characterized by respect for the individual and concern for the
community and its needs. Founded by the Dominican Sisters of
Blauvelt, the University is an independent institution of higher
learning, Catholic in origin and heritage. In the Dominican tradition,
it fosters the active, shared pursuit of truth and embodies an ideal of
education rooted in the values of reflective understanding and
compassionate involvement.
Committed to building its programs upon a strong foundation in the
liberal arts and sciences, the University maintains a student-centered
climate and serves a diverse community of students in undergraduate
and graduate programs. The University empowers this community of
learners to excel, lead and serve with integrity and to engage respon-
sibly in the pursuit of a more just, ethical and sustainable world.
Dominican University is dedicated to the principle that its educa-
tional programs and services must be both challenging and support-
ive, distinguished both by high standards and by attention to the
needs and potential of the individual student. Affirmed and engaged
by these standards and values, graduates are prepared for purposeful
lives and for the careers and professions they choose to pursue.
Our History
Dominican College of Blauvelt, now Dominican University New
York, was founded in 1952 by the Dominican Sisters of Blauvelt as a
three-year liberal arts college in the Catholic tradition, offering a
teacher preparation program for religious women. In 1957 the Col-
lege was opened to lay students, the first four of whom began classes
in September.
The rapid expansion of the College and a desire to contribute to the
educational and cultural growth of Rockland County encouraged
the Board of Trustees to petition the Regents in 1959 for authoriza-
tion to offer a four-year program leading to the Bachelor of Arts and
the Bachelor of Science in Education. In that year also, programs in
English and History were added to the curriculum.
An absolute charter was granted to the College by the Regents in
1966. In the same year Dominican entered the field of special educa-
tion with the introduction of a program preparing students for New
York State certification as teachers of the visually impaired. The fol-
lowing year French and Spanish were added to the curriculum, and
the day session became coeducational, joining the evening and sum-
mer sessions which had always been so.
New programs were developed as the needs of a growing student
body were identified. The Human Services program (1970), cooper-
atively sponsored with Rockland Community College, prepared stu-
dents for careers in the field of social welfare and led to a Bachelor of
Professional Studies degree. In that year also the College added a
Psychology major and a secondary education certification program to
the curriculum.
The Business Administration program was inaugurated in 1971, as
was a second area in special education to prepare teachers of students
with disabilities. In 1974 a major in Social Sciences and the baccalau-
reate degree Nursing program were added. The upper-level Nursing
program provides the opportunity for registered nurses to earn the
Bachelor of Science degree in Nursing. The program in Social Work
(1976), leading to a Bachelor of Science degree, prepares students to
qualify as general practitioners of social work and also provides the
foundation for advancement in graduate work. In 1979 the College
introduced a program to prepare rehabilitation teachers of the blind
and a certificate program for community residence personnel.
In response to changing work needs and shifts in enrollment patterns,
the College discontinued its degree programs in French and Human
Services as of the 1978-79 academic year.
In 1981 the Board of Regents granted authorization for Dominican
to offer the four-year baccalaureate degree program in Nursing in
addition to its upper-level program. This enabled students with no
prior background in nursing to be admitted to the program as fresh-
men.
Dominican's program in Computer Information Systems was added
to the Business Administration curriculum in 1982, and in 1984 the
College introduced new degree programs in Occupational Therapy
and in Humanities. The College expanded in 1987 to include a
Bachelor’s degree in Mathematics, followed in 1995 by a Bachelor of
Arts program in Biology, in 1997 by a Bachelor of Science program
in Athletic Training, and in 1996/98 by dual-certification programs
in Teacher Education.
In 1980, to enhance its service to a growing population of adult
learners, the College had begun offering a number of its programs in
a Weekend College format as well as in the regular day and evening
sessions. The steadily increasing popularity of these offerings resulted
in a series of expansions, including the 1988 addition of a new
Weekend program in Health Services Administration. It also led to
the introduction of three other learning formats for adults: an Accel-
erated Evening Program (ACCEL) in 1990 and, for Nursing stu-
dents, an Accelerated Bachelor of Science in Nursing option
(A.B.S.N.) in 1992 and an accelerated R.N. Program (A.R.N.) in
1996.
In 1994 the College’s charter was amended by the Board of Regents
to provide for an offering at the graduate level, a Weekend program
in special education leading to the master’s degree for Teachers of
Students with Multiple Needs. In 1996, a Bachelor of Science/Mas-
ter of Science in Occupational Therapy was added. These graduate-
level offerings were soon followed by an array of other Master’s
degree programs: Physical Therapy, in 1998; Nursing (Family Nurse
Practitioner), in 1999; and Teachers of the Visually Impaired in
2000. In 2002, the original Multiple Needs program was replaced by
a more inclusive M.S.Ed. program for Teachers of Students with
Disabilities. In 2004, the College’s charter was further amended to
authorize the offering of a Physical Therapy program at the doctoral
level. In 2007, graduate programs in Childhood Education and Busi-
ness Administration were introduced, as was an undergraduate pro-
gram in Criminal Justice. In 2009, a Master’s program in Educational
Media/Technology and an undergraduate program in Communica-
tion Studies were approved. The Bachelor of Science program in Bi-
ology was added in 2011 and the M.S.Ed. in Adolescence Education
and Adolescence Education/Students with Disabilities program was
added in 2012. In 2014, the College received approval to offer the
Doctor of Nursing Practice degree. In 2018, the undergraduate pro-
gram in Health Sciences was approved.
In 2019, two online pro-
grams, RN to BSN and M.S. in Organizational Leadership & Com-
munication were approved.
The Business Division added a Marketing major in Fall 2020 and a
Finance major in Fall 2021. In May 2022 Dominican applied to the
New York State Board of Regents and was granted University status,
with an associated name change to Dominican University New
York. In Fall 2022, programs in Public Health Informatics and Tech-
nology were added as concentrations to majors in Health Sciences
and Information Technology; as a minor; and as a post-baccalaureate
certificate. A B.A. program in Environmental Studies was also added
in Fall 2022.
An Overview | 9
The University is authorized to offer the following degrees: Doctor
of Physical Therapy, Doctor of Nursing Practice, Master of Business
Administration, Master of Science, Master of Science in Education,
Bachelor of Arts, Bachelor of Science, Bachelor of Science in Educa-
tion, Bachelor of Science in Nursing, Bachelor of Social Work, and
the Associate in Arts.
The Palisades Institute was created in October, 1990, as part of the
institution to serve for-profit, not-for-profit, and governmental
organizations in metropolitan New York, especially those located in
Rockland and Orange Counties in New York, and Bergen and Pas-
saic Counties in New Jersey. It also participates in activities for
Dominican University New York students.
Educational Goals and Academic Learning
Objectives
Educational Goals:
Reflective of its mission and informed by its heritage, Dominican
University New York has as its primary educational goals for every
student:
• Educate the Mind – acquire knowledge, skills, and under-
standing through reasoned study and discourse.
• Develop the Self – reflectively understand one’s identity,
origins, heritage, and values while igniting the spirit.
• Serve the Community – engage as civically minded,
compassionate leaders, making a positive impact in the
community.
• Inspire Change – promote a just, ethical, and sustainable
world informed by respect for the diversity and interde-
pendence of its inhabitants.
While Dominican’s Educational Goals inform the policies, proce-
dures, and practices of every aspect of the University, Academic
Learning Objectives serve as a bridge between the University’s Mis-
sion and Educational Goals on the one side and its courses and cur-
ricula on the other.
University-Wide Academic Learning Objectives
Graduates of Dominican University New York have acquired depth
of knowledge in their chosen fields of study and will …
• discover and utilize information through responsible use of
appropriate technologies.
• consider diverse perspectives, beliefs, and values in relation
to their own cultural frameworks.
• analyze, synthesize, and evaluate ideas and information to
formulate meaningful conclusions.
• evaluate the ethical implications of their actions.
• express and exchange ideas effectively through various
modes of communication.
• demonstrate social responsibility in service of the common
good.
Setting
Dominican University New York is located in Rockland County,
seventeen miles north of New York City and approximately three
miles north of Bergen County, New Jersey. This convenient
suburban location offers easy access to the outstanding cultural and
educational resources of New York City.
Fifteen buildings make up the present facilities of the University:
Casey Hall
, a classroom building, houses the offices of the Academic
Dean and the offices for Divisional Faculty in the various disciplines
of Arts and Sciences, Business Administration, Social Sciences, and
Teacher Education. Computer laboratories, the DC Online Office,
Offices of New Student and Transition Center, Student Activities
and Campus Ministry as well as Facilities and Maintenance, Infor-
mation Technology, Purchasing, Public Safety and Security, Payroll,
and Accounts Payable offices are located here. The main mailroom
of the University is located on the first floor.
Cooke Hall
is the Administration Building. Offices of the President,
Chancellor, Chief Fiscal Officer, Controller, and Vice President for
Enrollment Management are located in this facility, together with the
Bursar’s, Financial Aid, Human Resources, Registrar, and Institu-
tional Research offices.
DePorres House
is located on Western Highway in Orangeburg.
Offices of the Director of Admissions and staff are housed here.
Doyle House
is located on Convent Road. It houses Admissions per-
sonnel for graduate, transfer, adult, and online student admissions.
Forkel Hall
contains classrooms, a Biology lab, a Chemistry lab, a
student publications room, the Counseling and Education & Preven-
tion offices, and offices for some of the coaches.
Granito Center
, the University’s main dining facility, also includes
the student bookstore, campus health services, and conference/com-
munication areas.
Guzman Hall
is the University’s newest residence hall, completed in
August 2007, with four-bedroom, two-bath suites and two-bed-
room, one-bath suites. The building has study lounges on each floor,
a multi-use room, a workout room and a conference/meeting room.
Hennessy Center for Student Life
was built in 1994 and expanded in
2017. It is a 35,000 square-foot facility and has two gymnasiums, a
suspended track, a 5,000 square-foot fitness center, and a training
room. In addition, it also has a recruiting conference room, the ath-
letic department offices, a suite of coaches’ offices, and a multi-pur-
pose room for student activities.
Hertel Hall
is a residence hall with computer-equipped study
lounges and accommodations for 290 students.
Rosary Hall
is a residence hall with accommodations for 165 stu-
dents. The first floor is home to Student Development offices includ-
ing Office of the Vice President, Office of the Assistant Dean, Resi-
dence Life, Career Development, and Special Services. The Aca-
demic Success Center is located in the lower level of the building.
Siena House
is located on Western Highway. It houses the offices of
the Vice President for Institutional Advancement (Alumni Relations,
Fundraising, and Special Events).
The Prusmack Center for Health and Science Education
is a classroom
building that also houses offices of the faculty in the Allied Health
Division, Nursing Division, the Science and Mathematics programs
of the Arts and Sciences Division and the MBA program. It con-
tains special program-related laboratories, a large lecture hall, and
two computer facilities.
503 Western Highway House
, purchased in 2013.
10 | An Overview
Veritas House
is located on the Western Highway. It houses the of-
fices of Marketing and Communications.
The Sullivan Library
is located in Rosary Hall.
During Fall and Spring terms, the Library and Learning Commons
are open:
Mon.-Thurs. 8:00 am – 12:00 am
Fri. 8:00 am – 7:00 pm
Sat. 12:00 pm – 7:00 pm
Sun. 12:00 pm – 10:00 pm
Academic Year
The University functions year-round and offers its courses and
services to those who wish to pursue undergraduate or graduate
study on a full- or part-time basis. The University year includes Fall
and Spring semesters of 15 weeks each, an interim Winter session, a
variety of summer sessions, continuous eight-week sessions of
accelerated online terms, and four undergraduate weekend sessions,
primarily offering prerequisite courses for the University’s
undergraduate and graduate professional programs. The graduate
programs in Teacher Education, Occupational Therapy, and Physical
Therapy meet on weekends; the graduate Nursing program follows
the semester system, and the Master’s program in Business
Administration is offered on an accelerated schedule.
Day Sessions
Courses are offered Monday through Friday on a variety of
schedules, with most of the 3-credit courses meeting either two days
per week or for a double period one day per week. Courses
requiring laboratory clinical studies meet more frequently.
Evening Sessions
A variety of courses is offered on Monday through Thursday eve-
nings primarily for the convenience of students pursuing an under-
graduate degree or looking to fulfill prerequisite requirements for
one of the University’s professional programs. Each course meets for
two and a half hours, one evening per week for a period of 15
weeks. Day session and Dominican Online students may enroll in
evening courses if their schedules permit.
An Upper Division Nursing program is also available to registered
nurses in a Weekday/Evening accelerated option. A graduate Master
of Science in Family Nurse Practitioner (M.S.) and a post-master’s
Doctor of Nursing Practice (DNP) are also offered in the evening.
Dominican Online
Designed with the needs of the working adult in mind, Dominican
Online offers students the opportunity to pursue their degrees or take
prerequisite and other courses while continuing full-time employ-
ment and maintaining family responsibilities and other pursuits. Do-
minican Online provides students with highly individualized and
personal counseling throughout their university experience. This
one-to-one academic counseling assures that each student obtains ac-
curate information about transfer credit, credit for learning that has
been gained outside of formal educational settings, and about the
challenge examination programs available.
Dominican Online offers an intensified course of study leading either
to the Bachelor of Science or Arts degree in a variety of areas. Most
courses meet in accelerated eight-week, asynchronous online ses-
sions. A student may take up to three courses in each eight-week ses-
sion and complete a maximum of 45 credits a year.
A low student-faculty ratio, plus a highly dedicated and motivated
faculty, provides a cohesive and supportive environment in which to
pursue educational goals from the comfort of one’s own home or
other off-campus environment.
Online Programs Currently Available:
Communication Studies
Criminal Justice
Information Technology
Nursing (RN-to-BSN)
Psychology
Social Sciences (Psychology Concentration)
Public Health Informatics & Technology (Post-Baccalaureate-level)
Organizational Leadership & Communications (Master’s-level)
Wintersession
Scheduled during the month of January, the Wintersession provides
an opportunity for students to take additional courses to accelerate
their progress toward the degree or remedy deficiencies in their prior
work. The offerings typically include a selection of regular courses
which can be accommodated to an intensive pace of study as well as
certain unique courses not available in the regular sessions.
Summer Session
Courses are scheduled during June and July. Each spring the
University issues a listing of the forthcoming Summer session courses
and provides descriptions of the courses on the University’s website:
www.dc.edu. Students from other institutions are welcome to
attend Summer Sessions. If they wish to have credits transferred to
the institution in which they are enrolled, they should receive
authorization from an appropriate official of that institution before
registering for summer courses at Dominican University New York.
Graduate Weekend Sessions
Additionally, Graduate Degree Programs are available in the follow-
ing areas on a weekend schedule:
Adolescence Education (M.S. Ed.)
Childhood Education (M.S. Ed.)
Occupational Therapy (B.S./M.S.; M.S.)
Physical Therapy (D.P.T.)
Special Education (programs for Teachers of Students with
Disabilities and for Teachers of Students Who are Blind
or Visually Impaired)
Note: Certain programs may include requirements that must be met
in other time frames; consult program advisors for details.
Continuing Education
In addition to its degree programs, the University also provides a
variety of credit and non-credit offerings throughout the year,
ranging from computer literacy and management workshops to
personal development and enrichment courses.
Training programs, workshops, seminars, and conferences can be de-
veloped for on- or off-site presentation to meet specific needs identi-
fied by management of small businesses, corporations, health care
facilities, governmental agencies, and other organizations. When
appropriate, current University courses may be made available for
this purpose, with or without academic credit.
Delivery of Instruction
The University provides enhancements to its delivery of instruction
through on-campus “smart classroom” technologies, “Blackboard” (a
comprehensive online learning management system), and a variable
selection of “hybrid” and distance-education course offerings.
Student Life | 11
Dominican University New York provides an enriching and supportive
environment, designed to meet the needs and actualize the potential of
each student.
Dominican fosters close personal relationships between faculty and
students through individual advisement processes and through clubs
moderated by faculty.
The Office of Student Development is concerned with the student as
a whole person and recognizes that temperament, emotional stability,
interpersonal skills, value development, and physical and spiritual as-
pects of human development cannot be separated from the develop-
ment of judgment, analytic and synthetic thinking, and accumulation
of data. The Dean of Students serves as liaison between students and
administration and coordinates all student programs. The Student
Development areas include Athletics and Intramurals, Campus Min-
istry, Career Counseling, Placement & Internships, Housing, Coun-
seling Services, the Student Health Services, Student Activities, and
the operation of the Hennessy and Granito Centers.
Student Handbook
The Student Handbook provides essential information supplemental to
that contained in the catalog regarding institutional governance and or-
ganization, student rights and freedoms, activities and other facets of
campus life, including student life policies and regulations as well as ad-
ministrative procedures and appeals.
Counseling
The University provides the opportunity for counseling services for in-
dividuals. Students may contact the Counseling Office in Forkel Hall
or the Office of Student Development in Rosary Hall for appoint-
ments. The counselors are available at posted hours. Their services are
confidential and free of charge.
Prevention and Education Services
Programs regarding drug and alcohol abuse are offered by the Univer-
sity on an on-going basis and are open to all members of the Domini-
can University New York community. Individual questions or con-
cerns may be addressed to the Prevention and Education Coordinator
in Forkel Hall.
Campus Ministry
It is the concern of the Office of Campus Ministry to provide the stu-
dent with the means for spiritual and personal growth. Faculty and staff
join students in the planning and celebration of liturgy, retreats, lec-
tures, discussions, and other religious and social justice experiences. All
students, regardless of belief system, are welcome in Campus Ministry
activities. Students may be involved in one, two, or all of the Campus
Ministry activities. The Campus Ministry Office is open daily, Monday
– Friday, and other times by appointment. The Campus Ministers also
serve as informal counselors for many students.
There is also a University Chaplain on our campus. Chaplains of differ-
ent faiths may be contacted to offer religious services for students. The
Campus Minister and University Chaplain also act as informal counse-
lors to students of any faith.
Career Development
The Career Development Center, located in Rosary Hall, assists stu-
dents in the total career development process. The office offers a
comprehensive program that helps students to understand them-
selves, to understand the relationship between academic experiences,
internship opportunities, and career choices and to assist in the transi-
tion from university to professional life. Services offered are:
• Career counseling and advisement
• Employment opportunities part and full-time
• Internship placements during the school year and in the summer
• FOCUS 2—a self-paced, online career and education planning in-
ventory for use by Dominican students which does self-assessment in:
Work Interests, Values, Personality, Skills and Leisure Activities. This
inventory can assist you in choosing a major, exploring career op-
tions and making an informed career decision.
• Resume and cover letter assistance and job search support
• Workshops on resume, interviewing, networking, and job search
techniques
• Interviewing skills development and videotaped mock interviews
• On-campus recruiting
• Annual Career Fairs in fall and spring semesters
• Graduate School information
The Career Development Center is open for the use of part-time,
full-time, evening, weekend and graduate students on a walk-in ba-
sis, on a set evening schedule and by appointment. Alumni are also
served at no cost.
Student Government
The official representative of the student body is the Student Govern-
ment. Its objectives are:
1. To act as the official representative of Dominican University
New York students in all matters that relate to them as DC
students in particular and university students in general;
2. To strive for mutual cooperation and understanding among
students, faculty, and administration;
3. To approve charters and budgets submitted by clubs and or-
ganizations provided these charters comply with the guide-
lines as stated in the Student Government Constitution;
4. To help plan a cultural and social calendar that will meet the
varied needs and desires of the University community; and
5. To aid in directing and coordinating social activities.
The Student Government Office in Casey Hall is open to all students.
The four class presidents and one representative elected from each class
combine with the executive officers to make up the Student Govern-
ment. Most members are elected in the spring. The freshman class
elects its representatives in the fall semester.
Student Government meets regularly, and meetings for the Presidents
of clubs and organizations are held monthly.
All students who run for office, either Student Government officer or
class officer, must maintain a cumulative G.P.A. of 2.5 and be full-time
students maintaining normal academic progress towards a degree.
Student Life
12 | Student Life
Student Activities
All students are encouraged to join at least one of the several University
clubs and organizations active on campus. The interactions and events
provided complement the student’s academic course work and are an
integral part of the Dominican experience. A list of organizations is
available in the Student Activities Office and the Student Development
Office. A leadership training program is available for current and
potential student leaders.
Athletics
The Department of Athletics sponsors an intercollegiate program under
the supervision of the Director of Athletics. Dominican is a member of
the Central Atlantic Collegiate Conference (CACC), an associate
member of the East Coast Conference (ECC), a member of the East
Coast Athletic Conference (ECAC), and is a member of the National
Collegiate Athletic Association, Division II.
Any student who meets the academic and athletic entrance require-
ments, has the requisite health and skill, and maintains a 2.0 cumulative
G.P.A. is eligible for the teams. All entering freshmen must receive eli-
gibility clearance from the NCAA eligibility center before participating.
Dominican athletics include men's and women's basketball, men's and
women's soccer, men and women's cross country, men’s and women’s
lacrosse, women's volleyball, men's baseball, women's softball, men and
women’s golf, men and women’s rowing, men and women’s tennis,
men and women's track and field. Intramural activities open to all stu-
dents are available in selected sports.
Residence Facilities
Hertel Hall, with a capacity of 288 students, Rosary Hall, with a capac-
ity of 165 students, and Guzmán Hall with a capacity of 200, accom-
modate both male and female students. A variety of living options are
available, depending upon class standing and preference. The resident
dining hall is located in the Granito Center, a few yards from Hertel
Hall and across the street from Rosary Hall. Liturgy is celebrated each
Sunday in the Rosary Hall chapel.
Some families in the area offer rooms and/or apartments for rent to
students. A list of off-campus boarding facilities is available at the Office
of Student Development. Beyond compiling and offering this list to
students, the University assumes no further responsibilities in this area.
Hennessy Center
The Hennessy Center for Student Life is a major hub of student activ-
ity. It houses a 10,000 square-foot gymnasium, running track, fitness
center, training and locker rooms, as well as facilities for meetings and
conferences. The Center hosts intercollegiate athletic contests, open
recreation, and student events; when time permits, it is also available
for various community functions. There is no charge to students and
faculty for the use of the facility. Regulations and procedures for usage
are distributed and must be rigorously observed in order to keep the fa-
cility in good order. Hours are posted at the front desk and distributed
throughout the campus.
Cafeterias
The Granito Center, located next to the Hennessy Center, is open
Monday to Thursdays: 7:30 a.m. to 9:00 p.m for breakfast, lunch, and
dinner; Friday: 7:30 a.m. to 8:00 p.m breakfast, lunch, and dinner; Sat-
urday and Sunday: 10:30 a.m. to 6:30 p.m. for brunch and dinner for
the resident and non-resident University community. A “Grab and
Go” service is available Sunday thru Thursday until 11:00 pm. A cafe-
teria in Casey Hall is open at appropriate hours when classes are in ses-
sion. Both cafeterias are wirelessly equipped. During announced snow
days, Granito Center Hours of Operations are from 10:30 a.m. - 6:30
a.m. and are subject to change.
Student Health Center
A Student Health Center is located on the second floor of the Granito
Center. The Center is staffed by nurse practitioners and others. Hours
of operation are posted at the Center and around campus. Scheduled
appointments are preferred when possible. Students are not charged for
appointments and services except for certain medications, shots, or
tests. Other users are charged on a fee-for-service basis.
Immunizations
By mandate of two New York State laws all students must provide
proof of immunizations for Measles, Mumps, and Rubella and must
submit a form to the University Health Center acknowledging having
had an immunization for Meningitis or indicating that they are aware
of the risks of not having such an immunization. New students can lo-
cate documentation of immunization at their former high school, col-
lege, and/or health care provider. This documentation must be submit-
ted to the University Health Center within thirty days of enrollment.
Failure to do so will result in the revoking of the privilege of attending
classes (again by New York State mandate). Meningitis Vaccine is re-
quired for all Athletes and Resident students. Students will at no time
be permitted to live in the residence halls or participate on athletic
teams without proof of immunization. The University Health Center
provides most immunizations to students at a nominal cost.
Computer Facilities
Open student computer labs are located in Casey 101, Prusmack 216
and the Library. Open labs are also located in the Rosary and Hertel
Residence Halls.
The Library offers an online catalog and circulation system, and pro-
vides access to online databases and electronic resources. These services
are available on-campus and off-campus from any computer or mobile
device. A DC username and password are required to remotely access
the databases and electronic resources.
The Residence Halls (Hertel, Rosary, and Guzmán) have network
connections in each room. Students are not required to have their own
personal computer but it is highly recommended that they do. Resi-
dent students who wish to connect their own personal computer to the
network must have a Mac or a Windows based PC with an RJ45
Ethernet network interface card (NIC) no special software is required.
It is the student’s responsibility to maintain a current antivirus program
on his computer.
It is against Dominican University New York Policy to use the Inter-
net to violate copyright laws. Violators will forfeit Internet access and
may be subject to legal action by copyright owners or their agents.
Use of Dominican University New York computing resources is re-
stricted to purposes related to the University’s mission of education and
public service. Access to University computing resources is a privilege
granted to students in support of their studies and other University
sanctioned activities. Access to University computing resources may be
forfeited and additional punitive actions will be incurred for policy vio-
lations.
Parking
Each commuting student who drives a car must register the license
plate number with the Security Office. The parking sticker must be
visible on left side of the front windshield of the car in order to be ad-
mitted to the parking lots.
The student parking lots are located behind Casey Hall, the Prusmack
Center, and on Western Highway at the Blauvelt Campus. All resident
vehicles are assigned to the Blauvelt lot only or to Hertel Hall lot and
Guzmán Hall lot by permission. Resident stickers are placed on the
lower left side of windshield.
Student Life | 13
The direction of traffic and parking are the responsibility of the campus
security guards and public safety personnel. All persons on campus are
to comply with the directions of the guard. They are authorized to ask
that an ID card be presented for inspection when it is deemed neces-
sary. Failure to observe any of the University parking regulations will
result in a fine. Further penalties will be imposed for consistent abuse.
Child Care
Dominican University New York currently offers no nursery and day-
care facilities on campus. Dominican students who are in need of child
care for their children during class sessions often use centers located
near the University.
Students with Disabilities
Dominican University New York complies with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act
(ADA) of 1990. Individuals with current professional documentation of
disability will be provided with reasonable accommodations to assure
access and full participation in the mainstream of the educational pro-
cess. The Office of Special Services, located in Rosary Hall, coordinates
implementation of the regulations contained in Section 504 and the
ADA. For more information, consult the Dominican University New
York Catalog, Student Handbook or the Director of Special Services,
845-848-4035. Appeal procedures also are available in the Director’s
office.
14 | Admissions
Admission to Dominican University New York is based on academic
potential without regard to race, color, religion, ethnic or national
origin, gender, sex, age, disability, veteran's status, sexual orientation,
genetic disposition, or any other status protected by applicable law.
Persons who desire application materials or wish to arrange for an
interview and tour should contact the Office of Admissions, Domin-
ican University New York, 470 Western Highway, Orangeburg,
New York 10962. Telephone: 1-(866) 4DC-INFO; e-mail: admis-
[email protected]; or visit our website:
www.dc.edu
. Applications are
accepted throughout the year.
Admission of Freshman Students
Applicants for admission must complete a secondary-school program or
receive satisfactory scores in a high school equivalency examination.
Recommended preparation includes 16 academic units of study distrib-
uted among English (4 units), Mathematics (3 units including Algebra
and Geometry), Laboratory Sciences (2 units), Social Sciences (2 units)
and 5 additional units in any of the above subject areas (and/or in a
Foreign Language).
Special consideration is given to veterans and other nontraditional stu-
dents whose educational backgrounds may vary from the recom-
mended program but who show promise of the ability to do college-
level work.
Application Procedure for New Freshmen
1. Apply online using the Dominican University New York
application www.dc.edu/admissions/apply, or the Com-
mon Application at www.commonapp.org. Complete the
application by submitting the non-refundable fee. You
may enclose any additional information you wish to be
considered with your application.
2. Ask your high school guidance counselor to forward tran-
scripts directly to Dominican University New York, Office
of Admissions.
Beginning with applications for the Fall 2018 semester, first time
freshmen applicants will be able to submit a test-optional application
for admission. These applicants will not be required to submit a
standardized test score for admission purposes. Research has shown
that a student’s overall high school academic record is the best indi-
cator of a student’s future success in college. Many studies indicate
performance on standardized tests is closely linked to family income
and education level, while others suggest a possible bias against cer-
tain minority students. In addition, students often feel that their
standardized test scores may not accurately reflect their overall aca-
demic ability.
This policy is also intended to re-focus both students and parents on
what really matters, i.e. day-to-day performance in the classroom and
the personal characteristics of the student rather than standardized test
scores.
All test-optional applicants are expected to complete a minimum of
16 units of college-preparatory coursework:
• 4 units of English
• 3 units of mathematics (including Algebra and Geometry)
• 2 units of a laboratory science
• 2 units of social sciences
• 5 additional units in any of the above subject areas (and/or
in a foreign language)
Students that have been homeschooled, completed a General Educa-
tion Diploma (G.E.D.), do not meet the above 16-unit requirement,
and international students are required to submit their SAT or ACT
scores. Homeschooled students should also submit a portfolio if a
transcript is unavailable. This portfolio must include the curriculum
that was followed, reading lists, and a writing sample. An interview
may be required as well. All homeschoolers are eligible for financial
aid, scholarships and grants, and participation in the University’s
Honors Program. In addition, international students whose native
language is not English are required to submit the Test of English as
a Foreign Language (T.O.E.F.L.) or the International English Lan-
guage Testing System (IELTS) examination scores.
Each applicant must indicate on the Dominican University New
York admission application or the Common Application, whether
he/she wants the standardized test scores to be considered for admis-
sion. If a student has previously sent his/her scores to the University
and later indicates on the application that he/she do not want the
scores considered, the scores will be deleted from the University ad-
mission system. If a student changes his/her mind about considera-
tion of their test scores after he/she has submitted an application, the
student must send an email to admi[email protected] indicating the in-
tent to use his/her standardized test scores.
If appropriate, arrange to take one of the following examinations.
Your scores must be sent directly to the Office of Admissions at
Dominican University New York. Scholastic Aptitude Test (S.A.T.)
of the College Entrance Examination Board. Address: P.O. Box 881,
Princeton, NJ 08540. The C.E.E.B. Code for Dominican University
New York is 2190. The American College Testing (A.C.T.) Assess-
ment Test. Address: 2201 N. Dodge Street, P.O. Box 414, Iowa
City, IA52240. The A.C.T. code for Dominican University New
York is 2730.
A meeting with an admissions counselor is not always required for
admission but is always desirable. Some applicants may be asked to
meet with a member of the Admissions staff.
When the application for admission, the official high school tran-
script, the application fee, and the results of the S.A.T. or A.C.T. (if
required) are received, the student's credentials are reviewed. Appli-
cants are then notified of the action taken.
Upon acceptance, students must submit a deposit. Students who wish
to live on campus must submit an additional residence hall deposit.
Deposits are refundable up to May 1st for fall applicants and Novem-
ber 1st for spring applicants.
All students born after 1/1/57 are required to submit proof of im-
munization against mumps, measles and rubella prior to registration
for courses. According to New York State health law, all students
are also required to complete and return the meningitis form pro-
vided by the University to the Student Health Center. All resident
students and athletes are required to submit proof of meningitis im-
munization.
Admissions
Admissions | 15
Advanced Placement
Incoming freshmen who have completed Advanced Placement (A.P.)
study and/or college-level coursework may be eligible for "advanced
standing" at Dominican and, following a review of credits, for exemp-
tion from coursework at the University. Students who have completed
A.P. study, and who believe they earned a grade of "3" or above on the
A.P. Test of the College Entrance examination Board, should request
that an official grade report on the test be sent directly to the Office of
the Academic Dean.
Students who have completed college-level coursework with a grade
of "C" or above should have the sponsoring college or university
send an official transcript to the Office of Admissions.
Please see “English” section below for information regarding using
A.P. or other college-level high school courses in fulfillment of
Dominican University New York’s Writing Sequence requirements.
Admission of Adult Students (No Prior College)
1. Submit the completed application directly to the Office of
Admissions with the non-refundable application fee. You
may enclose any additional information you wish to be
considered with your application.
2. Request that an official copy of your high school record or
G.E.D. scores be sent to the Office of Admissions.
3. Submit S.A.T. or A.C.T. scores if available.
4. Complete personal interview if required.
5. When all the documents are reviewed, students are
notified promptly of the action taken.
All students born after 1/1/57 are required to submit proof of im-
munization against mumps, measles and rubella prior to registration.
According to New York State health law, all students are also re-
quired to complete and return the meningitis form provided by the
University to the Student Health Center. All resident students and
athletes are required to submit proof of meningitis immunization.
Admission of Transfer Students
We welcome transfer students to Dominican University New York.
Transfer students add a new dimension to our institution by bringing
new ideas and varied experiences.
Transfer students may be accepted with:
•
A maximum of 70 credits from an accredited two-year
institution
•
A maximum of 90 credits from an accredited four-year
institution
A minimum of 30 credits must be completed at Dominican Univer-
sity New York for a degree.
1. Apply online using the Dominican University New York
application www.dc.edu/admissions/apply, or the Com-
mon Application at www.commonapp.org. Complete the
application by submitting the non-refundable fee. You
may enclose any additional information you wish to be
considered with your application.
2. If you have completed fewer than 24 college credit from
an accredited institution, you must request that an official
copy of your high school record or G.E.D. scores be sent
to the Office of Admissions.
3. Request official transcripts from all previously attended in-
stitutions to be sent to the Office of Admissions.
4. Complete personal interview if required.
5. When all the documents are reviewed, students are noti-
fied promptly of the action taken.
6. Submit the deposit. Students who wish to live on campus
must submit an additional dormitory deposit. Deposits are
refundable up to May 1st for fall applicants, November 1st
for spring applicants, and April 1st for summer applicants.
In order to be considered for admission to the University as a transfer
student, a minimum cumulative G.P.A. of 2.0 is required. Grades of
C- or lower are not considered for acceptance in transfer to the Uni-
versity except when they constitute part of a completed degree, such
as the Associate in Arts, in which case the University may at its dis-
cretion consider acceptance of a limited number of credits with such
grades.
Certain professional programs, such as Occupational Therapy, Nurs-
ing, and Teacher Education, have additional transfer eligibility re-
quirements, which the student should consult. All transfer students
will receive a degree evaluation based on all previous college-level
courses from nationally accredited institutions.
Transfer Credit Policy
A course is evaluated for suitability for transfer credits based on the
following criteria:
• The course was completed at an accredited two-year or
four-year institution (list available in the Office of the Ac-
ademic Dean and the Office of Admissions)
• The course was roughly equivalent to a course offered at
Dominican University New York
• Grades of C- or lower are not considered for acceptance
in transfer to the University except when they constitute
part of a completed degree, such as the Associate in Arts,
in which case the University may at its discretion con-
sider acceptance of a limited number of credits with such
grades if they are not part of the major.
• Grades for courses accepted for transfer credits are not
calculated in the student’s Grade Point Average at the
University.
• Credits would be awarded equal to the amount of semes-
ter credits earned at the other institution. Credits from
institutions on quarter systems would be adjusted to the
equivalent of semester credits.
Appeal of Denied Transfer Credit
A student wishing to challenge course credits not transferred must
file a written appeal with the academic program coordinator chair
for reconsideration. Within ten days of receipt of the appeal, the
program coordinator will notify the student of the results of the
review. Any changes will be communicated to the Registrar’s Office
for official processing.
A student dissatisfied with the results of the appeal at the program
level may submit a written appeal and department notification to
the Vice President for Academic Affairs/Academic Dean for a final
review. Within ten days of receipt of the appeal, the Vice President
for Academic Affairs/Academic Dean will notify the student of the
results of the review. Any changes will be communicated to the
Registrar’s Office for official processing.
Placement Tests for Transfer Students
Prior to or early in their first term at the University, students are re-
quired to take placement tests in English and, in certain instances,
Mathematics. When further course work in these areas is indicated,
students are urged to take the work in their next term at the Univer-
sity so as to assure timely and successful progress toward the degree.
Support services in both areas are provided by the University’s Aca-
demic Success Center. Students may not register for a course at a
lower level than the one they placed into.
16 | Admissions
Advisory services are offered by the Office of Admissions and by
the various academic offices for incoming students to the University
to facilitate registration procedures.
The Abbreviated General Education Curriculum (GEC)
For students who transfer
45
or more liberal arts credits from other
institutions, the total GEC requirements are:
Component I 12 cr. (including the Writing Sequence or
equivalent)
Component II 6 cr.(with no specific period distribution)
Component III 6 cr. (distributed between science and values)
Note:
In order to be eligible for this reduction of the requirement,
a student must have earned the 45+ liberal arts credits prior to trans-
ferring to DC.
Undergraduate Deferment Policy
A student seeking to defer admission after submitting the enrollment
deposit must submit a formal request in writing to the Director of
Admissions explaining the reason why he/she would like to defer
admission. Requests for a deferral are subject to approval by the Direc-
tor of Admissions and are handled on a case-by-case basis. Approval is
contingent upon successful completion of any high school/college
coursework in progress at the time the approval is granted. The student
will need to provide a final high school/college transcript indicating
completion of all coursework, and in the case of high school students,
the date of graduation.
If approved, the student can defer his/her admission for up to one year
only. No further approval for a deferral will be granted. During the
deferred year, the student may not take any college credit-bearing
courses without written approval from the Academic Dean’s Office at
Dominican University New York or the deferment will be nullified.
If the student would like to attend Dominican University New York
after completing college credits during the deferment, he or she will
have to reapply for admission to the University. There is no guarantee
that such a student will be granted admission. Special consideration will
be given to veterans.
International Student Admissions
Applications from international students are welcomed. International
students follow the same application procedures as those indicated
above. All applicants must submit certified translations and evaluations
of all prior secondary and collegiate academic records on a course-by-
course basis from an organization like the World Education Services. In
addition, scores from the Test of English as a Foreign Language
(T.O.E.F.L.) must be submitted from all applicants from non-English
speaking countries. Information and registration forms can be obtained
from the T.O.E.F.L. Program, Educational Testing Service, Princeton,
N.J. 08540 or visit the T.O.E.F.L. website for up-to-date information
at: www.toefl.org. A minimum score of 550 on the traditional paper
test, 213 on the computer-based T.O.E.F.L. (C.B.T.) or 80 on the In-
ternet Based Test (I.B.T.) is required for admission.
Dominican University New York is served by three major international
airports: J.F.K. International Airport and LaGuardia Airport in New
York and Newark Liberty Airport in New Jersey.
Admission of Graduate Students
See section on Graduate Programs.
Non-Degree Seeking Students
Dominican University New York, in its undergraduate day and even-
ing sessions offers educational opportunities to individuals who wish to
pursue specific courses without becoming candidates for a degree.
Courses are programmed to meet the varying needs of individuals, the
local community and the business community.
Individuals may pursue courses for personal enrichment or career en-
hancement on a credit and/or non-credit (audit) basis. A maximum
of twelve credits may be taken by students who are not pursuing a
degree at Dominican University New York. Students who wish to
register for courses for which credit is to be transferred to another
college are welcome to do so. Dominican University New York rec-
ommends that these students obtain written assurance from their
home institutions that any credits earned would be accepted in trans-
fer. For those who are not pursuing a degree, fulfillment of course
prerequisites will be determined on an individual basis.
Post-Baccalaureate Students (Teacher Certification)
Students who hold a baccalaureate degree and are seeking credits to-
ward certification may be admitted at the discretion of the Director of
Teacher Education. Students must submit their credentials to the
N.Y. State Department of Education for evaluation before being al-
lowed to begin courses for certification. Students admitted for "Certi-
fication Only" must take a minimum of 12 education credits at Domin-
ican before being allowed to student teach.
Senior Citizens
Dominican University New York offers an "Horizon Program" of spe-
cial arrangements for senior citizens (55 years or older). Senior citizens
who wish to take courses for credit during the regular day and evening
sessions will be accorded a 25% discount on tuition and fees. Full tui-
tion and fees will apply in all other sessions. For those who are not pur-
suing a degree, fulfillment of course prerequisites will be determined on
an individual basis. Senior citizens may also audit courses free of charge
if space is available; this opportunity applies to all the University’s ses-
sions. Permission of the instructor must be obtained prior to registra-
tion. The University reserves the right to cancel an audit registration if
class size exceeds space available.
Readmission of Students
Students who have withdrawn from Dominican University New York
in good standing may be readmitted when formal application for read-
mission is approved. If the student has been absent for more than one
year, a new application must be completed. Students who have given
the Registrar official written notification that they are taking a leave of
absence are eligible to register for the next semester without applying
for readmission. Readmitted students are held to the degree require-
ments in effect at the time of their readmission. Please refer to the
University's Minimum GPA Standards Policy for additional infor-
mation regarding the impact of 'Fresh Start' program credits on the
GPA.
Financial Aid | 17
Dominican University New York offers a variety of Financial Aid
funds including: institutional academic and athletic scholarships, awards,
and grants, as well as need-based funds. Institutional aid is awarded on
the basis of demonstrated scholastic achievement, athletic ability,
and/or financial need.
In addition, Dominican University New York students are eligible to
apply for a wide range of financial assistance offered by federal and
state agencies. The Financial Aid Office is committed to providing
students with information, application review, and advising to help
make the Financial Aid process a smooth and beneficial experience.
Financial Aid at Dominican University New York is administered in
accordance with program guidelines established by the appropriate
state and federal agencies.
Federal financial need is defined as the difference between the family
contribution (as measured by an analysis of family income and assets)
and the cost of attendance, which includes tuition, fees, dormitory
charges or commuter living allowance, and allowances for books and
supplies, travel, and personal expenses.
Dominican University New York subscribes to the principle that the
first responsibility for meeting educational expenses rests with the
student and his or her family. All students are therefore advised to file
the Free Application for Federal Student Aid (F.A.F.S.A.) available
on the web (www.fafsa.ed.gov). Family financial information re-
ported on that form is subjected to a nationally applied analysis that
results in an assessment of each family's contribution towards college
costs. The Financial Aid Office reviews the financial information of
all applicants selected for verification by the federal processor. These
students must therefore submit supporting documentation before aid
can be disbursed. We encourage all students to file the F.A.F.S.A.;
students and their families should not make assumptions about their
eligibility for aid.
To supplement the family contribution (derived from analysis of the
information provided on the F.A.F.S.A.), Dominican University
New York participates in a wide variety of aid programs, including
grants and scholarships, loans, and work opportunities. Every effort is
made to equitably distribute limited institutional, state, and federal
funds in order to provide access to the educational opportunities at
Dominican for eligible students. In 2018-19, 100% of the incoming
freshman class received some form of financial aid.
Financial aid is awarded annually and disbursed by credit to student
accounts equally across the terms of the academic year (with adjust-
ments as necessary if there are differences in enrollment status). Fi-
nancial Aid is not automatically renewed. Annual reapplication is re-
quired for all programs. For priority consideration, freshman appli-
cants should apply as soon after January 1 as possible. Returning
students should send the F.A.F.S.A. to the Federal Processor no later
than March 15th for priority consideration.
In order to be considered for Financial Aid, students must be citizens
or permanent residents of the United States, be accepted for matricu-
lation in a degree or certificate program, and be registered for at least
6 credits per semester or trimester/quarter (except for the Aid for
Part-Time Study Program of New York, for which the minimum
number of credits is 3 in a semester or 4 in a trimester). Students
must also, if required by law, be registered for Selective Service. Ad-
ditionally, students are required to meet the Standards of Satisfactory
Academic Progress for Financial Aid on page 20 in order to continue
on aid. Recipients of Dominican University New York scholarships,
grants, and awards must meet further criteria, explained below and in
their award letters from the Office of Admissions.
Information on all academic scholarships and/or grants is available
through the Office of Admissions. Most of the scholarships are of-
fered at entrance to the University.
Athletic Grants
Athletic Grants are available to students who have demonstrated ath-
letic ability and maintain the required grades. A Dominican University
New York admissions application, an athletic grant application, and the
Free Application for Federal Aid (FAFSA) must be filed. Please refer
to the 2008 Coaches Handbook for the following Athletic Department
policies: Policies and Procedures for Awarding Athletic Grants in Aid;
Policies for Awarding Athletic Grants to Returning Students; and Pol-
icy for Student Athletic Grant Grievance.
Dominican University New York Scholarships
and Grants
Renewable scholarships, grants, and awards of varying amounts are
available each year to incoming freshmen and transfer students who
show evidence of superior scholastic ability.
These awards from institutional funds represent a distinct honor to
the recipient. Scholarships, grants, and awards are given for full-time
attendance in Day and Evening programs.
To be considered for a scholarship, an applicant must:
1. File an application for admission and be accepted to Dominican
University;
2. Have the results of the Scholastic Aptitude Test (S.A.T.) or the
American College Testing (A.C.T.) Assessment Test forwarded
to Dominican University New York (freshmen only);
3. Submit high school or college transcripts;
4. File a Free Application for Federal Student Aid, available on the
web (www.fafsa.ed.gov);
5. Apply for the New York State Tuition Assistance Program
(T.A.P.) if a New York State resident.
Note: A commuter student may not receive institutional funds in ex-
cess of the difference between tuition and NY State T.A.P.
The following scholarships are awarded through the generosity of
University benefactors:
For Undergraduate Programs:
Albert the Great Scholarship
Alfred Witecki Scholarship
Alpha Chi
Alumni Scholarship
Bobby Mulligan Fund
Barnes & Noble Booksellers
Denise De Simone Jensen Memorial
Dominic Guzman Award
Dr. Brian Schroeder Memorial
Donna Abood Memorial Scholarship
Estelle and Joseph Micceri Memorial Scholarship
Financial Aid
18 | Financial Aid
Friar Thomas D'Aquino
Friendly Sons of St. Patrick
Hennessy Family Scholarship in Honor of the Dominican
Sisters of Blauvelt
James Clancy Memorial Scholarship
Janyce White Cuccio Memorial Scholarship
Karl Walker Memorial Scholarship
Lee & Jerome Johnson Nursing Scholarship
Mary Egan Hester Memorial
Mary Sullivan Memorial Nursing Scholarship
Michael Jolly Memorial
Nicholas Badami Family Fund
Nyack Hospital Foundation for Jerome Johnson
O'Keefe Family Scholarship
Patrick Chambers Memorial
Rockland Country Club Scholarship
Sister Mary Zita Nursing Scholarship
Sister Mary John Burke Scholarship
Sister Maureen Francis O'Shea Nursing Scholarship
Sister Noel Dwyer Scholarship
Sisters of Reparation of the Congregation of Mary
Scholarship
Sister Tina Marie Stocks, O.P. Award
Successful Learning Center Award
Sue Heller Memorial
Switzer Foundation Scholarship
The Lavelle Fund
Dominican University New York offers one full-tuition
grant to a
Tappan Zee High School graduate selected by the High
School Guidance Department.
For Graduate Programs:
Janet Lockwood Foundation
Lavelle Foundation
Len Cohen Memorial
The Lavelle Fund
Renewal of Scholarships
All institutional scholarships, grants, and awards are awarded for one
year and are renewable if the conditions of the award are maintained.
In order to apply for scholarship renewal, applicants must submit a
FAFSA, on or before May 1 of the prior year, with appropriate income
documentation, if required. The University reserves the right, after due
consideration, to rescind the scholarship, grant, or award to a student
whose conduct or attitude is considered unsatisfactory or who does not
meet the requirements of the award.
Other Programs, Grants, Loans and Work
Dominican University New York participates in a number of state and
federal aid programs in addition to institutional programs. In order to
be considered for these programs, the appropriate application
(F.A.F.S.A., T.A.P., loan application, etc.) must be filed and all re-
quired supporting documentation and verification information must be
submitted as required. The first basic form that should be filed is the
F.A.F.S.A. Detailed information on application forms and procedures is
available in the Financial Aid Office.
Grants: Grants are gift aid awarded primarily on the basis of demon-
strated need.
Federal: Pell Grant, S.E.O.G. (Supplemental Educational Oppor-
tunity Grant).
State: New York: T.A.P., Aid for Part-Time Study. Other state
awards where applicable.
Institutional: A limited number of awards are available on a need ba-
sis through the Financial Aid Office.
These funds are not automatically renewable; applications are re-
viewed annually to determine fund allocation.
Loans: Loans must be repaid. Additional information regarding re-
payment, interest rates, and application procedures is available in the
Financial Aid Office and will be included in the award notice.
Federal: Perkins Loan: awarded through University; no separate
application needed.
Federal: William D. Ford Subsidized and Unsubsidized Loans and
PLUS (Parent Loans for Undergraduate Student): separate loan appli-
cation required.
Work: Work is part-time, on-campus employment for which stu-
dents are paid directly based on hours worked. Additional infor-
mation is available in the Financial Aid Office and will be included
with the award notice.
Federal: C.W.S. (College Work-Study).
Institutional: Student Employment Program (limited number of
placements).
Other: The programs listed below require separate application to the
appropriate agency. Students are encouraged to investigate other out-
side aid programs through employers, unions, and civic associations.
• Council of Independent Colleges Tuition Exchange Pro-
gram (for children of parents employed full-time at
C.I.C.U. institutions).
• Tuition Exchange Program for dependents of full-time
employees who have a minimum of three years of con-
tinuous service at the University. Private and public not-
for-profit institutions participate in this program.
• Awards for children of deceased/disabled N.Y. State
Firemen and Police.
• Federal Aid to Native Americans.
• V.A. Benefits: GI Bill, Child of Deceased/Disabled Vet-
eran, Yellow Ribbon Program.
In accordance with Title 38 US Code 3679 subsection (e), Domini-
can University New York adopts the following additional provisions
for any students using U.S. Department of Veterans Affairs (VA) Post
9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation and Employ-
ment (Ch. 31) benefits while payment to the University is pending
from the VA.
Dominican University New York
will not
:
• Prevent nor delay the student’s enrollment;
• Assess a late penalty fee to the student;
• Require the student to secure alternative or additional
funding;
• Deny the student access to any resources available to
other students who have satisfied their tuition and fee
bills to the University, including but not limited to access
to classes, libraries, or other institutional facilities.
However, to qualify for this provision, such students will be required
to produce the Certificate of Eligibility by the first day of class.
Financial Aid | 19
Standards of Academic Progress (SAP)
To be eligible for any form of financial aid, Federal (Title IV) and
State and funds, a student must make satisfactory academic progress.
Academic progress is evaluated and determined at the end of each
academic year, including summer courses based on
academic pro-
gression (Pace) and grades (CGPA).
Students
must meet both
com-
ponents. Students are notified of their progress after all spring semes-
ter/term grades have been submitted to the Registrar’s Office. Spe-
cial consideration will be given if late grade changes or course cor-
rections occur.
Dominican University New York’s SAP policy is consistent with the
institution’s requirements for graduation and conforms to Federal (Ti-
tle IV) and State regulations that govern financial aid programs.
See SAP policies below:
UNDERGRADUATE SAP POLICY
Undergraduate students seeking a degree or
certificate are expected to complete coursework
and attain a Cumulative Grade Point Average
(CGPA) based on the chart below to remain
eligible for any form of financial aid:
Student’s Total
Attempted Credits
Percent of
Credits Attempted vs.
Credits Completed (Pace)
Cumulative
Grade Point Average
(CGPA)
29 or less Attempted Credits
30%
1.7
30 - 61 Attempted Credits
50%
1.9
Beyond 61 Attempted Credits
67%
2.0
Maximum Time Frame- Once an undergraduate student has attempted 180 credits or more they will no longer be making satisfactory academic
progress regardless of completion percentage or cumulative grade point average.
SECOND UNDERGRADUATE DEGREE SAP POLICY
Students pursuing a second degree or certificate
are expected to complete coursework and attain a
Cumulative Grade Point Average (CGPA) based
on the chart below to remain eligible for any form
of financial aid: Percent of
Credits Attempted vs. Credits Completed
(Pace)
Cumulative
Grade Point Average
(CGPA)
67%
2.00
GRADUATE SAP POLICY
Graduate students seeking a degree or certificate
are expected to complete coursework and attain a
Cumulative Grade Point Average (CGPA) based
on the chart below to remain eligible for any form
of financial aid: Percent of
Credits Attempted vs. Credits Completed
(Pace)
Cumulative
Grade Point Average
(CGPA)
67%
3.0
20 | Financial Aid
WITHDRAWALS, FAILURES, REPEATS, INCOMPLETES,
PASS/FAIL, MISSING GRADES, AUDITED and NON-
CREDIT COURSES
• A student who withdraws from a course or receives a fail-
ing grade will not receive credit for that course in estab-
lishing standards of progress. This may have a serious ad-
verse effect on a student’s ability to meet the SAP stand-
ards.
• Any course that is listed on a transcript or grade report as a
Withdrawal will be counted in the SAP formula as credits
attempted.
• Course failures will be counted in the SAP formula as
credits attempted. All failing grades will be factored into
the CGPA calculation per institutional policy.
• Repeated courses are included in credits attempted for
each occurrence. The impact on CGPA will reflect institu-
tional policy.
• All occurrences of previously failed repeat courses will be
counted in the SAP calculation. Only one occurrence of a
previously passed course will be counted.
• An Incomplete grade will not be counted towards the
number of courses completed until the student has success-
fully met the requirements of the course and/or received a
final grade.
• Courses graded on a pass/fail basis will be counted in cred-
its attempted but will not count in the CGPA calculation.
• Courses with a missing grade will be counted in credits at-
tempted with no credits earned. When the student informs
the Financial Aid Office that a grade has been submitted,
the student’s academic performance will be reviewed.
• Courses taken as an Audit do not count toward graduation
requirements and will not be included in the calculation of
a student’s SAP.
• Remedial courses will be counted in credits attempted.
STUDENTS WHO CHANGE THEIR MAJOR
A student who changes his/her major will have the SAP formula cal-
culated based on the number of credits attempted and completed
from the previous major that fulfill course requirements for the new
major.
STUDENTS WHO LEAVE AND RETURN
A student who withdraws from Dominican University New York
and then returns to the University without attending any other insti-
tution must meet SAP standards as if they had never left. An inter-
ruption of course work does not change the SAP result.
TRANSFER STUDENTS
Transfer students must meet the percentage requirement based on
the number of credits accepted in transfer. A student, who withdraws
from Dominican University New York, enrolls at another college
and then returns to Dominican University New York must meet the
same standards as a transfer student. Courses taken at another college
as a visiting student and accepted by Dominican University New
York are counted toward Attempted and Completed.
APPEALS
Students who fail to meet the academic progress standards will have
their financial aid eligibility terminated. An appeal based on mitigating
circumstances may be submitted to the Financial Aid Office. Evalua-
tion of one or more of the following conditions may result in rein-
statement of financial aid:
• Exceptional medical or personal circumstances
• Personal injury or illness of the student
• Family difficulties, such as divorce or family illness
• Death of a relative
• Other unusual circumstances
APPEAL PROCESS
• Students must submit an ‘Appeal Form to Reinstate Finan-
cial Assistance’ available in the Financial Aid Office.
• An appeal will be reviewed by the SAP Appeals Commit-
tee.
• Appeals must be submitted within the established dead-
lines. Appeal requests submitted after the deadline will not
be accepted if the SAP Appeals Committee has met for the
final time prior to the start of classes.
• Appeals are granted for one semester contingent upon an
“academic plan” outlining the academic requirements
which must be fulfilled by the student. If the appeal is ac-
cepted, the student will be placed on ‘financial aid proba-
tion’. An ‘academic plan’ must ensure the student will
meet the standards by a specific time.
• Reinstatement of aid for the following semester will be
considered by the SAP Appeals Committee after a review
of the student’s academic progress and/or successful com-
pletion of the ‘academic plan’.
• All decisions made by the SAP Appeals Committee are
final.
FINANCIAL AID PROBATION
A student who is failing to make satisfactory academic progress and
whose appeal is approved by the appeals committee will be placed on
‘financial aid probation’. Eligibility for financial aid may be reinstated
for one payment period. Financial aid probation may be granted if
the SAP Appeals Committee determines a student should be able to
meet the standards after the subsequent payment period and/or will
be able to complete an “academic plan.”
ACADEMIC PLAN
Students who fail the satisfactory progress check at the end of the ac-
ademic year may only receive aid for the following semester if they
successfully appeal. An ‘academic plan’ outlining the academic re-
quirements, which must be fulfilled by the student, will be provided.
A requirement of the plan may include regular scheduled meetings
with an academic advisor. Reinstatement of aid will be contingent
upon successful completion of this plan. An ‘academic plan’ must set
a specific time to meet the standards.
REESTABLISHING FINANCIAL AID ELIGIBILITY
Students who are not making satisfactory academic progress can re-
store their eligibility for aid by taking action that brings the student
into compliance with the SAP Policy. A student that is granted an
appeal based on an ‘academic plan’ is placed on ‘financial aid proba-
tion’ and will only regain eligibility for one semester. At the end of
their financial aid probation, academic progress and aid eligibility will
be determined.
Academic Information and Policies | 21
Dominican University New York offers associate and baccalaureate
programs leading to the degrees of Associate in Arts; Bachelor of Arts;
Bachelor of Science; Bachelor of Science in Education; Bachelor of
Science in Nursing; Bachelor of Social Work. The University also of-
fers graduate programs leading to the degrees of Doctor of Nursing
Practice and Doctor of Physical Therapy, Master of Business Admin-
istration, Master of Science, Master of Science in Education, and in
Occupational Therapy, both a combined Bachelor of Science/Master
of Science degree and a standalone Master of Science degree.
All of the University’s degree programs are registered by the New
York State Education Department. Dominican University New
York is accredited by the Middle States Commission on Higher Ed-
ucation, Middle States Commission on Higher Education, 1007
North Orange Street, 4th Floor, MB #166, Wilmington, DE 19801
(267-284-5011), www.msche.org. The MSCHE is an institutional
accrediting agency recognized by the U.S. Secretary of Education
and the Council for Higher Education Accreditation (CHEA).
In addition, several of the University’s programs hold specialized na-
tional accreditation. The Business programs are accredited by the In-
ternational Assembly for Collegiate Business Education (I.A.C.B.E.),
the Baccalaureate and Masters Nursing programs by the Commission
on Collegiate Nursing Education (C.C.N.E.), the Occupational
Therapy program by the Accreditation Council for Occupational
Therapy Education (ACOTE), the Physical Therapy program by the
Commission on Accreditation in Physical Therapy Education
(CAPTE), the Social Work program by the Council on Social Work
Education (C.S.W.E.); and the Baccalaureate and Masters Teacher
Education programs by the Council for the Accreditation of Educa-
tor Preparation (CAEP)*. The addresses of these accrediting agencies
are published in the Catalog sections devoted to the particular disci-
plines.
* The undergraduate and graduate programs in Teacher Education
are in transition from accreditation by CAEP to accreditation by the
Association for Advancing Quality in Educator Preparation
(AAQEP).
Students may pursue a degree program in the following areas. (See
the official listing of degree programs as registered by the New York
State Education Department on page 34.):
*American Studies
Biology (B.A. + B.S.)
Business Management
Business Administration (M.B.A.)
Childhood Education
Communication Studies
Criminal Justice
English
Environmental Studies
Finance
Health Sciences
History
Humanities
Information Technology
Liberal Arts (A.A.)
Mathematics
Marketing
*Natural Sciences
Nursing (B.S.N., M.S., + D.N.P.)
Occupational Therapy (B.S./M.S.; M.S.)
Organizational Leadership & Communication (M.S.)
Physical Therapy (D.P.T.)
Psychology
Social Sciences
Social Work
Teacher Education:
Adolescence Education (B.S.Ed. + M.S. Ed.)
Childhood Education (B.S.Ed. + M.S. Ed.)
Teacher of Students with Disabilities (M.S. Ed)
Teacher of Students who are Blind/Visually Impaired (M.S. Ed.)
* In conjunction with Teacher Education Programs.
Teacher Certification programs provide students the opportunity of
preparing for New York Certification in any of the following areas:
Childhood Education (undergraduate and graduate programs);
Adolescence Education (Biology, English, Mathematics, and
Social Studies: Grades 7–12);
Special Education: Students with Disabilities (undergraduate and
graduate programs), and Blind or Visually Impaired
(graduate program).
Undergraduate students in the teacher certification programs are re-
quired to complete a major or concentration in a liberal arts area in
addition to fulfilling the certification requirements. Under guidance
and with careful planning, students may seek to qualify for certifica-
tion in more than one area.
Pre-Law Preparation
Students interested in pursuing law as a profession can obtain the requi-
site pre-professional preparation at Dominican University New York.
Since the Association of American Law Schools recommends a pre-le-
gal education that is characterized by breadth, no single major or pre-
scribed set of courses can be identified as indicated for all pre-law stu-
dents. However, successful academic performance, as well as evidence
of ability to communicate lucidly and effectively, to think logically and
analytically, and to comprehend with precision are looked for in law
school applicants.
In order that students obtain assistance in planning an undergraduate
program that will be helpful in achieving success in the Law School
Admissions Test and in subsequent legal studies, a Pre-Law Advisor
has been designated to serve in an advisory capacity to students who
are considering law as a career.
Certificate Programs
Certificate Programs may be pursued independently or in conjunc-
tion with degree programs. Thus, the credits earned may be applied
to the elective portion of a degree program or, in some instances, to
the major requirements, or may be pursued as an independent op-
tion. Certificates are issued to those who complete the program suc-
cessfully. Certificate programs are offered in: Personal Computers,
Public Health Informatics & Technology (post-baccalaureate level)
and Health Care Management (graduate level).
Academic Information and Policies
22 | Academic Information and Policies
Degree Programs
The Associate Degree
The associate degree is awarded for successful completion of 60 semes-
ter hours, 48 of which must include work in the General Education
Curriculum and additional elective liberal arts courses. Thirty of the 60
hours must be completed at Dominican. A minimum cumulative
G.P.A. of 2.0 is required.
The work in the General Education Curriculum must include the
fulfillment of 30–33 semester hours: 12–15 hours in Component I,
12 hours in Component II (no specific period distribution), and 6
hours in Component III (including both science and values courses).
Credits earned in an associate degree program can be subsequently
applied toward a baccalaureate degree.
The Baccalaureate Degree
The baccalaureate degree programs at Dominican University New
York have been designed so that students may have the benefit of a
continuum of study in the liberal arts disciplines and in professional
preparation. A purpose-fully flexible approach to the requirements for
the baccalaureate degree permits accommodation to varied learning
styles, previous academic background, divergent learning, and/or career
goals and prior experience.
The baccalaureate degree is awarded to candidates who successfully
complete a minimum of 120 semester hours in an approved program
of study which includes the General Education curriculum and a ma-
jor in a liberal arts or professional area.
The General Education Curriculum (GEC) is a required component
of all degree programs. It offers students a broad foundation upon
which to build a specialization and through which their personal
lives will be enriched.
A student's major provides the opportunity to explore a specific field
of knowledge in greater depth, to acquire some sophistication in a
particular discipline, and to gain experience in the elementary tech-
niques of research.
A sequence of courses in a field related to the major area encourages
a recognition and appreciation of the interdisciplinary nature of all
learning.
Elective Courses may be chosen from among the liberal arts and pro-
fessional offerings.
Distribution of Baccalaureate Degree Requirements
1. Completion of the General Education Curriculum;
2. Fulfillment of all the requirements of a major field as speci-
fied in the program; a minimum of 15 semester hours in
the major must be completed at Dominican University
New York;
3. Completion of a minimum of 120 semester hours*, at least
30 of which must be earned at Dominican University New
York. For students needing additional practice in the basic
skill areas, the minimum total credit requirement may be
more than 120 semester hours;
4. A minimum cumulative G.P.A. of 2.0 in Dominican Uni-
versity New York courses and 2.0 or higher (as specified)
in the major.
* A minimum of 90 semester hours in liberal arts is required for a
Bachelor of Arts; a minimum of 60 semester hours in liberal arts for a
Bachelor of Science.
Double Majors
A student at Dominican University New York may opt for a double
undergraduate major. In normal circumstances, both majors must be
declared by the end of the freshman year. In no circumstances can a
second major be declared after the end of the junior year. The stu-
dent must have a cumulative grade point average of 2.7 or higher at
the time of declaration. For transfer students, the cumulative grade
point average will be based on performance over all prior institutions
unless the student has completed at least 24 credits at the University.
A faculty advisor from each of the majors must approve the student’s
request for a dual major. Upon approval, the student must meet all
the requirements of each of the majors. In addition, a minimum of
24 credits for the second major must not be shared with the other
major’s core or electives. For in-person registration, both advisors
must sign the registration card. For online registration, the student
must check off both advisors’ names on the course selection site.
Separate degrees are awarded only when the majors cross degrees:
i.e., B.A., B.S., B.S.Ed., B.S.N., or B.S.W.
Academic Minors
Dominican University New York offers a large variety of minors—
both program specific and interdisciplinary ones—in order to give
students the opportunity to pursue a second, or even third, area of
academic interest in greater depth. A minor is constituted by a group
of courses (determined by each program) amounting to at least 18
credits. Minors are noted on students’ transcripts as a way of recog-
nizing that they have, over and above their required major program,
also concentrated in one or more other areas.
See individual minor descriptions in the “Undergraduate Major and
Minor Programs” section for specific requirements, but the below
guidelines apply to all minor offerings:
• A minor must consist of at least 18 credits, at least 12 of
which must be taken at Dominican;
• Students may pursue up to two separate minors; however,
a course taken for one minor cannot be used to fulfill the
requirements of a second minor;
• Up to two courses from the student’s major requirements
(including related field and area of concentration require-
ments), may be applied toward the minor;
• All cognate courses (as in the Biology program) or speci-
fied liberal arts requirements (as in the Nursing and
Teacher Education programs) may be applied toward the
minor;
• Students must achieve a minimum grade of “C” for each
course used to fulfill a minor’s requirements;
• The student’s major advisor will serve as the advisor for the
minor as well;
• A Declaration of minor form must be signed by the stu-
dent and advisor and submitted to both the Registrar and
Vice President for Academic Affairs/Academic Dean;
•
For full-time students, minors must be declared before the
end of the Junior year. For part-time students, minors must
be declared by no later than the completion of 90 credits;
•
Any waiver to the above requirements must be approved
in writing by the Vice President for Academic Affairs/Aca-
demic Dean.
The Master’s Degree/The Doctoral Degree
For Masters and Doctoral Degree program requirements, see the Grad-
uate Studies section of this catalog.
For all degree programs, the fulfillment of requirements is the re-
sponsibility of the student.
Academic Information and Policies | 23
Conferral of Degrees
Before the beginning of the semester/session in which a student ex-
pects to complete all requirements, a “Candidate for Degree” form
must be filed in the office of the Registrar.
Classification of Students: Matriculated/Non-
Matriculated Status
A student who has made formal application with the Office of Admis-
sions and has been notified that all the requirements for acceptance as a
degree candidate have been met is considered to be matriculated.
A non-matriculated student may take a limited number of courses at
the University (12 credits maximum), but is not classified as a candi-
date in a degree program. The non-matriculated student is expected
to complete all assignments and is graded in the same manner as a
matriculated student. If the student subsequently wishes to become a
candidate for a degree, a formal application must be made with the
Office of Admissions. Courses completed by non-matriculated stu-
dents may, if appropriate to the degree program, be credited toward
the degree.
Academic Counseling and Advisement
Academic advising at Dominican University New York is a multifac-
eted process which enables students to evaluate their strengths, weak-
nesses, goals, and interests; to select courses and programs which are
consistent with their goals; to identify support services and alternatives;
and to make informed decisions regarding their college experience and
their future.
Academic advisement of students is conducted by members of the
teaching faculty. Students ultimately are themselves responsible for
being aware of and completing their program requirements, but the
faculty are regularly available to them for information, counsel, and
support.
Incoming transfer students are counseled regarding academic pro-
grams as part of the admissions process and by faculty prior to regis-
tration.
Advisors are provided for part-time students in the day, evening, and
weekend sessions.
Advisement for master’s degree students is provided by the program
coordinators.
As part of the University’s comprehensive curriculum assessment
program, selected tests and surveys will be administered to students at
various stages in their academic progress. It is expected that students
will cooperate in this program which has as its goal the enrichment
of curriculum and college life.
Freshman Year Program
Individualized attention is given to each new freshman as he/she en-
ters Dominican University New York. The Freshman Year Program
is a multi-faceted process which assists and supports students as they
make the important transition from high school to college life. The
program is geared towards providing first-year students with the
foundation for a successful college experience that allows for the at-
tainment of the student's academic, social, personal, and career goals.
The New Student and Transition Center (“The Nest”) reports to the
Vice President for Academic Affairs/Academic Dean and coordinates
the staff and opportunities which help each freshman adjust to life as
a Dominican University New York student, orients new students,
and acts as a point of referral to other University personnel and sup-
port services. Important programs provided through The Nest in-
clude Freshman Registration Days, the Freshman Directorate, the
Peer Mentor Program, Freshman Seminar, Freshman Academic
Tracking, and Major Declaration Day.
The Freshman Directorate
The Director of the New Student & Transition Center works closely
with the Freshman Directorate, a select group of faculty members who
serve as the academic advising team for freshmen. Directorate mem-
bers provide one-to-one advising and assist with academic tracking
throughout the first year at Dominican University New York. They as-
sist new students in forming and solidifying educational and career aspi-
rations and in making the transition to permanent faculty advisors in
their majors on Major Declaration Day.
The Freshman Seminar is required for all first-year students and con-
sists of a 2-credit course taken in the fall semester. Overall, the Semi-
nar's goal is to enhance the development of critical thinking, to in-
troduce the concept of liberal learning, and to make connections to
the University's mission. Examples of topics explored are: the scien-
tific method, liberal studies, and career choices and academic majors.
Peer Mentors
First-year students often have many questions and special concerns re-
garding university life. Many feel particular stress from being in a new
social environment while trying to make the transition to new aca-
demic requirements. The group of upper-classmen students known as
the Peer Mentors is another important part of Dominican’s Freshman
Year Program. As Peer Assistants in the Freshman Seminar and New
Student & Transition Center, they are specially trained and serve as a
rich source of information about important campus events and policies
as well as extracurricular activities. Each Peer Mentor is assigned a small
group of freshmen whom he/she meets with on a regular basis, includ-
ing their attendance in the Freshman Seminar. Peer Mentors make sure
all students are aware of the academic and student support services open
to them at Dominican.
The Academic Success Center
Dominican University New York is committed to supporting students
in ways additional to regular advising and counseling as they proceed
through the learning process. The Academic Success Center maintains
a student-centered learning community focused on tutoring and testing
support services. Professional and peer student tutors provide individual
and group sessions and workshops to support student needs and faculty
requests. Students are encouraged, and in certain courses required, to
take full advantage of the tutoring services that the Center provides.
In addition, test proctoring is available for students receiving special ac-
commodations and students needing course-related make-up and spe-
cial circumstance testing, e.g., CLEP, challenge exams, and placement
assessments. The Center is open at convenient times and is located on
the lower-level of Rosary Hall. All students in undergraduate, graduate,
and online programs are welcome to utilize the Center’s services.
Students with Disabilities
Dominican University New York complies with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act
(ADA) of 1990. Individuals with current professional documentation of
disability will be provided with reasonable accommodations to assure
access to and full participation in the mainstream of the educational
process. The Office of Special Services, located in Rosary Hall, coor-
dinates implementation of the regulations contained in Section 504 and
the ADA. For more information, consult the Dominican University
New York Catalog, Student Handbook or the Director of Special Ser-
vices. 845-848-4035.
Appeal procedures also are available in the Director’s office.
24 | Academic Information and Policies
Academic Honors
Dean’s List
The names of students who are enrolled in full-time baccalaureate
study and who have attained a minimum semester G.P.A. of 3.5 are
published on the Dean's List at the end of each semester and each
A.B.S.N. trimester. The names of part-time students in the regular ses-
sions who have earned a minimum of 12 credits, exclusive of courses
carrying "P" grades, with a minimum cumulative G.P.A. of 3.5 for the
academic year are published on the Dean's List at the end of each
Spring semester.
DC Online
students who have earned a minimum of
17 credits, exclusive of courses carrying a "P" grade, with a minimum
cumulative G.P.A. of 3.5 are eligible for the Dean's List at the end of
each academic year.
Annual Honors Convocation
Each fall, at an annual Honors Convocation, the President publicly rec-
ognizes students who have attained the Dean’s List for one or more ac-
ademic years. This recognition is extended to full-time students who
have maintained Dean’s List status for both semesters of the preceding
year; to
DC Online
students who have earned that status for the year
after completing at least 24 credits; and to part-time students who have
attained the Dean’s List twice in a two-year period and completing at
least 36 credits.
Commencement Honors
Degrees are conferred:
Summa cum laude
to students who have achieved a
cumulative G.P.A. of 3.9.
Magna cum laude
to students who have achieved a
cumulative G.P.A. of 3.7.
Cum laude
to students who have achieved a
cumulative G.P.A. of 3.5.
Program Honors
to students who achieve a cumula-
tive G.P.A. of 3.0 and a 3.5 G.P.A.
in their major field.
For
cum laude
commencement honors (any level), students must
have completed at least 45 credits at Dominican University New
York. For program honors, students must have completed at least 24
credits in their majors at the University.
The four-year transcript is considered in the computation of the cu-
mulative G.P.A. for program and baccalaureate honors for both
transfer and four-year Dominican University New York students. In
the computation of commencement honors, all college-level work
taken by students at institutions other than Dominican University
New York is taken into account even if some work is not transfera-
ble. A student must be eligible for honors on the Dominican Univer-
sity New York work alone, and on the combined average of Do-
minican University New York and all work completed at other insti-
tutions. A student may not obtain a higher honor than the Domini-
can University New York G.P.A. indicates. Thus if a student
achieves a 3.5 G.P.A. at Dominican University New York and the
combined G.P.A. is 3.7,
cum laude
is granted.
Alpha Chi National
Collegiate Honor Society
Alpha Chi is a National Scholarship Honor Society open to up to
ten percent of the senior and up to ten percent of the junior class.
Dominican University New York has had an active chapter on campus
since 1977 when the New York Zeta Chapter was installed.
To be eligible for membership consideration, students must meet the
following criteria: an academic cumulative average of 3.5 or higher,
full-time undergraduate Junior or Senior status with no previous
Bachelor’s degree earned, and a minimum of 24 credits earned at
Dominican University New York. Demonstrated leadership and ser-
vice (either to the University or to the community) are used in elect-
ing new members from those eligible. The purpose of Alpha Chi is
to stimulate and to recognize superior academic achievement and
those elements of character which make scholarship effective for
good. The Alpha Chi Induction Ceremony is coupled with the
Honors Convocation in an effort to make Alpha Chi better known,
and frequently the President of Alpha Chi addresses the audience at
this ceremony.
Meetings are held throughout the academic year, and it is the active
members who decide the format and topic for these meetings. Mem-
bers are encouraged to apply for national Alpha Chi scholarships and
to attend regional or national society conventions. Annual dues are
used to support group projects, which typically include charitable ef-
forts.
Other Chartered National/International
Organizations
Alpha Lambda Delta
Freshman Honor Society
Alpha Phi Sigma
Criminal Justice Honor Society
Beta Beta Beta
Biology Honor Society
Chi Alpha Sigma
National College Athlete Honor Society
Kappa Delta Pi
International Honor Society in Education
Lambda Pi Eta
Communication Studies Honor Society
Phi Alpha
International Social Work Honor Society
Phi Alpha Theta
History Honor Society
Pi Theta Epsilon
Occupational Therapy Honor Society
Pi Gamma Mu
Social Sciences Honor Society
Psi Chi
International Honor Society in Psychology
Rho Alpha Sigma,
National Resident Assistant Honorary Society
Sigma Beta Delta
International Honor Society for Business
Sigma Tau Delta
International English Honor Society
Sigma Theta Tau
Honor Society in Nursing
Honors Program
The Honors Program at Dominican University New York is designed
to provide an additional level of challenge to our more academically
talented students.
Students can enter the Honors Program in several ways. First, incoming
students with a high school GPA of 3.3 or higher are invited to apply
to the program. Transfer students with a 3.3 GPA and 70 or less trans-
fer credits are also invited to apply. Second, applications may be offered
to current freshmen, sophomores and transfer students who meet eligi-
bility criteria and have completed at least 15 credits at Dominican Uni-
versity New York. Finally, students may petition to apply to the pro-
gram if they have a GPA of at least 3.30 and are still able to complete
Honors Program requirements prior to graduation.
Honors students will be able to satisfy some of their General Education,
elective, and major program requirements within the Honors Program.
Honors Program Requirements
The Honors Program requires students to engage in academic pur-
suits as well as extracurricular activities and events, both on campus
and in the community. In addition to completing Honors courses
and the Honors Project, students are required to earn a set number
of Honors Experience Points (HXP), based on when they are admit-
ted to the program. The required number of HXP for students who
Academic Information and Policies | 25
enter the Honors Program during the freshman year is eight. Stu-
dents who enter during the sophomore year or as a transfer student
are required to earn seven HXP.
Four HXP will be mandated for all students:
1. Two Honors courses not including EN 120, EN 123 or FS
101
2. HO 399 (Honors Tutorial)
3. HO 499 (Honors Project)
Students would then complete credits from the following options,
with no more than two points completed in any one area:
1. Study Abroad (counts as two HXP for full-semester
programs)
2. Alternative Spring Break (ASP)
3. Attendance at seminars either on or off campus (4 seminars
for one HXP; should not count as extra credit for classes)
4. Presentation at an Honors conference
5. Publication in a peer-reviewed journal
6. An Honors contract (An Honors contract is a mechanism
for adding an Honors component to a course or section
that is not already designated an Honors course. The con-
tract is an agreement between the individual student and
the course professor and must be approved by the Honors
Program Director.)
7. Community engagement experience (must have approval
from the Director)
8. Writing for the Honors newsletter (must participate in
both editions per academic year)
9. Joining and actively participating in the Honors Student
Association
10. Internship or other pre-professional experience
11. Research that is not related to completion of a capstone
project or the Honors Project
12. On campus tutoring at the Academic Success Center
(ASC) for 20 hours; cannot overlap with course require-
ments or obligations to an honor society
13. Students may propose an HXP not already included on
this list. The proposal must be approved by the Director in
order for the student to receive credit.
In order to track completion of HXP, students will be asked to
upload documentation into a “portfolio” that will be set up through
Blackboard. Some of the HXP will require a reflective piece.
Note: The two course Honors Project sequence can be started in the
fall of junior or senior year. In order to enroll in HO 399 and HO
499 and to graduate from the program as well, a student must have at
least a 3.30 GPA. Finally, only a grade of C+ or better in HO 399
and HO 499 counts toward satisfying Honors Program requirements.
A passing grade below C+ will count as an elective credit for the stu-
dent but will not serve to fulfill that part of the project requirement
for the Honors Program.
For additional information on the Honors Program, please see the
Honors Program webpage of the Dominican University New York
website: https://www.dc.edu/honors-program/
Credit System
A semester hour represents the amount of credit that would be earned
in a course meeting for fifty minutes once a week for fifteen weeks.
The majority of courses at Dominican carry three semester hours of
credit.
Full-time day and evening students register for 12 to 16 semester
hours each semester. Permission of the advisor is required to carry
more than 16 semester hours in a single term, and is reserved for stu-
dents whose cumulative G.P.A. is 2.75 or higher. Permission of both
the advisor and the Dean is required to carry more than 18 semester
hours at a time, and this also requires a cumulative G.P.A of 2.75 or
higher.
Attendance
Students are expected to attend all scheduled classes in the courses for
which they are registered. This policy is based on the belief that the
student, as well as the instructor, has something to contribute to the
class and that absence will have a detrimental effect on the student's ac-
ademic achievement. However, individual faculty members announce
during the first week of classes each semester the extent to which class
attendance and participation will affect the student‘s grading and class
standing. Students are responsible for meeting the requirements as spec-
ified by the course instructor.
Certain absences may be excused by the instructor. Excused absences
include those that are demonstrably unavoidable because of events
beyond a student's control – e.g., documented medical emergencies,
significant religious holidays, or scheduled athletic competitions in
season. (Student athletes are not excused for non-seasonal competi-
tions – fall baseball, e.g. – or for practice sessions.) Following even
"excused absences," however, students are expected to be responsible
for all material and assignments from missed classes and for any as-
signments due or exams given in the following classes.
In cases of prolonged illness when a student is unable to attend clas-
ses, it is necessary that the student contact the instructor, the faculty
advisor, and the Registrar so that advice can be provided as to the
most appropriate course of action.
Registration, Change of Program and
Withdrawal
A student must be officially registered for each course. Regulations and
procedures for registration are published each semester by the Office of
the Registrar. An additional fee is imposed for late registration.
In the traditional day/evening sessions, students are allowed to regis-
ter for courses (space permitting) throughout the first week of classes
in a semester. Students may also be allowed to register during the
second week after consultation with the appropriate faculty advisor
and, when feasible, after consultation by the advisor with the course
instructor(s). After two weeks of the semester have elapsed, however,
no new registrations are permitted. Any individual waiver of this
policy requires the authorization of the Academic Dean or Associate
Academic Dean, who will grant the waiver only upon compelling
evidence of (1) reasons beyond the student's control for the delay in
registration, (2) an academic history for the student that promises
success despite the already missed classes, and (3) the opinion of the
course instructor(s) that the student could still succeed if diligent.
To be official, any change in a course or program must be submitted
by the student in writing, with authorization by the faculty advisor,
to the Registrar. Students may change their programs within one cal-
endar week after the official opening of the academic term by filing
26 | Academic Information and Policies
adjusted schedule forms with the Registrar. In such cases no late-reg-
istration fee applies. When a student officially withdraws from a
course during the one-week period assigned for a change of pro-
gram, no notation of the withdrawal will appear on the official rec-
ord.
The symbol "W" will be entered on the transcript when the official
withdrawal occurs before two-thirds of the scheduled sessions of the
course have met. Withdrawal without academic penalty may be per-
mitted also, with the concurrence of the Academic Dean and the in-
structor, in cases of exceptional circumstances and for serious reasons,
when the time for withdrawal has elapsed and an "incomplete" may
be inappropriate to the situation. The symbol "WU," which carries
the same penalty as an "F" grade, will be entered on the transcript in
the case of unofficial withdrawal, that is, when a student fails to con-
tinue to pursue a course for which he/she has been registered and
from which official withdrawal has not been authorized.
"Withdrawal from Course" forms are available in the Office of the
Advisor. Upon receipt of the completed form, the Registrar will no-
tify the instructor of the course of the student’s official withdrawal.
Students who are withdrawing from the University or taking a tem-
porary leave must notify both their academic advisor and the Regis-
trar’s Office via email that they are not returning to the University. If
they are currently enrolled, they will be dropped or withdrawn from
classes. The University is required by federal law to provide Federal
Loan Borrowers with Exit Counseling to prepare them for repay-
ment of their federal student loan(s). Students will also need to com-
plete the “Withdrawing Student Survey” at https://www.survey-
monkey.com/r/LNRPRJS. Students can request an official Domini-
can University New York transcript at www.getmytranscript.org.
Auditing Courses
Students may, with the permission of the instructor, audit courses with-
out earning academic credit. The permission of the instructor must be
obtained prior to registration, and the student must register as an audi-
tor. The University reserves the right to cancel an audit registration if
class size exceeds space available.
Leave of Absence
A student may request a leave of absence from the University, which,
when granted, permits the student to maintain matriculated status al-
though not in attendance and to resume study without applying for
readmission. Leave of absence status is ordinarily granted for no more
than two semesters. To be official, this request must be submitted in
writing to the Registrar and the appropriate academic advisor.
Students who have been away from the University for more than
one year must reapply. If accepted, they will be held to the current
University and program requirements.
Grading System
The evaluation of student achievement in course work is a responsibil-
ity of the teaching faculty. In an effort to clarify the standards being ap-
plied in determining the grades assigned, guidelines have been devel-
oped to describe the quality of performance expected for the various
grading categories. Faculty judgments regarding student achievement in
a particular course are based on the concrete evidence of the level of
mastery demonstrated by the student on formal examinations, questions
and participation on the part of the student in class sessions, term papers
or other written assignments, written and oral quizzes, and other means
of assessment used by instructors.
Formal instruction in writing and composition is provided in specific
courses offered within the English curriculum, and written work
submitted in meeting course requirements in all courses is expected
to be of university-level caliber and will be considered in evaluating
the quality of student work.
Note: the grading system outlined below and in the accompanying
boxed chart applies to all undergraduate coursework. The system for
graduate courses is given in the Graduate Programs section.
Excellent (A, A-) in course work is characterized by: mastery of sub-
ject matter; facility in use of critical thinking; analysis, synthesis, and
independent judgment; creative response for application of the prin-
ciples and concepts being studied; consistent command of communi-
cation tools; articulateness regarding the subject matter covered by
course activities; and facility with methods of scholarship appropriate
to field of study and level of course.
Superior to Very Good (B+, B, B-) achievement in course work is
characterized by: better than adequate knowledge of the subject mat-
ter; evidence of perceiving relationships and of integrating new
knowledge with prior and concomitant learning to a significant de-
gree; insight and inquiry into the principles and concepts being stud-
ied; better than aver-age ability to organize and express ideas and
knowledge both orally and in writing; and good use of methods of
scholarship appropriate to field of study and level of course.
Good to Satisfactory (C+, C) achievement in course work is charac-
terized by: sufficient knowledge of subject matter for continuing to
other levels of study*; evidence of average achievement in making
associations and applications and in recounting and explaining the
principles and concepts being studied; adequate ability to use ac-
ceptable forms and vocabulary consistently and to communicate
clearly; and ability to identify and use methods of scholarship appro-
priate to field of study and level of course.
Minimally Passing (C-, D+, D) achievement in course work is char-
acterized by: minimal knowledge of subject matter; evidence of lim-
ited comprehension and achievement in recounting and explaining
the principles and concepts under study; weak or inconsistent com-
mand of communication tools; and deficiency in organizing and ex-
pressing knowledge and ideas.
Failing (F) work is characterized by: inadequate knowledge of subject
matter; evidence of inadequate levels of comprehension and achieve-
ment in recounting and explaining the basic principles and concepts
being studied; inadequate command of communication skills; and
consistently poor usage and immaturity of expression.
When an incomplete is assigned, it is the responsibility of the instruc-
tor to provide a written statement to the Academic Dean indicating
the requirement that is outstanding as well as the date by which it
must be satisfied. This date may be no later than 2/3 of the way
through the next regular session of the particular program. The
"INC" becomes an "F" if the requirements are not satisfied within
the assigned time limit. In the case of an unforeseen emergency, stu-
dents should contact the Office of the Academic Dean.
The grade point average, or cumulative index, defines the level of
scholarship achieved by a student. It is used in determining academic
standing and in establishing eligibility for honors. The index is com-
puted by dividing the total number of quality points earned by the
total number of semester hours of credit carried by the student.
Quality points are awarded as shown in the following chart for each
of the assigned final grades.
Academic Information and Policies | 27
Grade Changes
Grades officially submitted to the Registrar are final. Requests for a
change of grade necessitated by clerical, computational, or other doc-
umented error must be submitted in writing by the faculty member
to the Office of the Vice President for Academic Affairs/Academic
Dean. Requests for a grade change must be submitted no later than
two-thirds of the way through the following semester or session, as
applicable. The requested change will become effective when the ap-
proval of the Vice President for Academic Affairs/Academic Dean
has been filed with the Registrar.
Undergraduate Grading System
Grade
% Scale
Quality Points per
Semester Hour of
Credit
A
A-
(100-95)
(94 - 90)
4.0
3.7
B+
(89 - 87)
3.3
B
(86 - 83)
3.0
B-
(82 - 80)
2.7
C+
(79 - 77)
2.3
C
(76 - 73)
2.0
C-
(72 - 70)
1.7
D+
(69 - 66)
1.3
D
(65 - 60)
1.0
F
(Below 60)
0
WU
Failure due to unauthorized
withdrawal.
0
W
Withdrawal without penalty
- *
I**
Incomplete
- *
P
Passing
- *
MP
Minimally Passing
- *
* No quality points are assigned and these notations have no effect
on a student's quality point average or index. To attain a grade of
"P," a student must perform at a level equivalent to "C" or better.
The "MP" grade represents a level of performance lower than "C,"
but higher than "F."
** The Incomplete is reserved for those cases which are of an ex-
ceptional and/or serious nature. The Incomplete is not assigned in a
case where failure to complete the course requirements, including
the final examinations, on time is due to student delinquency and is
not given to allow a student the opportunity to improve his/her
work.
Ordinarily, it is the student's responsibility to request this grade from
the instructor. The granting of this request is at the discretion of the
instructor, and it is the student's responsibility to complete the course
requirements within the time span set by the instructor. This time
span may extend no later than two-thirds of the way through the fol-
lowing term, and the instructor must submit the final grade to the
Registrar no later than one week prior to the next scheduled final
examination period.
Grades officially submitted to the Registrar are final. Requests for a
change of grade necessitated by clerical, computational, or other doc-
umented error must be submitted in writing by the faculty member
to the Academic Dean. The requested change will become effective
when the approval of the Dean has been filed with the Registrar.
Final grade reports are sent to the students as soon as possible after
the grades have been reported to the Registrar's Office.
See Grading System for Graduate Courses on page 135 for more
information.
28 | Academic Information and Policies
Transcript Requests
Official Transcripts may be requested online or in person from the
Office of the Registrar. Transcripts may be issued to the student or
to a third party. Transcript requests are generally processed within
three (3) business days, though processing time may increase during
registration or at the end of a semester.
If a transcript is being picked up in person, a PHOTO ID must be
shown. There is a $5 charge for each Official Transcript. Cash, check
or money orders are accepted.
To order an Official Transcript online:
1. Go to www.getmytranscript.org and select “Dominican
University New York.”
2. Click on “Order A Transcript Now.”
3. Follow the transcript ordering process.
4. You will be required to submit a paperless consent form
or a signed consent form through the mail or by fax or
email to the National Student Clearinghouse before your
order is processed.
5. You will be charged a $5 transcript fee for each transcript
ordered and a $2.50 processing fee for each recipient.
There is an additional $1.00 fee to have the transcript sent as a secure
electronic PDF. A credit card (MasterCard, Visa, American Express or
Discover) is required to make payment.
6. Check your e-mail for updates on the status of your
transcript order.
Students are responsible for checking grade reports and transcripts
carefully and for notifying the Registrar if any errors are noted.
Student Records
All student records are maintained and made available in accordance
with the Federal Family Educational Rights and Privacy Act of 1974.
No records are released to third persons except as provided in that Act.
A full statement of procedures for access to records and challenge of
contents is available in the Student Handbook and from the Office of
the Registrar on request.
Certification/Verification Procedures
Current students needing certification or verification of their enroll-
ment status for purposes such as insurance, educational loans or other
applications should make such a request in person or in writing at the
Registrar’s Office. Requests for certifications or verifications are only
for the terms that the student attended the University. Requests for the
current semester can be processed only after the student has registered.
There is no charge for this service. A graduate of the University wish-
ing degree certification should make the request in writing, with signa-
ture, and submit any required forms to the Registrar’s Office. There is
no charge for this service.
Class Standing
Class standing is determined by the number of semester hours which a
student has satisfactorily completed. Students who have earned fewer
than 30 semester hours are classified as freshmen. Sophomore status is
granted to a student who has earned a minimum of 30 semester hours
of credit. Junior and senior standing require a minimum of 60 and 90
semester hours of credit respectively, and a record which indicates abil-
ity to fulfill all program and general University requirements for a de-
gree. Standing as a master’s degree candidate is reserved for students
who have been formally accepted into a graduate program.
Academic Integrity
A statement on academic integrity that explains the standards of schol-
arship expected in a collegiate environment and describes the proce-
dures followed in cases when such standards are breached is published
in the Student and Faculty Handbooks.
Research Policy
In accordance with Federal policy, the Dominican University New
York Institutional Review Board (I.R.B.) has established a policy that
states, "For any research activities involving human research subjects
conducted at Dominican University New York, or conducted else-
where and involving any Dominican University New York popula-
tions, or conducted by any Dominican University New York agent in
institutions or circumstances where an Institutional Review Board is
absent, research proposals must be submitted to and approved by the
Dominican University New York Institutional Review Board."
Academic Standing and Dismissal
An enrolled student who is making progress toward completion of
degree requirements and is eligible to continue course work at Domin-
ican University New York is considered to be in good standing.
The Academic Records of all students are reviewed each year. A
student who falls below the minimum cumulative G.P.A.
requirement (listed on the chart below) is considered to be on
Academic Probation. An undergraduate student on Academic
Probation is subject to dismissal if he or she has a cumulative G.P.A.
index below 1.00 for two consecutive semesters. Students whose
cumulative G.P.A.s fall between 1.00 and the minimum G.P.A.
requirement (or have one semester below 1.00 and one between
1.00 and the minimum G.P.A.) will be suspended from the
University for a period of one semester.
(A course for which a
student is granted a "W," signifying Official Withdrawal, is not
counted toward the total of semester hours attempted.) Students who
are on Academic Probation for a second consecutive semester will be
notified that they are on “Final Review.”
At the discretion of the University, a dismissal or suspension action
may be delayed. Students who are dismissed or suspended from the
University may make a direct appeal to the Committee on Academic
Standards in person or in writing. This Committee meets in January
and June of each year to review such appeals.
A student is subject to dismissal if he or she has failed two attempts to
achieve the required minimum grade in a developmental-level Eng-
lish (EN 108) or Mathematics (MA 112) course. A student is also
subject to dismissal if he or she has failed three times to achieve the
required minimum grade in any other Writing Sequence course (EN
115, EN 119, EN 120, EN 123). Students who place into MA 112
are required to take the course as early as possible in their academic
years and must immediately repeat the course if they do not receive
the required minimum grade of “C-.” A student is subject to dismis-
sal from the University if he or she has failed two times to achieve
the required minimum grade in MA 112.
Any grade below a “C-”—including grades of “W” or “WU”—will
count as a failed attempt for Writing Sequence courses and MA 112.
Students who earn less than a “C-”in any Writing Sequence course
must repeat it the next semester.
If a student fails three times to achieve the stated minimum grade in
any other required course, he or she may, at the discretion of the
Committee on Academic Standards, be dismissed or required to
change programs. Students should consult program coordinators
concerning academic standing requirements in their major fields.
Academic Information and Policies | 29
The University reserves the right to request the withdrawal of, or to
dismiss, any student whose academic standing, conduct, or attitude
renders continued attendance at Dominican University New York
undesirable.
Students who have incurred academic dismissal may address a request
for readmission to the Committee on Academic Standards after com-
pleting at least one semester and 12 semester hours, with a grade of
C or better in each course, at an accredited college.
See “Standards of Academic Progress (SAP)” above for information
regarding the effect of Academic Probation on Financial Aid.
Fresh Start
Students returning to Dominican after an absence of four or more
years may petition the Committee on Academic Standards for a
"Fresh Start" provided that they have completed 12 new credits at
Dominican with a minimum G.P.A. of 2.50. All previous grades
will be listed on the transcript but not factored into the cumulative
grade point average. A notation will also be made on the transcript
document's status of these courses. No student may apply for a
"Fresh Start" more than once. Transfer applicants with poor prior
academic records and who have not attended any academic institu-
tion for at least the last four years may also petition for a “Fresh
Start.” They too will first have to complete 12 new credits at Do-
minican University New York with a minimum G.P.A. of 2.50.
Minimum G.P.A. Standards
Credits Earned or Attempted
Minimum G.P.A.
0-29
1.7
30-61
1.9
62+
2.0
Application for the Degree
Students completing degree requirements submit a Candidate for
Degree form to the Office of the Registrar no later than the deadline
date in the Academic Calendar. Degrees are awarded in January, May,
and August, to students who have fulfilled all requirements and have
met all financial obligations to the University.
Commencement exercises are held following the close of the Spring
semester, and participation is open to students who have completed
or will complete degree requirements during the current academic
year. Students who are within six credits or two courses of degree
completion and who can fulfill the requirements prior to the begin-
ning of the next academic year may participate in the Commence-
ment exercises. However, participation in the ceremony does not
constitute graduation. Also, no degree will be conferred until all aca-
demic requirements have been satisfied, and no diploma will be re-
leased until all financial requirements have been satisfied.
Courses at Other Institutions
Once enrolled, students are expected to complete all of their course
work at Dominican University New York. Students may request ap-
proval to take a course for credit at another college only if (a) the
course is not offered at Dominican University New York; (b) it fulfills
a degree requirement which, through no fault of the student, cannot be
fulfilled in a reasonable time frame at Dominican; or (c) the student’s
circumstances require that the course be taken at a distance beyond rea-
sonable commuting distance of Dominican University New York.
This last reason would be void if an appropriate online course offering
is available at Dominican University New York and the student meets
the eligibility requirement to take it.
Only 100- and 200-level courses may be taken at a two-year college, a
maximum of four courses may be taken at any institution off campus,
and the last 30 credits of a student's program at Dominican University
New York must be taken on campus. Approval by the advisor, the
appropriate discipline coordinator or Division Director, and the Aca-
demic Dean is required prior to registration for an off-campus course.
Waivers from the off-campus policy must be granted in writing by the
Office of the Academic Dean.
When courses have been completed, students are responsible for
having an official transcript sent to the Registrar. Grades for such
courses are entered on the transcript but are not computed in the
quality point average. Grades below "C" are not accepted for credit.
Alternate Approaches
Independent Study
The term "Independent Study" is applied at Dominican University
New York to a study undertaken by a student or group of students in
which the major responsibility for the focus and for the plan of study
and demonstration of learning outcomes is assumed by the student(s).
In order for Independent Study to be accepted for credit at the Univer-
sity, a member of the faculty must accept the responsibility for approv-
ing the student's plan and evaluating the effectiveness of the achieve-
ment of the study objectives specified.
While the initiation of Independent Study is largely the responsibility
of the student, the outline of study or contract may be developed in
consultation with the faculty member who accepts the sponsorship of
the study. The contract bearing the written consent of the faculty
sponsor is approved by the Division Director prior to registration so
that the necessary authorization may be presented to the Registrar. A
copy of the contract is filed in the Office of the Academic Dean. It is
important, therefore, that the student who wishes to pursue Inde-
pendent Study plan sufficiently in advance so that the required con-
sultation and approval may be procured prior to Registration.
In certain circumstances, because of scheduling constraints or other
circumstances of a compelling nature, students may find it difficult to
complete a course among those regularly offered. If no alternative
courses are available and if a faculty member accepts the responsibil-
ity for directing and evaluating the student's work, the course may be
undertaken on an independent basis. Such arrangements are desig-
nated as "Independent Coverage of Course Work" and the transcript
bears the name and number of the course offering with the suffix
"IS." As in the case of Independent Study described above, the out-
line of study or contract must be endorsed by the faculty sponsor and
approved by the Division Director prior to registration. A copy of
the outline is filed in the Office of the Academic Dean.
An alternative to the forms of Independent Study described above is
the validation of learning by means of examination. Study outlines
and bibliographies are made available by the various programs which
administer college-level examinations. For additional information,
see section below.
Internships
Students may obtain liberal arts or professional area credits by partici-
pating in the Elective Internship program of the University. By provid-
ing opportunities for internships off campus, Dominican University
New York encourages students to broaden their collegiate learning ex-
perience and to explore career options in business, government, the
arts, and private agencies. All experiences are related to an academic
area, and a faculty sponsor must approve the internship proposal.
30 | Academic Information and Policies
Positions have been available with public accounting firms, local and
national corporations, financial institutions, broadcast stations, law
enforcement agencies and other significant organizations. Internships
are also encouraged in non-profit organizations and in endeavors that
provide services to the community.
To be considered for participation, a student must normally have
completed 30 academic credits (including a minimum of 15 credits
taken at Dominican University New York) and have a G.P.A. of 2.7
or above. (Students in the Business Administration and Criminal Jus-
tice programs noted below are exempt from this minimum G.P.A.
requirement.) All inquiries regarding internships should be directed
to the Career Development Center in Rosary Hall. Interested stu-
dents must submit an internship application, contract and resume by
appropriate deadlines.
Students majoring in Accounting, Business Management, Marketing
or Criminal Justice are required to complete three credits’ worth of
internships or business practicums in order to graduate. Please see
Practicum and Internship course descriptions in the “Business Ad-
ministration Courses” and “Criminal Justice Courses” section for
more details.
Credit by Examination (CLEP and Challenge Exams)
Students who have gained college-level mastery in areas of knowledge
for which no college credit has been earned may validate their achieve-
ment by means of an examination. The University will award credit for
successful achievement on certain external examinations when accom-
panied by successful performance on a University-administered essay in
the examination subject area. The University recognizes the College
Level Examination Program (CLEP) of the College Entrance Examina-
tion Board.
Examinations completed before admission to the University are eval-
uated as part of the admissions process. After admission to the Uni-
versity, the student consults with his/her advisor in order to deter-
mine which examinations may be appropriate to degree plans and re-
ceives authorization from the Office of the Academic Dean prior to
taking any examination. Since duplicate credit will not be awarded,
the CLEP General Examinations should be completed within the
first year of study at the University, preferably during the first semes-
ter. (Note: CLEP exams cannot be used in fulfillment of the EN 123
requirement.) Separately published materials available at the Office of
the Academic Dean provide more information regarding policies and
procedures, including minimum performance standards and criteria
for retesting. (By College Board policy, test candidates may not re-
take an exam of the same title within three months of the initial test
date.)
Challenge Exams given by the Science Department are available for
students applying to the University’s Nursing and Allied Health pro-
grams. Exams are available for “Anatomy and Physiology” (6 cr.
maximum), “Introductory Chemistry” (3 cr.), “Introductory Bio-
chemistry” (3 cr.) and “Introductory Microbiology (3 cr.).
Students entering one of the University’s undergraduate Nursing
programs may take a Challenge Exam for a prerequisite course if
they previously took this course more than ten years ago and
achieved a grade of B- or higher in it. A minimum grade of 80% is
required to pass a Challenge Exam. Students who do not achieve this
minimum grade may only retake the exam once.
Portfolio Preparation
Prior learning acquired through work experience, community involve-
ment, volunteer activities, or independent study may be assessed
through a process of portfolio preparation. The process requires the
identification, explanation, and documentation of learning that is com-
parable to what is studied in college courses but that is not readily
tested through available examinations. Completed portfolios are evalu-
ated by faculty or consultants, and credit is awarded as appropriate. A
maximum of eighteen undergraduate credits may be earned in this way.
(Twelve credits are the maximum allowable for portfolios on subjects
in the area of Business Administration, five credits in the area of Stu-
dent Teaching.) Information and guidance are available through the
Director of Special Sessions.
Non-Collegiate Sponsored Instruction
Students or prospective students may have completed college-level
courses offered by the military, business, industry, government, labor
unions or police academies for which no college credit has been
earned. The University will recognize and grant credit as appropriate
for courses which have been evaluated by the American Council on
Education, Office of Educational Credit, or the New York State Edu-
cation Department's Office on Non-Collegiate Sponsored Instruction.
Prior to enrolling in the University, information and consultation re-
garding the applicability of such courses to the degree programs offered
are provided by the Office of Admissions. Subsequent to admission, the
student may seek additional information at the Office of Special Pro-
grams.
The University allows up to a total of 60 credits earned by means of
examination, portfolio preparation, and/or special evaluation com-
bined. Such credits do not satisfy the thirty credit residency require-
ment for earning a baccalaureate degree from Dominican University
New York.
Inventory of Registered Programs | 31
Inventory of Registered Programs
The following degree programs are offered by Dominican University New York and registered by the New York State Education Department
(Office of College and University Evaluation, Education Building., 89 Washington Avenue, Albany, N.Y. 12234, 518-474-2593).
Certificates and Undergraduate Degree Programs
HEGIS Code
Certificate Programs
Personal Computers
Public Health Informatics & Technology (Post-Baccalaureate)
Health Care Management (Graduate)
5101.00
1299.00
0506.00
Associate in Arts Program
Liberal Arts
5649
Bachelor of Arts Programs
Biology
0401
Communication Studies
0601
Criminal Justice
2105
English
Environmental Studies
1501
0420.00
History
2205
Humanities
4903
Mathematics
1701
Psychology
2001
Social Sciences
2201
Teacher Education:
Childhood Education and Childhood/Students with Disabilities
Early Childhood Education
0802
0802
Adolescence Education and Adolescence/Students with Disabilities
Biology (7–12)
0401
English (7–12)
1501.01
Mathematics (7–12)
1701.01
Bachelor of Science Programs
Biology
Business Management
Finance
Health Sciences
Information Technology
Marketing
Nursing (B.S.N.)
Nursing (R.N.) (B.S.N.)
Occupational Therapy (B.S./M.S.; M.S.)
Teacher Education*
Childhood Education (B.S.Ed.) and Childhood/Students with Disabilities (B.S.Ed.)
Early Childhood Education (B.S.Ed.)
*Liberal Arts Curricula with B.S. Ed. Programs: American Studies, Humanities, Mathematics,
Natural Sciences.
Bachelor of Social Work Program
Social Work
0401.00
0506
0504
1299
0701
0509.00
1203
1203.10
1208
0802
0802
2104
Graduate Degree Programs
HEGIS Code
Business Administration (M.B.A.)
Health Care Management (Advanced Certificate)
0506
0506
Nursing: Family Nurse Practitioner (M.S.)
Doctor of Nursing Practice (DNP)
Occupational Therapy (B.S./M.S.; M.S.)
Organizational Leadership and Communication (M.S.)
Physical Therapy (D.P.T.)
Childhood Education (M.S.Ed.) and Childhood/Students with Disabilities (M.S.Ed.)
Adolescence Education (M.S.Ed.) and Adolescence/Students with Disabilities (M.S.Ed.)
Teacher of Students with Disabilities (M.S.Ed.)
Teacher of Students Who Are Blind or Visually Impaired M.S.Ed.)
1203.10
1203.10
1208
0601.00
1212
0802
0803
0808
0814
0506
32 | Sequence of Study
A Sequence of Study in the following areas is offered at the University:
Accounting
Allied Health
American Studies
Art
Biology
Neuroscience
Business Management
International Management
Sports Management
Chemistry
Communication Studies
Criminal Justice
Economics
English
Ethnic Diversity Studies
Finance
Fine & Performing Arts
Art
Dance
Film
Music
Theatre
French
Gender Studies
Gerontology
Health Care Management (M.B.A. Program)
Health Sciences
Pre-Athletic Training
Pre-Occupational Therapy
Pre-Physical Therapy
Public Health
Public Health Informatics & Technology
History
Humanities
Communications
English
Philosophy
Religious Studies
Hispanic Language and Culture
Human Resource
Information Technology
Application Development
Infrastructure
Public Health Informatics & Technology
Management (M.B.A. Program)
Marketing
Digital Marketing
Mathematics
Medieval and Renaissance Studies
Natural Sciences
Biology
Chemistry
Earth Science
Physics
Nursing
Baccalaureate (Traditional, A.B.S.N., L.P.N. to B.S.N.)
Baccalaureate (R.N. to B.S.N.)
Family Nurse Practitioner (M.S. Program)
Doctor of Nursing Practice (DNP Program)
Occupational Therapy (B.S./M.S. and M.S. Programs)
Organizational Leadership and Communication (M.S. Program)
Philosophy
Physical Therapy (D.P.T. Program)
Political Science
Pre-Law
Psychology
Religious Studies
Sales
Social Sciences
Criminal Justice
Economics
History
Political Science
Psychology
Sociology/Anthropology
Social Work
Sociology/Anthropology
Spanish
Speech/Communications
Media
Speech
Teacher Education
Early Childhood Education
Childhood Education (B.S. Ed. & M.S.Ed. Programs)
Middle Childhood Education
Adolescence Education
Biology
English
Mathematics
Social Studies
Special Education (Students with Disabilities)
Cognitively/Emotionally/Behaviorally Challenged
Severe/Multiple Impairments (included in the
M.S. Ed. Program)
Visually Impaired (M.S. Ed. Program)
Sequence of Study
Undergraduate Curricula and Courses of Instruction | 33
Descriptions of curricula and course offerings are given in the following
pages. Not all courses are offered every year. Information regarding the
cycling of courses may be obtained from members of the faculty in the
disciplines or from advisers.
In addition to the regularly cycled courses, most disciplines offer
from time to time special "selected topics" courses: i.e., courses on
specific topics taught for credit but not included in a discipline's per-
manent regular program. The course listings on the following pages
include only those selected topics courses currently or very recently
offered; others may be added during the academic year. All such
courses are identified by the letter x, y, or z following the course
number (e.g., English 449X).
The University publishes schedules of courses for each academic
term. The University reserves the right to make any necessary
changes in the offerings without prior notice and to cancel offerings
for which there is insufficient enrollment. In the event of a program’s
discontinuance, the University will make a good-faith effort to assure
that a student already enrolled in the program will have an oppor-
tunity to complete the degree for which she/he enrolled.
The University reserves the right to make any necessary changes in
the delivery of its courses without prior notice. This includes the
right to transition classes to online or hybrid delivery.
The provisions of the Catalog are directive in character and no con-
tractual obligations on the part of the University or the student are
implied. The University reserves the right to make the changes it
deems advisable in the offerings and regulations stated in this catalog.
The General Education Curriculum (GEC) is a set of courses taken
by all undergraduate students* in addition to their area of concen-
tration or major. Arranged in three parts, or "components," it is
designed to guarantee that each student will receive instruction in
three areas that the University considers indispensable to a solid
liberal education: essential skills in communication and analysis, a
broad knowledge of human cultural history, and an understanding of
both scientific and values-oriented approaches to problem solving.
Also, the Global Studies requirement within the GEC assures that all
students will be given an awareness of the international perspectives
with which they will live and work.
* For transfer students, courses taken at other institutions are
evaluated for application to the General Education Curriculum
according to guidelines developed by the faculty and administered by
the Office of Admissions. (See page 16 for a description of the
Abbreviated General Education Curriculum requirements for
students transferring in 45 or more liberal arts credits from other
institutions.)
The Dominican University New York General Education
Curriculum is comprised of three components described below. At
least one course taken to fulfill a GEC requirement must be
designated as a Global Studies course.
Component I: General Skills: Communications and Analysis
(12 – 15 Credits)
Students engage in training in English writing and speaking skills,
particularly clarity and logic, needed for baccalaureate-level course
work; and they are expected to achieve familiarity with at least one
other mode of communication, verbal or symbolic, in which clarity
and logical structure are emphasized.
Component II: Roots of Contemporary Life and Culture
(12 Credits)
Significant topics representative of the following broad periods in
cultural history are studied with the purpose of conveying a sense of
the past and of its relationship to the present. Course offerings vary
from year to year.
Four courses in Component II are required: one from each period
and one additional course in any of the time periods, preferably taken
in conjunction with the other course in the same period. No more
than two Component II courses may be taken in any one discipline.
Students may not enroll in any Component II course before taking
EN 123 or the equivalent; students entering as freshmen must also
have passed or been exempted from EN 108.
Component III: Issues in Contemporary Life and Culture
(12 – 15 Credits)
Significant aspects of the contemporary world are approached from
two perspectives: (a) that of science and (b) that of values (moral, re-
ligious, ethical, aesthetic, etc.). In the former, experimental and
quantitative methods of problem solving are explored as they have
been developed within the natural and social sciences. In the latter,
methods which emphasize inquiry beyond the assembling of factual
data are studied with the objective of cultivating in the student a
sense of responsibility for including such analysis in decision making.
Course offerings vary from year to year.
Normally, students are expected to complete two courses from
within each perspective, the distribution requirement being at least
one course from each.
Undergraduate Curricula and Courses of
Instruction
General Education Curriculum
34 | General Education Curriculum
Fulfillment of the GEC Requirements
The list of courses that have GEC designation (i.e., those courses that
can be used to fulfill GEC requirements) is updated each June.
Component I courses:
Each course in GEC-I focuses on providing students with general
skills in the areas of communication and analysis needed as a founda-
tion for successfully completing higher states of baccalaureate-level
course work.
The courses that fulfill GEC Component I requirements are:
Writing Sequence (3 – 6 credits)
EN 119 or EN 120, EN123; placement by skills level; see
English curriculum, “University English Requirements.”*
Oral Communication (3 credits)
CS 111
Two courses from among the following: (6 credits)
Foreign Languages
FR 111/112; IT 111/112, LA 111, SP 111/112, 115, 221/222;
placement by skill level.
Logic or Quantitative Methods
PH 112 or 113*, or SS 221
*Students must have passed EN 120 to take PH 113.
Mathematics
MA 113/114/116/117/119/221/222/225; placement by skills
level.
*Note: Students who score a 3 or higher on the AP English Language and
Composition exam, or who have earned college credit through an equivalent
dual enrollment college-level course offered through their high schools, are
exempt from EN 120 and are placed into EN 123. Students who receive a 3 or
higher on the AP Literature exam, or who have earned college credit through
an equivalent dual enrollment college-level course offered through their high
schools, must still enroll in EN 123, but will be given three elective credits in
English literature. CLEP exams cannot be used in fulfillment of the EN 123
requirement.
Component II courses:
Each course in GEC-II focuses on a significant theme characteristic
of both the time period under study and our contemporary world by
employing the perspective of at least on other discipline in addition
to the principle one of the course.
The courses that fulfill GEC Component II requirements are:
Classical Period
Classical Period courses have “C” or “CG” after their course
numbers; e.g., AR 224C: Classical Art & Human Dignity or
MA 2228 CG: Dawn of Mathematics.
AR 224C
Classical Art & Human Dignity
EN 225C
Classical Literature, Contemporary Problems
HI 222C
Classical History and Civilization
MA 227C
Classical Greece: The Vision of Geometry
MA 228CG*
The Dawn of Mathematics
PH 221C
The Discovery of Reason
PO 336C
Ancient Political Thought: The Search for
Justice
RS/EN
221CG*
The Making of Myths & Cults
RS 222C
Old Testament: Story & Culture
RS 223C
New Testament: The Social World of Early
Christianity
Medieval Period - the Renaissance
The Medieval – Renaissance courses have “M” after their
course numbers; e.g., EN 332M: The Age of Exploration.
AR 225M
The Age of Humanism
EN 331M
Metaphorical Journeys: Literature of the
Middle Ages
EN 332M
The Age of Exploration
EN 338M
EN/RS
339M
Courtly Love
Medieval Women Writers: Domestic and
Peaceful Contributions
HI 223M
Medieval Europe
HI 224M
Renaissance and Reformation in Europe
HI 230M
HI 233M
PH 224M
History of the Byzantine Empire
History Through Film: Renaissance Humanism
God and the Medieval Mind
PO 334M
The Medieval World
RS 224M
Religion & Human Experience: Mystics, Men-
tors and Warriors
The Enlightenment - Mid 20th Century
Enlightenment – mid 20
th
century courses have “P” or “PG”
after their course numbers; e.g., HI 335P: The American Con-
sensus, 1920-Present.
AR 226P
Foundations of Modernism
AR 227P
Twentieth Century Art: A Kaleidoscope of Styles
CS/PO 300P
Propaganda: Messages of War
EN 223P
The American Dream: 1620 – 1860
EN 224P
The American Dream: 1860 – Present
EN 333P
Neoclassic Literature
EN 337P
Literary Realism: The Trend Toward Social
Inquiry
HI 333P
Sectionalism, Civil War and Reconstruction
HI 334P
American Society, 1877 – 1922: Progress &
Reform
HI 335P
The American Consensus: 1920 – Present
HI 337P
Twentieth Century Europe
HI 339P
Ethnicity in America
HI 444P
American Social Thought: Continuity and
Change
HI 451PG*
Middle Eastern History
HI 452PG*
East Asian History
HI 453PG*
History of Developing Nations
HI 454PG*
Latin American History
MA 229P
The Mathematical Universe
MU 226P
Music in the Age of Enlightenment
MU 227P
Music in the Age of Revolution
PH 225P
Freedom in Modernity
PH 226P
American Pragmatism
PO 111P
American National Government
PO 221P
PO/SO 320*
American Political Parties
Global Interdependence
PO 330PG*
Origins of Modern Africa
PO 337PG*
World Politics
RS 226P
Religion in America: Great Awakenings
SO/SW 335P
Social Movements and Social Justice
One additional course in any of the above periods, preferably taken
in conjunction with another course in the same period. (3 credits)
General Education Curriculum | 35
Component III courses:
Science (GEC-IIIa)
Each course in GEC-IIIa focuses on an aspect of the natural world
from the perspective of scientific laws and theories. Students will
become familiar with the logic and practice of the scientific method
of investigation.
GEC-IIIa courses have “S” after their course numbers; e.g., PY
111S: Elements of Physics.
BI 111S
Introductory Biology
BI 112S
Introductory Physiology
BI 113S
Introductory Ecology
BI 221S
General Biology I
BI 222S
General Biology II
CH 111S
Introductory Chemistry
ES 111S
Elements of Earth Science
ES 112S
Climate Science and Action
PS 101S
General Psychology I: Biological Bases of
Human Behavior
PS 102S
General Psychology II: Social Bases of Human
Behavior
PY 111S
Elements of Physics
PY 112S
Elements of Space Science
Values (GEC-IIIb)
Each course in GEC-IIIb focuses explicitly on a present day value is-
sue. The goal is to engage the student in a process that requires some
distancing from preconceptions, prejudices, and pre-formed opin-
ions. It requires the development of a reflective stance on one's re-
ceived culture and its beliefs. It expects the student ultimately to take
a position on the issue which is informed and well thought-out as
well as cognizant and respectful of other opinions on the issue.
Students may not enroll in any Component III values course before
taking EN 123 or the equivalent; students entering as freshmen must
also have passed or been exempted from EN 108.
GEC-IIIb courses have “V” or “VG” after their course numbers;
e.g., SO 224V: Sociology of the Family.
CS 444V
Freedom of the Press
EC 338V
Wealth or Poverty: Contemporary Economic
Issues
EC 340VG*
Global Economic Issues
ED 223V
School and Society
EN 226V
Masks and Morals: Values in World Literature
EN 335V
Modern British Literature
EN 336V
Battle Pieces: Conflict and Commitment in
Modern American Literature
EN 442VG*
Women Come of Age
EN 443V
British Fiction: Culture and Conscience
EN 444V
American Fiction: The Search for Identity
HI 442V
The Survival of the Native American
HI 446V
War and Society
IX 328V
PH 332V
Artificial Intelligence
Social Ethics
PH 333V
Bioethics
PH 334V
Business Ethics
PH 339V
Philosophy of Death and Dying
PO 222V
American Presidency
PO 333V
The Supreme Court and the Constitution
PS 229V
Psychology of Gender
RS 337VG*
World Religions
SO 221VG*
Cultural Anthropology
SO 223VG*
Social Problems
SO 224V
Sociology of the Family
SO/SW 330V
Ethnic Group Interaction
SO/SW 331V
Child Welfare and the Law
SO/SW 334V
Deviance: Changing Sociological Perspectives
on Race, Class, and Gender
SO/SW 339V
Organizational Behavior
SO/SW 440V
Perspectives on the Health Care System
SO/SW443VG*
Women in Contemporary Society:
Cross-Cultural Perspectives
Global Studies Requirement
Several of the courses listed above in Components II and III—those
with "G" at the end of their course numbers and marked by aster-
isks—are particularly designed to broaden students' perspectives
across geographical and cultural boundaries. Collectively they offer
study of a variety of regions and cultural heritages, exploring com-
monalities and differences from one to another or discussing influ-
ences and interdependencies between them. All students are required
to take at least one of these courses (each of which also serves as par-
tial fulfillment of the Component requirement).
In addition to the goals fulfilled as a GEC-II or GEC-III course, each
of the courses fulfilling the GEC global requirement focuses on sig-
nificant topics relating to the interconnectedness and interdepend-
ence of the peoples and countries of the world or examines com-
monalities and differences among various groups in relation to the
central theme(s) of the course.
36 | Undergraduate Major and Minor Programs
Art Minor
As a liberal arts institution, Dominican University New York recognizes
and celebrates the role Art plays in learning. Art courses teach students
to be more tolerant and open through multicultural and historical per-
spectives and through their involvement in the creative process itself.
Summary of Requirements: Art Minor
Requirements: 18 credit hours – 12 of which must be Dominican Uni-
versity New York credits. Must have a grade of C or better in each
course for it to be counted toward the minor.
To complete the minor, a student must have the following:
6 credit hours in Art History/Culture:
AR 222 History and Appreciation of Art I
AR 223 History and Appreciation of Art II
AR 224C Classical Art and Human Dignity
AR225M The Age of Humanism
AR 226P The Foundations of Modernism
AR227P 20th Century Art
AR228 Art Around the World
AR 229 Anonymous was a Woman
AR/SP 232 Art of Spain
12 credits hours in Studio Art:
AR 112 Essentials of Art
AR 220 Pastels
AR 235 Mosaics
AR 250 Digital Imaging Technology
AR 330 Life Drawing
AR 331 The Language of Drawing
AR 332 Sculpture I
AR 334 Oil Painting
AR 335 Advanced Oil Painting
AR 336 Watercolors
AR 337 Advanced Watercolors
AR 338 Landscape Painting
AR 339 Intro to Print Making
Biology
The Biology program offers two options for a degree in Biology: the
Bachelor of Science or the Bachelor of Arts.
B.S. in Biology
The B.S. in Biology is a challenging program for students who wish
to study the biological sciences in great depth. Students in this pro-
gram are strongly prepared to directly enter the STEM workforce or
for graduate work in areas including research graduate studies, clini-
cal programs in allied health, and medical school.
B.A. in Biology
The Bachelor of Arts in Biology combines a solid foundation in biol-
ogy with the breadth and flexibility of a liberal arts program. The
B.A. in Biology is offered to those interested in the 3-3 B.A. Biol-
ogy-Doctor of Physical Therapy program or Adolescent Education.
Articulation Agreements
The Biology program features articulation agreements with multiple
colleges to facilitate advanced study. The list is as follows:
American University of Antigua (AUA)
Graduates of Dominican University New York who have an overall
3.25 GPA, a minimal GPA of 3.25 in all prerequisite courses re-
quired by AUA, and faculty recommendation will be offered admis-
sion to the AUA Medical School.
New York Medical College (NYMC)
Dominican University New York seniors who are admitted into the
Graduate School of Basic Medical Sciences (GSBMS) Master’s pro-
grams will be allowed to take up to 8 graduate credits in each aca-
demic term (fall and spring) in the GSBMS of NYMC during their
senior undergraduate year. Dominican University will accept
NYMC credits towards Bachelor’s degree requirements. NYMC
course credits will be applied toward graduate degree requirements
in the GSBMS. Students must receive recommendations by the biol-
ogy faculty in order to apply for this program.
Dominican University students who have a minimum of 3.0 GPA
with no grades below may apply for early acceptance to the follow-
ing programs at NYMC: Health Policy & Management, Health Be-
havior & Community Health, Epidemiology, Biostatistics, and Envi-
ronmental Health Science. This arrangement is open to students ma-
joring in any undergraduate program, but applicants should have a
balance of course work in the humanities and the social sciences and
competency in English composition.
3-3 B.A. Biology-Doctor of Physical Therapy
Entering freshmen whose high school GPA is at least 3.3 and SAT
scores are at least 1150 and who have had 4 years of science in high
school (including physics) may enter Dominican University New
York’s 3-3 BA-DPT program. Students who maintain at least a 3.3
GPA overall and in the DPT prerequisite courses (with no prerequi-
site course grade below a C) undergo a streamlined application to the
DPT program in the fall of their Junior year. Successful students earn
the B.A. in Biology and DPT from Dominican University.
Biology Honor Society
Beta Beta Beta is an honor society for undergraduate students who
are dedicated to improving the understanding and appreciation of bi-
ological study and scientific research. Since its founding in 1922,
more than 200,000 persons have been accepted into lifetime mem-
bership, and more than 626 chapters have been established through-
out the United States and Puerto Rico.
The Nu Psi chapter of Beta Beta Beta, was founded at Dominican
University New York in 2008.
Undergraduate Major and Minor Programs
| 37
Eligibility:
•
undergraduate major in biology
•
completed at least one term of the second year of a four-
year curriculum or its equivalent
•
completed at least three semester courses in biology, of
which at least one is not an introductory course
•
be in good academic standing with a GPA of 3.2 or better
in all courses
•
have the recommendations of the Science Department fac-
ulty
•
have demonstrated service to the community (college and
otherwise)
Benefits:
•
gain access to scholarships and grants to carry out inde-
pendent research
•
participate in regional and national conventions
•
network with other undergraduate biology majors
•
publish undergraduate research in the BIOS journal
•
become a chapter officer and gain leadership skills
•
participate in service, social, and research events sponsored
by the Nu Psi chapter
Academic Requirements
Students may be admitted to the Biology program only after com-
pleting BI 221S-222S General Biology I-II with a minimum grade of
C and having an overall GPA of at least 2.5. All biology majors must
maintain the minimum 2.5 average -- both in the program (includ-
ing all Biology BI and cognate courses) and in the overall cumulative
index --
with no grade in required BI and cognate courses lower
than a C
.
Additional grade expectations apply for students seeking teacher cer-
tification: see Catalog section for Teacher Education.
Biology majors may repeat a required course no more than three
times.
The Biology program offers several 3- or 4-credit electives, typically
taken in the junior or senior year. Students may choose among any
of the following courses for their Biology or Science electives:
BI 223 Anatomy and Physiology I
BI 224 Anatomy and Physiology II
BI 230 Introduction to Immunology
BI 327 Introduction to Forensic Science
BI 328 Studies in Biochemistry I
BI 329 Field Ecology
BI 330 Molecular Biology
BI 333 Neuroscience
BI 335 Vertebrate Biology
BI 336 Animal Behavior
BI 337 Evolution
BI 339 Cell Biology
BI 340 Aquatic Biology
BI 341 Environmental Toxicology
CH 329 Studies in Biochemistry II
PY 221 General Physics II
Summary of Degree Requirements:
Students may choose among five distinct concentrations of study
within the Biology program:
•
General, for students intending to enter the STEM work-
force or pursue graduate studies in science;
•
Pre-Med, for students intending to pursue graduate studies
in medical fields;
•
Pre-PT, for students intending to enter a Doctor of Physi-
cal Therapy program;
•
Environmental Science, for students who wish to empha-
size study of the living environment; and
•
Adolescent Education (B.A., only), for students who wish
to teach biology at the secondary level.
A total of 120 credits are required to complete the B.S. degree in Bi-
ology. These credits consist of General Education Curriculum (GEC)
courses, Biology core and cognate courses, courses specific to the
student’s chosen concentration, and free electives.
The biology curriculum includes a first-year general biology se-
quence, botanical sciences, genetics, microbiology, human physiol-
ogy or histology, and bioinformatics. Required courses in the physi-
cal sciences include one year each in general chemistry and organic
chemistry, and one semester of general physics (with labs). Calculus I
and Biostatistics courses are also required. Students must choose 15-
16 credits of biology and science electives. All students are required
to complete 8 credits that focus on scientific research.
Sample Curriculum Patterns
Sample curricula patterns are shown on the following pages for each
of the concentrations that lead to a B.S. degree.
38 |
Biology–General Track
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
EN 120: College Writing Seminar
3
BI 221S: General Biology I
4
BI 201: Pathways to Biology I
2
Term credit total:
14
Spring Semester
EN 123: Introduction to Literary Form
3
CS 111: Dynamics of Oral Communication
3
BI 222S: General Biology II
4
BI 201: Pathways to Biology II
2
Component I course or Math (based on place-
ment)
3
Term credit total:
15
Sophomore Year - Fall Semester
CH 221: General Chemistry I
4
BI 226: Genetics
4
MA 235: Biostatistics and Epidemiology
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Term credit total:
17
Spring Semester
CH 222: General Chemistry II
4
BI 327: Botanical Sciences
4
Component II C, M, or P course
3
Component II C, M, or P course (G course)
3
Term credit total:
14
Junior Year - Fall Semester
CH 331: Organic Chemistry I
4
PY 221: General Physics I
4
Component III course (V)
3
Science or Biology elective with lab
4
Term credit total:
15
Spring Semester
CH 332: Organic Chemistry II
4
BI 442: Topics in Biology
2
Component III course (S or V)
3
Science or Biology elective with lab
4
Elective
3
Term credit total:
16
Senior Year - Fall Semester
BI 229: Molecular Microbiology
4
BI 443: Research Seminar I
3
Science or Biology elective with lab
4
Elective
3
Term credit total:
14
Spring Semester
BI 325: Bioinformatics
4
BI 444: Research Seminar II
3
BI 334 or 342: Human Physiology or Histol-
ogy**
4
Science or Biology elective
3-4
Term credit total:
14-15
Total Credits for Degree: 120
* The biology and science electives that are selected will be based on
the student’s plans post-graduation and chosen with the guidance of
their academic advisor.
** Biology majors must, at minimum, successfully complete Calculus
I with a C or better.
*** Histology has the prerequisites of Anatomy and Physiology I and
II. If these prerequisites have not been completed, Human Physiology
must instead be taken.
Biology – Pre-Med Track
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
EN 120: College Writing Seminar
3
BI 221S: General Biology I
4
BI 201: Pathways to Biology I
2
CH 221: General Chemistry I
4
Term credit total:
15
Spring Semester
EN 123: Introduction to Literary Form
3
Component I course or Math (based on place-
ment)
3
BI 222S: General Biology II
4
BI 201: Pathways to Biology II
2
CH 222: General Chemistry II
4
Term credit total:
16
Sophomore Year - Fall Semester
CH 331: Organic Chemistry I
4
BI 226: Genetics
4
PY 221: General Physics I
4
Component I course or Math (based on place-
ment)
3
Term credit total:
15
Spring Semester
CH 332: Organic Chemistry II
4
BI 328: Stds Biochemistry I
4
PY 222: General Physics II
4
CS 111: Dynamics of Oral Communication
3
Term credit total:
15
Junior Year - Fall Semester
BI 223: Anatomy and Physiology I
4
MA 235: Biostatistics and Epidemiology
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Component III course (V)
3
Term credit total:
16
Spring Semester
BI 224: Anatomy and Physiology II
4
BI 327: Botanical Sciences
4
BI 442: Topics in Biology
2
Component II C, M, or P course
3
Component III course (S or V)
3
Term credit total:
16
| 39
Senior Year - Fall Semester
BI 229: Molecular Microbiology
4
BI 443: Research Seminar I
3
Component II C, M, or P course (G)
3
Component III course (S or V)
3
Term credit total:
13
Spring Semester
BI 325: Bioinformatics
4
BI 444: Research Seminar II
3
BI 334: Histology
4
Elective
3
Term credit total:
14
Total Credits for Degree: 120
The pre-med track at Dominican University prepares students for ca-
reers in medicine, dentistry, veterinary medicine, and other
healthcare careers. The Health Professions advisor ensures that re-
quired courses for post-graduate education in medicine are chosen,
provides advice on seeking internship and shadowing opportunities,
and guides students through the testing and application processes.
For those entering medical or dental school, coursework must be
completed that both satisfies graduate school requirements and pre-
pares them to perform well on the Medical College Admission Test
(MCAT) or Dental Admission Test (DAT). Since these schools often
have varying admissions requirements, it is important to work closely
with both the academic advisor and Health Professions advisor to en-
sure these requirements are met.
* For students pursuing post-graduate work in a Physician Assistant
program, General Physics II is generally not required. Instead, an al-
ternative science or biology elective with a lab should be chosen.
** Biology majors must, at minimum, successfully complete Calculus
I with a C or better.
*** Psychology and Social Science are suggested as electives.
Biology – Pre-PT Track
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
EN 120: College Writing Seminar
3
BI 221S: General Biology I*
4
BI 201: Pathways to Biology I
2
Component I course or Math (based on place-
ment)
3
Term credit total:
14
Spring Semester
EN 123: Introduction to Literary Form
3
CS 111: Dynamics of Oral Communication
3
BI 222S: General Biology II*
4
BI 201: Pathways to Biology II
2
Component I course or Math (based on place-
ment)
3
Term credit total:
15
Sophomore Year - Fall Semester
CH 221: General Chemistry I*
4
BI 226: Genetics
4
MA 235: Biostatistics and Epidemiology
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Term credit total:
17
Spring Semester
CH 222: General Chemistry II*
4
BI 327: Botanical Sciences
4
Component II C, M, or P course
3
Component II C, M, or P course (G course)
3
Term credit total:
14
Junior Year - Fall Semester
CH 331: Organic Chemistry I
4
PY 221: General Physics I*
4
BI 223: Anatomy and Physiology I*
4
Component III course (V)
3
Term credit total:
15
Spring Semester
CH 332: Organic Chemistry II
4
BI 442: Topics in Biology
2
PY 222: General Physics II*
4
BI 224: Anatomy and Physiology II*
4
Component III course (S or V)
3
Term credit total:
17
Senior Year - Fall Semester
BI 229: Molecular Microbiology
4
BI 443: Research Seminar I
3
Elective (Psychology)*
3
Elective (Psychology)*
3
Term credit total:
13
Spring Semester
BI 325: Bioinformatics
4
BI 444: Research Seminar II
3
BI 334 Histology
4
Science or Biology elective
3-4
Term credit total:
14-15
Total Credits for Degree: 120
Enrollment in and completion of the B.S. degree in Biology is not an
automatic guarantee of acceptance to the Doctor of Physical Therapy
Program at Dominican University New York. The application process
is competitive; however, Dominican University graduates are given
preferential consideration over other equally qualified external candi-
dates.
* Mandatory pre-requisite courses for the Doctor of Physical Therapy
Program at Dominican University. Two Psychology courses are also
required. The applicant must achieve no less than a grade of C in any
prerequisite course with a minimum overall GPA of 3.0.
**Biology majors must, at minimum, successfully complete Calculus
I with a C or better.
Biology – Neuroscience Track
Some of the courses in this concentration are offered through Do-
minican University’s partnership with LCMC, a national consortium
of private colleges. These courses are designed by top academics, re-
viewed by industry leaders, and taught online--synchronously or
asynchronously--by qualified faculty from other colleges within the
LCMC consortium.
Required concentration courses include the following LCMC
courses:
• Neuroscience Foundations
• Clinical Neuropathology
40 |
• Biological Basis of Perception and Movement
Students are also required to successfully complete PS 101S: General
Psychology I.
Students are required to take one course from Group A and one
from Group B below for a total of 7 credits.
Group A: (3 credits)
Biopsychology (PS 334)
Cognitive Psychology (PS 346)
Animal Behavior* (BI 336)
Group B: (4 credits)
Anatomy and Physiology I and lab* (BI 223)
Cell Biology and lab* (BI 339)
Studies in Biochemistry I and lab* (BI 328)
Biology majors are required to take four biology/science electives,
three of which must have a lab. The courses marked with an “*”
may be taken to satisfy these discipline-specific electives.
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
EN 120: College Writing Seminar
3
BI 221S: General Biology I
4
BI 201: Pathways to Biology I
2
Component I course or Math (based on place-
ment)
3
Term credit total:
14
Spring Semester
EN 123: Introduction to Literary Form
3
CS 111: Dynamics of Oral Communication
3
BI 222S: General Biology II
4
BI 201: Pathways to Biology II
2
Component I course or Math (based on place-
ment)
3
Term credit total:
15
Sophomore Year - Fall Semester
CH 221: General Chemistry I
4
BI 226: Genetics
4
MA 235: Biostatistics and Epidemiology
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Term credit total:
17
Spring Semester
CH 222: General Chemistry II
4
BI 327: Botanical Sciences
4
Component II C, M, or P course
3
Component II C, M, or P course (G course)
3
Component III S course: General Psychology I
3
Term credit total:
17
Junior Year - Fall Semester
CH 331: Organic Chemistry I
4
PY 221: General Physics I
4
Component III course (V)
3
Foundations of Neuroscience
3
Term credit total:
14
Spring Semester
CH 332: Organic Chemistry II
4
BI 442: Topics in Biology
2
Group “A” Elective
3
Group “B” Elective (Biology elective with lab)
4
Biological Basis of Perception and Movement
3
Term credit total:
16
Senior Year - Fall Semester
BI 229: Molecular Microbiology
4
BI 443: Research Seminar I
3
Science or Biology elective with lab
4
Clinical Neuropathology
3
Term credit total:
14
Spring Semester
BI 325: Bioinformatics
4
BI 444: Research Seminar II
3
BI 334 or 342: Human Physiology or Histology
4
Science or Biology elective
3-4
Term credit total:
14-15
Total Credits for Degree: 121
Biology – Adolescent Education Track
If pursuing a career in science teaching at the secondary level, please
refer to the section titled Teacher Education for course
requirements.
Biology Minor
Summary of Requirements:22-24 credits, distributed as follows, with
a minimum grade of C required:
Required Courses: 16 credits
BI 221S
General Biology I
BI 222S
General Biology II
BI 226
BI 225
BI 229
Genetics
Introductory Microbiology
or
Molecular Microbiology
Elective Courses: 6 credits (minimum)
BI 227
BI 228
BI 328
Botanical Science
Introductory Biochemistry
or
Studies in Biochemistry I
BI 223
Anatomy & Physiology I
BI 326
BI 330
Pathophysiology for the Health
Professions
Molecular Biology
BI 333
BI 334
Neuroscience
Histology
BI 337
CH 329
Evolution
Studies in Biochemistry II
Business Management | 41
Business Management
The student of Business Management is afforded the opportunity to
develop managerial and leadership skills; these include strategic, tech-
nical, human relations, operational, marketing, and administrative
skills – in short, everything needed to successfully run a business. The
Business Administration Division’s motto is “Doing Business Right”
– which means learning to be successful through modern business
techniques while also seeking to make the world a better place.
Students who wish to pursue these goals in relation to a specific area
of expertise may choose one of the areas of Concentrations listed be-
low. Subject to the approval of the Business Administration Division
Director, a student may elect more than one of these areas.
International Management
Sports Management
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215
www.iacbe.org
Experiential Business Learning Requirement
In order to graduate, students in the Business Administration Divi-
sion must complete an experiential learning requirement related to
their field of interest. The experiential learning requirement can be
met through 3-credits of internship, 3-credits of practicum or an
equivalent non-credit experience in a real world or "out of the tradi-
tional classroom" context. The requirement offers students the op-
portunity to initiate lifelong learning through the development and
application of academic knowledge and skills in new or different set-
tings.
Experiential learning may fall into one or more of the following cat-
egories:
•
Undergraduate Research,
where students engage in system-
atic inquiry that contributes to the discovery or interpreta-
tion of knowledge significant to their field of study.
•
Community/Civic Engagement,
where students interact
with people from diverse backgrounds, to challenge their
understanding of community needs, and to explore ways of
partnering with community members to address problems
or improve community life. Examples could include a se-
mester-long community engagement, or civic project
where a student’s business studies assist them in serving the
community.
•
Career and Practical Experiences,
where students use skills
and concepts learned in the classroom while engaging in
work-like settings that relate to their field of study or pos-
sible career path. Examples include internship, co-ops, stu-
dent teaching, or tutoring experience.
Both credit-bearing and non-credit bearing experiences, paid or un-
paid, may be proposed for meeting this requirement. All student ex-
periential learning experiences must be approved by the Business Ad-
ministration office. Furthermore, all internships must be approved by
the Career Development Center. All such experiences
must
include
the following:
•
significant opportunities for the student to apply academic
ideas, concepts, theories and/or skills to practice;
•
significant experience-based learning beyond that which
typically occurs in the undergraduate classroom;
•
sustained and significant interaction throughout the experi-
ence between the student and their faculty/staff advi-
sor(s);
•
sustained student involvement or immersion (with the total
amount of time committed by the student being roughly
equal at least to that required for a three-credit-hour
course);
•
a meaningful opportunity for student reflection (e.g., with
a portfolio, final essay, faculty/student meeting or other
opportunity) at the conclusion of the experience; and
•
a level of academic rigor and education effectiveness com-
parable to what is found in a typical Dominican University
New York undergraduate course.
Sigma Beta Delta Business Honor Society
Membership in Sigma Beta Delta is the highest national recognition
a business student can receive at a college or university with a Sigma
Beta Delta chapter.
Purposes:
The purposes of Sigma Beta Delta are to encourage and recognize
scholarship and achievement among students of business, management
and administration, and to encourage and promote personal and
professional improvement and a life distinguished by honorable service
to humankind.
Eligibility:
To be eligible for membership, a business student must rank in the up-
per 20 percent of the senior or master’s class and be invited to member-
ship by the faculty officers.
Summary of Requirements:
Business Management
Students are responsible for developing their degree program plan
together with the guidance and assistance of an academic advisor.
All students entering the Business Management program must take
the Writing and Mathematics placement examinations. All students
must meet the University’s writing proficiency requirements.
For students pursuing an area of /concentration, some of the elective
hours must be used to meet the concentration’s requirements. Spe-
cific requirements for the concentrations can be found in the follow-
ing pages.
Summary of Requirements: Business Management
Course
Credits
Management courses (in addition to those in Busi-
ness Core, one of which must be MG 341)
9
Business Core (MG 211, MK 114, IX 250, BU 213,
FN 111, AC 111, AC 112, MG 310, MG 355, MG
474)
31
Liberal Arts (including EC 211, EC 212, MA 113,
MA 114 or 116, MA 225, CS/BU 112)
60
Free Electives
12-18
Internships, Practicums, or Experiential Learning
0-6
Freshman Seminar (Day students only)
2
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Core
and MG courses.
42 | Business Management
Sample Curriculum Pattern:
Business Management
Freshman Year, Fall Semester
MG 211
Introduction to Management
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MK 114
Basic Marketing
FN 111
Basic Finance and Investing
EN 123
Writing About Literature
MA 116
Finite Mathematics (or MA 114
Pre-calculus)
Elective
Free Elective
Sophomore Year, Fall Semester
AC 111
Financial Accounting
EC 211
Macroeconomics
MA 225
Introduction to Statistics
GEC C
Any "Classical" period course
CS/BU 112
Effective Business Communication
Sophomore Year, Spring Semester
AC 112
Managerial Accounting
EC 212
Microeconomics
IX 250
Principles of Systems and Technology
GEC M
Any "Medieval" period course
GEC S
Any "Science" course
Junior Year, Fall Semester
MG 310
Business, Society, Corporate Values
MG 341
Human Relations Management
LA Elec.
Liberal Arts elective course
GEC P
Any "Present" period course
GEC V
Any "Values" course
Junior Year, Spring Semester
MG 355
International Management
GEC V or S
Any “Values” or “Science” course
LA Elec.
Liberal Arts elective course
Elective
Free elective
Elective
Free elective
Senior Year, Fall Semester
GEC C/M/P
Any C, M, or P GEC course
BU 393*
Internship
BU 213
Business Law I
MG Elective
Any Management course
MG 474
Business Policy and Managerial Decision
Making
Senior Year, Spring Semester
MG Elective
Any Management course
GEC S or V
LA Elect.
Any “Science” or “Values” course
Liberal Arts elective course
Elective
Free elective
Elective
Free elective
*
Experiential Learning
can be completed over the summer or other
period
. If completed for no credit, a free elective is added here.
Summary of Requirements:
International Management Concentration
Students are responsible for developing their degree program plan
together with the guidance and assistance of an academic advisor.
All students entering the International Management program must
take the Writing and Mathematics placement examinations. All stu-
dents must meet the University’s writing proficiency requirements.
The International Management concentration within the Business
Management major is designed for students who wish to acquire func-
tional knowledge, skills, and insights in the areas of international mar-
keting, finance, economics, and management.
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215
www.iacbe.org
Summary of Requirements: International Management
Course
Credits
MG 366
MK 326
BU 343 or BU 125
MG Electives
Free Electives
3
3
3
6
6-12
Business Core (MG 211, MK 114, IX 250, BU 213,
AC 111, AC 112, FN 111, MG 310, MG 355,
MG 474)
31
Liberal Arts (including EC 211, EC 212, EC
340V/G, MA 113, MA 114 or 116, MA 225, CS/BU
112 and any one of EC 435, CS266 or a Foreign
Language)
60
Internship, Practicum, or Experiential Learning
0-6
Freshman Seminar (Day students only)
2
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Admin-
istration Division required courses.
Business Management | 43
Sample Curriculum Pattern: Management,
International Management Concentration
Freshman Year, Fall Semester
MG 211
Introduction to Management
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MK 114
Basic Marketing
FN 111
Basic Finance and Investing
EN 123
Writing about Literature
MA 116
Finite Mathematics (or MA 114 Pre-calculus)
Elective
Free Elective
Sophomore Year, Fall Semester
AC 111
Financial Accounting
CS/BU 112
Effective Business Communication
MA 225
Introduction to Statistics
BU 125
International Business
GEC C
Any "Classical" period course
Sophomore Year, Spring Semester
AC 112
Managerial Accounting
EC 211
Macroeconomics
Elective
Free Elective
GEC M
Any “Medieval” period course
GEC S
Any "Science" course
Junior Year, Fall Semester
MG 310
Business, Society, and Corporate Values
MK 326
Global Marketing
EC 212
Microeconomics
GEC P
Any “Present” period course
EC 340 V G
Global Economic Issues
Junior Year, Spring Semester
EC/FN 435
World Economics and Finance
MG 355
International Management
MG Elective
Any Management course
IX 250
Principles of Systems and Technology
GEC V or S
Any “Values” or “Science” course
Senior Year, Fall Semester
BU 393*
Internship or Practicum
MG 474
Business Policy and Managerial Decision Mak-
ing
BU 213
Business Law I
GEC C/M/P
Any C, M, or P GEC course
MG 366
Managing Global E-commerce
Senior Year, Spring Semester
MG Elective
Any Management course
GEC V or S
Any “Values” or “Science” course
LA Elect.
Liberal Arts Elective course
LA Elect.
Liberal Arts Elective course
Elective
Free elective
* Experiential Learning can be completed over the summer or other
period. If completed for no credit, a free elective is added here.
Summary of Requirements:
Sports Management Concentration
Students are responsible for developing their degree program plan to-
gether with the guidance and assistance of an academic advisor.
All students entering the Sports Management concentration must
take the Writing and Mathematics placement examinations. All stu-
dents must meet the University’s writing proficiency requirements.
The Sports Management concentration in the Business Management
major is designed for students who wish to be trained in the basic prin-
ciples of business administration, but through the lens of sports. The
program is meant to have general management application, with all
skills transferable, but with examples and applications drawn from the
world of sports. More specifically, the concentration helps prepare
students for careers in team organizations, athletic foundations, media,
professional services (such as event planning), and facility management.
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215
www.iacbe.org
Summary of Requirements: Sports Management
Course
Credits
SM 210
3
3 SM Elective courses
Free Electives
9
12-15
Business Core (MG 211, MK 114, IX 250, BU 213,
AC 111, AC 112, FN 111, MG 310, SM 350,
MG 474)
31
Liberal Arts (including EC 211, EC 212, MA 113,
MA 114 or 116, MA 225, CS/BU 112)
60
Freshman Seminar
2
Internship, Practicum, or Experiential Learning
0-3
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Admin-
istration Division required courses.
44 | Business Management
Sample Curriculum Pattern:
Sports Management Concentration
Freshman Year, Fall Semester
SM 210
Introduction to Sports Management
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
Elective
Introduction to Management
Free Elective
EN 123
MA 114/116
CS/BU 112
Writing about Literature
Pre-Calculus or Finite Math
Effective Business Communication
Sophomore Year, Fall Semester
FN 111
Basic Finance & Investing
SM Elective
Any Sports Management Elective
GEC S
Any “Science” course
MK 114
GEC C
Basic Marketing
Any “Classical” period course
Sophomore Year, Spring Semester
AC 111
EC 211
GEC M
Financial Accounting
Macroeconomics
Any “Medieval” period course
MA 225
Intro to Statistics
SM 350
Sports in the Global Arena
Junior Year, Fall Semester
EC 212
Microeconomics
GEC P
Any “Present” course
AC 112
Managerial Accounting
GEC V
SM Elective
Any “Values” course
Any Sports Management Elective
Junior Year, Spring Semester
MG 310
Business, Society, and Corporate Values
SM Elective
Any Sports Management Elective
LA Elective
Liberal Arts Elective
LA Elective
Liberal Arts Elective
GEC V or S
Any "Values" or "Science" course
Senior Year, Fall Semester
GEC C/M/P
Any C, M, P GEC Course
IX 250
Principles of Systems & Technology
BU 393*
Internship I
MG 474
Business Policy
BU 213
Business Law I
Senior Year, Spring Semester
LA Elective
Liberal Arts Elective
GEC V or S
Elective
Any “Values” or “Science” course
Free Elective
Elective
Free Elective
Elective
Free Elective
* Experiential Learning can be completed over the summer or other
period. If completed for no credit, a free elective is added here.
Business Minors
The Business Administration Division offers four minors for students
who are pursuing degrees in non-business areas but who want to
develop skills in professional business areas.
Business Minor
The Business minor is intended for those students who do not have a
background in business, but who wish to become more profession-
ally marketable based on obtaining basic knowledge of the functional
business areas that are vital for anyone in any field of endeavor.
Students will gain an understanding of the key elements of finance,
management, and marketing. Careful selection of electives can also
earn the student up to 9 credits toward an MBA at Dominican
University New York.
The Business Minor consists of 18 credits: MG 211, MK 114, FN
111, and any three other Business course for which there is no
prerequisite or for which the prerequisite has been fulfilled. Credit
toward the MBA would be maximized by taking FN 226, MG 341,
and MG 343 or MG 345. By choosing these three electives, all six
courses (18 credits) taken for the Business minor may be credited
toward Dominican’s MBA program, thus potentially fulfilling three
MBA course requirements (9 credits total).
Human Resource Minor
The Human Resource minor is intended for non-business students
who wish to learn about the areas that are pertinent to any Human
Resource Department, including: employee benefits, compensation,
hiring, recruitment, training, evaluating, motivating, counseling, and
managing, in addition to gaining an understanding of the
regulations under which all of these practices take place.
The Human Resource minor consists of 18 credits: MG 211, MG
310, MG 331, MG 341, MG 373, PS 102S, and PS 227.
Sales Minor
The Sales minor is intended for non-business students who wish to
gain an in-depth knowledge about the potentially lucrative field of
professional sales. Topics such as sales proposals, overcoming objec-
tions, communication skills, prospecting for clients, understanding
buyer psychology, and adding value will be explored. In addition,
students will gain an understanding of how the sales function fits into
the marketing and management functions.
The Sales minor consists of
18 credits: MG 211, MK 114, CS/BU
112, MG 343, MK 333 and any other 3 credits in Business Admin-
istration Division courses (can be collection of 1-credit courses).
Sports Management Minor
The Sports Management minor is intended for non-business students
who wish to learn about the areas that are pertinent to Sports Man-
agement. The Sports Management minor consists of 18 credits: SM
210, SM 350, and four SM electives.
| 45
Chemistry Minor
Chemistry is often referred to as the “central science” given that so
many of its concepts are interwoven into the other scientific disci-
plines. Biology majors, in particular, require rigorous chemistry
backgrounds if they are to enter successfully into careers in research
or health-science fields or pursue a graduate degree in a biology-
related field. The minor in Chemistry can also be completed in con-
junction with other programs, such as Mathematics and Teacher Ed-
ucation, resulting in a career-enhancing interdisciplinary degree.
The Chemistry minor requires 27 credits, distributed as follows, with
a minimum grade of C required in each course:
Required Courses: 20 credits
CH 221
CH 222
General Chemistry I
General Chemistry II
CH 331
CH 332
Organic Chemistry I
Organic Chemistry II
CH/BI 328
Studies in Biochemistry I
Elective Courses: 7 credits
With help from an advisor, students will choose at least 7 additional
credits of chemistry electives to complete the minor.
Current offerings include:
CH 329
CH 330
Studies in Biochemistry II, 3 cr.
Analytical Chemistry, 4 cr.
Communication Studies Major
The B.A. in Communication Studies at Dominican University New
York is a broad based liberal arts program balancing theory and prac-
tice. It prepares students to be effective communicators, ethical leaders,
and innovative media practitioners. The course work assists students in
developing competencies of critical thinking, problem solving, media
and message design, presentations, relational interaction, and cultural
communication. All courses used to fulfill requirements for the CS ma-
jor must be a grade of "C" or higher. Successful completion of CS 111
is a prerequisite to enter this major.
Summary of Communication Studies requirements
The Core Required Courses: (18 credits)
CS 221 - Persuasion and Argumentation
CS 222 - Interpersonal Communication
CS 325 - Introduction to Communication Theory
CS 446 - Gender Communication
and
CS 471 – Communication Research Techniques (1 cr.)
CS 473 – Senior Research in Communication Studies (2 cr.)
or
CS 472 – Communication Research Seminar (3cr., for online students)
The program offers a choice of two tracks (15 credits each):
Media Communication:
including, but not limited to, Introduction to
Mass Communication, New Media, Digital Media, Visual Communi-
cation, Computer Mediated Communication, Documentary Film,
Freedom of the Press, Critical Analysis of the Media, Writing for the
Media, Propaganda, Introduction to Journalism, Journalism II, and
Broadcast Journalism for T.V.
Organizational Communication and Leadership:
including, but not
limited to, Business Communications, Business in Action: Communi-
cation and Management, Global Communication, Public Relations,
Communicating Change, Crisis Communication, Social Media Mar-
keting, Organizational Communication, and Leadership.
One Additional Course (3 credits) from the other "track" or from the
following:
CS 445 - Crime, Justice, and the Media
CS 447 - Communication within the Criminal Justice System
CS 491 - Internship in Communication Studies
All courses used to fulfill requirements for the CS major must be a
grade of "C" or higher.
Lambda Pi Eta Communications Honor Society
Alpha Gamma Pi is Dominican University New York’s chapter of
Lambda Phi Eta, the honor society of the National Communication
Association.The purpose of Lambda Phi Eta is to: (1) recognize the
outstanding scholastic achievement of Dominican University New
York’s Communication Studies students; (2) stimulate interest in the
field of communication; (3) promote and encourage professional devel-
opment among its network of over 600 national chapters.
Eligibility:
To be eligible for membership in Lambda Pi Eta, students must meet
all of the following requirements:
•
at least 60 hours of college credit
•
at least 12 hours in Communication Studies courses
•
an overall GPA of at least 3.0
•
a GPA of at least 3.25 in Communication Studies courses
•
exhibit high standards of personal and professional
character.
46 | Communication Studies Minor
Communication Studies Minor
The minor in Communication is offered through the Division of Arts
and Sciences and provides a broad-based, academic experience that
supports other programs at the University. Regardless of a student’s ac-
ademic major, the courses for this minor are designed to help students
to understand, examine, and function in, the Information Age.
Please note that there are Communication courses cross-listed in Busi-
ness and Management as well as interdepartmental courses students may
take to fulfill the requirements. Specific courses in English, Criminal
Justice, Fine Arts, and Marketing can be options used to fulfill elective
requirements.
Communication Studies is also available as a major.
CS 275 – Language, Communication, and Power
Summary of Requirements: Communications
Minor
Successful completion of CS 111 is a prerequisite to enter this minor.
A grade of C or higher is required for a course to count toward the mi-
nor.
18 credits distributed as follows:
A. Required Areas (12 credits)
1. Must take (6 credits):
CS 221 Persuasion and Argumentation
CS 222 Interpersonal Communication
2. Must take at least one Media Communications course (3 credits, see
above):
3. Must take at least one Organizational Communication course
(3 credits, see above):
B. Elective Areas (6 credits)
Two additional courses either from the required areas or from the other
offerings listed below. An approved for-credit internship may also be
applied.
Other CS and Interdepartmental Courses:
CS 275
CS 325
CS/CJ 445
CS 446
EN/FI 359
Language, Communication, and Power
Communication Theory
Crime, Justice and the Media Introduction to
Gender Communication
Film Appreciation
MK 332
Advertising
Criminal Justice
The Criminal Justice Program is specifically designed to provide stu-
dents with an understanding of the criminal justice system, the nature
of crime, and the interactive roles of the individual and society in the
commission, restraint, and prevention of crime. The Program offers an
appreciation of the complexity of criminal justice and permits students
the opportunity to understand fully the social, legal, and technological
process in criminal justice agencies.
The major requires a variety of courses pertaining to the essential
elements of criminal justice as well as a thorough comprehension of
relevant theoretical perspectives and methodological approaches used
to explore criminal behavior and its various permutations. It offers
a multidisciplinary approach to understanding deviant behavior and
crime, the nature of law and social control, the organization and
management of criminal justice agencies, and the use of research and
evaluation for planned change in criminal justice.
The Program is designed for those who have an interest in under-
standing social issues associated with crime, the work performed by
criminal justice professionals, and the impact public policy decisions
have on the operation of the criminal justice system. The interdisci-
plinary nature of the course content enables graduates to pursue di-
verse career paths and assume positions of leadership in law enforce-
ment, court administration, corrections, and academia.
Summary of Requirements: Criminal Justice
Course
Credits
*SO 111 Intro to Sociology
3
Criminal Justice Core
21
*CJ 113 Introduction to Criminal Justice
CJ 226 Police, Citizen & Community
CJ 227 Law and Society
CJ 230 Juvenile Justice
CJ 372 Research Methods in Criminal Justice
CJ 471 Internship
CJ 472 Capstone Seminar
Electives
15
Other Criminal Justice courses, selected under
advisement. See below.
Related courses selected under advisement.
See below.
12
Total Credits Required
51
* CJ 113 and SO 111 are prerequisites for all Criminal Justice
courses. No grade lower than C will be accepted for credit in the
major. Students generally complete an internship in their junior or
senior year. The capstone seminar is generally taken in the spring
semester of senior year.
Major in Criminal Justice
The Criminal Justice Program requires a total of 51 credits: 3 credits in
SO 111, 21 credits in the criminal justice core, 15 credits in criminal
justice electives, and 12 credits in a related field, as follows:
SO 111
Introduction to Sociology (3 cr.)
Criminal Justice Core (21 credits):
CJ 113
Introduction to Criminal Justice
CJ 226
Police, Citizen & Community
CJ 227
Law and Society
CJ 230
Juvenile Justice
CJ 372
CJ 471
Research Methods in Criminal Justice
Internship
CJ 472
Capstone Seminar
Elective Courses (15 Credits):
CJ/BI 116
CJ 150
Elements of Forensic Science
Criminology
CJ 210
CJ 215
Corrections
Principles of Criminal Investigation
| 47
CJ/PS 223
Forensic Psychology I
CJ 224
CJ/PS 225
Multicultural Law Enforcement
Criminal Psychology
CJ 235
Terrorism and Homeland Security
CJ/SO/SW
244
Gender and Justice
CJ 245
FBI: Past and Present
CJ 250
Courts and the Judicial Process
CJ 260
Victimology
CJ 272
CJ 301
Intro to Applied Statistics in CJ
Domestic Violence and the Law
CJ 320
Probation and Parole
CJ 325
Criminal Justice in Film
CJ 329
Mental Health Law
CJ 331
Constitution, Crime, and Civil Rights
CJ/CS 445
Crime, Justice, & Media
CJ 400
CJ 450
Ethics in Criminal Justice
Advanced Topics
Related Courses (12 credits):
EN 230
Crime in Fiction
PO 332
Gender & Politics
HI 462
History of Terrorism
PO 270
PO333V
Civil Law
Supreme Court & Constitution
PS 224
Psychology of Personality
PS 226
Abnormal Psychology
PS 236
Social Psychology
PS 237
Group Dynamics
PS 248
Perspectives on Chemical Dependency
SO 223V
Social Problems
SO 224V
Sociology of the Family
SO 330V
Ethnic Group Interaction
SO 331V
Child Welfare and the Law
SO 334V
Social Deviance
Note: SO 111 Introduction to Sociology is a prerequisite for all
courses in the major beyond CJ 113. CJ 113 is a prerequisite for all
courses with a CJ designation. PS 102S General Psychology II is a
prerequisite for all courses listed or cross-listed with a PS designation.
Criminal Justice Honor Society
Alpha Phi Sigma is the nationally recognized honor society for students
in the criminal justice sciences. The Society recognizes academic excel-
lence by undergraduates as well as graduate students of criminal justice.
To become a member, the student must have completed one-third of
the total hours required for graduation at his/her institution. The stu-
dent must be recommended by the chapter advisor. Undergraduate stu-
dents must maintain a minimum of 3.2 overall GPA on a 4.0 scale. The
student must also rank in the top 35% of their classes and
have completed a minimum of four courses within the criminal justice
curriculum. The Honor Society is open to those with a declared crimi-
nal justice major or minor.
Criminal Justice Minor
The Criminal Justice minor offers a broad-based, interdisciplinary aca-
demic experience introducing selected themes in the study of criminal
behavior and the societal systems which respond to it. Students will
have an opportunity to consider some significant social science perspec-
tives on the origin and societal meaning of crime and justice. The mi-
nor encourages students to develop familiarity with the three stages of
the criminal justice system--law enforcement, the judicial process, and
corrections.
Criminal Justice may also be selected as an area of concentration by
students pursuing a major in the social sciences. To fulfill the re-
quirements of the minor, students complete SO 111, CJ 113, CJ
331, and three additional courses from the list of approved electives.
18 credits distributed as follows:
Required Courses:
SO 111
Introduction to Sociology
CJ 113
Introduction to Criminal Justice
CJ 331
Constitution, Crime and Civil Rights
Elective Courses: Select two 200 level courses
CJ 210
Corrections
CJ 215
Principles of Criminal Investigation
CJ 224
CJ/PS 225*
Multicultural Law Enforcement
Criminal Psychology
CJ 227
Law and Society
CJ 230
Juvenile Justice
CJ 235
Terrorism and Homeland Security
CJ 244
Gender and Justice
CJ 245
FBI: Past and Present
CJ 250
Courts and the Judicial Process
CJ 260
Victimology
Select one 300 level course:
CJ 301
Domestic Violence and the Law
CJ 320
Probation and Parole
CJ 325
Criminal Justice in Film
CJ 329
Mental Health Law
CJ 372
Research Methods in Criminal Justice
*These courses require PS102S: General Psy-
chology II as a prerequisite.
48 | Economics Minor
Economics Minor
The Economics Minor provides an opportunity for students in any ma-
jor to study how societies produce, distribute, and consume goods and
services in traditional, command, and market economics. Students can
gain an understanding of the reasons for – and alternative policies to
deal with – issues such as inflation and deflation, employment and un-
employment, and economic stability and growth. The Economics Mi-
nor supplements studies in other disciplines and increases students’ un-
derstanding of political and economic issues.
In addition to constituting a minor, the study of economics can also
be pursued as an area of emphasis in the Social Sciences major. (See
Social Sciences section for program details.) Courses in economics
may be taken for liberal arts credit.
Economics Minor Required Courses:
EC 211
Macroeconomics
EC 212
Microeconomics (Prerequisite: EC 211)
EC/FN 435
EC 340VG
World Economics / International Finance
(Prerequisite: EC 211)
Global Economic Issues
Two courses from the following:
EC 338V
Wealth and Poverty
EC 443
Public Finance (Prerequisite: EC 212)
EC/HI 445
American Economic Development
(Prerequisite: EC 211)
FN 435
International Finance
(Prerequisites: FN 226 and EC 212)
Any course with an EC prefix.
English
The program and course offerings in English have two main objectives:
to give the student a broad knowledge and lively appreciation of "the
best that has been thought and said" in literature, and to develop practi-
cal skills for the student's career future.
Works of literature in the program are studied both as art and as ex-
pressions of significant thought, so as to cultivate an understanding of
beauty and at the same time a capacity for dealing confidently with
sophisticated ideas. Students learn how to interpret a particular state-
ment or event by relating it to other elements in the work; how to
interpret a work, or a set of ideas, by relating it to other works and
ideas from different ages and societies; and, at each step, how to in-
terpret current events or personal experiences by relating them imag-
inatively to the events and experiences depicted in the readings.
The emphasis is on cultural knowledge that increases the student's
self-knowledge.
Simultaneously, through the class experience and the individual pro-
jects assigned, emphasis is also placed on the development of skills
that the student will later be able to apply to professional tasks in a
variety of fields. Students learn and practice techniques for gathering
information, for interpreting it, for analyzing it, and for isolating
what is most important in it. They learn, in short, some of the basic
procedures for making themselves experts in their chosen field.
For students majoring in English, a minimum grade of C is required
in all English courses used to fulfill program requirements. Other
grade expectations apply for students seeking teacher certification;
See the Teacher Education section of the catalog for requirements.
Communication Skills Courses
The ability to communicate clearly, logically, and persuasively is in-
creasingly in demand in almost every line of work today, and is among
the most important professional tools the student can acquire. One of
the chief functions of the English program, and one of the chief ways
in which individual English courses serve students in other programs, is
to develop that ability. Each of the literature courses in the program is
designed to include study of the techniques of effective expression,
both in the work of professional writers and in the student's own work;
for students who want concentrated training in those techniques,
whether for professional or personal reasons, there are also a number
of non-literature courses in English and related areas that focus on the
communications skills themselves.
University English Requirements
As the level of writing skills declines, and the demand for those skills in
the professional world increases, Dominican University New York is
committed
to providing its students with the kind of preparation that will give
them an advantage in their later careers.
All freshmen entering the University are placed into courses in the
“Writing Sequence.” As a result of this placement, they are enrolled in
one of the following sequenced courses, the "Writing Sequence":
1. English 119
or
120: College Writing with Lab
or
College Writing & Research
2. English 123: Writing About Literature
Students who need some catch-up work in order to get the most out
of their other college courses begin the sequence with English 108,
proceeding from there to English 119 or EN 120 and 123. Students
who have had sufficient preparation in their previous high school
work begin with English 120, and a few exceptionally talented stu-
dents begin immediately at the third level, English 123.
Students who score a 3 or higher on the AP English Language and
Composition exam, or who have earned college credit through an
equivalent dual enrollment college-level course offered through their
high schools, are exempt from EN 120 and are placed into EN 123.
Students who receive a 3 or higher on the AP Literature exam, or
who have earned college credit through an equivalent dual enroll-
ment college-level course offered through their high schools, must
still enroll in EN 123 but will be given three elective credits in Eng-
lish literature.
With those few exceptions, all freshmen are guaranteed at least 6
credits of training in English skills at a level appropriate to their back-
grounds and needs.
The needs of transfer students are given similarly close attention. Any
entering transfer students who have not already completed the equiv-
alent of the Writing Sequence at their previous institutions will do so
at Dominican. And students who have already taken the equivalent
of the Sequence elsewhere are tested to assess their skills in relation
to Dominican standards; those whose writing still shows a need for
further improvement are placed in EN 115, Enhanced Writing.
Transfer students placed in English 115 are urged to take the course
as early as possible in their first year at the University; successful
| 49
completion of the course with a grade of C- or better is a prerequi-
site for graduation. The same policy applies to the Writing Sequence.
Sigma Tau Delta English Honor Society
Sigma Tau Delta is about recognition and opportunity, and is dedi-
cated to making a real difference in the life of each and every Sigma
Tau Delta.
Our local chapter, the Alpha Upsilon Theta chapter of Sigma Tau
Delta, was founded in December 2013.
Summary of Requirements
Summary of Requirements, English Major (36 credits):
EN 220: Literary Studies (3)
2 Survey courses: 1 early/1 later; 1 Brit./1 Amer. (6)
EN 452: Composition and Grammar (3)
Shakespeare (3)
3 Topics courses (9)*
EN 456: Writing Practicum or Elective (3)
EN 472: Senior Seminar (3)
2 other EN Elective course (6)
*Topics Courses:
British: EN 331M; EN 332M; EN 338M; EN 339M; EN 333P
American: EN 224P, EN 227, EN 260, EN 325, EN 336V,
EN 444V
World: EN/RS 221C, EN 225C, EN 337P, EN 442VG
Genre: EN 327, EN 350, EN 352, EN 353, EN 450
Children’s Lit: EN 454
or
Young Adult Lit: EN 457
Creative Writing: EN 458, EN 460, EN 461
3 1-credit Writing Courses: EN 114, EN 116, EN118
3 1-credit Literature Courses: EN 201, EN 202, EN 203
Note: Three one-credit Writing & Literature courses can be
combined to equal 3 credits.
Summary of Requirements, English with Preparation for Childhood
Education Major (30 credits):
EN 220: Literary Studies (3)
2 Survey courses: 1 Pre-1800 (may be “Shakespeare”);
1 1800-Present; 1 Brit./1 Amer. (6)
EN 452: Composition and Grammar (3)
1Topic course (3)*
Children’s Lit: EN 454: Literature for Children (3)
EN 456: Writing Practicum or Elective (3)
EN 472: Senior Seminar (3)
2 other EN Elective courses (6)
*Topics Courses:
British: EN 331M; EN 332M; EN 338M; EN 339M; EN 333P
American: EN 224P, EN 227, EN 260, EN 325, EN336V,
EN 444V
World: EN/RS 221C, EN 225C, EN 337P, EN 442VG
Genre: EN 327, EN 350, EN 352, EN 353, EN 450
Creative Writing: EN 458, EN 460, EN 461
3 1-credit Writing Courses: EN 114, EN 116, EN118
3 1-credit Literature Courses: EN 201, EN 202, EN 203
Note: Three one-credit Writing & Literature courses can be
combined to equal 3 credits.
Summary of Requirements, English with Preparation for Adolescent
Education Major (36 credits):
EN 220: Literary Studies (3)
2 Survey courses: 1 early/1 later; 1 Brit./1 Amer. (6)
EN 452: Composition and Grammar (3)
Shakespeare (3)
2 Topics courses (6)*
Children’s Lit: EN 454
or
Young Adult Lit: EN 457 (3)
EN 456: Writing Practicum or Elective (3)
EN 472: Senior Seminar (3)
2 other EN Elective courses (6)
*Topics Courses:
British: EN 331M; EN 332M; EN 338M; EN 339M; EN 333P
American: EN 224P, EN 227, EN 260, EN 325, EN336V,
EN 444V
World: EN/RS 221C, EN 225C, EN 337P, EN 442VG
Genre: EN 327, EN 350, EN 352, EN 353, EN 450
Children’s Lit: EN 454
or
Young Adult Lit: EN 457
Creative Writing: EN 458, EN 460, EN 461
3 1-credit Writing Courses: EN 114, EN 116, EN118
3 1-credit Literature Courses: EN 201, EN 202, EN 203
Note: Three one-credit Writing & Literature courses can be
combined to equal 3 credits.
Sample Curriculum Pattern:
English
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
CS 111: Dynamics of Oral Communication
3
EN 119: College Writing/Lab OR EN 120:
College Writing/Research
3 or 4
with lab
(119)
PS 101 or 102S: General Psychology I or II
3
Theater/Film Studies elective OR EN 458:
Creative Writing
3
Term credit total:
16
Spring Semester
EN 123: Writing About Lit.
3
GEC II (C,M,P,G) or GEC III (V) course
3
GEC I: MA, Foreign Lang. or PH 112/113
or GEC III (S) class
3
GEC II C, M, or P course
3
Social Science: HI, SO, PS, Pol. Sci.
3
Term credit total:
15
Sophomore Year - Fall Semester
EN 220: Literary Studies (mandatory)
3
EN 452: Composition and Grammar
3
GEC Component II: C, M, or P course
3
3 1-credit EN Topics courses in Writing or
Lit.; OR Pre-1800 EN Survey Course
3
MA or Foreign Language
3
Term credit total:
15
Spring Semester
1800-Present Survey: EN 224P OR EN 260
African Amer. (Amer.); EN 232 (British)
3
Early Survey: EN “M” or EN 333P
3
EN 445 or 446: Shakespeare
3
Component II C, M, or P course (G course)
3
Film Studies, Theater, Comm. Studies/
College-wide elective
3
Term credit total:
15
Junior Year - Fall Semester
Survey course if needed: EN 223P, EN 231/
228/443V OR EN topics elective
3
Topics: Genre, Creative Writing
3
GEC Component III: V course
3
50 | English
Elective
3
Elective
3
Term credit total:
15
Junior Year- Spring Semester
EN 463: Expos. Writ/Research (elective)
3
EN Elective
3
Survey post 1800 if needed or EN elective
3
Elective or any GEC course if needed
3
Elective
3
Term credit total:
15
Senior Year - Fall Semester
EN 472: Senior Seminar
3
EN 456: Writing Practicum
3
EN Elective
3
Elective OR GEC II or III if needed
3
Elective
3
Term credit total:
15
Spring Semester
EN topics elective
3
Elective
3
Elective
3
Elective
3
Elective
3
Term credit total:
15
Total Credits for Degree:
120
English Minor
The English minor provides students with a foundation of literary un-
derstanding and exploration. The minor requires 18 credits within the
discipline, and all of these 18 credits must be beyond the EN 123 core
course (200-level courses and above). Students electing to minor in
English will be required to take three credits in Literary Studies (EN
220), three credits in British literature, three credits in American litera-
ture, and nine elective credits in English courses (with a number 200 or
higher). In addition, students will be required to receive grades of "C"
or higher in classes counting toward the English minor. This structure
provides a basis of knowledge of literature, while still allowing for the
flexibility to pursue individual interests within course offerings.
Environmental Studies
The BA in Environmental Studies is an interdisciplinary major in-
tended to prepare students for a wide variety of career options. The
variety of courses expose the students to different world views and to
consider different ethical arguments. Students will have a broad un-
derstanding of the science behind climate change and the environ-
ment, allowing them to develop informed solutions. All courses used
to fulfill requirements for the Environmental Studies major must be a
grade of C or higher.
Summary of Requirements:
All students take a series of core courses (41-43 credits). These
courses give the students a solid foundation in the basic science
needed to understand environmental issues. The core also includes
computer, communication, and writing and literature courses,
providing students with skills needed for environmental careers.
Additionally, all students will complete an internship, giving them
hands-on experience in their chosen specialty.
Tracks: Students will choose between two tracks: a science track and
a general track. In total, 65 credits are required for the Environmen-
tal Studies major.
Science track: This track requires additional upper-level courses (16
credits), including Field Ecology which will give the students in-the-
field experience with ecological issues. This track also requires Re-
search Seminar I and II, in which students learn to develop, conduct,
and present scientific research. The students will have 6-8 credits re-
maining to use for major electives. The science track prepares stu-
dents for graduate school, research, or technical jobs.
General track: Working closely with their advisor, this track provides
the student the opportunity to tailor their major to their academic
interests. The requirements guide the student to spread their choices
(22-24 credits) over 200 and 300-level courses offered through vari-
ous programs. The general track prepares students for jobs in consult-
ing, activism, lobbying, education, policy, and other fields.
A total of 120 credits are required to complete the B.A. degree in
Environmental Studies. These credits consist of General Education
Curriculum (GEC) courses, Environmental Studies core courses,
courses specific to the student’s chosen concentration, and free elec-
tives.
Environmental Studies majors may repeat a required course no more
than three times.
Core courses
Course
Credits
ES 221 Introduction to Environmental Sci-
ence
3
BI 113S Introductory Ecology
4
ES 112 Climate Science and Action
Or CH 111S Intro to Chemistry
3
BI 221S General Biology I
4
BI 222S General Biology II
4
BI 201 Pathways to Biology I
2
BI 202 Pathways to Biology II
2
BI 227 Botanical Sciences
4
IX 200 Computer-Based Systems
3
CS 221 Persuasion and Argumentation
3
CS 443 Public Relations
3
EN 285 Literature and the Environment
3
BI 442 Special Topics in biology
2
ES 491 Environmental Studies Internship
1-3
Total required core credits
41-43
Required for General Track
Required for General Track
Environmental Studies electives to fulfil 65
credits for major. Choices to be tailored to
student’s chosen field of interest
22-24
Ethnic Diversity Studies Minor | 51
Required for Science Track
BI 336 Animal Behavior
3
BI 337 Evolution
3
BI 329 Field Ecology
4
BI 443 Research seminar I
3
BI 444 Research seminar II
3
6-8 elective credits to fulfil 65 credits for
major
Electives
ES 111S Earth Science
3
PY 111 S Elements of Physics
3
BI 325 Bioinformatics
3
BI 329 Field Ecology
4
BI 336 Animal Behavior
3
BI 337 Evolution
3
BI 340 Aquatic biology
3
BI 341 Environmental Toxicology
4
CH 221 General Chemistry I
4
CH 222 General Chemistry II
4
CH 331 Organic Chemistry I
4
CH 332 Organic Chemistry II
4
CH 330 Analytical Chemistry
4
MA 221 Calculus I
3
MA 222 Calculus II
3
PY 221 General Physics I
4
PY 222 General Physics II
4
IX 200 Computer Based Systems
3
CS 112 Effective Business Communications
writing and speaking
3
CS 222 Interpersonal Communication
3
CS266 Global Communication
3
CS227 Documentary Film
3
CS 310 Social Media marketing
3
PO337PG World Politics
3
PO/SO320PG Global Interdependence
3
PO112 State and Local Government
3
EN223P American Dream I
3
EN 224 P American Dream II
3
RS (EN) 221 CG Making of myths and
3
HI 229 History of the American West
3
EC211 Macroeconomics
3
PH 221C Discovery of Reason
3
RS332V Social Ethics
3
Ethnic Diversity Studies Minor
The interdisciplinary minor in Ethnic Diversity Studies is in keeping
with one of the University’s principal educational goals, enhancing stu-
dents’ ability to "consider the perspectives of other cultures and socie-
ties, while understanding the commonality of interests among different
peoples in the human community." Regardless of their academic ma-
jors, coursework in Ethnic Diversity provides students with opportuni-
ties for enrichment in global awareness, critical thinking, and inter-
group communication — competencies valuable in virtually any future
academic and/or professional pursuit.
Summary of Requirements: Ethnic Diversity
Studies Minor
18 credits, distributed as follows:
Required Courses (choose at least two):
HI 339P
Ethnicity in America
PO 337PG
RS 337V
World Politics
World Religions
SO 330V
Ethnic Group Interaction
SO 333PG
Global Interdependence
Elective Courses:
EN 260
Survey of African American Literature
HI 441
The African-American Experience
HI 442V
The Survival of the Native American
HI 452PG
East Asian History
HI 453PG
History of Developing Nations
HI 454PG
Latin American History
MK 326
Global Marketing
PO 330PG
The Origins of Modern Africa
SO 221V
Cultural Anthropology
SO 443V
Women in Contemporary Society
IS 453
Elective Internship(s)
52 | Finance
Film Minor
The Film Studies minor offers a curriculum that focuses on the
importance and appreciation of film in our culture for well over
a century. Students enrolling in the program will gain a critical
appreciation of cinema through technical, cultural, artistic, historical,
and academic lenses. The core courses in the minor will also de-
vote significant attention to the diversity that Film Studies incorpo-
rates, including race, gender, and locale. The minor requires 18 cred-
its, with at least 12 of those credits listed as FI courses. A grade of C
or better must be achieved for all classes taken towards meeting the
requirements of the minor.
Summary of Requirements: Film Minor
18 Credits distributed as follows:
Required Courses (6 Credits):
FI 155 Introduction to Film Studies
FI 222 American Cinema or FI 225 World Cinema
Electives (12 Credits):
FI 101-09 Interdisciplinary Film Survey (1-credit course, can be re-
peated for additional credit)
FI 222 American Cinema
FI 225 World Cinema
FI 336 Special Cinema Studies
FI/TH 343 Playwriting/ Screenwriting
FI 355 Film Genres
FI/EN 359 Literature and Film
Interdisciplinary Electives:
BU 111 Exploring Organizational Issues through Film
CJ 325 Criminal Justice in Film
CS 227 Documentary Film
CS Independent Study in Film
DA 250 Dance Films: Social and Historical Perspectives
HI 233M History Through Film: Renaissance Humanism
MG 311 Business in Film
PS 236 Social Psychology
SO/SW 335P Theories in Social Movements and Social Justice
TH 340 History of the American Musical
Finance
Finance is at the core of any business endeavor. Every business,
whether corporate, government-run, for-profit or not-for-profit,
must determine how to finance itself and what its business model will
be. Along with management, sales/marketing and operations, finance
is one of the key pillars of any business.
Students might pursue a career in the treasury department of a com-
pany or government entity, or find work as a financial planner, a
wealth manager, a financial analyst, or in any of the many finance-re-
lated careers available today. Whatever their choice, understanding
the basics of how markets operate, of how companies find investors
and lenders, and how financial planning helps small firms and large
firms weather economic swings – all are critical to success. Individu-
als who want to understand how the finances of an organization are
organized and how adjusting financial levers can impact an organiza-
tion’s success will find a finance major an interesting pursuit. Stu-
dents who consider themselves to be “problem solvers” are a good fit
for a finance major, as much of the coursework entails solving eco-
nomic and financial puzzles.
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215
www.iacbe.org
Experiential Business Learning Requirement
See “Business Administration” section above.
Summary of Requirements:
Finance
Students are responsible for developing their degree program plan
together with the guidance and assistance of an academic advisor.
All students entering the Finance program must take the Writing and
Mathematics placement examinations. All students must meet the
University’s writing proficiency requirements.
Summary of Requirements: Finance
Course
Credits
Finance courses (in addition to those in Business
Core, FN 226, FN 340, FN 344, and electives)
15
Business Core (MG 211, MK 114, IX 250, BU 213,
AC 111, AC 112, FN 111, MG 310, EC/FN 435
MG/MK/FN 474)
31
Liberal Arts (including EC 211, EC 212, MA 113,
MA 114, MA 221, MA 225, EC Elective)
60
Free Electives
9-12
Internship, Practicum, or Experiential Learning
0-3
Freshman Seminar (Day students only)
2
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Core
and FN courses.
Sample Curriculum Pattern:
Finance
Freshman Year, Fall Semester
FN 111
Basic Finance and Investing
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
Elective
Free Elective
AC 111
Financial Accounting
EN 123
Writing About Literature
MA 114
Precalculus
MA 225
Introduction to Statistics
Gender Studies Minor | 53
Sophomore Year, Fall Semester
AC 112
Managerial Accounting
FN 226
Principles of Finance
MG 211
Introduction to Management
MA 221
Calculus
GEC S
Any "Science" course
Sophomore Year, Spring Semester
FN 340
Corporate Finance
EC 211
Macroeconomics
IX 250
Principles of Systems & Technology
GEC V
Any "Values" course
GEC C
Any "Classical" course
Junior Year, Fall Semester
MK 114
Basic Marketing
EC 212
Microeconomics
FN Elective
Any Finance course
GEC S/V
Any "Science" or “Values” course
GEC M
Any “Medieval” course
Junior Year, Spring Semester
FN 344
Investment Analysis
BU 213
Business Law I
MG 310
Business, Society, Corporate Values
GEC S/V
Any “Science” or “Values” course
GEC P
Any "Present" course
Senior Year, Fall Semester
EC Elective
Any Economics Course
BU 393*
Internship
GEC C/M/P
Any “Classic,” “Medieval,” or “Present” course
EC/FN 435
World Economics / International Finance
MG/FN 474
Business Policy and Managerial Decision
Making
Senior Year, Spring Semester
LA Elective
Liberal Arts elective course
LA Elective
Liberal Arts elective course
FN Elective
Any Finance course
Elective
Free elective
Elective
Free elective
* Experiential Learning can be completed over the summer or other
period. If completed for no credit, a free elective is added here.
whether corporate, government-run, for-profit or not-for-profit,
Gender Studies Minor
Gender Studies is an interdisciplinary liberal arts minor offered through
the Divisions of Arts and Sciences and Social Sciences. It is designed to
prepare students in any discipline to conduct research in gender studies,
and to expand the scope and perspective of any professional activity to
include women, and related gender-based issues.
Summary of Requirements: Gender Studies
Minor
18 credits, distributed as follows:
Required Courses (6 credits):
EN 442VG
Women Come of Age
PS 229V
Psychology of Gender
Elective Courses (12 credits):
AR 229
CS 446
EN 338M
Anonymous was a Woman
Gender Communications
Courtly Love
EN 342
Voices of Authority: The Life and Times of
Joan of Arc
PO 332
Gender and Politics
PS 258
Perspectives on Human Sexuality
SO 224V
Sociology of the Family
SO/SW 334V
Deviance: Changing Sociological Perspec-
tives on Race, Class, and Gender
SO/SW 335P
SO/SW 443VG
Theories of Social Movements
Women in Contemporary Society
IS 453
Elective Internship(s) (1-3 cr.)
Gerontology Minor
The interdisciplinary minor of Gerontology provides students with the
opportunity to expand the scope and perspective of their knowledge to
include an understanding of the health and well-being of older adults.
The minor enhances competencies valuable in virtually any future aca-
demic and/or professional pursuit.
Summary of Requirements: Gerontology Minor
18-21 credits, distributed as follows:
Required Courses (12 – 15 credits):
BI 112S
Introductory Physiology,
or
BI 223
&
BI 224
SO 332
SO 440V
Anatomy & Physiology I,
and
Anatomy & Physiology II
Perspectives on Aging
Perspectives on the Health Care System
Elective Courses (6 credits):
FN 118
PH 332V
PS 230
Personal Finance
Social Ethics
Death, Society, & the Human Experience
PS 346
Cognitive Psychology
RS 224M
Religion and Human Experience
SO 224V
Sociology of the Family
54 | Undergraduate Major and Minor Programs
Health Sciences
The Bachelor of Science degree in Health Sciences is an interdiscipli-
nary introduction to the health sciences that is well-suited for those
interested in a wide range of careers within the allied health professions,
including, but not limited to, occupational therapy, athletic training
and physical therapy. Students can also use the Health Sciences degree
to pursue careers in healthcare administration or public health. It may
also serve as an alternative route for students who entered the nursing
program, but who no longer wish (or are unable) to pursue a nursing
career. Students in each track may complete many, and in some cases
all, of the prerequisite courses required for a number of professional
allied health graduate programs.
Note:
All students in the Health Sciences program must achieve a
minimum grade of C in all HL classes, regardless of track.
Sample Curriculum Patterns
Health Sciences–General Track
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
CS 111: Dynamics of Oral Communication
3
EN 120: College Writing Seminar
3
PS 102S: General Psychology II
3
SO 111: Intro to Sociology
3
Term credit total:
14
Spring Semester
BI 114: Nutrition
3
EN 123: Introduction to Literary Form
3
MA 113: College Algebra
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Term credit total:
15
Sophomore Year - Fall Semester
BI 221S: General Biology I
4
HL 201: Introduction to Health Care &
Health Professions
3
Component II C, M, or P course
3
SS 221: Quantitative Methods
3
Foreign Language I
3
Term credit total:
16
Spring Semester
HL 210/PS 210: Lifespan Human Development
3
MA 114: Precalculus
or
MA120: Math, Money,
You
3
HL 225: Advanced Writing/Composition for
Health Sciences*
3
Component II C, M, or P course (G course)
3
Foreign Language II
3
Term credit total:
15
Junior Year - Fall Semester
HL 301: Medical Terminology
3
BI 223: Anatomy & Physiology I
4
MA 225: Intro to Statistics
3
PH 112: Logic
3
Elective
3
Term credit total:
16
Spring Semester
HL 311: Promotion of Health & Disease
Prevention
3
BI224: Anatomy & Physiology II
4
PH 333V: Bioethics
3
Elective
3
Elective
3
Term credit total:
16
Senior Year - Fall Semester
CH220 Chemistry for the Health Professions or
PY221 General Physics I *
4
SO 440V: Perspectives on the Health Care
System
3
HL 401: Professionalism in the Health Sciences
3
Elective
3
Elective
3
Term credit total:
16
Spring Semester
HL 421: Health Sciences Seminar
3
HL 411: Health Information Management
3
Elective
3
Elective
3
Term credit total:
12
Total Credits for Degree: 120
*The math and science course selected will be based on the student’s
plans post-graduation and under the guidance of the academic advisor.
Health Sciences – Pre-OT Track
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
CS 111: Dynamics of Oral Communication**
3
EN 120: College Writing Seminar*
3
PS 102S: General Psychology II**
3
SO 111: Intro to Sociology**
3
Term credit total:
14
Spring Semester
SS 221: Quantitative Methods
3
EN 123: Introduction to Literary Form*
3
MA 113: College Algebra*
3
Component II C, M, or P course
3
Component II C, M, or P course
3
Term credit total:
15
Sophomore Year - Fall Semester
HL 201: Introduction to Health Care &
Health Professions
3
BI 221S: General Biology I
4
BI 223: Anatomy & Physiology I**
4
MA 114: Precalculus
3
Foreign Language I
3
Term credit total:
17
Spring Semester
HL 210/PS 210: Lifespan Human
Development**
3
HL 225: Advanced Writing/Composition for
Health Sciences
3
BI 224: Anatomy & Physiology II**
4
Foreign Language II
3
Component II C,M,P with G
3
Term credit total:
16
Junior Year - Fall Semester
HL 301: Medical Terminology
3
Undergraduate Major and Minor Programs | 55
PH 112: Logic
3
PS 226: Abnormal Psychology**
3
Component II C, M or P
3
Elective
3
Term credit total:
15
Spring Semester
HL 311: Promotion of Health & Disease
Prevention
3
HL 321: Crafting Health: Craft & Creative
Media
or
HL 240: Health Psychology
3
BI 333: Neuroscience**
3
MA 225: Intro to Statistics**
3
PH 333V: Bioethics
3
Term credit total:
15
Senior Year - Fall Semester
HL 401: Professionalism in the Health Sciences
3
BI 114S: Nutrition
3
PY 221: General Physics I**
4
SO 440V: Perspectives on the Health Care
System
3
Elective
3
Term credit total:
16
Spring Semester
HL 411: Health Information Management
3
HL 421: Health Sciences Seminar
3
Elective
3
Elective
3
Term credit total:
12
Total Credits for Degree: 120
APPLICATION VIA OTCAS SUBMITTED BY
DECEMBER 31 OF THE SENIOR YEAR;
MUST EARN A MINIMUM OF 123 CREDITS
FOR THE DEGREE***
* Indicates mandatory prerequisite course for the Occupational
Therapy Program at Dominican University New York in which a
grade of no less than a C must be earned. All potential candidates
to the Graduate Occupational Therapy Program must have a mini-
mum cumulative and prerequisite GPA of 3.0
** Indicates mandatory prerequisite course for the Occupational
Therapy Program in which a grade of no less than a B- must be
earned. All potential candidates to the Graduate Occupational Ther-
apy Program must have a minimum cumulative and prerequisite
GPA of 3.0
***It is important to note that enrollment in and completion of the
Bachelor of Science in Health Sciences degree is not an automatic
guarantee of acceptance to the Graduate Occupational Therapy Pro-
gram. The application process is a competitive one; however, Domin-
ican University New York graduates are given preferential considera-
tion over other equally qualified outside candidates
Health Sciences – Pre-PT Track
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
CS 111: Dynamics of Oral Communication
3
EN 120: College Writing Seminar
3
PS 102S: General Psychology II *
3
MA113 College Algebra
3
Term credit total:
14
Spring Semester
BI 114S: Nutrition
3
EN 123: Introduction to Literary Form
3
MA 114 Precalculus
3
SO 111 Intro to Sociology
3
Component II C, M, or P course
3
Term credit total:
15
Sophomore Year - Fall Semester
HL 201: Introduction to Health Care & Health
Professions
3
BI 221S: General Biology I *
4
MA 221 Calculus
3
SS 221: Quantitative Methods
3
Foreign Language I
3
Term credit total:
16
Spring Semester
HL 210/PS210: Lifespan Human Development *
3
HL 225: Advanced Writing/Composition for
Health Sciences
3
BI 222S: General Biology II *
4
Component II C, M or P I *
3
Foreign Language II
3
Term credit total:
16
Junior Year - Fall Semester
HL 301: Medical Terminology
3
BI 223: Anatomy & Physiology I *
4
MA 225: Intro to Statistics
3
PY 222: General Physics I *
4
Component II C, M, or P course
3
Term credit total:
17
Spring Semester
HL 311: Promotion of Health & Disease
Prevention
3
BI 224: Anatomy & Physiology II *
4
PY222 General Physics II *
4
PH 112: Logic
3
Component II C, M, or P course
3
Term credit total:
17
Senior Year - Fall Semester
HL401: Professionalism in the Health Sciences
3
CH 221: General Chemistry I
4
Psychology Elective (PS 226, 240, or 350)
3
SO 440V: Perspectives on the Health Care
System
3
Elective
3
Term credit total:
16
Spring Semester
HL411: Health Information Management
3
HL421: Health Sciences Seminar
3
CH 222: General Chemistry II
4
PH 333V: Bioethics
3
Term credit total:
14
Total Credits for Degree: 125
* Indicated mandatory pre-requisite for the Doctor of Physical Ther-
apy Program at Dominican University New York. Must achieve no
less than a grade of C in any prerequisite course with a minimum
overall GPA of 3.0.
**It is important to note that enrollment in and completion of the
Bachelor of Science in Health Sciences degree is not an automatic
56 | Undergraduate Major and Minor Programs
guarantee of acceptance to the Doctor of Physical Therapy Program.
The application process is a competitive one; however, Dominican
University New York graduates are given preferential consideration
over other equally qualified outside candidates
Health Sciences – Pre-AT Track
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
PS 102S: General Psychology II
3
EN 120: College Writing Seminar
3
SO 111: Intro to Sociology
3
CS 111: Dynamics of Oral Communication
3
Term credit total:
14
Spring Semester
BI 114S: Nutrition
3
EN 123: Introduction to Literary Form
3
Component II C,M,P
3
MA 113: College Algebra
3
Component II C,M,P
3
Term credit total:
15
Sophomore Year - Fall Semester
BI 221S: General Biology I
4
HL 201: Introduction to Health Care and
Health Professions
3
Foreign Language I
3
HL 301: Medical Terminology
3
MA 114: Precalculus
3
Term credit total:
16
Spring Semester
HL 210/PS 210: Lifespan Human Development
for the Health Sciences
3
SS 221: Quantitative Methods
3
HL 225: Advanced Writing/Composition for
Health Sciences
3
Foreign Language II
3
BI 222S: General Biology II
4
Term credit total:
16
Junior Year - Fall Semester
BI 223: Anatomy & Physiology I
4
CH 221: General Chemistry I
4
Component II C, M, P
3
PS 239: Sports Psychology
3
Component II G
3
Term credit total:
17
Spring Semester
Component II C, M, P
3
BI 224: Anatomy & Physiology II
4
HL 311: Promotion of Health and Disease
Prevention
3
MA 225: Intro to Statistics
3
PH 112: Logic
3
Term credit total:
16
Senior Year - Fall Semester
PY 221: General Physics I
4
SO 440V: Perspectives on the Health Care
System
3
HL 401: Professionalism in the Health Sciences
3
BI 332: Kinesiology
3
Elective
3
Term credit total:
16
Spring Semester
HL 411: Health Sciences Seminar
3
HL421: Health Information Management
3
PY 222: General Physics II
4
BI 338: Exercise Physiology
3
PH 333V: Bioethics
3
Term credit total:
16
Total Credits for Degree: 126
*** Dominican University New York has several articulation agree-
ments with colleges that offer the Master’s in Athletic Training. Each
school requires a minimum grade in specific courses. Consult your
academic advisor for more information.
Health Sciences – Public Health Concentration
Some of the courses in this concentration are offered through Do-
minican University’s partnership with LCMC, a national consortium
of private colleges. These courses are designed by top academics, re-
viewed by industry leaders, and taught online--synchronously or
asynchronously--by qualified faculty from other colleges within the
LCMC consortium.
Required concentration courses include the following courses:
HL 150 History of Public Health
HL 202 Introduction to Public Health Informatics and Technology
HL 350 Epidemiology
HL 355 Health Services
HL 450 Public Health Studies I
HL 451 Public Health Studies II
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
PS 102S: General Psychology II
3
EN 120: College Writing and Research
3
SO 111: Introduction to Sociology
3
CS 111: Dynamics of Oral Communication
3
Term credit total:
14
Spring Semester
HL 210: Lifespan Human Development
3
SS 221: Quantitative Methods
3
EN 123: Writing About Literature
3
PH 112: Logic
3
MA 113: College Algebra
3
Term credit total:
15
Sophomore Year - Fall Semester
HL 201: Introduction to Health Care and the
Health Professions
3
HL 150: History of Public Health
3
BI 221S: General Biology I
4
BI 223: Anatomy & Physiology I
4
Component II: C, M or P
3
Term credit total:
17
Spring Semester
HL2 25: Advanced Writing and Composition in
the Health Sciences
3
SO 440V: Perspectives on the Health Care Sys-
tem
3
HL 355: Health Services
3
BI 224: Anatomy & Physiology II
4
Component II: C, M or P
3
Term credit total:
16
Undergraduate Major and Minor Programs | 57
Junior Year - Fall Semester
HL 301: Medical Terminology
3
MA 235: Biostatistics and Epidemiology
3
HL 401: Professionalism in the Health Sciences
3
HL 202: Introduction to PHIT
3
Component II: C, M or P
3
Term credit total:
15
Spring Semester
HL 311: Promotion of Health and Disease
Prevention
3
PH 333V: Bioethics
3
HL 350: Epidemiology
3
BI 114S: Intro to Nutrition
3
Component II: C, M or P
3
Term credit total:
15
Senior Year - Fall Semester
Foreign Language I
3
HL 411: Health Information Management
3
HL 451: Public Health Studies I
3
Elective
3
Elective
3
Term credit total:
15
Spring Semester
HL 421: Health Sciences Seminar
3
Foreign Language II
3
HL 452: Public Health Studies II
3
Elective
3
Elective
3
Term credit total:
15
Total Credits for Degree
122
Health Sciences – Public Health Informatics and
Technology (PHIT) Concentration
Public Health Informatics and Technology (PHIT) covers the rapidly
expanding field of data and information systems in public health and
other health care sectors.
Freshman Year - Fall Semester
Credits
FS 111: Freshman Seminar
2
CS 111: Dynamics of Oral Communication
3
EN 120: College Writing Seminar
3
PS 102S: General Psychology II
3
SO 111: Intro to Sociology
3
Term credit total:
14
Spring Semester
HL 210: Lifespan Human Development
3
EN 123: Introduction to Literary Form
3
MA 113: College Algebra
3
PH 112: Logic (GEC I)
3
SS 221: Quantitative Methods (GEC III)
3
Term credit total:
15
Sophomore Year - Fall Semester
BI 221S: General Biology I
4
HL 201: Introduction to Health Care &
Health Professions
3
Component II C, M, or P course
3
SS 221: Quantitative Methods
3
Term credit total:
16
Spring Semester
HL 210/PS 210: Lifespan Human Development
3
MA 114: Precalculus
or
MA120: Math, Money,
You
3
HL 225: Advanced Writing/Composition for
Health Sciences
3
Component II C, M, or P course (G course)
3
Foreign Language II
3
Term credit total:
15
Junior Year - Fall Semester
HL 301: Medical Terminology
3
BI 223: Anatomy & Physiology I
4
MA 225: Intro to Statistics
3
PH 112: Logic
3
Elective
3
Term credit total:
16
Spring Semester
HL 311: Promotion of Health & Disease
Prevention
3
BI224: Anatomy & Physiology II
4
PH 333V: Bioethics
3
Elective
3
Elective
3
Term credit total:
16
Senior Year - Fall Semester
CH220 Chemistry for the Health Professions or
PY221 General Physics I *
4
SO 440V: Perspectives on the Health Care
System
3
HL 401: Professionalism in the Health Sciences
3
Elective
3
Elective
3
Term credit total:
16
Spring Semester
HL 421: Health Sciences Seminar
3
HL 411: Health Information Management
3
Elective
3
Elective
3
Term credit total:
12
Total Credits for Degree: 120
58 | History
History
History is the universal major. With a reflective understanding of the
past, the historically-minded individual is equipped to embrace life with
an informed perspective and to excel with competence in careers span-
ning a broad array of occupations. Since History studies the origin,
growth, and complexity of civilization, it provides a framework from
which to view and understand the great issues of our time. In order to
meet the needs of students as individuals in an increasingly competitive
and technological society, the History program traces the development
of humanistic and spiritual ideas and values; provides intellectual and
cultural enrichment; and develops skills in critical thinking, research,
and expression. Equipped with such knowledge and skills, the student
is prepared to make a creative and effective response to the challenges
and opportunities of our contemporary world.
As one of the most versatile degrees offered by the University, History
provides students with a collection of skills and a base of knowledge
which employers in a broad spectrum of career fields highly desire.
For those preparing for careers in traditional history-related fields, such
as education, research, and government service, the scope of the pro-
gram enables students to pursue American, European, and non-West-
ern areas of study; to develop necessary analytical skills; and to gain use-
ful insights from other disciplines among the social sciences and the lib-
eral arts. For those interested in a broader set of career opportunities,
History majors can apply the skills and techniques developed from the
program to find success in professions as varied as law, business, military
intelligence, journalism, publishing, and international relations.
Summary of Requirements: History
Course
Semester
Hours
History Major
36
Four Required Foundation Courses:
12
HI 101 Intro to History and Methods
HI 222C Classical History/Civilization
HI 223M Medieval Europe
or
HI 224M Renaissance-Reformation
HI 332 American National Period
Any two courses selected from American
History
6
One of the following Modern European
History courses:
3
HI 225 Nineteenth-Century Europe
HI 226 Hitler’s Third Reich
HI 337P Twentieth-Century Europe
HI 446V War and Society
One Area Studies course:
3
HI 451P Middle Eastern History
HI 452P East Asian History
HI 453P History Developing Nations
HI 454P Latin American History
One Advanced-Level Tutorial, Applied, or
Special Topics course
3
HI 300 or 400 series
Two elective courses from any area of
History
6
Advanced Standing Capstone Sequence:
HI 470 Historiography
6
HI 472 Seminar in Historical Research
No grade below a C is accepted for credit toward the History major.
Sample Curriculum Pattern for the B.A. in History (39 credits)
As this program map shows, the B.A. in History provides students
with a solid foundation in historical studies while also allowing them
to explore broadly across the University curriculum with its ample
room for free electives, Alternatively, these free electives may be
organized in a more focused manner, enabling students to complete a
minor or even a second major in another academic field.
Freshman Year: Semester 1 (17 credits)
EN 120 College Writing
CS 111 Dynamics of Oral Communication
GEC I Component 1C: Language, Math, or Philosophy
HI 101 Introduction to History and Methods
Elective Free Elective
FS 111 Freshman Seminar
Freshman Year: Semester 2 (15 Credits)
EN 123 Writing about Literature
GEC I Component 1C: Language, Math, or Philosophy
GEC II Component II: Classical
HI 222 Classical Civilization
HI 332 American National Period
Sophomore Year: Semester 3 (15 Credits)
HI 223/224 Medieval Europe/Renaissance-Reformation
Europe
HI Elective American History Elective
GEC II Component II: Medieval
GEC III Component III: Value
Elective Free Elective
Sophomore Year: Semester 4 (15 Credits)
HI Elective American History Elective
HI Elective Modern Europe Elective
GEC II Component II: Present
GEC III Component III: Science
Elective Free Elective
Junior Year: Semester 5 (15 Credits)
HI 300/400 Advanced History Elective
HI Elective Any History Elective
HI Elective Non-Western History
GEC II Component II: Classical, Medieval, Present
GEC III Component III: Value or Science
Junior Year: Semester 6 (15 Credits)
HI Elective Any History Elective
HI 470 Historiography
GEC III Component III: Value or Science
Elective Free Elective
Elective Free Elective
Senior Year: Semester 7 (15 Credits)
HI 472 Seminar in Historical Research
Elective Free Elective
Elective Free Elective
Elective Free Elective
Elective Free Elective
Senior Year: Semester 8 (15 Credits)
HI 471 History Internship (Recommended)
Elective Free Elective
Elective Free Elective
Elective Free Elective
Elective Free Elective
History may also be selected as an area of emphasis by students pur-
suing a major in the social sciences. Consult Social Sciences section
for the complete degree requirements.
History | 59
Summary of Requirements: History with
Preparation for Childhood Education
30 semester hours in History including one History course each in areas
C and M of Component II of GEC (6); American History (6); Euro-
pean History (3); non-Western regional studies (3); Seminar (3); 9
semester hours in History electives, chosen under program advisement.
History may also be selected as an area of emphasis by students pursuing
a major in the social sciences. Consult Social Sciences section for the
complete degree requirements.
History Club
The History program sponsors the History Club, a student organiza-
tion that provides the University community with the opportunity to
engage in the richness of historical discourse in its many manifesta-
tions. Special emphasis is focused on exploring the multiplicity of
significant historical sites in the Lower Hudson Valley that stretch
back through Colonial times. In addition to field trips, the Club pro-
vides a variety of programming to include educational activities,
social events, community involvement, career development, and net-
working opportunities. Membership in the Club is open to students
in any major. For more information, please contact the History pro-
gram located in Casey Hall, Room 18 or call (845) 848-4068.
Phi Alpha Theta National Honor Society for History
Purpose:
Phi Alpha Theta is a professional society dedicated to the advance-
ment of the study of history through the exchange of ideas, learning,
and research and is comprised of professors, scholars, and students at
the undergraduate and graduate levels.
Eligibility:
Any undergraduate student of good moral character who has
achieved academic distinction in the study of History may be invited
to join Dominican University’s Alpha Xi Gamma Chapter of Phi Al-
pha Theta. Specifically, students must complete at least 12 credit
hours in History with a combined GPA of 3.1 and maintain a 3.0
GPA in their overall University coursework. These students are gen-
erally among the top 35% in their respective classes, but they do not
need to have a major or minor in History in order to be eligible for
membership.
Major Activities:
Students who join Phi Alpha Theta may participate in all activities
sponsored at the local chapter and national levels to include meet-
ings, academic conferences, social events, and volunteer activities.
Members also have the opportunity to compete for national scholar-
ships and run for elective offices at the local chapter level. For more
information, please contact the History program located in Casey
Hall, Room 18 or call (845) 848-4068.
History Minor
The minor in History offers a broad overview of the past through a
focus on three distinct but related areas of study: United States, Eu-
rope, and the Non-Western World. In pursuing the minor, students
will deepen their experience of the study and practice of the disci-
pline through the critical engagement of primary and secondary
source material while also broadening their experience of the study
of humanity with an emphasis on the development of analytical, crit-
ical thinking, and writing skills. Because it provides students with a
foundation in understanding the contemporary world through a
knowledge of its historical roots while developing essential cognitive
skills, the minor serves as a complement to a range of other academic
disciplines and future professional careers.
To earn the minor in History, students must complete 18 credits in
History.
Three Required Courses (9 credits):
Students must complete three foundation courses according to the
following distribution:
1. Classical Course - HI 222C Classical History and Civilization
2. Medieval Course - Either HI 223M Medieval Europe
or
HI224 Renaissance-Reformation Europe
3. U.S. Course - HI 331 American Colonial Period or HI 332
American National Period
Three Elective Courses (9 credits):
Students must select three elective courses according to the following
distribution:
1. One elective course from Group A: United States History
2. One elective course from Group C: Non-Western and
Global History
3. One elective course from either Group A: United States
History
or
Group B: European History
Sample of Group A courses: United States History
HI 114 Biography in American History
HI 292 History of Women in America
HI 333 Sectionalism, Civil War, and Reconstruction
HI 334 American Society 1877-1920: Progress and Reform
HI 335 American Consensus: 1932 to the Present
HI 339 Ethnicity in America
HI 409 Freedom & Liberty in America
HI 442 Survival of the Native Americans
Sample of Group B courses: European History
HI 225 Nineteenth-Century Europe
HI 226 Hitler's Third Reich
HI 230 History of the Byzantine Empire
HI 233 History Through Film: Renaissance Humanism
HI 301 Women in the Middle Ages
HI 327 Age of Chivalry
HI 337 Twentieth-Century Europe
Sample of Group C courses: Non-Western and Global History
HI 349 Disease & History: Pathogens, Parasites, & Pandemics
HI 350 Food & Civilization
HI 451 Middle Eastern History
HI 452 East Asian History
HI 453 History of Developing Nations
HI 454 Latin American History
HI 462 History of Terrorism
No grade below a C is accepted for credit toward the History minor.
60 | Humanities
Humanities
The Humanities Major is designed to build on the General Education
Curriculum (see GEC section), providing direction and focus for stu-
dents interested in pursuing a broad-based study of the Humanities. A
grade of C or higher is required for any course used to fulfill major re-
quirements.
Like the GEC, the Humanities program grows out of some of the
overarching traditional goals of a liberal education. The heart of the
program is a Humanities Core, which is required of all Humanities
students. The Humanities Core, drawing on courses from several dif-
ferent disciplines, is designed to strengthen (1) students’ know-ledge
of Western cultural history, (2) their awareness of ethical judgments
and social values, (3) their appreciation of cultural differences, and (4)
their taste in aesthetic experiences.
In addition to the Humanities Core, students also complete 18 se-
mester hours in one of six areas of specialization — English, Philoso-
phy, Religious Studies, History, Art, or World Language & Culture.
The capstone of the Humanities Major is the Writing and Research
in Humanities course (HU 472). This course, taken in your senior
year, builds on other courses in the Humanities Sequence. The
course focuses on the development of a senior research project. Nor-
mally the project culminates in a formal essay presented to the Hu-
manities faculty; imaginative nontraditional projects such as the prep-
aration of a performance or an exhibit are also possible when, in the
judgment of the faculty, they offer comparable challenges and bene-
fits.
Summary of Requirements: Humanities
General Education Curriculum (39 semester hours):
Component I. General Skills:
Communications & Analysis
15 sem. hrs.
Component II. Roots of Contemporary Life
& Culture
12 sem. hrs.
Component III. Issues in Contemporary Life
& Culture
12 sem. hrs.
See GEC section for details
.
Humanities Core (24 semester hours):
1. HU 252 Topics in Humanities
3 sem. hrs.
2. HU 362 Readings in Humanities
3 sem. hrs.
3. HU 472 Writing & Research in
Humanities
3 sem. hrs.
4. Cultural History
Any C,M,P course in HU disciplines
not used in the Specialization
3 sem. hrs.
5. Ethics and Social Values: Any V
Course from PH, RS not used in
the Specialization
3 sem. hrs.
6. Foreign Language/Culture (A language
or culture course not used in the
Specialization)
3 sem. hrs.
7. Aesthetics
a. Literature course—any non-writ-
ing EN course, 200-level or above,
not used in the Specialization
b. Fine Arts course not used in the
Specialization
3 sem. hrs.
Areas of Specialization
Specialization in Art
The specialization requires 18 semester hours in Art in addition to
any Art courses taken in GEC and the Humanities Core. The 18 se-
mester hours consist of the Art minor requirements. See Art minor.
Specialization in English
The specialization requires 18 semester hours in English in addition
to any English courses taken in GEC and the Humanities Core.
The 18 semester hours consist of the English minor.
See English minor.
Specialization in World Language & Culture
The specialization requires 18 semester hours in Spanish, including at
least 12 semester hours above the intermediate level (SP 221–222).
The 18 semester hours consist of the Spanish minor requirements.
See Spanish minor.
Specialization in History
In addition to the specialization described here, the University offers
a separate major program in History. Consult History section for
program details.
The specialization requires 18 semester hours in History in addition
to any History courses taken in GEC and the Humanities Core. The
18 semester hours consist of the History minor requirements. See
History minor.
Specialization in Philosophy
The specialization requires 18 semester hours in Philosophy in addi-
tion to any Philosophy courses taken in GEC and the Humanities
Core. The 18 semester hours consist of the Philosophy minor re-
quirements. See Philosophy minor.
Specialization in Religious Studies
The specialization requires 18 semester hours in Religious Studies in
addition to any courses taken in GEC and the Humanities Core. The
18 semester hours consist of the Religious Studies minor requirements.
See Religious Studies minor.
Summary of Requirements: Humanities (B.A.)
with Preparation for Childhood Education
Requirements are the same as those listed for the standard Humanities
major.
Summary of Requirements: Humanities
Concentration with a B.S. in Education
Requirements for the Humanities/Childhood Education majors in-
clude 30 credits beyond the GEC -- and Humanities course require-
ments should not be doubled up with GEC courses. Require-
ments: Successful completion of the Humanities Sequence (9 cred-
its).
12 credits in one area of Specialization in a Humanities discipline; 9
additional credits from a Humanities discipline, to be distributed
equally in each of the following areas -- Classical period, Medieval
Period, and a Values course.
Information Technology (IT) | 61
Information Technology (IT)
Dominican University New York’s program in Information Tech-
nology (IT) will qualify students for career positions in the rapidly
growing Information Technology sector. The Bureau of Labor Sta-
tistics projects a 13% growth rate in the information and technology
field between 2020 and 2030. This growth rate is much faster than
the national average for all careers. We offer three tracks within the
IT program – Infrastructure, Application Development, and Public
Health Informatics & Technology.
Our IT program is based on the current demand for technology
skills. We have three courses based on current industry technology
certifications, Comp TIA A+ (IX 300), Comp TIA Network+ (IX
310) and Microsoft Server Certification (IX 330). We highly encour-
age students to take these certification exams while they are still stu-
dents or soon after graduation.
As an IT professional, you may work with end-user technology, lo-
cal area networks, network servers, databases, e-mail systems, cy-
bersecurity, or Internet-based technologies. The IT Infrastructure
program will expose you to all these areas. Alternatively, you can fo-
cus on developing software, games, or other applications in the IT
Application Development track. Our third track, IT-Public Health
Informatics and Technology covers the rapidly expanding field of
data and information systems in public health and other health care
sectors.
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215.
www.iacbe.org
Experiential Business Learning Requirement
See “Business Administration” section above.
The Dominican University New York IT Program
• The IT program emphasizes a close connection between
the program’s educational requirements and skills needed
for careers in the field. In order to bring real world work
into the classroom, Dominican University New York’s In-
formation Technology Department works closely with the
academic IT program. As a result, the IT programs keep
current with the rapidly developing IT profession.
• All students have access to both IT faculty and IT depart-
ment professionals as they complete their degrees.
• Daytime students may be offered work study internships in
the college’s IT department. This provides more hands-on
time repairing and upgrading laptops and desktop comput-
ers.
• A dedicated lab for the IT program, equipped with com-
mercial grade hardware and software provides students
with the opportunity to work with real web servers, net-
work servers, database servers, network switches, and rout-
ers.
The IT program is part of the Business Administration Division and
focuses on how IT supports businesses and organizations of all types
and sizes.
Summary of Requirements
The Information Technology program consists of a minimum of 120
credits, distributed as follows:
• 60 credits in Liberal Arts
• 2 credits in Freshman Seminar (for Freshman Day
Students)
• 58 credits in Division Requirements
o 28 credits core business requirements
o 24-30 credits in CIS courses depending on track)
o 0-6 free electives (depending on track)
Summary of Requirements: Information Technology
Course #
Course Name
Credits
IT Core – all tracks
IX 250*
Principles of Systems and Technology
3
IX 200
Computer-Based Systems
3
IX 235
Project Management
3
IX 380
Database Organization and Systems
3
IX 490
Senior Project
3
Infrastructure Track Requirements
IX 264
IT Management
3
IX 300
Technology Hardware
3
IX 310
Network Technology
3
IX 330
Windows Server Management
3
IX___
IT Elective
3
Application Development Track
Requirements
IX 340
Intermediate Programming
3
IX 370
Advanced Programming
3
IX___
IT Elective
3
Free Elective
3
Free Elective
3
PHIT Track Requirements
IX/HL 202
Intro Public Health Informatics
3
MA 235
Biostatistics and Epidemiology
3
IX/HL 302
Health Information Exchange and Data
Literacy
3
IX/HL 421
PHIT Capstone Emergency Prepared-
ness
3
*The 24 required credits in business core courses include a 3-credit
Principles of Systems and Technology course (IX 250) taken by all
business majors.
Business Management
In general, Information Technology supports businesses and organi-
zations of all types and sizes. The better understanding students have
related to the business world, the better understanding they will have
of its technology needs.
In order to maximize understanding of the business world, the
Dominican University New York CIS program is part of the Busi-
ness Administration Division.
Certificate in Public Health Informatics & Technology
Dominican University New York offers an online post-baccalaureate
certificate in Public Health Informatics & Technology (PHIT). Areas
of focus include addressing health inequities in US society with per-
spectives on the social determinants of health, data interoperability,
epidemiology and emergency preparedness. Students may also partic-
ipate in a 3-credit internship in a public health informatics job setting
with ongoing support for placement into the profession after com-
pletion. Students must hold a B.A. or B.S. degree. Relevant work
experience in health care or information technology is expected, but
not absolutely required. The certificate consists of two required
PHIT courses—IX/HL 202: Introduction to Public Health Infor-
matics and Technology and HL 421: PHIT for Emergency Prepared-
ness & Surveillance—and two 3-credit PHIT electives.
62 | Information Technology (IT)
Sample Curriculum Pattern:
IT – Infrastructure Track
Freshman Year, Fall Semester
IX 250
Principles of Systems and Technology
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication (or CS 221)
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
IX 200
Introduction to Management
Computer-based Systems
EN 123
MA 114/116
CS/BU 112
Writing about Literature
Pre-Calculus or Finite Math
Effective Business Communication
Sophomore Year, Fall Semester
FN 111
Basic Finance and Investing
IX 240
Programming I
MA 225
Introduction to Statistics
MK 114
GEC S
Basic Marketing
Any “Science” course
Sophomore Year, Spring Semester
Elective
IX 266
IX 300
Free elective
IT Management
Technology Hardware and Software
GEC V
Any "Values" course
GEC C
Any “Classical” course
Junior Year, Fall Semester
EC 211
Macroeconomics
IX Elective
Any IT course
IX 310
Network Technology
GEC M
V or S
Any “Medieval” course
Any "Values" or "Science" course
Junior Year, Spring Semester
MG 310
Business, Society, and Corporate Values
EC 212
Microeconomics
IX 235
Project Management
LA Elective
Liberal Arts Elective
GEC P
Any "Present" course
Senior Year, Fall Semester
IX 330
Windows Server Management
IX 380
Database Organization and Systems
MG 355
International Management
LA Elective
Liberal Arts Elective
IX 490*
Applied Software Development
Senior Year, Spring Semester
BU 213
Business Law I
V or S
Elective
Any “Values” or “Science” course
Free elective
GEC C/M/P
Any C, M, or P GEC course
LA Elective
Liberal Arts Elective
* Internship can be completed over the summer or other period.
Sample Curriculum Pattern:
IT – Application Development Track
Freshman Year, Fall Semester
IX 250
Principles of Systems and Technology
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication (or CS 221)
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
IX 200
Introduction to Management
Computer-based Systems
EN 123
MA 114
MA 225
Writing about Literature
Pre-Calculus
Introduction to Statistics
Sophomore Year, Fall Semester
FN 111
Basic Finance and Investing
IX 240
Programming I
MA 221
Calculus
MK 114
GEC S
Basic Marketing
Any “Science” course
Sophomore Year, Spring Semester
Elective
IX 235
IX 340
Free elective
Project Management
Intermediate Programming
GEC V
Any "Values" course
GEC C
Any “Classical” course
Junior Year, Fall Semester
EC 211
Macroeconomics
IX elective
Any IT course
IX 370
Advanced Programming
GEC M
V or S
Any “Medieval” course
Any "Values" or "Science" course
Junior Year, Spring Semester
MG 310
Business, Society, and Corporate Values
EC 212
Microeconomics
IX Elective
Any IT course
LA Elective
Liberal Arts Elective
GEC P
Any "Present" course
Senior Year, Fall Semester
Elective
Free elective
IX 380
Database Organization and Systems
MG 355
International Management
LA Elective
Liberal Arts Elective
IX 490*
Applied Software Development
Senior Year, Spring Semester
BU 213
Business Law I
V or S
Elective
Any “Values” or “Science” course
Free elective
GEC C/M/P
Any C, M, or P GEC course
LA Elective
Liberal Arts Elective
* Internship can be completed over the summer or other period.
Information Technology (IT) Minor | 63
Sample Curriculum Pattern:
IT – PHIT Track
Freshman Year, Fall Semester
IX 250
Principles of Systems and Technology
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication (or CS 221)
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
IX 200
Introduction to Management
Computer-based Systems
EN 123
MA 114
IX/HL 202
Writing about Literature
Pre-Calculus
Intro to PHIT
Sophomore Year, Fall Semester
FN 111
Basic Finance and Investing
IX 240
Programming I
BI
Epidemiology and Biostatistics
MK 114
GEC S
Basic Marketing
Any “Science” course
Sophomore Year, Spring Semester
IX Elective
IX 235
IX/HL
IT Elective
Project Management
Data Literacy and Health Information Exchange
GEC V
Any "Values" course
GEC C
Any “Classical” course
Junior Year, Fall Semester
EC 211
Macroeconomics
IX/HL
PHI Elective
BU 393
PHIT Internship
GEC M
V or S
Any “Medieval” course
Any "Values" or "Science" course
Junior Year, Spring Semester
MG 310
Business, Society, and Corporate Values
EC 212
Microeconomics
IX Elective
IT Elective
LA Elective
Liberal Arts Elective
GEC P
Any "Present" course
Senior Year, Fall Semester
IX Elective
IT elective
IX 380
Database Organization and Systems
MG 355
International Management
LA Elective
Liberal Arts Elective
IX 422
Capstone Emergency Management
Senior Year, Spring Semester
BU 213
Business Law I
V or S
Elective
Any “Values” or “Science” course
Free elective
GEC C/M/P
Any C, M, or P GEC course
LA Elective
Liberal Arts Elective
Information Technology (IT) Minor
The Information Technology (IT) minor is intended to accelerate
your career by providing you with the technology skills that will bet-
ter prepare you to do your job. Careers of all types will require a
solid understanding of technology and the IT minor will equip you
with the skills and understanding to excel in your chosen field of
study. . An IT minor can also give you a competitive advantage in
advancing your career.
The IT minor is targeted toward students outside the Business Ad-
ministration Division as well as students majoring in other business
areas such as Finance and Business Management. The minor requires
18 credits.
minor is intended to accelerate your career by providing you with
IT Minor Requirements:
Required Division Courses: (Two Courses-Total 6 Credits)
Course #
Course Name
Credits
IX 250
Principles of Systems and Technol-
ogy
3
IX 200
Computer-Based Systems
3
IX ---
Any Four IT Courses
12
Certificate in Personal Computers
The New York State approved Personal Computer Certificate Pro-
gram is designed to provide a basic understanding of personal com-
puters, including, but not limited to, operating systems, Microsoft
productivity tools (Word, Excel, Power Point, Access), Internet
access, and web page design. The courses may be taken individually
or may be used to complete the Certificate requirements. Six one-
credit courses, with a grade of C or higher in each course, are
required to earn the Certificate.
Summary of Requirements:
Six credits in any of the following areas:
IX 120
Word Processing
IX 130
MS PowerPoint
IX 140
Internet
IX 150
Office Technology
IX 160
Project Management Technology
IX 170
Publishing Technology
IX 180
Communications Technology
IX 190
MS Excel
64 | Liberal Arts Concentrations with the B.S in Education Program
Liberal Arts Concentrations with the
B.S in Education Program
Students seeking qualification as teachers in the field of Childhood
Education or in Childhood Education/Students with Disabilities may
pursue either a Bachelor of Arts or a Bachelor of Science in
Education degree. The student pursuing the B.S. in Education,
instead of majoring in a liberal arts discipline, majors in Teacher
Education and takes an approved liberal arts Concentration in
keeping with New York State standards. The
B.S./Ed/Concentration path, with its substantial but concise liberal
arts requirements, is an attractive option for many students,
particularly those pursuing the full dual certification program in
Childhood Education/Students with Disabilities, or Childhood/Early
Childhood.
Dominican University New York offers a choice of four New York
State-authorized Liberal Arts Concentrations:
American Studies (30 cr.)
Humanities (30 cr.)
Mathematics (31 cr. beyond MA 112)
Natural Sciences (32 cr.)
Each Concentration requires 30 or more credits of study in the spec-
ified field, and in each case Teacher Education standards assure expo-
sure to 75 or more credits of liberal arts study in the student’s total
program.
Two of the Concentrations (Humanities and Mathematics) are re-
lated to other programs in their fields and are outlined elsewhere in
this Catalog: see the Humanities and Mathematics sections. The
American Studies and Natural Sciences options are outlined below.
American Studies
American Studies is an interdisciplinary liberal arts concentration
offered by the History program in conjunction with other programs
and leads to the Bachelor of Science in Education. It is designed to
provide students with an historical and conceptual framework for
understanding the American experience and for analyzing
contemporary social issues. Emphasis is placed on cultural,
philosophical, political, and social ideas that have shaped the
American people.
Summary of Requirements: American Studies
Concentration/Education Program
This is a 30-credit program, with the coursework distributed as follows:
Discipline
Credits
American History
12
American Literature
3
History Seminar
3
Designated Interdisciplinary Liberal Arts Electives
12
Section I Core Requirements
EN 223P or
EN 224P
American Dream I
American Dream II
HI 302 or
HI 339P
HI 335P or
Race and Ethnicity in America
Ethnicity in America
American Consensus
HI 470
Historiography
HI 472
Seminar in Historical Research
Section II Political and Philosophical Studies (9 credits with at least one
History elective required):
EC 338V
Wealth and Poverty
EN 336V
Battle Pieces: American Fiction
HI 331
HI 409
American Colonial Period
Freedom and Liberty in America
HI 442V
Survival of the Native American
PH 226
PO 111P
American Philosophy
American National Government
RS 226
Religion in America
Section III Culture and Society Studies (9 credits with at least one History
elective required):
AR 227P
Twentieth-Century Art
ED 223V
EN 325
School and Society
American Jazz Age
EN 444V
Multicultural Fiction
FI 230
American Cinema
HI 292
History of Women in America
HI 446V
War and Society
SO 223VG
TH 340
Social Problems
History of the American Musical
Teacher certification is also available in connection with the B.A.
program in History. See section on History for further information.
Natural Sciences
Course offerings in the natural sciences provide a lab-centered envi-
ronment in which student awareness of current concepts and theories
is deepened. By design, opportunities for open-ended experiments
and inquiry are incorporated in order to stimulate critical thinking
and an analytic approach to problem solving.
Summary of Requirements: Natural Sciences
Concentration/Education Program
32 credit hours in the natural sciences, selected under advisement; 29-
30 credits taken from the list of Required Courses
plus
one 3-4 credit
elective taken from the list of Electives, as follows:
Required Courses
Credits
BI 113S
Introductory Ecology
4
BI 221S
General Biology I
4
BI 222S
General Biology II
4
BI 112S
or BI 223
Introductory Physiology
Anatomy and Physiology I
3
CH 221
General Chemistry I
4
CH 222
General Chemistry II
4
ES 111S
Elements of Earth Science
3
PY 112S
Elements of Space Science
3
Recommended Electives
Credits
BI 224
Anatomy and Physiology II
4
BI 225
Microbiology
4
BI 226
Genetics
4
BI 227
Botanical Science
4
BI 228
Biochemistry
3
ES 112S
PY 221
Climate Science and Action
General Physics I
3
4
PY 222
General Physics II
4
Marketing | 65
Marketing
Marketing is at the core of any business endeavor. Through market-
ing, a company conveys the value of its product or service offerings
to customers/clients. No business transaction takes place unless both
buyer and seller can agree on the value of an offering – marketing is
the product/service provider’s side of that negotiation. Students of
Marketing are offered a comprehensive review and study of market-
ing topics which will prepare them to pursue either careers in busi-
ness or graduate studies.
Effective and creative marketing is a powerful tool that students learn
can be used or misused. Dominican University New York’s ap-
proach promotes “Doing Marketing Right” – meaning successful
marketing techniques employed in a way that is positive for both
businesses and the communities they serve and in which they oper-
ate.
Marketing students have two tracks they can follow. The first is our
general Marketing track. The second is a concentration in Digital
Marketing.
Programs in the Business Administration Division are accredited by
the International Accreditation Council for Business Education
(I.A.C.B.E.).
IACBE, 11374 Strang Line Road, Lenexa, KS 66215
www.iacbe.org
Experiential Business Learning Requirement
See “Business Administration” section above.
Summary of Requirements: Marketing
Students are responsible for developing their degree program plan
together with the guidance and assistance of an academic advisor.
All students entering the Business Management program must take
the Writing and Mathematics placement examinations. All students
must meet the University’s writing proficiency requirements.
Summary of Requirements: Marketing
Course
Credits
Marketing courses (in addition to those in Business
Core, one of which must be MK 441)
21
Business Core (MG 211, MK 114, IX 250, BU 213,
AC 111, AC 112, FN 111, MG 310, MG 355, MG
474)
31
Liberal Arts (including EC 211, EC 212, MA 113,
MA 114 or 116, MA 225, CS/BU 112)
60
Free Electives
3-6
Internship or Practicum
0-3
Freshman Seminar (Day students only)
2
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Core
and MK courses.
Sample Curriculum Pattern:
Marketing
Freshman Year, Fall Semester
MK 114
Basic Marketing
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
Introduction to Management
MK Elec
Any Marketing course
EN 123
Writing About Literature
MA 114/116
Pre-calculus or Finite Math
Elective
Free Elective
Sophomore Year, Fall Semester
PS 102 S
General Psychology II
FN 111
Basic Finance and Investing
MA 225
Introduction to Statistics
CS/BU 112
Effective Business Communications
MK 441
Market Research
Sophomore Year, Spring Semester
AC 111
Financial Accounting
MK Elective
Any Marketing course
EC 211
Macroeconomics
GEC V
Any "Values" course
GEC C
Any “Classical” course
Junior Year, Fall Semester
AC 112
Managerial Accounting
EC 212
Microeconomics
MK Elective
Any Marketing course
GEC S/V
Any “Science” or “Values” course
GEC M
Any "Medieval" course
Junior Year, Spring Semester
GEC S/V
Any “Science” or “Values” course
MK Elective
Any Marketing course
GEC P
Any "Present" course
IX 250
Principles of Systems & Technology
MG 310
Business, Society, and Corporate Values
Senior Year, Fall Semester
BU 393*
Internship
MK 326
Global Marketing
LA Elective
Liberal Arts elective course
LA Elective
Liberal Arts elective course
MG/MK 474
Business Policy & Managerial Decision Making
Senior Year, Spring Semester
MK Elective
Any Marketing course
MK Elective
Any Marketing course
GEC C/M/P
Any GEC C, M, or P course
LA Elective
Liberal Arts elective course
BU 213
Business Law
* Experiential Learning can be completed over the summer or other
period. If completed for no credit, a free elective is added here.
66 | Undergraduate Major and Minor Programs
Summary of Requirements: Digital Marketing
Concentration
Students are responsible for developing their degree program plan to-
gether with the guidance and assistance of an academic advisor.
All students entering the Business Management program must take
the Writing and Mathematics placement examinations. All students
must meet the University’s writing proficiency requirements.
Some of the courses in this concentration are offered through Do-
minican University’s partnership with LCMC, a national consortium
of private colleges. These courses are designed by top academics, re-
viewed by industry leaders, and taught online--synchronously or
asynchronously--by qualified faculty from other colleges within the
LCMC consortium.
Summary of Requirements: Digital Marketing Concentration
Course
Credits
Marketing courses (in addition to those in Business
Core, must include MK 229, MK 310, MK 441, DMC
III, DMC IV, DMC V)
21
Business Core (MG 211, MK 114, IX 250, BU 213, AC
111, AC 112, FN 111, MG 310, MK 326, MG 474)
31
Liberal Arts (including EC 211, EC 212, MA 113, MA
114 or 116, MA 225, CS/BU 112)
60
Free Electives
3-6
Internship or Practicum
0-3
Freshman Seminar (Day students only)
2
Total Credits Required
120
Note: A grade of C or higher must be attained in all Business Core
and MK and DMC courses.
Sample Curriculum Pattern:
Digital Marketing Concentration
Freshman Year, Fall Semester
MK 114
Basic Marketing
EN 119 or 120
College Writing & Research
MA 113
College Algebra
CS 111
Dynamics of Oral Communication
FS 111
Freshman Seminar
Freshman Year, Spring Semester
MG 211
Introduction to Management
MK 229
Digital Media
EN 123
Writing About Literature
MA 114/116
Pre-calculus or Finite Math
Elective
Free Elective
Sophomore Year, Fall Semester
PS 102 S
General Psychology II
FN 111
Basic Finance and Investing
MA 225
Introduction to Statistics
CS/BU 112
Effective Business Communications
MK 441
Market Research
Sophomore Year, Spring Semester
AC 111
Financial Accounting
MK 310
Social Media Marketing
EC 211
Macroeconomics
GEC V
Any "Values" course
GEC C
Any “Classical” course
Junior Year, Fall Semester
AC 112
Managerial Accounting
EC 212
Microeconomics
MK 380
SEO & SEM
GEC S/V
Any “Science” or “Values” course
GEC M
Any "Medieval" course
Junior Year, Spring Semester
GEC S/V
Any “Science” or “Values” course
MK 480
Digital Marketing Analytics
GEC P
Any "Present" course
IX 250
Principles of Systems & Technology
MG 310
Business, Society, and Corporate Values
Senior Year, Fall Semester
BU 393*
Internship
MK 326
Global Marketing
LA Elective
Liberal Arts elective course
LA Elective
Liberal Arts elective course
MG/MK 474
Business Policy & Managerial Decision Making
Senior Year, Spring Semester
MK 280
Viral & Organic Growth
MK Elective
Any Marketing course
GEC C/M/P
Any GEC C, M, or P course
LA Elective
Liberal Arts elective course
BU 213
Business Law
*
Experiential Learning
can be completed over the summer or other
period
. If completed for no credit, a free elective is added here.
Undergraduate Major and Minor Programs | 67
Mathematics
The Mathematics program is designed to enable students to acquire an
appreciation for mathematics by studying and working with some of
the modern and ancient ideas in the field. Students preparing to teach
mathematics will be competent in those areas specifically recommended
by the Committee on the Undergraduate Program in Mathematics and
the National Council of Teachers of Mathematics.
All freshmen entering the University are given a placement test in
mathematics to determine an appropriate course assignment. Transfer
students with no transferable college mathematics are also given the
placement test if they have a mathematics requirement as part of their
program (Business Administration, Teacher Education) or if they
plan to enroll in a mathematics course. All Nursing and Social Work
transfer students also take the mathematics placement examination.
Students will be expected to maintain a 2.5 average in Mathematics
and in the overall cumulative index. Other grade expectations apply
for students seeking teacher certification: see Catalog section for
Teacher Education.
Math Placement Levels:
With a placement of LEVEL A, a student is only eligible to take MA
112: Introduction to College Math. Note that placement at this level
makes this a required class. A minimum grade of C- is required for
students placing into this class to graduate. A student is subject to dis-
missal from the College if he or she fails two times to achieve the re-
quired minimum grade in MA 112. Note that grades of W or WU
are considered as attempts.
With a placement of LEVEL B, a student is eligible to take
• MA 113: College Algebra
• MA 119: Math for the Liberal Arts
With a placement of LEVEL C, a student is eligible to take
• MA 114: Precalculus
• MA 116: Finite Math
• MA 117: Discrete Math
• MA 119: Math for the Liberal Arts
• MA 120: Math, Money, & You: Mathematics of Financial
Literacy
• MA 225: Introduction to Statistics
With a placement of LEVEL D, a student is eligible to take
• MA 116: Finite Math
• MA 117: Discrete Math
• MA 119: Math for the Liberal Arts
• MA 120: Math, Money, & You: Mathematics of Financial
Literacy
• MA 221: Calculus I
• MA 225: Introduction to Statistics
Transfer Students:
Note that most students receiving transfer credit for a course equiva-
lent to MA 112, 113, 114, or 221 can use that course to determine
eligibility for further math coursework without taking our Math
Placement Exam. Some majors require transfers to take the Math
Placement Exam even if they are transferring in math credits.
Transfer students testing at the MA 112 or 13 level who have transfer
credit for the equivalent course or higher are eligible to take MA
118: Enhanced Math. Transfer students not transferring in the equiv-
alent of MA 112, 113, 114, or 221 who need to, or choose to, take
a Component 1 math class or MA 112 or MA120 must take the
Math Placement Exam first to determine course eligibility.
Summary of Requirements: Mathematics with a
Related Field (Natural Sciences or Computer
Sciences)
36 semester hours in Mathematics as specified in the accompanying
table. In addition, 12 credit hours in Natural Sciences or Computer
Sciences (chosen under advisement).
Summary of Requirements: Mathematics with a
Business/Pre-Actuarial Specialization
36 semester hours in Mathematics as specified in the accompanying
table. In addition, 18 credit hours in Business Division courses:
Required:
•
AC 111 Principles of Financial Accounting
•
AC 112 Principles of Managerial Accounting
•
EC 211 Macroeconomics
•
EC 212 Microeconomics
Elective Courses: 2 courses from the following
•
FN 118 Personal Finance
•
FN 226 Principles of Finance
•
BU 213 Business Law 1
•
BU 323 Business Law 2
•
Any other courses with an EC prefix
Summary of Requirements: B.A. in
Mathematics with Preparation for Adolescence
Education
40 semester hours in Mathematics as specified in the accompanying
table. For additional Education requirements, see Teacher Education
Program section.
Summary of Requirements: Concentration in
Mathematics with B.S. in Childhood Education
31 semester hours in Mathematics as specified in the accompanying
table. For additional Education requirements, see Teacher Education
Program section.
68 | Undergraduate Major and Minor Programs
BA Math
w/related field OR
w/ Business/Pre-Actuarial
Specialization
BA Math
w/Adolescence Edu-
cation
BS Education
w/Childhood Educa-
tion Mathematics
MA 113*
College Algebra (3)
X*
MA 114*
Precalculus (3)
X*
MA 116
Finite Mathematics (3)
MA 117
Discrete Mathematics (3)
MA120
Math, Money and You (3)
MA 221
Calculus I (3)
X
X
X
MA 222
Calculus II (3)
X
X
X
MA 224
Probability (3)
X
X
MA225**
Introduction to Statistics (3)
X
X
X
MA 226
Inferential Statistics (3)
X
MA 227C
Vision of Geometry (3)
X
X
X
MA 228C
Dawn of Mathematics (3)
X (or MA 229P)
X
MA 229P
Mathematical Universe (3)
X (or MA 228CG)
MA 331
Abstract Algebra (3)
X
X
X (or MA 332)
MA 332
Linear Algebra (3)
X
X
X (or MA 331)
MA 333
Calculus III (3)
X
X
MA 334
Advanced Calculus (3)
X
X
MA 335
Differential Equations (3)
X
MA 336
Numerical Analysis (3)
MA 455
Mathematics Practicum (1)
X
X
MA 465
Topics in Mathematics (3)
X
MA 466
Teaching Mathematics
(Adolescence Education) (3)
X
Elective credits
required (MA
116 or higher)
Encouraged
6 Elective Credits
6 – 12 Elective Credits
(dependent upon
placement level)
Total Mathematics Credits
36
40
31
Elective credits
required (MA
116 or higher)
12 cr. in Natural Sciences or
Computer Sciences (by
advisement) OR 18 cr. in
Business Courses (see
Summary below)
See Teacher Education
for additional
requirements
See Teacher Education
for additional
requirements
* Entrance to the Algebra/Calculus sequence is determined by the Math Placement Exam.
** An elective course may be substituted with advisor’s permission.
Summary of Requirements: Mathematics Minor
18 credits, distributed as follows:
Required:
•
MA 221 Calculus I
•
MA 222 Calculus II
•
MA 225 or MA 226 (Intro Statistics or Inferential
Statistics)
•
MA 331 or MA 335 (Abstract Algebra or
Differential Equations)
Elective Courses: Two courses from the following
•
MA 224 Probability
•
MA 226 Inferential Statistics
•
MA 331 Abstract Algebra
•
MA 332 Linear Algebra
•
MA 333 Calculus III
•
MA 334 Advanced Calculus
•
MA 335 Differential Equations
• MA 336 Numerical Analysis
Medieval and Renaissance Studies Minor | 69
Medieval and Renaissance Studies
Minor
The Medieval and Renaissance Studies minor offers students the op-
portunity to break down the barriers that separates the various disci-
plines. By looking at the development of culture, language, history,
literature, philosophy, religion, and art, during the latter half of the
first millennium AD and the first half of the second millennium, stu-
dents will gain a strong foundation for any major they choose to pur-
sue. By studying this period of human development, students will
explore civilization from the fall of Rome to the beginnings of the
modern world and learn how these periods resonate even today.
Medieval and Renaissance studies, though a seemingly narrow niche
of study, can be useful to many majors. With the potential support
this minor offers to studies of languages, the early developments in
law and philosophy, the origins of business and economics, the early
methods of science and medicine, not to mention the arts and phi-
losophy, this minor could be of service to many of Dominican Uni-
versity New York’s majors.
The minor requires 18 credits: one from each of the History, Eng-
lish, and Philosophy/Religion lists; one from a series of Language or
Fine Art classes; and two classes from a specific list of four classes: LA
111: Basic Latin; a choice of HI 223 M: Medieval Europe or HI 224
M: Renaissance and Reformation Europe; and EN/RS 339 M: Me-
dieval Women Writers.
Summary of Requirements:
21 credits, distributed as follows:
Required:
•
LA 111 Basic Latin
•
HI 223M Medieval Europe or
HI 224M Renaissance & Reformation in Europe
•
EN/RS 339M Medieval Women Writers
Elective Courses: One course from each of the categories below
History (3 credits):
• HI 230M History of the Byzantine Empire
• HI 301 Women in the Middle Ages
• HI 327 Age of Chivalry
• HI 348 Great Books in History*
English (3 credits):
• EN 330 Chaucer
• EN 331 M The Age of Exploration
• EN 332 M Metaphorical Journeys
• EN 338 M Courtly Love
• EN/RS 339M Medieval Women Writers
• EN 340 Studies in Individual Authors*
• EN 341/SP 341 Literature in Translation*
• EN 342 Voices of Authority: Joan of Arc
• EN 445-446 Shakespeare
• EN 453 History of the English Language
Philosophy/Religion (3 credits)
• HU 362 Readings in the Humanities*
• PH 224 M God and the Medieval Mind
• RS 224 M Religion and the Human Experience
Languages/Fine Arts (3 credits)
• AR 225 M The Age of Humanism
• SP 401 Cervantes and the Quixote
• 111-level course in a European language (e.g., SP 111)
* Approval of the course in fulfillment of the minor’s requirement
will depend on the semester’s topic
70 |
Nursing
The Division of Nursing at Dominican University New York offers
five undergraduate program options leading to the Bachelor of Sci-
ence in Nursing degree, a Family Nurse Practitioner program option
leading to the Master of Science degree, and a Doctorate of Nursing
Practice program option leading to the Doctor of Nursing Practice
degree. For information about the Master of Science Practice pro-
gram and the Doctorate of Nursing program see the section on Grad-
uate Programs.
The nursing program is accredited by the Commission on Collegiate
Nursing Education (CCNE) of the American Association of Colleges
of Nurses (AACN).
CCNE
655 K Street NW
Suite 750
Washington, DC, 20001
Phone: (202) 887-6791
Website: CCNEACCREDITATION.ORG
The nursing curriculum prepares nurse generalists at the baccalaure-
ate level to promote health and provide nursing care to people of all
ages and across all socioeconomic levels. Its nurse graduates partici-
pate collaboratively with health care agencies, communities, and po-
litical institutions to improve health care delivery in a rapidly chang-
ing society. It promotes life-long learning and provides the founda-
tion for graduate education in nursing.
Bachelor of Science in Nursing Program Options
Five different program Options lead to the Bachelor of Science de-
gree in nursing: the Traditional Day Option, the Traditional Evening
Option, the Weekday Accelerated (ABSN) option, the Weekend
Accelerated Option (WABSN), and the RN--BSN Option.
Traditional Day Option
The Traditional Day Option leads to a Bachelor of Science in Nurs-
ing degree for students with no prior background in nursing and li-
censed practical nurses.
Traditional Evening Option
The Traditional Evening Option leads to a Bachelor of Science in
Nursing degree for students with no prior background in nursing and
licensed practical nurses.
ABSN Option
A weekday accelerated (ABSN) Option permits applicants holding
a prior non-nursing baccalaureate degree to complete the nursing
requirements in one calendar year. The ABSN option leads to a
Bachelor of Science in Nursing degree.
WABSN Option
A weekend (WABSN) Option permits applicants holding a prior
non-nursing baccalaureate degree to complete the nursing require-
ments in two calendar years. The WABSN option leads to a Bachelor
of Science in Nursing degree.
RN-BSN Option
An Upper Division Option is available to RNs to complete the nurs-
ing and liberal arts requirements in an online format. Part-time stu-
dents must have 57 liberal arts credits prior to entering the upper-
division nursing courses. The RN-BSN option leads to a Bachelor of
Science in Nursing degree.
Nursing Admission Information
Candidates for the nursing program must first be admitted to the
University through the Office of Admissions. Admission to the Uni-
versity, however, does not guarantee admission to the nursing pro-
gram. The Division of Nursing conducts its own review and selec-
tion process. Meeting minimum program requirements does not
guarantee acceptance into the nursing program.
All Traditional Option applicants, in addition to completing all pre-
requisite courses, must have a minimum cumulative GPA of 2.7 and
a minimum score of 70 on the ATI Test of Essential Academic Skills
(TEAS) to be eligible for admission to the sophomore-level nursing
courses. The TEAS must be taken within two years prior to the start
date of the first nursing course. Students are allowed to take the
TEAS up to five (5) times to achieve the required score. RN-BSN
Upper Division program applicants must be graduates of a diploma or
associate degree program in nursing, hold a current RN license, and
have a minimum cumulative index of 2.7 for eligibility.
ABSN and WABSN applicants must hold a prior baccalaureate de-
gree with a minimum undergraduate baccalaureate grade point aver-
age of 2.7. Acceptance is based on completion of all prerequisite
courses prior to the start of the program, the strength of the under-
graduate GPA, and the space available. The WABSN option requires
applicants to achieve a minimum score of 70 on the ATI Test of
Essential Academic Skills (TEAS) to be eligible for admission to the
program. The TEAS must be taken within two years prior to the
start date of the first nursing course. Students have the opportunity to
take the TEAS up to five (5) times to achieve the required score.
A minimum grade of B- is required in all natural science and nursing
courses. Any science course over ten years old must be repeated.
To standardize evidence of competence in written communication, a
Writing Placement examination is required on entry to the Univer-
sity. Before entry into Upper Division courses, students in the Tradi-
tional Option must complete EN 119 or 120 and EN 123, and as
needed, EN 115.
All Traditional students are required to take a Mathematics Place-
ment examination and will be placed accordingly. Two mathematics
courses are required: MA 113 (or higher) and MA 225. If the student
places into MA 112, this course must be completed prior to entering
the nursing program. If MA113 is required based on placement and is
not taken prior to beginning the program, it may be taken during the
first semester in the nursing program.
All Traditional Option transfer students applying to nursing MUST
take the Writing and Mathematics Placement exams. If the exams in-
dicate the student has placed into EN 115 and/or MA 118/119, EN
115 MUST be completed before the student begins the nursing
courses; MA 118/119 MUST be taken before or during the sopho-
more year of the nursing option.
All prerequisite courses must be completed prior to entry into any
Option offered by the Nursing Division. Students may repeat each
prerequisite or co-requisite science course one-time only. If a co-
requisite Science course needs to be repeated, it may be repeated
only after the student has been removed from the nursing sequence.
Students must adhere to policies in the Nursing Student Handbook
which can be downloaded from the Dominican University New
York website: www.dc.edu.
A physical examination, including a two-step TST or chest x-ray,
immunizations, and insurance coverage, along with Basic Life Sup-
port for Health Care Providers from the American Heart Association
Nursing | 71
are prerequisites for entry to all nursing Options and must be current
throughout the program. Students must complete a Background
Check and drug testing annually or according to divisional requests.
A Plagiarism Certificate testifying to each student's plagiarism compe-
tence is also required.
COVID vaccination and Covid vaccine boosters are required for par-
ticipation in the Nursing program.
A driver's license and car insurance are mandatory. Students are re-
sponsible for their own transportation to and from clinical agencies.
A minimum cumulative grade point average of 2.7 must be main-
tained for progression in all nursing Options.
A maximum of one nursing course, including NR 101: Transition to
Professional Nursing, may be repeated only once and only with per-
mission of the Academic Standing Committee of the Division of
Nursing. Students are admitted to one nursing Option only and fol-
low the course sequence for that Option. Students may transfer from
the ABSN/WABSN Options to the Traditional Option only after a
full review of the student's record by the Nursing Academic Standing
Committee; students may transfer only if they satisfy all criteria for
admission to the Traditional Option and only on a space available ba-
sis. Traditional Option students may not transfer into the ABSN,
WABSN, or Traditional Evening Options. Unsuccessful students in
the WABSN program intending to reapply to nursing may only ap-
ply for readmission into the WABSN option. The WABSN Coordi-
nator will advise students on readmission criteria and readmission de-
cisions.
All students in the Traditional, weekday ABSN and Weekend ABSN
Options participate in the ATI Comprehensive Assessment and Re-
view Program (CARP), including the Comprehensive Predictor ex-
amination, as scheduled throughout their nursing Option. A non-re-
fundable fee is charged to the student's account each semester/tri-
mester to cover the cost of participation.
All pre-licensure candidates must successfully complete the manda-
tory HURST NCLEX Review course after their final semester/tri-
mester; written proof of completing a review course must be pro-
vided to the Division of Nursing. The NCLEX examination must be
taken within three months of completing the course or an NCLEX
Review course must be repeated.
Advanced Standing: RN-BSN Online Option
Advanced standing in nursing at the baccalaureate level will be
awarded on the basis of prior coursework as validated by academic
performance in the University’s Nursing Program.
Registered nurse applicants from accredited associate degree pro-
grams may be awarded credits for previous undergraduate nursing
coursework.
Summary of Requirements: Nursing
Nursing students must complete a minimum of 131 semester hours
for award of the baccalaureate degree. Traditional nursing students
must complete an additional 3 credits in the pre-nursing course,
NR101. The course of study must be completed within a six-year
time frame, beginning with the year of entry into the first nursing
course. A nursing faculty advisor is appointed for advisement.
Liberal Arts Requirements:
A minimum of 60 semester hours in liberal arts is required, which in-
cludes completion of the General Education Curriculum (GEC).
The following required courses are included in the General Educa-
tion Curriculum:
Component I
Writing Sequence: EN 119 or 120 and EN 123
Speech: CS 111
Mathematics: MA 113 or above
Component II
Any 3 credit, C, M, or P Philosophy course
Component II or III must include one global focused course.
Component IIIa
Laboratory Sciences:
Anatomy and Physiology I & II
Chemistry, Biochemistry
Microbiology
Pathophysiology
In addition, MA 225 and 15 semester hours in the Social Sciences are
required, including PS 101S, PS 102S, PS 213, PS 214, and SO 111.
Summary of Requirements: Nursing
Course
Credits
Professional Courses
61
NR 101 Transition to Nursing
3
NR 223 Introduction to Professional Nursing I
5
NR 224 Introduction to Professional Nursing II
5
NR 231 Professional Practice Concepts
2
NR 235 Principles of Health Assessment
3
NR 320 Psychiatric-Mental Health Nursing
5
NR 329 Pharmacologic Agents
3
NR 330 Parent-Child Nursing
2
NR 340 Adult Nursing I
5
NR 345 Family Health Nursing
5
NR 353 Nursing Research
3
NR 450 Adult Nursing II
5
NR 463 Community Health Nursing
5
NR 465 Nursing Leadership/Management
5
NR 467 Nursing Seminar
2
72 |
Sample Curriculum Pattern: Nursing,
Traditional Day and Evening Options
Semester I
Credits
English 120
3
Mathematics 113
3
Chemistry for Health Care Professionals
4
Anatomy & Physiology I
4
CS 111
3
Freshman Seminar
2
TOTAL
19
Semester II
Credits
English 123
3
General Psychology (PS 101)
3
Biochemistry
3
Anatomy & Physiology II
4
NR 101
Transition to Nursing
3
TOTAL
16
Semester III
Credits
NR 223
Introduction to Professional
Nursing I
5
NR 235
Principles of Health Assessment
3
Microbiology
4
Developmental Psychology I
General Psychology II (PS 102S)
3
3
TOTAL
18
Semester IV
Credits
NR 224
Introduction to Professional
Nursing II
5
NR 231
Professional Practice Concepts
2
Pathophysiology
3
Developmental Psychology II
3
GEC II
(Philosophy)
3
TOTAL
16
Semester V
Credits
NR 320
Psychiatric-Mental Health Nurs-
ing
5
NR 329
NR 330
Pharmacologic Agents
Parent-Child Nursing
3
5
GEC I
(MA 225)
3
GEC II
(Sociology)
3
TOTAL
19
Semester VI
Credits
NR 340
Adult Nursing I
5
NR 345
Family Health Nursing
5
NR 353
Nursing Research
3
GEC II
(Elective) or GEC I (MA 226)
3
TOTAL
16
Semester VII
Credits
NR 450
Adult Nursing II
5
NR 463
Community Health Nursing
5
GEC IIIb
(Elective)
3
Free Elective or GEC II
3
TOTAL
16
Semester VIII
Credits
NR 465
Nursing Leadership/Mgmt
5
NR 467
Nursing Seminar
2
Free Elective (MA 226)
3
Free Elective or GEC II
3
TOTAL
13
RN TO B.S.N. One-Year Online Option
Session I (Fall start)
NR 235
Principles of Health Assessment
Session II
NR 345
Family Health Nursing
Session III
NR 231
Professional Practice Concepts
Session IV
NR 463
Community Health Nursing
Session V
NR 467
Nursing Seminar (Session IV)
Session VI
NR 465
Nursing Leadership/Management
Accelerated B.S.N. Option (A.B.S.N.)
Summer Trimester I
NR 223
Introduction to Professional Nursing I
NR 224
Introduction to Professional Nursing II
NR 329
NR 330
Pharmacologic Agents
Parent-Child Nursing
Fall Trimester II
NR 235
NR 231
Principles of Health Assessment
Professional Practice Concepts
NR 340
Adult Health Nursing I
NR 345
Family Health Nursing
NR 320
Psychiatric Mental Health Nursing
Trimester III
NR 353
(Winter) Nursing Research
NR 450
Adult Health Nursing II
NR 463
Community Health Nursing
NR 465
Nursing Leadership/Management
NR 467
Nursing Seminar
Nursing | 73
Accelerated B.S.N. (Weekend Option)
YEAR 1
Summer Trimester I
NR 223
Introduction to Professional Nursing I
NR 224
Introduction to Professional Nursing II
NR 329
Pharmacologic Agents
Fall Trimester II
NR 235
Principles of Health Assessment
NR 231
Professional Practice Concepts
NR 330
Parent-Child Nursing
Spring Trimester III
NR 340
Adult Health Nursing I
NR 345
NR 353
Family Health Nursing (Part A)
Nursing Research
YEAR 2
Summer Trimester IV
NR 345
Family Health Nursing (Part B)
NR 320
Psychiatric/Mental Health Nursing
NR 450
Adult Health Nursing II (Part A)
Fall Trimester V
NR 450
Adult Health Nursing II (Part B)
NR 463
Community Health Nursing
Spring Trimester VI
NR 465
Nursing Leadership/Management
NR 467
Nursing Seminar
A minimum grade of B- is required in all nursing courses, and in the
natural sciences courses.
A nursing science course may be repeated only one time.
A minimum cumulative G.P.A. of 2.7 is required throughout the
nursing sequence. Without this average, the student cannot progress
in the nursing sequence.
Nursing courses must be taken in sequence according to the recom-
mended curriculum pattern for each program option.
No more than one nursing course may be repeated.
Only one course in the Traditional or WABSN option may be re-
peated, and that course may only be repeated one time. Permission
of the Nursing Division Academic Standing Committee is required
before a student registers to repeat a Nursing course.
Sigma Theta Tau
Zeta Omega Chapter
Nursing Honor Society
The Zeta Omega Chapter of the International Honor Society of
Nursing promotes the development, dissemination, and utilization of
nursing knowledge.
Membership is sought by invitation only during the junior year of
the program. Undergraduate student eligibility is based on a mini-
mum G.P.A. of 3.0, faculty recommendations, and top one-third po-
sition in the nursing option.
Philosophy Minor
The minor in Philosophy acquaints students with humankind's most
fundamental attempts at self-knowledge and provides a basis from
which students can formulate their own views of themselves and the
world. Philosophy is the oldest academic discipline, and philosophers
strive to uncover wisdom in every dimension of human existence.
Consequently, philosophy shares interests with, and complements, most
other academic disciplines.
The study of philosophy encourages logical precision, a heightened
awareness of assumptions used in any discussion, and an attitude of
both open-mindedness and responsible criticism toward new and un-
usual ideas. That is, the study of philosophy helps students develop
their capacities for creative, clear thinking and careful reasoning.
The development of these skills, attitudes, and capacities makes the
Philosophy minor an excellent preparation for graduate or profes-
sional study, conscientious citizenship, and a successful career.
The study of philosophy may also be pursued by selecting the
Philosophy specialization of the Humanities major. Consult the Hu-
manities section of this catalog for the complete degree requirements.
Summary of Requirements: Philosophy Minor
18 credits distributed as follows:
PH 112
Logic
One Philosophy Ethics course (PH 332V, 333V, or 334V)
Four other Philosophy courses (excluding PH 113, Critical Thinking)
Pre-Law Minor
Using an interdisciplinary approach, the Pre-Law Minor provides stu-
dents with the skills and knowledge that will enhance their preparation
for the Law School Admission Test (LSAT), first-year law studies, and
future law-related careers. To enter into and succeed in the legal field,
students must be able to
• analyze and use language precisely
• read and research effectively
• possess knowledge of legal principles and cases
• understand and practice professional ethics.
The minor is open to any student who has an interest in developing
reading, writing, thinking, and researching skills while also learning
about the law. Those who intend to apply to law school should note
that this minor is not a requirement for, nor does it guarantee ac-
ceptance into, a law program. They also should consider supplementing
this program of study with participation in moot court, intercollegiate
debating, and/or a law-focused internship.
74 | Psychology
Summary of Requirements: Pre-Law Minor
18 credits distributed as follows:
A. Critical Thinking (select one course)
HI 101 Introduction to History and Methods
PH 112 Logic
PH 113 Critical Thinking
B. Research Methods (select one course)
CJ 272 Introduction to Applied Statistics in CJ
MA 225 Introduction to Statistics
SS 221 Quantitative Methods and Research
C. Ethical Reasoning (select one course)
CJ 400 Professional Ethics in Criminal Justice
PH 332V Social Ethics
PH 333V Bioethics
PH 334V Business Ethics
D. Foundations in U.S. Legal Thought (select one course)
BU 213 Business Law I
CJ 227 Law and Society
CJ 331 Constitution, Crime, and Civil Rights
HI 335P The American Consensus
HI 409 Freedom and Liberty in America
PO 270 Civil Law
PO 333V The Supreme Court and the Constitution
E. Elective Courses (select two courses)
BU 323 Business Law II
CJ 150 Criminology
CJ 244 Gender and Justice
EN 452 Composition and Grammar
HI 348 Great Books in History
HI 440 Advanced Topics in History
PO 111P American National Government
SO 223VG Social Problems
SO 334V Deviance
SS 491 Social Science Internship
A grade of ‘C’ or better is required for all minor courses. No courses in
this minor may be used simultaneously in fulfillment of requirements
for a major or another minor. However, up to two courses may be
used in fulfillment of General Education Curriculum (GEC) require-
ments. In order to achieve the interdisciplinary focus of this minor,
no more than two courses may be taken in the same discipline. Be-
cause this is a program of study administered by the Division of
Social Sciences, at least three courses taken in fulfillment of the minor
must be those in the Social Sciences, which includes courses with the
CJ, HI, PO, and SS designation. Please note that CJ courses typically
have prerequisites, which include CJ 113 and SO 111. Students must
complete or place out of MA113 College Algebra as a prerequisite for
taking MA 225.
Psychology
The Psychology program exists as an integral part of the liberal arts
offerings to permit the student to study psychology as a biosocial
science. The program is designed to provide the student with insights
about the individual and his or her world. It is primarily concerned
with analysis of the relationships between scientific theory and basic re-
search in discovering, understanding, and integrating the fundamental
laws of behavior and the theories of personality dynamism. Major
theories, methodological approaches, and applications of psychological
knowledge are stressed in the areas of sensation and perception, learn-
ing and cognitive processes, development, motivation and emotion,
personality, social psychology, intelligence, and abnormal psychology.
The program offers:
1. a solid preparation to those students who intend to pursue
graduate studies in the fields of psychology, social work,
education, guidance and counseling;
2. basic skills and knowledge to those students who may find
themselves at the completion of their bachelor's degree
working in any of the various human services and human
relations areas, such as mental health, education, personnel,
government, and law.
In order to do this, the program provides a basic grounding in the
general psychological principles; a solid core of methodological
courses and research experience; basic courses in the areas of psy-
chology related to interpersonal skills and relationships; courses
which bridge the gap between theory and the applied settings in
which the student may be required to apply such knowledge in the
future; supervised internship and practicum experiences which pro-
vide a review of the field of psychology under supervision, an ad-
vanced learning experience, and an opportunity to learn to articulate
one's knowledge.
Psi Chi International Honor Society in Psychology
Psi Chi was founded in 1929 to encourage excellence in scholarship and ad-
vance the science of psychology. Membership is open to undergraduate men
and women who are making the study of psychology one of their major in-
terests and who meet the qualifications
Major in Psychology
The Psychology Program requires a total of 45 credits in
Psychology.
Summary of Requirements: Psychology
Course
Credits
Psychology Core:
21
PS 101S General Psychology I
PS 102S General Psychology II
PS 331 Psychological Statistics
1
PS 343 History and Systems of Psychology
PS 441 Experimental Psychology
PS 472 Senior Seminar and Research
PS 480 Advanced Topics in Psychology
Required Courses:
18
Choose 1:
PS 213 Developmental Psychology I
PS 214 Developmental Psychology II
PS 215 Adolescent Psychology
Choose 1:
PS 224 Psychology of Personality
PS 226 Abnormal Psychology
Choose 1:
PS 236 Social Psychology
PS 250 Cultural Psychology
Choose 1:
PS 345 Learning Theory
PS 346 Cognitive Psychology
| 75
Choose 1:
PS 344 Biopsychology
PS 350 Motivation Psychology
PS 360 Sensation/Perception
Choose 1:
PS 255 Criminal Psychology
PS 240 Health Psychology
PS 280 Developmental Disabilities
PS 342 Counseling and Psychopathology
Psychology Electives:
6
Choose any 2 additional psychology courses.
1
PS 331, 441, and 472 have as a prerequisite SS 221, Quantitative
Methods & Research. Those entering the program who have previ-
ously taken a statistics course may be required to pass a competency
examination when there is doubt about the level of preparation for
Experimental Psychology. If the previous course does not duplicate
the content of PS 331, students will be required to take this course.
No grade lower than C will be accepted for credit in the major.
Credit for PS 101S and/or PS 214 may not be transferred from other
institutions. Any exception to this policy must be given in writing by
the Coordinator of the Psychology Program.
Psychology Minor
Psychology may also be selected as an area of emphasis by students pur-
suing a major in the social sciences.
Summary of Requirements: Psychology Minor
Total credits: 18
Required (6 cr.)
PS 101S
General Psychology I
PS 102S
General Psychology II
Choose one (3 cr.)
PS 213
Developmental Psychology I
PS 214
Developmental Psychology II
Choose two 200-level courses other than PS 213 or PS 214 (6 cr.)
Choose any one 300-level course (3 cr.)
Religious Studies Minor
The Religious Studies minor affords students the opportunity to ex-
plore the beliefs, practices, rituals, and values of human societies. The
study of the phenomenon of religion and theology contributes to a
broad liberal arts education and includes interdisciplinary courses. A
grade of C or higher is required in all course for the successful comple-
tion of the minor.
Summary of Requirements: Religious Studies
Minor
18 Credits distributed as follows:
Required Courses (9 Credits)
3 credits in an RS "V" course
6 credits in an RS "C", "M", or "P" course (3 credits, each from a
different period)
Electives: 9 Credits from any of the following courses.
PS 228
Religion and Psychology: Psyche and Spirit
RS 221C
The Making of Myths and Cults
RS 222C
Old Testament: Story and Culture
RS 223C
New Testament: The Social World of Early
Christianity
RS224M
Religion and Human Experience: Mystics,
Mentors, & Warriors
RS226
Religion in America: Great Awakenings
RS/EN 227
Religion & Lit of the Far East
RS 331
Theology, Ethics, and Medicine
RS 332V
Social Ethics
RS 337V
RS/EN339M
World Religions
Medieval Women Writers
RS 443
Images of Christ and the Church
EN 330
EN 331M
Chaucer
Metaphorical Journeys
EN 338M
Courtly Love
EN 341
Literature in Translation: Dante
EN 342
Voices of Authority: The Life and Times of
Joan of Arc
HI223M
Medieval Europe
HI 224M
Renaissance & Reformation Europe
HI 327
Age of Chivalry
PH 224M
God and the Medieval Mind
SO 225
Folklore and Mythology
76 | Social Sciences
Social Sciences
The social sciences are concerned with the total experiences of human
beings: their society, their environment, their institutions, their accom-
plishments, and their inner needs.
Students who pursue the major in Social Sciences gain a broad-based
education that includes experience from among at least three of the
principal social science disciplines: Criminal Justice, Economics, His-
tory, Political Science, Psychology, and Sociology/Anthropology. At
the same time, the major is designed to provide integrated experi-
ences which, while capitalizing on the strengths of each of the indi-
vidual disciplines involved, help students to perceive the concepts
and methodologies which underlie and unite the fields.
Successful graduates of the major find it a useful foundation for law
school, for post-graduate study in one of the social science disci-
plines, or for direct entry into a variety of professions such as govern-
ment service, business, community-focused careers, or education.
Internship opportunities are available to students while they are at
the University and are recommended as valuable additional prepara-
tion for the beginning of a career path.
Summary of Requirements: Social Sciences
The major requires 39 semester hours in social sciences including 18
semester hours in one social sciences primary area of emphasis; nine
hours in each of two other supporting social sciences areas; and the
Social Sciences Seminar.
Areas of Emphasis:
1. Criminal Justice: Introduction to Criminal Justice, Police,
Citizen and Community, Juvenile Justice and Constitu-
tion, Crime and Civil Rights and courses from the list of
approved electives; 9 elective credits in each of two other
supporting social sciences areas and the Social Sciences
Seminar.
Note
: SO 111 Introduction to Sociology is a pre-
requisite for both the area of emphasis and the major and
minor programs in Criminal Justice.
2. Economics: EC 211 and EC 212; 12 elective credits in
economics; 9 elective credits in each of two other support-
ing social sciences areas, and Social Sciences Seminar.
3. History: One History course in each area of Component II
(C, M, P) of GEC and 9 elective credits in History; 9 elec-
tive credits in each of two other supporting social sciences
areas; and Social Sciences Seminar.
4. Political Science: American National Government, The
Supreme Court and the Constitution, World Politics, and
three other Political Science courses; 9 elective credits in
each of two other supporting social sciences areas; and
Social Sciences Seminar.
6. Psychology: General Psychology I and II, Quantitative
Methods, 9 elective credits in Psychology; 9 elective cred-
its in each of two other supporting social sciences areas;
and Social Sciences Seminar.
7. Sociology/Anthropology: Introduction to Sociology,
Quantitative Methods, 12 elective credits in sociology-an-
thropology; 9 credits in each of two other supporting
social sciences areas; and Social Sciences Seminar.
Courses taken in supporting areas are chosen under advisement and
are not necessarily those listed for the area of emphasis.
No grade lower than C is accepted in the major. Other grade expec-
tations apply for students seeking teacher certification: see Catalog
section for Teacher Education.
Summary of Requirements: Social Sciences &
Education
Course
Credits
Social Sciences with Preparation for Childhood
Education --
Liberal Arts
90
Social Sciences:
36
History
15
Classical History
3
Medieval History
3
American History
6
European History
3
Social Sciences
21
Social Science Seminar
3
Economics
6
Political Science
6
Sociology/Anthropology
6
Social Sciences with Preparation for Adolescence
Education in Social Studies –
90 credits in Liberal Arts, including 48 credits as
follows:
History
24
American History
9
European History
6
Non-Western Regional Studies
3
History Electives
6
Social Science
24
Social Science Seminar
3
Social Science Electives
21
Teacher certification is also available in connection with the B.A.
program in History. See History section for further information
.
Pi Gamma Mu Social Sciences Honor Society
Purpose
The purpose of Pi Gamma Mu is to encourage the study of the social
sciences among graduate and undergraduate students and faculty mem-
bers in colleges and universities throughout the world, and to recognize
outstanding achievement through election to membership and the
presentation of various awards for distinguished achievement.
Eligibility
Any person of good moral character who is, or was, an officer, member
of the teaching staff, graduate student, senior or junior in a college or
university where there is a chapter of the Society, may be elected to
membership by a majority vote of the chapter under the supervision of
chapter faculty members, or by a committee of chapter faculty mem-
bers, provided that such person has had at least 20 semester hours of so-
cial science with an average grade therein of "B" or better, and has fur-
ther been distinguished in the social sciences.
Sociology Minor | 77
Major Activities
The Society holds national, regional, and inter-chapter meetings. Many
chapters have extensive programs of lectures, panels, and discussion
groups. The Society also operates a program of scholarships by which
outstanding students can continue their study of the social sciences in
approved graduate schools. Pi Gamma Mu is affiliated with the Ameri-
can Association for the Advancement of Science.
Sociology Minor
The Sociology minor offers students a basic exploration of human so-
cial institutions, relationships, and behaviors, including their origins and
development over time. Through the coursework provided by this mi-
nor, students will develop a greater sophistication in understanding the
human dimensions of any situation. As such, the minor offers an excel-
lent complement in particular for major studies in the areas of
social work, psychology, health care, and business.
Summary of Requirements: Sociology Minor
18 Credits distributed as follows:
Required Courses (9 Credits):
SO 111 Introduction to Sociology (3 cr.)
SO 223VG Social Problems
or
SO 320PG Global Interdependence (3 cr.)
Any other Sociology V Course (3 cr.)
Elective Courses (9 Credits):
Any three Sociology courses that have not been taken in fulfillment of
the Required Courses for the minor.
Social Sciences-to-Occupational
Therapy Pre-Professional Tracks
Undergraduate students interested in ultimately pursuing a graduate
degree in occupational therapy have two pathways within the Social
Sciences with Psychology Emphasis degree.
Sample Undergraduate Curricular Pathways
Social Sciences with Psychology Emphasis
(Accelerated Pathway)
The Accelerated Social Sciences-to-Occupational Therapy path is
reserved for Dominican University New York undergraduate students
who have begun study at the University no later than the first semester
of the Sophomore year with
fewer than 35 transfer credits
. Addition-
ally, students on the Accelerated Path must attain and maintain a mini-
mum term and cumulative GPA of 3.0 every term without exception.
If the GPA for any individual term falls below a 3.0, the student is no
longer eligible to remain on the Accelerated Path and must complete
the traditional 4-year curriculum, even if that term is the spring semes-
ter of the Junior year and said student has been accepted to the program
for the following Fall.
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
PS 101S: General Psychology I
3
EN 120: College Writing & Research*
3
SO 111: Introduction to Sociology*
3
CS 111: Dynamics of Oral Communication*
3
MA 113: College Algebra
3
17
Spring Semester
PS 102S: General Psychology II*
3
EN 123: Writing about Literature*
3
Component II C Global course
3
MA 225: Intro to Statistics**
3
Component III S course
3
15
Sophomore Year - Fall Semester
BI 223: Anatomy & Physiology I**
4
PS 210: Lifespan Human Development*
3
SS 221: Quantitative Methods*
3
Component II M course
3
Component III V course
3
16
Spring Semester
BI 224: Anatomy & Physiology II**
4
Elective
3
PS 226: Abnormal Psychology*
3
Component II P course
3
Component III S course
3
16
Junior Year - Fall Semester
BI333: Neuroscience**
3
PY114: Selected Topics in Physics OR
PY221: General Physics I (preferred)**
3/4
Supporting SS I or II
3
Component II C,M, or P
3
Component III V
3
Apply to OT Program via OTCAS by
December 31**
15/16
78 | Social Work
* Indicates mandatory prerequisite course for the Occupational
Therapy Program in which a grade of C or higher must be earned.
All potential candidates to the Graduate Occupational Therapy Pro-
gram must have a minimum cumulative and prerequisite GPA of 3.0.
** Indicates mandatory prerequisite course for the Occupational
Therapy Program in which a grade of B- or higher must be earned.
All potential candidates to the Graduate Occupational Therapy Pro-
gram must have a minimum cumulative and prerequisite GPA of 3.0.
It is important to note that enrollment in the Bachelor of Arts in
Social Sciences degree is not an automatic guarantee of acceptance
to the Graduate Occupational Therapy Program. The application
process is a competitive one. However, Dominican University New
York graduates are given preferential consideration over other
equally qualified outside candidates.
Social Sciences with Psychology Emphasis
(Traditional 4-Year Path)
Freshman Year - Fall Semester
Cr.
FS 111: Freshman Seminar
2
PS 101S: General Psychology I
3
EN 120: College Writing & Research*
3
SO 111: Introduction to Sociology*
3
CS 111: Dynamics of Oral Communication*
3
14
Spring Semester
PS 102S: General Psychology II*
3
EN 123: Writing about Literature*
3
Component II C Global course
3
MA 113: College Algebra*
3
Component III S course
3
15
Sophomore Year - Fall Semester
MA 225: Intro to Statistics**
3
PS 210: Lifespan Human Development*
3
Supporting SS I or II course
3
Component II M course
3
Component III S course
3
15
Spring Semester
SS 221: Quantitative Methods*
3
Elective
3
PS 226: Abnormal Psychology*
3
Component II P course
3
Component III S course
3
15
Junior Year - Fall Semester
BI 223: Anatomy & Physiology I**
3
PY 114: Selected Topics in Physics
or
PY 221 General Physics I (Preferred)**
3/4
Supporting SS I or II course
3
Component II C, M, or P course
3
Component III V course
3
15/16
Spring Semester
BI 224: Anatomy & Physiology II**
4
Component II C, M, or P “G” course
3
Supporting SS I or II
3
Elective
3
Elective
3
16
Senior Year - Fall Semester
BI 333: Neuroscience**
3
Supporting SS I or II
3
Supporting SS I or II
3
Component III V course
3
Elective
3
15
APPLICATION VIA OTCAS SUBMITTED BY
DECEMBER 31 OF THE SENIOR YEAR;
MUST EARN A MINIMUM OF 120 CREDITS
FOR THE DEGREE
* Indicates mandatory prerequisite course for the Occupational
Therapy Program in which a grade of C or higher must be earned.
All potential candidates to the Graduate Occupational Therapy Pro-
gram must have a minimum cumulative and prerequisite GPA of 3.0.
** Indicates mandatory prerequisite course for the Occupational
Therapy Program in which a grade of B- or higher must be earned.
All potential candidates to the Graduate Occupational Therapy Pro-
gram must have a minimum cumulative and prerequisite GPA of 3.0.
It is important to note that enrollment in the Bachelor of Arts in
Social Sciences degree is not an automatic guarantee of acceptance
to the Graduate Occupational Therapy Program. The application
process is a competitive one. However, Dominican University New
York graduates are given preferential consideration over other
equally qualified outside candidates.
Social Work
Mission
The mission of the Dominican University New York Social Work
Program, in service to and collaboration with its multiple communities,
is to develop generalist social work professionals committed to excel-
lence, leadership and service by:
• promoting social justice;
• engaging in ethical practice;
• engaging in research-informed practice and practice-in-
formed research;
• advocating for social policies responsive to diverse human
needs; and
• advancing knowledge through reflective understanding
of self and compassionate involvement with others.
Goals
The Bachelor of Social Work Program is an upper-division undergrad-
uate program which has as its primary goals:
• To prepare students to qualify as beginning-level, gener-
alist social work professionals;
• To promote an environment which honors diversity and
advances social justice;
• To provide the foundation for an appreciation of lifelong
learning and advancement in graduate level social work
education.
The Social Work Program is fully accredited at the undergraduate
level by The Council on Social Work Education (C.S.W.E.).
CSWE, 333 John Carlyle Street, Suite 400, Alexandria, VA 22314.
Program of Study
The curriculum design provides a foundation in the liberal arts, a core
of knowledge from the social and behavioral sciences, combined with
Spring Semester
SS472: Social Sciences Seminar
3
Supporting SS I or II
3
Supporting SS I or II
3
Electives
8
17
Social Work | 79
the special body of knowledge that forms the base of professional gen-
eralist social work practice. The program is designed to meet the re-
quirements of a Bachelor of Social Work degree and includes a mini-
mum of 60 semester hours in liberal arts. The Social Work Program
requires 36 semester hours in the Social Sciences. The student com-
pletes 18 semester hours in one area of emphasis in the social sciences
(namely, Sociology, Political Science, History, Economics, Criminal
Justice, Psychology), and nine semester hours in each of two supporting
areas elected out of the remaining social sciences. The student graduates
from the program with 126 credits.
A student may choose to complete the Bachelor of Social Work
degree with a focus on criminal justice, child welfare, gender studies,
ethnic studies, gerontology, as well as a number of liberal arts areas.
Further information and program planning may be obtained from the
Social Work faculty.
The following content areas in the humanities and social sciences are
recommended as foundations for social work training.
• American History
• Introduction to Physiology (required)
• English (Writing Placement Examination required of all
students)
• Foreign Language
• General Psychology II (prerequisite for SW 451)
• Introduction to Sociology (prerequisite for SW 451)
• Speech
• Political Science
• Statistics
• MA113
OR
Introduction to Critical Thinking
OR
Logic is required (Math Placement Examination required
for all students)
Phi Alpha Honor Society
Phi Alpha Honor Society provides a closer bond among students of
social work and promotes humanitarian goals and ideals. Phi Alpha
fosters high standards of education for social workers and invites into
membership those who have attained excellence in scholarship and
achievement in social work.
Eligibility: To be eligible for membership a student must have com-
pleted a minimum of nine (9) credits in the Social Work core and
have maintained an overall cum of 3.0 and earned a minimum cum
of 3.25 in the Social Work core courses. Students can be invited in
the spring semester of their junior or senior year.
Each Phi Alpha chapter is free to develop a program to meet local
needs. The National Council is the policy-making body and meets
each year at the time and place of the annual program meeting of
the Council of Social Work Education (CSWE). Each chapter has
one voting representative on the National Council.
Admission to the Program
The Social Work Program is an upper-division program available in
the day session. Pre-admission counseling and advisement are pro-
vided. Admission to the program occurs in a series of planned stages
as a necessary part of the advisement process. Freshmen interested in
preparing for a career in social work consult with a social work fac-
ulty advisor. Students indicating an interest in declaring social work
as a major program of study may begin to take social work electives
in the sophomore year. In the junior year, students have a further
opportunity to test their interest and capacity for continued study in
social work through foundation courses and participation in an indi-
vidualized field instruction course in a social service delivery system.
In the fall of their junior year, all students must complete an Admis-
sion to Junior Field Work Application and meet with a Social Work
advisor. Admission to the senior-level practice courses and field
instruction is based on the student’s ability to maintain a 2.3 cumula-
tive index, demonstration of professional standards, and the recom-
mendation of the social work faculty advisor. No grade lower than
"C" in the Social Work core or Social Sciences concentration is
accepted. Social Work core courses may only be taken over once
and must be taken on campus, even though it may mean postponing
graduation to complete the requirement. If a student receives less
than a "C" in three Social Work courses, they must step out of Pro-
gram for one year.
Transfer Students
All students transferring to the University with an interest in social
work must contact the University Admissions Office first and be
accepted by the University.
A prompt appointment with the social work faculty for a personal
interview provides an opportunity for clarification regarding courses
to be taken and acceptance into the program.
Credits earned at the community college level are accepted toward
the baccalaureate degree in accordance with the admissions policy of
Dominican University New York. Academic credit for life experi-
ence and previous work experience will not be given, in whole or in
part, in lieu of the field practicum or of courses in the professional
foundation.
To standardize evidence of competence in written communication
and math, the Writing and Math placement examinations are
required. Students whose performance on a University-administered
placement examination is below an acceptable standard are required
to take and pass the English and Math courses specified (see English
curriculum, “University English Requirements” and Mathematics
curriculum). Administration dates for the placement examinations are
posted, and it is the responsibility of the student to arrange for taking
the examination before the second semester of the junior year.
Summary of Requirements: Social Work
Course
Credits
The Social Work Core
45
DAY SESSIONS
Junior Year (Fall)
SW 200 Introduction to Social Work
(Students may choose to take SW200 sophomore yr)
3
SW 451 Person in Environment I
3
Spring
SW 452 Person in Environment II
3
SW 454 Social Work Practice I
3
SW 455 Social Work Field Education and Seminar I
3
SW 462 Social Policy
3
Senior Year (Fall)
SW 461 Methods of Social Research I
SW 463 Social Work Practice II
3
3
SW 465a Senior Field Education and Seminar IIa
3
SW 465b Senior Field Education and Seminar IIb
3
Spring
SW 464 Social Work Practice III
3
SW 467 Methods of Social Research II
SW 466a Senior Field Education and Seminar IIIa
3
3
SW 466b Senior Field Education and Seminar IIIb
*One Social Work Elective required. Students may
choose to take elective courses beginning in their
sophomore year.
3
3
80 | Spanish
Spanish
The basic and intermediate courses in Spanish develop the students’
fluency in speaking, understanding, reading, and writing the language
and introduce them to the culture, literature, and history of Spain and
Latin America. For students who wish to perfect this knowledge or
choose Spanish as a concentration, a minor in Spanish is available, as is
a specialization in World Language and Culture within the Humanities
Major.
Spanish Minor
The minor is Spanish requires 18 credit hours – 12 of which must be
earned at Dominican University New York. A candidate must earn a
grade of C or higher in each course in order for it to count toward the
Minor. The very basic SP111 and SP112 will not count but SP115
(Spanish for Heritage Speakers) will, since this is an advanced grammar
and writing course. A student may also begin from the Intermediate
Level and proceed from there.
The distribution is as follows:
6 credit hours from Language Classes:
SP 115 – Spanish for Heritage Speakers
SP 118 – Spanish for Professionals
SP 221 – Intermediate Spanish I
SP 222 – Intermediate Spanish II
SP 225 – Conversation and Composition
SP 226 – Cinema for Spanish Conversation
12 credit hours from Culture and Literature Classes:
SP/AR 232 – Art of Spain
SP 331 – Hispanic Civilization
SP 332 – Reading in Hispanic Literature
SP 335 – Literature of Spanish Golden Age
SP/EN 341 – Literature in Translation: Cervantes or Marquez
SP 337 – 20th Century Latin American Literature
SP 401 – Cervantes & The Quixote
Teacher Education
Dominican University New York’s Division of Teacher Education is
committed to preparing teacher candidates who will be able to meet
the challenges of the 21
st
Century. The goals of the program are
reflective of the University’s mission, informed by its heritage, and
aligns its goals with the University-wide goals for every student in
the following ways:
Educate the Mind – in keeping with this goal, we will produce
teachers who have the knowledge/skills necessary to recognize their
increasing responsibilities in the classroom and community.
Develop the Self – in keeping with this goal, we will produce teach-
ers who are personally responsible, flexible and caring. They will be
independent, reflective learners who demonstrate continuous
growth.
Serve the Community – in keeping with this goal, we will produce
teachers who have a multicultural perspective and have the
knowledge/skills necessary to collaborate with colleagues and meet
the unique developmental and educational needs of each learner.
Inspire Change - in keeping with this goal, we will produce teachers
who demonstrate attitudes that promote positive human relationships
and foster learning.
Through the Education programs, Dominican University New York
students are prepared to create a productive learning environment; to
plan and execute instructional activities; to monitor and assess student
learning; to address the special developmental and educational needs
of students in lower and upper grades; to work effectively with all
students, regardless of gender; to work with students from minority
cultures and from homes where English is not spoken; to work with
students with various disabilities and with those who have gifts and
talents.
Masters Programs
For information about the Masters of Science in Education programs
(Childhood Education, Teachers of Students with Disabilities, and
Teachers of Students Who Are Blind or Visually Impaired), see section
on Graduate Programs later in this Catalog.
Undergraduate students at the University who are interested in pur-
suing post-baccalaureate studies in one of these programs should
consult their Faculty Advisors about the University’s SYROP ("Sen-
ior Year Overlap") option, by which qualified seniors can finish their
requirements for the baccalaureate degree while simultaneously be-
ginning their progress toward the Master’s degree. Courses for which
a Portfolio can be completed and credited towards graduate study
include: SE 330, SE 336, SE 441 and SE 465. For further infor-
mation and timely advisement regarding this Option, the student
should express his/her interest at the time of admission to the under-
graduate program.
Undergraduate Programs
Dominican University New York offers programs leading to eligibility
for New York State Certification in the following areas:
• Childhood Education
• Dual Certification in Childhood/Early Childhood
Education
• Childhood Education/Students with Disabilities
• Adolescence Education
Biology
English
Mathematics
Social Studies
• Dual Certification in Adolescence Education/SWD
Generalist (Grades 7-12)
• Dual Certification in Adolescence Education/SWD with
Biology, English, Mathematic or Social Studies
(Grades 7-12)
Dominican University New York’s programs in Teacher Education
are accredited by the Council for the Accreditation of Educator Pro-
grams (CAEP), 1140 19th St NW, Suite 400, Washington, DC
20036.
The undergraduate and graduate programs in Teacher Education at
Dominican University New York are in transition from accreditation
by CAEP to accreditation by the Association for Advancing Quality
in Educator Preparation (AAQEP):
The Association for Advancing Quality in Educator Preparation
P.O. Box 7511
Fairfax Station, VA 22039-9998.
Email: [email protected].
Pursuant to the Regulations (§52.21) of the New York Commis-
sioner of Education, the educator preparation programs offered by
Dominican University New York are considered continuously ac-
credited for purposes of meeting the New York State requirement
that all such programs maintain continuous accreditation.
| 81
Students desiring to prepare for careers in Early Childhood/Child-
hood Education, Childhood Education or Childhood Education/
Students with Disabilities may pursue either a Bachelor of Arts or a
Bachelor of Science in Education degree.
The Bachelor of Arts degree is awarded to candidates who success-
fully complete a minimum of 120 semester hours in an approved
program of study. A minimum of 90 semester hours in liberal arts,
including a major, is required for the B.A. degree.
Majors may be selected from one of the following areas:
English (30 cr. beyond EN 123 or EN 115)
History (30)
Humanities (33–36)
Mathematics (31 beyond MA 112)
Social Sciences (Concentration: History) (36)
The Bachelor of Science in Education degree is awarded upon the
completion of a minimum of 120 semester hours in an approved
program of study. A minimum of 75 semester hours in liberal arts is
required, including a designated liberal arts concentration, which
may be selected from the following areas:
American Studies (30 cr.)
Humanities (30)
Mathematics (31 beyond MA 112)
Natural Sciences (32)
Students desiring to prepare for careers in Adolescence Education, or
Adolescence Education/SWD Generalist (Grades 7-12) must pursue
a Bachelor of Arts degree in a liberal arts major. The majors available
are as follows:
Biology (31 credits)
English (36 credits)
Mathematics (37 credits)
Social Sciences (Concentration: History) (48 credits)
Childhood Certification Extension, Grades 7-9
Students in the Childhood Education program may pursue an extended
certification to teach in the middle school (grades 7-9) as well as in
grades 1-6, by meeting certain additional requirements in their subject
area and in adolescent psychology, literacy, and methods courses. Certi-
fication may be obtained in English, Math, or Social Studies. In addi-
tion to their Childhood Education requirements, students who seek the
upward extension must successfully complete PS 215 Adolescent Psy-
chology AND one of the following:
ED/EN 455 Teaching English (Middle School)
ED/MA 456 Teaching Mathematics (Middle School)
ED/SS 457 Teaching Social Studies (Middle School)
Adolescence Certification Extension, Grades 5-6
Students in the Adolescence Education program may pursue an ex-
tended certification to teach in grades 5 and 6 as well as in grades 7-12
by meeting additional requirements in their developmental psychology,
literacy, and methods courses. In addition to their Adolescence Educa-
tion requirements, students who seek the downward extension must
successfully complete an extended three-credit Childhood Education
methodology class from the following:
ED 463A Teaching Mathematics (Childhood Education)
ED 463B Teaching Science (Childhood Education)
ED 463C Teaching Social Studies (Childhood Education)
Early Childhood Certification Extension, Birth - Grade 2
Students in the Childhood Education program may also pursue an
extended certification in Early Childhood Education. Those who wish
to be eligible for this extension complete all of the requirements in
Childhood Education and 9 additional credits of coursework dedicated
to early childhood education (ED 333, 334, and 335).
For all the Education programs and extension levels: in addition to
enrolling in the Teacher Education Division, students must also en-
roll in the division which offers the major or concentration. Students
will be assigned advisors from both divisions.
Certification Eligibility
The Division of Teacher Education reserves all rights and prerogatives
with respect to accepting students into the Division, allowing students
to continue coursework, and making recommendations for New York
State teaching certification to the New York State Education Depart-
ment.
Applicants for New York State teaching certificates are required to
pass the appropriate tests in the New York State Teacher Certifica-
tion Examination program.
A minimum of two tests and a teaching performance assessment
video is required for all students completing all program require-
ments:
• Educating All Students Test (EAS)
• Content Specialty Test (CST)
Students seeking dual certification in the Students with Disabilities
area must also take a second CST/SWD.
Candidates for dual certification as 7-12 SWD Generalists are re-
quired to successfully complete the Multisubject (7-12) CST as well.
Admission to the Programs:
1. Office of Admissions determines eligibility to matriculate at
Dominican University New York. Candidates for the
Teacher Education Program must first be admitted to the
University through the Office of Admissions.
2. Students desiring acceptance into a program leading to
teacher certification make formal application to the Divi-
sion of Teacher Education no later than the end of the first
semester of their Sophomore year. Transfer students must
file an application in their first semester at the University.
Acceptance will be contingent upon the applicant’s previ-
ous academic performance, as well as performance on the
required screening tests in literacy skills (speaking, writing,
reading) and an interview with the Director of Teacher
Education. Where problems are detected, students will be
advised to seek appropriate help, either at the University or
outside, in order to enhance their pedagogical abilities and
employment prospects. The interview will be conducted
midpoint each semester. At the time of the application,
students are required to submit a recent photo, self-reflec-
tive essay and three letters of recommendation, on formal
stationery, by former teachers, guidance counselors, em-
ployers, or professors other than those in the Teacher Edu-
cation Division. Students are responsible for contacting the
secretary in Casey Hall for the interview dates. Those who
miss the schedule will have to wait for the following se-
mester to be interviewed. Upon acceptance, the student
will be appointed an advisor from the Teacher Education
Division in addition to an advisor in the major or area of
concentration. Registration forms must be signed by both
advisors. The major/concentration advisor must be con-
tacted first.
3. For entrance and continuance in the programs, students
must follow the prescribed courses of the program, main-
tain a minimum 2.7 cumulative index, and have a mini-
mum of a C in all Component I courses. All students
82 |
must have a minimum C+ in all other courses used to fill
program requirements.
4. Once accepted into the Teacher Education program, stu-
dents must earn grades of "C+" or higher in all subsequent
prescribed courses, including courses in the major/concen-
tration (whether or not this grade is required by the ma-
jor/concentration program itself) and in the "Liberal Arts
Requirements" specified below.
5. No more than one Education course may be repeated, and
that course may be repeated only once.
6. All students, including transfer students, must meet the
University’s writing proficiency requirements: see English
curriculum, “University English Requirements.” Transfer
students who enter with no transferable mathematics
courses also need to take the math placement test. Students
whose performance on these tests fails to meet University
standards will be required to raise their competencies to a
passing level before acceptance into the program. This ef-
fort may require appropriate laboratory and/or coursework
as determined by the University.
7. Students who hold a baccalaureate degree and are seeking
credits toward certification may be admitted at the discre-
tion of the Director of Teacher Education and must meet
the same program admissions criteria as those for matricu-
lated students. Post-baccalaureate students must submit
their credentials to the NY State Department of Education
for evaluation before being allowed to begin courses for
certification.
Up-to-date information about the labor market and job availability
for teachers in the University’s geographic area is available via inter-
net at www.olasjobs.org.
General Program Requirements
• Completion of General Education Curriculum (see GEC
section) and required minimum in liberal arts courses*,
including the courses specified for each program leading
to initial certification;
• Major or area of concentration;
• Professional sequence as described on the following
pages;
• Electives.
* 90 semester hours in liberal arts are required for the Bachelor of
Arts degree; 75 semester hours in liberal arts are required for the
Bachelor of Science degree.
SEMESTER HOURS IN EXCESS OF THE 120 MINIMUM
ARE REQUIRED IN ORDER TO COMPLETE SOME PRO-
GRAMS. TO MEET SUCH REQUIREMENTS, STUDENTS
MAY NEED OR CHOOSE TO TAKE COURSEWORK IN
SPECIAL SESSIONS.
Liberal Arts Requirements
Childhood Education and Childhood Education/Students with
Disabilities
1. Three (3) credits in Developmental Psychology I:
PS 213.
2. Six (6) credits in Mathematics: MA 228CG, Dawn of
Mathematics, and one other course under advisement.
3. Six (6) credits in Natural Sciences: one course in the Bio-
logical Sciences and one course in the Physical Sciences.
4. Six (6) credits in English: EN 454, Literature for Children
and Adolescents, plus at least three (3) credits by place-
ment.
5. Social Sciences: Nine (9) credits: one course from Ameri-
can history (including New York history); one course from
HI 451P, HI 452P, HI 453P, PO 330P, PO 337PG, SO
320P; and either SO 223V or 224V.
6. Six (6) credits in foreign language.
7. Three (3) credits in artistic expression and three (3) credits
in history/appreciation of the arts (from GEC II offerings).
8. Three (3) credits in Communication Studies (CS
111).
Adolescence Education and Adolescence Education/SWD
Generalist (7-12)
1. Six (6) credits in foreign language.
2. Six (6) credits in Natural Sciences: one course in the Bio-
logical Sciences and one course in the Physical Sciences.
3. Three (3) credits in artistic expression.
4. Six (6) credits in Math, (3) by placement and (3) by advise-
ment.
5. Six (6) credits in English: EN 454 plus at least three (3)
credits by placement.
6. Three (3) credits in Speech.
7. Three (3) credits in Developmental Psychology 1: PS 213
and three (3) credits in Adolescent Psychology: PS 215
8. Three (3) credits in Social Sciences--one course from HI
451P, HI 452P, HI 453P, PO 330P, PO 337PG or
SO 320P
Qualifications for Student Teaching
1. Candidates for student teaching must apply to the Coordi-
nator of Field Placements one semester in advance of the
student teaching semester.
2. Eligibility will be contingent upon:
a. Completion of all course requirements for
certification.
b. No grade lower than a "C+" in Education
courses, in specified liberal arts courses, and
in the major/concentration.
c. Maintenance of a minimum cumulative index
of 2.7.
d. Satisfactory performance evaluations in
pre-student-teaching field placements.
e. Satisfactory skills acquisition in methods courses.
f. Report of current physical examination.
g. Completion of fingerprinting process.
h. The recommendation of the faculty in Teacher
Education and in the relevant major or area of
concentration.
3. Students will be required to spend sixteen (16) weeks full-
time in supervised student teaching, including two eight (8)
week experiences on different levels appropriate to the
area(s) of certification. An orientation session and scheduled
seminars are also required in conjunction with student
teaching. Student teaching placements are assigned at the
discretion of the Teacher Education Division.
Students with substantial prior teaching experience may be eligible to
present that experience in lieu of part of the student teaching
requirement by means of the University’s Portfolio Preparation
process. A maximum of five credits in student teaching may be
earned in this way. For a student to be granted such credits, the
Portfolio must be completed and approved at least by the end of the
academic term before the application for student teaching is
submitted.
| 83
Summary of Requirements & Sample Course
Sequencing: Professional Courses for
Childhood Education
Course
Credits
Sophomore Year-Fall Semester
ED 222 (PS 222) Educational Psychology
3
ED 223V School and Society
3
Sophomore Year-Spring Semester
SE 221 (PS 221) Psychology of Individuals
with Exceptionalities
3
Junior Year-Fall Semester
ED 328 Elements of Literacy
3
ED 225 Technology in the Classroom
3
ED 330 Introduction to Teaching Methods
3
Junior Year-Spring Semester
ED 332 Strategies for Literacy Development
3
SE 222 Inclusive Settings: Principles and
Practices
3
Senior Year-Fall Semester
ED 463A Teaching Math (Childhood
Education)
2
ED 463B Teaching Science (Childhood
Education)
2
ED 463C Teaching Social Studies (Childhood
Education)
2
Senior Year-Spring Semester
ED 472 Student Teaching (Childhood)
10
ED 472A Student Teaching Seminar
(Childhood)
2
Total Credits Required
42
Note: Students are strongly advised that PS 213 Developmental
Psychology should be taken in the freshman year, prior to beginning
professional coursework.
Summary of Requirements & Sample Course
Sequencing: Professional Courses for
Childhood Education/Early Education
Course
Credits
Sophomore Year-Fall Semester
ED 222 (PS 222) Educational Psychology
3
ED 223V School and Society
3
Sophomore Year-Spring Semester
ED 333 Infant/Toddler Development and
Curriculum
3
SE 221 (PS 221) Psychology of Individuals
with Exceptionalities
3
Junior Year-Fall Semester
ED 225 Technology in the Classroom
3
ED 330 Introduction to Teaching Methods
3
ED 328 Elements of Literacy
3
ED 334 Early Childhood Curriculum I
3
Junior Year-Spring Semester
ED 332 Strategies for Literacy Development
3
ED 335 Early Childhood Curriculum II
3
SE 222 Inclusive Settings: Principles and
Practices
3
Senior Year-Fall Semester
ED 463A Teaching Math (Childhood
Education)
2
ED 463B Teaching Science (Childhood
Education)
2
ED 463C Teaching Social Studies (Childhood
Education)
2
Senior Year-Spring Semester
ED 471/ED 472 Student Teaching (Childhood)
10
ED 472A Student Teaching Seminar
(Childhood)
2
Total Credits Required
51
Note: Students are strongly advised that PS 213 Developmental
Psychology should be taken in the freshman year, prior to beginning
professional coursework.
84 |
Summary of Requirements & Sample Course
Sequencing: Dual Certification in Childhood
Education/Students with Disabilities
Course
Credits
Sophomore Year-Fall Semester
ED 222 (PS 222) Educational Psychology
3
ED 223V School and Society
3
Sophomore Year-Spring Semester
SE 221 (PS 221) Psychology of Individuals
with Exceptionalities
3
Junior Year-Fall Semester
ED 225 Technology in the Classroom
3
ED 328 Elements of Literacy
3
ED 330 Introduction to Teaching Methods
3
SE 336 Introduction to Sign Language
3
Junior Year-Spring Semester
ED 332 Strategies for Literacy Development
3
SE 330 (PS 330) Psychology of Learners with
Intellectual and Behavioral Challenges
3
SE 441 Psycho-Educational Diagnosis and
Assessment
3
Senior Year-Fall Semester
ED 463A Teaching Math (Childhood
Education)
2
ED 463B Teaching Science (Childhood
Education)
2
ED 463C Teaching Social Studies (Childhood
Education)
2
SE 465 Instructional Strategies & Materials for
the Exceptional Learner
3
Senior Year-Spring Semester
SE/ED 472 Student Teaching (Childhood/
Students with Disabilities)
10
ED 472A Student Teaching Seminar
(Childhood)
2
Total Credits Required
51
Note: Students are strongly advised that PS 213 Developmental Psy-
chology should be taken in the freshman year, prior to beginning
professional coursework.
Summary of Requirements & Sample Course
Sequencing: Professional Courses for
Adolescence Education
Course
Credits
Sophomore Year-Fall Semester
ED 222 (PS 222) Educational Psychology
3
ED 223V School and Society
3
Sophomore Year-Spring Semester
SE 221 (PS 221) Psychology of Individuals
with Exceptionalities
3
Junior Year-Fall Semester
ED 225 Technology in the Classroom
3
ED 330 Introduction to Teaching Methods
3
ED 328 Elements of Literacy
3
Junior Year-Spring Semester
ED 332 Strategies for Literacy Development
3
SE 222 Inclusive Settings: Principles and
Practices
3
Senior Year-Fall Semester
(Student enrolls in ONE of the following
courses)
ED 465 (EN 465) Teaching English
(Adolescence Education) OR
3
ED 466 (MA 466) Teaching Math (Adolescence
Education) OR
3
ED 467 (SS 467) Teaching Social Studies
(Adolescence Education) OR
3
ED 468 (BI 468) Teaching Biology
(Adolescence Education)
3
Senior Year-Spring Semester
ED 473 Student Teaching (Adolescence)
10
ED 472B Student Teaching Seminar
(Adolescence)
2
Total Credits Required
39
In addition to the above, students must meet major requirements in
the specific subject for which they are seeking certification.
Note: Students are strongly advised that PS 213 Developmental Psy-
chology should be taken in the freshman year, prior to beginning
professional coursework.
| 85
Summary of Requirements & Sample Course
Sequencing: Dual Certification in Adolescence
Education/SWD Generalist (7-12)
Course
Credits
Sophomore Year-Fall Semester
ED 222 (PS 222) Educational Psychology
3
ED 223V School and Society
3
Sophomore Year-Spring Semester
SE 221 (PS 221) Psychology of Individuals
with Exceptionalities
3
Junior Year-Fall Semester
ED 225 Technology in the Classroom
3
ED 330 Introduction to Teaching Methods
3
ED 328 Elements of Literacy
3
SE 336 Introduction to American Sign
Language
3
Junior Year-Spring Semester
ED 332 Strategies for Literacy Development
3
SE 330 (PS 330) Psychology of Learners with
Intellectual and Behavioral Challenges
3
SE 441 Psycho-Educational Diagnosis and
Assessment
3
Senior Year-Fall Semester
SE 465 Instructional Strategies & Materials for
the Exceptional Learner
3
(Student enrolls in ONE of the following
courses)
ED 465 (EN 465) Teaching English
(Adolescence Education) OR
3
ED 466 (MA 466) Teaching Math
(Adolescence Education) OR
3
ED 467 (SS 467) Teaching Social Studies
(Adolescence Education) OR
3
ED 468 (BI 468) Teaching Biology
(Adolescence Education)
3
Senior Year-Spring Semester
SE 473/ED 473 Student Teaching
(Adolescence/Students with Disabilities)
10
ED 472B Student Teaching Seminar
(Adolescence)
2
Total Credits Required
48
Note: Students are strongly advised that PS 213 Developmental
Psychology and PS 215 Adolescent Psychology should be taken in
the freshman year, prior to beginning professional coursework.
Theatre Minor
The Theatre minor provides students the opportunity to explore the art
of theatre, both in practice and in theory. Students will learn the skills
necessary for successful stage production, as well as become aware of
the role theatre can play in a broad liberal arts education. A grade of C
or higher is required in all courses for the successful completion of the
minor.
Summary of Requirements: Theatre Minor
18 Credits distributed as follows:
Required Courses (6 Credits):
TH 333 Intro to Theatre & Drama (3 cr.)
TH 335 Children’s Theatre (3 cr.)
Electives: 12 Credits from any of the following courses.
TH 336
TH 337
TH 338
TH 340
TH/FI 343
TH 453
EN 252C
EN 352
EN 353
EN 445/446
Drama in Performance
Technical Theatre
Creative Drama
History of the American Musical
Playwriting/Screenwriting
Theatre Management
Classical Literature
Studies in Tragedy
Studies in Drama
Shakespeare I/II
86 |
Undergraduate Course
Offerings
Accounting Courses
AC 110/111 Principles of Financial Accounting (3/4)
Introduction to Generally Accepted Accounting Principles and prac-
tices involved in collecting, classifying, recording, reporting, and in-
terpreting an organization’s financial transactions and value changes.
The course develops the logic of the fundamental accounting equa-
tion, covers basic terms and concepts, and explores some of the ethi-
cal issues confronting the accounting profession. AC 111 includes a
1-credit QuickBooks lab that brings practical skills in accounting.
Co-requisite: MA 113.
AC 112 Principles of Managerial Accounting (3)
Introduction to the use of accounting information in decision-mak-
ing by the management of an organization. Topics include financial
statement analysis, cost elements and their behavior, cost/volume/
profit relationships, full-costing versus variable-costing, responsibility
accounting, and capital budgeting.
Prerequisite: AC 111.
AC 241-242 Intermediate Accounting (3, 3)
Intensive examination of fundamental accounting theory, assump-
tions, and principles, with application of these concepts to the re-
cording and reporting of financial transactions. These courses empha-
size a conceptual rather than mechanical approach to accounting.
Prerequisite: AC 112.
AC 254 Cost Accounting (3)
Covers principles and techniques of accounting for direct material,
direct labor, and overhead costs of an enterprise. Job, order, and
standard costing systems are introduced. Topics include variance
analysis, Activity Based Costing, and the implications of full and vari-
able costing systems on financial statements. Prerequisite: AC 112.
AC 333 Principles of Taxation (3)
Exposes the student to fundamental tax principles for business and
investment planning. Concentrates on the tax environment, tax plan-
ning, measurement of taxable income, taxation of business and indi-
vidual income, and the tax compliance process.
Prerequisite: AC 112.
AC 361 Advanced Accounting (3)
Concentrates on a conceptual approach to some of the more signifi-
cant areas of specialization in financial accounting. Topics include
partnerships, business combinations, consolidations, foreign exchange
accounting, government and not-for-profit accounting.
Prerequisites: AC 241 and 242.
AC 448 Auditing and Assurance Services (3)
Examination of generally accepted standards involved in audits, attes-
tations, and assurance services. Standards include procedures, prac-
tices, and ethical rules for different levels of assurance. Topics cov-
ered include reports, evidence, sampling, planning, and landmark le-
gal cases. Prerequisites: AC 241 and 242.
Allied Health Courses
AH 221 Personal and Community Health (3)
Scientific bases of healthful living. An investigation of prevalent indi-
vidual and community health problems. Attitudes, health practices,
and standards of care as they relate to common issues in the health
environment, such as stress, smoking, infectious diseases, and chronic
disabling conditions. Study of current scientific, social, economic,
and technological developments related to health promotion.
AH 335 Principles of Nutrition (3)
Elements of nutrition in relation to human energy requirements from
rest to peak performance. The major nutrients, nutritional values of
common foods, scientific bases of dietary planning for desired effects,
and nutritional assessments relative to caloric intake and energy ex-
penditure. Prerequisites: BI 223-224; CH 221.
AH 336 Pharmacology (3)
Instruction in the types and classification of drugs, including their
modes of action - in the cell, the system, and the organism - and
their contraindications. Particular attention to the role, function, and
effects of commonly used pharmacological agents in the medical
treatment of common (athletic and non-athletic) injuries and illnesses
of active individuals. Prerequisites: BI 223-224; CH 221.
Art Courses
AR 112 Essentials of Art (3)
Study of the basic concepts of visual art; appreciation of form and its
elements through experimental work in various media and analysis of
works of selected masters.
AR 220 Pastels (3)
An introduction to pastel materials and techniques. Students will use
basic art skills using vibrant colored chalks that are easy to blend and
layer on paper. The subject matter will be landscapes and still lives.
AR 222 History and Appreciation of Art I (3)
The modes and manners of art expression from the prehistoric period
to the art of Renaissance; consideration of the various factors that in-
fluenced the art of these periods; the part which art played in the de-
velopment of these periods as exhibited in the museums of the met-
ropolitan area.
AR 223 History and Appreciation of Art II (3)
The development of art expression from the Renaissance to the pre-
sent day; consideration of the various intervening periods as they in-
fluence contemporary art; the effect of historical events and scientific
progress on the art of the period. Opportunities to view the works of
these periods in current exhibitions.
AR 222 is not a prerequisite.
AR 224C Classical Art and Human Dignity (3)
Greek art of the Classical period as a shaping force in western civili-
zation, both in the arts and in basic attitudes toward life; the role of
Roman art and society in the evolution of Greek principles, and the
legacy of those principles in 20th-century art and society.
AR 225M The Age of Humanism (3)
The humanist movement and the Renaissance, against a background
of earlier periods in art. Particular attention to the beginnings of the
Renaissance in 14th century Italy; the embodying of the humanist
spirit in architecture, sculpture, and painting; and the influence of the
Italian Renaissance on northern Europe and on art and thought in
the modern era.
AR 226P The Foundations of Modernism (3)
The intellectual movement of the 17th century, known as the Age of
Reason, and its influence on developments in art and society up to
87
the present; includes extensively illustrated discussion of neoclassi-
cism, romanticism, realism, and modernism. Emphasis on trends in
art as they reflect and define broader social and cultural trends.
AR 227P 20th-Century Art: A Kaleidoscope of Styles (3)
An introduction to the major European and American artists of the
past century, their stylistic contributions and major works of art. The
course will focus on the individual expression of each artist and how
this expression reflected the rapid development of the 20th century.
Representative artists include Van Gogh, Picasso, Cezanne, Matisse,
Dali, and O’Keefe.
AR 228 Art Around the World (3)
This course studies the art and culture of the East and of Africa, and
the native arts of the Pacific Islands and the Americas, in an attempt
to understand the artistic traditions of these communities and the oc-
casion, purpose, and ideas that influenced the artist. The course will
focus on architecture, sculpture, and painting, along with ceramic,
textiles, and metalwork.
AR 229 Anonymous Was a Woman (3)
This course locates and examines the underestimated or ignored ac-
complishments of women artists. Women’s positions as subjects/ ob-
jects will also figure prominently in the discourse. At the same time,
the class explores the meaning and nature of art through the discus-
sion of the inextricable triumvirate of class, gender, and race.
AR 232 Art of Spain (3)
This course takes the student on a visual journey of Spain’s artistic her-
itage left by its numerous invaders such as the Romans and the Moors.
It provides a psychological journey into its mystical soul, as portrayed
through the art of El Greco, Velazquez, Goya and Picasso. The unique
modernist architecture of Antonio Gaudi will be examined as a syn-
cretic expression of everything that is Spanish. (See SP 232)
AR 235 Mosaics (3)
Students will learn the basics of mosaic history, design, layout, and tile-
setting techniques. The course discusses the evolution of mosaic art
from Greco-Roman times to the present and will examine the various
tools, adhesives, and grout used in this style. Students will create their
own small-scale projects. No previous experience is necessary.
AR 250 Digital Imaging Techniques
See CI 250.
AR 255 Advanced Digital Imaging Techniques
See CI 255.
AR 330 Life Drawing (3)
This is a studio-based course that introduces students to drawing the
elements of the human figure and develop observational drawing
skills by investigating proportion, form and gesture. Coursework will
include direct observation and subsequent drawings from the model
with emphasis on achieving correct form and proportions. Other fig-
urative subjects (models, mannequins, etc.) will also be used as refer-
ences for drawing.
AR 331 The Language of Drawing (3)
A fundamental course in freehand drawing that introduces students
to the basic vocabulary of the language of drawing, which include ar-
ranging a composition, form, volume, light and dark, line and mark
making, and space. Various media will be used.
AR 332 Sculpture I (3)
An introduction to various materials. techniques, and conceptual
methods in the 3-dimensional form. Includes carving, using found
objects (assemblage), clay, mobiles (kinetic), wire (linear), and the
creation of pieces that involve collaboration among several students.
AR 333 Advanced Sculpture (3)
Continuation of AR 332 with an expansion of ideas and the further
development of sculpture skills.
Prerequisite: AR 332 or permission of the instructor.
AR 334 Oil Painting (3)
Exploration of varied painting techniques; emphasis on individual
creativity; application of color and composition to a variety of
themes.
AR 335 Advanced Oil Painting (3)
Continuation of AR 224 with an expansion of ideas and the further
development of painting skills.
Prerequisite: AR 334 or permission of the instructor.
AR 336 Watercolors (3)
Concentrates on the essential techniques of transparent watercolor
within a framework of basic picture making; consideration of funda-
mental problems of composition; introduction to basic approaches to
drawing; instruction in presentation.
AR 337 Advanced Watercolors (3)
Continuation of Art 336 with an expansion of ideas and the further
development of skills.
Prerequisite: AR 336 or permission of the instructor.
AR 338 Landscape Painting (3)
This course will explore the landscape motif “en plein air,” a French
term meaning open air or outdoors, using acrylic paints. In addition
to learning how to work outdoors, formal aspects of drawing and
painting, such as composition, light and space, will be introduced.
Areas covered will include the proper use of materials, color theory,
preparing different painting surfaces, and how to mix colors. Exam-
ples of masters and contemporary landscape artists will be presented
and discussed. A supply list will be given before the start of classes.
AR 339 Introduction to Printmaking (3)
An introduction to printmaking, closely related to drawing & paint-
ing but unique because it allows the artist to create multiple originals
from an inked surface. Hand pulled prints will be produced by using
techniques such as linoleum relief, woodcut, & colored monotype
media. Students engage in sequential learning experiences that en-
compass some art history, art criticism, aesthetics and production
leading to the creation of an individual book.
Biology Courses
BI 100B Fundamentals of Biology (3)
Fundamentals of Biology is a basic course in Biology. Content will
emphasize both group and hands-on activities that will include
scientific thinking, basic chemistry, cells, metabolism, and energy.
Mendelian inheritance, evolution and natural selection, plants,
ecology, and conservation.
BI 111S Introductory Biology (3)
This course provides an introduction to basic Biology concepts for
non-majors. The course includes the Scientific Method, basic
biochemistry concepts, the cell, genetics, evolution, ecology and the
organismal systems. Discussions and readings about current research
in Biology are also presented.
BI 112S Introductory Physiology (3)
Anatomy and physiology of the human body with emphasis on the
88 |
basic systems. Laboratory work emphasizes the relationship between
the microscopic and the gross anatomical levels.
BI 113S Introductory Ecology (4)
An introduction to the dynamics of how organisms and their envi-
ronment interact, including discussion of human influences. Topics
include energy transfer, populations and communities, biomes, or-
ganism interactions such as competition and predation, succession,
and recycling of nutrients. Three-hour lecture, three-hour lab/field
work. A minimum grade of C is required for BI majors.
BI 114 Introductory Nutrition (3)
An in-depth study of the nutrients found in foods and their roles in the
maintenance of good health; digestion, absorption, metabolism; dietary
deficiency diseases; eating disorders; alcohol; sports nutrition; supple-
ments; food safety.
BI 116 Elements of Forensic Science (4)
An introductory level course focusing on the application of biological
and clinical principles to crime scene analysis. Students will learn
how to analyze and document a crime scene and collect evidence.
Laboratory activities will be focused on the analysis of evidence col-
lected from the crime scene and will include hair and fibers, finger-
prints, blood stains, glass, and DNA. Basic principles of toxicology
will also be discussed. Three-hour lecture, three-hour lab. A mini-
mum grade of C is required for BI majors. (See CJ 116)
BI 125 Germs and You (1)
Bacteria, fungi, and viruses play an important role in the world
around us. They live harmlessly in and on us, play a role in food
production and spoilage, and are indicators of a healthy natural
environment. This lab experience is designed to teach the
fundamentals of isolation and cultivation of these microbes from
natural sources, while analyzing the principles of microbial diversity,
cell structure, and growth and development. No prior lab experience
is required.
BI 201 Pathways to Biology I (2)
This is the first in a two-semester course series required for Biology
majors. Students will explore biology through the lens of various
professional careers. Content will emphasize scientific skills, inquiry,
and communication as they relate to these careers and their General
Biology coursework. Guest speakers will discuss their education and
the integral role of the scientific process. A minimum grade of C is
required for Biology majors.
Co-requisite: BI 221S; Biology majors only.
BI 202 Pathways to Biology II (2)
This is the second in a two-semester course series required for
Biology majors. Topics include principles, techniques, and skills
needed to read, write and present scientific and professional
information. Audience analysis, research techniques, information
design, effective use of graphics, and preparation and presentation of
oral reports will be covered. A minimum grade of C is required for
Biology majors. Co-requisite: BI 222S; Biology majors only.
BI 221S General Biology I (4)
An introductory survey course taught from an evolutionary perspec-
tive. Topics include the structure and function of the cell as it relates
to life processes; the biochemical relationships within organisms and
how they relate to metabolic processes; comparative studies in struc-
ture and life processes in animals as an adaptation to their environ-
ment; genetics. Three-hour lecture, three-hour lab. A minimum
grade of C is required for BI majors and for those taking this as a sci-
ence prerequisite. Co-requisites: EN 119/120 and MA 113.
BI 222S General Biology II (4)
Concentrates on plant structure and function; ecology; evolution;
and human development, structure and function. Like BI 221S, the
course is taught from an evolutionary perspective. Three-hour
lecture, three-hour lab. A minimum grade of C is required for BI
majors and for those taking this as a science prerequisite.
Prerequisite: BI 221S.
BI 223 Anatomy and Physiology I (4)
Human body structure and the basic mechanisms underlying the
regulation of the healthy human body. Focus on the structure and
function of the skeletal, muscular, and nervous systems, with discus-
sions of cells and tissues. Laboratory experiences use models,
prepared slides, and selected vertebrates to illustrate the basic con-
cepts studied during lecture. Three-hour lecture, three-hour lab. A
minimum grade of C is required for BI majors and for those taking
this as a science prerequisite (B- for Nursing and pre-OT majors).
Co-requisites: EN 119/120 and MA 113.
BI 224 Anatomy and Physiology II (4)
A continuation of BI 223. Focus on the structure and function of the
endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary,
and reproductive systems. Laboratory experiences use prepared slides
for microscopy, models, and animal dissections to illustrate basic con-
cepts studied during lecture. Three-hour lecture, three-hour lab. A
minimum grade of C
is required for BI majors and for those taking
this as a science prerequisite (B- for Nursing and pre-OT majors).
Prerequisite: BI 223.
BI 225 Introductory Microbiology (4)
An introductory survey course emphasizing microbial structure,
chemistry and genetic variation, growth and control of microorgan-
isms, antibiotic control and resistance, classification, host-microbe in-
teractions, and microorganisms and the diseases they cause. Three-
hour lecture, three-hour lab. A minimum grade of C is required for
BI majors and for those taking this as a science prerequisite (B- for
Nursing). Prerequisites: BI 223; CH 220. Co-requisite: BI 224.
BI 226 Genetics (4)
Essential facts of the three main branches of genetics: Mendelian
(classical) genetics, molecular genetics, and population genetics. Em-
phasis is on human genetics and medical applications, with consid-
eration of social, cultural, and ethical applications of genetics. Three-
hour lecture, three-hour lab. A minimum grade of C is required for
BI majors. Prerequisites: BI 221S-222S.
BI 227 Botanical Science (4)
Exploration of the worlds of plants: their structure, physiology, life
history, ecology, economic importance, and medicinal uses. Includes
selected laboratory exercises and field work. Three-hour lecture,
three-hour lab. A minimum grade of C is required for BI majors.
Prerequisites: BI 221S-222S.
BI 228 Introductory Biochemistry (3)
An introductory survey course with emphasis on basic biochemical
processes. Includes the molecular structure and importance of
organic functional groups, the molecular structure and function of
carbohydrates, proteins, lipids, and nucleic acids. A minimum grade
of C is required for BI majors and for those taking this as a science
prerequisite (B- for Nursing). Prerequisites: CH220 or CH221.
BI 229 Molecular Microbiology (4)
A course in Microbiology that will emphasize its molecular aspects.
Topics will include respiration, cellular structure, cellular signaling,
89
protein synthesis, prokaryotic genetics, and related molecular pro-
cesses. Three-hour lecture, three-hour lab. A minimum grade of C is
required for BI majors. Prerequisites: BI 221S-222S; CH 221-222.
BI 230 Introduction to Immunology (3)
This course introduces the principles of immunology in health and
disease. Topics include the development of innate immunity and
adaptive immunity; the immune response to pathogens and
vaccination; immunologic tolerance and autoimmune disorders; the
immune response to tumors and transplantation; hypersensitivity; and
diseases caused by defective immunity. A minimum grade of C is
required for BI majors.
BI 323 Neuroscience Foundations (3)
This course introduces students to the field of neuroscience, explores
the cellular and molecular basis of neural systems, and discusses the
neural basis of cognition. Students are expected to leverage their
understanding of biology and chemistry to build a working
knowledge of neuroscience fundamentals. This online class features
optional live sessions. This course requires departmental approval
prior to enrollment.
Prerequisites: BI 221S-222S, CH 221, CH 222 or CH 331.
BI 325 Bioinformatics (4)
The field of bioinformatics utilizes computational technologies to
manipulate and analyze the rapidly growing amount of information.
It is an interdisciplinary field of study that combines computer sci-
ences, molecular biology, biotechnology, statistics and engineering.
By relying on a robust collection of tools and techniques, we have
the ability to address several key scientific questions of our time,
allowing for innovations in such fields as medicine, agriculture, ecol-
ogy, and biotechnology. Students will learn fundamental concepts of
bioinformatics and, ultimately, explore its application to questions of
their own design, all in the context of the biological sciences. A min-
imum grade of C is required for BI majors.
Prerequisites: BI 221S-222S, BI226.
BI 326 Pathophysiology for the Health Professions (3)
This course focuses on the relationship between normal body
functioning and the physiological changes that occur as a result of
diseases. Mechanisms of diseases across the life span will be explored.
Topics include alterations in cell physiology, inflammation, hyper-
sensitivity, cancer, acid-base regulation and a system-by-system ap-
proach of major disease states. A minimum grade of B- is required
for Nursing majors. Prerequisites: BI 223-224, BI 225.
BI 327 Introduction to Forensic Science (4)
An advanced Biology course designed to introduce students to
the basic principles of forensic science. Lecture topics include
processing a crime scene, DNA fingerprinting, and processing and as-
sessment of physical evidence (hair, fibers, glass, drugs, fingerprints,
firearms, blood) through microscopy and chemical analysis. The
course includes both lecture and laboratory activities. Three-hour
lecture, three-hour lab. A minimum grade of C is required for BI
majors. Prerequisites: BI 221S; CH 221 or instructor's permission.
BI 328 Studies in Biochemistry I (4)
Intended primarily for Biology majors, this course emphasizes the
cellular structure of biomolecules; proteins, carbohydrates, lipids, and
nucleotides; enzyme properties and mechanisms; metabolic pathways;
and the flow of biological information. Three-hour lecture, three-
hour lab. A minimum grade of C is required for BI majors.
Prerequisite: CH 331. Co-requisite: CH 332. (See CH 328)
BI 329 Field Ecology (4)
An advanced Ecology course with emphasis on field studies that will
include water quality, benthos of a given watershed area, stream
flow, oxygen levels, microbial studies, and identification of plants,
trees, animals, birds, and insects. Studies will also include the effects
of disturbed habitats on wetland degradation and fragmented land-
scape. Two-hour lecture, four-hour lab. A minimum grade of C is
required for BI majors. Prerequisites: BI 113S, BI 221S-222S.
BI 330 Molecular Biology (4)
Understanding of the molecular biology of cells at the biochemical
level will be achieved through lecture and lab. Topics to be discussed
will be DNA structure, genome organization, replication, transcrip-
tion and translation, tools for analyzing gene expression, molecular
cloning, genetically modified organisms and bioethics of genetic ma-
nipulation. Three-hour lecture, three-hour lab. A minimum grade of
C is required for BI majors. Prerequisites: BI 221S-222S, BI 226.
BI 332 Kinesiology (3)
An in-depth study of the human body as a machine for the perfor-
mance of work. Encompasses biomechanics, musculoskeletal anat-
omy, and neuromuscular physiology. Laboratory exercises will help
the student gain insight into the nature and complexity of human
motion. A minimum grade of C is required for BI majors.
Prerequisites: BI 223-224.
BI 333 Neuroscience (3)
Basic neuroanatomy and neurophysiology terminology. Functional
properties of the nervous system with emphasis on sensory, motor,
and integrated processes; mechanisms of diseases affecting the nervous
system; neurophysiological principles of feedback on motor learning.
A minimum grade of C is required for BI majors (B- for pre-OT
majors). Prerequisites: BI 223-224.
BI 334 Histology (4)
Detailed examination of the microscopic structure of animal (mainly
human) tissues and organs, and study of the important functions of
various specific tissues. Laboratory work focuses on examination,
through standard compound microscopy, of prepared slides of vari-
ous animal tissues; representations of selected electron micrographs
will also be analyzed. Three-hour lecture, three-hour lab. A mini-
mum grade of C is required for BI majors.
Prerequisites: BI 221S-222S, BI 223. Co-requisite: BI 224.
BI 335 Vertebrate Biology (4)
A study of the comparative anatomy and embryology of vertebrates,
and the mechanisms behind the changes in their form and function
over time. Formerly titled Developmental Biology. Three-hour lec-
ture, three-hour lab. A minimum grade of C is required for BI ma-
jors. Prerequisites: BI 221S-222S.
BI 336 Animal Behavior (3)
A study of the history, mechanisms, evolution, genetics and ecology
of animal behavior. Includes communication, migration, foraging,
habitat selection, mating systems, predator-prey and social behaviors.
A minimum grade of C is required for BI majors.
Prerequisites: BI 221S-222S or BI 223-224.
BI 337 Evolution (3)
A study of the mechanisms behind changes in the morphology and
behavior of organisms throughout time. Topics include general
molecular developments as well as genetic and ecological principles
behind these changes. A minimum grade of C is required for BI
majors. Prerequisites: BI 221S-222S; BI 113S recommended.
BI 338 Physiology of Exercise (3)
Examines response of various body regulation systems to exercise.
Measurement of various factors affecting the response of the body to
exercise. Response of body tissues to aging, trauma, inflammation,
and the wound healing process. A minimum grade of C is required
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for BI majors. Prerequisites: BI 223-224.
BI 339 Cell Biology (4)
Exploration of the internal structure, compartmentalization, and me-
chanics of the eukaryotic cell. Study includes the dynamics of the
plasma membrane, compartmentalization of the cell, the cytoskele-
ton, protein targeting, vesicular trafficking, and regulation of cellular
processes through intracellular signaling pathways. Both the regula-
tion and the mechanics of normal cell division are considered in
addition to the role of abnormal cell division in cancer. Three-hour
lecture, three hour lab. A minimum grade of C is required for BI
majors. Prerequisites: BI 221S-222S.
BI 340 Aquatic Biology (4)
This course will focus on understanding lake and freshwater ecosys-
tems, particularly those in the Hudson Valley. Topics will include
origin and distribution of lakes and rivers, water chemistry, nutrient
cycling, energetics of these ecosystems, and macroorganisms of fresh-
water systems. Environmental threats to these ecosystems will also be
discussed. Three hour-lecture, three-hour lab. A minimum grade of
C is required for BI majors. Prerequisites: BI 221S-BI 222S.
BI 341 Environmental Toxicology (4)
This course provides an introduction to selected biological topics of
environmental toxicology, with a major emphasis on the applied na-
ture of this discipline. Case studies will be utilized in lecture in or-
der to demonstrate applications of environmental toxicological re-
search. Laboratory exercises will center on the development of criti-
cal thinking skills through the rigid use of the scientific method in
devising and executing experiments. Topics include source and route
of pollutants, damage process and action of pollutants, defense reac-
tions to these compounds, and interactions with atmospheric, terres-
trial, and aquatic environments. Three-hour lecture, three-hour lab.
A minimum grade of C is required for BI majors. Prerequisites: BI
221S-222S; CH 221-222. Co-requisites: CH 331-332.
BI 342 Human Physiology (4)
This course integrates the fundamentals of human histology and
anatomy with the fundamentals of organ system physiology. Focus
will be on the musculo-skeletal, cardiovascular, nervous and
respiratory systems. The relationship between normal histology and
physiology to pathology and pharmacology will also be explored.
Students who have taken BI 223 and BI 224 may not take this
course. Prerequisites: BI 221S-222S.
BI 343 Biological Basis of Perception and Movement (3)
Perception and Movement are fundamentally driven by biological
processes. This course provides students with an understanding of the
various systems and organs that play a role in the human ability to
perceive the world and move through it. It builds upon BI 323:
“Neuroscience Foundations” to allow students to understand the
impact of core neuroscience foundations. This course requires
departmental approval prior to enrollment.
Prerequisites: BI 221S-222S, CH 221-222, and BI 323.
BI 400 Faculty Research Experience (1-3)
The students will have an opportunity to work with faculty on on-
going research projects that will lead to possible publication opportu-
nities. The student will contract with the professor for the number of
hours of research in which they will participate and the credit will be
based on the number of hours the student and professor agree to in
the contract. The students can participate directly in the Professor’s
research or may opt, with the permission of the professor, to pursue
their own original research. A minimum grade of C is required for
BI majors.
Note:
Students can earn 1-3 credits depending on the hours agreed
to in the contract. Students are allowed a maximum of 8 credits for
this course. Prerequisites: BI 221S-222S; CH 221-222 plus permis-
sion of instructor.
BI 438 Proposal Writing (1)
In this course students will work directly with their faculty Mentors
to complete their literature research and to develop their experi-
mental design for their Senior Research project (capstone course)
that will culminate in a proposal for their project. A minimum grade
of C is required for BI majors.
Prerequisites: BI 221S-222S, BI 226 and BI 229; CH 221-222.
BI 441 Research Seminar (3)
This course provides an opportunity, under faculty mentorship, for
students to design and perform original biological research, and to re-
port their research in poster and power point presentations at a public
Senior Research Symposium. A minimum grade of C is required
for BI majors. Prerequisite: BI 438.
BI 442 Special Topics in Biology (2)
This seminar style course will explore current topics in biology
through reading and discussion of scientific literature. Topics vary by
semester and may include pharmacology, immunology, plant
development and evolution, and cancer biology. Readings will be
based on recent primary research articles selected by students. As part
of the course, students will also complete the CITI training program
in the Responsible Conduct of Research (RCR). This course is
required of all Biology majors in their junior year and is to be taken
prior to their senior capstone research. Students should have junior
class standing. A minimum grade of C is required for BI majors.
Prerequisites: BI 221S-222S, BI 226; CH 221-222.
BI 443 Research Seminar I (3)
In this course, students will work directly with faculty mentors to com-
plete a literature review and develop their experimental plan for a pro-
ject to be completed in Research Seminar II. Students will also have an
opportunity to work in their research mentor’s lab for the purposes of
learning new methodologies and technologies and contributing to an
ongoing research project. A minimum grade of C is required for Biol-
ogy majors. Students will need permission of the instructor with whom
they are registering. A minimum grade of C is required for BI majors.
Prerequisites: BI 221S-222S, BI 226, BI 442; CH 221-222.
BI 444 Research Seminar II (3)
This course provides an opportunity, under faculty mentorship, for
students to design and perform original biological research, and to
report their research to the public as both a poster and talk. A
minimum grade of C is required for Biology majors. Prerequisites:
Students should have successfully completed Research Seminar I and
have permission of the instructor with whom they are registering.
BI 458 Teaching Science (Middle Childhood) (3)
See ED 458
BI 468 Teaching Biology (Adolescence Education) (3)
See ED 468
BI 532 Biomechanics/Kinesiology (3)
See Physical Therapy section.
BI 533 Neuroscience (3)
See Physical Therapy section.
BI 538 Physiology of Exercise (3)
See Physical Therapy section.
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BI 542 Gross Anatomy I (3)
See Physical Therapy section.
Business Administration Courses
BU 110 Introduction to Business (3)
This course provides students an overview of the business world:
accounting, customer services, economics, finance, international
trade, information technology, management, marketing, and career
opportunities.
BU 111 Exploring Organizational Issues through Film (3)
This course will introduce and allow for written responses and dis-
cussion about topics relating to the origins and development of socie-
ties, utilizing video presentations ranging from documentaries to fic-
tion. Geography as a primary determinant of societal development,
the effects of the Industrial Revolution, and issues in modern societal
and firm organization will be discussed as they relate to students en-
tering upon academic study and then the workplace.
BU 112 Effective Business Communications: Writing and
Speaking (3)
See CS 112.
Prerequisite: CS 111 or CS 221. Co-requisite: EN 119 or 120.
BU 125 International Business (3)
An introductory course focusing on the role of multinational compa-
nies. Emphasis on the skills needed to deal with problems stemming
from material and product transport, human resources, technology,
finance, and cross-cultural differences.
BU 213 Business Law I (3)
The basic concepts of the American legal system and the Constitu-
tion are examined. Particular attention is paid to the law of contract,
protection of private property, and the role of the judiciary in the
functioning of American business enterprise. The functions of the
courts and administrative agencies are reviewed, along with civil and
criminal liabilities of corporations and managers.
BU 323 Business Law II (3)
Designed to provide students with an understanding of the legal con-
sequences of business activities. Emphasis is placed on transactions
governed by the Uniform Commercial Code. Topics include nego-
tiable instruments, contracts, creditor and borrower relationships,
sales, insolvency, and bankruptcy.
Prerequisite: BU 213.
BU 343 International Law
(3)
In this course, international aspects of criminal law, environmental
law, human rights issues, international legal systems, and international
dispute resolution will be explored, in addition to other topics per-
taining to law in a global market place.
BU 345X Corporate and White Collar Crimes (3)
In this course, famous white collar crimes and acquittals will be ex-
plored. Business entity structure and selection, capital formation for
business entities, and the laws and the agencies that regulate these
businesses are presented within the context of major corporate crimes
and fraud. This is a multi-disciplinary course covering business devel-
opment, finance, marketing, ethics and law within the context of
famous case studies.
BU 387, 388, 389 Business Practicum I, II, and III (1) (1) (1)
Similar to a Micro Internship, the Business Administration Division
offers 1 credit per 35 hours of tutoring or teaching of business topics
under the supervision of business faculty. Up to 3 credits can be
earned in Business Practicums, and these may substitute for the divi-
sion's internship requirement. Approval of the student’s academic
advisor and the Director of the Business Administration Division is
required.
BU 393-394 Internship I and II (3) (3)
Students in the Business Administration Division must complete at
least 3 credits in internships or practicums to graduate and may earn
up to 6 credits. Internships are intended to provide students with
experience related to their major. Internships allow students to apply
what they learn in class to real world situations. Positions can be
found in both corporate and non-profit institutions, and can be for
pay (generally the case for corporate internships) or on a volunteer
basis (sometimes the case with non-profits). A minimum of 100
hours of work experience is required to complete each course.
The additional hours for BU 394 can be for the same institution as
BU 393 or for a completely different one. Approval of the student’s
academic advisor and the Director of the Business Administration
Division is required.
Note: Interested students should contact the Director of the Business
Administration Division or the Director of Career Development.
BU 395, 396, 397 Micro Internship I, II, and III (1) (1) (1)
Recognizing that some work experiences may entail less than the
100 hours required work for a regular internship, Micro Internships
allow students to complete 35 hours in project-based or other rele-
vant work experience to earn credit in smaller increments. Other
than the required hours, the Micro Internship has the same require-
ments as the regular internship. Up to 3 credits can be earned
through Micro Internships. Approval of the student’s academic
advisor and the Director of the Business Administration Division
is required.
Note: Interested students should contact the Director of the Business
Administration Division or the Director of Career Development.
Note: All internships and practicums require approval of the student’s
academic advisor. Additionally, practicums require the approval of
the Director of the Business Administration Division. For more
information on these programs, speak to your academic advisor,
the Director of the Business Administration Division or the Career
Development Center.
Chemistry Courses
CH 111S Introduction to Chemistry (3)
This course is designed to provide students with a solid understand-
ing of the fundamental principles of chemistry through an integration
of lecture and laboratory activities. Topics include measurement in
chemistry, atomic structure, periodic table, ionic/covalent com-
pounds, nomenclature, balancing chemical equations, calculations us-
ing chemical equations, and acid/base chemistry.
CH 220 Chemistry for the Health Professions (4)
This course is recommended for pre-nursing students and is designed
to prepare students for a career in nursing or related health profes-
sions. Fundamental topics of chemistry with an emphasis on their
medical applications are described. Topics include measurement;
atomic structure, nuclear chemistry, and the periodic table; com-
pounds and molecular structure; states of matter; solutions,
colloids, and membranes; acids, bases, pH and buffers. Three-hour
lecture, three-hour lab. A minimum grade of B- is required for NR
majors. Co-requisite: MA 112 or higher.
CH 221 General Chemistry I (4)
An introduction to modern chemistry with a quantitative treatment
of topics including measurement, electronic structure of the atom,
molecular structure, chemical reactions and stoichiometry, properties
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of aqueous solutions, thermochemistry, and the gas laws. Three-
hour lecture, three-hour lab. A minimum grade of C is
required for BI majors and CH minors; B- for NR majors.
Co-requisite: MA 113 or higher.
CH 222 General Chemistry II (4)
A continuation of CH 221. Topics include more advanced properties
of solutions, reaction kinetics, equilibrium, acid-base equilibria, ther-
modynamics, and electrochemistry. A strong math background is
recommended. Three-hour lecture, three-hour lab. A minimum
grade of C is required for BI majors and CH minors.
Prerequisite: CH 221.
CH 328 Studies in Biochemistry I (4)
A minimum grade of C is required for CH minors.
(See BI 328.)
CH 329 Studies in Biochemistry II (3)
This is a continuation of CH/BI 328. Metabolism of carbohydrates
and synthesis and metabolism of lipids, essential amino acids and nu-
cleotides. A minimum grade of C is required for BI majors and CH
minors. Prerequisite: BI/CH 328.
CH 330 Analytical Chemistry (4)
This course will introduce students to the basic concepts of analytical
chemistry and instrumentation as applied to real world problems.
This course will cover the important steps of the analytical process:
problem definition, analytical method, sample preparation, validation
of analytical method, data collection and interpretation. Three-hour
lecture, three-hour lab. A minimum grade of C is required for BI
majors and CH minors. Prerequisites: CH 221-222.
CH 331-332 Organic Chemistry I, II (4, 4)
This two-semester sequence is a systematic study of the fundamental
principles of organic chemistry. Topics include the representative
carbon compounds, functional groups, nomenclature, and
stereochemistry: reaction mechanisms and synthesis of organic
molecules; infrared and NMR spectroscopy; and the structures of the
major biomolecules. Three-hour lecture, three-hour lab. A
minimum grade of C is required for BI majors and CH minors.
Prerequisites: CH 221-222.
CH 400 Faculty Research Experience (1-3)
This course if cross-referenced with BI 400. Students who opt to
pursue their senior research project in the field of chemistry will reg-
istered for CH 400 rather than BI 400. Prerequisite: BI 221S-222 S;
CH 221S-222S, plus permission of instructor. A minimum grade of
C is required in any science prerequisite.
CH 438 Proposal Writing (1)
This course is cross referenced with BI 438. Students who opt to
pursue their senior research project in the field of chemistry will reg-
istered for CH 438 rather than BI 438. A minimum grade of C is
required in any science prerequisite. Prerequisites: BI 221S-222 S;
CH 221S-222S, plus permission of instructor.
CH 441 Research Seminar (3)
This course is cross referenced with BI 441. Students who opt to
pursue their senior research project in the field of chemistry will reg-
istered for CH 441 rather than BI 441. A minimum grade of C is
required for BI majors. Prerequisite: CH 438.
Communication Studies Courses
CS 111 Dynamics of Oral Communication (3)
A study of the fundamental concepts of speech communication. Stu-
dents are provided with opportunities to practice/ apply skills in pub-
lic speaking and interpersonal areas with individual counsel and cri-
tique. For students with special needs, course requirements include
attendance at speech clinic sessions. Fulfills the University’s Speech
requirement.
CS 112 Effective Business Communications: Writing and
Speaking (3)
Study of effective concepts in oral, written, and non-verbal communi-
cations as they relate to managerial responsibilities. Small group discus-
sion and individual projects relate these principles to the attainment of
proficiency in managerial communications.
Prerequisites: EN 119 or 120 and CS 111. (See BU 112)
CS 200 Business in Action: Communication, Marketing,
Management (3)
Students will have the opportunity to view the dynamics of business
through visits to several organizations. Through assigned readings and
projects, students reflect on their experiences and gain insights into
the aspects of communications, marketing and management that lead
to successful businesses. (Students must be able to make all field trips
to obtain credit for the course.) (See MG 200)
CS 221 Persuasion and Argumentation (3)
This course integrates theoretical and conceptual elements by present-
ing systematic strategies to increase critical thinking and form persuasive
arguments. Students learn how to identify and analyze issues and build
argumentative cases. Students will demonstrate the use of critical think-
ing, evidence building, reasoning, and decision making trough debates
on several issues. Prerequisite: CS 111.
CS 222 Interpersonal Communication (3)
A focus on the role of speech communication in personal growth and
in interpersonal interactions, both dyadic and small group. Models,
roles, verbal and nonverbal message systems are studied, and students
are given workshops to analyze and apply communication skills.
CS 223 Introduction to Mass Communication (3)
This course offers an introductory look at the structure and dynamics
of mass media (books, magazines, newspapers, radio, movies, record-
ings, television and the Internet) and its impact on society, with an
emphasis on the historical function of the various media. A brief ex-
amination of the practices and responsibilities of each medium is also
covered.
CS 225 Introduction to New Media (3)
Examines the role of new media in society. Students will look at the
ways in which new media differs from traditional forms of media, and
how the interactive qualities of new media (for example, social net-
working sites such as Facebook, Twitter, Instagram, etc.) have impacted
business, personal and family life. Students will choose a news beat,
then create and maintain a web site, along with social media accounts,
reporting on the beat using new media.
CS 227 Documentary Film (3)
This course introduces students to nonfiction film production. Students
will examine theory, history, and the practices of documentary
filmmaking through screenings, readings, and lectures. Students will
also produce an original documentary film. Course topics include a
camera perspective study, a shot analysis, studies in shot types and cam-
era motion, audio, and lighting. The course also includes instruction
using non-linear editing programs.
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CS 229 Digital Media (3)
Designed to expose students to the practices and techniques for creating
digital media. Students will create digital media for print, mobile apps,
and the Internet following design theories. Advertising concepts with
photography will be introduced using Adobe Photoshop, digital
drawing and illustration advertising concepts will be introduced using
Adobe Illustrator, and magazine design concepts will be introduced
using Adobe InDesign. (See MK 229)
CS 231 Writing for the Media (3)
A general introduction to the basic principles, techniques and skills
required to write for the electronic media. Emphasis will be put
upon both visual and verbal elements. Students will gain practical ex-
perience in basic copywriting (commercial, public service and narra-
tive copy), script analysis and development, commercial program de-
velopment, and writing for the Internet.
CS 232 Computer Mediated Communication (3)
This course is the study of the terms, theories and issues associated with
the use of the Internet in personal, social and business communication.
Students will examine the ways in which computer-mediated commu-
nication (CMC) is used in contemporary society to build interpersonal
relationships, develop group communication, and support public com-
munication, both locally and globally. Students will develop skills nec-
essary to facilitate effective online communication, evaluate challenges
and analyze social issues related to CMC.
CS 233 Visual Communication (3)
This course is an exploration into the ways in which visual images in-
form, educate and persuade. In attempting to understand why some vis-
ual images are remembered and some are not, students will critically
evaluate visual communication in newspapers, magazines, television,
film and new media.
CS 266 Global Communication (3)
This course explores ways in which culture shapes language, thought,
and nonverbal communication in the home, school, and workplace.
Applications to interpersonal communication across cultures will be
explored.
CS 275 Communication, Language, and Power (3)
This course explores the role of language in articulating, maintaining,
and subverting power relations in society. The course provides stu-
dents with the tools to uncover, describe, and critically analyze the
various (strategic) biases in language that create and reinforce power
structures in society. We will consider the role of communication in
impacting areas such as race/ethnicity, gender, and sexual orienta-
tion, as well as how it affects power relationships in the understand-
ing of media, politics, and institutional structure.
CS 300P Messages of War: Propaganda in 20th Century
Conflict (3)
This course explores the role of popular media in the production and
circulation of knowledge about modern war. Since the early 1900's,
propaganda has been an essential element in influencing and manipu-
lating public opinion. Drawing on the news and entertainment me-
dia, this course examines how public opinion of 20th century wars
was shaped; how the media was a propaganda tool for mythmaking
and martyrdom; and the role of media in creating national myths and
recollections of war. (See PO 300P)
CS 310 Social Media Marketing (3)
This course presents the latest theories on brand building through
social media environments. Students will learn to set objectives,
create social media audits, use editorial calendars, write and publish
social media posts, develop social media marketing plans, and track
their effectiveness. Search-engine optimization and crowdsourcing
will also be covered. Students will be expected to participate on
different social media platforms through interactive class projects.
CS 311 Sexualization, Pop Culture, and the Media (3)
This course examines male and female roles in popular culture and
the media, particularly through advertising, television, and film. The
ways these mediums shape prevalent stereotypes about sex roles in
society and how these stereotypes affect one’s self view will also be
considered.
CS 325 Introduction to Communication Theory (3)
This course introduces students to communication theory and its appli-
cation to social relationships and the mass media. Course materials and
discussions cover a wide range of contemporary theories and research
about effective communication in contexts such as interpersonal, small
groups, mass media and organizations. This course emphasizes the un-
derstanding of theoretical principles and their application to real world
problems.
CS 373 Leadership, Power and Influence (3)
This course is designed to help students understand the dynamics of
leadership, power, influence, and political forces within an organiza-
tion. The purpose is to maximize job performance and enhance the
process of career development. (See MG 373)
CS 400 Crisis Communication (3)
This course is an introduction to crisis communication theory and ap-
plication. Emphasis will be placed on risk assessment, issues manage-
ment, preparing crisis communication plans, and evaluating an organi-
zation’s performance during and after a crisis.
CS 440 Critical Analysis of the Media (3)
This upper-level course is designed to enlighten students on where
information comes from and how ideas and messages are manufac-
tured through the media. Students will gain a greater understanding
of the importance of becoming wise media consumers in an ever-ex-
panding information culture. This course will ask students to criti-
cally examine and analyze a variety of media (TV, film, Internet and
newsprint) through in-class screenings, interactive demonstrations,
group research projects and other experiences.
CS 441 Introduction to Journalism I (3)
Basics of journalism, with emphasis on writing of news and feature
articles. Includes overview of the news reporting field, with a close
attention to principles of news structure and style. Students apply
classroom learning in a range of practical assignments, such as con-
ducting interviews and covering meetings, and producing radio news
broadcasts.
CS 442 Introduction to Journalism II (3)
Basics of journalism concentrating on editing practices, issue plan-
ning, news and feature article development, graphics, layout, and re-
writing. Students continue with practical assignments for byline pub-
lication or electronic broadcasting.
CS 443 Public Relations (3)
A study of the principles and practice of public relations in today’s
society. Includes historical perspective as well as examination of cur-
rent techniques and media strategies in both for-profit and not-for-
profit organizations. (See MK 443)
CS 444V Freedom of the Press (3)
Course addresses the reporting of current events both in print and in
the digital media and its impact on the decision-making of citizens,
with particular attention to First-Amendment issues. Topics include
journalistic ethics and excesses, censorship and prior restraint, consti-
tutional protections and constraints, privacy, obscenity, and libel.
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CS 445 Crime, Justice, and the Media (3)
The purpose of this course is to examine how the media portray vio-
lence and crime, influence crime policy, and impact public percep-
tions of crime and victimization. The course evaluates: the ways
that media construct crime and criminals; the portrayal of crime and
violence in television dramas and film; and media representations as
cause, consequence, and cure for crime. (See CJ 445)
CS 446 Gender Communication (3)
This course examines the multiple ways humans communicate
within and across gender lines. Its purpose is to help students un-
derstand the ways in which communication is guided by, and at the
same time creates, gender roles. The course also looks at critical issues
in communication for each gender--verbal, non-verbal, behavioral--
in order to understand some of the similarities and differences and
their effects on perception and sex-role stereotypes.
CS 447 Communication within the Criminal Justice System (3)
This course is designed to examine the nature and importance of com-
munication skills within the criminal justice system. The course pro-
vides both a theoretical and practical study of the role of communica-
tion as it relates to law enforcement, interpersonal communication
among criminal justice professionals, the court system, lawyers and cli-
ents, and the community. Students will develop an understanding of
the impact of report writing on the investigation and prosecution of
crime, as well refine communication skills needed within criminal jus-
tice contexts.
CS 448 Broadcast Journalism for TV (3)
This course focuses on the skills necessary to create content and pro-
duce a weekly television newscast. Students will identify stories, con-
duct research, practice effective interviewing techniques, and produce,
report, and write copy for television news. Broadcasting will occur in a
studio and in the field. Students rotate through different jobs, such as
producer, director, audio engineer, camera operator, teleprompter, edi-
tor, field reporter and anchor.
CS 449 Broadcast Journalism for TV II (3)
A continuation of Broadcast Journalism for TV, this course provides
students with the opportunity to focus semester-long on one newsroom
position such as producer, director, audio engineer, camera operator,
teleprompter, editor, field reporter and news anchor. Participants also
analyze and critique selected works produced by news organizations.
Outside interviews, research and reporting time is required.
Prerequisites: CS 448 and approval of the instructor.
CS 450 Organizational Communication (3)
Examines the structure, function, and communication flow of an or-
ganization. Includes discussion of theory and practice in the use of
communication techniques necessary for effective leadership within
and between organizations. An analysis of emerging issues and trends
in business today will be incorporated.
CS 451 Communication Change in Organizations (3)
The course will focus on the process of change and how that process
affects organizations and those who lead them. The course will explore
resistance to change, change models, leadership challenges in facilitating
change, the role of both the leader and the follower in the change pro-
cess, and how to identify future trends.
CS 455, 456 Journalism Practicum (1) (1)
Basic course to provide working experience on a college newspaper
or radio station. Students will write articles or create newscasts.
Fundamentals of journalism — news and feature story formats, leads,
interviewing and news ethics, editing and layout practices,
advertising and distribution — are reviewed as they relate to issues
under preparation.
CS 471 Communication Research Techniques (1)
This course will focus on the process of developing an academic
research project. Students will be introduced to qualitative and
quantitative methods of research. They will also work on a literature
review and research proposal, as they prepare for their senior project.
Prerequisite: CS 221, Co-requisite: CS 325
CS 472 Communication Research Seminar (3)
Aimed at online students in our CASE program, this course is the cul-
mination of the Bachelor of Arts program in Communication Studies.
Students will be expected to demonstrate significant competence in the
field of communication studies by preparing, presenting and submitting
a research project on a topic of their own which has been approved by
the Communication Studies Faculty.
CS 473 Senior Research in Communication Studies (2)
This course serves as a capstone for the B.A. in Communication Studies
for Day/Evening students. Students are expected to conduct, and com-
plete, an appropriate senior-level research project in the field of com-
munications based on the track they chose within the program.
CS 491 Internship in Communication Studies (1,2,3)
Communication Studies majors are encouraged to complete a semester-
long internship which is designed to enhance understanding of Com-
munication Studies through practical experience. Students will usually
participate in an internship during their junior or senior years. (Credit
given on a Pass/Fail basis.)
Criminal Justice Courses
CJ 113 Introduction to Criminal Justice (3)
This introductory course provides students with a basic understand-
ing of the criminal justice fields. Students will be exposed to the
three key components of the criminal justice system: cops, courts and
corrections, and will examine the rule of law and the role of society
and culture in the history of crime and the structure of American law
enforcement. Students will also study the operation of the court sys-
tem and institutional and community corrections. Issues prevalent in
today’s criminal justice system – such as cybercrime and terrorism,
the Rockefeller drug laws, discriminatory practices in the criminal
justice system, the rise of super-maximum security prisons and the
adjudication and sentencing of juveniles as adults – will also be exam-
ined.
Note: CJ 113 and SO 111 are prerequisites for all courses
with a CJ designation.
CJ 116 Elements of Forensic Science (4)
See BI 116.
CJ 150 Criminology (3)
This course explores the scientific study of crime and criminals.
Topics covered include: defining and measuring crime, contempo-
rary crime patterns and correlates, types of crime, and theories of
criminal behavior, as well as a variety of perspectives to examine var-
ious myths and misconceptions about crime and criminals. Students
will be trained to draw on a wide range of disciplines--biology, law,
philosophy, psychology, sociology--and topics such as the death pen-
alty, drug laws, "tough on crime" policies, youth violence, and white
collar crime. Prerequisites: CJ 113 and SO 111.
CJ 210 Corrections (3)
This course serves as a broad introduction to the scholarly study of
the American correctional system with particular focus on the use of
imprisonment as a means of controlling criminal behavior. It pro-
vides students with an overview of the history and philosophical
95
trends in adult corrections, focusing on changes in American prisons
from the 1960s to the present, including the rejection of institutional
authority by inmates, the growth of correctional staff professionaliza-
tion and unionization, and the effects of stiff new sentencing guide-
lines on institutional overcrowding and early release policies.
Trends in incarceration rates (including an analysis of race/ethnicity,
sex and offense type) and philosophical and practical approaches to-
ward the purpose of corrections are also examined.
Prerequisites: CJ 113 and SO 111.
CJ 215 Principles of Criminal Investigation (3)
This course provides the student with a working knowledge of crim-
inal investigation principles, techniques, law, and procedure. The in-
vestigation process is studied from salient theoretical concepts to the
application of the basic elements for prosecution of criminal cases.
Included is a study of procedures for identifying and collecting in-
criminating evidence for burglary, assault, sex crimes, homicide and
murder, organized crime, and terrorism with special consideration
given to suspect and victim interviewing techniques, as well as Con-
stitutional and legal limitations and concerns.
Prerequisites: CJ 113 and SO 111.
CJ 223 Forensic Psychology (3)
Prerequisites: CJ 113 and SO 111.
See PS 223.
CJ 224 Multicultural Law Enforcement
This course will provide the student with the opportunity to
examine the pervasive influences of culture, race, and ethnicity in
law enforcement and in multicultural communities. It will focus on
the cross-cultural contact that police officers and civilian employees
have with citizens, victims, suspects, and co-workers from diverse
backgrounds. Special topics will include discussions of hate crimes,
urban dynamics, community-based policing, and racial profiling. Also
discussed is cross-cultural communication, implementing cultural
awareness training, multicultural representation in law enforcement,
and criminal justice interaction with various racial and ethnic groups.
Prerequisites: CJ 113 and SO 111.
CJ 225 Criminal Psychology (3)
Prerequisites: CJ 113 and SO 111.
See PS 225.
CJ 226 The Police, the Citizen, and the Community (3)
This course covers the historical development of modern law en-
forcement, from Sir Robert Peel’s time to the present; the traditions
of police forces and the demographics of law enforcement officials;
and the techniques employed by police officers, with an emphasis on
the increasingly important modern tools of policing: computers, sta-
tistical analysis, and forensics. The course also explores important
current issues in law enforcement such as the return of community
policing, the role of the media, and racial profiling.
Prerequisites: CJ 113 and SO 111.
CJ/SO 227 Law and Society (3)
While the focus of this course is on the origin and development of
criminal law through history, significant attention is also given to
contemporary issues and controversies. Specific emphasis is placed on
the elements required by law for an act to constitute a crime, the sig-
nificance of the mental state of the defendant, the burden of proof in
trials, and the goals of the prescribed punishments available to courts.
In addition, this course looks at issues such as the rule of law and its
crucial role in democracy; and the relationship between law, espe-
cially constitutional law, and individual rights.
Prerequisites: CJ 113 and SO 111.
CJ 230 Juvenile Justice (3)
This course is designed to give students an insight into the Juvenile
Justice Process by providing a comprehensive overview of how it
operates in the United States. Upon completion of the course stu-
dents will be able to discuss the history of the juvenile justice process
in America; identify its key personnel, elements and procedures;
identify the differences and similarities between the juvenile and
adult justice system; identify and discuss the key legal decisions
regarding juveniles; identify delinquency prevention programs and
identify and explain the basic theories of juvenile delinquency.
Prerequisites: CJ 113 and SO 111.
CJ 235 Terrorism and Homeland Security (3)
This course provides a comprehensive introduction to the complex
issues surrounding terrorism and homeland security. It examines
the motivations, organizations, and tactics of various terrorist organi-
zations as well as the effects of technology, media, and religion on
terrorism. Specific focus will be placed on the impact of terrorism
on intelligence agencies, law enforcement and other security forces.
Additionally, the need to balance the safety and security of citizens
with the threats to civil liberties posed by increases in the exercise
and scope of governmental authority will be examined. The Patriot
Act, the "War on Terrorism," the threats from weapons of mass de-
struction, and ideas that might lessen our vulnerability in the future
will be explored. Prerequisites: CJ 113 and SO 111.
CJ 244 Gender and Justice (3)
This course studies and evaluates the treatment of women and men
in the criminal justice system. Additionally, it examines the diversity
of crime and victimization experiences among men and women, the
conditions under which crimes are committed and enforced, the re-
lationship of gendered experiences to issues of social inequality, and
the alternatives that can be made available using a social justice
framework. This course also provides a comprehensive overview of
the experiences of women and men working in the three primary ar-
eas of the criminal justice system (cops, courts, and corrections).
Prerequisites: CJ 113 and SO 111. (See SO/SW 244)
CJ 245 FBI: Past and Present (3)
This course examines the Federal Bureau of Investigation’s mission in
the world today. Students learn about the FBI’s efforts to address the
threat of terrorism both nationally and globally, as well as its efforts to
continue to be on the forefront of combating crime that falls within
its jurisdiction. This course also explores how the FBI was first cre-
ated as a minor division of the Department of Justice in 1908 but
grew steadily over the next 100 years to become a premier law en-
forcement agency. Students gain insight into how the FBI expanded
its responsibility and jurisdiction over the years as Congress enacted
laws that increasingly regulated political, economic and personal ac-
tivities. Prerequisites: CJ 113 and SO 111.
CJ 250 Courts and the Judicial Process (3)
An introduction to the role and function of the American court sys-
tem, examining the history of the judicial system and exploring cur-
rent issues facing it. Students will be able to identify New York and
New Jersey State Courts and Federal Courts; the duties and responsi-
bilities of the County Judge, the District Court Judge, the U.S. At-
torney, the County Attorney, the Clerk Magistrate, and the Federal
Court and Appellate Court Judges; identify the steps of a case
through the system and describe the parts of a trial; and define and
ascertain the purpose of pretrial procedures and jury and bench trials.
Additionally, students review court decisions and conduct observa-
tions in our local system. Prerequisites: CJ 113 and SO 111.
CJ 260 Victimology (3)
Criminal Justice professionals, regardless of their specific role, will
always come in contact with victims of crime. This course provides
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an introductory examination of criminal victimization in the United
States via an overview of current theory, research, and trends within
the context of specific victimization types. In addition, this course
examines specific crime types, the role of victims in the criminal
process, problems of adjustment to victimization, the complexities of
victim-offender relationships, violence and victimization, issues of
victim compensation, restorative justice, victim’s rights, and future
directions for Victimology as a field of study.
Prerequisites: CJ 113 and SO 111.
CJ 272 Introduction to Applied Statistics in Criminal Justice
(3)
This course provides an introduction to statistical concepts and
methods used by social scientists to analyze quantitative data. Basic
statistical concepts and methods are presented in a manner that
emphasizes the understanding of theory and data analysis. This course
strongly centers on how statistics is commonly used in the real world.
Students learn how to use SPSS to carry out statistical computations
utilizing real world data. They also learn how to build databases,
code data, interpret SPSS statistical outputs and write summaries
describing the findings. Prerequisites: CJ 113 and SO 111.
CJ 301 Domestic Violence and the Law (3)
This course examines the criminal problem of domestic violence
throughout history as well as present day cultural and legal tolerance
for the perpetrator’s behavior. Topics pertaining to the commission,
restraint and legal treatment of domestic violence are explored.
Upon completion, students will understand the shifting attitudes and
norms relating to domestic violence, the social institutions and
movements which have developed to address it, the effects on the
victim and their families (including "battered woman syndrome"),
and the current efforts to address domestic violence in the criminal
justice and family court systems. Prerequisites: CJ 113 and SO 111.
CJ 320 Probation and Parole (3)
This course examines probation, parole, and other alternatives to in-
carceration in theory and practice. Topics include the history of cor-
rections in America and its relationship to the current prison over-
crowding crisis, as well as various contemporary programs such as:
probation (traditional and intensive); parole; and early release pro-
grams, including halfway houses, community service, and electronic
monitoring. In addition, offender needs and risks, inmate re-entry is-
sues and solutions, and theories of crime and rehabilitation are ex-
plored. Prerequisites: CJ 113 and SO 111.
CJ 325 Criminal Justice in Film (3)
Crime films reflect society’s impressions about the nature and extent
of crime and victimization and the strengths, weaknesses, and overall
functionality of the Criminal Justice System. This course utilizes film
as a medium to communicate ideas concerning crime, victimization,
and the Criminal Justice System by examining how victims, perpe-
trators, and witnesses are depicted in movies. In addition, this course
examines how film represents, distorts, and/or filters crime and jus-
tice issues and the agents and agencies of the Criminal Justice System.
Prerequisites: CJ 113 and SO 111.
CJ 329 Mental Health Law (3)
This course discusses current law as it applies to those with mental
illness. It examines a variety of topics related to mentally disabled
persons as participants in or subjects of legal proceedings: among
other topics, legal issues related to competency, involuntary confine-
ment, and relationships between individual rights and competing so-
cietal rights are explored. The course culminates in a review of new
trends in mental health law such as drug courts and mental health
courts. Prerequisites: CJ 113 and SO 111.
CJ331 The Constitution, Crime, and Civil Rights (3)
This course provides a comprehensive examination of those provi-
sions of the American Constitution having the greatest impact on
criminal justice. Issues surrounding the rules of search and seizure,
the protections against self-incrimination, and the right to counsel,
among others, are discussed in light of landmark cases. In this con-
text, the course also explores the relationship between larger societal
changes and the evolution of the Supreme Court’s understanding of
the Constitution, together with the debates that continue over inter-
pretations of the Bill of Rights. Prerequisites: CJ113 and SO111.
CJ 372 Research Methods in Criminal Justice (3)
This course is an introduction to basic research methods in the field
of criminal justice. Students will be exposed to a variety of topics
including, but not limited to, the principles of research design,
methods of data collection, survey development, and techniques of
data analysis. The course will also focus on understanding, evaluating,
and interpreting both qualitative and quantitative data. The main
goal of the course is to help students understand the fundamentals of
criminal justice research and to provide students with the appropriate
scientific tools that will help them in their careers as practitioners,
researchers, or academics. Prerequisites: CJ 113 and SO 111.
CJ 400 Professional Ethics in Criminal Justice (3)
This course is an exploration of professionalism and decision-making in
criminal justice through the lens of ethics, professional codes of con-
duct, and leadership in organizations. Through the use of case studies,
students develop an awareness and understanding of ethical dilemmas
faced in the police service, the judiciary, and the correctional system
and the checks and balances established to preserve the integrity of the
criminal justice system. With this foundation, the students will examine
their own decision making process and apply this to current problems
and issues facing criminal justice professionals.
Prerequisites: CJ 113, CJ 226, CJ 227, CJ 230 and SO 111.
CJ 445 Crime, Justice, and the Media (3)
See CS 445.
CJ 450 Advanced Topics in Criminal Justice (3)
This course will undertake a semester-long study of a single, Instruc-
tor-selected topic or closely related set of topics in criminal justice.
Topics may vary from year to year. Research and discussions build
on knowledge gained from prior study and may focus on such
themes as, for example, multidisciplinary alternatives to incarceration,
race and class in the criminal justice system, and ethical dimensions of
legal processes. The course spans relevant social science, legal, and
critical literature. Students will complete a research project on an as-
pect of the topic being addressed in the course. Prerequisite: Permis-
sion of course instructor and program coordinator.
CJ 471 Criminal Justice Internship (3)
Criminal Justice majors are required to complete a semester-long
internship which is designed to enhance their understanding of the
criminal justice field through practice-oriented experience. Students
will generally undertake an internship in their junior or senior year.
Prerequisite: Permission of course instructor and program coordina-
tor.
CJ 472 Capstone Seminar (3)
This course is the culmination of the Bachelor of Arts program in
Criminal Justice. Students will be expected to demonstrate significant
competence in the field of criminal justice by preparing, presenting
and submitting a research project on a self-selected, instructor-ap-
proved topic central to the field.
Prerequisites: CJ 113, CJ 226, CJ 227, CJ 230, CJ 372 and SO 111.
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Dance Courses
DA 101 Modern Dance (3)
This course will explore why and how dance is a vital participant in
cultural practices around the world. The students will examine how
dance is inherently a reflection of the culture it represents. A wide
overview of dance will be covered, from its origins in India, to its
inclusion in the rituals of Bali, the Noh and Kabuki theatrical
traditions of Japan, dances of the tribes of Africa, the rites of passage
in Aboriginal Australian dances, and the rituals of Native American
tribes. The class will review examples of related art forms in visual
arts, music, and drama.
DA 221 Modern Dance Technique (3)
An introduction to modern dance as an art form through study of its
history, major practitioners, and varied styles; studio experience and
practice of dance techniques and combinations of movement.
DA 222 Modern Dance Improvisation & Composition (3)
Introduction to the art of choreography, or the creating of dances.
Study of choreographic principles through lecture, demonstration,
film, and discussion; studio experience in movement combination,
improvisation, and composition. No prerequisite, but Modern Dance
(see above) recommended for beginners.
DA 224 Dance Movements of Unique Cultures (3)
This course exposes the students to the varied forms of African, Ur-
ban, Latin, and Caribbean dance. The students will have the oppor-
tunity to not only perform, but learn and execute the different styles
of interpretative dance through movement. Each week or over a two
week period, one aspect of the varied style will be taught and re-
hearsed in order to perform a culminating dance performance for the
college community. Experience with dance technique is recom-
mended, but not required.
DA 225 Jazz/Tap I (3)
This course introduces the students to the world of Jazz and Tap.
The dancers will have the opportunity to learn and perform simple
jazz and tap movements through performance means. One-half the
semester will be devoted to Jazz, and the remaining of the semester
will be devoted to Tap. The students will have the opportunity to
not only perform, but learn and execute the different styles of
interpretative dance through movement. A culminating dance
performance will result as a performance based assessment.
Experience with Jazz & Tap is recommended, but not required.
Jazz and Tap shoes are required.
DA 226 Ballet I (3)
This course introduces the students to the world of Ballet. The
dancers will have the opportunity to learn and perform simple ballet
movements through performance means. The students will have the
opportunity to not only perform, but learn and execute the different
styles of ballet. Classical and Modern Ballet will be introduced and
executed. A traditional style of ballet will be taught as well as a type
of ballet from the twenty-first century. A culminating dance
performance will result as a performance based assessment.
Experience with ballet is recommended, but not required.
Ballet shoes and proper attire required.
DA 229 Creative Movement for the Elementary Child (3)
Methods of teaching creative movement to elementary school chil-
dren and of using it in connection with the teaching of standard sub-
jects. Discussion of what creative movement is, how it has been inte-
grated into school curricula, how it is employed to promote personal
and educational development in the child, and how it can be effec-
tively integrated into classroom plans.
DA 250 Dance Films: Social & Historical Perspectives (3)
An overview of dance films from the 1930's to the present. Films to
be studied may include
Swing Time
,
Singin’ in the Rain
,
West Side
Story
,
Saturday Night Fever
, and
Dirty Dancing
. Discussion of the
stars' contributions to dance history, the historical and social impact
of the films, the techniques of dance and cinematography used, and
the social issues explored in the films will follow each screening.
(See FI 250)
Earth Sciences Courses
ES 111S Elements of Earth Science (3)
Considers the earth, its materials, processes, history, and environment
in space on an introductory and lab-oriented level.
ES 112S Climate Science and Action (3)
A study of the scientific evidence of climate change with examina-
tion of causes and potential responses. A discussion of global societal
impacts of climate change will lead to the implementation of student-
led projects to educate society, and work to mitigate the effects
and/or slow the pace of climate change.
Economics Courses
EC 211 Macroeconomics (3)
An introduction to the structure and methods of the American eco-
nomic system; basic concepts of national income, employment, eco-
nomic growth and fluctuations, money and banking, and distribution
of wealth and income; examines current economic problems.
Prerequisite: AC 111.
EC 212 Microeconomics (3)
An introduction to the foundations of economic analysis, including
the following topics: factors of production, profit, supply and de-
mand, opportunity cost, costs and allocation of resources, pricing,
market structure, business monopoly and competition, role of gov-
ernment. Prerequisite: EC 211.
EC 321 Intermediate Macroeconomics (3)
This course will cover current ideas in Economics, including fluctua-
tions, unemployment, government intervention, interest rates, and
new classical as well as Keynesian and classical theories. The intent
will be to present the range of current ideas on stabilizing the econ-
omy. Prerequisite: EC 211.
EC 322 Intermediate Microeconomics (3)
An analysis of how prices are determined and resources distributed by
the market. The course will look at, among other things, govern-
ment intervention and corporate monopoly power and the proper al-
location of resources in consumer society. Prerequisite: EC 212.
EC 331 Money and Banking (3)
This course explores the nature of money and the institutions that
create, control, and use it. The policies and practices of the Federal
Reserve and other central banks are discussed in terms of monetary
theory and their impact on society. Prerequisite: EC 212.
EC 338V Wealth and Poverty: Contemporary Economic Issues
(3)
A review and evaluation of the bases for wealth creation in society,
along with the problems of poverty. The course will provide an his-
torical overview of the sources of societal wealth and the presence of
poverty. It will consider some of the value systems underlying differ-
ent views as to how economic society should be organized. Each stu-
dent will prepare and present to the class a paper on a currently rele-
vant societal issue relating to wealth creation or poverty reduction.
98 |
EC 340VG Global Economic Issues (3)
An investigation into the causes of and possible solutions to current
economic problems. The issues to be discussed in a given semester
will be based on their currency, their import, and the degree to
which they are economic in nature. Topics may include the effects of
globalization on different societies; the alleviation of famine and dis-
ease; technology transfer, economic integration, and economic
growth; income distribution and redistribution; unemployment,
immigration, and population growth; illegal drugs, terrorism, and
civil unrest.
EC 435 World Economics
(3)
This course will describe how international economics and finance
differ from traditional macroeconomics, microeconomics, and fi-
nance. It will highlight the benefits of specialization and trade (both
absolute and comparative advantage), the operations of the foreign
exchange markets, open and closed economies, alternative economic
systems and transitional economies. Current trends and events in
international economics and finance will be explored by students uti-
lizing Power Point presentations. (See FN 435)
EC 442 Urban Economics (3)
An analysis of the economics of urban and suburban social structures
and how they change over time. Questions of state and local taxation
and spending, interaction with the federal government, economic
growth, and the impact of regional development will be considered.
Prerequisite: EC 212.
EC 443 Public Finance (3)
Financing and budgeting activities in the public sector are examined.
Topics include types and principles of taxation, cost-benefit analysis,
government institutions, fund accounting, and budget processes.
Current issues, such as Social Security and Medicare, the effects of
demographic shifts, health care financing, and the impact of tax and
spending patterns on overall economic activity are discussed.
Prerequisite: EC 212.
EC 445 American Economic Development (3)
An overview of the development of the American economy in the
twentieth century, including both economic and political considera-
tions. Prerequisite: EC 212.
English Courses
EN 108 Fundamentals of Reading and Writing (4)
This course is designed to prepare students for the reading, writing
and critical thinking assignments they will encounter throughout
their academic careers. The lab component allows structured time for
practicing the writing techniques learned in class. Additionally,
writing tutors will work individually and in small groups with
students.
In order to proceed in the Writing Sequence, students must earn a
C- or higher.
Students who earn a B or higher proceed directly into EN 120.
Students who earn grades between a C- and B- must take EN 119.
A student is subject to dismissal from the University if he or she fails
to achieve the required minimum grade in EN 108 within two
attempts.
EN 119 College Writing with Support Lab (4)
This writing lab course is designed to assist with students’
baccalaureate-level reading and writing . Focus is on the essay form
--formulating theses; adopting appropriate rhetorical patterns;
structuring a series of related, supporting paragraphs; integrating
secondary sources to enhance the writer's authority. The lab will
allow structured time for practicing the reading and writing
techniques examined in the lecture section of the course.
.
In order to proceed in the Writing Sequence, students must
successfully pass EN 119.
A student is subject to dismissal from the University if he or she fails
three times to achieve the required minimum grade in EN 119.
EN 120 College Composition: Writing and Research (3)
This course concentrates on principles of clear, correct, and effective
writing. A strong emphasis is on composing and organizing essays
that support and develop ideas. Main topics include: formulating
theses; adopting appropriate rhetorical patterns; interpreting and
integrating secondary source materials. Assignments also develop
critical thinking skills applied in reading and writing assignments. A
short researched essay completes the course.
Students must earn a C- or higher to progress to EN 123.
A student is subject to dismissal from the University if he or she fails
three times to achieve the required minimum grade in EN 120.
Students may not use the CLEP exam in lieu of EN 120.
EN 123 Writing About Literature (3)
This writing course reinforces critical thinking skills, essay
development strategies, and develops research skills. Each section of
the course highlights a particular theme, with readings in fiction,
poetry, and drama. The readings and essays are designed to amplify
the development of students’ skills in the following: relating meaning
to structure, formulating interpretations based on specific elements in
the text, and appreciating diverse opinions shown by peers. A special
emphasis is on locating, reading, and using secondary sources. A
research paper based upon a course text, integrating multiple sources,
completes the course.
All students must earn a C- or higher. A student is subject to
dismissal from the University if he or she fails three times to achieve
the required minimum grade in EN 123.
A.P. exams, dual enrollment high school courses, and CLEP exams
cannot be used in fulfillment of the EN 123 requirement.
EN 114 Writing the Research Paper (1)
This course focuses primarily on the strategies and skills needed to
write the college research paper. Topics include evaluating sources,
incorporating sources, summarizing, paraphrasing and formatting in
MLA and APA.
EN 115 Enhanced Writing (3)
A course designed to enhance the student’s mastery of skills appropri-
ate for all written communications, with attention to specific strate-
gies appropriate for various disciplines and professions. Reserved
for students who have completed EN 123 (or the equivalent for
transfer students).
For exit from EN 115, a minimum grade of C- is required.
A student is subject to dismissal from the University if he or she fails
three times to achieve the required minimum grade in EN 115.
EN 116 Editing and Revising Bootcamp (1)
This course focuses on three areas: 1) revising essay content, 2) edit-
ing for improved clarity, 3) proofreading to identify and correct er-
rors. Review of basic essay structure, grammar and punctuation,
and spelling are also covered.
EN 118 Strategies for Vocabulary Development (1)
This course will focus on strategies for developing a better
vocabulary and employing new vocabulary effectively. Emphasis will
be placed on structural analysis and context clues.
EN 201/202/203: Single Author or Topic (1)
Each of these 1-credit courses focuses on a single author’s life and
particular works that represent the contribution of writers to their
own eras. Courses may also explore how their works of literature
99
illuminate universal explorations of the ways individuals and/or
communities critique and adapt to their worlds through fiction,
poetry drama, or non-fiction. Co-requisite: EN 123.
EN 220 Literary Studies (3)
As the foundation to the discipline, this course builds upon student’s
ability to read and discuss literary texts from ancient to contemporary
and to express their interpretations orally and in writing. In addition
to literary history, students will be introduced to close readings of
texts and to other techniques of literary criticism. Papers
incorporating textual reference and critical scholarly sources is the
other key component of the class.
Prerequisite: EN 123, with a minimum grade of C.
EN 221CG The Making of Myths and Cults (3)
Co-requisite EN 123. See RS 221CG.
EN 223P The American Dream I: 1620–1865 (3)
Beginning with Native American stories and poems and the writings
of the European colonists, the course traces the various cultural
threads that, along with their accompanying political and religious
ideologies, led to the establishment of American literature and con-
sciousness. The course also explores the inevitable social conflicts that
followed. Readings cover American romanticism, slave narratives,
poetry from Bradstreet to Whitman . Co-requisite: EN 123.
EN 224P The American Dream II: 1865 – Present (3)
Emphasis is on a range of writers from different racial/ethnic/social
backgrounds. Attention will be paid to the social issues that inform
the ideas of these writers, including the impact of technology, urban-
ization, war, and gender-role changes. The course readings cover
modern and post-modern eras across genres; works vary by semester
offered. Co-requisite: EN 123.
EN 225C Classical Literature: Balancing Duty and Desire (3)
Our course theme, balancing duty and desire, is timeless and applies
to people across cultures. Our overriding focal points will be on the
delineation of communal and individual experiences (duty/desire)
and the representation (
mimesis
) of the ways of life that affirm the
dignity of the human spirit. By surveying various genres that devel-
oped in the ancient world, we will trace the varied life lessons that
preoccupied the organizers of civilizations: attaining and bestowing
honor, recognition of deities, handling extreme emotions and ambi-
tions, and the meaning of life and death within each culture.
Co--requisite: EN 123.
EN 226V Masks and Morals: Values in World Literature (3)
A study of the role of morals, identity, and deception in European
literature from the 18th century to the present. The course examines
the way that individuals define and represent themselves in relation
to their society and what happens when an individual's sense of what
is right conflicts with the beliefs of others or the policies of the state.
As students read works of literature in which individuals confront
ethical dilemmas, they will consider what similar dilemmas we face in
our contemporary world. Readings include works by Voltaire,
Flaubert, Dostoevsky, and Ibsen. Co-requisite: EN 123.
EN 227 Folklore in American Culture
A multi-disciplinary and multicultural investigation of expression
through a close look at how people live today and how people’s
morality is defined and reflected in common everyday stories and
practices. This course investigates the value system inherent within a
specific folk group and examines how that group arrives at establish-
ing morality through the use of lore. Topics will include (but are not
limited to) urban legends, occupational folklore, performance, and
food ways. Prerequisite: EN 123 or instructor’s permission.
EN 228 Irish Literature (3)
A survey of Irish literature and its historical context. Emphasis on the
intersection of literature, culture, and religion. Examination of Ire-
land's political evolution, its nationalism, and the movement toward
independence as these inform the writings of the society.
Prerequisite: EN 123.
EN 230 Crime in Fiction (3)
The subject of crime has existed in literature and folklore since an-
cient times, both as an element of plot and as a part of a thematic or
moral agenda. This course will center upon selected readings from
different eras and upon different aspects of crime and the criminal
imagination, including 18th-century Gothic romances, 19th-century
literature focusing on psychological motivations (e.g., the works of
Poe and Dostoevsky), and 20th-century fictionalized accounts of real
crimes. Prerequisite: EN 123.
EN 231 British Literature I: Beowulf- Enlightenment (3)
This class covers the literature of several periods that span over a
thousand years and countless language shifts and changes. Starting
with Beowulf and other Anglo Saxon writers, we will continue
through Chaucer and the Pearl-poet’s era, into Shakespeare and Mil-
ton’s works, and end with writers of the Enlightenment, like Swift
and Pope. These periods are often grouped together because they ex-
press the origins of English language and culture. Though we will
read most things in translation, there will be time spent on the
changing language and styles in order to enrich our understanding of
these treasures of literature. Prerequisite: EN 123.
EN 232 British Literature II 1798-Present (3)
This course is framed by several factors: multiple wars, international
movements in social thought and the arts, and the rise of technology.
Starting with Romantic poetry’s idealistic belief in the individual in
connection to nature, we move to a Victorian pessimism about soci-
ety and inequality that emerged through novels, poetry, non-fiction,
and drama. The course then examines Modernism’s horror over
WWI and postmodern works that emphasize individuals struggling in
isolation. Prerequisite: EN 123.
EN 260 Survey of African-American Literature (3)
This course traces the evolution of African-American literature from
slave times to the present. Beginning with African folktales and po-
ems as background, the readings turn to the poetry of Wheatley and
others; slave narratives; developments in poetry and fiction during
the early Jim Crow era, and the parallel developments of blues and
jazz; the Harlem renaissance; the Civil Rights era; and contemporary
voices in all genres. Prerequisite: EN 123.
EN 325 American Jazz Age: Generations Lost & Found (3)
After WWI, American literature and culture enjoyed its first
intercultural era, as jazz became an international phenomenon and
writers from Harlem and Greenwich Village mingled and shared
influence. Our readings include Harlem Renaissance writers, like
Hughes, McKay, Larsen and Hurston, who celebrated their African
heritage. Modern poets like Millay and Cummings, and fiction
from Fitzgerald and Hemingway represent the "Lost Generation."
They chronicled disillusionment and excesses of the youth culture
and modernism. Prerequisite: EN 123.
EN 327 Science Fiction, Fantasy & Horror (3)
This course will explore the speculative fiction genres of literature –
science fiction, fantasy, and horror – using stories and novels from
the inception of the various fields to the present. We will focus on
the various tropes, such as magic; good vs evil; space and time travel;
100 |
the supernatural; and many others. This course will satisfy the genre
requirement in the English major. Prerequisite: EN 123.
EN 330 Chaucer (3)
A study of The Canterbury Tales in Middle English in the context of
medieval culture, but also in relation to the modern reader. Emphasis
is placed on Chaucer’s language, poetic technique, use of various
genres, and his contribution to western thought and literature.
Prerequisite: EN 123.
EN 331M Metaphorical Journeys: Literature of the Middle
Ages (3)
An introduction to the epic, focusing on that genre’s primary motif:
a journey away from home, a descent into a literal or figurative un-
derworld, and a return home or establishment of a new homeland.
Texts range from classical to modern works. Special emphasis is
placed upon medieval literature in translation.
Co-requisite: EN 123.
EN 332M The Age of Exploration (3)
The spirit of exploration in Renaissance England as reflected in liter-
ature, with reference to 21st-century experience; accounts of Renais-
sance voyages to the New World in the context of other types of ex-
ploration — images of utopias, of superhuman heroism, of new
power acquired through magic and science, etc. Readings range from
Ovid to 20th-century science fiction, with emphasis on works by
More, Shakespeare, Marlowe, Bacon. Co-requisite: EN 123.
EN 333P Literature in the Age of Enlightenment (3)
This course examines the literature of the Enlightenment and its ef-
fect on the shaping of the modern mind. Students will study the
emergence of modern ideas of humanitarianism, tolerance, empiri-
cism, and the social contract, particularly as expressed in British liter-
ature of the "long" 18th century. Representative works of Restora-
tion drama, Neoclassical poetry, and early innovations in the novel
will be covered. Co-requisite: EN 123.
EN 334 The Age of Revolution (3)
The pervasive revolutionary spirit in 19th-century England as
expressed in literature. Analysis of the Romantic and Victorian ages
through examination of literary, social, religious, and scientific
concepts and creations; reference to analogous 20th-century
discoveries and attitudes. Co-requisite: EN 123.
EN 335 Modern British Literature: Repression & Rebellion (3)
A study of major British writers of the 20th century who reflect upon
the confrontation between the waning Empire’s legacy of conformity
and restraint and the modern spirit of rebellion. Literature includes
poetry, drama, works of fiction by major writers of the era.
Co-requisite: EN 123.
EN 336V Battle Pieces: Conflict and Commitment in Modern
American Literature (3)
Perspectives on war in modern American literature. We study the
moral, psychological, and ideological implications of war and war-
like confrontations in modern American society. Readings include
primary materials (letters, diaries, essays) poetry, novels, from WWI
forward. Representations of Americans attitudes towards war and the
U.S. as a global leader emerge through film, song, and dramatic
works. Co-requisite: EN 123.
EN 337P Literary Realism: The Trend Toward Social Inquiry
(3)
A study of selected writers of 19th-century Western Europe, explor-
ing the influence of social issues and cultural implications on literary
context and form, with emphasis on the effort toward objective rep-
resentation and the preoccupation with social problems.
EN 338M Courtly Love: Ladies, Gentlemen, Men and Women
(3)
An introduction to courtly love that traces its development into the
modern concept of romantic love. The course highlights work from
a variety of literatures and historical periods, focusing on the relation-
ship between courtly love and social institutions and exploring the
connections between courtesy and the images of women and their
position in society. Co-requisite: EN 123.
EN 339M Medieval Women Writers: Domestic and Peaceful
Contributions (3)
Women have played an important role in medieval intellectual life
that until recently was largely overlooked. Although the canon has
been slow to recognize the contributions of women writers, their
voices have captivated the scholarly and non-scholarly world. This
class seeks to examine the sacred and secular voices of medieval
women and how they helped shape their world, and how their
reemergence can be used to help shape ours.
Co-requisite: EN 123. (See RS 339M)
EN 340 Studies in Individual Authors (3)
The purpose of this course is to delve deeply into several works by
individual authors, rather than trace a theme or literary history. The
usual concerns of social context and various critical approaches will
enrich the close readings of the texts. The authors studied will vary
by semester, and will represent a variety of literary periods, genders,
nationalities, and genres.
EN 341 Literature in Translation (3)
Great literary works from all over the world should be appreciated
without the impediment of a language barrier. As most great works
are accessible in translation, we provide our students with a variety of
authors from areas such as Europe and Latin America. Each semester
the focus might shift from one major writer to a survey of a particular
period, according to need. Prerequisite: EN 123.
EN 342 Voices of Authority: The Life and Times of Joan of
Arc (3)
The life and significance of Joan of Arc, with reference to important
medieval and current-day issues involving beliefs about individual
rights and responsibilities, religious authority and mysticism, relation-
ships of church and state, and power across social class lines. Particu-
lar emphasis on the role of gender in medieval times.
Prerequisite: EN 123.
EN 350 Studies in the Novel (3)
The novel is a literary form that is constantly making and remaking
itself. This course surveys the novel’s historical development and ex-
amines critical approaches to the form. Readings will span different
historical periods and cultures, and will focus on certain elements of
the novel’s development, such as its formal innovations or its the-
matic concerns. Prerequisite: EN 123.
EN 352 Studies in Tragedy (3)
We now use the word “tragedy” rather carelessly: anything bad that
happens is tragic. In ancient times, tragedies were performed at
festivals, evoking the sense that humans suffer in particular ways,
emphasizing how often our own humanity – our own flawed
existence –brings on this suffering. Audiences experiencing a
particular tragic scene together understood their own flaws and
experience through
catharsis
, the strong emotion of pity or fear, by
identifying with the characters. We will explore ancient ideas of
tragedy and how its performance has changed throughout the
centuries, and pinpoint how audiences continually find new ways of
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experiencing
catharsis.
Prerequisite: EN 123.
EN 353 Studies in Drama (3)
Drama as a form has dominated high and popular culture across mil-
lennia, for religious purposes as well as a means to explore archetypal
human behavior and experience. Playwrights, cultures, and eras will
vary by semester, and can include tragedies, comedies, and/or more
stylized forms. Emphasis on performance as well as literary aspects
will be a central focus. Pre-requisite: EN 123.
EN 355 Philosophy in Literature (3)
See PH 355.
EN 359 Literature and Film (3)
See FI 359.
EN 442VG Women Come of Age (3)
Texts focus on issues of women around the world and how many pa-
triarchal societies place limitations on them. We also trace the strug-
gle for gender equality shown in the literature. Our readings sample a
variety of women writers in the Americas, Europe, Africa and Asia,
ca. 1840 to the present. Works center around unifying aspects of
coming of age at various stages of life. Class sessions emphasize dis-
cussion of texts through close reading of individual passages to high-
light important points. Supplemental materials and writing assign-
ments will place those texts within their literary and cultural con-
texts. Co-requisite: EN 123.
EN 443 Culture and Conscience: Literature of the United
Kingdom (3)
A study of key works of fiction from the United Kingdom. Selected
works will highlight the relationship between social environments
and individual conscience. Students will explore the ways in which
literature, self, and culture interconnect through analyzing repre-
sentative works of the U.K. Co-requisite: EN 123.
EN 444V The Search for Identity: Multicultural American
Fiction (3)
The struggles and self-reflection involved in forging individual, com-
munity, and national identity are studied through a variety of texts.
Looking at these issues from a multi-cultural perspective, the course
combines background readings from the social sciences, popular cul-
ture, and the arts. Assigned writers work across genres and represent
different eras; their works reflect the experiences of various immi-
grant groups, gender identities, and races. Works vary by semester.
Co-requisite: EN 123.
EN 445–446 Shakespeare I, II (3) (3)
Study of selected major works, with reference to the poet’s life,
times, and stagecraft; includes viewing and discussion of perfor-
mances of plays when available. Readings in the two courses differ,
but both include representative history plays, tragedies, and come-
dies. Each course may be taken independently of the other.
Pre-requisite: EN 123.
EN 450 Studies in Poetry (3)
A survey of various forms of poetry, poetic elements, figurative lan-
guage, and critical approaches. Readings will span various eras and
cultures. The course examines the nature of interpretation and crite-
ria for valid readings of texts. Explicating will be done both orally
and in writing. Selected poets will be studied in depth.
Prerequisite: EN 123.
EN 452 Composition and Grammar (3)
A detailed review and practical analysis of traditional and modern
English grammar and syntax. Concepts will be applied to various
short readings and student essays. Recommended for students who
plan to teach, write professionally, or enter the publishing and public
relations fields. Pre-requisite: EN 123.
EN 453 History of the English Language (3)
The development of the English language from Anglo-Saxon to
modern English. Modifications in grammar, spelling, and vocabulary
illustrated by readings in the literature of each period: Biblical pas-
sages, selections from Chaucer, Renaissance, 18th-century, and mod-
ern authors. Prerequisite: EN 123.
EN 454 Literature for Children (3)
Students will study the development of children’s literature from its
beginning to the present. Works of various genres—the oral tradi-
tion, fantasy, realistic and historical fiction, poetry, and picture
books—will be examined; authors and illustrators will be included, as
well as academic articles which stress the importance of literature in
the development of readers. Prerequisite: EN 123.
EN 456 Writing Practicum (3)
Use of writing skills in a practical setting as opportunities arise. In-
cludes preparation and supervision by the instructor, and culminates
in a written report submitted by the student at the end of the term.
Prerequisite: must have completed 12 credits past EN 123 (200 level
or above). English & English/Education majors only, by advisement.
EN 457 Young Adult Literature (3)
A survey of literary texts appropriate for youth in English language
arts at the secondary level (grades 6-12). Designed for both education
majors and the enthusiast, the course will focus on interpreting
young adult literature through various theoretical and cultural lenses
and also on methods for choosing and teaching young adult literature
in the classroom. Attention will be given to literature that reflects the
interests and needs of young people growing up in diverse communi-
ties. Prerequisite: EN 123.
EN 458 Creative Writing (3)
Designed as an introduction to the art of creative writing. Students
will explore the basics of writing their own short fiction, poetry, and
memoirs through brief, frequent exercises. Special attention given to
composing, sharing, and critiquing original works. Student work may
be contributed to the University literary journal.
Class is open to freshmen.
EN 460 Creative Writing and Performance (3)
Course focuses on the development of advanced creative works of
poetry, fiction, and/or drama with a direction towards live perfor-
mance. Writers will also prepare and rehearse select piece for a
college-wide showcase.
Prerequisite: EN 458 or equivalent, or instructor’s permission.
EN 461 Publishing Creative Writing (3)
Designed to enhance and expand the skills introduced in EN 458,
this course focuses on the development of more sustained and mature
creative works of poetry, fiction, and/or drama. Writers also prepare
and send original manuscripts for publication in professional literary
journals. Prerequisite: EN 458 or instructor’s permission.
EN 463 Expository Writing and Research (3)
This course focuses on the more complex writing, analytical, and re-
search skills needed to address a variety of audiences, purposes, and
genres. Students will create a cumulative portfolio of writing includ-
ing articles, blogs, reviews, editorials, and critical essays. The instruc-
tor will designate a special topic for the course such as sports writing,
workplace writing, travel writing, memoir writing, writing about
film, etc. The special topic will be identified in Course Listings.
Prerequisite: EN 123.
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EN 472 Seminar (3)
An in-depth capstone study, in a seminar setting, of selected major
themes and topical issues as they are developed in a select group of
authors. Topics vary from year to year. Includes independent
research projects that the student presents to the group for an open
discussion and evaluation, and then at a University-wide mini-con-
ference. Prerequisites: Student must have completed 21 credits in
EN 200-level courses or above, including EN 452.
Limited to seniors, unless approved by instructor.
EN 491 Internship in English (3)
Students majoring in English can enhance their writing and cultural
competencies in businesses and non-profit organizations: in areas like
the arts, journalism, local government publications, on-campus
literary magazine, and libraries. Course can be taken for a grade of C
or higher or on a Pass/Fail basis.
Note: Interested students should contact the Coordinator of the
English Program or the Director of Career Development.
EN 492 Teaching Practicum in English (3)
This course is designed for seniors who have demonstrated outstand-
ing ability in English, as indicated by a GPA of 3.2 or higher. Stu-
dents will work as peer assistants for English faculty in EN 123
courses. Students will meet with faculty independently and will at-
tend each session of the class in which they assist. Students will par-
ticipate in preparation, presentation, discussion, and evaluation of
course material. Faculty invitation and permission required. Limited
to one assistant per EN 123 course.
Prerequisite: Senior standing and instructor’s permission.
Environmental Studies Courses
ES 221 Introduction to Environmental Science (3)
A one semester introduction to the basic principles of environmental
science. We will examine environmental issues affecting our world
today and what impact our past has had on the present situation. We
will understand and define terminology used in the field; be able to
summarize environmental processes at the global, regional and land-
scape levels; and be able to explain the basic chemistry and biology
behind environmental issues. A minimum grade of C is required for
Environmental Studies majors. Co-requisite: EN 120.
ES 491 Environmental Studies Internship (1-3)
This course provides the student with the opportunity to intern
and learn about careers in environmental studies as well as begin
to develop a network of colleagues in the field.
Film Studies Courses
FI 101 Film Studies Interdisciplinary Survey (1)
This course is designed to showcase and discuss films significant to
cinematic history and existing interdisciplinary courses across campus
offerings. Classes will feature two films per period.
FI 155 Introduction to Film Studies (3)
As a mode of communication and entertainment, film has an
undeniable impact on our culture. In order to appreciate film, one
must become an active viewer. This introductory course will provide
the foundation for that perspective. Concepts such as editing,
montage, lighting, direction, acting, production, and scoring will be
introduced and discussed so that viewers can learn and appreciate the
craft of film-making as both an art form and an influential mode of
communication.
FI 222 American Cinema (3)
In 1988, the U.S. Library of Congress established the National Film
Registry to preserve American films deemed "culturally, historically
or aesthetically important." This course presents the viewing and dis-
cussion of 12 films from the NFR's cumulative list covering a 75 year
time span and illustrating the major Hollywood genres. Comedy,
drama, horror, mystery, musical, western and science fiction films
will all be presented, as well as films representing the work of some
of Hollywood's most important directors.
FI 225 World Cinema (3)
The course begins with aesthetics of visual storytelling through silent
films. Students then view/research iconic films from countries in
Europe, Asia, Africa, Latin America, Australia, and North America.
Finally, we speculate about how and why films can promote compas-
sion and understanding across cultures.
FI 250 Dance Films: Social & Historical Perspectives (3)
See DA 250.
FI 299 Special Topics in Film (1-3)
This content-varying course is an investigation of a specific aspect of
film not covered in our regular offerings. Topics could be genre,
techniques, persons, themes, or industry related to film. The course is
credit varying, depending on the topic and semester.
FI 336X Special Cinema Studies (3)
Study of characteristic themes and styles of selected film makers, past
and present, with attention both to film techniques and to thematic
interpretation. Includes pertinent background readings, discussion,
and screenings of representative films.
FI 343 Playwriting/Screenwriting (3)
See TH 343.
FI 359 Literature and Film (3)
An introduction to the art of film through comparison with litera-
ture. Novels, short stories, and plays are examined in conjunction
with film versions of the same works, with particular attention to the
differences between them and the reasons for those differences. In-
cludes viewing and discussion of selected feature films, and an intro-
duction to film terminology. (See EN 359)
Finance Courses
FN 111 Basic Finance and Investing (3)
Students will receive a general overview of the financial industry,
with a focus on key players, institutions, and markets such as com-
mercial banks, the Federal Reserve, and financial markets. The class
will also introduce the many career paths within the financial sector
and what responsibilities they encompass. Financial concepts such
as the time value of money, compounding interest, and annualized
returns will be taught as a foundation for future Finance, Economics,
and Accounting courses. Students will then learn about common
financial instruments including stocks, bonds, mutual funds, and
ETFs, and will be introduced to derivatives.
FN 118 Personal Finance (3)
This course is geared to provide business majors and non-majors alike
with the concepts and techniques needed to plan for an individual's
financial wellness. Topics covered include financial planning, invest-
ment strategies, credit, taxes, stocks, bonds, insurance, estate plan-
ning, and real estate.
FN 226 Principles of Finance (3)
This course is designed as an introduction to finance. Topics include:
basic financial analysis; efficient management of the firm's assets;
sources of short and long-term financing; introduction to financial
103
theory, including valuation, capital structure, and the timing of finan-
cial decisions. Prerequisite: AC 111.
FN 331 Money & Banking (3)
See EC 331.
FN 340 Corporation Finance (3)
The financial policies necessary to achieve the goals of the firm are
examined. Topics include the capital asset pricing model, weighted
average cost of capital, and capital structure. Prerequisite: FN 226.
FN 344 Investment Analysis (3)
The functions of security markets and the basic decisions determining
the timing and extent of investments are examined. Particular em-
phasis is placed on evaluating securities, with a view to maximizing
returns and minimizing losses.
Prerequisites: AC 112, EC 211, FN 226.
FN 370 Economic and Financial Aspects of Sports
Management (3)
See SM 370.
FN 435 International Finance (3)
See EC 435.
FN 450 Risk Management and Performance Evaluation (3)
This course considers two highly linked issues in the investment
world: performance evaluation and risk management. Risk manage-
ment is first reviewed to examine investment, operational, and com-
pliance risks and the strategies used to respond and mitigate such
risks. Risk management functions are then defined, and multi-layer
lines of defense are studied – including the costs and benefits of vari-
ous risk mitigating strategies. Historical examples of risk failures are
studied to illustrate potential risks and to identify potential solutions.
Performance evaluation is then analyzed. Students are given actual
fund performance data to evaluate and compare across various passive
and active management strategies. Prerequisite: FN 344.
FN 460 Investment Planning (3)
This course studies the financial planning industry. Students create
sample investment plans for either individual investors of varying
backgrounds or institutional investors with a wide range of goals. To
start, the investment needs of a broad range of investors is covered –
from individuals in different phases of their life and having varied
levels of wealth, financial knowledge and risk tolerance, to
institutional endowments, pension plans, government funds and
insurance company accounts. Students learn to identify investor
needs and goals, including required returns, risk tolerance and time
horizons. Student will also study the basics of asset allocation and
asset-liability matching concepts. Prerequisite: FN 344.
FN 470 Advanced Investing (3)
An advanced seminar where students invest a portfolio (typically
paper) using ETFs to gain access to a wide range of asset classes.
Students must adhere to an investment policy and are expected to
report on the results and efficacy of their strategy.
Prerequisites: FN 450, FN 460.
FN 474 Business Policy Senior Capstone (3)
See MG 474.
FN 490 Topics in Investing (3)
An advanced seminar on current issues impacting the financial and
investment markets. Pre-requisites: FN 340, FN 344.
French Courses
FR 111-112 Conversational French I, II (3) (3)
Introduction to the language with emphasis on speaking; attention
also to be given to aural comprehension, reading and writing skills
using topics related to the student's experience.
Prerequisite: For FR 112: FR 111 or equivalent preparation. In or-
der to proceed to the next course in this sequence, a minimum grade
of C- is required.
FR 115-116 Reading French (3) (3)
Intensive introductory language study to enable students to work
readily on practical texts; may be used as preparation for required
graduate school language examinations.
Prerequisite for FR 116: FR 115 or equivalent preparation.
FR 221-222 Conversational French III, IV (3) (3)
A review of the language with emphasis on developing fluency in
oral and written communication. Reading, conversation and compo-
sition on topics in French culture.
Prerequisite for FR 222: FR 221 or equivalent preparation. In order
to proceed to the next course in this sequence, a minimum grade of
C- is required.
Health Sciences Courses
HL 101 Emergency Medical Preparedness & Response (1)
This introductory course is designed for anyone with little or no
medical training who wants to be prepared for an emergency in any
setting. This course will train participants to provide first aid,
including CPR, and to use an automated external defibrillator (AED)
in a safe, timely and effective manner. Training in Stop the Bleed,
Blood Borne Pathogens and general emergency preparedness and
response is included. Successful completion of exams results in
Heart Saver certification from the American Heart Association and
Stop the Bleed certification from American College of Surgeons
Committee on Trauma.
HL 111 Religion, Spirituality, and Healthcare (1)
See RS 111.
HL 201 History of Public Health (3)
Students will develop an understanding of public health, public
health informatics, and health information technology within the
context of the US health ecosystem. Relevant policy, regulatory,
legal and ethical issues will be reviewed. Students will identify
challenges and use cases that can be addressed through PHIT; review
standards and systems available, including the institutions that
develop and use them; and develop an understanding of the types of
data needed to support public health priorities.
HL 201 Introduction to Health Care & Health Professions (3)
The purpose of this course is to introduce students to core concepts
within the field of healthcare. Examples of Topics emphasized
include but are not limited to: Roles and responsibilities of various
healthcare professionals; current issues in today’s healthcare
professions; use of problem-solving and decision-making skills used
to analyze and address a variety of problems facing allied health
professionals; and, effective listening and oral communication skills
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required to interact professionally within multiple healthcare settings.
Prerequisites: CS 111 and EN 119/120.
HL 202 Intro to Public Health Informatics and Technology
See IX 202.
HL 210 Lifespan Human Development (3)
See PS 210.
HL 225 Advanced Writing/Composition in the Health Sciences
(3)
The purpose of this course is to advance students’ knowledge and
skills in written communication for the wide variety of audiences
typically encountered in the health professions, preparing them to
succeed in graduate-level professional coursework. Students will
Increase the amount, variety, and complexity of vocabulary,
grammar, syntax, punctuation usage, and accuracy needed for
professional written communication; develop skills of writing in a
thorough but concise manner; critique various sources of professional
writing for its quality and appropriateness to the target audience; and,
create a scholarly written project based on scientific writing
principles. Prerequisite: EN 123.
HL 240 Health Psychology (3)
See PS 240.
HL 301 Medical Terminology (3)
The purpose of this course is to provide students with the medical
vocabulary needed to communicate effectively with healthcare
professionals. Students will Become familiar with the basic medical
vocabulary utilized across the healthcare professions; develop an
understanding of the appropriate usage of medical terminology and
the origins of such language; identify appropriate language for
communications in a range of clinical and administrative medical
settings; demonstrate appropriate usage in both written and spoken
forms of communication.
HL 311 Promotion of Health and Disease Prevention (3)
The purpose of this course is to improve students’ understanding of
the wellness perspective and approach to health management.
Students will articulate the definition and dimensions of wellness and
disease prevention; compare and contrast alternatives to traditional
medical practices and identify key differences between proactive and
passive approaches to health and well-being; identify historical shifts
within the field of alternative medicine and articulate the ways in
which alternative concepts have been incorporated into mainstream
health practices; and, identify self-care strategies students can apply to
maintain their personal well-being.
Prerequisite: BI223; Co-requisite: BI224.
HL 321 Crafting Health: Craft and Creative Media (3)
The purpose of this course is for students to explore the application
of traditional crafts and contemporary craft practices for healthcare
and personal wellbeing. Students will acquire rudimentary
competence with a wide variety of creative media; articulate how the
repetitive or structured processes of craft activities make them ideal
for community-based and personal health projects; blend creative
expression with functional outcomes; apply creative media concepts
to a range of case studies and hands-on activities; and, create and
present a creative piece of their own design. Prerequisite: HL 201.
HL 322 Health Information Exchange and Data Literacy (3)
See IX 322.
HL 321 Kinesiology (3)
An in-depth study of the human body as a machine for the
performance of work. Encompasses biomechanics, musculoskeletal
anatomy, and neuromuscular physiology. Laboratory exercises will
help the student gain insight into the nature and complexity of
human motion. (Formerly BI332)
Prerequisite: BI 223 with a minimum grade of C-.
HL 338 Exercise Physiology (3)
Examines response of various body regulation systems to exercise.
Measurement of various factors affecting the response of the body to
exercise. Response of body tissues to aging, trauma, inflammation,
and the wound healing process. (Formerly BI 338)
Prerequisites: BI 223 and BI224 with minimum grades of C-.
HL 401 Professionalism within the Health Sciences (3)
The purpose of this course is to prepare students for professional
interactions with a full range of clients and healthcare practitioners in
a variety of healthcare settings. Students will explore and model
professional communication and behavior based in a wide range oral,
written, non-verbal, and electronic forms of communication.
Cultural competence in communication is an essential outcome.
Prerequisites: all 200-level HL courses.
HL 411 Health Information Management (3)
The purpose of this course is to introduce students to the coding
process as well as the function and best practices of health inform-
ation management within the American healthcare delivery system.
Students will list and describe key information systems, including
hardware and software, used to manage health information; identify
and describe the function of primary regulatory and accrediting
bodies; describe and differentiate the role and responsibilities of a
range of health information professionals; identify and describe the
basic policies, procedures, and guidelines pertaining to billing and
reimbursements; and, describe the major legal and ethical issues
related to healthcare information management.
Prerequisites: HL 201 and HL 301 or by permission of the Health
Sciences/PHIT Program Coordinator.
HL 421 Health Sciences Seminar and Research (3)
The purpose of this course is as a final semester course, serving as the
capstone for the major. Under the supervision of a faculty member,
students will demonstrate solid analytic, basic research, and clear
communication skills; .integrate into a single project what they have
learned during their undergraduate education; prepare a major
theoretical or empirical research report on a topic of their choice in
their area of emphasis in the Health Sciences; and, present the report
in paper and scientific poster format at the end of the semester.
Prerequisites: all 300-level courses.
HL 421 PHIT for Emergency Preparedness & Surveillance (3)
This course will explore the ways in which better data can aid
emergency preparedness at the local, state and national levels.
Students will understand the special needs of vulnerable populations
in an emergency and how advance preparations are required to
identify those individuals in a crisis situation; how creating
information bridges between community-based partners and the
healthcare and emergency preparedness system can lead to better
health outcomes for impacted population; and understand how
public health agencies can contribute to health service continuity in
emergency situations. Students will participate in a tabletop exercise
simulating a public health emergency. Pre-requisite: HL202.
HL 471 Internship in the Health Sciences (3)
Health Sciences majors are encouraged to complete a semester-long
internship which is designed to enhance their understanding of the
health sciences field or to obtain required clinical observation hours
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required by professional programs.. Students will generally undertake
an internship in their junior or senior year.
Prerequisite: Permission of the program coordinator.
History Courses
American History
European History
Area Studies
Advanced, Applied, and Special Topics
HI 101 Introduction to History and Methods (3)
Providing a foundation for concepts and skills to students interested
in learning about college-level History, this course aims to answer
three fundamental questions: what is history, why study history, and
how do historians write about the past? Students will explore theories
of History, survey different forms of Historical writing, develop
critical reading skills, analyze primary and secondary sources, practice
research and writing techniques, and survey the professional
opportunities open to those who have an understanding of History.
The course is open to anyone interested in History, not just History
majors.
American History Courses
HI 109 Introduction to American History, 1900-Present (3)
A broad overview of the major historical events of 20th-century
American History, examining such topics as the Progressive Era, the
New Deal and the welfare state, World War I, World War II, the
Cold War, the Korean and Vietnam Wars, political and social change
since 1945, and the development of contemporary popular culture.
HI 110 Issues in American History, 1900-Present (3)
An introductory study of major historical issues such as American in-
volvement in two world wars, the development and effects of the
Cold War, and the causes and consequences of American entry into
the Korean and Vietnam wars. Other areas examined are the evolu-
tion of Federal social welfare policies, the rise of the Civil Rights
movement, and the continuing quest for social justice spawned by
the movement, and the splintering of political and social consensus
since 1960.
HI 114 Biography in American History (3)
This course explores the past by studying the aspirations and struggles
of a broad mix of people and relating their lives to the social and cul-
tural diversity of the American experience. Biography will also be
used to enhance the understanding of major historical themes.
HI 227 The American Revolution (3)
The social, intellectual, and cultural forces that shaped American so-
ciety from the colonial period to the formation of the new nation.
Topics will include the causes of the Revolution, the debate over in-
dependence, the war itself, the Confederation, and the Constitution.
HI 228 Coming Apart: American Society, 1960–1974 (3)
This course analyzes changing social mores and values between 1960
and 1974. Particular attention is given to the New Frontier, the Civil
Rights Movement, the Great Society and the War on Poverty, the
Women’s Movement, and the rise of a youth and counterculture.
Additional emphasis is placed on American military intervention in
the Vietnam War and the resulting backlash, the Nixon presidency,
Watergate, and the unraveling of political and social consensus.
HI 229 History of the American West (3)
Examines the exploration, conquest, and settlement of the American
West between 1800 and the present. Special attention is given to
ethnic diversity, cooperation, and conflict, and the role that the West
plays as part of a national myth.
HI 283 Conflict and Crisis in Modern American History (3)
Coupled with HI 114 and designed for lower classmen students, this
course is multi-purposed. One, it intends to assist students in the de-
velopment of basic academic skills in reading, writing, and thinking
critically. Two, by taking both a chronological and a relational ap-
proach to significant issues and events in American history from 1900
to the present, it aims to provide students with a general understand-
ing of modern American history (narrative and analysis will be used
in tandem to engage students in course material). And three, it seeks
to enhance student retention by encouraging individual academic
success.
HI 292 History of Women in America (3)
This course explores the many roles and contributions of women in
American history beginning with the Gilded Age and ending in the
post-feminist contemporary period. Among the topics that will be
discussed, students will examine women’s critical contributions to
such important historical movements as Suffrage, Temperance, Set-
tlement House, Progressivism, and the Feminist Movement itself.
The course will conclude with an examination on how individual-
ism, material culture, and self-interest have transformed feminism be-
tween 1980 and the present and with reflection about other changes
in the place that women now occupy in American society.
HI 302 Race and Ethnicity in America (3)
This course explores how the United States has become the most
ethnically diverse nation in the world through a process that has
forced the country continually to accommodate various ethnic
groups who have often been viewed as unassimilable and thereby to
broaden the meaning of the American identity. Beginning with
Supreme Court decision in the Plessy v. Ferguson case of 1896,
students will explore how a racially divided society has transformed
itself while also continuing to experience lingering economic and
social problems for African Americans and for other ethnic groups
arriving in later periods of immigration.
HI 331 American Colonial Period (3)
A study of the political, economic, social, religious, and cultural insti-
tutions of the English colonies from settlement to independence.
HI 332 American National Period (3)
Examines the ideological, political, and social currents which shaped
the American nation between 1776 and 1824. Includes the causes
and consequences of the American Revolution, the founding of the
nation, and the "Era of Good Feeling."
HI 333P Sectionalism, Civil War, and Reconstruction (3)
A study of the political, economic, and social forces which contrib-
uted to American sectionalism and the Civil War; examines Recon-
struction and its consequences.
HI 334P American Society 1877–1920: Progress & Reform (3)
A study of the impact of post-Civil War industrialization on Ameri-
can society, including New York State, and the role of the reformer
in American life. Examination of the motives, needs, methods, ac-
complishments and expectations of the protagonists of the Gilded
Age and Progressive Era from the perspectives of sociology, econom-
ics, and psychology as well as that of history. Comparisons and con-
trasts will be drawn with contemporary reform movements.
HI 335P The American Consensus: 1932 to the Present (3)
Is consensus a reality or a desirable goal in a pluralistic society? The
course examines issues of majority and minority rule in contempo-
rary American society including New York State. Majority demands
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in the areas of moral, social, and political ideas and behaviors versus
the rights of individuals will be considered.
HI 336 America: Transformation and Reaction, 1920–1945 (3)
This course explores the sweeping cultural, political, and social
changes that occurred in American society from the 1920s through
the Great Depression of the 1930s, concluding with the World War
II period.
HI 338 History of New York State (3)
A survey of the history of the region now known as New York State
from its earliest habitation by native Americans through its Dutch
and English colonial heritage to its development as a distinctive state
in a new nation, a commercial link between the East and the West-
ern Frontier, and a world cosmopolitan center. Attention is given to
New York’s recent experience; to important personalities and issues
which have shaped its commercial, artistic, and political image; and
to encounters among Native Americans, European, and West African
cultures in the context of New York history.
HI 339P Ethnicity in America (3)
Considers the ethnic minorities (African-Americans, Hispanic-Amer-
icans, Asian-Americans, and Native Americans) as well as white eth-
nic groups in relation to their history, values, and characteristics;
problems of assimilation and racism; and the effects of ethnic identifi-
cation on politics, society, and the schools in America and New
York State.
HI 340 From Berlin to Baghdad: America, 1980 to the Present
(3)
Covering the period between the Reagan and Obama presidencies,
this course examines the rise of cultural and political conservatism,
the waning of liberalism and the welfare state, technological change,
immigration, the globalization of the American economy and social
policy, war in the Middle East, terrorism, and economic crises.
HI 409 Freedom and Liberty in America, 1607 to Present (3)
An exploration of the conflicting meanings, development, and trans-
formation of freedom and liberty and the ideologies and political and
social structures created in support of them. Attention is given to the
frequent clashes–individual and collective--provoked by the pursuit
of freedom and liberty.
HI 441 The African-American Experience (3)
The African-American Experience explores the history of America’s
oldest minority, excepting the Indians. It includes a study of their
"roots," their struggle for existence during slavery, and their contin-
ued striving for full and equal representation in America, including
New York State, through to the present. Special attention is given to
the role of the African-American in the economic, political, scien-
tific, and military growth and development of the United States. Ad-
ditional attention focuses on the contributions of African Americans
to the arts and to literature.
HI 442V The Survival of the Native American (3)
Study introduces students to the cultural diversity of the North
American Indians. Indian-White relations will be examined with em-
phasis on cultural conflict, adaptation, and change. Historical, socio-
logical, psychological, and economic factors will be used to investi-
gate contemporary Indian problems.
HI 443 American Diplomatic History: Democracy and
Diplomacy (3)
In examining the historical debate surrounding American foreign
policy issues since 1890, this course provides students with various
frames of reference for evaluating American diplomacy, past and pre-
sent. The impact of the policy-making process, group interests, and
values on decision-making will be explored. (See PO 443V.)
HI 444P American Social Thought: Continuity and Change (3)
Examines ideologies that have shaped the moral systems, attitudes,
and values of the typical American and shows how these views have
influenced popular reaction to social concerns and issues. Ideas that
have persisted and factors that have brought about changes will also
be analyzed.
HI 445 American Economic Development (3)
See EC 445.
HI 446V War and Society (3)
This course explores the questions of what is war, what are its causes,
why do societies make the decision to go to war, and what impact in
turn does war have upon the individual and upon society itself. Be-
ginning with an exploration of the origins of war in the prehistoric
era, the course ponders these developments using selected topics in
European and American history and incorporating an interdiscipli-
nary approach that considers the social, psychological, technological,
political, ideological, and ethical dimensions of war.
European History Courses
HI 222C Classical History and Civilization (3)
This course integrates history, literature, philosophy, religion, and the
arts to explore the ancient foundations of the Western tradition. The
cultural and political development of the peoples and states of the an-
cient Near East, Greece, and the Roman world, as well as their re-
spective influence in shaping Western institutions, ideas, and values,
are the central themes under examination.
HI 223M Medieval Europe (3)
Examines the history of Europe from the fall of the Western Roman
Empire to the beginning of the Renaissance through an analysis of
the Byzantine Empire and its Western European political and cultural
rivals. The lingering influence of the Roman tradition, the rise of
Christendom, Church schism, social transformation through feudal-
ism, and the shift of political, economic, and cultural perceptions of
Europe from East to West are explored.
HI 224M Renaissance and Reformation Europe (3)
This course explores the history of Europe from the close of the
Middle Ages to the Early Modern Period. The revival of the classical
intellectual and artistic tradition and the emergence of humanism are
analyzed as the critical transformative developments in the rise of
modern Western Europe. The Protestant movements and the Coun-
ter-Reformation are examined in the context of the revolution in re-
ligious ideas and the rise of new state systems.
HI 225 Nineteenth-Century European History (3)
A comprehensive study of European history beginning with the leg-
acy of the French Revolution and ending with the rise of intense na-
tionalism. Some of the topics discussed are the Napoleonic wars and
their impact on European society, the transforming effects of the
Industrial Revolution, thought and culture, revolutions and counter-
revolutions, progress and breakdown, and the rise of nationalism and
imperialism.
HI 226 Hitler's Third Reich (3)
Advanced study of Nazi Germany and Europe during the period of
the Second World War. The historical and ideological origins of
German fascism, the rise of the National Socialist Party, the collapse
of the Weimar Republic, as well as the Nazi regime, institutions, and
state policies are examined. Germany’s diplomacy, war effort, occu-
pation policies, and defeat are analyzed within the context of Nazi
ideological goals and the international conflict in Europe.
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HI 230M History of the Byzantine Empire (3)
This course examines the history of the Eastern Roman Empire from
its emergence in the third century to its collapse with the fall of Con-
stantinople in 1453. The central theme is the contribution of the
Classical Greco-Roman tradition and Christian thought to the devel-
opment of medieval Christendom and its lasting influences on the
contemporary world. Topics include the formulation of Christian or-
thodoxy, iconoclasm, relations with Western Europe, the Great
Schism, the conversion of the Slavic populations of Eastern Europe,
the emergence of imperial Russia, and Byzantium’s centuries-long
internal and external struggles for survival.
HI 233M History Through Film: Renaissance Humanism (3)
This course examines the history of Renaissance humanism and ex-
plores its connections to the modern world. Through primary and
secondary sources and the dynamic medium of film, students will
study the emergence and flowering of Renaissance humanism, par-
ticularly in Florence, and examine its influence on modernism. As
an age defined by revolutionary developments in art, education, reli-
gion, politics, and economics, this vibrant period in history will be
studied using an interdisciplinary approach with a particular emphasis
on art, literature, and religion. The course will also consider the
unique contributions as well as limitations film provides in under-
standing history.
HI 301 Women in the Middle Ages (3)
This course explores the unique roles and contributions made by
women during the Middle Ages, an age that profoundly altered west-
ern civilization. Although operating in a society bounded in many
ways by traditional roles, creative and powerful women provided sig-
nificant contributions in the areas of religion, politics, literature, and
business which helped to shape this pivotal period in history. This
course explores these accomplishments as well as the larger medieval
society in which these talented women operated. Topics include
Matilda of Tuscany, Eleanor of Aquitaine, Blanche of Castile, Marie
de France, Catherine of Sienna, and Joan of Arc.
HI 327 Age of Chivalry (3)
This course explores chivalry and its lasting legacy in the Western
experience. The central focus is to understand the martial, aristo-
cratic, and religious influences that came together during the central
Middle Ages to form this unique way of life among a particular social
class. A combination of primary and secondary sources are used to
examine the degree to which the ideals of chivalry were practiced in
real life and what led to the eventual decline of this cultural world.
Topics include the medieval knight, tournaments, crusades, and
courtly love.
HI 337P Twentieth-Century Europe (3)
This course emphasizes the major ideological conflicts engendered by
nationalism, fascism, and communism to identify the central currents
shaping the European experience in the twentieth century. Attention
is given to the destruction of the European Old Order through the
First World War, the Russian Revolution, interwar instability, the
rise of authoritarianism, the tumult of the Second World War, the
division of the continent in the Cold War, the collapse of the East
Bloc and Soviet systems, and the process of European integration in
the postwar period.
Area Studies Courses
HI 451PG Middle Eastern History (3)
A survey history of the Middle East since the Early Modern Period.
Through an exploration emphasizing the growth and decline of the
Ottoman Empire, this course analyzes Islamic ideas and institutions as
the foundations for state and social organization, cultural patterns of
continuity and change, the origins and record of Great Power in-
volvement in the region, the rise of Arab and other nationalist move-
ments, and the emergence of successor states in the 19th and 20th
centuries.
HI 452PG East Asian History (3)
This course examines the major political, economic, cultural, and so-
cial developments underlying the emergence of modern China and
Japan. Examination of imperial decline and fragmentation, in the case
of China, and the rise of a centralized nationalist state, in the case of
Japan, before the Second World War, are followed by the subsequent
emergence of unitary communist authoritarianism and capitalist
modernism, respectively.
HI 453PG History of Developing Nations (3)
Examines the political, economic, and social problems faced by de-
veloping nations of Africa, Latin America, Asia, and the Middle East
in the 20th century. Topics to be discussed include colonialism, na-
tionalism, communism, social conflict, population pressures, and the
impact of technology.
HI 454PG Latin American History (3)
A study of the political, cultural, economic, and social development
of the peoples and states of Central and South America from pre-Co-
lumbian times to the present. Examination of civilizational forms in
ancient America is followed by a review of European conquest, pat-
terns of social and ethnic transformation, liberation movements, the
establishment of nation-states, political progress, decline through de-
pendence and neo-colonialism, and trends toward democratization.
Advanced, Applied, & Special Topics
HI 270 History of Sports (3)
This course examines the dynamic role sports have played in society
from the ancient world to the present with special emphasis given to
the modern American sports experience. Far from being mere recre-
ational diversions, sports have reflected as well as influenced social,
cultural, and political dimensions of the human experience through-
out time. Through primary and secondary sources students will trace
important developments in the practice of sports and will analyze
their intersection with such themes as religion, nationalism, race,
gender, class, urbanization, and economics. The course will also in-
troduce students to some of the great moments in modern sports his-
tory.
HI 330, 440, 450 Advanced Study (3)
Required for majors who will pursue independent study at an ad-
vanced level. Under faculty supervision, students will engage in a re-
search project and an intense guided reading program. In consulta-
tion with a faculty member, the student will develop a contract to be
filed in the offices of the Dean and Registrar.
HI 348 Great Books in History (3)
A study that uses significant literary works to explore the major ideas
and values of Western thought and to examine how those ideas and
values have shaped institutions, ideologies, and technology and in-
spired the quest for civil rights and social justice in modern society.
HI 349 Disease & History: Pathogens, Parasites, & Pandemics
(3)
An interdisciplinary approach to the study of social, political, economic,
and cultural changes that have taken place throughout history in re-
sponse to plagues and pandemics. Topics include the Great Plague of
Athens, the Antonine Plagues of the 2nd-3rd centuries, Justinian’s
Plague, the Black Death, the great smallpox pandemic in the Americas,
the influenza pandemic of 1918, and the AIDS pandemic in modern
Africa.
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HI 350 Food & Civilization (3)
A global survey that examines the cultural, political, and social forces
that have shaped the patterns of human diet and the role that food
has played in the course of history. Particular attention is paid to culi-
nary exchange, integration, and modification. Related topics include
the causes and impact of famine and disease, the interplay of religion
and food, and the relationships between diet and culturally driven
views of the body.
HI 395 The Holocaust (3)
This course examines the origins, implementation, and aftermath of
the Holocaust which remains as one of the most horrific events in
recorded human history. The systematic murder of millions by one
of Western civilization’s most sophisticated nations was a radical
break from the notion of the inevitability of progress; some of the el-
ements of modernity that we consider vital to our own civilization
were instrumental in implementing the Holocaust. Topics covered
include racial anti-Semitism, the Nazi state, the creation and admin-
istration of concentration camps, survival testimony, the Nuremberg
Trials, and remembrance of the Holocaust and its victims.
HI 461 Public History (3)
This course is designed to give students an opportunity to develop &
apply history-related marketable skills such as editing, archival and
record management, preparation of documentaries, docudramas, ex-
hibits and radio broadcasts, preservation (park services), genealogy,
museology, oral history, and corporate research. Depending on stu-
dent interest, several of these aspects will be developed using campus
and off-campus facilities. Implicit in the practice of public history is
strong ability in writing and research. Course may be taken on an in-
dividual or small-group basis with permission of the Division Direc-
tor and is open to upper level History majors and concentrators.
HI 462 History of Terrorism (3)
This course explores the evolution of modern terrorism from the
French Revolution to the rise of global Islamic extremism. It exam-
ines how terrorists from different cultures have attempted to use vio-
lence in order to affect political and social change relating to struggles
for political freedom, ideology, state-sponsored policy, and religious
fanaticism. Topics include leftwing and rightwing extremism in Eu-
rope and the United States, terrorism during the Cold War, and the
current U.S.-led Global War on Terrorism against the al-Qaida net-
work.
HI 471 History Internship (3)
The internship in history provides students with a supervised experi-
ence in public history in order to broaden and deepen their under-
standing of the historical profession. Students typically are eligible to
undertake an internship in their junior or senior year. Prior coordi-
nation with and approval from the academic advisor or program co-
ordinator are required.
HI 472 Seminar in Historical Research (3)
A study of historiography, principles and methods of research,
sources, criticism, and synthesis. Students are required to write and
defend a major research paper on a topic approved by the instructor.
This course is required of all History majors and is open to seniors or
to juniors with the permission of program coordinator.
Honors Program Courses
HO 399 Honors Tutorial (3)
HO399 is the first course in a two-course sequence required for
graduation from Dominican University New York’s Honors
Program, culminating in the completion of the honors project. In
HO 399, the student will research an area of interest and develop a
proposal for the honors project. Prior to the end of the semester, the
student will submit an abstract proposing the project and an
annotated bibliography summarizing the research done over the
course of the semester. A minimum grade of C+ is required to
progress to HO 499.
HO 499 Honors Project (3)
HO 499 is the second course of the two-course sequence required
for graduation from Dominican University New York’s Honors
Program. In HO 499, the student completes the honors project
which was proposed in HO 399 while working under the direct
supervision of a faculty member of the student’s choosing. The
student produces a profess- ional project that represents a significant
contribution to a field of study and will demonstrate mastery of the
material by presenting the project clearly and completely in both
written and oral forms. A minimum grade of C+ is required in order
to fulfill the requirements of the Honors Program.
Humanities Courses
HU 110 Introduction to Humanities (3)
This course focuses on establishing a basic understanding of the
humanities as a discipline and on the history and nature of human
creative and intellectual expression. It encourages students to learn
the critical thinking process to evaluate works of art in the
humanities and explores a variety of disciplines and common themes.
Students explore the interrelationship of cultural history, philosophy,
literature and the arts using class trips, readings, discussions, research
and critical writings or creative projects.
HU 252 Topics in Humanities (3)
Covers Antiquity through the Early Middle Ages. Emphasis is placed
on improving critical reading skills in comprehension, interpretation,
analysis, inference, argumentation, and criticism across disciplinary
lines, as well as expressing these skills in speech and writing.
HU 362 Readings in Humanities (3)
Covers the High Middle Ages through the Renaissance. Emphasis is
placed on improving reasoning and writing skills necessary for
advanced critical analysis.
HU 472 Writing and Research in Humanities (3)
Seventeenth Century through the Present. Emphasis is placed on
advancing oral and written skills for engagement in intellectual
discourse through discussion seminars and by writing and presenting
a well-reasoned interdisciplinary major research paper in the
humanities.
Information Technology Courses
One-Credit Courses:
IX 120 MS Word (1)
This course provides a thorough foundation in MS Word. It covers
the topics needed to create professional documents including
headings, formatting, tables, headers, footers, cover pages, table of
contents, compound documents, graphics, and more.
IX 130 MS PowerPoint (1)
This course provides a thorough foundation in MS PowerPoint, an
industry standard for presentation software. Topics include slide show
creation, entering and formatting text, adding graphics and photos,
adding audio and narration, creating slide transitions and animations,
using master slides, and presenting shows.
IX 140 Introduction to the Internet (1)
This course provides background on the origins, growth and
management of the Internet. Topics covered include Domain Name
109
Service, internet based applications, web 1.0 and 2.0, e-commerce,
internet security, video and music services. Students will create their
own websites.
IX 150 Office Tech (1)
There are many technologies used in business to improve office
productivity. Topics vary by semester but may include Visio,
diagraming software, and other popular Microsoft applications.
IX 160 Project Management Tech (1)
This course provides a thorough foundation in Project Management
software and applications, including creating goals, tasks, assigning
people and equipment to tasks, and creating schedules, dependencies
and reports.
IX 170 Publishing Tech (1)
Using Microsoft Publisher or other technology, students will learn
how to create, personalize, and share a wide range of professional-
quality publications; swap pictures; add pictures directly from online
albums; and use special effects to make publications stand out.
IX 180 Communications Tech (1)
This course will focus on MS Teams, Zoom and/or other
communications and conferencing software that improve businesses’
ability to communicate among employees and with customers.
IX 190 MS Excel (1)
This course covers the basics through some advanced features of MS
Excel, including navigation, formatting, formulas, tabs, importing
and exporting data, charting and many other professional functions.
Three-Credit Courses:
IX 200 Computer-Based Systems (3)
This course provides a foundation on computer systems and an intro-
duction to all other courses in the program. An overview of comput-
ers and technology applications. Includes overview of PC technol-
ogy, Internet technology, operating systems, applications, I/O, USB,
video systems, computer viruses, and more.
IX 202 Intro to Public Health Informatics and Technology (3)
This course will help students develop an understanding of public
health, public health informatics, and health information technology
within the context of the US health ecosystem. The course will re-
view relevant policy, regulatory, legal, and ethical issues; identify
challenges and use cases that can be addressed through PHIT; review
standards and systems available, including the institutions that de-
velop and use them; and develop an understanding of the types of
data needed to support public health priorities. (See HL 202)
IX 220 Cyber Security (3)
This course presents an overview of various aspects of business secu-
rity. Topics range from computer networks, networks security, net-
work account security, building security, copy write security, fire and
physical security. Prerequisite: IX 200.
IX 222 Computer Forensics (3)
This course will study classifications of crimes and levels of law
enforcement/investigations related to computer forensics. Various
physical and virtual devices that data can be recovered from are ex-
amined. The course will also cover ways in which people try to
hide data and their identities.
IX 224V Artificial Intelligence (3)
This course is the study of intelligence in both man and machines.
This course will examine economic, social, and philosophical factors
as they relate to the development and use of artificial intelligence in
our society. Also to be considered are certain in-depth applications of
artificial intelligence in such areas as medicine, management, and
general production, with an emphasis on the ramifications that these
applications will have upon the worker.
IX 226 Digital Design (3)
Topics include digital design, digital imaging technology, image cap-
ture, digital cameras, scanning and digital workflow. Typical software
used is Adobe Photoshop.
IX 235 Project Management (3)
This course develops the competencies and skills needed for planning
and controlling projects and an understanding of the varied and com-
plex issues that drive successful project outcomes. Focusing on the
introduction of new products and processes, students will examine
the project management life cycle, define project schedule and scope,
identify and analyze management challenges, gain effective project
management tools and techniques, and understand the role of a pro-
ject manager. (See MG 235)
IX 240 Programming I (3)
This course covers basic to mid-level programming topics. It pro-
vides students with an understanding of how software is designed,
developed and tested. Topics include the software development envi-
ronment, functions, variables, IF statements, forms, input/output,
loops, structures and class objects. Different programming languages,
including Python, C# and C++, may be explored.
Prerequisite: IX 200.
IX 250 Principles of Systems and Technology (3)
This course provides students with foundational knowledge of types
of enterprises and how data is shared by and flows through enter-
prises, connecting all departments together. Students will learn the
four main components of information systems, four major functions
in organizations, and the concepts of data, information, and
knowledge. Other concepts covered include digital transformation,
Enterprise Resource Planning (ERP) Software, business processes,
data storage, and knowledge management.
IX 264 Information Technology Management (3)
Every business relies heavily on their IT department. This course will
review all aspects of operating an effective IT department. Roles of
the Chief Information Officer, IT organizational structure, ERP sys-
tems, cybersecurity, and customer satisfaction are all covered. Ele-
ments of planning, budgeting, staffing, implementing, tracking, up-
grading, marketing, automating, measuring performance, and im-
proving the facilities are included.
Prerequisite: IX 200. (See MG 264)
IX 266 Information Technology Management (3)
Every business relies heavily on their IT department. This course will
review all aspects of operating an effective IT department. Roles of
the Chief Information Officer, IT organizational structure, ERP sys-
tems, cybersecurity, and customer satisfaction are all covered. Ele-
ments of planning, budgeting, staffing, implementing, tracking, up-
grading, marketing, automating, measuring performance, and im-
proving the facilities are included.
Prerequisite: IX 200. (See MG 266)
IX 300 Technology Hardware and Software (3)
This course will help students prepare for and pass the A CompTIA
A+ certification test. This course will cover desktop and laptop com-
puters, Motherboards, processors, memory, power supplies, hard
drives, I/O devices, networks, mobile devices, Cloud computing,
Windows Operating system, troubleshooting, security issues and Mac
and Linux operating systems. All IX majors are encouraged to com-
plete the A+ certification before graduation. Prerequisites: IX 200.
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IX 302 Data Literacy & Health Information Exchange (3)
Students will learn to differentiate between data sources, applications
and information systems at the local, state, national and international
levels and develop awareness of how data, standards (e.g., FHIR,
USCDI), controlled terminologies (e.g., ICD, SNOMED, LOINC)
and systems (e.g., electronic case reporting) can be used to identify
and promote public health priorities and at what level of specificity
(i.e., anonymized, de-identified, clinical, etc.). Students will be able
to explain the interoperability goal and the challenges it presents and
identify PHI standards and standard setting with a focus on identify-
ing gaps. Students will explore the interoperability of systems and ex-
changing and integrating data within and between institutions.
(See HL 302)
IX 310 Network Technology (3)
This course will cover the topics for the CompTIA Network + cer-
tification and will help the student prepare for and pass the certifica-
tion test. This course will cover networking, network infrastructure,
network addressing, network protocols and routing, cabling, wireless
networks, virtualization and cloud computing, security and design,
network performance and recovery and Wide Area Networks.
Prerequisite: IX 200.
IX 320 Business Data Communications (3)
This course bridges the gap between the business goals of the organi-
zation and the technology requirements needed to meet these goals.
Topics include TCP/IP-client/server, Intranet and Cloud Compu-
ting-LAN/WAN technologies-computer and network security tech-
niques-Windows Server Technology. Prerequisite: IX 200.
IX 330 Windows Server Management (3)
This course is based on the Microsoft server certification test. Stu-
dents will learn server hardware, installation of the operating systems,
configuration, DHCP, DNS, Active Directory, user accounts, com-
puter accounts, security policies.
Prerequisite: IX 300. (See MG 360)
IX 340 Intermediate Programming (3)
This course extends what was covered in IX 240. The students will
learn more programming methods such as multiple page applications,
classes, inheritance, object orientated designs, and basic connections
to an Access database. Prerequisite: IX 240.
IX 350 Mobile App Development (3)
This course covers the fundamentals of mobile application design. It
covers an investigation of iOS and Android mobile operating sys-
tems. We will investigate how applications are created in this envi-
ronment. Finally, students will create their own mobile applications.
Prerequisite: IX 240.
IX 360 Programming for the Internet (3)
This course covers website development, the technology of the In-
ternet, local networks, web servers, firewalls, three tier websites,
server farms, web browsers, certificates, Internet security, viruses, and
hacking. The class will cover programming of websites and publish-
ing them on a classroom server. Prerequisite: IX 200.
IX 370 Advanced Programming (3)
In this course, we will study three tier applications. We will build a
three-tier application that will include a webpage user interface, a
second tier for data processing and the third tier to connect to a data-
base. Prerequisite: IX 340.
IX 380 Database Organization and Systems (3)
This course will provide an overview of databases from PC-based to
corporate-level databases. It will connect types of organizations to
matching database designs and requirements. Next it will use Mi-
crosoft Access to take a request for a database application to a data-
base design including the tables, queries, and forms reports and some
automation coding with MS Visual Basic.
Prerequisite: IX 200. (See MG 456).
IX 400 Game Programming (3)
This course will review the video game market, the major developers
and the main platforms (game engines). We will consider basic game
design and development platforms. Finally, students will write code
to create a basic game. Prerequisite: IX 340.
IX 410 Transact SQL Programming
(3)
An introduction to programming using the "Transact SQL" pro-
gramming language. We will use Transact SQL to create SQL func-
tions, creating tables, data management, selecting data, viewing data,
analyzing data and stored procedures. Prerequisite: IX 380.
IX 454 Quantitative Analysis for Business Decisions (3)
See MG 454.
IX 490 Senior Project (3)
This course will result in a capstone applied systems development
project completed with a team. It is the culmination of all courses
leading up to it and synthesizes and applies information in course
projects. Prerequisites: IX 240 and IX 380.
Italian Courses
IT 111-112 Basic Italian (3) (3)
An introduction to the basic language skills in Italian with emphasis
on conversation and aural comprehension. An introduction to Italian
culture and geography will also be provided.
Latin Courses
LA 111 Basic Latin (3)
This course is an introduction to the language that is at the founda-
tion of the Romance family of languages, with the aim of improving
students’ grammar, vocabulary, and reading comprehension.
Through short readings, students will also get a glimpse not only into
the roots of modern languages, but also into the beginnings of Euro-
pean culture.
Management Courses
MG 200 Business in Action (3)
In this course, students will have the opportunity to view the dynam-
ics of business through visits to several organizations in various indus-
tries. Through assigned readings and projects, students will reflect on
their experiences and gain insights into the roles that finance, mar-
keting, and management play in any business organization. (Students
must be able to make all field trips to obtain credit for this course).
MG 210 Introduction to Sports Management (3)
See SM 210.
MG 211 Introduction to Management (3)
The basics of organizational theory and the science of management
are presented. Emphasis is on the essentials of management that are
pertinent to practicing managers. Management reactions to contin-
gencies and to the requirements of people are also explored.
MG 221 Emerging Market Management
(3)
This course provides in-depth analysis of the management issues in
Brazil, Russia, India, China and other emerging market countries.
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Topics include culture, political and economic aspects, foreign in-
vestments, technology transfer, production manufacturing, operation,
import and exports.
MG 223 Management CEE Countries
(3)
This course provides in-depth analysis of the management issues in
Central Eastern European (CEE) Countries (Czech Republic, Hun-
gary, Poland, Slovakia and fifteen others). Topics covered include
cultural, political, economic aspects; foreign direct investment; pro-
duction; operation; importing and exporting; and manufacturing and
technology transfers.
MG 235 Project Management (3)
See IX 235.
MG 246 Small Business Management (3)
The environmental factors in terms of which small businesses operate
are examined. Emphasis is placed on the decision-making aspects of
establishing and operating a small business. Topics covered include
techniques for selecting a location, non-traditional forms of financ-
ing, dealing with customers and suppliers, developing additional mar-
kets, financial statement analysis and forecasting, pricing, and fixed
and variable cost analysis. Prerequisites: MG 211, AC 111.
MG 252 Principles of Systems and Technology (3)
See IX 250.
MG 264 Information Technology Management (3)
See IX 264.
MG 265 Entrepreneurship (3)
This course introduces the student to methods of starting a business
from the ground up. It examines entrepreneurship from both an his-
torical and a practical perspective, showing how entrepreneurial ac-
tivity has been central to the creation of wealth. It also teaches skills
for identifying, evaluating, planning, and growing a business. The
course engages students in discussions and activities that foster crea-
tivity, innovation, and leadership. Prerequisites: MG 211, MK 114.
(See MK 265)
MG 266 Information Technology Management (3)
(See IX 266)
MG 271 Hospitality: Restaurants (1)
See MK 271.
MG 272 Hospitality: Resorts and Hotels (1)
See MK 272.
MG 273 Hospitality: Spas and Fitness Centers (1)
See MK 273.
MG 310 Business, Society, and Corporate Values (3)
Considers the interplay of ethical criteria, moral values, and societal
norms in determining the environment in which managers must op-
erate. Different ethical philosophies will be covered, as well as the
methods by which individuals within a business setting can evaluate
the ethical dilemmas that arise while keeping various stakeholders in
mind. Current events will be explored related to issues concerning
the environment, safety and equity in the workplace, consumer
safety, corporate governance, and governmental regulations.
MG 311 Business in Film (3)
Students will use the medium of film to analyze key issues that arise
in organizational settings. Topics such as leadership, ethics/social re-
sponsibility, entrepreneurship, perceptions/ stereotypes, organiza-
tional change, and industrial relations will be explored.
MG 315 Social Media Marketing and Management
(3)
See CS 310/MK 315.
MG 324 Retailing (3)
See MK 324.
MG 325 The Fashion Business (3)
See MK 325.
MG 331 Human Resource Management (3)
Analysis of the principles and practices of manpower management in
the areas of employee selection, training, labor relations, wage and
salary administration, personnel policy making, and the role of hu-
man relations in management.
MG 341 Human Relations of Management/Organizational
Behavior (3)
The behavioral aspects of the social system inherent in an organiza-
tional environment are stressed. Typical managerial issues discussed
are alienation, automation, bureaucracy, collective behavior, and race
relations. Designed for the student who plans a career in manage-
ment, the small-business entrepreneur, and for those who deal with
the patterned interactions of people in business.
Prerequisite: MG 211.
MG 343 Sales / CRM Management (3)
Emphasizes the formulation, implementation and management of
sales strategies. Stress is placed on analyzing marketing opportunities,
organizing a sales force, and managing marketing effort. Recruit-
ment, retention, sales training, motivation, sales planning and analysis
are reviewed. Case studies are utilized.
Prerequisites: MG211, MK 114. (See MK 343)
MG 345 Marketing Management (3)
This course shows the real-life applications of concepts learned in the
Basic Marketing course. Extensive use of case studies is made to illus-
trate how marketing programs are planned and executed in both
large and small companies. Analytical techniques are stressed to give
the student facility with identifying marketing problems and oppor-
tunities and employing logical methods for finding solutions.
Prerequisites: MG 211, MK 114.
MG 351 Managerial Economics (3)
Application of economic concepts to management decision-making
and problem-solving. Topics include demand analysis, forecasting,
pricing, and capital budgeting.
Prerequisites: MG 211, FN 226, EC 212, and MA 225.
MG 355 International Management (3)
International Management is aimed at investigating specific issues in
the governance of multinational enterprises. Students will be examin-
ing problems of technology transfer, vertical integration, horizontal
expansion, the international product life cycle, entry and exit barriers
to new markets, international differences in industrial structures, job
displacement and relocation, ownership, and training and develop-
ment for international managers.
MG 360 Windows Server Management (3)
See IX 330.
MG 364 Business Ethics in Film and Literature (3)
In this course, students will learn how ethical theories and philoso-
phies are applied in the genres of film and literature. Some topics that
will be covered include fraud, intellectual property, business and re-
search, whistleblowing, the law, and the use of power.
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MG 366 Managing Global E-Commerce (3)
This course addresses the management of global e-commerce pro-
jects. Topics include project management, business-to-consumer and
business-to-business communication, life cycle patterns, old economy
vs. new economy realities. E-banking, e-finance, e-payment, e-man-
ufacturing, e-merger/acquisition, e-markets, e-cross culture, and e-
society are discussed. Prerequisites: MG 211 and IX 250.
MG 369 Organization Development and Change (3)
The purpose of this course is to enhance the student's understanding
and skill in the process of change in organizations. Students will be
introduced to intervention techniques which allow them to recog-
nize the need for organizational change as well as develop skill in im-
plementing a program change. Prerequisite: MG 211.
MG 371 Economic and Financial Aspects of Sports
Management
(3)
See SM 370.
MG/CS 373 Leadership, Power, and Influence (3)
This course is designed to help students understand the dynamics of
leadership, power, influence, and political forces within an organiza-
tion. The purpose is to maximize job performance and enhance the
process of career development.
Prerequisite for Management majors: MG 211.
MG 375 Leadership Styles: Presidents and Generals (3)
This course will review management literature on leadership styles
and organizational principles, and apply those styles and principles to
various Presidents and Generals. Videos and biographies will be uti-
lized to illustrate the strengths and weaknesses, the successes and fail-
ures of historical figures.
MG 410 Industrial Relations (3)
Reviews the general nature of the labor-management relationship in
the United States; surveys the historical, legal, and structural environ-
ments that influence contractual contents and labor relations behav-
ior; examines the negotiation, administration, and major contents of
the labor contract itself. Selected arbitration cases will be used to em-
phasize particular areas under study. Prerequisite: MG 331.
MG 447 Sustainability (3)
This course introduces students to the policies and practices of run-
ning an organization from an ethically sustainable perspective. Stu-
dents develop an awareness of waste and mismanagement in organi-
zational and personal behavior, and learn how responsible steward-
ship of economic, natural and human resources leads to a “greener”
planet and economically more prosperous societies.
MG 453 Theatre Management: Principles of Performing Arts
Management (3)
See TH 453.
MG 454 Quantitative Analysis for Business Decisions (3)
An introduction to operations research (OR) applied to problems
faced by decision-makers. The OR approach uses scientific methods
and mathematical modeling. Analysis of quantitative aspects of prob-
lems and their solution by mathematical techniques for an optimiza-
tion of goals is provided.
Prerequisites: MA 114 or 116, and MA 225. (See IX 454)
MG 456 Database Organization & Systems (3)
See IX 380.
MG 474 Business Policy Senior Capstone (3)
This is a capstone course in business. The course integrates theories
and techniques covered in various core and other major courses.
Functional areas of business are tied together using case studies from
the point of view of senior management. The course focuses on the
crafting and implementation of strategy and students award Domini-
can University New York’s “Doing Business Right” award based on
research done in the class. Prerequisites: all other Business core
courses, EC 211-212, and Senior standing.
(See FN 474 and MK 474)
Marketing Courses
MK 114 Basic Marketing (3)
Marketing is at the core of any business. This course is an introduc-
tion to the principles and practices of the marketing discipline. It ex-
amines how marketing activity satisfies societal needs and wants and
stimulates economic activity. Product, price, promotion, and distri-
bution decisions are explored, as are ethical considerations which
may arise as a result.
MK 229 Digital Media (3)
See CS 229.
MK 271 Hospitality: Restaurants (1)
Course will survey best practices in the marketing of restaurants and
will bring guest speakers from the industry to discuss current chal-
lenges and opportunities. Field trips are a required component of the
class. Prerequisites: MK 114 and MG 211. (See MG 271)
MK 272 Hospitality: Resorts and Hotels (1)
Course will survey best practices in the marketing of resorts and ho-
tels and will bring guest speakers from the industry to discuss current
challenges and opportunities. Field trips are a required component of
the class. Prerequisites: MK 114 and MG 211. (See MG 272)
MK 273 Hospitality: Spas and Fitness Centers (1)
Course will survey best practices in the marketing of spas and fitness
centers and will bring guest speakers from the industry to discuss cur-
rent challenges and opportunities. Field trips are a required compo-
nent of the class. Prerequisites: MK 114 and MG 211.
(See MG 273)
MK 280 Viral and Organic Growth (3)
"Going Viral" is the goal of most web-based marketing content.
Companies that generate content that can spread through the inter-
net organically are the most successful in growing their brand. This
course will teach you what drives people to share content and how
to build content that is shareable and meme-worthy. By the end of
this course, you will understand what drives viral sharing and learn
how to facilitate it. This online class has optional live sessions.
Prerequisite: MK 114.
MK 310 Social Media Marketing (3)
See CS 310.
MK 323 Consumer Behavior (3)
The study of how and why people buy from the perspective of the
social and behavioral sciences. Examines psychological, cultural, and
other factors affecting consumer choice. Studies factors that shape
purchase decisions. Class discusses ethical aspects of influencing con-
sumer choice. Considers Big Data insights into consumer decisions.
Prerequisites: MK 114
MK 324 Distribution (3)
Explores the delivery of products and services to consumers via phys-
ical and on-line approaches. Students study how retail activity is im-
pacted through site design, inventory management, pricing, and cus-
tomer service. Prerequisite: MK 114. (See MG 324)
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MK 325 The Fashion Business (3)
This course will focus on how companies in the fashion industry
operate. From buying to advertising to how social media is used,
students will study the fashion business. Students will be exposed to
a variety of fashion sub-industries, from luxury brands to sportswear,
and will learn about how technology is being used in fashion to rev-
olutionize customers’ relationships to clothing and accessories.
Prerequisite: MK 114 (See MG 325)
MK 326 Global Marketing (3)
An introduction to global markets: including pricing, distribution
channels, promotion, and product decisions in relation to cultural,
economic, and regulatory differences around the world. Students ex-
plore import-export processes, global partnerships, and multi-national
strategies. Case studies are utilized. Prerequisite: MK 114.
MK 332 Advertising (3)
This course examines the history and current practice of advertising,
and shows how advertising is integral to commercial activity. Stu-
dents evaluate commercials, print ads, radio, internet, and social me-
dia advertising. The course blends theory and practice, requiring stu-
dents to create an advertising campaign and design a media plan.
Prerequisite: MK 114.
MK 333 Sales
(3)
This course covers sales proposals, overcoming objections, communi-
cation skills, prospecting for clients, understanding buyer psychology,
and value-added selling. Students will learn how the sales function
interacts with marketing and management. Sales strategies and ethical
issues in selling are discussed.
MK 340 Sports Media and Promotion
(3)
See SM 340. Prerequisite: SM 210
MK 343 Sales Management
(3)
See MG 343. Prerequisites: MK 114 and MG 211
MK 345 Innovation and Product Development
(3)
This course will focus on how companies drive innovation and new
product development. Case studies will be utilized to illustrate how
the stage of product life-cycle must influence business decisions on
investing in product innovation. Students will explore innovation
strategies such as design thinking, global innovation management
methodology and others. Students will be required to develop a new
or improved product, with a supporting strategic marketing plan.
Prerequisite: MK 114
MK 350 Content Creation
(3)
This course will focus on the creative aspects of content creation and
how content is the driver of all marketing and sales campaigns. Stu-
dents will use basic software packages and digital tools to create a
portfolio of content – from product pitches to PR to blogs.
Prerequisite: MK 114
MK 361 Supply-Chain Management
(3)
Students will study supply chain management. They will evaluate
how a company’s supply chain can limit product offerings and new
product development. Students will also develop skills in creating and
managing a simple supply chain.
Prerequisites: MK 114 and MG 211.
MK 380 SEO and SEM (3)
How do you find what you're looking for on the internet? Chances
are you turn to Google or another search engine. Companies use
Search Engine Optimization (SEO) and Search Engine Marketing
(SEM) to make sure you see them first every time you turn to a
search engine. By the end of this course, you'll learn how to optimize
a website so that it shows up first on a search, and how to build
search ads that will drive customers to your website. This online class
has optional live sessions. Prerequisites: MK 114, MK 229.
MK 441 Market Research (3)
Students study methods for gathering and evaluating data. The course
covers surveys, focus groups, and other techniques used to evaluate
consumer behavior, as well as the use of Big Data in influencing mar-
keting activity. The course also looks at data on the external environ-
ment, such as broad economic activity, to identify important drivers
of demand. Students evaluate market research data to determine how
research design, sampling, and other decisions influence results.
Prerequisites: MK 114 and MA 225
MK 443 Public Relations
(3)
See CS 443.
MK 451 Mission and Vision Statements as Symbols of Ethical
Priorities (3)
Students will survey mission / vision statements and annual reports
from a wide range of companies, institutions, not-for-profits, and
other entities. Students will evaluate what role these statements have
played over time and will conduct research on how they have or
have not impacted the ethical behavior of organizations, their agents,
suppliers and customers.
MK 474 Business Policy Senior Capstone (3)
See MG 474 and FN 474.
MK 480 Digital Marketing Analytics (3)
Marketing professionals today have access to incredible amounts of
data. The ability to use this data is what differentiates successful mar-
keting efforts from failed ones. This course will teach you how to
analyze digital customer behavior data using a range of tools and use
that data to test marketing hypotheses and improve customer acquisi-
tion. This online class has optional live sessions.
Prerequisites: MK 114, MA 225, MK 310, MK 441.
Mathematics Courses
MA 112 Introduction to College Mathematics (3)
Properties of the real numbers; basic concepts of algebra; graphing of
linear functions; verbal problems.
In order to proceed to the next course in the sequence, a minimum
grade of C- (C for Math majors) is required.
Students who place into MA 112 (Level A) are required to take the
course as early as possible in their academic years and must immedi-
ately repeat the course if they do not receive the required minimum
grade of C-.
A student is subject to dismissal from the University if he or she fails
two attempts to achieve the required minimum grade in MA 112.
MA 113 College Algebra (3)
Polynomials and factoring; linear and quadratic equations; functions
and graphs. Prerequisite: Level B Placement, or MA 112 (C- or bet-
ter) or equivalent. In order to proceed to the next course in the se-
quence, a minimum grade of C- (C for Math majors) is required.
MA 114 Precalculus (3)
Real functions; linear and higher order functions; conic sections;
trigonometric functions; exponential and logarithmic functions; se-
quences and series. Prerequisite: Level C placement, or MA 113 (C-
or better) or equivalent. In order to proceed to the next course in the
sequence, a minimum grade of C- (C for Math majors) is required.
MA 116 Finite Mathematics (3)
Linear equations and inequalities; matrix algebra and linear program-
ming; the mathematics of finance; Markov chains and probability.
114 |
Prerequisite: Level C or D placement, or MA 113 (C- or better) or
equivalent.
Note:
This course does not serve as a prerequisite for any
other course.
MA 117 Discrete Mathematics (3)
Set theory and mathematical logic; recurrence relations; combinator-
ics; graphs and trees. Prerequisite: Level C or D placement, MA 113
(C- or better) or equivalent.
Note:
This course does not serve as a
prerequisite for any other course.
MA 118 Enhanced Mathematics (3)
Real number computations and properties; basic algebra; dimensional
analysis; problem solving; mixed application. Reserved for transfer
students with placement scores of Level A (MA 112) or Level B (MA
113) who have transferred in a math class at that level or higher.
MA 119 Mathematics for Liberal Arts
This course provides an opportunity for students to see mathematics
used in ways not emphasized in traditional algebra classes. The course
emphasizes problem-solving. Specific topics covered will be selected
from the following: set theory and logic, number theory and systems
of numeration, unit conversions and dimensional analysis, consumer
mathematics, probability, graph theory, and voting theory.
Prerequisite: Placement Level B, C, or D or completion of MA112
with a (C- or better).
Students who have already received credit for
MA 117 are not eligible to take MA 119.
Note:
This course does not serve as a prerequisite for any other
course.
MA 120 Math, Money and You: Mathematics of Financial
Literacy (3)
The study of business and personal finance topics viewed through a
mathematical lens. Topics span banking, investing, taxes, credit,
insurance, home ownership and business applications. The use of
authentic problems and real world application will be stressed and
examined. Prerequisite: Level C or D placement, or MA113 (C- or
better) or equivalent.
Note:
This course does not serve as a
prerequisite for any other course.
MA 221 Calculus I (3)
Analytic geometry and functions, including trigonometric; limits and
continuity; derivatives; and applications of derivatives.
Prerequisite: Level D placement, or MA 114 (C- or better) or equiv-
alent. In order to proceed to the next course in the sequence, a mini-
mum grade of C - (C for Math majors) is required.
MA 222 Calculus II (3)
Integrals; the definite integral; exponential, logarithmic and trigono-
metric functions; formal methods of integration; basic properties of
continuous and differentiable functions; area and volume.
Prerequisite: MA 221 (C- or better) or equivalent.
In order to proceed to the next course in the sequence, a minimum
grade of C - (C for Math majors) is required.
MA 224 Probability (3)
Elements of probability theory, including set theory, sampling, and
combinatorics; random variables, discrete and continuous; probability
functions, expected value; probability distributions and modeling.
Prerequisite: MA 222 (C- or better).
MA 225 Introduction to Statistics (3)
The nature and scope of statistical inquiries; collection and presenta-
tion of data; descriptive methods with particular reference to fre-
quency distribution analysis, central tendency, and dispersion; proba-
bility distributions; statistical inference and sampling methods; estima-
tion theory; tests of hypotheses; regression and correlation.
Prerequisite: MA 113 (C- or better) or equivalent.
MA 226 Inferential Statistics (3)
Sampling distributions, point and interval estimation, random varia-
bles; one & two sample T-tests; hypothesis tests of the mean, pro-
portion, and variance; ANOVA of multiple classifications; multiple
regression and correlation. Design, execution, and analysis of original
research is required.
Prerequisite: MA 225 (C- or better) or equivalent.
MA 227C Classical Greece: The Vision of Geometry (3)
The classical Greek concept of proportion as it developed from Py-
thagoras to Euclid in the setting of Greek history, religion, philoso-
phy, and art. Famous problems of antiquity that have challenged
great minds; influenced thinking, literature, and art through the ages;
and furthered the vision of the liberally-educated person.
Knowledge of college algebra and basic geometry needed.
MA 228CG The Dawn of Mathematics (3)
Mathematics as a Human Endeavor arising from, and changing as the
result of, societal needs and intellectual curiosity. The growth of the
various branches of mathematics which become the foundations of
Modern Mathematics; the contributions of the Babylonians, Egyp-
tians, Greeks, Chinese and Indians, as arithmetic becomes mathemat-
ics. Knowledge of college algebra is needed.
MA 229P The Mathematical Universe: Pascal, Newton, and
the Modern World (3)
A study of Pascal, Newton, and their mathematical successors; an ex-
amination of their work within the context of their times and their
impact on the scientific and technological world of today.
Knowledge of Precalculus mathematics is needed.
MA 235 Biostatistics and Epidemiology (3)
This course offers the student methods and use of statistics as they ap-
ply to scientific studies. It begins with collecting and displaying the
distribution of data where the student will pay attention to central
tendencies and correlation. Students will examine study designs, data
relationships, confidence intervals, correlation, and run appropriate
tests and analyses (t-tests, ANOVA, chi-squared, regression). Focus
will be on the statistics of epidemiology, incidence and prevalence,
and measures of risk. A minimum grade of C is required for BI ma-
jors. Prerequisite: Level C or D placement, MA 113 (C- or better)
or equivalent.
MA 331 Abstract Algebra (3)
Groups, sub-groups, rings, integral domains and fields.
Prerequisite: MA 221 (C or better) or equivalent.
MA 332 Linear Algebra
(3)
Matrices and their operations; determinants; linear equations and lin-
ear dependence; vector spaces and linear transformations.
Prerequisite: MA 221 (C or better) or equivalent.
MA 333 Calculus III (3)
Improper integrals; vectors and parametric equations; polar coordi-
nates; multivariable calculus; sequences and series.
Prerequisite: MA 222 (C or better) or equivalent.
MA 334 Advanced Calculus (3)
Foundations of analysis; limits, and proof; differentiation, integration,
and series from a theoretical perspective.
Prerequisite: MA 222 (C or better) or equivalent.
MA 335 Differential Equations (3)
Solutions of first order equations; modeling applications; equations of
higher order; series solutions; Laplace transforms.
Prerequisite: MA 222 (C or better) or equivalent.
115
MA 336 Numerical Analysis (3)
Mathematical analysis of interpolation procedures, polynomial ap-
proximation, numerical differentiation and integration. Also includes
methods for solving equations, solutions of ordinary differential equa-
tions, approximations of least squares, and curve fitting.
Prerequisite: MA 222 (C or better) or equivalent.
MA 455 Mathematics Practicum (1)
Use of Math skills in a practical setting as opportunities arise (primar-
ily in the Academic Success Center). Includes preparation and super-
vision by the instructor. Essential Math topics from high school, col-
lege, and standardized tests will be discussed.
Prerequisite: Consent of the instructor.
MA 456 Teaching Mathematics (Middle Childhood) (3)
See ED 456.
MA 465 Topics in Mathematics (3)
A seminar course emphasizing topics and problem-solving techniques
of particular interest to students preparing for careers in Mathematics
or Mathematics education.
Prerequisite: MA 333 or consent of instructor.
MA 466 Teaching Mathematics (Adolescence Education)
(3)
Prerequisites: MA 222 and MA 455 or equivalent.
See ED 466.
Music Courses
MU 112 Basic Music Theory (3)
This course covers the fundamentals of music including notation,
harmony, ear training, and basic keyboard skills. It is aimed toward
those who are interested in song writing, arranging, and performing.
The ability to read music is helpful but is not a prerequisite.
MU 221 Essentials of Music: Basic Music Appreciation (3)
A course designed to give students a working knowledge of musical
terminology and compositional style so that they may develop a
greater appreciation for Western classical music. Includes extensive
listening experiences and discussion.
MU 222 History and Appreciation of Music (3)
A course which aims to develop intelligent appreciation of the vari-
ous forms of composition through simple analysis, perceptive listen-
ing, and an increasing understanding of the masters of each period.
MU 226P Music in the Age of Enlightenment (3)
Music of the 18th and early 19th centuries as reflective of the life and
spirit of the times: social change, philosophical trends, the role of the
artist in society, etc. Special attention to Haydn, Mozart, and the
early Beethoven. Relationships between the life and functions of
music in that era and in our own.
MU 227P Music in the Age of Revolution (3)
Nineteenth-century romantic music in the context of a culture char-
acterized by the continuous ferment of revolutionary thought, social
change, and experimentation in the arts. Attention to parallels be-
tween changes in the socio-political world and changes in the world
of music and the arts. Includes extensive listening experiences.
MU 331 Choral Music (3)
Combining history with practical experience, this course is designed
to acquaint the student with the tradition of choral music from the
16th century through the early 20th century, and with a working
knowledge of the well-known composers.
MU 336, 336A, 336B Chorus (1), (1), (1)
The Dominican University New York Chorus is made up of stu-
dents who are interested in gaining knowledge of the practical side of
music, and interested in taking part in group singing. The chorus
meets twice weekly and performs occasionally during the academic
year.
Nursing Courses
NR 101 Transition to Nursing I (3)
This course facilitates the transition to the professional nursing cur-
riculum. Instruction is based on a standardized assessment of critical
thinking ability, communications skills, learning styles and life stress-
ors. Students examine learning strategies valuable for academic pur-
suits essential to professional nursing practice.
Prerequisites: BI 223 & CH 220 with grades of B- or higher, or
permission of Nursing advisor.
NR 223 Introduction to Professional Nursing I (5)
This course introduces the core concepts and clinical skills that pre-
pare students for beginning nursing practice. Principles of critical
thinking as they relate to problem solving, written and oral commu-
nication, and beginning clinical decision-making are emphasized.
Clinical experience begins in the University skills laboratory and
continues in health care agencies where faculty provide individual-
ized as well as group instruction. (Three-hour lecture, six-hour Clin-
ical Lab.) Prerequisites: Anatomy & Physiology I & II; Chemistry
220; Biochemistry or equivalent.
NR 224 Introduction to Professional Nursing II (5)
During this course students use the critical thinking process to deter-
mine the health status of individuals and review select health care is-
sues. Students study various roles of the professional nurse, practice
interpersonal and clinical nursing skills, and learn techniques that as-
sist individuals to meet health needs. Clinical experience takes place
in the University laboratory and select healthcare settings. (Three-
hour lecture, six-hour Clinical Lab.)
Prerequisites: NR 223 or equivalent; Microbiology.
NR 231 Professional Practice Concepts (2)
During this course students study socio-political, ethical, and histori-
cal issues related to professional nursing and its practice. Students use
critical thinking strategies to develop a reasoned, scholarly under-
standing of various trends in nursing. Concepts critical to professional
development are emphasized. (Two-hour lecture.)
Prerequisites: NR 224.
NR 235 Principles of Health Assessment (3)
The focus of this course is a comprehensive, systematic process of as-
sessment to determine the health needs of individuals. Integral learn-
ing activities include a health history and physical examination.
(Two-hour lecture, three-hour lab.) Prerequisites: A&P I and II.
NR 320 Psychiatric Mental Health Nursing (5)
During this course students incorporate openness, movement, and
change in the care of clients experiencing psychiatric and mental
health alterations. Learning activities integrate acute, chronic, and
community applications. (Three-hour lecture, six-hour Clinical Lab.)
Formerly NR 460. Prerequisites: NR 340 or equivalent, NR 345.
NR 329 Pharmacologic Agents and Nursing Practice (3)
This course presents concepts of pharmacology, with emphasis on
pharmacodynamics and nursing implications of drug administration.
Major drug classifications and prototype drugs are explored, using
case studies with emphasis on nursing responsibilities related to ad-
ministration, evaluation, and client teaching. (Three-hour lecture.)
Prerequisites: NR 223 or equivalent, or instructor permission.
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NR 330 Parent-Child Nursing (5)
This course focuses on the study of health care needs from concep-
tion through adolescence. The clinical component emphasizes health
related interactions with clients and families. (Three-hour lecture,
six-hour Clinical Lab.)
Prerequisites: Pathophysiology, NR 224, NR 329 or equivalent.
NR 340 Adult Nursing I (5)
During this course students design, implement, and evaluate plans of
care for adults with acute and chronic health care needs. Clinical
judgement based on analysis of information, transpersonal caring, and
competent clinical skills is emphasized. Students collaborate with cli-
ents and health care teams in a variety of clinical settings. (Three-
hour lecture, six-hour Clinical Lab.)
Prerequisites: NR 231, NR 235, NR 330 or equivalent.
NR 345 Family Health Nursing (5)
This course focuses on the study of clients within the context of the
family system. The clinical component provides opportunities to as-
sess and care for clients and their families as they experience life pro-
cesses. (Three-hour lecture, six-hour Clinical Lab.)
Prerequisite or co-requisite: NR 340 or equivalent.
NR 353 Nursing Research (3)
This course focuses on understanding the research process from a ho-
listic, caring, theoretical viewpoint. The student critically analyzes re-
search projects and focuses on building the knowledge base for nurs-
ing practice. Students identify and formulate a research problem and
plan the appropriate method to best answer the research question.
Students learn the value of nursing research as an essential focus of
nursing practice and professional development. (Three-hour lecture.)
Prerequisites: NR 231, NR 235, NR 330.
NR 450 Adult Nursing II (5)
This course, a continuation of NR 340, builds on the knowledge and
clinical decision-making skills related to the nursing care of adults.
Students work closely with the health care team to evaluate and re-
vise plans of nursing care for groups of adult clients. Clinical experi-
ences focus on nursing practice in acute and critical care settings.
(Three-hour lecture, six-hour Clinical Lab.)
Prerequisites: NR 340 or equivalent, NR 345, NR 353.
NR 463 Community Health Nursing (5)
During this course students incorporate openness, movement, and
change with the health promotion and the restoration of multiple
populations. Integral learning activities include epidemiology, health
education, and community studies. (Three-hour lecture, six-hour
Clinical Lab.)
Prerequisites: NR 353, NR 320 or equivalent, NR 450.
NR 465 Nursing Leadership/Management (5)
This course integrates principles of nursing leadership/management
as they pertain to professional nursing practice. Students engage in
reflective activities that foster personal accountability and professional
development. Students are encouraged to generate and apply collab-
oration for change in various health care settings. (Three-hour lec-
ture, six-hour Clinical Lab.)
Prerequisites: NR 450, NR 460 or equivalent, NR 463.
NR 467 Nursing Seminar (2)
During this capstone course students use reflective reasoning to eval-
uate issues and trends that affect nursing practice and health care de-
livery. Assignments promote independent thinking that generates
reasoned ideas and opinions. Professional development using theory-
based research is emphasized. (Two-hour seminar.)
Prerequisites: NR 450, NR 463, NR 353.
Philosophy Courses
PH 112 Logic (3)
A study of the basic rules governing correct reasoning and of the
principles and procedures which enable us to distinguish good argu-
ments from bad ones. Topics will include: the recognition of argu-
ments, deductive and non-deductive arguments, criteria of validity,
syllogistic reasoning, sentence logic and truth tables, formal and
informal fallacies.
PH 113 Critical Thinking (3)
The study of critical thinking emphasizing the careful and deliberate
determination of whether one should accept, reject, or suspend judg-
ment on a claim, and how confident one should be in doing so.
This course will cover a range of topics, including topics such as: the
structure of arguments, common reasoning errors, the use and abuse
of language in reasoning, the connections between critical thinking
and clear writing, construction and evaluation of definitions and
explanations.
PH 114 Philosophy in the Real World (3)
Nearly every issue facing our society today has philosophical
concepts at its core. This course in and introduction to philosophy by
means of exploration of philosophical concepts or questions as they
arise through a discussion of current-day issues. Specific topics will
vary according to student interest, but will include issues and
concepts such as: racism, biological research, health care, equality,
knowledge, freedom, justice.
PH 221C The Discovery of Reason (3)
A study of classical Greek thought and attitudes as they illuminate
contemporary experience, with particular emphasis on the shift away
from a reliance on myth and magic for understanding the world to an
insistence on rational explanations and the ways rationality and dia-
logue can collapse into irrationality, fragmentation, disorder, and vio-
lence. Includes discussion of several aspects of Greek culture, focus-
ing especially on the pre-Socratics, the Dialogues of Plato, and Greek
drama.
PH 224M God and the Medieval Mind (3)
A study of the issues related to role of "God" in the thinking of the
great philosopher-theologians of the middle ages, with interdiscipli-
nary study of the cultural context of their thought. Includes discus-
sion of central issues related to the conception of and forth in God
and the implications of the contrasts between medieval and contem-
porary thought.
PH 225P Freedom in Modernity (3)
A study of the concept of freedom as self-determination, as it
emerged from the French Revolution, as it was formulated by 19th-
century thinkers such as Hegel, Marx, and Dostoevsky, as ethics
explored by 20th-century thinkers such as Sartre and Heidegger,
and as it is affecting 21st-century thinking about the person and
about political self-determination.
PH 226P American Pragmatism (3)
A study of American pragmatism, this course will examine topics
such as the roles of individualism, the concept of community, and
the idea of freedom in American life. The perspective taken will be
developed from a reading of some representative works of the classi-
cal pragmatists, Charles Sanders Peirce, John Dewey, and William
James.
PH 332V Social Ethics (3)
The study of ethical theories and principles related to questions and
issues specific to human society, including issues such as questions of
personal responsibility and theories of justice in light of cases such as
117
human rights, world hunger, war and peace, disarmament, commu-
nications, environment, and issues related to public policy. Open to
Sophomores, Juniors, and Seniors only.
PH 333V Bioethics (3)
The study of the ethical theories and principles related to bio-medical
practices and problems arising from practices such as human experi-
mentation, abortion, fetal research, involuntary commitment, suicide,
euthanasia, genetics and human reproduction, and other similar top-
ics. Open to Sophomores, Juniors, and Seniors only.
PH 334V Business Ethics (3)
The study of ethical theories and principles related to questions and
issues specific to business practices in areas such as property, con-
tracts, work, corporate responsibility, advertising, and the roles of
corporations in the community. Open to Sophomores, Juniors, and
Seniors only.
PH 339V Philosophy of Death and Dying (3)
Attempts to work out a reflective approach to death and dying which
can support the concrete consciousness of one's own death. Studies
the work of thinkers such as Kubler-Ross, and also the work of such
philosophers as Plato, Schopenhauer, Hegel, Freud, and Heidegger.
Open to Sophomores, Juniors, and Seniors only.
PH 355 Philosophy in Literature (3)
This course explores various philosophical theories and themes as
they are expressed in literature. Content and themes of the course
will vary from year to year. Topics may include questions of morality
and responsibility, alienation, issues of appearance vs. reality, ques-
tions about human nature and personal identity, the dynamics of
tragedy, and the concept of human existence. Readings may draw
from diverse cultures, traditions, and periods. (See EN 355)
PH 375 20th Century Philosophy (3)
The study of selected writings from some of the most important fig-
ures in European and American philosophy in the 20th century as
they treat central ideas and themes of the Western Philosophical Tra-
dition. Thinkers covered will represent disparate approaches or
movements such as Early Analytic Philosophy, Pragmatism, Phenom-
enology (and Existentialism), post-Wittgensteinian Analytic Philoso-
phy, Postmodernism, Deconstructionism, and Feminist Philosophies.
Physics Courses
PY 111 Elements of Physics (3)
An introductory lab-oriented course to furnish an understanding of
the physical changes in nature through the study of the mechanical
behavior of matter and the several manifestations of energy as
motion, heat, light, sound, electricity and magnetism, and atomic
fission and fusion.
PY 112S Elements of Space Science (3)
A view of the universe beginning with the nature and origin of the
planets and of the earth-moon system. Consideration of the earth's
space environment will include rocketry and space flight, and the
effects of radio waves, X-rays, and cosmic radiation. Laboratory ex-
perience included.
PY 114 Topics in Physics (3)
An introductory course covering fundamentals of Physics as they ap-
ply to the health sciences, with attention to topics such as motion,
friction, torque and rotation, work, pressures and fluids, bioelectric-
ity, etc.
PY 221-222 General Physics I, II (4, 4)
An algebra-based approach to the basic concepts of mechanics,
thermal physics, electricity, magnetism and waves. Three-hour
lecture, three-hour lab. A minimum grade of C is required for BI
majors and for those taking this as a science prerequisite. Prerequisite:
MA 114; a high school Physics course or PY 111 is highly
recommended as well.
Political Science Courses
PO 110 Introduction to Politics (3)
An introduction to the basic elements of modern politics. There are
two main focuses of the course. The first is on the forces which im-
pact on politics generally: the global system, economic factors, ideol-
ogy, and culture (i.e., symbols, belief systems, norms, and values).
The second is on domestic institutional and organizational arrange-
ments: constitutional structures, legislatures, executives, bureaucra-
cies, judiciaries, and elections.
PO 111P American National Government (3)
A study of the democratic principles and constitutional foundation of
the American political system: the principles and practice of federal-
ism; the powers and structures of the legislative, executive, and judi-
cial branches of the national government; the role of political parties;
pressure groups, public opinion, and voting behavior in the for-
mation of public policy; and the basic domestic political problems
confronting the nation today.
PO 112 State and Local Government (3)
A study of the structures, powers, administration, and major policies
and problems of state and local governments. Legal, political, and
economic relationships between state and local governments with an
emphasis on socioeconomic programs will be explored.
PO 221P American Political Parties (3)
This course examines American political parties in terms of their
composition and philosophies, and in terms of the framework within
which they operate. Particular attention is paid to the emergence of
the two-party system, American political culture, how candidates are
chosen and elected, party affiliation, voting patterns in the electorate,
campaign finance, and the extent to which American parties actually
function as parties. Comparison is made periodically with party sys-
tems in other countries for the purpose of achieving a wider perspec-
tive.
PO 222V American Presidency (3)
A study of political leadership as it relates to the American Presi-
dency. Discussion will focus on the institution of the Presidency,
decision-making processes, the exercise of power, theories of presi-
dential personalities, the historical evolution of the office, and the
importance of the Presidency to American politics and society. Gen-
eral issues that will be addressed are: the electoral process, voter per-
ceptions, how the system limits the type of candidates who run, and
the relationship between the President and her/his party.
PO 270 Civil Law (3)
A study of the manner in which civil conflicts are resolved in the
legal system, the roles various parties play, and the issues that study
the underpinnings of this system, most notably the values upon
which it is built. Included will be an assessment of the proper roles of
lawyers in society and the rules by which attorneys and judges are
governed. Discussion will also address the alternative ways of resolv-
ing civil disputes and the benefits which they represent. Open to
Sophomores, Juniors and Seniors only.
PO 300P Messages of War: Propaganda in 20
th
Century
Conflict (3)
118 |
See CS 300P.
PO 320PG Global Interdependence (3)
See SO 320PG.
PO 330PG Origins of Modern Africa (3)
This course gives a broad-based introduction to the history, politics,
and societies of sub-Saharan Africa. Through a combination of his-
torical narrative and detailed studies of particular African countries,
students will learn about pre-colonial African societies, the various
slave trades, colonialism, African struggles for independence, and the
challenges faced by sovereign African countries. For the post-inde-
pendence period, the major topics will be economic development,
state-building (the development of bureaucratic capacity and govern-
mental institutions), and nation-building (attempts to forge solidarity
among the citizens of a multi-ethnic country).
PO 331V The Constitution, Crime and Civil Rights (3)
See CJ 331V.
PO 332 Gender and Politics (3)
This course explores the importance of culture in defining gender
roles, the division of political power between women and men,
women’s changing political roles in the U.S., and the impact of those
changes on governmental processes and public policy outcomes. The
course includes discussion of how women of color have both affected
and been affected by these changes. Other themes are the history of
women’s political participation, gender differences in political partici-
pation and behavior, and the challenges and opportunities for women
as candidates and officeholders. Extensive attention is given to policy
issues such as education, health care, reproductive rights, employ-
ment, family law, and criminal justice.
PO 333V The Supreme Court and the Constitution (3)
This course traces the origins, functions, and transformation of the
Supreme Court from the somewhat unwanted stepchild of govern-
ment to the supreme arbiter of constitutionalism that it has become.
Topics covered include constitutional doctrines, the political ele-
ments of the Supreme Court, separation of powers, federalism, the
nationalization of the Bill of Rights, freedom of expression, privacy,
and equal protection under the law. Both scholarly analysis and
Supreme Court decisions are used to elaborate concepts and issues.
PO 334M The Medieval World (3)
An examination of various aspects of life in western Europe during
the middle ages. Using ongoing comparisons and contrasts with the
modern era, this course looks at issues such as who held political
power and the basis on which they ruled; which salient social divi-
sions existed; what people believed (or at least claimed they be-
lieved); and what forces of change were transforming the European
world.
PO 336C Ancient Political Thought: The Search for Justice (3)
An analysis of the political thought of Ancient Greece in the 5th cen-
tury B.C. with an eye to its relevance to contemporary societies.
Within the central focus of exploring issues of what a just society is
and how one might be achieved, specific topics are: the aims of the
state; the concept and practice of democracy; tyranny and totalitari-
anism; and the nature and objectives of power, class structure, and
justice. Special emphasis will be placed on a comparison of the politi-
cal ideas of Plato and Aristotle with those of more modern political
philosophers such as Niccolo Machiavelli, John Locke, Edmund
Burke, and John Stuart Mill.
PO 337PG World Politics (3)
The intention of this course is to enable students to understand more
fully the global environment within which the United States oper-
ates. After establishing an understanding of basic concepts such as
state, nation, anarchy, and power, the course reviews issues such as
the global system, the extent to which and the ways in which certain
countries dominate the system, warfare, international law, the United
Nations, world trade, and economic development.
PO 339 Latin American Politics and Economics (3)
A survey of the historical, political, and economic background of
Latin American institutions. The role of the military, land reform,
and nationalism will also be discussed. The function of O.A.S. and
the inter-American relations, especially vis-a-vis the U.S., will also be
analyzed. A special emphasis will be given to Mexico, Brazil, and Ar-
gentina in relation to the problem of debt.
PO 443 American Diplomatic History (3)
See HI 443.
Psychology Courses
PS 101S General Psychology I: Biological Bases of Human
Behavior (3)
The first course of a two-semester sequence. An introduction to psy-
chology as a natural science. The course stresses the basic methods of
problem-solving and accumulating knowledge in psychology, as well
as the application of those methods to the following diverse content
areas: sensation, perception, physiological psychology, human devel-
opment, learning, cognitive psychology. Particular stress on the con-
temporary issues in each of the content areas. Focus on the attain-
ment of scientific knowledge, both theoretical and research, with an
emphasis on the awareness of available varying approaches.
Note: PS 101S must be taken at Dominican University New York
for programs that have this course as a requirement.
PS 102S General Psychology II: Social Bases of Human
Behavior (3)
The second course of a two-semester sequence. An introduction to
psychology as a social science. The course stresses the basic methods
of problem-solving and accumulating knowledge in psychology, as
well as the application of those methods to the following diverse
content areas: motivation, emotion, personality, intelligence, psycho-
pathology, psychotherapy, human sexual behavior, psychological
testing, and social psychology. Particular stress on the contemporary
issues in each of the content areas. Focus on the attainment of scien-
tific knowledge, both theoretical and research, with an emphasis on
the awareness of varying approaches.
PS 210 Lifespan Human Development (3)
This course provides students with a solid foundation in human
development across the full lifespan, from prenatal development
through the end-of-life. The course will focus on the major physical,
cognitive, social, and emotional developments of each stage of life;
articulate the major changes that mark transitions from one stage to
another; and allow students to comprehend and critically discuss the
impact of ethnic, gender, and cultural factors on human development
and implications within the health and social sciences.
Note: This course cannot be used by Psychology majors to fulfill
program requirements.
(See HL 210)
PS 213 Developmental Psychology I: Infancy to Adolescence
(3)
An introduction to the physical, cognitive, intellectual, emotional,
social, moral, and personality development of the child from the pre-
natal period through early adolescence and adolescence. Study of
current theoretical approaches: psychoanalysis, learning theory, cog-
nitive-adaptive theory, Piaget and Erikson. Emphasis on historically
significant topics: the concept of attachment, language and cognitive
119
development, the concept of critical period, stability and change in
intelligence, fear and anxiety, and socialization.
PS 214 Developmental Psychology II: Adulthood and Aging (3)
Examination of human development through adulthood until death,
with the human being seen as a constantly developing, changing
being. Relevant theoretical and research information provides the
student with an understanding of the diversity of human functioning,
of the individual's attempts to adapt to different life stages and crises,
and of the individual's attempts to satisfy his/her changing needs,
experience joy and satisfaction, and achieve actualization.
PS 215 Adolescent Psychology (3)
An exploration of the unique developmental period of adolescence as
a major transitional stage between childhood and adulthood. Early,
middle and late adolescent development will be covered in depth
along with the many physical, social, emotional and cognitive
changes that occur during adolescence. Also, the familial, social and
cultural contexts in which adolescent development takes place will be
examined.
PS 221 Psychology of the Exceptional Individual (3)
See SE 221.
PS 222 Educational Psychology (3)
See ED 222.
PS 223 Forensic Psychology (3)
Forensic Psychology is an interdisciplinary field that draws upon psy-
chology, sociology, and criminal justice. Forensic Psychology is
designed to introduce the field and examine aspects of human behav-
ior related directly to criminal justice. Major topic areas include the
roles and responsibilities of the forensic psychologist, the history of
forensic psychology, criminal profiling, geographic profiling, police
and investigative psychology, and criminal psychology. he profiles
of serial killers will be highlighted. The court structure, judicial pro-
cess, and related topics such as mental health laws, insanity and com-
petency will be covered. The interaction between nature and nurture
and their association with factors such as violence will be highlighted.
Prerequisite: PS 102S. (See CJ 223)
PS 224 Psychology of Personality (3)
Survey of major personality theories in relation to the development,
structure, dynamics, and change of personality: traditional Freudian
psychoanalysis and subsequent developments in psychodynamic the-
ory and ego analysis; behavioral approaches including operant and
social learning theories and newer cognitive behavioral approaches;
and humanistic and existential approaches including Rogers, Maslow,
Gestalt, and the existentialists. The relation of theoretical approaches
to personality assessment, psychopathology, and psychotherapy also
discussed. Prerequisite: PS 102S.
PS 225 Criminal Psychology (3)
Criminal Psychology is designed to explore advanced topics in the
field. Major topics include insanity and competency, domestic vio-
lence, rape trauma, child sexual abuse, child custody decisions, the
juvenile court system, sexual harassment, death penalty trials, the psy-
chology of terrorism, and influencing public policy.
Prerequisite: PS 102S. (See CJ 225)
PS 226 Abnormal Psychology (3)
An examination of the various syndromes currently classified as psy-
chopathological, with emphasis on the major syndromes such as the
neuroses, the psychoses, psychophysiological disorders, organic brain
syndromes, disorders of childhood. Various theoretical orientations,
in particular psychodynamic and behavioral, discussed with reference
to etiological, nosological, and therapeutic problems.
Prerequisite: PS 102S.
PS 227 Industrial Psychology (3)
Introduction to industrial and organizational psychology, including
personnel selection and training, assessment of aptitude, ability, atti-
tude, interviewing techniques, time and motion studies, work envi-
ronment, motivation and morale, job satisfaction and personal
growth, vocational counseling and rehabilitation, communication,
human engineering, advertisement and consumer research.
Prerequisite: PS 102S.
PS 228 Religion and Psychology: Psyche and Spirit (3)
A study of the rise of interest in the self and the unconscious through
19th century romantic, idealist, and existentialist reactions to the
enlightenment, with a discussion of contemporary psychological
theories and their positions regarding religion and religion’s uses of
psychology.
PS 229V Psychology of Gender (3)
An inquiry into the psychological dimensions of gender, focusing
primarily on the attitudes and values associated with men and
women. Psychoanalytic, behavioral, developmental, biological,
social, and ecological theories are employed to analyze topics such as:
gender attitudes, gender roles, physiological and hormonal determi-
nants of female/male behavior; sexuality; identity; and sex differences
in psychological processes (personality, learning ability, cognition,
memory, motivation, and emotion).
PS/SW 230 Death, Society, and the Human Experience (3)
See SW 230.
PS 236 Social Psychology (3)
A survey of theoretical formulations and current research in the fol-
lowing topics relating to the individual in society, in groups, and to
the reciprocal influence of group on individual and individual on
group: social learning and socialization; social perception; interper-
sonal attraction; prejudice, discrimination, and stereotyping; aggres-
sion and antisocial behavior; conformity, compliance and obedience;
leadership and group behavior; and environmental psychology.
Prerequisite: PS 102S. (See SO 336)
PS 237 Group Dynamics (3)
An experientially based course which provides the opportunity for
learning about group processes and dynamics both in academic terms
and in experiential ones. A focus on analysis of group behavior in
vivo will be stressed with the following processes underscored as
especially important: goals, norms, leadership, conformity, support,
confrontation, flight behavior, problem-solving, commitment and
coherence, and effective group functioning.
Formerly PS 337. Prerequisite: PS 102S. (See SO 337)
PS 239 Sports Psychology (3)
An introduction to the field of sports psychology with an emphasis
on research methods and theories in the parent discipline of psychol-
ogy upon which sport-specific theories are based. Students are
exposed to theory as it applies to recreational and elite athletes, team
dynamics, and coaching behaviors. Topics of inquiry include scien-
tific methods, behaviorism, trait and personality theories, interaction-
ism, arousal, anxiety, intervention strategies, attentional style, obser-
vational learning, motor skills, imagery, competence, motivation,
aggression, group cohesion, group performance, leadership and
coaching behavior. Prerequisite: PS 102S.
PS 248 Perspectives on Chemical Dependency (3)
Formerly PS/SW 238V.
See SW 248.
120 |
PS 240 Health Psychology (3)
This course provides a general introduction to the application of psy-
chology to health. Topics covered include research methods in
health psychology, health behavior, stress, coping, social support,
patient-practitioner relations, pain and pain behavior, and the role
of psychological and social factors in the etiology of chronic and
terminal illness. Prerequisite: PS 102S
PS 250 Cultural Psychology (3)
This course examines the effects of culture on human behavior. We
will examine the role of culture across a range of psychological areas,
including perceptual and cognitive processes, human development,
language, gender, and social behavior. This course will examine mul-
tiple cultures including cultures from Latin America, Africa, India,
Asia, and the Pacific Islands. Prerequisite: PS 102S
PS 258 Perspectives on Human Sexuality (3)
Presents a general overview of the physiological, sociological, ethical,
and emotional aspects of human sexuality as a means of providing an
appreciation of the role of sexual behavior in the individual's general
psychology. Topics including gender identity and sexual differentia-
tion, sexuality in the life cycle, homosexuality, cross-cultural studies,
and sexual issues are explored. Prerequisite: PS 102S.
PS 330 Psychology of the Intellectually & Behaviorally
Challenged (3)
See SE 330
PS 331 Introduction to Psychological Statistics (3)
An applied introduction to basic, descriptive and inferential statistics,
including z-tests, t-tests, 1-way and 2-way ANOVAs, correlation,
regression, and chi square. Special emphasis is placed on using SPSS
to address psychological, sociological, and educational research ques-
tions, as well as understanding and creating APA-style statistical
results write-ups. Prerequisites: PS 101S or PS 102S, and SS 221
with a grade of C or higher.
PS 342 Counseling and Psychotherapy (3)
An examination of the basic premises and principles of psychotherapy
with emphasis on the relationship, interpersonal processes, and com-
munication patterns that underlie cognitive-behavioral psychother-
apy. A survey of the major types of psychotherapy: psychoanalysis,
nondirective, behavioral, and experiential and existential; basic prin-
ciples of these types of therapy and their application to individual
adults, adolescents and children, as well as to family, marital and
group settings discussed. Current research on effectiveness and utility
included. Prerequisites: PS 102S and PS 224 or PS 226.
PS 343 History and Systems of Psychology (3)
Historical development of psychological ideas from the beginning
of scientific psychology. Selected psychological systems chosen be-
cause of their historical impact or influence upon the contemporary
scene; in particular, structuralism, functionalism, behaviorism, psy-
choanalysis, Gestalt, and their new forms. Prerequisites: PS 101S.
PS 344 Biopsychology (3)
Underlying mechanisms of human behavior, in particular the struc-
ture and function of the central nervous system. The physiological
substratum of motivation, emotions, perception, learning, condition-
ing, and abnormal behavior. Prerequisites: PS 101S.
PS 345 Learning Theory (3)
This course will include a presentation and examination of the prin-
ciples of learning upon which behavior modification techniques are
based. Classical conditioning, operant conditioning, and observa-
tional learning are explored in terms of their relation to cognitive,
perceptual, social, and developmental learning. Research methods for
behavior modification will be detailed. Emphasis will be placed on
the application of learning to mental health, health, and educational
problems. Students will learn the behavioral treatments for problems
such as phobias, depression, overeating, temper tantrums, develop-
mental disabilities, and self-help skills. Discussion of ethics and cur-
rent issues in learning theory and behavior changes will be included.
Prerequisites: PS 101S.
PS 346 Cognitive Psychology (3)
An introduction to the study of mental abilities and how the human
mind represents the world. The purpose of this course is to examine
in-depth the cognitive theories and applications in the following
areas: language, memory, attention, perception, and metacognition.
Particular topics may include, but are not limited to: concept learn-
ing, schemas, memory, imagery, cognitive maps, problem solving,
reasoning, judgment, decision-making, and creativity.
Formerly PS 446. Prerequisites: PS 101S.
PS 350 Motivation Psychology (3)
This course examines the theory, research, and application of moti-
vation as it relates to our understanding of the processes that activate
our behaviors. A biological, cognitive, and behavioral approach will
be applied to various areas such as: arousal, sleep, stress, health, hun-
ger, aggression, modeling, pain, sensation-seeking, conformity and
self-actualization. The relationship between motivation and emotion
will also be briefly explored.
Prerequisites: PS 101S & PS 102S.
PS 360 Sensation/Perception (3)
This course introduces students to the processes of sensation and per-
ception. Sensation and perception involve taking information from
the world and transferring it to the mind, creating a picture of reality
that helps humans explore the world. This course will cover the
main sensory systems including sight, hearing, smell, taste, and touch,
as well as the neurological processes that allow humans to interpret
information from the environment. Prerequisite: PS 101S
PS 410 Faculty Research Experience (1-6)
This course will present an opportunity for students to work closely
with a full-time Psychology faculty member on the faculty person’s
research, with the potential to present this research at a conference.
Prerequisites: PS 101S or PS 102S and permission of instructor.
PS 440, 450 Independent Study (3) (3)
Intended for select students who wish to pursue independent study
at an advanced level. Those qualifying will work under the direct
supervision of a full-time faculty member. The study may extend for
one or two semesters and three to six credits may be earned. A study
outline must be filed in the Office of the Academic Dean.
PS 441 Introduction to Experimental Psychology (3)
An introduction to the formulation of experimental problems, testing
of hypotheses, selection of appropriate methods of investigation,
preparation of experimental reports.
Prerequisites: PS 101S, 102S, 331 and SS 221.
PS 452 Person in Environment II (3)
See SO/SW 452.
PS 472 Senior Seminar and Research (3)
This is the capstone course for the major. Students are expected to
prepare a major theoretical or empirical research report, which will
be presented in paper or poster format at the Hudson Valley Under-
graduate Psychology Conference hosted by Dominican University
New York each spring. Open to Psychology majors in their senior
year or to juniors with permission of the program coordinator.
Prerequisites: PS 101S, 102S, 331, 441, and SS 221.
121
PS 480 Advanced Topics in Psychology (3)
This course will undertake a semester-long study of a single, instruc-
tor-selected topic or closely related set of topics in psychology.
Topics and instructor will vary from year to year. In depth reading
and discussion is required in this course. Prerequisite: at least one
300-level course and Junior or Senior standing.
PS 491 Internship in Psychology (3)
The internship provides supervised part-time fieldwork experience in
a public or nonprofit agency. This course is offered to upper-class
Psychology majors. The placement site is geared toward the student's
area of interest (e.g., clinical, substance abuse, research). The intern
observes and/or applies knowledge gained from psychology courses
under the guidance of the site supervisor. This fieldwork allows stu-
dents to put theory into practice and to gain experience for graduate
school or for a future career. Prerequisite: Permission of internship
coordinator. Minimum 3.0 GPA required.
PS 492 Practicum in Psychology (3)
A course offered to upper-class Psychology majors to provide a
review of the field of psychology under the supervision of the full-
time psychology faculty and course instructor. Students will be given
an advanced learning experience and an opportunity to put know-
ledge into practice. Students will gain experience as a Peer Assistant
and discussion leader in the classroom. Weekly seminar with the
course instructor, reading assignments and preparation for class
presentations are expected. Prerequisite: Permission of course
instructor and program coordinator.
Religious Studies Courses
RS 111 Religion, Spirituality, and Healthcare (1)
The course fosters cultural sensibility from an interfaith perspective.
It provides students with the knowledge, tools, and skills to navigate
the complex situations they encounter in their training and pro-
fession at the intersection of religion and healthcare. (See HL 111)
RS 221CG The Making of Myths and Cults (3)
A study of myths and cults of antiquity in relation to religion, myth
and cult in the modern world; discussion of how and why myths and
cults arise, and what makes them decline. Includes examination of
ancient legends, folklore, and rituals, as well as life stories of historical
figures from Babylonian, African, Egyptian, Asian, Roman, Greek,
and Norse traditions. Co-requisite: EN 123. (See EN 221C)
RS 222C Old Testament: Story and Culture (3)
The human and religious experience of ancient people as seen
through the interpretation of biblical literature and parallels between
ancient Israel’s culture and that of her neighbors. Personal and social
developments are examined through the growth of oral and written
traditions.
RS 223C New Testament: The Social World of Early
Christianity (3)
An exploration of the growth and historical movements behind the
New Testament literature in order to understand the origins and
development of early Christian faith and practice. Examining the
prevalent cultures of the time, it considers social roles in the midst
of a radically changing world.
RS 224M Religion & Human Experience: Mystics, Mentors, &
Warriors (3)
An exploration of the nature of religious experience among figures
from the major faith traditions in the Middle Ages, examining simi-
larities and differences between experiences then and now. Relations
between faith and understanding in religion are seen as shaped by
personal experience and social-historical contexts.
RS 226P Religion in America: Great Awakenings (3)
A study of the roots of American religious experience, from the
American Indian and early immigrant experiments of Puritanism,
through the significant impact of Protestantism and Catholicism on
American culture, to the influence of the present plurality of religions
on the American experience.
RS 227 Religion and Literature in the Far East
A study of the ways in which literature expresses and contributes to
religious beliefs, social stratification, and gendered structures in Far
Eastern culture. A variety of perspectives will be explored: indige-
nous writings, the Asian writer living in the West, and the introduc-
tion of western culture and worldviews in the East.
RS 331 Theology, Ethics, and Medicine (3)
An analysis of the broad spectrum of ethical principles which under-
gird biotechnology, medicine, and health care. Students will explore
the implications of theology, diverse spiritualities, and secularism on
complex topics in medicine and research.
RS 337VG World Religions (3)
An encounter with the basic beliefs, values, and practices among ma-
jor religious traditions originating in India, China, Japan and the
Middle East, as well as their influence in the contemporary pluralistic
world.
RS 339M Medieval Women Writers (3)
See EN 339M.
RS 443 Images of Christ and the Church (3)
A study of the role of imagination in relation to faith and knowledge
of Christ and the Church, especially with regard to artistic and liter-
ary expression. Representations of the "holy" throughout history are
examined, especially the medieval, renaissance, and baroque periods.
Social Sciences Courses
SS 114 Cultural History (2)
A study of the history and culture of a society (for example, the
Dominican Republic), in order to provide a context for a service
learning experience. Students enrolled in the course will understand
the history and culture of the society prior to spending time in the
country living and working with its people. Students will read aca-
demic articles, fiction and poetry and oral history narratives in prepa-
ration for conducting their own interviews. Only those students par-
ticipating in the service learning experience are eligible to enroll in
this course.
SS 221 Quantitative Methods & Research (3)
A survey in elementary research and quantitative methods. This
course provides students with an entry-level preparation in commu-
nication and analytical skills in empirical research for courses taken
later in the area of social sciences or in other related discipline/pro-
fessional areas. Particular emphasis on the history of scientific meth-
ods, skills in literature research and writing, problem formulation,
making of a hypothesis, research designs, field and laboratory obser-
vations, sampling data organization, processing and analysis, as well as
ethical issues. In order to proceed to PS 331, a minimum grade of C
is required.
Prerequisites: Open to sophomores, juniors and seniors only.
SS 457 Teaching Social Studies (Middle Childhood) (3)
See ED 457.
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SS 467 Teaching Social Studies (Adolescence Education) (3)
See ED 467.
SS 472 Social Science Seminar (3)
Under the supervision of a faculty member, students prepare and de-
fend a significant research paper on a topic of their own choosing in
their area of emphasis in the Social Sciences. In this course, students
have the opportunity to integrate into a single project much of what
they have learned during their undergraduate education and to
demonstrate the development they have achieved in analytic, re-
search, and language skills.
SS 481 An Ethnographic Study: A Global Perspective (3)
This course is in conjunction with the Spring semester Alternative
Spring Break (ASB). In preparation for this experience students will
examine the American society from a social structural perspec-
tive. Particular emphasis is placed on the centrality of class, race and
gender as sources of division, inequality and injustice. A demographic
analysis of the community will provide the basis for examination as
students engage in field observations as they participate in the service
learning experience.
SS 491 Social Science Internship (3)
Supervised internship in a public or non-profit agency.
Social Work Courses
SW 200 Introduction to Social Work (3)
This course is intended to introduce the evolution and present status
of social welfare institutions and the profession of social work framed
through the lenses of social justice. The course will focus on the
development and status of social welfare institutions; the history of
social work and social welfare; the purposes, values, ethics, and skills
of the profession; the organization and functions of public and private
social agencies; and the social service delivery system. While this
course is required as a foundation course for social work majors, it is
open to students from all disciplines. (See SO 200)
SW 230 Death, Society and Human Experience (3)
Death, dying, and bereavement are fundamental and pervasive aspects
of the human experience. The aim of this course is to examine
how individuals and societies understand and appreciate these reali-
ties. Students will examine and understand selected theories on
grief, loss and end-of-life issues and use these to develop and describe
their own personal philosophies about life and death. (See PS 230)
SW 244 Gender and Justice (3)
See CJ/SO 244.
SW 248 Perspectives on Chemical Dependency
Perspectives on Chemical Dependency provides a basic introduction
to the study of substance use, abuse, and dependency. This course
will familiarize students with the fundamentals of drug-specific infor-
mation. In addition, the course will outline the theories and models
of why individuals abuse substances. Environmental factors and
their impact on substance usage will be examined. These factors in-
clude economic, social, cultural, and family systems. Prevention, in-
tervention, and treatment programs for substance usage will be ana-
lyzed. Prerequisite: PS 102S or permission of instructor.
Formerly SW/PS 238V. (See PS 248)
SW 250 Topics in Social Work: Social Welfare and Social
Justice (1)
This introductory level course in social work focuses on social
processes, social institutions, and social change. The student will
introduced to the ethics, values, knowledge, and policy base,
principles and purposes of the profession, including an examination
of methods of practice. Traditional and innovative social work
settings are discussed. Socio-historical development of Social Work
and its influence on contemporary practice are reviewed. Topical
discussions of social welfare include social interaction, various roles in
the social work professions, and multiple experiences of vulnerable
populations as it relates to the quest for social justice. This course will
address the contemporary social problems in our society.
SW 251 Topics in Social Work: Introduction to Eating
Disorders (1)
Eating Disorders are complex mental health conditions that are often
misunderstood. This introductory course will focus on the bio-
psycho-social nature of eating disorders while providing students
with a basic understanding of the causes and effects of eating
disorders on individuals, their families, and the community. Students
will become familiar with eating disorder diagnoses and assessment
tools, and will examine a general overview of treatment approaches
and modalities used by professionals in the treatment of eating
disorders.
SW 252 Topics in Social Work: Scholarly Writing and APA for
Social Sciences and Helping Professionals (1)
This course provides professional development for social workers and
others in the helping professions in professional writing skills. Stud-
ents will examine the principles of various modes of professional
writing required for the profession to include research papers, case
notes, etc.. Students learn the ability to communicate clearly and
concisely to a specific audience through purposive writing. The
course will familiarize students with APA, a style of writing that is
commonly used in the field of social work and similar disciplines for
coursework and professional development, and various other forms
of professional writing.
SW 253 Topics in Social Work: Counseling Adolescents (1)
Adolescents can be separated into three separate sub-phases; early,
middle and late. Each phase has its own specific physiological,
cognitive, social and emotional component. Students will become
familiar with the stages and specific tasks adolescents need to
accomplish and the impact this has on their identity. Students will be
exposed to factors that contribute to healthy and unhealthy adolesc-
ent development, including cultural differences. Mental disorders
such as: Oppositional Defiant Disorder, Depression, and Reactive
Attachment Disorder will be reviewed with an overview of evidence
based treatment approaches and modalities used for these disorders.
SW 254 Topics in Social Work: Play Therapy (1)
Play Therapy is a therapeutic treatment model that uses the power of
play to help children resolve psychosocial problems. This course will
give an overview of play therapy theory and will demonstrate
techniques for use with preschoolers, school-age children, and special
populations in clinical settings.
SW 255 Topics in Social Work: Understanding Autism and
Neurodiversity (1)
The course employs a social-justice-oriented critical approach that
encourages students to question dominant cultural paradigms and
systemic social inequalities. The course will explore the history of the
autism diagnosis, current theoretical perspectives, symptoms,
interventions, and current systems of care. The course approaches
understanding autism and other neurodiverse communities from a
strengths perspective in order to set in motion some positive change
in the realm of autism-related discourse.
SW 330V Ethnic Group Interaction (3)
See SO 330V.
SW 331V Child Welfare and the Law (3)
See SO 331V.
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SW 334V Deviance: Changing Sociological Perspectives on
Race, Class, and Gender (3)
See SO 334.
SW 335P Theories of Social Movements and Social Justice (3)
This course examines how social movements, denoting a wide vari-
ety of collective attempts to bring about a change in certain social
institutions or to create an entirely new order, re-shape social atti-
tudes, influence social policies, and generate social programs to
respond to human needs and need for civic engagement. Framed
in the historical perspective of social movement, the principles and
practice of social justice and human rights will be explored within a
global perspective. In particular, the course explores issues of social
diversity and social justice in the United States to provide students
with: 1) a theoretical framework for understanding the dynamics of
oppression and social exclusion and 2) a process to explore how the
specific forms of oppression and rights-based activism affect their per-
sonal and professional lives. (See SO 335P)
SW 342 Perspectives on Aging
(3)
See SO 342.
SW 440V Perspectives on the Health Care System (3)
See SO 440V.
SW 443VG Women in Contemporary Society: Cross-Cultural
Perspectives (3)
See SO 443VG.
SW 451 Person in Environment I (3)
The first of a two-course sequence addressing human behavior in the
context of the social environment. The primary focus is on introduc-
ing critical thinking and analytic skills by promoting an appreciation
of differing points of view and by fostering the ability to identify
those theories which enable us to understand human behavior and
the social environment. Special attention is given to systems theory,
the ecological model, role theory, and the strengths perspective as
explanatory frameworks for understanding how individuals, families,
and communities function. Particular emphasis is placed upon the in-
fluence of diversity–including culture, race, spirituality, gender, sex-
ual orientation, and physical or cognitive ability. Those theories
which enable a systems perspective to be applied to mezzo and macro
systems are explored.
Prerequisites: PS 102S, SO 111, and BI112. (See SO 451)
SW 452 Person in Environment II (3)
The second of a two-course sequence on human behavior in the
context of the social environment. The primary focus is on assess-
ment using evidence-informed theoretical frameworks to understand
individuals as social systems. Particular emphasis is placed on the in-
fluence of diversity–including culture, sexual orientation, race, gen-
der, spirituality, physical or cognitive ability–in the development of
the person and in the clarification of values. Prerequisites: PS 102S
or equivalent, SO 111 or equivalent, and BI 112 or equivalent.
(See PS 452, SO 452)
SW 454 Social Work Practice I (3)
The purpose of this course is to help students develop social work
knowledge and skills in translating social work practice philosophy
into sustainable, ethical social work in diverse situations. The course
considers knowledge and skills necessary for generalist practice with
an emphasis on work with individuals. A systematic approach to
social work concepts, including an appreciation of social work values
guiding ethical practice and the promotion of social justice is provid-
ed. This is the first of a three-semester practice sequence. Must be
taken concurrently with SW 455. Prerequisites: SW 200, SW 451.
SW 455 Social Work Junior Field Education I and Field
Seminar (3)
Students are placed in a variety of social agencies under the supervi-
sion of professional social workers and attend a once per week inte-
grated seminar.. The focus of field assignments is the initial socializa-
tion of students to the profession. Simple, brief tasks involving active
participation in the service delivery system introduce the role of the
social worker as a part of a complex interdisciplinary team. Must be
taken concurrently with SW 454. Open to Social Work students
only. Open to juniors during the spring semester. One day per week
for a total of 100 hours is required.
Prerequisites: SW 200, SW 451.
SW 461 Methods of Social Research I (3)
This course is the first of two research courses introducing students to
research methodology as applied to systematic inquiry of social work
problems. This course covers quantitative research methods and
examines the scientific method from the development of a
researchable hypothesis to the point of data collection. It focuses on
social work problem formulation and provides an introduction to
methodology. The course content and material cover the following
areas: understanding theory development, stating a tenable research
problem, developing a researchable question; the values, ethical,
political, and social effects involved in developing the question;
narrowing and specifying the question; sampling; design; data
collection; and measurement techniques. Each topic is addressed
through readings, lecture material, real-life experiences. Students will
ably demonstrate their learning competencies in the development of
a research proposal.
Prerequisite: MA 113 or higher or PH 113.
SW 462 Social Policy (3)
This course examines social welfare policies and practices in the U.S.,
as well as in developing countries, within the context of globaliza-
tion, it focuses on policy analysis, knowledge of the political and eco-
nomic processes underlying social development, and the skills, values,
and ethics related to advocacy practice. The course examines diverse
methods of sociological analysis and addresses policy issues important
to women, people of color, and populations that are vulnerable to
oppression in American society. (See SO 462)
SW 463 Social Work Practice II (3)
These senior-level courses are designed to continue the development
and application of generalist social work practice. Specifically, stu-
dents examine the techniques and guidelines for both direct and indi-
rect practice organized around the five phases of a planned change
process. Both indirect and direct applications based on field experi-
ences are examined with a particular emphasis on vulnerable popula-
tions. Must be taken concurrently with SW 465.
Open to Social Work students only.
SW 464 Social Work Practice III (3)
The course is designed to continue the process of generalist practice
as it integrates theory, research, policy and practice with micro,
mezzo, and macro systems. Content of the Practice III course ex-
pands techniques for intervention and practice research with individ-
ual, group and community systems, with a specific focus on organiza-
tional and community change theory and practice. Must be taken
concurrently with SW 466.
Prerequisites: SW 454, SW 463 and SW 461.
Open to Social Work students only.
SW 465a/b Field Education II (6), and SW 466a/b Field
Education III (6)
These courses provide a professionally supervised practice experience
within the context of service in selected field settings. The experi-
ences include direct and indirect practice with individuals, families,
groups, communities and organizations. The goal of preparation as
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general practitioners of professional social work acts as a guide in se-
lecting and structuring the field assignments. Must be taken concur-
rently with SW 463 and SW 464. Open to social work students only.
Field assignments are scheduled to include fall, winter session and
spring for all enrollees.
SW 467 Methods of Social Research II (3)
In this course, students continue to learn social work research
through a combination of didactic and experiential methods focusing
on advocacy research to advance social justice. This is the second of a
two-course sequence covering foundation content in social work re-
search. It guides students toward evaluating social work research to
understand practice effectiveness. Students work on the Advocacy
Research Project, with an emphasis on the analysis and interpretation
of the data collected (qualitative or quantitative) or utilized (archival
or publicly available). This project is presented at an annual spring
conference. Ultimately, students learn how research informs practice
and practice informs research. Prerequisite: SW461
Sociology, Anthropology Courses
SO 110 The Origins of Human Society (3)
An anthropological perspective on earlier forms of human culture in
prehistory are examined. Topics include non-human primates;
presapient hominids; the origin of language; field methods in
archaeology; Paleolithic cultures; people living in a variety of
environments with subsistence patterns ranging from foraging to
early agriculture; and the rise of early civilizations.
SO 111 Introduction to Sociology (3)
This is an introductory course is sociology intended to help students
acquire a basic understanding of the core elements of human society,
sociological theories, and methodologies to formulate reliable con-
clusions. Central questions addressed are: (1) how are the structures
and institutions of society created and modified? (2) how do those
structures impact our lives? and (3) in what ways and to what extent
has human behavior been shaped by forces external to individual so-
cieties? In addition, this course examines cultural influences and
variations existing among various societies, as well as influences from
ethnicity, gender, and social classes.
Note
:
SO 111 is a prerequisite for all CJ courses beyond CJ 113.
SO 112 Cultural Geography (3)
This course is a close-up look at the peoples and places of the world.
Historically, humankind is traced from its origins 200,000 years ago
to the present, including the migrations from Africa throughout the
Eurasian Landmass to the New World. Geographically and culturally,
the variety of human homelands is noted and our many forms of
family, religion, education, economics, and politics are examined.
SO 200 Introduction to Social Work (3)
See SW 200.
SO 221VG Cultural Anthropology (3)
This course examines the general concepts and theories in cultural
anthropology. The focus is on the analysis of selected primitive socie-
ties of the world; the comparative study of social structures, eco-
nomic organization, and social institutions; and the application of an-
thropological methods to the study of modern societies.
SO 223VG Social Problems (3)
Study of selected social problems including issues of living in an ur-
ban society; poverty, violence, racism, and sexism within the context
of their historical development and with consideration of the value
issues involved. Students may have the opportunity to perform com-
munity service learning.
SO 224V Sociology of the Family (3)
The main focus of this course is on the major elements and dynamics
of family life. While emphasis is placed on the prominent patterns of
family life in America, this course also explores global cultural varia-
tions in what constitutes a family and what family life consists of.
Some of the major topics are courtship, mate selection, and marital
and parental roles.
SO 225 Folklore and Mythology (3)
Myth and folklore play important multiple roles in all human groups.
This course looks at the patterns of moral values, social order, cus-
toms and religious beliefs as they are expressed through traditional
myth and folklore (narratives, songs, jokes, etc.) and modern myth
and folklore (through mass media, urban cultures, etc.). The course
also explores common themes and provides a variety of theoretical
models for explanation of them.
SO 227 Law & Society (3)
See CJ 227.
SO 244 Gender and Justice (3)
See CJ/SW 244.
SO 255 Sociological Perspectives on Religion and Cults (3)
This course will examine the beliefs and practices of the institution of
religion from a sociological point of view. The course will survey
why societies and individuals adopt religious beliefs, how the various
rituals and practices of religion are chosen and how these practices
impact upon the society as a whole as well as upon individuals. Alt-
hough traditional, mainstream religions will be a major area of focus,
the course will also examine new religious movements and cults.
Topics that will be investigated include the sociological history of re-
ligion, explanations for evil, superstition and the supernatural, reli-
gious intolerance and aggression, and faith in other contexts.
SO 320PG Global Interdependence (3)
The general theme is that of the interdependence of the world’s peo-
ple, ecology, economy, political systems, and technical systems. The
major focus is on the interdependence of the United States and the
Third World. Sociology, as well as concepts from history, econom-
ics, political science, anthropology, and geography will be used to
understand the roots and contemporary status of global interdepend-
ence. Formerly SW 333PG and PO 335PG. (See PO 320PG)
SO 330V Ethnic Group Interaction (3)
This course will focus on personal, institutional, and cultural levels of
ethnic group formation, development, and maintenance in the
United States. Several theoretical perspectives and current empirical
studies with regard to ethnicity, ethnic group salience, prejudice, and
discrimination will be discussed and examined in relation to behavior
toward ethnic group members. Personal value positions and priorities
will be discussed. Topics include immigration, intermarriage, social
programs and affirmative action, civil rights movements and counter-
movements. (See SW 330)
SO 331V Child Welfare and the Law (3)
An inquiry into the field of child welfare, a term used broadly to in-
clude activities which promote the welfare of children. Specific at-
tention is given to the actual services provided in the contemporary
United States. These services are examined in view of their historical,
political, socio-economic, and particularly legal contexts and are
compared to child welfare systems in other countries.
(See SW 331V)
SO 334V Deviance: Changing Sociological Perspectives on
Race, Class, and Gender (3)
Deviant behavior is often defined as an act that violates a social norm
125
while social control is a reaction to deviant behavior that seeks to
regulate or punish this behavior. This course examines what consti-
tutes deviant behavior in our society. Then, several major theoretical
perspectives on deviance are introduced to explore specific areas of
deviant behavior and social control such as interpersonal violence,
self-destructive deviance, diverse lifestyles, and substance use and
abuse. Prerequisite: SO 111. (See SW 334V)
SO 335P Social Movements and Social Justice (3)
See SW 335P.
SO 336 Social Psychology (3)
See PS 236.
SO 337 Group Dynamics (3)
See PS 237.
SO338 African-American Community Issues (3)
This course serves as an introduction to the historical origins and
contemporary development of African-American communities. We
will focus on issues that shape the social fabric of African-American
communities. We will discuss evidence of prejudice and discrimina-
tion against African-Americans as reflected in societal patterns. We
will also identify aspects of gender and class privilege as they relate to
African-American communities. The parallel systems of domination
and resistance will also be analyzed. Readings, lectures, films, and di-
alogue are the main forms of learning.
SO 339V Organizational Behavior: Uses and Abuses of Power
and Authority (3)
A study of socio-political forces which affect the work lives of organ-
izational participants. This course examines the uses and abuses of
power within and between modern formal organizations.
(See SW 339V)
SO 342 Perspectives on Aging
(3)
An inquiry into psychological, sociological, cultural, biological, and
spiritual aspects of aging. A major focus of the course is on the needs
of the elderly and the government’s response to those needs. Students
may have opportunities to perform community service.
(See SW 342)
SO 440V Perspectives On The Health Care System (3)
An investigation of a variety of aspects of the delivery of health care
in the United States. Attention will be given to the socio-cultural in-
fluences upon health and illness. Ethical issues raised by medical and
technological advances will be discussed. (See SW 440V)
SO 442 Sociology of Sport (3)
Sports have played a vital role in contemporary American culture,
especially over the last hundred years. Sports provide a useful win-
dow into many aspects of a society, especially in relation to the or-
ganization of society and the experiences of many groups of people.
Events in the wide world of sports can have significance beyond a
single game, season, or sport. This course will examine the nature of
various sports and their changing impact on American society. We
will consider the relationship between sports and such issues as race,
ethnicity, class and gender in order to determine how developments
in sports have influenced, and have been influenced by, American
society and culture. Other themes include the political economy of
sports, the effects sports can have on children’s development, and
the close connection between the media and both professional and
amateur sports.
SO 443VG Women in Contemporary Society: Cross-Cultural
Perspectives (3)
A group study dealing with the particular circumstances of women
within current social institutions. Cross-cultural emphasis will be
placed on the present and future roles of women. Comparative data
analysis on female status, public and private. (See SW 443VG)
SO 446 Liberty and Leaders (3)
An exploration of issues in our understanding and assessment of na-
tional leaders, with particular reference to George Washington, Si-
mon Bolivar, and the struggles for independence in the Americas;
questions include why we call some leaders good and others bad,
what their rights and responsibilities are, and how we decide if they
have succeeded or failed. Readings of major political thinkers such as
Plato, Machiavelli, and de Tocqueville.
SO 451 Person in Environment I (3)
See SW 451.
SO 452 Person in Environment II (3)
See PS 452, SW 452.
SO 462 Social Policy (3)
See SW 462.
Spanish Courses
SP 111-112 Basic Spanish (3) (3)
An introduction to the four basic language skills in Spanish with em-
phasis on conversation and aural comprehension.
Prerequisite for SP 112: SP 111 or equivalent preparation.
Note: In order to proceed to the next course in this sequence, a min-
imum grade of C- is required.
SP 115 Spanish for Heritage Speakers (3)
This course is strictly directed to the bilingual student who speaks
Spanish but lacks the academic linguistic skills required for profi-
ciency in the written language. The course is designed to bring at-
tention to grammatical needs which heritage speakers share.
SP 118 Spanish for Professionals (3)
Introductory course in Spanish with a focus on utility for students
with professional and/or academic foreign language requirements.
Focuses on communication skills, emphasizing vocabulary, reading,
and writing.
SP 221-222 Intermediate Spanish (3) (3)
A review of elementary structures and skills; more advanced grammar is
added to improve fluency and accuracy; selected readings from promi-
nent writers; and an introduction to Hispanic culture and art. Classes
are conducted in Spanish with some English for clarity. Prerequisite for
SP 222: SP 221 or equivalent preparation.
Note: In order to proceed to the next course in this sequence, a mini-
mum grade of C- is required.
SP 225 Conversation and Composition (3)
Intensive phonetic practice and development of spontaneous conver-
sational skills and fluency; analysis of problems in writing and speak-
ing Spanish.
SP 226 Cinema for Spanish Conversation (3)
This is a conversation course for the advanced language student. By
viewing films, both from Spain and Spanish America, the student will
become aware of the linguistic as well as the social differences in the
various areas where Spanish is spoken. The objectives will be multi-
ple: to appreciate the art of filmmaking, to improve comprehension
of the spoken language, to increase vocabulary, to examine cultural
differences and to perfect the spoken language through dialogue and
discussion.
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SP 232 Art of Spain (3)
See AR 232.
SP 331 Hispanic Civilization (3)
A survey of the contributions of the Spanish-speaking Old and New
Worlds, with an emphasis on their arts and social history; the unique
cultural resources of the New York metropolitan area will be fully
explored. No knowledge of Spanish is required as course is taught in
English.
SP 332 Readings in Hispanic Literature (3)
Selected readings from Latin American and Peninsular literature. This
survey course is in preparation for the more intensive work in advanced
literature courses. Students are trained in the techniques of reading crit-
ically for literary meaning and in analyzing the historical evolution of
specific literary movements. Reading and writing capability in Spanish
is required. Prerequisite: SP 221 or 222.
SP 335 Literature of the Spanish Golden Age (3)
This is an advanced literature course for students who are proficient
in the language and intend to major or minor in Spanish. The reading
selections are mostly dramas (comedias in Spanish), written in verse
form from the 16th and 17th centuries. Authors such as Lope de Vega,
Calderon de la Barca, and Gongora will be studied. Classes will be in
Spanish. Prerequisite: SP 332.
SP 337 20th Century Latin American Literature (3)
This course examines the development of a literary genre which be-
comes identified as the Latin American novel of the 1960’s, produced
by brilliant writers during an era known as "The Boom." Well-known
names such as Fuentes, Cortazar, Borges, and Marquez distinguish
themselves as the creators of this unique new way of writing, which is
no longer based on European models but is genuinely Spanish Ameri-
can. Classes will be in Spanish. Prerequisite: SP 332.
SP 341 Literature in Translation
Great literary works from all over the world should be appreciated
without the impediment of a language barrier. As most great works
are accessible in translation, we provide our students with a variety of
authors from areas as Europe and Latin America. Each semester the
focus might shift from one major writer to a survey of a particular
period, according to need. Classes will be in English.
Prerequisite: EN 123. (See EN 341)
SP 401 Cervantes & the Quioxte
This course allows the student to enter Cervantes’ world of 16th and
17th Century Spain through an overview of his major works and a
careful analysis of his masterful novel,
Don Quijote de la Mancha
. Ade-
quate knowledge of Spanish is essential as the main objective is the
appreciation of the linguistic as well as the literary creativity of this
genius. Attention will be placed on his artistic inheritance from the Ital-
ian Humanists as it surfaces throughout the two volumes of this great
novel. Classes will be in Spanish.
Prerequisite: SP 221/SP222 and SP 332.
Sports Management
SM 210 Introduction to Sports Management
(3)
A broad survey course of the sports industry. Topics include youth,
collegiate, international and professional sports, as well as the opera-
tion of professional and amateur teams, leagues, ownership structures,
labor and management, facilities and event management, sports
media, finance and ethics. (See MG 210)
SM 240
Sports and Society
(3)
Examines the social, cultural, economic and political aspects of sports
in society. Looks at demographic, commercial and global cultural in-
fluences on sport, as well as influence of sports on leisure activity,
gambling, health and violence.
SM 273
Hospitality: Spas and Fitness Centers
(1)
See MK 273.
SM 311 Legal and Ethical Aspects of Sports and Recreation
Management
(3)
An inventory and analysis of both legal requirements and ethical con-
siderations in the management of sport and recreation
.
Presents ethi-
cal dilemmas facing sport and recreation managers.
SM 320 Facilities and Events Management
(3)
A practical course intended to teach multiple aspects of planning and
managing events. Topics covered include ticket sales, crowd control,
security, customer experience, facilities management, human re-
sources management, revenue generation, marketing and promotion.
SM 321 Collegiate Sports
(3)
A look at the administration of individual and team sports on the col-
lege level. Covers the practical aspects of training, sports/academic
interface, scholarships, ethics, the NCAA and “amateurism.”
SM 340 Sports Media and Promotion
(3)
Focuses on the role of media and promotion to generate fans and
build brands. Topics include attracting fans and sponsors, dealing
with traditional and digital media, financial considerations of media
deals and sponsorships, and media research into fan and sponsor
expectations. (See MK 340)
SM 350 Sports in the Global Arena
(3)
International competitions, Olympics, World Cup, FIFA and sports
around the world are covered. Topics include national preferences,
public versus private support, training of athletes, doping, corruption
and how sports interact with international politics.
SM 360 Labor and Management in Sports
(3)
Approached from a political science perspective, this course traces the
evolution of bargaining power by players in various team sports and
treats the role of player unions within the framework of the larger
history and practice of labor/management relations in the US. Exam-
ines the power of leagues, team owners and agents on player com-
pensation and working conditions.
SM 370 Economic and Financial Aspects of Sports
Management
(3)
The application of economic concepts to the sports industry. Topics
covered include sources of revenue generation, leagues’ competitive
balance policies, player salaries, and public financing of stadiums and
arena. (See FN 370)
SM 380 Sports Analytics
(3)
Deals with the use of data and quantitative methods to measure per-
formance and make decisions to gain an advantage. The course is de-
signed to help students build analytical skills using sports as the area
of application. Topics will include critical thinking, statistical analysis,
game theory, optimization and prediction. Prerequisite: MA 113.
Teacher Education Courses
ED/PS 222 Educational Psychology (3)
Psychological principles applied to the teaching/learning process:
growth and maturation of the learner, factors of efficient learn-
ing/teaching, individual differences, motivation, classroom manage-
ment, effective study, transfer of learning, principles and purposes of
measurement and evaluation. Field experience required.
127
ED 223V School and Society (3)
A philosophical, historical, and sociological analysis of the school in
American society. Emphasis on developing inquiry and responsible
decision-making regarding the need for schools to be institutions re-
sponsive to social, economic, and political needs and change.
Field experience required.
ED 225 Technology in the Classroom (3)
Designed to provide students with hands-on experience in the use of
electronic technologies in teaching. Attention to equipment and soft-
ware available for preschool, elementary, and secondary students, and
for supporting diverse learners including the visually, speech, and
hearing impaired. Students will explore how technology integration
strategies are linked to both learning theories and effective classroom
practice. Students will plan technology-integrated lesson plans.
Prerequisites: ED 222, ED 223V, PS 213 and Admission to the
Division. (See CI 225)
ED 330 Introduction to Teaching Methods (3)
Diagnosis of instructional needs; long and short-term planning,
assessment, and implementation of instruction. Attention to acquiring
a range of teaching and classroom management strategies appropriate
for diverse ages and types of learners. Introduction to NYS Learning
Standards. Field experience required.
Prerequisites: ED 222, ED 223V, ED 225, PS 213, SE 221.
ED 328 Elements of Literacy (3)
This course focuses on developing literacy (speaking, listening, read-
ing, writing, and viewing) in children from Birth-6
th
grade with
extension into the middle/high school grades. Emphasis is placed on
the integration of all dimensions of literacy in the classroom as well as
the integration of learning and teaching theories with practical appli-
cations. Students will review the latest research about literacy devel-
opment and explore the following components of literacy in detail:
Oral language, word study, comprehension, reading, writing and
ESL strategies. Field experience required.
Prerequisite: Admission to the Division.
ED 332 Strategies for Literacy Development (3)
An extension and refinement of the communication processes
involved with listening, speaking, reading, and writing as they pertain
to differentiated instruction and evaluation. Attention paid to reading
in the content areas. Emphasis is on the diagnostic/prescriptive
model of reading, and students are required to work with individual
learners in the assessment and remediation of reading difficulties.
Field experience required.
Prerequisites: ED 330, ED 328 and admission to the Division.
ED 333 Infant/Toddler Development and Curriculum (3)
An in-depth study of the cognitive, affective, and physical growth
and development of children ages birth to three. Students will apply
this knowledge along with an understanding of the major theorists
and researchers to plan developmentally appropriate activities and
environments. Students will also perform observations in infant
/toddler child care centers in order to bring to life the knowledge
they are gaining in class. Field experience required.
Prerequisite: Admission to the Division.
ED 334 Early Childhood Curriculum I (3)
The first of two courses that focus on the Developmentally Appro-
priate Early Childhood Curriculum in the classroom. Students will
gain an understanding of individual and group programming for
young children based upon current theory, research, and develop-
mentally appropriate practice. Coursework includes observation
and assessment of a pre-school classroom, and special emphasis is
placed on helping students learn to observe and objectively record
the behavior of young children. Upon completing this course, stu-
dents will develop an understanding of the development norms of
each level of early childhood and will have the background to ana-
lyze and plan developmentally appropriate activities and environ-
ments. Field experience required.
Prerequisite: Admission to the Division.
ED 335 Early Childhood Curriculum II (3)
An extension of the previous course, with emphasis on planning pro-
grams, activities, and materials that are developmentally appropriate
for children ages infant through the primary years. Practice through
"hands-on" work in a field experience is expected and is the vehicle
by which student outcomes will be measured; students will plan and
implement activities in a field setting.
Field experience required. Prerequisite: ED 334 and ED 328.
ED/EN 455 Teaching English (Middle Childhood) (3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in language arts and English. Attention to developing
an eclectic approach to the teaching of English and language arts to
middle school students by acquiring a strategy repertoire that meets
the needs of today’s diverse learner population. Focus on the devel-
opment of strong collaborative/teaming relationships among col-
leagues and students through the use of interdisciplinary instructional
delivery techniques. Students prepare units and lessons that focus on
the NYS Learning Standards for Language Arts.
Field experience required.
Prerequisites: ED 330 and admission to the Division
.
ED/MA 456 Teaching Mathematics (Middle Childhood) (3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in Mathematics. Attention to developing an eclectic
approach to the teaching of mathematics to middle school students
by acquiring a strategy repertoire that meets the needs of today’s
diverse learner population. Focus on the development of strong col-
laborative/ teaming relationships among colleagues and students
through the use of interdisciplinary instructional delivery techniques.
Students prepare units and lessons that focus on the NYS Learning
Standards for Mathematics. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED/SS 457 Teaching Social Studies (Middle Childhood) (3)
Diagnosing instructional needs; planning, implementing and evaluat-
ing instruction in Social Studies. Attention to developing an eclectic
approach to the teaching of Social Studies to middle school students
by acquiring a strategy repertoire that meets the needs of today’s
diverse learner population. Focus on the development of strong col-
laborative/ teaming relationships among colleagues and students
through the use of interdisciplinary instructional delivery techniques.
Students prepare units and lessons that focus on the NYS Learning
Standards for Social Studies. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED/BI 458 Teaching Science (Middle Childhood) (3)
Diagnosing instructional needs; planning, implementing and evaluat-
ing instruction in Science. Attention to developing an eclectic
approach to the teaching of Science to middle school students by
acquiring a strategy repertoire that meets the needs of today’s diverse
learner population. Focus on the development of strong collabora-
tive/teaming relationships among colleagues and students through
the use of interdisciplinary instructional delivery techniques. Students
prepare units and lessons that focus on the NYS Learning Standards
for Science. Field experience required.
Prerequisites: ED 330 and admission to the Division.
128 |
ED 463A Teaching Mathematics (Childhood Education) (2-3)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching mathematics
to diverse learners. Focus on strategies for NYS Standards based
instruction. Field experience required. Students seeking Childhood
certification will take this course for two (2) credits. Students in the
Adolescence Education program seeking the 5-6 extension in Mathe-
matics will take this course for three (3) credits; for these students,
fifteen (15) additional field hours are devoted to observation, instruc-
tional planning, lesson delivery and assessment at the extension level.
Prerequisites: ED 330, ED 225 and admission to the Division.
ED 463B Teaching Science (Childhood Education) (2)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching science to
diverse learners. Focus on strategies for NYS Standards-based instruc-
tion. Field experience required.
Prerequisites: ED 330, ED 225 and admission to the Division.
ED 463C Teaching Social Studies (Childhood Education) (2-3)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching social studies
to diverse learners. Focus on strategies for NYS Standards based
instruction. Students seeking Childhood certification will take this
course for two (2) credits. Students in the Adolescence Education
program who are seeking the 5-6 extension in Social Studies will
take this course for three (3) credits; for these students, fifteen (15)
additional field hours are devoted to observation, instructional plan-
ning, lesson delivery and assessment at the extension level.
Field experience required.
Prerequisites: ED 330, ED 225 and admission to the Division.
ED/EN 465 Teaching English (Adolescence Education) (3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in English. Attention to developing an eclectic
approach to the teaching of English to adolescents by acquiring a
strategy repertoire that meets the needs of today’s diverse learner
population. Students prepare units and lessons that focus on the NYS
Learning Standards for Language Arts. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED/MA 466 Teaching Mathematics (Adolescence Education)
(3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in Mathematics. Attention to developing an eclectic
approach to the teaching of Mathematics to adolescents by acquiring
a strategy repertoire that meets the needs of today’s diverse learner
population. Students prepare units and lessons that focus on the NYS
Learning Standards for Mathematics. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED/SS 467 Teaching Social Studies (Adolescence Education)
(3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in Social Studies. Attention to developing an eclectic
approach to the teaching of Social Studies to adolescents by acquiring
a strategy repertoire that meets the needs of today’s diverse learner
population. Students prepare units and lessons that focus on NYS
Learning Standards for Social Studies. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED/BI 468 Teaching Biology (Adolescence Education) (3)
Diagnosing instructional needs; planning, implementing, and evaluat-
ing instruction in Biology. Attention to developing an eclectic ap-
proach to the teaching of Biology to adolescents by acquiring a strat-
egy repertoire that meets the needs of today’s diverse learner popula-
tion. Students prepare units and lessons that focus on NYS Learning
Standards for Science. Field experience required.
Prerequisites: ED 330 and admission to the Division.
ED 471 Student Teaching (Early Childhood) (5)
Supervised observation and student teaching in an approved early
childhood setting and under a certified teacher for a five-week
period. Gradual movement from observation to total responsibility
for planning and implementing instruction; refinement of teaching
skills. Written logs, lesson plans, video or audio taping, self- reflec-
tion, individual conferences. Involvement to all aspects of school life
relevant to teaching. Co-requisite: ED 472A.
ED 472 Student Teaching (Childhood) (5/10)
Supervised observation and student teaching in an approved elemen-
tary school under a certified teacher. Eight weeks in grades 1–3, eight
weeks in grades 4–6. For students seeking dual certification, one of
the eight-week experiences is in a special education placement. (See
SE 472.) Gradual movement from observation to total responsibility
for planning and implementing instruction; refinement of teaching
skills. Written logs, lesson plans, video or audio taping, self-reflec-
tion, individual conferences. Involvement in all aspects of school life
relevant to teaching. No credit will be awarded until the 16-week
student teaching experience is completed. Candidates eligible for stu-
dent teaching must advise the Coordinator of Field Placements by
September 20th for the following spring semester placement and by
February 1st for the following fall semester placement.
Co-requisite: ED 472A.
ED 472A Student Teaching Seminar (Childhood) (2)
This weekly seminar brings Childhood student teachers together as a
cohort, providing continuing growth and support for successful com-
pletion of the Student Teaching experience. Learning activities fea-
ture self-reflection, peer interactions, and responses to presentations
by faculty and guest speakers. Discussion includes topics such as
effective interaction with learners, families, and colleagues: literacy
and multiculturalism: school law; professional responsibility with
regard to child abuse/abduction; violence, fire and arson, and sub-
stance abuse prevention; promotion of health, nutrition, and safety:
resume writing, portfolio preparation, and other aspects of presenting
oneself professionally. Written follow-up assignments are an integral
part of this course.
ED 472B Student Teaching Seminar (Adolescence) (2)
This weekly seminar brings Adolescence student teachers together as
a cohort, providing continuing growth and support for successful
completion of the Student Teaching experience. Learning activities
feature self-reflection, peer interactions, and responses to presenta-
tions by faculty and guest speakers. Discussion includes topics such as
effective interaction with learners, families, and colleagues; literacy
and multiculturalism; school law; professional responsibility with
regard to child abuse/abduction; violence, fire and arson, and sub-
stance abuse prevention; promotion of health, nutrition, and safety;
resume writing, portfolio preparation, and other aspects of presenting
oneself professionally. Written follow-up assignments are an integral
part of this course.
ED 473 Student Teaching (Adolescence Education) (10)
Supervised observation and student teaching in an approved second-
ary school. Eight weeks in grades 7–9 and eight weeks in grades 10–
12. For students seeking dual certification, one of the eight-week
experiences is in a special education placement (see SE 472). Gradual
movement from observation to total responsibility for planning and
implementing instruction; refinement of teaching skills. Written logs,
lesson plans, video or audio taping, self-reflection, individual confer-
ences. Involvement in all aspects of school life relevant to teaching.
No credit will be awarded until the 16- week student teaching expe-
rience is completed. Candidates for student teaching must advise the
129
Coordinator of Field Placements by September 20th for the follow-
ing spring semester placement and by February 1st for the following
fall semester placement. Co-requisite: ED 472B.
Special Education: Students with Disabilities Courses
SE/PS 221 Psychology of Individuals with Exceptionalities (3)
Designed to provide an overview of the field of exceptionality. Top-
ics include the identification, characteristics, and classification of
exceptional individuals; the psychology of disabilities; legal issues; and
the strategies needed to maximize personal, social, and educational
intervention. Field experience required.
SE 222 Inclusive Settings: Principles and Practices
(3)
Provides the student with a repertoire of differentiation strategies
essential to effective collaborative instruction in inclusive settings as
well as Response to Intervention (RTI) and Universal Design for
Instruction (UDI). Designed to facilitate a co-teaching philosophy for
childhood and adolescence educators who are responsible for educat-
ing exceptional individuals in the general education classroom. Expo-
sure to the NYS Learning Standards. Field experience required.
Prerequisite: SE 221 or permission of instructor.
SE 330 Psychology of Learners with Intellectual and
Behavioral Challenges (3)
Course focuses on the etiology, nature, and needs of the learner with
behavioral and intellectual challenges. The roles of legislation and
advocacy as they affect the academic, behavioral, social, and emo-
tional issues involved with transition planning for this population will
be emphasized. Field experience required.
Prerequisite: SE 221. (See PS 330)
SE 336 Introduction to American Sign Language (3)
Designed to enable the student to demonstrate receptive and expres-
sive mastery of targeted, context-specific commands, questions, state-
ments, and dialogue, using the manual alphabet and signing Exact
English.
SE 337 American Sign Language II (3)
Designed to enable the student to demonstrate receptive and expres-
sive mastery of targeted, context-specific commands, questions, state-
ments, and dialogue, using the manual alphabet and American Sign
Language. This course is also designed to give students an under-
standing regarding the Deaf Community and the educational impli-
cations of having a hearing loss.
SE 441 Psycho-Educational Diagnosis and Assessment (3)
A study of assessment techniques necessary for identifying the learn-
ing strengths and deficits of the exceptional learner. This course will
provide experiences in both formal and informal assessment tech-
niques, task analysis, and the interpretation of psycho-educational
data for students with learning problems. The required field compo-
nent includes experience in development of a case history; selection,
administration, and evaluation of testing instruments; and completion
of comprehensive school and family reports. Field experience
required. Prerequisite: SE 330.
SE 465 Instructional Strategies and Materials for the
Exceptional Learner (3)
Examines contemporary learning research, appropriate teaching and
learning strategies, and supportive materials and technology to pro-
mote success in the least restrictive environment for the exceptional
learner. Includes development, implementation, and evaluation of an
I.E.P. based on data acquired from SE 441, with focus on NYS
Learning Standards. Field experience required.
Prerequisite: SE 441.
SE/ED 472 Student Teaching (Childhood) (10)
See course description, SE/ED 473.
Co-requisite: ED 472A.
SE/ED 473 Student Teaching (Adolescence) (10)
Supervised observation and student teaching in an approved, age-
appropriate special education placement. Student will spend 8 weeks
in a self-contained classroom, resource room, or inclusive environ-
ment, in addition to 8 weeks in a general education setting. Gradual
movement from observation to total responsibility for planning and
implementing instruction; refinement of teaching skills. Written logs,
lesson plans, video or audio taping, self-reflection, individual confer-
ences, and involvement with all aspects of instruction, including
I.E.P. development, are required. Candidates for student teaching
must advise the Coordinator of Field Placements by September 20th
for the following spring semester placement and by February 1st for
the following fall semester placement. Co-requisite: ED 472B.
Theatre Courses
TH 333 Introduction to Theatre and Drama (3)
Introduction to the theatre as an art form: the major types of drama
and theatrical presentation in historical perspective, with emphasis on
the relationship between various production methods and the play,
the audience, and the conventions of the theatre. Includes study of
plays from different periods, classical to modern, and related produc-
tion-workshop exercises. May be used as an English elective.
TH 334 Script Analysis (3)
Introduction to the critical practice of reading and understanding
plays for production and for one’s own writing of plays. This course
will teach students how to analyze a play script through the study of a
variety of plays. Students will learn to spot clues in a script to
assist them in acting, designing, directing and writing.
TH 335 Children's Theatre (3)
Students enrolled in this course will learn and apply theatre games
and improvisations for pre-school through adolescence audiences.
Formal playmaking for children and principles of organization, direc-
tion, and production of plays for young audiences will be covered.
Storytelling will culminate with the Children’s Theatre experience.
TH 336 Drama in Performance (3)
Concentrated study of one aspect of theatrical performance (direct-
ing, acting, etc.); topic varies from year to year. Includes analysis of
illustrative plays, and culminates in live production.
No prerequisite, but SH 333 strongly recommended. May from time
to time be used as English elective; see English faculty.
TH 337 Technical Theatre (3)
Aspects of technical stagecraft — scenery, lighting, etc. — and their
effects on the overall experience of a play. Coursework includes in-
volvement in the creation of scenery for a full-scale production.
TH 338 Creative Drama (3)
Creative drama techniques as means of stimulating thinking and
encouraging self-motivation. Improvisation, movement, sound, lan-
guage, scene creation, & other elements of creative drama for chil-
dren and adults.
TH 340 History of the American Musical (3)
This course will explore the history of American musical theatre from
its origins in the 18th century to the present. Students will examine all
aspects of the development of the musical, including art, song, plot and
character, lyric and song use, while relating the musical’s development
to the parallel political events of the time.
130 |
Course can count toward the American Studies program degree.
TH 343 Playwriting/Screenwriting (3)
This course will analyze established and published play scripts and
screenplays while offering students the terms, formatting, and direction
necessary to write their own one-act plays or screenplays. Emphasis is
placed on critical writing and reading techniques along with character
analysis and setting. (See FI 343)
TH 453 Theatre Management: Principles of Performing Arts
Management (3)
Study of professional performing arts management problems and
techniques as well as the administration of professional organizations.
It is assumed that students possess a background in the performing
arts but are comparatively untutored in business administration. Em-
phasis on the practical and contemporary aspects of the field.
(See MG 453)
131
Graduate Programs
Through its graduate programs, Dominican University New York ex-
tends its traditional mission - the promotion of educational excellence,
societal leadership, and service - to an already successful, diverse popu-
lation of students.
By offering advanced study, in breadth and in depth, Dominican
emphasizes serious scholarship, independent projects, and creative
research in order to enhance academic knowledge, related skills, per-
sonal fulfillment, and professional leadership.
The Vice President for Academic Affairs/Academic Dean coordinates
with the Graduate Studies Council the programs, their policies, proce-
dures, curricula, and course offerings. Students with questions have
access to the Office of the Academic Dean as well as to the graduate
faculty and the Program Directors.
Policies & Services
The policies and services for graduate students are the same as those
outlined for undergraduate students elsewhere in this Catalog, except
that separate statements apply at the graduate level in certain areas:
Admissions
To be admitted as a matriculated degree seeking graduate student, an
applicant must:
1. Have demonstrated the potential to pursue graduate study
successfully — that is, in general, have attained a B (3.0)
average in all previous coursework.
2. Submit a completed application form with a $50 nonre-
fundable application fee.
3. Meet program admission requirements, as specified. Offi-
cial transcripts must be submitted, including proof of an
earned bachelor’s degree from an accredited institution.
4. If coursework or degree is from another country, applicants
must submit certified translations and evaluations of all
prior collegiate academic records on a course-by-course
basis from an organization like the World Education Ser-
vices. In addition, scores from the Test of English as a For-
eign Language (T.O.E.F.L.) must be submitted from all ap-
plicants from non-English speaking countries. Infor-
mation and registration forms can be obtained from the
T.O.E.F.L. Program, Educational Testing Service, Prince-
ton, N.J. 08540 or visit the T.O.E.F.L. website for up-to-
date information at: www.toefl.org. A minimum score of
90 on the internet based test (I.B.T.) is required for admis-
sion.
To be admitted as a non-matriculated (non-degree-seeking) graduate
student in order to take courses for teacher certification or personal
enrichment, an applicant must:
1. Submit a completed application form with a $50 nonre-
fundable application fee.
2. Submit an official transcript indicating receipt of a bache-
lor’s degree from an accredited institution.
3. Take a limited number of credits as prescribed by the spe-
cific program.
Admission and enrollment as a non-matriculated student in no way
implies admission to a degree program. Students wishing to change
their status from non-matriculated to matriculated must reapply and
meet all college and program specified requirements. Each program
specifies the maximum number of credits from non-matriculated sta-
tus that may be applied to a degree program.
New York State Public Health Law 2165 requires that all students
born on or after January 1, 1957 show proof of immunity against
measles, mumps, and rubella prior to their first registration. Also in
accordance with NYS Law, all students are now required to com-
plete and return the meningitis form provided by the University to
the Student Health Center.
Transfer Credit
No more than 6 credits for graduate courses taken at another accredited
institution, prior to matriculation at Dominican University New York,
may be granted by a program toward the degree. Grades earned at
other institutions do not become part of Dominican’s grade point aver-
age.
Graduate Financial Aid
Matriculated graduate students may be eligible for a limited number of
Financial Aid programs. Information is available from the Financial Aid
Office.
Students in a dual degree program (B.S./M.S. or B.A./D.P.T.) will
be treated as undergraduates for the purpose of financial aid until
they have completed their undergraduate senior year.
Federal Loan Program
Through the Federal Loan Program, loans are available to matriculated
graduate students who are enrolled for at least 6 credits per semester or
trimester. Students must first file a F.A.F.S.A. Form. The form and in-
formation may be obtained from the Financial Aid Office.
Federal and Institutional Work-Study Programs
Information is available in the Financial Aid Office.
Satisfactory Academic Progress
Federal regulations and Dominican University New York policy re-
quire that students maintain satisfactory academic progress to qualify for
continued funding. Students must meet the academic requirements of
their programs. Additional information may be obtained from the Fi-
nancial Aid Office.
Graduate Curricula and Courses of Instruction
Descriptions of curricula and course offerings are given in the following
pages. Consult the detailed descriptions in the program sections for
Master of Business Administration, Nursing, Occupational Therapy,
Physical Therapy, and Teacher Education.
The University publishes schedules of courses for each academic
term. The University reserves the right to make any necessary
changes in the offerings without prior notice and to cancel offerings
for which there is insufficient enrollment. In the event of a program’s
discontinuance, the University will make a good-faith effort to assure
that a student already enrolled in the program will have an oppor-
tunity to complete the degree for which s/he enrolled.
The University reserves the right to make any necessary changes in
the delivery of its courses without prior notice. This includes the
right to transition classes to online or hybrid delivery.
The provisions of the Catalog are directive in character, and no con-
tractual obligations on the part of the University or the student are
implied. The University reserves the right to make the changes it
deems advisable in the offerings and regulations stated in this Catalog.
132 |
Graduate Grading System
Grade
% Scale
Quality Points per
Semester Hour of Credit
A
(100 - 95)
4.0
A-
(94 - 90)
3.7
B+
(89 - 87)
3.3
B
B-
(86 - 83)
(82 – 80)
3.0
2.7
C+
(79 - 77)
2.3
C
(76 - 73)
2.0
F
(Below 73)
0
WU
Failure due to unauthorized
withdrawal.
0
W
Withdrawal without penalty
- *
I**
Incomplete
- *
P
Passing
- *
* No quality points are assigned and these notations have no effect
on a student's quality point average or index. To attain a grade of
"P," a student must perform at a level equivalent to "C" or better.
** The Incomplete is reserved for those cases which are of an ex-
ceptional and/or serious nature. The Incomplete is not assigned in a
case where failure to complete the course requirements, including
the final examinations, on time is due to student delinquency and is
not given to allow a student the opportunity to improve his/her
work.
Ordinarily, it is the student's responsibility to request this grade from
the instructor. The granting of this request is at the discretion of the
instructor, and it is the student's responsibility to complete the course
requirements within the time span set by the instructor.
When an incomplete is assigned, it is the responsibility of the instruc-
tor to provide a written statement to the Academic Dean indicating
the requirement that is outstanding as well as the date by which it
must be satisfied. This date may be no later than 2/3 of the way
through the next regular session of the particular program. The
"INC" becomes an "F" if the requirements are not satisfied within
the assigned time limit. In the case of an unforeseen emergency, stu-
dents should contact the Office of the Academic Dean.
Grades officially submitted to the Registrar are final. Requests for a
change of grade necessitated by clerical, computational, or other doc-
umented error must be submitted in writing by the faculty member
to the Assistant Academic Dean. The requested change will become
effective when the approval of the Assistant Academic Dean has been
filed with the Registrar.
Final grade reports are sent to the students as soon as possible after
the grades have been reported to the Registrar's Office.
Honors
The distinction of “graduate honors” is awarded at Commencement
to graduate students with a cumulative Grade Point Average of 3.75
or higher. A notation of “graduate honors” is also included on gradu-
ate student transcripts following the awarding of the degree.
Master in Business Administration
(845) 848-4102 or fax: (845) 359-1879
Dominican University New York has received specialized accreditation
for its business programs through the International Accreditation Coun-
cil for Business Education (IACBE), located at 11374 Strang Line Road
in Lenexa, Kansas, USA.
The Master in Business Administration (MBA) is a 39-credit pro-
gram, with most courses being offered on an eight-week accelerated
basis, that can be completed in less than 2 years. Up to 18 credits of
the Foundation courses will be considered for waiver based on prior
undergraduate academic work and work experience. Students should
complete specified prerequisite Foundation courses before moving
on to certain Elective courses. It is these Foundation courses that are
subject to possible waiver.
The primary goal of the MBA program is to prepare adults for profes-
sional opportunities in any of the functional areas of business by provid-
ing them with sound theoretical and practical knowledge in all of those
areas. The program is tailored for students interested in broad-based
study in the area of Business Administration. In addition, students who
elect to do so may select a concentration that will allow them to spe-
cialize in the area of Health Care Management.
Admissions
All candidates for the MBA Program must apply for admission to the
program through the Dominican University New York Office of
Graduate Admissions.
To be considered for admission to the program, all students must
submit the following materials:
• Completed application form, and payment of application fee
• An official transcript documenting a baccalaureate degree from
an accredited undergraduate institution with a grade point aver-
age of at least 3.0 on a scale of 4.0
• For applicants with a grade point average below 3.0, other fac-
tors such as years of professional experience, grade point average
in the major field, and academic development beyond the bac-
calaureate degree may also be taken into account in the admis-
sion decision
• Two letters of recommendation using the recommendation
form provided by the Dominican University New York Office
of Graduate Admissions
• A TOEFL score, if English is not the first language of the appli-
cant. A minimum score of 90 on the internet based test (I.B.T.)
is required for admission
Waivers:
The Master of Business Administration is a 39-credit program. How-
ever, up to a maximum of 18 credits previously taken at Dominican
University New York or other accredited institutions may be waived
based on the following criteria:
• The MBA concentration chosen.
• A minimum grade of B for each course considered as a ba-
sis for waiver.
• The courses submitted as a basis for waiver must have been
completed no more than 7 years prior to the application
for waiver.
Note that two undergraduate courses, both of which meet the appro-
priate criteria, listed above, will result in the waiver of one MBA
course. No separate application for waiver is required.
133
Student transcripts are reviewed by the Director of the MBA pro-
gram in consultation with other program faculty. The determination
of course equivalencies for waiver purposes will be made on the basis
of transcript evaluation.
Transfer Credits:
The expectation is that all courses for the degree will be taken at
Dominican University New York. However, a maximum of six
credits from other institutions may be considered for transfer, at the
discretion of the MBA Program Director.
Transfer credits must meet the following criteria before being consid-
ered for eligibility.
• A minimum grade of B for each course considered for
transfer.
• The course(s) must be deemed comparable to the equiva-
lent course offering(s) at Dominican University New York.
• Courses must have been completed within the past 7 years.
Academic Requirements and Standards
Summary of Academic Requirements and Standards: MBA
Discipline
Credits
Foundation Courses
21
Elective Courses
12
Capstone Experience
6
Total Credits Required
39
Students should complete specified prerequisite Foundation courses
before moving on to certain Elective Courses. Elective courses must be
completed before a student can move on to the Capstone Experience.
Good Standing:
Once accepted into the MBA program, students must meet the follow-
ing standards to remain in good standing:
• Adherence to all of the University’s published policies and
procedures.
• Completion of the degree within 8 years of matriculation
into the program.
• A minimum cumulative GPA of 3.0 with no individual
course grade below C.
A student whose cumulative GPA falls below a 3.0 will be automati-
cally placed on academic probation. It is the responsibility of the stu-
dent to adhere to the requirements for good academic standing. A
student on probation will meet with the Director to discuss the con-
ditions and requirements of probation. These conditions and require-
ments may include continuing probation, academic leave or dismissal
from the program.
Honors
Sigma Beta Delta is the International Honor Society which encourages
and recognizes scholarship and accomplishment among students of
business and management. Students are eligible to apply when they
have completed at least two-thirds of their program and have a cumula-
tive GPA of at least 3.5.
In addition, students with a final, cumulative GPA of at least 3.75 will
be automatically granted Departmental Honors which is recorded on
their transcripts.
Capstone
The capstone serves as the culmination to all coursework and requires
the student to apply the knowledge, theories and practices learned from
previous courses in a highly integrated, coherent and real-world man-
ner.
Curricular Outline and Plan
Management Concentration
FOUNDATION COURSES
(21 credits)
MB 500
Critical & Ethical Decision Making
MB 503
Economics for Managers
MB 505
Marketing Management
MB 508
The Global Manager
MB 509
Management of Technology
MB 515
Financial Decision Making for Managers
MB 520
Management & Organizational Behavior
ELECTIVE COURSES
(12 credits)
Select from the following courses:
MB 604
Operations Management
MB 606
Human Resource Management
MB 607
Dynamics of Effective Leadership
MB 608
Quality Management
MB 609
MB 610
MB 611
MB 612
MB 613
MB 614
Advanced Strategic Management
Project & Portfolio Management
Managers & the Law
Managing Innovation & Change
Organizational Communications
Current Topics in Management
Capstone
(6 credits)
MB 705
Business Model Analysis
MB 706
Business Plan Development
TOTAL CREDITS FOR PROGRAM:
39
Procedures
Advisement:
The Program Director is the academic advisor to all MBA students.
Students are strongly encouraged to develop, monitor and update a
plan for the completion of their degree with the assistance of the aca-
demic advisor. An academic plan that takes into account a student’s
unique professional and person situations is a key success factor.
Residency:
Students must successfully complete at least 21 graduate credits at
Dominican University New York to be able to graduate from the pro-
gram.
Course Descriptions for the Management
Concentration
MBA Basic Core Course Descriptions
MB 500 Critical & Ethical Decision Making (3)
Strength in critical and ethical thinking skills has become predictive
of employee effectiveness and successful business outcomes. Business
professionals must be able to better apply their knowledge to analyze
134 |
problems and to formulate and evaluate business decisions and solu-
tions in an ethical way. Critical thinking is at the heart of these abili-
ties. Business leaders are increasingly becoming aware that excellent
problem solvers will enable a company to succeed in today’s global
and hyper-competitive markets.
MB 503 Economics for Managers (3)
The dynamics of economic growth and change are explored. Money
and banking, wealth, income, employment, inflation, stock market
trends, exchange rates, and other economic fluctuations are exam-
ined. The roles of market structures, supply and demand, and gov-
ernment interventions, particularly in relation to price determination
will also be examined.
MB 505 Marketing Management (3)
Individuals will examine the marketing mix from the perspective of
management, with particular attention to how decisions concerning
target markets, marketing research, planning, and strategy are accom-
plished. Attention is given to product development, pricing, promo-
tion, distribution, and the emerging trends in digital marketing and
customer relationship management.
MB 508 The Global Manager (3)
This course provides individuals with an understanding of how prac-
tices of management are impacted by the context of the culture
within which they take place. Emphasis is given to the strategies
and organizational structures that must be created or changed when
operating within different competitive, legal, technological, and
social environments.
MB 509 Management of Technology (3)
This course examines how current and emerging technologies are
used to support and transform the various functions of an organiza-
tion and to enable new competitive opportunities. Emphasis is given
to how properly configured information systems and new technolo-
gies are relied upon to transform business processes, provide critical
intelligence to business operations, and enable the development of
new products and services.
MB 515 Financial Decision Making for Managers (3)
This course will develop a solid foundation of financial management
concepts which managers can use to make financial decisions. Stu-
dents will learn how managers interface with accounting and finance
departments, and how firms meet their financial objectives utilizing
financial analysis. This course will also explain financial tools and
techniques, which can be used to help firms maximize value by
improving decisions relating to capital budgeting, capital structure,
and working capital management.
MB 520 Management & Organizational Behavior
(3)
This course will provide an investigation of the roles, skills and effec-
tiveness of management necessary in today’s complex, hypercompeti-
tive and uncertain business environment. Attention will be given to
topics such as motivation, teams, conflict, negotiation, communica-
tion, teamwork, managerial styles, power, politics, leadership, and
culture. An additional component will consist of self-assessments
related to self-awareness, personality and leadership styles.
MBA Elective Course Descriptions
MB 604 Operations Management (3)
The emphasis of this course is the streamlining of processes and
systems to improve organizational effectiveness through supply chain
and value chain analysis. The course will also include an integrated
investigation into a firm’s manufacturing, marketing, logistics,
research & development, and customer service functions.
MB 606 Human Resource Management (3)
A commonly espoused principle in business is that the most im-
portant resource in any organization is its people. In this course, stu-
dents will develop a keen understanding of job analysis, recruiting
and selecting, talent management, appraisals, compensation, and ben-
efits as well as the issue of work/life balance. Special emphasis will be
placed on the challenges of balancing the needs of the organization
with the needs of the individual.
MB 607 The Dynamics of Effective Leadership (3)
Different styles of leadership are explored along with the techniques
and practices that are used by successful leaders in various organiza-
tional situations. Students will also assess their own leadership
strengths and weaknesses.
MB 608 Quality Management (3)
This course provides individuals with an understanding of the various
statistical concepts and process related tools that are used by an in-
creasing number of industries in order to continuously improve its
operations, products and services. Special attention is given to the
most popular methodologies of Six Sigma and Lean. This course can
be used in preparation for “Green Belt” certifications.
MB 609 Advanced Strategic Management (3)
The methods, problems and issues of strategy formulation and imple-
mentation are increasingly relevant in today’s dynamic, complex, and
highly competitive environment. This course will focus on the many
variables and situational factors that must be dealt with from a total
enterprise perspective. The student will be challenged to develop the
knowledge and skills necessary to analyze and critique the strategy of
a firm of their choosing.
MB 610 Project & Portfolio Management (3)
It is critical in today’s dynamic and demanding business environment
that organizations deliver superior products and services on-time and
within budget. This course will provide extensive working
knowledge of project and program management best practices, tools,
techniques and concepts.
MB 611 Managers & the Law (3)
Any business may be subject to legal concerns ranging from employ-
ment issues, contract disputes, regulatory compliance, environmental
investigations, negligence claims, purported violations of fiduciary
duties and securities fraud. This course will provide the student with
practical legal knowledge and principles in order to become more in-
formed and sensitive business leaders and decision makers.
MB 612 Managing Innovation & Change (3)
In today’s turbulent and hyper-competitive environment organiza-
tions must continually re-invent and differentiate themselves from
the competition. Students will explore various aspects of organiza-
tional and personal innovation and change using a framework that
focuses on the intersection of people, process and technology. Vari-
ous tools and practices will be discussed that are needed to lead a
change related initiative.
MB 613 Organizational Communication (3)
An investigation into today’s communication strategies, and how to
effectively use them as a leader and professional in communicating
with an organization’s various stakeholders. The course includes per-
sonal communication styles, media and tools for the manager, organi-
zational communications climate, intercultural communications chal-
135
lenges, adapting communications to the specific needs of the audi-
ence, and cultivating and nourishing communication networks.
MB 614 Current Topics in Management (3)
This course will select and analyze contemporary topics that are of
particular importance in our dynamic and volatile business environ-
ment that have not been covered in other core or elective courses.
Possible topics will be solicited from both business experts, faculty
and students, as well as from respected research sources. Guest speak-
ers with relevant expertise will be sought.
MBA Capstone Course Descriptions
MB 705 Business Model Analysis
(3)
This first capstone course is the culmination of all previous course-
work. Through the extensive use of the business model framework,
the value proposition construct and analysis of current business
events, students will examine how the various dimensions of a busi-
ness should be integrated in order to provide sustainable profits in a
dynamic and uncertain business environment.
MB 706 Business Plan Development (3)
This second capstone course will have students experience the role of
an entrepreneur. Students will develop an entire business plan, in-
cluding the marketing, promotion, pricing, distribution, and financ-
ing arrangements required for a new business initiative taking into
account the possible effects of competition, legal regulations, and
other external factors.
Health Care Management Concentration
Note:
Those who do not enter the program with a sufficient health
care industry background are required to enroll in an appropriate
course, such as HC 510, prior to or at the start of the program.
CO-REQUISITE COURSES
(3 credits)
HC 510
Dynamics of Health Care Systems
FOUNDATION COURSES
(21 credits)
MB 500
Critical & Ethical Decision Making
MB 503
Economics for Managers
MB 505
Marketing Management
MB 508
The Global Manager
MB 509
Management of Technology
MB 515
Financial Decision Making for Managers
MB 520
Management & Organizational Behavior
ELECTIVE COURSES
(12 credits)
Select from the following courses:
HC 610
Health Care Quality Management
HC 620
The Managed Care System
HC 625
Medical Group Practice Management
HC 630
Long-Term Care Management
HC 635
HC 640
HC 645
HC 650
HC 655
Health Care Information Technology
Legal Aspects of Health Care
Current Topics in HC Management
Leadership in Health Care
Health Care Strategy
CAPSTONE COURSES
(6 credits)
MB 705
Business Model Analysis
MB 706
Business Plan Development
MBA Pathway for Physical Therapy Students
Please see “Physical Therapy” section below.
Course Descriptions for the
Health Care
Management Concentration
HC 510 Dynamics of Health Care System
(3)
This course provides a comprehensive overview of the various yet
overlapping health care systems. It describes and assesses the various
systems and their components, as well as the interrelationship of these
components in the healthcare industry and health services delivery.
The student is expected to understand the behavioral, cultural, or-
ganizational and environmental factors affecting the use, organization,
and outcomes of health services delivery. The roles of hospitals,
health personnel, public health agencies, payers, and regulators are
examined. Current organizational, system and industry wide dilem-
mas and issues are identified.
HC 610 Heath Care Quality Management
(3)
This course provides individuals with an understanding of the vari-
ous statistical concepts and process related tools that are used by an
increasing number of industries in order to continuously improve its
operations, products and services. Special attention is given to the
most popular methodologies of Six Sigma and Lean. This course can
be used in preparation for “Green Belt” certifications.
HC 620 The Managed Care System
(3)
This course examines critical concepts of managed care and health
care reimbursement from the perspective of the payer and the pro-
vider. Topics include the history of managed health care, types of
managed care plans and integrated health care delivery systems, as
well as Medicare and Medicaid. The course will examine the impli-
cations of managed care plans for major provider sectors and review
the mechanics of third party reimbursement with a goal of develop-
ing a basic understanding of managed care and the reimbursement
process.
HC 625 Medical Group Practice Management
(3)
This course presents an overview of medical group practice and am-
bulatory care organization operations. It also incorporates the health
care management concepts, knowledge and competencies from other
core courses and applies them to the group practice and ambulatory
care settings.
HC 630 Long-Term Care Management
(3)
This course focuses on the analysis and operation of long-term care
organizations and their services in a changing environment. This in-
cludes the infrastructure necessary to support, deliver, and monitor
care, operational issues such as reimbursement, case mix, compliance,
recruitment, retention, supervision of staff, survey management, and
other key success factors. This course will also discuss the impact of
environmental forces such as regulatory changes and consumer ex-
pectations in shaping the nursing home industry and the associated
responsibilities of nursing home administrators.
HC 635 Health Care Information Technology
(3)
This course is designed to give the student the knowledge and skills
necessary to participate in the evaluation, selection, planning, imple-
mentation, and management of health care information systems and
technology. The course is oriented to the contemporary role of a
health services manager and focuses on the need to integrate technol-
ogy with processes, services and policy.
136 |
HC 640 Legal Aspects of Health Care
(3)
A rigorous overview of current and pending health care law and
legal issues including government regulation, legal constraints,
liability, negligence, patient rights, confidentiality and corpo-
rate/administrative responsibility. Emphasis will be placed on
the business application of health care law.
HC 645 Current Topics in Health Care Management
(3)
This course will select and analyze contemporary topics that are of
particular importance in the dynamic and volatile health care industry
that have not been covered in other core or elective courses. Possible
topics will be solicited from both business experts, faculty and stu-
dents, as well as from respected research sources. Guest speakers with
relevant expertise will be sought.
HC 650 Leadership in Health Care
(3)
Leadership has emerged as one of the most critical and controversial
topics in our current business environment. In this course, different
styles of leadership are explored along with the techniques and prac-
tices that are used by successful leadership. This course will include
the analysis of cases that demonstrate effective as well as non-effective
leadership behaviors and their impact on organizational effectiveness.
HC 655 Health Care Strategy
(3)
The methods, problems and issues of strategy formulation and imple-
mentation are increasingly relevant in today’s dynamic, complex, and
highly competitive environment. This course will focus on the many
variables and situational factors that must be dealt with from a total
enterprise perspective. The student will be challenged to develop the
knowledge and skills necessary to analyze and critique the strategy of
a firm of their choosing.
Advanced Certificate – Health Care Management
The Advanced Certificate in Health Care Management provides pro-
fessionals who hold a bachelor degree the opportunity to enroll in
focused graduate coursework in health care management topics.
The 15 credit Advanced Master’s Certificate can be completed in as
few as 10 months and is offered in the MBA accelerated eight-week
format. These 15 credits can be applied toward the MBA concentra-
tion in Health Care Management should a student wish to continue.
Advanced Certificate Program Coursework
FOUNDATION
(3 Credits)
HC 510 Dynamics of Health Care Systems
ELECTIVES
(must take 4) (12 credits)
HC 610 Health Care Quality Management
HC 620 The Managed Care System
HC 625 Medical Group Practice Management
HC 630 Long Term Care Management
HC 635 Health Care Information Technology
HC 640 Legal Aspects of Health Care
HC 645 Current Topics in Health Care Management
HC 650 Leadership in Health Care
HC 655 Health Care Strategy
Graduate Programs in Nursing
(845) 848-6028, 6029 or fax: (845) 398-4891
Master of Science, Family Nurse Practitioner
Program
The program holds national accreditation approval through the
Commission on Collegiate Nursing Education (CCNE):
CCNE
One Dupont Circle, NW, Suite 530
Washington, DC, 20036-1120
Phone: (202) 887-6791
The Division of Nursing offers a Master of Science degree, Family
Nurse Practitioner. The graduate program builds on the philosophy
and organizing framework of Dominican's undergraduate nursing
program. The Division emphasizes the pursuit of truth and academic
excellence. The program is designed around an evolving body of
knowledge that encompasses life processes of unitary human beings
in their environment. Emphasis is placed on integration of practice
and theory across diverse settings where primary care is delivered.
Students complete the 42-credit program in four academic semes-
ters and two summer sessions. Lecture courses are offered in an even-
ing format. Students must complete all course requirements within
a 5 year timeframe. Students who have completed graduate courses,
with a B or better, that fulfill some of the master's requirements
may transfer up to 6 graduate credits into the program.
At the end of the program students will:
a. integrate principles of systems theory, natural, biological, physi-
cal, and social sciences in advanced nursing practice;
b. analyze client responses to therapeutic interventions;
c. synthesize the nursing process in a manner inclusive of
biopsychosocial phenomena and cultural and ethnic variations;
d. synthesize primary, secondary, and tertiary levels of prevention
to promote optimal wellness;
e. integrate nursing research methods to improve advanced prac-
tice nursing; and,
f. demonstrate dependent, independent, and interdependent
professional behaviors in advanced practice nursing.
Admissions
Students are admitted to Dominican University New York through
the Office of Graduate Admissions on a competitive basis.
A candidate will:
• Be a graduate of a fully accredited, license-qualifying baccalaureate
degree nursing program
• Hold a license to practice registered professional nursing in New
York State and/or be eligible to hold same
• Have a minimum of one year of professional experience as a
licensed registered nurse
• Have earned a minimum undergraduate grade point average of
3.00 with a B grade in each undergraduate nursing course and a B
average in all natural science coursework
• Submit evidence on official transcripts of: (a) baccalaureate health
assessment course; (b) introductory nursing research course; (c) in-
troductory statistical methods course
• Write a personal essay including statement of career goals
• Submit three letters of recommendation on official stationery, at
least one of which testifies to the student's clinical skills
137
• Submit a complete and current health record, malpractice insur-
ance and such other documents as are required by the Division of
Nursing
• Submit a complete application with non-refundable application
fee.
Transfer credits:
Students who have completed graduate courses with a grade of B
or better that fulfill the requirements of some of the courses
may transfer up to six (6) credits. Courses eligible for transfer must
have been taken at an accredited master-degree-granting institution.
The determination of course transfer will be made by the program
Director on the basis of transcript evaluation.
Deferment:
Any student accepted into the program who wishes to defer enroll-
ment must write a letter to the program Director requesting per-
mission to defer. Permission will be granted for one year beginning
at the time of request. Filing the request in a timely fashion
secures a place for the following year's class.
Academic Requirements and Standards
Students accepted into the Master of Science Nurse Practitioner pro-
gram must adhere to the standards and policies set forth by the Uni-
versity and the Family Nurse Practitioner Program. Students are re-
sponsible for and required to sign the Student Handbook Appendix
F form found in the Family Nurse Practitioner Handbook.
In order to maintain continuous enrollment in the program, all
graduate students must achieve a "B" in all clinical courses and
maintain a cumulative grade point average of 3.00 to continue
in the sequence and graduate from the program.
A student who does not achieve a "B" in a clinical course may,
with the approval of the instructor and the Program Director,
repeat the course. A student may only repeat one course once
during their progression through the program.
Honors:
Sigma Theta Tau International
Sigma's mission is advancing world health and celebrating nursing
excellence in scholarship, leadership, and service. Baccalaureate
and graduate nursing students who demonstrate excellence in
scholarship, and nurse leaders exhibiting exceptional achieve-
ments in nursing who meet the eligibility criteria, are invited to
join. Sigma has more than 135,000 active members residing in
more than 90 countries.
Students who have completed 12 credits, ¼ of the nursing cur-
riculum, have at least a 3.5 cumulative nursing average, and meet
the expectations of academic integrity, may be invited to apply
for membership to the Zeta Omega Chapter of Sigma Theta
Tau.
Off-Site Requirements
Students complete 150 clinical hours in each of three clini-
cal courses and 300 clinical hours in Integrated Advanced Prac-
tice (total of 750 clinical hours). Precepted clinical experiences
are individually arranged by students. Students must complete
their clinical hours in an approved clinical site with an approved
preceptor. Students should be prepared to travel to a clinical site.
Students must also be prepared to work around the availability of
the clinical site and preceptor. Particular days and times for clin-
icals cannot be guaranteed. Students will work with the Clini-
cal Coordinator in a timely manner to have preceptors and sites
approved as well as contracts signed. Students working
fulltime during the program should understand that time and
priority must be devoted to clinicals.
A variety of health care settings serve as clinical sites. Students
gain experience in primary care, illness care, urgent care, long
term care facilities, and community health centers. Hospitals,
emergency rooms and specialty groups can be used in the final
semester of the program.
Capstone and Final Requirements
Students complete 750 hours of clinical practice with a
final written project to satisfy degree requirements. For their
written Capstone project, students may continue with a proposal
begun in the research course or choose another evidence-based
topic pertinent to their practice, which will lay the foundation
for future scholarly work.
Faculty will act as facilitator in assisting students to complete the
written project. Since advanced practice nurses are expected to
engage in evidence-based practice, be expert clinicians, and
participate in research, faculty will scrutinize the quality and
exactness of the written project. Graduate faculty hope to en-
gage students intellectually and stimulate desire for life-long
learning.
Curricular Outline and Plan
A sample Master of Science, Family Nurse Practitioner Program se-
quence is included below:
Part-time 2 Years
Year 1
Summer
(6 credits)
Fall
(8 credits)
Spring
(7 credits)
NR 520 Principles
of Pathophysiology
(4)
NR 560 Role Dif-
ferentiation in Ad-
vanced Practice (2)
NR 500 Compre-
hensive Health As-
sessment (4)
NR 540 Pharmacol-
ogy in Health and
Disease (4)
NR 580 Theoreti-
cal Foundations of
Nursing (3)
NR 660 Advanced
Practice Family
Nursing II (4)
Year 2
Summer
(7 credits)
Fall
(7 credits)
Spring
(7 credits)
NR 600 Re-
search Praxis 1 (3)
NR 680 Advanced
Practice Family
Nursing III (4)
NR 610 Research
Praxis II (3)
NR 640 Advanced
Practice Family
Nursing I (4)
NR 700 Integrated
Advanced Practice
(4)
Elective (3)
Procedures
Students are advised to refer to the Dominican University New York
Student Handbook and the Family Nurse Practitioner Student Hand-
book for additional information.
Advisement:
Once a student is accepted into the Master of Science Family Nurse
Practitioner Program he/she is assigned an advisor. Graduate students
should make an appointment to register for courses, to discuss
drop/add procedures, and for counseling on progression in the pro-
gram. Please contact the Program Director whose office is lo-
cated in the Prusmack Center, Second Floor, Room 210.
138 |
Health:
All graduate students must show evidence of an annual physical ex-
amination with up-to-date immunizations, a PPD or chest x-ray,
and/or titers as required by regulatory agencies.
Leave of Absence:
Once enrolled a student may request a leave of absence from the
program/University, which, when granted, permits the student to
maintain matriculation status although not in attendance and to
resume study without applying for readmission. Leave of ab-
sence status is ordinarily granted for no more than two semesters.
To be official, this request must be submitted in writing to the Pro-
gram Director at least one month prior to the semester for which
the leave is sought, unless extenuating circumstances prevail.
Withdrawal:
To be official, any withdrawal from a course must be submitted in
writing, with authorization by the Program Director, to the Regis-
trar. Students may drop a course within one calendar week after
the official opening if the academic term by filing "Drop/Add
forms with the Program Director.
Insurance:
All graduate students must hold Student Nurse Practitioner malprac-
tice insurance coverage before entering their first clinical rotation.
Information regarding coverage is available in the Office of the
Program Director in the Prusmack Center.
Certification
At the completion of the Master of Science Family Nurse Practi-
tioner program graduates are eligible to sit for national Certification
from either the American Association of Nurse Practitioners
(AANP) or the American Nurses Credentialing Center (ANCC).
Information on these certification examinations is available in the
Program Director's office.
Course Descriptions for the Master of Science,
Family Nurse Practitioner Program
NR 500 Comprehensive Health Assessment (4)
This course builds on previous undergraduate health assessment
knowledge. Students will hone their interviewing skills and obtain
a comprehensive health history; perform a comprehensive physical
examination; and record assessment data on age-specific clients. Cul-
tural and ethnic variations as well as diagnostic data constitute the cli-
ent composite profile. Knowledge gained from this course prepares
the advanced practice nurse to determine, plan, and monitor the
health status of individual clients over time.
(Two-hour lecture, four-hour clinical.)
NR 520 Principles of Pathophysiology (4)
This course builds on previous undergraduate concepts of integrative
physiology. Lecture and problem-solving exercises expand the stu-
dent knowledge of relevant pathophysiological processes involving
major organ systems. Content in this course focuses on organismal
changes associated with select disease states, thus enabling students to
analyze physiologic responses to illness and provide accurate treat-
ment modalities.
NR 540 Pharmacology in Health and Disease (4)
This course builds on students’ undergraduate knowledge of basic
pharmacology. The role of the advanced practice nurse in prescrib-
ing, administering, and monitoring client pharmacotherapy is ex-
plored. Content in this course focuses on pharmacotherapeutics,
pharmacodynamics, pharmacokinetics, and pharmacoanthropology as
well as ethical/legal considerations in managing drug therapy.
Prerequisite: NR 520
NR 560 Role Differentiation in Advanced Practice Nursing (2)
This course focuses on the preparation of the advanced practice nurse
as a collaborative practitioner in today’s health care system. The ori-
gins of the advanced practice nursing movement and the roles and
functions of advanced practice nurses are discussed. Course content
emphasizes professional socialization as an advanced practice nurse,
empowering the student to act assertively, think critically, and effec-
tively execute interdisciplinary relationships.
NR 580 Theoretical Foundations of Nursing (3)
This course focuses on the foundations of nursing practice.
Knowledge of natural, biological, physical, and social sciences to-
gether with current research guides advanced practice nursing. The
student discusses, analyzes, and critiques the theoretical foundations
of nursing practice with a perspective toward developing a compre-
hensive, holistic approach to client care.
NR 600 Research Praxis I (3)
This course builds on undergraduate nursing research knowledge.
Course content focuses on the utilization of new knowledge to pro-
vide high quality care, initiate change, and improve nursing practice.
The student identifies researchable problems within the clinical set-
ting, applies the research process, and develops a guided nursing re-
search project.
NR 610 Research Praxis II (3)
This course builds on NR 600. The focus of this course is theories of
measurement, reliability, and validity of research instruments, and use
of statistical tools for both quantitative and qualitative research ques-
tions. Under faculty guidance, students select a research problem and
design a study.
NR 640 Advanced Practice Family Nursing I: Focus on
Children, Adolescents, Young Adults (4)
150 clinical hours
The focus of this course is on health of children, adolescents, and
young adults within the context of the family. Primary, secondary,
and tertiary levels of prevention are emphasized. Health promotion,
differentiation of normal from abnormal findings, refinement of de-
velopmental concepts, and age-specific biopsychosocial phenomena
are explored. Students gain in-depth clinical practice and engage in
opportunities that define roles as diagnostician, educator, advocate,
and collaborator with children, adolescents, and young adults in a va-
riety of health care delivery systems. (Two-hour lecture, ten hours
clinical per week.) Prerequisites: NR 500, NR 520, NR 540
NR 660 Advanced Practice Family Nursing II: Focus on
Middlescence (4)
150 clinical hours
The focus of this course is primary, secondary, and tertiary levels of
prevention in middlescent adults within the context of family-cen-
tered care. Health promotion, adult health risks, maturational and sit-
uational crises of middlescence are emphasized. The role of the ad-
vanced practice nurse in anticipatory guidance, particularly affecting
women’s health, is explored. Course content includes biopsychologi-
cal phenomena and cultural and ethnic variations in middlescent
populations. Students engage in in-depth clinical experiences that
provide venues for family nurse practitioner role enactment.
Prerequisites: NR 500, NR 520, NR 540
NR 680 Advanced Practice Family Nursing III: Focus on Elder
Care (4)
150 clinical hours
The focus of this course is primary, secondary, and tertiary levels of
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prevention in older adults within the context of family-centered care.
Health promotion, adult health risks, maturational, and situational
crisis of older adults are emphasized. The role of the advanced prac-
tice nurse in anticipatory guidance, particularly as it affects older
adults, is explored. Course content includes biopsychosocial phe-
nomena and cultural and ethnic variations in elder populations. Stu-
dents engage in in-depth clinical experiences that provide for family
nurse practitioner role enactment.
Prerequisites: All 500 and 600 level courses.
NR 700 Integrated Advanced Practice Nursing (4)
300 clinical hours
The focus of this course is primary, secondary, and tertiary levels of
prevention in individuals across the lifespan within the context of
family-centered care. Health promotion, health risks, and health crisis
of families are emphasized. The roles of the advanced practice nurse
as diagnostician, educator, advocate, and collaborator are refined.
Students engage in in-depth clinical experiences with families in a
variety of health care settings. Students will complete 300 hours of
clinical practice and submit a written project to satisfy course re-
quirements. Prerequisites: All 500 and 600 level courses.
NR 730 Power, Politics, and Policy (3)
The focus of this course is on roles and responsibilities of nurses in
health care policy-making. Topics include political history of health
workforce policy, the corporatization of health care, political context
of federal and state regulations of health professions, and ethical re-
sponsibility in the health care marketplace.
NR 750 Financing Health Care Delivery Systems (3)
The focus of this course is financial management of health care agen-
cies. Topics include health care financing and reimbursement sys-
tems, budget preparations, operating in a cost-conscious environ-
ment, and analyzing the impact of financial information on nursing
within the varied health care delivery systems.
NR 770 Curriculum Design in Nursing (3)
The focus of the course is curriculum development in nursing edu-
cation. Various nursing theorists, curriculum patterns, and models
of nursing education are analyzed. Students write a program philos-
ophy, organizing framework, and nursing curriculum to satisfy the
course requirements.
NR 790 Measurement and Evaluation Procedures (3)
The focus of this course is development of teacher-made evaluation
materials. Use and interpretation of standardized tests, preparation of
test blueprints and use of instructional resources are emphasized.
Post-Baccalaureate Doctor of Nursing Practice
(DNP)
The program holds national accreditation approval through the Com-
mission on Collegiate Nursing Education (CCNE).
CCNE
One Dupont Circle, NW, Suite 530
Washington, DC 20036-1120
Phone: (202) 887-6791
The Division of Nursing offers a Post-Baccalaureate DNP, Family
Nurse Practitioner program. The program prepares diverse clinical
practitioners who improve health, influence health care and apply the
best evidence to clinical practice. The DNP graduate will be able to
provide leadership in health policy that will ensure improvement of
population and global health. The DNP graduate as a collaborative
leader will be in a position to analyze complex organizational and
clinical practice issues and effect improvements in health care.
The 82-credit Post Baccalaureate DNP program can be completed in
8 academic semesters and 4 summer sessions. Students may complete
the program in 4-8 years.
The 40-credit DNP program can be completed in four academic se-
mesters and two summer sessions. Students may complete the pro-
gram in 2-4 years.
The goals of the program are to:
a. provide a high quality educational program that prepares
candidates for successful careers as clinical experts and lead-
ers
b. implement a program of study that promotes expert clinical
practice, continuous practice improvements, effective lead-
ership practices, and clinical scholarship
c. participate in the evolution, development, and improve-
ment of clinical practice for professional nursing
d. create and implement a rigorous clinically focused doctoral
program which demonstrates the continuous improvement
of clinical practice and scholarship impact
e. impact and improve clinical practice, clinical outcomes,
health policy, and care delivery methodologies.
Admissions
There are two entry points for the Post Baccalaureate DNP program.
Students may enter the program with advanced standing following
completion of a master's degree in nursing. A gap analysis rubric will
then be used to ascertain additional courses needed to complete the
program. Students may complete the 82Board of Trustees-credit
Post-BSN DNP program in 4-8 years.
Students are admitted to Dominican University New York through
the Office of Graduate Admissions on a competitive basis:
A candidate will:
a. be a graduate of a fully accredited, license-qualifying bacca-
laureate degree nursing program
b. hold a license to practice nursing or advanced practice
nursing in New York State or be eligible to hold same
c. have at least one year of relevant, full-time registered nurs-
ing or advanced practice nursing experience
d. have active membership in a national nursing organization
e. submit transcripts from all college-level study reflecting a
cumulative GPA of 3.0 in undergraduate and/or a 3.3 for
graduate work
140 |
f. submit a current Curriculum Vitae
g. submit 3 letters of recommendation attesting to the appli-
cant's intellectual ability, academic achievements, leader-
ship skills, and professional commitment, including one
from a professional colleague who holds a doctoral degree
h. submit a personal goal statement describing career objec-
tives and area of clinical interest
i. submit a case study that represents the applicant's level of
expertise in the provision or care
j. submit a completed application with non-refundable appli-
cation fee
k. Have an interview by phone or in person with a faculty
member
Students who do not hold a family nurse practitioner degree and
who do not have national certification as a family nurse practitioner
may complete a gap analysis rubric which will be used to ascertain
additional courses needed to complete the DNP degree.
Students must be board certified as an FNP (ANCC or AANP) and
maintain employment as an FNP prior to starting the 3
rd
semester of
the DNP program. This is necessary to complete the DNP capstone
and residency requirements.
Transfer Credits:
Students who hold a master's degree will complete a gap analysis to
evaluate credits that will be transferred and applied to the DNP pro-
gram.
Deferment:
Any student accepted into the program who wishes to defer enroll-
ment must write a letter to the Program Director requesting permis-
sion to defer. Permission will be granted for one year beginning at
the time of request. Filing the request in a timely fashion secures a
place for the following year's class.
Academic Requirements and Standards
Students accepted into the Doctor of Nursing Practice program must
adhere to the standards and policies set forth by the University and
the Family Nurse Practitioner Program. Students are responsible for
understanding all material found in the DNP Student Handbook.
In order to maintain continuous enrollment in the program, all grad-
uate students must achieve a "B" in all courses and maintain a cumu-
lative grade point average of 3.0 to continue in the sequence and
graduate from the program.
Off-Site Requirements
Practicum hours:
All students are required to have a minimum of 1,000 hours that will
include hours from their master's degree program and the DNP
hours.
Students provide documentation of practicum hours earned for their
advanced practice degree. The student will be responsible for docu-
menting and submitting to faculty, the hours earned each semester, as
well as maintaining a record of total hours earned during the pro-
gram.
Clinical Agency Requirements:
The student is responsible for compliance with rules and regulations
of the healthcare agency.
Capstone and Final Requirements
Capstone I:
Students will develop a proposal for an evidence-based project which
addresses a practice issue affecting or related to a selected aggregate
or population, organization, health care system, health care policy, or
educational system.
Capstone II:
Students in this course will complete their evidence-based project
and implement it and present initial findings to their clinical mentor
and faculty member.
Portfolio:
All students will develop a portfolio. Specific items of coursework,
evidence-based case studies, DNP project, presentations, self-reflec-
tion papers, published articles, poster presentations, CV, and future
goal statement will be used to demonstrate the competencies needed
for degree completion. The DNP portfolio is complete when all re-
quired documents have been approved and presented to the faculty
mentor in digital form.
Curricular Outline and Plan
A sample Post-Baccalaureate Doctor of Nursing Practice (DNP)
sequence is included below:
2 Year Sequence
Year 1
Fall (7 credits)
Spring (6 credits)
Summer (7 credits)
NR 800 (3)
Informatics
NR 820 (3)
Epidemiology &
Biostatistics
NR 830 (3)
Bioethics
NR 805 (1)
Scholarly Writing
in Nursing
NR 840 (3)
Clinical Genomics
NR 850 (3)
Contemporary
Leadership
NR 810 (3)
Translating
Evidence into
Practice
NR 860 (1)
Introduction to
Residency/Capstone
Year 2
Fall (6 credits)
Spring (7 credits)
Summer (7 credits)
NR 870 (3)
Global Health &
Social Justice
NR 890 (3)
Capstone I
NR 910 (3)
Capstone II
NR 880 (3)
Healthcare
Management
NR 900 (4)
Residency I
NR 920 (4)
Residency II
3 Year Sequence
Year 1
Fall (4 credits)
Spring (3 credits)
Summer (3 credits)
NR 800
Informatics
NR 820
Epidemiology &
Biostatistics
NR 830
Bioethics
NR 805 (1)
Scholarly Writing
in Nursing
Year 2
Fall (3 credits)
Spring (3 credits)
Summer (4 credits)
NR 810
Translating
Evidence Into
Practice
NR 840
Clinical Genomics
NR 850
Contemporary
Leadership
NR 860 (1)
Introduction to
Residency/Capstone
141
Year 3
Fall (6 credits)
Spring (7 credits)
Summer (7 credits)
NR 870 (3)
Global Health &
Social Justice
NR 890 (3)
Capstone I
NR 910 (3)
Capstone II
NR 880
Healthcare
Management (3)
NR 900
Residency I (4)
NR 920
Residency II (4)
Procedures
Students are advised to refer to the Dominican University New York
Student Handbook and the Doctor of Nursing Practice Student
Handbook for additional information.
Advisement:
Once a student is accepted into the Doctor of Nursing Practice
Program he/she is assigned an advisor. Graduate students should
make an appointment to register for courses, to discuss drop/add
procedures, and for counseling on progression in the program. Please
contact the Program Director whose office is located in the
Prusmack Center, Second Floor, Room 210.
Health and Insurance Requirements:
All graduate students must show evidence of an annual physical ex-
amination with up-to-date immunizations, a PPD or chest x-ray,
and/or titers as required by regulatory agencies. In addition, all stu-
dents must hold Nurse Practitioner malpractice insurance coverage.
Leave of Absence:
Once enrolled a student may request a leave of absence from the
program/University, which, when granted, permits the student to
maintain matriculation status although not in attendance and to
resume study without applying for readmission. Leave of absence
status is ordinarily granted for no more than two semesters. To be
official, this request must be submitted in writing to the Program
Director at least one month prior to the semester for which the
leave is sought, unless extenuating circumstances prevail.
Certification
At the completion of the Doctor of Nursing Practice program grad-
uates who are not certified as Family Nurse Practitioners are eligible
to sit for national Certification from either the American Associa-
tion of Nurse Practitioners (AANP) or the American Nurses Cre-
dentialing Center (ANCC). Information on these certification ex-
aminations is available in the Program Director's office.
Course Descriptions for the Post-Baccalaureate
Doctor of Nursing Practice (DNP)
NR 800 Informatics (3)
This course is designed to prepare the student with the knowledge
and skills needed to use informatics technology to support evidence-
based practice. An overview of informatics topics most relevant to
evidence-based practice will be presented. Topics include: computer
systems development; standardized clinical terminology; informatics
standards; electronic health records; and retrieval and analysis of digi-
tal data, information, and knowledge.
NR 805 Scholarly Writing in Nursing (1)
This course introduces the art of scholarly writing required for dis-
seminating scientific findings, evidence based practice, and interpro-
fessional communication. Course content focuses on the use of writ-
ten language arts skills to communicate effectively in print and meet
rigorous standards for peer review and publication. The student will
identify resources for syntax and have practical application of the use
of the principles of scientific writing and referencing.
NR 810 Translating Evidence into Practice (3)
This course is designed to explore the nature of evidence as it applies
to the discipline of nursing. Emphasizing critical appraisal of nursing
research and research from other disciplines as evidence, knowledge
development activities address translation of research into practice,
the evaluation of practice, and activities aimed at improving the relia-
bility of healthcare practice outcomes for individuals and populations.
NR 820 Epidemiology and Biostatistics (3)
This course focuses on integration of public health measures and
research results to inform clinical practice. An understanding of di-
verse populations, environmental health, occupational health, and
genetics will help orient the practitioner toward individual patients.
Emphasis is placed on diverse populations, environmental health,
occupational health, and genetics which modify patients’ responses to
health and disease.
NR 830 Bioethics (3)
This course is designed to explore the complexity of ethical issues in
health care. Emphasis is placed on central ethical and political issues
raised by scientific and technological advance, and by the exercise of
power in determining how it is used, and who decides; as well as
strategies to address them which will increase competence.
NR 840 Clinical Genomics (3)
This course focuses on the current parameters of genetics as they
influence health and illness. Clinical issues of genetic testing, individ-
ualized risk assessments and predictions are explored throughout the
lifespan.
NR 850 Contemporary Innovative Leadership (3)
This course focuses on the development of the contemporary leader
in current and emerging organizational systems. Emphasis is placed
on models and concepts of leadership with a vision toward under-
standing and negotiating complexities of governance and healthcare
innovation. Quality initiatives, inter-professional collaboration, and
communication strategies that create a culture of excellence and
transform practice are critical topics for discussion and reflection.
NR 860 Introduction to Residency/Capstone (1)
This course is designed to introduce the DNP student to the founda-
tions necessary to enter the highest level of advanced practice nursing
and develop that practice for the benefit of their patients and the
health of their country and the world. Students will be introduced to
the framework of the program which culminates with the capstone
project and clinical residency.
NR 870 Global Health and Social Justice (3)
This course examines major global health challenges, programs, and
policies. Students will be introduced to the world’s vast diversity of
determinants of health and disease. Students will analyze current and
emerging global health priorities, including emerging infectious dis-
eases, poverty, conflicts and emergencies, health inequity, health sys-
tem reforms, and major global initiatives for disease prevention and
health promotion. Social issues common to vulnerable populations
will be examined using ethical and legal frameworks. System issues
relevant to health and healthcare delivery will be explored for its im-
pact on care and policy implications.
NR 880 Health Care Management (3)
This course examines critical concepts of managed care and health
care reimbursement from the perspective of payer and the provider.
Topics include the history of managed health care, types of managed
care plans and integrated health care delivery systems, as well as Med-
icare and Medicaid. The course will examine the implications of
142 |
managed care plans for major provider sectors and review the me-
chanics of third party reimbursement with the goal of developing a
basic understanding of managed care and the reimbursement process.
NR 890 Capstone I (3)
This course is designed to assist Doctor of Nursing Practice students
in gaining the knowledge, skills, and strategies necessary to develop
a proposal for an evidence-based project, which addresses a practice
issue affecting or related to selected aggregate or population, organi-
zation, health care system, health care policy, or educational system.
Students will write a full proposal that reflects synthesis of the stu-
dent’s knowledge from prior coursework and work in an area of
interest or expertise under the direction of a faculty member and
clinical mentor. At the end of the course, the student will submit
the proposal for the capstone project for approval, to advance to the
next course (Capstone II, NR 910) and implement the project.
NR 900 Residency I (4)
The DNP residency is considered a key component of the Doctor of
Nursing Practice educational program that combines clinical practi-
cum experiences with scholarly activities to provide in-depth learn-
ing for students. During residency the students integrate and synthe-
size knowledge by demonstrating competency in an area of nursing
practice. The DNP residency is designed to provide the DNP stu-
dent with a comprehensive clinical experience individually designed
to meet the professional and clinical goals set by each DNP student.
NR 910 Capstone II (3)
This course is designed to assist the advanced practice nurse/Doctor
of Nursing Practice students in the completion of an evidence-based
project which addresses a practice issue affecting or related to a
selected aggregate or population, organization, health care system, or
health care policy. Students will complete the implementation phase
of the project, evaluate the project, and write the final capstone
paper. During the course the student will implement the project and
present the initial findings to their Capstone Chair and Clinical
Mentor.
NR 920 Residency II (4)
This role immersion course provides the DNP student an intensive
opportunity for reflective practice highlighting students’ clinical
strengths and professional interests in a comprehensive real-world
context that includes utilization of leadership, consultation, advocacy,
and collaborative practice. Students will also complete a portfolio
delineating their experiences and achievements during their course
of study.
NR 999 DNP Continuation of Matriculation (0)
Students must register for this course until final requirements for the
DNP have been successfully completed. Students enrolled in NR
910 and/or NR 920 who have not completed the necessary require-
ments for graduation will be required to register for NR 999 to
maintain matriculation status.
Graduate Program in Occupational
Therapy
(845) 848-6001/6040
The Graduate Occupational Therapy Program leading to either a Bach-
elor of Science/Master of Science in Occupational Therapy (BS/
MSOT) for COTAs with an Associate degree, or a Master of Science
in Occupational Therapy (MSOT) for those with a prior earned Bache-
lor or Master degree, is fully accredited through 2029/2030 under
“The Standards for an Accredited Educational Therapy Program for the
Occupational Therapist – 2018” by the Accreditation Council for
Occupational Therapy Education (ACOTE):
Accreditation Council for Occupational Therapy Education
(ACOTE)
c/o Accreditation Department American Occupational Therapy
Association (AOTA)
6116 Executive Boulevard, Suite 200,
North Bethesda, MD 20852-4929
Phone: (301) 652-6611 X2042 or www.acoteonline.org
Students enter the program with a strong liberal arts and sciences foun-
dation. The entry-level Master’s Occupational Therapy curriculum
requires students to participate in seven trimesters of academic work fol-
lowed by two (2) 12-week full-time clinical fieldwork experiences.
Level II fieldwork must be completed within 18 months of the comple-
tion of all academic coursework.
The OT Program of Dominican University New York serves a diverse
community of adult learners to become competent and compassionate
entry-level practitioners. Aligned with the Dominican tradition, the
program empowers this community of learners to excel, lead, and serve
with integrity and to engage responsibly in the pursuit of a more just,
ethical, and sustainable world. This is accomplished by meeting the
growing demand for high-quality, non-traditional professional educa-
tion in a hybrid weekend format. Using didactic, experiential, and
self-directed learning activities, the program provides students with
contextually rich opportunities to develop critical thinking, clinical rea-
soning, and a humanistic approach to learning and practice.
Admissions
Certified Occupational Therapy Assistants (COTAs) submit verifica-
tion of both their National Board for Certification in Occupational
Therapy (NBCOT) and a minimum of one full year of work experi-
ence as a COTA.
COTAs holding an Associate degree will earn a BS/MS degree in
occupational therapy upon successful completion of the program.
Those who hold a Bachelor degree or higher will earn an MS degree
in occupational therapy upon successful completion of the program.
Candidates with Baccalaureate Degrees may qualify to apply to the
OT professional curriculum upon successful completion of all admis-
sions requirements and prerequisite coursework.
For Dominican University New York undergraduate students:
4-year traditional track students will first complete a Bachelor
degree – either Social Sciences with an emphasis in Psychology
OR Health Sciences with the Pre-OT track - including all of the
OT prerequisites and then apply to the program. Students who
earn a minimum GPA of 3.0 and meet all individual prerequisite
grade requirements may apply in the fall of their Senior Year.
3-year accelerated track social science students may qualify to ap-
ply for entry into the OT professional curriculum with a mini-
mum of 93 credits at the end of their junior year and upon suc-
cessful completion of prerequisite coursework. The designation
‘accelerated track’ must be made no later than the first semester
143
of the Sophomore year. This designation allows students to ap-
ply to the OT program in the fall of their Junior year and start
the professional sequence as Seniors.
NOTE - Transfer students who enter the University later than the
first semester of the Sophomore year are not eligible for the acceler-
ated path and must complete a Bachelor degree, including the OT
prerequisites.
Admission to and completion of a Dominican University New York
undergraduate degree is not a guarantee of admission to the Graduate
Occupational Therapy Program. Admission selection is competi-
tive. However, candidates who have completed at least 60 credits
of coursework at Dominican University New York prior to applying
to the Graduate Occupational Therapy Program are given preference
in the admission selection process over candidates from outside of the
University.
How to Apply:
1. Applicants not currently Dominican University New York
students must first apply to Dominican University New
York as a transfer student, to have prerequisite courses veri-
fied as qualifying toward OT Program prerequisites.
2. DUNY health science and social science students should
contact the pre-occupational therapy office for guidance on
applying to the program. 845-848-6000 or preOT.advise-
menduny.edu
3. Submit official transcripts from all post-secondary course-
work
4. You will be eligible to apply through the Occupational
Therapy Centralized Application Service (OTCAS) at
https://portal.otcas.org when you only have the following
prerequisite courses to complete: Introduction*to Occu-
pational Therapy Practice, and Kinesiology in OT* (* - in-
dicates a course that must be taken at Dominican Univer-
sity). Candidates actively enrolled in Physics and/or Neuro-
science at the time of application will be considered.
5. The OTCAS Graduate Occupational Therapy application
process for the Dominican University New York OT pro-
gram opens in mid-July and is rolling until the cohort is
filled.
6. Complete the online Altus Suite Assessment which includes
Casper and Snapshot. This is an online test which assesses
for non-cognitive skills and interpersonal characteristics.
Please go to TakeAltus.com to sign up for the American
Professional Health Sciences test (CSP10101) and have re-
sults sent to Dominican University New York.
7. Eligible applicants will be invited to interview with OT
Faculty.
8. Final decisions for offers of admission occur on a rolling ba-
sis until the cohort is filled.
General Minimum Admission Consideration Standards
1. Minimum overall GPA 3.0 (B) of all post-secondary course-
work
2. Minimum Science GPA 3.0 (B) with no grade lower than a
B- in a prerequisite science course or a C in any undergrad-
uate liberal arts prerequisite course
3. Anatomy and Physiology I and II within the last five years.
4. No grade lower than a B in OT 532 (Kinesiology in OT)
and OT 521 (Introduction to OT)
5. Minimum TOEFL scores, if required, per subtest:
Reading – 22; Listening – 18; Speaking – 21; Writing - 24
NOTE: There is a limit of one retake of any science or OT-
designated prerequisite course.
In addition to the academic standards noted above, all applicants for
admission are evaluated and scored on the following criteria:
• Writing skills (application essays)
• Letters of Reference (3) –at least one from an academic pro-
fessional who can speak to graduate academic potential and
a work supervisor; third reference may be from another aca-
demic professional or work supervisor. If able to attain a ref-
erence from an occupational therapist (OTR), this is ac-
ceptable as the third reference. Absolutely NO family mem-
bers or friends of family.
• Altus Suite components specified by the Dominican Uni-
versity New York OT Program. Altus Suite includes CAS-
Per Test and Snapshot for OT programs in the US.
• Interview (by invitation only).
IMPORTANT NOTE: All applicants must undergo a criminal
background check before being admitted to the program. Addition-
ally, all students in the program who are preparing to enter fieldwork
will need to undergo an updated criminal background check before
being cleared to begin those experiences.
Prerequisites:
CS 111 Dynamics of Oral Communication (3) (not online)
BI 223 Anatomy and Physiology I (4) **
BI 224 Anatomy and Physiology II (4) **
MA 225 Introduction to Statistics (3)
PS 102 General Psychology II (3)
PS 210 Lifespan Human Development (3)
PS 226 Abnormal Psychology (3)
SO 111 Introduction to Sociology (3) or an Introductory
Anthropology course (3)
BI 333 Neuroscience (3)
PY 114 or 221 Physics (PY 221 preferred)
** BI 223 & BI 224 must have been passed with the minimum
required grade within five years. If either course is older than five
years, applicants must retake the course or pass the Anatomy and
Physiology Challenge Exam given by the Science Department with
a minimum score of 80. Challenge Exam may only be taken twice.
The following courses must be taken at Dominican University
OT 521 Introduction to Occupational Therapy Practice (3)#
OT 532 Kinesiology in Occupational Therapy Practice (6)#
# May only be taken after all other prerequisites are completed and
the student has been officially accepted into the Graduate Occupa-
tional Therapy Program. Courses are only offered during the summer
trimester before the fall start of the professional course sequence.
Transfer credits:
Due to the wide variations in curricular structure, transfers from
other graduate occupational therapy programs are generally not
accepted. Individuals seeking special consideration to transfer must
follow the same admission application process as all other potential
candidates. Additionally, permission must be given to the Dominican
University New York OT program to communicate with the other
OT program about the student’s performance during their time
there. It is important to note that as per University policy, the pro-
gram is not able to accept any more than 6 graduate credits earned
from the prior program toward meeting the Dominican University
New York Graduate Occupational Therapy Program requirements.
Credits from Occupational Therapy Assistant (OTA) program are
also not transferrable which the exception of those credits specified in
special contractual articulation agreements between Dominican Uni-
versity New York and respective OTA programs.
144 |
Deferment:
Once accepted to the Graduate Occupational Therapy Program, de-
ferral of start date is not permitted except under extraordinary cir-
cumstances. Requests for deferral must be made in writing to the
Program Director. Deferrals are granted only until the next entering
cohort. Failure to enter the program at the end of the deferral period
will result in withdrawal of acceptance to the program and requires
the candidate to reapply to the program, if desired at a later time.
Academic Requirements and Standards
• The first-year students entering the program in the Fall are
required to attend the program orientation.
• The Graduate Occupational Therapy program requires all
students to attain and maintain a minimum GPA of 3.0,
with no course grade below a C+ to remain in good stand-
ing
• A grade of C in any course requires the student to repeat at
the next available offering of the course. A grade of F in
any course may result in dismissal from the program.
• A student may repeat a specific course only once during the
entirety of the program.
• The courses must be taken in the order established in the
curriculum
• There is no part-time option
• Due to the intensive and condensed nature of the on-cam-
pus portion of the program, there are no excused absences.
Failure to attend the entirety of the first session of any
course in each trimester may result in the student needing to
immediately withdraw from the course and register for it at
the next available opportunity. This may delay progression
thorough the curriculum by one year.
• The academic portion of the program must be completed
within 200% of the normal length of the curriculum.
• The Level II Fieldwork portion must be completed within
18 months of the completion of the didactic (academic)
portion of the curriculum
• Failure to complete either the academic or Level II Field-
work portion of the program in a timely manner for any
reason will result in dismissal from the program
• Failure to attain and maintain the program’s academic, in-
tegrity, and professional behavior standards and require-
ments will likely result in dismissal from the program
• The complete set of policies and procedures regarding aca-
demic requirements and standing are found in the Graduate
Occupational Therapy Program Student Handbook.
Honors:
Pi Theta Epsilon
Gamma Alpha Chapter Occupational Therapy Honor Society
Gamma Alpha Chapter of Pi Theta Epsilon (PTE), the National
Occupational Therapy Honor Society, recognizes and encour-
ages scholastic excellence of Occupational Therapy students.
Aims of PTE include advancing the field and providing a vehicle
for students in accredited programs to exchange information and
collaborate regarding scholarly activities.
New members are eligible to apply when they are in the top
35% of the occupational therapy class, have a G.P.A. of at least
3.5 and have completed at least two trimesters in the professional
curriculum.
Applicants must also provide evidence of a piece of scholarly
written work completed while in the program and submit an es-
say stating why the prospective member wishes to join PTE.
Off-site Requirements
All students in the Graduate Occupational Therapy Program must
complete two (2) Level I and two (2) Level II Fieldwork experi-
ences.
• Level I Fieldwork is completed as part of OT 662 Level I
Fieldwork Seminar. Each of the two (2) experiences require
a minimum of six (6) full-time days. Typically, these experi-
ences occur on weekdays. Certain experiences may require
additional orientation days. Level I Fieldwork experiences
are designed to expose students to various client popula-
tions. Each experience is designed to help students begin to
consider how occupational therapy may engage with and as-
sist these clients to participate in desired occupations and
live life to the fullest. NOTE: Due to the continued pan-
demic, for the 2021-2022 Level I Fieldwork, “visits” are
virtual simulations which are scheduled and must be com-
pleted each week of the term in between instructional
weekends.
• Level II Fieldwork is a minimum of 24 weeks of full-time
clinical placement, typically consisting of two (2) twelve-
week full-time experiences. Students must complete the ac-
ademic coursework portion of the curriculum before begin-
ning Level II Fieldwork. A student must have a cumulative
GPA of 3.0 to progress into Level II Fieldwork as the end
of the academic course sequence. Usually, twelve weeks are
spent in a treatment setting that provides services to pediat-
ric and/or adolescent clients (0-18 years) and twelve weeks
are spent in a treatment setting that provides services to the
adult and/or geriatric client. However, based on the re-
quirement to provide all students with a broad exposure to
the practice of occupational therapy to prepare students to
become competent, creative, compassionate generalist en-
try-level practitioners, alternate placement types may be ar-
ranged. Students must plan ahead as working full-time dur-
ing Level II Fieldwork is not permitted. Level II Fieldwork
must be completed within 18 months of completing the di-
dactic academic coursework portion of the program.
•
NOTE: All students are required to undergo a criminal
background check before beginning fieldwork.
Curricular Outline and Plan
Year 1: Fall
(9 credits)
Spring (9 credits)
Summer (9 credits)
OT 534 Tools of
Practice I (6)
OT 545 Profes-
sional Practice
Skills I (6)
OT 542 Child-
hood and OT
Practice (6)
OT 536 Foundations
of Occupational
Therapy (3)
OT 544 Clinical
Conditions (3)
OT 664 Research
in OT (3)
Year 2: Fall
(9 credits)
Spring (9 credits)
Summer (9
credits)
OT 643 Adolescence
& OT Practice (6)
OT 653 Adult-
hood I (6)
OT 654 Adult-
hood II (6)
OT 662 Fieldwork
Level I Seminar (3)
OT 756 Research
Symposium (3)
OT 649 Manage-
ment and Leader-
ship in OT Prac-
tice (3)
Year 3: Fall
Spring/Summer (6
credits) (24-weeks)
145
(9 credits)
OT 753 Maturity and
OT Practice (6)
OT 764 Fieldwork
Level II A (3)
OT 754 Advanced
Practice (3)
OT 765 Fieldwork
Level II B (3)
Procedures
Students are advised to refer to the Dominican University New York
Student Handbook and the Graduate Occupational Therapy Program
Student Handbook for additional information.
Advisement:
• Students accepted to Dominican University New York who
hold an earned Bachelor degree or higher and meet the
minimum GPA standards, based on the evaluation of credits
by Admissions, are assigned to the Coordinator of Graduate
Pre-Occupational Therapy Advisement and Admissions for
academic advising toward the completion of requirements
for applying to the Graduate Occupational Therapy Pro-
gram.
• COTAs who meet the minimum GPA requirements are
also advised by the Coordinator of Graduate Pre-Occupa-
tional Therapy Advisement and Admissions.
• Dominican University New York undergraduate students
are advised by the faculty of their selected undergraduate
major; those students who are close to qualifying to apply to
the OT program will be offered several opportunities to
meet with the Coordinator of Graduate Pre-Occupational
Therapy Advisement and Admissions in small group infor-
mation sessions, virtually or in-person as scheduled. Individ-
ual meetings may also be arranged by appointment.
• Once a student is accepted into the OT program, academic
advising transfers to one of the core OT faculty members.
Students must meet with their advisors at least once every
trimester throughout the program.
Health:
All students must follow the policies and procedures pertaining to the
submission of required health records to Student Health Services to
be permitted to register for classes. Fieldwork sites may have addi-
tional requirements which a student must meet before beginning that
experience. It is the responsibility of the student to stay on top of
University, program, and fieldwork site requirements.
Leave of Absence:
There are two categories of Leave of Absence (LOA). The first is a
Personal LOA and the second is an Academic LOA. A Personal LOA
may be granted for extraordinary medical, financial, family, or mili-
tary reasons. An Academic LOA is granted when a student has failed
to meet the academic standard and is required to wait to repeat
coursework until the course(s) is (are) offered next. In both cases, a
student is eligible for a LOA only if in otherwise good academic
standing and if the LOA will not result in the student exceeding the
maximum allowable time to complete the program requirements.
Leaves of absence may be granted to students for a maximum of one
year (three trimesters) during the academic portion of the Program.
For LOAs occurring during the Fieldwork portion of the program, a
maximum of six months may be granted. Students must apply for and
be granted an LOA.
Withdrawals:
Withdrawal from a Course
• In cases of exceptional circumstances and for serious rea-
sons, a student may withdraw from coursework in only
two separate trimesters in the program.
• Students are to communicate with the course coordina-
tor/instructor and their Academic Advisor prior to with-
drawal.
• As part of the advisement process, the student will be
asked if he/she has consulted with the course coordina-
tor/instructor prior to a sign-off for the withdrawal.
• The symbol of “W” will be entered on the transcript
when the official withdrawal occurs before more than
two-thirds of the scheduled sessions of the course have
met (i.e., prior to 5:30 p.m. on Friday of the 5th WEC)
• Failure to submit the Add-Drop card before the start of
WEC5, approved by the advisor, results in WU on the
transcript. WU has the equivalent effect on a student’s
GPA of a grade of F.
Withdrawal from the Program
Should a student wish to withdraw from the Graduate Occupational
Therapy Program, for any reason, the request for withdrawal must be
made in writing to the Program Director. The request needs to in-
dicate that the student is withdrawing from the program, not taking a
leave of absence, and the reason for the withdrawal. If the student is
currently enrolled in courses, an Add/Drop form must also be com-
pleted. The student must additionally notify the Bursar and check
with Financial Aid for any other requirements to complete the with-
drawal process. Students who have officially withdrawn from the
program may be eligible to reapply at a later time, if in good aca-
demic standing at the time of the withdrawal. Refer to the reapplica-
tion process in the Graduate Occupational Therapy Student Hand-
book.
Insurance:
Before beginning Level I Fieldwork, all students must possess Student
Professional Liability Insurance. There are several companies that of-
fer this at a very reasonable cost. Students must provide proof of cov-
erage to the Fieldwork office and must maintain it through the dura-
tion of Level II Fieldwork.
Certification and Licensing Requirements
All states, the District of Columbia, and Puerto Rico require occupa-
tional therapists and occupational therapy assistants to be licensed.
States have similar, but not identical requirements and procedures for
obtaining a license. For specific state licensure requirements always
consult the state occupational therapy regulatory agency in which
you intend to work.
To obtain a license you will need to:
• Graduate from an accredited OT or OTA educational pro-
gram.
• Complete your fieldwork requirements.
• Apply for and Pass the NBCOT® Certification Examina-
tion. For additional information regarding the examination,
including ordering Score Transfers and/or State Confirma-
tion Notices, refer to the NBCOT Web site:
https://www.nbcot.org/
• Apply for a license and pay a fee for each state/jurisdiction
in which you wish to practice or hold a license.
• Please note that a felony conviction might affect a graduate’s
ability to sit for the NBCOT exam and/or attain state licen-
sure.
Many, but not all states allow practitioners to practice on a temporary
license or limited permit while waiting to take or receive the re-
sults of the certification exam. If you fail the exam, you may not be
able to continue to practice. Each state OT regulatory agency should
be consulted for specific requirements.
146 |
Course Descriptions for the Master in
Occupational Therapy
Graduate-level Prerequisite Courses
OT 521 Introduction to Occupational Therapy Practice (3)
An introductory study of the historical and philosophical develop-
ment of occupational therapy, roles and tasks of occupational therapy
practitioners working in a variety of practice settings with diverse
populations across the lifespan, and service delivery. Emphasis placed
on occupation and co-occupation as core concepts, occupational
therapy domain and process, client-centeredness, medical terminol-
ogy, and professionalism. Co-requisite of OT532. Summer trimester
only. Must earn a B to begin the professional curriculum in the Fall.
OT 532 Kinesiology in OT Practice (6)
An introduction to human motion through the exploration of neuro-
muscular function, osteo- and arthro-kinematics. Experiential
laboratory learning provides illustrations of these concepts through
the opportunity to develop proficiency in surface anatomy/palpation,
goniometry, joint motion, manual muscle testing, posture and move-
ment patterns related to occupational performance. A minimum
course grade of B is required. Prerequisites: Physics 114 or 221 and
acceptance into the graduate professional OT program.
Graduate Professional Sequence Courses
OT 534 Tools of Practice (6)
A study of the tools of occupational therapy including the non-hu-
man environment, occupation-based and activity analysis, synthesis
and gradation of activities, conscious use of self, and the teaching-
learning process. Emphasis on application and process to build begin-
ning skills for the therapeutic use of occupation and activities, inte-
grating theoretical foundations with selection, performance, adapta-
tion, and gradation for a diversity of clinical situations.
OT 536 Foundations of Occupational Therapy (3)
Theoretical constructs underlying occupational performance and
study of major occupational therapy models of practice. Examination
of historical and current theoretical constructs, socio-political, cul-
tural, and research perspectives and impact on theory development.
A more in-depth examination of the profession’s domain and process
with occupation as its core. The role and contribution of an individ-
ual’s personal resources to the occupational therapy process including
self-awareness, critical appraisal, and self-directed lifelong learning.
OT 542 Childhood and OT Practice (6)
Occupation-based childhood practice process from screenings and
evaluation to targeted outcomes. Common pediatric diagnoses, typi-
cal/atypical development, childhood conceptual models and frames
of reference, and childhood intervention sites. Issues related to family
and culture are explored. Childhood-specific advanced practice areas
such as neonatal intensive care, pediatric feeding disorders, sensory
processing, early intervention, and school-based practice are
introduced.
OT 544 Clinical Conditions in Occupational Therapy Practice
(3)
Significant disease entities of a physical, psychological, and social na-
ture most often encountered by the practicing occupational therapist
are examined, including the etiology, pathology, prognosis, and
common non-OT interventions. Students develop an introductory
understanding and analysis of the potential impact of the conditions
upon the client’s occupational engagement and performance within
various contexts and across the lifespan.
OT 545 Professional Practice Skills 1 (6)
Begin to apply concepts of skilled observation, therapeutic use of self,
critical thinking and emerging clinical reasoning, basic documenta-
tion of human behavior, and occupational performance across the
lifespan. The Occupational Therapy Practice Framework utilized to
examine group dynamics and process, societal and cultural compe-
tence, and health and wellness principles of individuals, groups, and
populations.
OT 643 Adolescence and OT Practice (6)
Understanding, illustrating, and demonstrating screening, evaluation,
and intervention planning for the middle childhood to late adoles-
cence period in relation to supporting engagement in occupa-
tions. An examination of behavioral and psychosocial factors em-
phasized for relevance/importance in the application of theories to
meaningful occupational outcomes.
OT 649 Management and Leadership in Occupational Ther-
apy Practice (3)
Focus on principles, styles, roles, and tasks of leadership and manage-
ment of occupational therapy services, including the ethical, legal,
political, legislative, regulatory, business, and reimbursement topics.
Emphasis placed on the importance of ongoing professional develop-
ment to maintain currency in all areas of professional practice. Co-
vers the ethos, pathos, and logos of being an occupational therapist in
today’s US healthcare “system.”
OT 653 Adulthood I (6) & OT654 Adulthood II (6)
These inter-related courses take the student through concepts, evalu-
ation, intervention methods and skills needed to provide quality evi-
dence-based services to clients in the largest segment of the human
lifespan (early and middle adulthood). Issues of health, wellness, and
quality of life, as well as most frequently encountered pathologic
conditions are presented within the full occupational therapy process
across practice settings.
OT 662 Fieldwork Level I Seminar (3)
An introductory study of the roles and tasks of the occupational ther-
apist practicing in psychosocial and physical disabilities clinical and
community-based settings. Two different settings, a minimum of six
(6) full days for each experience (minimum total of 36 hours each),
introduces students to the fieldwork experience, applying knowledge
to practice and developing an understanding of the diverse needs of
clients. Structured around academic assignments enabling students to
integrate theoretical knowledge and the occupational therapy process
with the range of clinical scenarios encountered in each placement.
OT 664 Research in Occupational Therapy (3)
Presentation and understanding of types of scholarship related to the
value of occupation to improve health and wellness of human lives.
Examination of methods of knowledge acquisition and creation in
preparation for evidence-based practice. Introductory critical ap-
praisal of quantitative and qualitative published research studies as re-
lated to occupational therapy evidence-based practice. Overview of
the required components that comprise research projects and criteria
for publishing. Student-involved, faculty-mentored research projects
begun, including formulation of the introduction and methodology
portions, in preparation for IRB submission, data collection, and
analysis.
OT 753 Maturity and OT Practice (6)
Assessment and intervention for the well and disabled older popula-
tions. Skills for evidence-based evaluation and intervention that sup-
port the older persons' occupational engagement and participation
practiced in laboratory assignments. Advocacy, caregiver health,
health literacy, program development, and designing community-
based health, well-being, and quality of life programs learned through
diverse methods.
147
OT 754 Advanced Practice (3)
Overview and introduction to specialized areas of OT practice to op-
timize knowledge and clinical reasoning skills. Lectures and labs inte-
grating knowledge and skill acquisition relative to specialized practice
are emphasized
OT 756 Research Symposium (3)
Refinement of critical appraisal skills in evaluating quality of evi-
dence in published research studies for evidence-based practice.
Completion of the collection and analysis of qualitative or quantita-
tive data. Students learn and apply knowledge of the final compo-
nents of a research study, including results, discussion, conclusion,
and abstract sections. Data analysis techniques needed for quantita-
tive and qualitative studies further explored and applied to more ad-
vanced critical appraisal of published works. Students complete the
faculty-mentored research projects and prepare posters and proposals
for submission to AOTA conference and/or publishing.
OT 764 Fieldwork Level II A (3)
OT 765 Fieldwork Level II B (3)
Students apply understanding of occupation, professional practice,
identity, and leadership during each of two (2) twelve-week (60
days), full-time fieldwork placements, for a total of 24 weeks of full-
time Level II Fieldwork. Objectives focus on personal transformation
into a competent, compassionate, entry-level occupational therapist
for a practice site by the completion of each experience. Students are
not permitted to work on a full-time basis while engaged in Level II
Fieldwork. Both experiences must be completed within 18 months
of completion of the didactic coursework.
Master of Science, Organizational
Leadership and Communication
(845) 848-4038
The M.S. in Organizational Leadership and Communication will pre-
pare students to lead change within organizations, to become effective
communicators, resolve conflicts, and create strategic plans to accom-
plish organizational goals. This program supports the University mission
of leadership and educational excellence while serving a diverse com-
munity.
The M.S. in Organizational Leadership and Communication consists
of 33-credits which include ten required courses and a choice of one
elective course. It offers the flexibility of online courses in an asyn-
chronous format and may be completed in one year by taking two
courses each session throughout the academic year. (A session con-
sists of eight weeks; there are six sessions in the year. )Throughout
the program, a faculty mentor will provide individualized attention
to each student.
In the capstone course, students will be able to choose from one of
the following projects: compose a research paper, develop a leader-
ship plan, or develop a training or orientation program. The capstone
project will consist of a project/paper and an oral defense.
The graduate program in Organizational Leadership and Communi-
cation is suited for individuals in all career paths and is designed for
the working professional. It will help students advance their careers
in banking, business, government agencies, healthcare, higher educa-
tion, industry, law enforcement, military, profit or non-profit organi-
zations. It will offer leadership strategies to prepare graduates to enter
the work force or to advance to middle management, upper manage-
ment, and administrative positions in all fields. It will help students
become more self-aware, emotionally intelligent, socially responsible,
and culturally sensitive, while exercising critical thinking. The curric-
ulum is designed to help students develop the skills they need to nav-
igate various changes and conflict within organizations effectively.
Leaders today need training in organizational communication and
development and crisis management as well as an understanding of
workplace culture and decision making with strategies for negotia-
tion and conflict resolution. Change is inevitable, so skills in transfor-
mational leadership, strategic planning and understanding diversity
will make effective leaders.
Admissions
All candidates for the MSOLC program must apply for admission to
the program through the Dominican University New York Office of
Graduate Admissions.
To be considered for admission to the program, all students must
submit the following materials:
• Completed application and payment of application fee
• An official transcript documenting a baccalaureate degree
from an accredited undergraduate institution with a grade
point average of at least a 3.0 on scale of 4.0.
o For applicants with a grade point average below
a 3.0, other factors such as years of professional
experience, grade point average in the major
field, and academic development beyond the
baccalaureate degree may also be taken into
account in the admission decision.
148 |
• Completion of an online interview (interview will be
scheduled with the Program Director).
Transfer Credits:
The expectation is that all courses for the degree will be taken at
Dominican University New York; however, up to six credits from
accredited master-degree granting institutions that match the re-
quirements of our program may be accepted if approved by the Pro-
gram Director.
To be eligible for transfer, courses must meet the following criteria:
(1) They must have a minimum grade of B,
(2) Be equivalent to courses offered at Dominican University
New York,
(3) Have been taken within the last five years.
Good standing:
Once accepted into the MSOLC program, students must meet the
following standards to remain in good standing:
(1) Adherence to all published policies and procedures of the
University,
(2) Completion of the degree within five years of matricula-
tion into the program,
(3) A minimum cumulative GPA of 3.0 with no individual
course grade below B-.
It is the responsibility of the student to adhere to the requirements
for good academic standing. A student whose cumulative GPA falls
below a 3.0 will be automatically placed on academic probation. A
student on probation will meet with the Director to discuss the con-
ditions and requirements of probation. These conditions and require-
ments may include continuing probation, academic leave or dismissal
from the program.
Curriculum
The M.S. in Organizational Leadership and Communication consists
of 33-credits which includes ten required courses and a choice of one
elective course. The courses are:
• The Dynamics of Leadership
• Research and Writing
• Organizational Change and Development/Transforma-
tional Leadership
• Critical and Ethical Decision Making
• Research Methods and Design
• Strategic Planning and Leadership
• Organizational Communication
• Technology for Leaders
OR
Organization Culture and
Team Building
• Leadership and Diversity
• Conflict Resolution and Negotiation
• Capstone Course
Capstone
The capstone serves as the culmination to all coursework and re-
quires the student to apply the knowledge, theories and practices
learned from previous courses in a highly integrated, coherent and
real world manner. In the capstone course, students will be able to
choose from composing a research paper, developing a leadership
plan, or developing a training or orientation program. The capstone
will consist of an applied research project or a research paper. All stu-
dents will complete an oral defense of their research.
Curricular Outline and Plan
Term
Course #
Course Name
Fall
Session I
OL/MB 607
Dynamics of Leadership
OL 610
Research and Writing
Session II
OL 611
Organizational Change and De-
velopment/Transformational
Leadership
OL/MB 500
Critical and Ethical Decision
Making
Spring
Session III
OL 612
Research Methods and Design
OL 614
Strategic Planning and Leadership
Spring
Session IV
OL/MB 613
Organizational Communication
OL 617
Technology for Leaders
OL 618
Organization Culture and Team
Building
Summer
Session V
OL 615
Leadership and Diversity
OL 616
Conflict Resolution and Negotia-
tion
Summer
Session VI
OL 625
Capstone Course
Procedures
Advisement
The Program Director is the academic advisor for all MSOLC stu-
dents. An academic plan that takes into account a student’s unique
professional and personal situation is a key factor for success.
Residency
Students must successfully complete at least 27 credits in the online
program at Dominican University New York to be able to graduate
from the program.
Course Descriptions for the Master of Science
Degree in Organizational Leadership and
Communication
OL/MB 607 The Dynamics of Leadership (3)
Leadership has emerged as one of the most critical and controversial
topics in our current business environment. In this course, different
styles of leadership are explored along with the techniques and prac-
tices that are used by successful leaders. This course will include the
analysis of cases that demonstrate effective as well as non-effective
leadership behaviors and their impact on organizational effectiveness.
149
OL 610 Research and Writing (3)
This course will assist students in refining their written communica-
tion skills in order to successfully complete their graduate degree.
The ability to be an effective writer is necessary whether students will
be doing basic research or applied/action research. Students will be
introduced to the principles of excellent academic writings as well as
the fundamental components of research. This course will also help
students develop and produce effective email writing, business re-
ports, business plans, and projects.
OL 611 Organizational Change and Development/Transfor-
mational Leadership (3)
This course focuses on the process of implementing change as the
key facet and fundamental challenge in managing organization
change. Its purpose is to help students gain an understanding of how
organizational change is achieved and what is needed to develop the
skills needed to be a transformational leader. Students will examine
the various theories and concepts of change, along with experiences
and dilemmas in practice that will help them gain an understanding
of what contributes to the carrying out of successful and lasting
change.
OL/MB 500 Critical and Ethical Decision Making (3)
Strength in critical and ethical thinking skills has become predictive
of employee effectiveness and successful business outcomes. Business
professionals must be able to better apply their knowledge to analyze
problems and to formulate and evaluate business decisions and solu-
tions in an ethical way. Critical thinking is at the heart of these abili-
ties. Business leaders are increasingly becoming aware that excellent
problem solvers will enable a company to succeed in today’s global
and hyper-competitive markets.
OL 612 Research Methods and Design (3)
This course will provide an overview of the important concepts of
research design, data collection, statistical and interpretative analysis,
and final report presentation. The focus is not on mastery of statistics,
but on the ability to recognize which methods are best suited for spe-
cific projects and how to design such research to attain useful results.
Students will be introduced to quantitative and qualitative methods
for conducting meaningful inquiry and research. They will gain an
overview of research intent and design, methodology and technique,
format and presentation. The course will develop each student’s abil-
ity to use this knowledge to become more effective as leaders. Stu-
dents will learn how to develop a hypothesis, a research problem and
related questions; frame the problem with the correct research
method; collect data that accurately addresses the research problem;
and use data to make decisions.
OL/MB 613 Organizational Communication (3)
Students will be introduced to a variety of communication strategies
and learn how to use them effectively as a leader and professional in
communicating with an organization’s stakeholders. The contents of
this course include personal communication styles, media and tools
for the manager, organizational communications climate, cross-cul-
tural communications challenges, the process of adapting communi-
cation to the specific needs of the audience, and cultivating and
nourishing communication networks.
OL 614 Strategic Planning and Leadership (3)
This course focuses on questions of mission, vision, strategy, and im-
plementation. All organizations face challenges that require strategic
responses. To work effectively with these challenges, leaders need
knowledge and skills in strategic planning, setting and aligning goals
with the organization’s mission; understanding demand for services
and resource constraints; leading organizational change; defining
measures of success; improving work processes; motivating staff and
other stakeholders; cultivating relationships and working through cri-
ses and environments in transition.
OL 615 Leadership and Diversity (3)
Leadership skills are essential to lead and manage diverse, high per-
forming goal organizations. This course delivers critical knowledge
and skills in ethical cross-cultural leadership and aims to develop
leaders. The students will be asked to demonstrate depth of
knowledge required to participate as leaders in local and global
societies.
OL 616 Conflict Resolution and Negotiation (3)
Every professional will have to manage conflict and negotiate effec-
tively in a wide variety of situations. Through readings, discussions,
and case studies, students will take on the identity of “reflective prac-
titioners” to develop an understanding of conflict and its dynamics;
strategies and processes for eliciting cooperation and producing sup-
portive professional environments; the skills and strategies that can be
applied to everyday work.
OL 617 Technology for Leaders (3)
This course explores the intersection of leadership, technology, and
innovation in today’s fast paced and ever evolving environment.
Through the lens of organizational effectiveness, students will recog-
nize ways to build personal power and use technology to influence
an organization. Broadly, students will learn to use technological
tools to communicate effectively with outside stakeholders and drive
growth of an organization.
OL 618 Organization Culture and Team Building (3)
The course will focus on relevant social, personality, and cognitive
psychological theories and models used to create and maintain effec-
tive work groups and teams in organizations. Students will become
familiar with current theories and practices concerning composition,
size, types of tasks, resources, leadership diversity, roles, goals, organi-
zational factors, interpersonal processes (including decision-making),
training, interventions (including conflict resolution), to help ailing
groups get back on track, commitment and other elements that con-
tribute to the construction of effective teams.
OL 625 Capstone (3)
This course will further develop a project or paper initiated in the
Research Methods
course that demonstrates proficiency in the topic
chosen. It must be approved by faculty and demonstrate research de-
sign and development. Each student is required to submit their writ-
ten work and prepare a PowerPoint/Prezi/Google Docs presentation
of their work and participate in an oral defense. The defense may be
delivered on-campus or remotely via technology (Adobe Connect,
Zoom, etc.).
150 |
Doctor of Physical Therapy Program
(845) 398-4800, extension 6049 or fax: (845) 398-4892
The program is fully accredited by CAPTE. (Commission on Ac-
creditation in Physical Therapy Education)
CAPTE, 1111 N. Fairfax Street, Alexandria, VA 22314;
phone (703) 684-2782.
The role of the physical therapist is an exciting and challenging one.
Using therapeutic intervention, the professional helps to improve the
quality and satisfaction of the lives of diverse clients throughout the
life span. Clientele may include children with disabilities, victims of
trauma, and seniors with generalized weaknesses. Working with pa-
tients, caregivers, and other health care professionals, physical thera-
pists promote the achievement of their patients’ goals by fostering
their recovery. The focus of therapy may consist of programs to in-
crease strength, to relieve pain, and to assist one to achieve optimal
function in the environment.
Physical therapists also serve as teachers, providing important instruc-
tion in a wide array of areas, including on-going rehabilitation in the
activities of daily living, prenatal and post-natal programs, and overall
fitness and health promotion. Physical therapists can work in a variety
of fields, such as rehabilitation, community health, industry, sports,
private practice, neonatal intensive care, school, research, education,
and administration.
Entry-level physical therapy program
The entry-level physical therapy program is an accredited full-time
weekend program dedicated to preparing motivated graduates to be-
come skilled, ethical and respectful doctors of physical therapy with
a commitment to evidence-based practice, lifelong learning and ser-
vice. Through a strong science foundation and a challenging yet sup-
portive environment, congruent with the mission of Dominican
University New York, graduates are prepared to deliver the highest
standards of practice and leadership to meet the ever-changing socie-
tal needs related to movement, function and health.
The Program’s goal is to graduate autonomous physical therapists
who are able to provide professional services by addressing the needs
of the "whole" client in an ever-changing health care environment,
in addition to serving as teachers, consultants, researchers, and ad-
ministrators.
Dominican University New York offers a Physical Therapy Program
leading to
a. two degrees, Bachelor of Arts in Biology (Pre-Med) and Doctor
of Physical Therapy, for the traditional or transfer student in a
combined 3 + 3 (over 10 trimesters). Refer to entry-level Doc-
tor of Physical Therapy Professional Sequence.
b. a Doctor of Physical Therapy degree for the student who has
already earned a baccalaureate degree
Completion of the Doctoral portion of the Physical Therapy degree
requires each student to complete 99 credits in ten trimesters over
3.3 years.
The professional courses are scheduled on a trimester system — sum-
mer, fall, winter/spring. The Doctor of Physical Therapy Program
meets eight weekends per trimester. Each instructional weekend in-
cludes all-day Friday, all-day Saturday, and all-day Sunday. On oc-
casion, students may be asked to come in during the week to fulfill
academic requirements (e.g. Field trips to hospitals, proficiency
checkouts, Capstone testing, etc.). There are various learning experi-
ences (e.g. open labs, proficiency checkouts, student-driven group
work, student/faculty meetings, etc.) during the instructional week-
end. It is mandatory that students are regularly available during that
day. The four full-time clinical affiliations, totaling 36 weeks, are
scheduled during the regular work days of the facility. During the
full-time clinical affiliations, weekend classes are scheduled to pro-
mote learning and integration of physical therapy skills. Working is
not permitted while performing a clinical affiliation due to the high
demand of a full-time clinical affiliation and coursework. The non-
traditional format schedule allows a student to continue part-time
employment, to maintain family responsibilities, and to pursue other
interests. Students are cautioned, however, that long work hours are
incompatible with success in the Program, which requires extensive
study time, and that the Program cannot consider competing work
obligations as a substitute for the maintenance of academic standards.
In particular, an absence for more than 1/8 of the total contact hours
in any professional course, for any reason, will result in a failing
grade. Absence of the first day of class will also result in a failing
grade. Acceptance to the program is contingent that the accepted
student attends the new student orientation.
Transitional Doctor of Physical Therapy Program
The Transitional Doctor of Physical Therapy program (or t-DPT
Program) allows licensed and practicing physical therapists who hold
either a bachelor’s or a master’s degree in Physical Therapy to earn a
Doctor of Physical Therapy through a combination of online course
work and professional experience.
Admission to the Entry-Level Doctor of Physical
Therapy
To apply to the program, applicants must hold a baccalaureate degree in
any field. The baccalaureate degree must be completed prior to the start
of the Doctor of Physical Therapy Program.
The following prerequisites must be completed prior to admission to
the entry-level Doctor of Physical Therapy Program.
Biology I, II
4, 4 cr.
Statistics
3 cr.
Anatomy and Physiology I, II
4, 4 cr.
Physics I, II
4, 4 cr.
Psychology I, II
3, 3 cr.
Chemistry I, II
4, 4 cr.
Prerequisite courses are offered by Dominican University New York
in a traditional semester-based weekday schedule. Although the pre-
requisite courses may be taken at other accredited colleges or univer-
sities, preference for admission to the Physical Therapy Program is
given to the most qualified applicants who have taken 30 or more
credits at Dominican.
The overall grade point average, as well as in the prerequisites grade
point average must be at least a (3.0), with no course grade lower
than a C. However, depending on the applicant pool, it is common
that the overall and prerequisite grade point minimum of the ac-
cepted DPT students is higher than the 3.0 (e.g., the average of the
incoming students have been 3.2-3.4 GPA). A 3.0 GPA. is also re-
quired for the last 60 credits of the student’s most recent coursework
as a whole.
Applicants whose native language is not English must obtain a mini-
mum score of 550 on the Test of English as a Foreign Language
(T.O.E.F.L.) or 213 on the computer-based T.O.E.F.L. (C.B.T.).
All candidates must apply online utilizing the APTA's Centralized
Application Service (www.ptcas.org).
151
Admission to Bachelor of Arts in Biology
(Pre-Med)/Doctor of Physical Therapy
Dominican University New York traditional students and transfer stu-
dents have the option to satisfy some of the requirements of the Bache-
lor of Arts in Biology (Pre-Med track) while fulfilling the prerequisites
of the Physical Therapy Program in the first three years of their aca-
demic career. During Year Three, the student will make application to
the Physical Therapy Program. The Biology degree must be completed
with no grade lower than a C (2.0 GPA) in required science and math
courses, and with the minimum average of 3.0 in all coursework. If the
student is accepted, Year Four will consist of the final requirements of
the baccalaureate program in Biology integrated with the first year of
the Physical Therapy Program, following the weekend format.
Students in this program will still need to meet all admission require-
ments and formally apply to the Entry-Level Doctor of Physical Ther-
apy Program as outlined in Entry-Level Admission Section.
Upon successful completion of the biology requirements and the
Physical Therapy curriculum, the student will be awarded the dual
degree B.A./DPT (a Bachelor of Arts in Biology and a Doctor in
Physical Therapy, respectively). Should an individual successfully
complete the first two trimesters of the articulated Biology/Physical
Therapy professional sequence, but not the remainder of the Physical
Therapy Program, and if all other requirements for the Bachelor’s
degree have been met, the student earns a Bachelor of Arts in Biol-
ogy.
Clinical Experience Admissions Requirement:
In addition to the prerequisite courses, all applicants must document
a total of 60 hours (100 hours is recommended) of voluntary or work
experience in settings where a licensed physical therapist is employed.
These hours must be completed in diverse healthcare settings
providing exposure to therapeutic intervention across the life span.
Deferment of Admissions to the Entry-Level Program:
If an applicant is accepted into the program, but is unable to fulfill
the requirements (e.g. submit deposits, attend orientation) to begin
the program for that admission year, the applicant will be unable to
defer their admission to a later date. The applicant must reapply for
the following year.
Admission to the Transitional Doctor of Physical
Therapy (T-DPT) Program
The physical therapist who has previously received an entry-level Bach-
elors or Masters physical therapy degree can apply to the Transitional
Doctor of Physical Therapy Program. The entire t-DPT program is 16-
credits in length and can be completed in 18-36 months. T-DPT Pro-
gram courses are 2-credit, fully online courses. The student must re-
ceive a grade of at least a C, in order for the course to count towards
graduation.
Upon successful completion of the Doctor of Physical Therapy curricu-
lum, the student will be awarded a Doctor of Physical Therapy.
The Process
(Transitional DPT)
All applicants are required to submit: The Graduate Application Form,
official transcript(s) of physical therapy education or certified copies, a
copy of U.S. physical therapy license, curriculum vitae (resume), three
letters of recommendation, and a written statement of intent/goals to
Graduate Admissions.
Deferment Of Admissions To The Transitional-Doctor of Physical
Therapy Program:
Deferments will be handled on a case by case basis. The applicant must
submit their request for deferment in writing to the Office of Graduate
Admission.
Academic Requirements and Standards for the
Doctor of Physical Therapy Program
Students accepted to the Doctor of Physical Therapy Program must
adhere to the standards and policies set forth by the University, the
Doctor of Physical Therapy Program, and the profession throughout
their academic tenure.
Students are responsible and are required to sign the Essential Functions
for Physical Therapy Practice form found in the Doctor of Physical
Therapy Student handbook. This document will become part of their
student file in the DPT office.
In practicing psychomotor skills, students will abide by policies and
procedures as indicated in the course syllabi and through course in-
struction. Psychomotor skill assessments are adapted from the Clinical
Performance Instrument (CPI) and assessed through the use of profi-
ciency check-outs as well as lab practical exams. Lab Practical Assess-
ments require 100% (or Passing grade) in professional behaviors and
safety and a minimum of 80% in designated skills.
Students must comply with the Program standards by attaining an
overall 3.0 grade point average (GPA) throughout the Program, a
grade of C or better in all course work and the Independent Compo-
nent, as well as a grade of B- or better in all clinical lab practical
exams is required. The Physical Therapy professional courses must be
taken in the sequence outlined in the Professional Sequence. The
DPT Professional Sequence must be completed within 150% of the
entire projected curriculum (no more than 15 trimesters) to earn the
DPT degree. Absence of the first instructional weekend or more than
one class session (usually equivalent to 1/8 of the total contact hours)
in any professional course will result in a failing grade.
A failure of a course is unacceptable, and will result in dismissal from
the program. If a student is dismissed from the program, the Com-
mittee on Admissions and Academic Performance determine: 1) if
s/he may be reinstated into the program following the appeal pro-
cess, and 2) if s/he returns to the program, recommends the logical
point for the student to enroll in the Professional Sequence that
directly addresses the learning issue.
If a student’s overall GPA falls below 3.0 or if the student attains a B-
grade in a single trimester, he/she is immediately placed on academic
probation. The remediation during academic probation consists of an
Action Plan, mutually established by the student and faculty and/or
Program Director, to identify the concerns, pertinent strategies with
a timeline, and the expectations of the student and faculty. A student
on academic probation must attain the required overall 3.0 GPA or
above and no grade of B- or below by the end of the two subsequent
trimesters. While on probation, the student may not receive a final
grade in a class of a C or below. A student has no more than two
trimesters to improve the academic standard to the required 3.0. If
the student is unable to attain the minimum academic standing of 3.0
by the end of the two subsequent trimesters, the student warrants dis-
missal. The student has the option to appeal the dismissal. Should an
individual complete only the first two trimesters of the articulated
Biology/Physical Therapy professional sequence, the student earns a
Bachelor of Arts in Biology (Pre-Med track) at the end of the second
trimester, contingent upon successful completion of the required
courses for the Bachelor’s degree.
To ensure a quality educational experience, all students are expected
to complete their academic work in an ethical manner, and to main-
tain the professional standards as outlined by the APTA Code of Eth-
ics, The APTA Standard of Practice, and Guide for Professional
Conduct. (See the APTA Guide to Physical Therapy Practice.) A se-
rious breach of ethical and professional behaviors is cause for discipli-
nary action up to, and including, course failure or dismissal from the
Program.
152 |
In addition, all DPT students are responsible to abide by the Domin-
ican University New York Student Code of Conduct. Refer to the
Dominican University New York Student Handbook, which is also
on the DC website (dc.edu).
Students are expected to continue the learning and integration of all
course content as part of the incremental physical therapy profes-
sional education. To be eligible to take the combined written and lab
practical capstone examinations, students are to be in good academic
and professional behavior standing in the DPT Program.
Off-Site Requirements
The Clinical Experience is a significant and critical component of
the professional physical therapy curriculum. Students observe
and are mentored by expert clinicians working in their respective
specialized clinical settings. These experiences are concurrent
with weekend classes.
The physical therapy curriculum provides the student with four
full-time clinical affiliations throughout the ten trimesters of
study for a total of thirty-six weeks. During these four blocks of
clinical practice, each student will have experiences with pa-
tients/clients across the lifespan in a variety of settings that en-
compass a range of conditions from acute to chronic. The stu-
dent’s clinical experiences will provide them with the entry-level
knowledge and skills they need in the general practice of physical
therapy.
Capstone and Final Requirements
To demonstrate ongoing competency and integration of the required
minimal skills at specific points in the professional sequence, all stu-
dents must pass the written and clinical lab practical capstone exami-
nations that cover all material in the courses and learning experiences
prior to the scheduled examination. Typically, the alternate week-
ends are used for the capstone examinations. The first capstone writ-
ten and clinical lab practical examinations are administered at the end
of Year I Trimester 3. The second capstone written and lab practical
examinations are administered at the end of Trimester 5 to demon-
strate mastery of required minimal skills. The third capstone written
is administered as part of the Professional Development class at the
end of Year IV Trimester 10, at the end of all required course work
of the professional sequence. Students are expected to achieve all
required CPI criteria to successfully complete all clinical affiliations.
A student must pass both the written and lab practical capstone
examinations in order continue in the Program. Only one retake of
the Capstone Written and Lab Practical Examinations is permitted.
Students who do not pass the capstone exams are subject to dismissal
from the program.
Curricular Outline and Plan for Biology (Pre-
Med) to Entry-Level Physical Therapy Program
Freshman Year
Semester I (Fall)
Credits
EN 119 or 120
College Writing
3
BI 221S
General Biology I
4
CH 221S
General Chemistry I
4
MA 221
Calculus I
3
FS 111
Freshman Seminar
2
TOTAL
16
Semester II (Winter/Spring)
Credits
EN 123
Writing About Literature
3
BI 222S
General Biology II
4
CH 221S
General Chemistry II
4
MA 222
Calculus II
3
CS 111
Oral Communication
3
TOTAL
17
Sophomore Year
Semester I (Fall)
Credits
BI 223S
Anatomy and Physiology I
4
PY 211S
General Physics I
4
CH 331S
Organic Chemistry I
4
GEC II
3
GEC II
3
TOTAL
18
Semester II (Winter/Spring)
Credits
BI 224S
Anatomy and Physiology II
4
PY 222S
General Physics II
4
CH 332S
Organic Chemistry II
4
GEC II
3
TOTAL
15
Summer Session
Credits
PS 213
Developmental Psychology I
3
PS 214
Developmental Psychology II
3
TOTAL
6
Junior Year
Semester I (Fall)
Credits
BI 226S
Genetics
4
BI 228S
Introduction to Biochemistry
3
MA 225
Introduction to Statistics
3
BI 440
Research Techniques
3
GEC III
3
TOTAL
16
Semester II (Winter/Spring)
Credits
BI 225S
Introduction to Microbiology
4
BI 334S
Histology
4
MA 226
Inferential Statistics
3
BI 441S
Research Seminar
3
GEC II
3
TOTAL
17
Professional Sequence (Weekend Format: Start of PT Sequence)
Trimester I (Fall)
Credits
BI 542
Gross Anatomy I
4
PT 540
Overview of the Physical Therapy
Profession
1
PT 544
Introduction to Critical Inquiry
TOTAL
3
8
Trimester II (Winter/Spring)
Credits
BI 532
Biomechanics and Kinesiology
3
BI 533
Neuroscience
3
PT 541
Basic Principles of PT
4
PT 546
Clinical Education Seminar I
2
TOTAL
12
153
Curricular Outline and Plan for Entry-Level
Physical Therapy Program
Year One (32 Credits)
Summer
Credits
BI 542
Gross Anatomy I
4
PT 540
Overview of the Physical Therapy
Profession
2
PT 544
Introduction to Critical Inquiry
TOTAL
3
9
Fall
Credits
BI 532
Biomechanics and Kinesiology
3
BI 533
Neuroscience
3
PT 541
Basic Principles of PT
4
PT 546
Clinical Education Seminar I
2
TOTAL
12
Winter/Spring
Credits
BI 538
Physiology of Exercise
3
PT 564
MS Assessment and TX I
4
PT 556
Clinical Education Seminar II
2
PT 611
Motor Learning and Control
2
TOTAL
11
Year Two (32 Credits)
Summer
Credits
PT 560
Physical Agents, Mechanical and
Electrotherapeutic Modalities
2
PT 614
MS Assessment and TX II
4
PT 621
Cardiopulmonary Assessment and
Treatment
4
PT 623
Teaching and Learning
1
TOTAL
11
Fall
Credits
PT 562
Clinical Medicine: Musculo-
skeletal Management
4
PT 566
Clinical Education Seminar III
1
PT 624
Neuromuscular Assessment and
Treatment I
4
PT 862
Physical Therapy Pharmacology
2
TOTAL
11
Winter/Spring
PT 637
Clinical Experience I
4
PT 634
Neuromuscular Assessment and
Treatment II
1
PT 639
Research I
TOTAL
Year Three (29 Credits)
Summer
Credits
PT 742
Special Topics in PT I
2
PT 616
Clinical Education Seminar IV
4
PT 882
Diagnostic Imaging
4
PT 846
Advanced Principles of PT
TOTAL
1
Fall
Credits
PT 757
Clinical Experience II
4
PT 884
Medical Screening
1
PT 844
Advanced Clinical Seminar
4
PT 842
Special Topics in PT II
TOTAL
2
Credits
Credits
3
4
3
10
Credits
2
1
2
3
8
Credits
4
2
3
2
11
Winter/Spring
PT 740
PT Administration & Management
4
PT 767
Clinical Experience III
1
PT 789
Research II
4
PT 860
Health Promotion and Wellness
TOTAL
2
Year Four (8 Credits)
Summer
Credits
2
3
1
2
8
PT 770
Professional Development (2)
2
PT 797
Clinical Experience IV
4
PT 889
Research III
2
TOTAL
8
Curricular Outline and Plan for Transitional
Doctor Physical Therapy Program
Fall/Spring/Summer Trimesters:
PT 772T Independent Study: Focus – Scientific Writing. 2
PT 860T Health Promotion and Wellness 2
PT 862T Pharmacology 2
PT 864T Healthcare Leadership 2
PT 866T Critical Inquiry – (pre-requisite PT 888T) 2
PT 882T Diagnostic Imaging. 2
PT 884T Medical Screening 2
PT 888T Evidence Based Practice 2
TOTAL 16
Procedures
Advisement:
All students enrolled in the Physical Therapy Program are assigned a
faculty advisor. Additionally, course coordinators/instructors will
provide advisement related to specific course objectives, content and
requirements, and professional development. The Director of
Clinical Education (DCE) is responsible for advisement related to
the Clinical Education Sequence and Clinical Experiences such as
Clinical Experience I, II, III and IV. The Research Coordinator will
also provide advisement concerning student research projects
developed during the last two years of the professional sequence.
Faculty will inform students of their office hours during course
orientations, in the course outlines, and /or student advisement.
When necessary, an Action Plan is used to develop appropriate
strategies for students who either are not at the expected levels of
Professional Behavior or where there is a marked discrepancy
between the student’s self-assessment and faculty observations. Action
Plans will be discussed and monitored during faculty meetings. An
Action Plan may also be used as a written avenue to reach a learning
goal or identified achievement (not remediation). The student will
meet with the course coordinator/instructor or advisor to devise an
Action Plan which will state the expectation to be accomplished
within a specified time. The student is responsible for maintaining
communication with the faculty advisor/course coordinator/
instructor regarding his/her ability or inability to master the
objective.
Residency:
The DPT Professional Sequence must be completed within 4.6 years
(14 trimesters) to complete the program.
Health:
All required health forms are to be completed and updated regularly
and after any student health incident requiring medical attention. Evi-
dence should be submitted at the beginning of each academic year in
the Clinical Education sequence courses (Summer Trimester) and
maintained electronically via the certifiedbackground.com.
154 |
The Dominican University New York Physical Therapy Program fac-
ulty have developed a set of “essential functions.” “Essential function”
refers to all nonacademic criteria used for admission and participation in
a program. Essential functions are applied to all students and evolve
with physical therapy practice. They are created so that students and
practitioners can perform their job responsibilities in a safe and effective
manner at a high standard. They are not established to discriminate
against a person with a disability. The ability of a student to perform
these essential functions, therefore, is a factor that will affect his or her
acceptance to, progression in, and successful completion of the pro-
gram. The extensive list of the essential functions may be requested
from the PT program.
Leave of Absence:
A student may request a leave of absence from the Program, which,
when granted, permits the student to return the following academic
year without applying for readmission. The student must first request
permission from the Program Director and provide supporting docu-
ments for their request. To be official, this request must be submitted
in writing to the Registrar once approval from the Program Director
has been attained.
Students who have been away from the University for more than
one year must reapply and restart the program from the beginning.
Withdrawal:
Except in unusual circumstances, a student who wishes to withdraw
from a course without academic penalty may only do so within a pre-
scribed time frame; the symbol "W" will be entered on the transcript
when the approved withdrawal occurs before two-thirds of the sched-
uled sessions of the course or prior to the start of the 6th weekend of
the trimester. The course instructor and the Program Director must be
informed prior to the student’s intended withdrawal. See the section
above regarding requesting a leave of absence before submitting a with-
drawal request to ensure that a student’s seat in the program is held.
Insurance:
While enrolled in the DPT Program, students are required to maintain
currency in the following: individual professional liability insurance
(with the coverage of at least one million dollars per occurrence/three
million aggregate), APTA student membership, and CPR and First Aid
certification.
Licensing and Standardized Examinations
It is required to have a Physical Therapy license in order to practice in
the United States. Upon successful completion of the program, students
are eligible to take the Physical Therapy license examination. It is up to
the student to apply for the state in which they choose to practice and
ensure they fill out the necessary paperwork to sit for the examination.
MBA Pathway for Physical Therapy Students
The goal of the DPT program is to provide “real-world” training for its
students. In support of this mission, and in partnership with the MBA
program, the University provides a pathway for DPT students to gain a
vital and practical education in business management by earning an
MBA degree with a concentration in Health Care Management.
This pathway is designed for those who wish to pursue a managerial
career or open their own practice. It provides enrolled DPT students
with the opportunity to receive 6 MBA credits for courses already
taken in the DPT program. Moreover, students have the option of
taking an additional
6 credits of MBA courses while enrolled in the
DPT program. Thus, students may complete up to 12 credits towards
the MBA in Health Care Management at the time of their gradua-
tion from the DPT program. These students may complete their
MBA degree at the University after earning their DPT degrees.
An option is also available for those who wish to pursue the Certifi-
cate in Healthcare Management. Students who elect to begin the
Certificate may subsequently apply their coursework towards the
MBA in Health Care.
Options for Pursing the MBA in Health Care
Management
Option 1: Pathway to the MBA Available to All DPT Students
Without incurring additional tuition costs, DPT students may earn 6
MBA credits from courses already taken in the DPT program. Those
who have successfully completed PT 544: “Introduction to Critical
Inquiry” and PT 740: “Administration and Management” may apply
these credits towards the MBA program replacing MB 500: “Critical
& Ethical Decision Making” and MB 520: “Management & Organi-
zational Behavior,” respectively.
Option 2: Accelerated Pathway to the MBA Available to Those
Meeting Specific Criteria
In addition to receiving the 6 credits indicated through Option 1
above, DPT students who seek an expedited pathway, and meet the
criteria outlined below, may earn up to 6 additional MBA credits
by taking two MBA courses during their final year in the DPT
program.
MBA course availability, DPT student course load, and clinical
requirements will dictate which two courses a student may complete.
The standard tuition rate for MBA students will be applied at the
time these courses are taken. DPT students will then have accrued
12 credits towards the MBA degree upon graduation from the DPT
program.
In order to pursue this option, students must meet the following
criteria:
• A minimum GPA of 3.4;
• A minimum score of “80” on both the Capstone 1 and 2
written tests;
• Good academic standing throughout the program (i.e.,
having never been placed on academic probation); and
• Approval of their academic advisor.
Option 3: Accelerated Pathway to the Certificate in Health Care
Management Available to Those Meeting Specific Criteria
While the advanced standing awarded to DPT students in Option 1
does not apply to the HCM Certificate, DPT students in good aca-
demic standing who also meet the criteria outlined below may enroll
in HCM Certificate courses and take 6 credits of HCM certificate
courses during the final year of their DPT program. The criteria to
pursue this option are the same as for Option 2 above.
DPT/MBA Program sequence
• DPT: Trimester 3
o Those interested in pursuing Option 1 l apply to
the MBA degree program at the end of the 3
rd
Trimester.
o Accepted student will be granted 3 credits (to-
wards MB 500) for having taken PT 544 in their
1
st
Trimester.
• DPT: Trimester 7 through 10
o In order to pursue Option 2 or 3, the student
must be in good academic standing and receive
advisor approval. Once approval is granted, stu-
dents may take up to two MBA courses.
155
• DPT: Trimester 9
o Students pursuing either Option 1 or Option 2
will earn 3 credits in lieu of MB 520 for success-
ful completion of PT 740.
• DPT: Post-Graduation
o Students may complete their MBA degree or
Certificate in Health Care Management after
completing their DPT requirements.
o
Course Descriptions for Entry-Level Physical
Therapy Program
BI 532 Biomechanics and Kinesiology (3)
This course is designed to study and analyze human movement, in a
regional format, relevant to the physical therapy practice. More spe-
cifically, the course encompasses biomechanics, anatomy, and neuro-
muscular physiology. Additionally, students are provided with the
opportunity to analyze motor performance as it is encountered in
physical therapy practice. Analysis of forces and laws of physics shall
be applied to knowledge of motion, posture and gait. The use of
clinical cases assists in fostering the clinical application of knowledge
to physical therapy practice. This course is complemented by the lab
based course PT 546.
BI 533 Neuroscience (3)
The goal of this course is for the student to develop an advanced un-
derstanding of the neuroanatomy and neurophysiology of the normal
human brain with a focus on the specific needs of the physical ther-
apy student. Special attention is paid to the interaction between
structure and function in the nervous system. An emphasis is placed
on sensory and motor systems that may be damaged by disease or in-
jury. Functional deficits and the potential for recovery, for specific
neurological disorders, are addressed through case presentations.
BI 538 Physiology of Exercise (3)
Presents the cardiovascular and respiratory responses and adaptations
to exercises in health and diseases. Emphasis is on muscular physiology,
metabolism, cardiovascular and pulmonary adaptations, aging, ther-
moregulation, strengthening, training, exercise prescription, and well-
ness as it relates to physical therapy. Article abstracting assignments and
lab reports provide opportunities for students to develop their writing
skills and the ability to critique literature.
BI 542 Gross Anatomy (4)
An in-depth study of the human body, with emphasis on neuromus-
culoskeletal systems. Structural interrelationships shall be examined as
the basis for human movement and as a means to understand abnor-
malities in structure and function. Directed laboratory experiences
are focused on cadaver dissection. Learning is facilitated through
textbooks, anatomical models, and audiovisual material. The case-
based format fosters clinical application of knowledge to physical
therapy practice.
PT 540 Overview of the Physical Therapy Profession (2)
Physical therapy and the professional role of the physical therapist are
outlined in a variety of settings. Topics that are addressed include the
history of the profession (including an overview of the role of clinical
education), the clinical decision making process along with models of
disablement, evidence based practice, critical inquiry, the importance
of documentation in clinical practice, ethics and legal practice stand-
ards. The use of cases develops the clinical application of information
to physical therapy practice.
PT 541 Basic Principles of Physical Therapy (4)
Introduces students to basic physical therapy skills. Among the topics
covered are the following: patient draping, goniometry, manual mus-
cle testing, vitals assessment, transfers, bed mobility & position and
gait training with assistive devices. The clinical decision-making pro-
cess is reviewed using a case-based format.
PT 544 Introduction to Critical Inquiry (3)
Introduces the critical inquiry process relevant to basic and clinical
research. Students will learn the basic language, logic and methods of
research, as they relate to physical therapy. Specifically, the course
will provide the student with a basic understanding of evidence-
based practice, research ethics and research design. This course will
begin the process to enable the student to become an informed con-
sumer of research literature.
PT 546 Clinical Education Seminar I (2)
The complementary lab to BI 532. Designed for Doctor of Physical
Therapy students to develop basic PT assessment skill with an intro-
duction to observation, posture analysis, and surface palpation. Stu-
dents will practice fundamental identification and palpation skills as
part of their development of assessment and treatment proficiency.
Students will identify and palpate skeletal muscles, bony landmarks,
tendons, joint boundaries, ligaments and inert structures of the head,
trunk and extremities as material is covered in a regional format. An
introduction to the essential principles of therapeutic exercise, pos-
ture analysis and anthropometric testing to promote the enhancement
of physical and functional abilities is also provided. Students will learn
soft tissue mobilization techniques and the physiological effects, indi-
cations, contraindications and precautions associated with this treat-
ment. Students will integrate their concurrent course work and uti-
lize cases as they apply their knowledge to address clinical scenarios.
Professional behaviors for clinical practice are also introduced.
PT 556 Clinical Education Seminar II (2)
Introduction to the essential principles of therapeutic exercise to pro-
mote the enhancement of physical and functional abilities. Students
will describe areas of physical function toward which therapeutic
exercise interventions are directed. A comprehensive and systematic
approach to patient management is used that applies critical thinking
and sound decision-making. Areas of study include posture aware-
ness, muscle lengthening, range of motion techniques, strength, bal-
ance and endurance training. Students have the opportunity to fur-
ther develop their clinical decision making skills as they are exposed
to a variety of case scenarios.
PT 560 Physical Agents, Mechanical and Electro-Therapeutic
Modalities (2)
This is a practical course designed to introduce a variety of physical
therapy procedures and modalities that are used to manage patient
problems with skin, connective tissue and pain. The students will be
trained in the use of the following physical modalities: superficial and
deep thermal agents, hydrotherapy, traction & compression. Patient
education, treatment preparation and performance, indications and
contraindications will be covered for each modality. Supervised la-
boratory sessions provide a safe atmosphere for the administration of
these agents as well as direct observation of clinical effects. Labora-
tory sessions and group discussions will be case study driven to foster
critical thinking and collaborative learning.
PT 562 Clinical Medicine I: Musculoskeletal Management (4)
The course relates normal body functioning to disease processes that
occur as a result of illnesses as well as the body’s ability to compensate
for these changes. Signs, symptoms, and treatments of major sys-
temic, neurological, musculoskeletal, cardiopulmonary disorders
across the lifespan are covered. Specific areas of study include: com-
mon alterations secondary to injury, trauma, infection, congenital
disorders, metabolic diseases, endocrine disorders, cardiopulmonary
disorders, musculoskeletal disorders, hematologic and oncologic dis-
orders. Current medical and surgical management as well as pharma-
cological implications for these disorders are identified. Relevant
physical therapy approaches are explored. Additionally, the use of
156 |
cases fosters clinical application of knowledge to physical therapy
practice.
PT 564 Musculoskeletal Assessment and Treatment I (4)
This course focuses on the acquisition and integration of knowledge,
manual skills and problem solving skills, as well as differential diagno-
sis, involved in developing and implementing an intervention for pa-
tients with musculoskeletal conditions. Lectures emphasize the com-
prehension of procedures and techniques related to the evaluation
and management of current and potential musculoskeletal conditions.
Laboratory sessions address skill development for performing exami-
nation and manual treatment techniques safely and effectively, and
the integration of these techniques with therapeutic exercise and
physical agents. This course is the first of two. It will introduce the
student to the principles of physical therapy evaluation and manage-
ment of the patient with musculoskeletal conditions of the lower and
upper extremities. The use of cases develops the clinical application
of information to physical therapy practice in an orthopedic setting.
PT 566 Clinical Education Seminar III (1)
This course emphasizes the use of the patient-client management
model focused primarily on the acute care hospital setting. Topics re-
viewed include, but are not limited to acute care specific examina-
tion techniques, transfers, bed positioning/environmental set up, or-
thopedic, pulmonary and cardiac care, and post-surgical physical
therapy evaluation and intervention. In addition, roles, relationships
and responsibilities of the healthcare team, including but not limited
to documentation, discharge planning, and the use of appropriate an-
cillary services and equipment, are covered. Case studies are inte-
grated throughout the course to foster clinical decision- making
skills. Students will also be introduced to commonly seen lines, tubes
and equipment in bedside treatment.
PT 611 Motor Learning and Control (2)
This introductory course has been designed to assist students in the
understanding and integration of the principles of motor control and
learning into practice for the advancement of motor skill acquisition.
Learning is an essential feature of human perceptual-motor behavior.
This course provides an introduction to the principles of learning
skills, as well as a preliminary application of the principles to thera-
peutic practice. Theory is explored as it relates to learning, perfor-
mance and skill acquisition. Principles of learning as they pertain to
task analysis and characteristics of learner and learning environment
are also addressed.
PT 614 Musculoskeletal Assessment and Treatment II (4)
This course focuses on the acquisition and integration of knowledge,
manual skills and problem solving skills, as well as differential diagno-
sis, involved in developing and implementing an intervention for
patients with musculoskeletal conditions. It will introduce the stu-
dent to the principles of physical therapy evaluation and management
of the patient with musculoskeletal conditions of the spine. Lectures
emphasize the comprehension of procedures and techniques related
to the evaluation and management of current and potential musculo-
skeletal conditions. Laboratory sessions address skill development for
performing examination and manual treatment techniques safely and
effectively, and the integration of these techniques with therapeutic
exercise, soft tissue mobilization and physical agents. The use of cases
develops the clinical application of information to physical therapy
practice.
PT 616 Clinical Education Seminar IV (1)
This course will provide an opportunity for students to build upon
their knowledge from the Basic Clinical Affiliation in order to pre-
pare for Advanced Clinic Affiliations I and II. Students will discuss
their learning experiences in the acute care, sub-acute and outpatient
setting, including similarities and differences across diagnoses, practi-
tioners and facilities. Students will explore how these same patients
may present across the continuum of care. Emphasis will be on mus-
culoskeletal, neuromuscular or cardiovascular/pulmonary patients
with a variety of co-morbidities. A variety of case studies and clinical
scenarios will be utilized to promote critical thinking and decision-
making skills as well as provide an opportunity to review previous
coursework and clinical skills. The course also will prepare students
to enter the clinical environment by providing them with a short
review of major coursework in musculoskeletal, neuromuscular, basic
examination and interviewing skills. Students will be introduced to
Case Report Methodology, introduced to journaling with an aware-
ness of self and expectations of the rest of the Clinical Internship
courses.
PT 621 Cardiopulmonary Assessment and Treatment (4)
Cardiac and pulmonary systems and the pathological conditions of
these systems encountered by the physical therapist during patient
care are reviewed. Understanding of ECG, stress testing, pulmonary
function tests and clinical laboratory tests in the development of ther-
apeutic programs will be stressed. Emphasis is placed on basic exami-
nation of patients, development of therapeutic interventions and un-
derstanding of normal and abnormal responses of the cardiopulmo-
nary system to therapeutic exercise. Case studies are integrated
throughout the course to foster skills in clinical decision-making, as
well as differential diagnosis.
PT 623 Teaching and Learning (1)
The role of the physical therapist as an educator of the client, care-
giver, and interdisciplinary team member is examined. Current theo-
ries of teaching and learning, including a range of teaching and learn-
ing styles, are covered with reference both to the students themselves
and their prospective clients. Students will have the opportunity to
use the teaching skills for health promotion to a selected audience in
the community.
PT 624 Neuromuscular Assessment and Treatment I (4)
This course emphasizes the use of the patient-client management
model focused primarily on patients with a neurological diagnosis.
Examination using standardized and non-standardized instruments
and tests will be presented. Examination and intervention skills will
be taught using a disability model and a contemporary model of
motor control, with an emphasis on task analysis. The focus of the
course is on integrating material from previous courses and applying
it to the comprehensive (from admission to discharge) management
of patients with the following neurological diagnoses: spinal cord
injury, cerebral vascular accident, Parkinson’s disease, multiple sclero-
sis, and traumatic brain injury. Case studies are integrated throughout
the course to foster clinical decision-making skills, as well as differen-
tial diagnosis.
PT 634 Neuromuscular Assessment and Treatment II (4)
Normal and abnormal movement patterns in children are presented
and the developmental and long term effects of neuromuscular and
musculoskeletal dysfunction, as they relate to movement, are re-
viewed. Emphasis is placed the examination and intervention tech-
niques of selected movement problems and explores use of adaptive
equipment and the role of the pediatric physical therapist in a variety
of contexts and environments. Examination and interventions for
subtle and complex neurological conditions will be explored. Inter-
ventions appropriate for a variety of service delivery settings includ-
ing NICU, home-based EI, and schools are considered. The physical
therapist role in transitions between delivery settings is also addressed.
Students will examine evidence for therapeutic methodology as well
as that of alternative and complementary therapeutic regimes. Video
and paper cases will be integrated throughout the course to foster
clinical decision making skills, as well as differential diagnosis, based
on best available evidence.
157
PT 637 Clinical Experience I (3)
Clinical Experiences provide the student with opportunities to inte-
grate and implement didactic knowledge with practical experiences.
Experiences are available in a wide variety of practice settings, each
with specific objectives and expectations. These settings include:
acute care, hospital based outpatient, private practices, inpatient reha-
bilitation, and home care. This experience is full-time for a duration
of 8 weeks, typically.
PT 639 Research I (3)
An introduction to research design, data collection procedures, in-
strumentation, critical analysis of results, and interpretation of find-
ings. Emphasis is placed on critical appraisal of the professional litera-
ture and its application to evidence-based practice. The course cul-
minates in the student’s submission of a written preliminary research
proposal.
PT 740 Physical Therapy Administration and Management (2)
The business and administrative perspective of physical therapy as
well as practice building and management will be covered in this
course. The course will explore the managerial skills and organiza-
tional knowledge imperative to professional practice. It will cover
different managerial styles, discuss leadership skills, and explore when
to best implement different styles. Various world health care systems
will be identified and compared in relation to government involve-
ment and funding. Additionally, strategic planning, marketing, busi-
ness organization and pertinent reimbursement and legislative issues
will be addressed. The course will culminate in a presentation of all
components related to a formal business plan for an allied health care
related business.
PT 742 Special Topics in Physical Therapy I (2)
The physical therapist is responsible for working with a wide variety
of patient problems and must be competent in the management of
these problems. This course will provide instruction in special topics
related to physical therapy practice. Methods of evaluation, assess-
ment and treatment of issues related to wound care, prosthetics and
orthotics, gait analysis, lymphedema management, and clinical rea-
soning skills will be discussed in this course. Various methods of
web-based instruction will be used to facilitate learning including
web-based modules, lab activities, group work and didactic instruc-
tion.
PT 757 Clinical Experience II (4)
Clinical Experiences provide the student with opportunities to inte-
grate and implement didactic knowledge with practical experiences.
Experiences are available in a wide variety of practice settings, each
with specific objectives and expectations. These settings include:
acute care, hospital based outpatient, private practices, inpatient reha-
bilitation, schools, and home care. All experiences are full-time for a
duration of 8-10 weeks.
Formerly PT 758: Advanced Clinical Affiliation I.
PT 767 Clinical Experience III (3)
Clinical Experiences provide the student with opportunities to inte-
grate and implement didactic knowledge with practical experiences.
Experiences are available in a wide variety of practice settings, each
with specific objectives and expectations. These settings include:
acute care, hospital based outpatient, private practices, inpatient reha-
bilitation, schools, and home care. All experiences are full-time for a
duration of 8-10 weeks.
Formerly PT 768: Advanced Clinical Affiliation II.
PT 770 Professional Development (2)
Students analyze the behaviors assessed by professional behaviors,
learning styles and Clinical Performance Instrument forms, com-
pleted throughout the professional curriculum. Specific areas of
strength and areas to be improved are identified. Students develop
an action plan for ongoing professional growth. Self-reflection and
peer and faculty evaluations foster the students’ plan for community
service, life-long learning, support and involvement in professional
organizations, and the expanding role of the physical therapist. Licen-
sure preparation is an essential component of this course.
PT 772 Independent Study (2)
Special topics in specific system therapeutics, such as musculoskeletal,
neuromuscular, cardiopulmonary and/or integumentary are covered.
The emphasis is to foster skills in scientific writing in developing the
literature review and discussion of the application and rationale of se-
lected approaches in specific physical therapy settings. A minimum of
two credits of Independent Study is required over two trimesters.
PT 789 Research II (3)
This course is the second of two courses, begun in PT639, that are
related to an entry level research experience in physical therapy. The
Research Proposal begun in PT639 will be further developed, re-
fined, and ultimately completed. Emphasis will be on furthering the
development of critical appraisal skills among students. Students will
analyze their data sets and ultimately present their project at the
Research Symposium.
PT 797 Clinical Experience IV (4)
Clinical Experiences provide the student with opportunities to inte-
grate and implement didactic knowledge with practical experiences.
Experiences are available in a wide variety of practice settings, each
with specific objectives and expectations. These settings include:
acute care, hospital based outpatient, schools, private practices, inpa-
tient rehabilitation, and home care. This experience is full-time for a
duration of 10 weeks, typically. Each student is expected to receive a
grade of “entry-level” for each item that is applicable on the CPI.
PT 842 Special Topics in Physical Therapy II (2)
Advanced topics including women’s health, vestibular rehab, TMJ,
oncology, hand physical therapy and splinting; and therapeutic exer-
cise related to the geriatric individual with pathology are covered.
Students will build on previous didactic course work as well as previ-
ous and current clinical affiliations. Research literature-review will be
employed to insure the physical therapy practice is current and evi-
dence-based. Lab proficiencies will be conducted for vestibular reha-
bilitation, TMJ, and hand physical therapy/splinting topics.
PT 844 Advanced Clinical Seminar (3)
This course covers topics related to unique physical therapy thera-
peutic interventions that may be useful for treating patients with a
variety of neuromuscular and orthopedic conditions. Emphasis is on
the rationale, selection and application of the chosen approaches in
managing distinct populations. Advanced clinical topics addressed
include the following: Neural Mobilization, Thrust Manipulations,
Mulligan Techniques, and Advanced Exercise Principles for patients
across the life-span. Students will be required to demonstrate effec-
tive understanding of the rationale for technique selection during oral
case presentations. Additionally, demonstration of basic proficiency in
the application of these techniques is required as students participate
in practical exams. Case studies require students to examine the liter-
ature and use critical thinking skills so as to provide the evidence
based rationale for treatment prescription as well as implementation.
Students must then progress and modify treatment according to
patient status.
PT 846 Advanced Principles of Physical Therapy (3)
The course focuses on the principles and techniques necessary to per-
form a competent entry level physical therapy examination and de-
velop an intervention program for complex musculoskeletal and pa-
tients with various co-morbidities. Case studies are presented to the
158 |
students who are then expected to perform a complete history, ex-
amination and select and perform appropriate treatment interven-
tion(s). Students are expected to have the knowledge base infor-
mation to complete this process. Principles from the Guide to Physi-
cal Therapist Practice are followed. Case studies require critical
thinking and decision-making skills, as well as differential diagnosis
for the examination to be performed and treatment to be imple-
mented based on the best available evidence. Students will also be
expected to incorporate patient education that includes but is not
limited to prevention and wellness. The students will also be in-
structed in and required to perform proficiency check-outs in grade
V manipulations. Principles and techniques for NDT/SI for the neu-
rologically impaired will be discussed and integrated in case studies
with principles of application in patient populations reviewed.
PT 860 Health Promotion and Wellness (2)
This course is structured to develop a knowledge base, foster critical
analysis skills, and develop implementation strategies related to the
role of the physical therapist in preventative healthcare including
health promotion, injury prevention, fitness and wellness across the
lifespan. Areas of focus include cardiopulmonary and musculoskeletal
wellness through detection of risk factors and prevention of injury
and disease processes with consideration for specific populations in-
cluding pediatric/adolescent, adult, female, geriatric and special pop-
ulations. Students are exposed to public health issues, screening tech-
niques, and strategies for establishing wellness programs in a variety
of settings.
PT 862 Physical Therapy Pharmacology (2)
This course presents a description of the most commonly used phar-
macologic agents seen in physical therapy practice. The basic princi-
ples of pharmacodynamics and pharmacokinetics will be reviewed.
The purpose, action and side effects of medications used to manage
cardiac, pulmonary, neurologic, pain, endocrine, psychiatric and
other disorders will be presented. Recognition and management of
drug side effects and interactions will be presented.
PT 864 Healthcare and Leadership (2)
Leaders in the healthcare industry must have an understanding of
issues currently facing our healthcare system today combined with a
drive to achieve the best in themselves, their employees, and their
organization in order to survive. In this course, we will examine the
expected changes and concerns/potential issues in our healthcare sys-
tem resulting from the passage of the Patient Protection and Afforda-
ble Care Act of 2010. We will study the financing of our healthcare
system, access and socioeconomic issues, and review current models
of healthcare and universal health care programs utilized in other
countries today. Knowledge of these issues provides leaders with a
foundation from which to cultivate teamwork, competency, motiva-
tion and improved performance in an organization. In addition, self-
awareness of leadership qualities and style will be examined.
PT 882 Diagnostic Imaging (2)
This course introduces the DPT student to modern musculoskeletal
imaging. Emphasis is placed on the interpretation of plain films, mag-
netic resonance (MR) and computed tomography (CT) imaging.
The course is taught using a regional anatomic approach. Within
each region, information will generally be presented in the following
order: a brief review of the clinical anatomy of the region, normal
imaging, and pathology. Material from the textbook will be supple-
mented with links to peer-reviewed articles from the radiologic liter-
ature. Throughout the course, emphasis will be placed on the rele-
vance of diagnostic imaging in everyday physical therapy practice.
Clinical case scenarios are utilized to further develop critical thinking
skills of students.
PT 884 Medical Screening (2)
This course will explore the role of the physical therapist as an inde-
pendent practitioner working in a collaborative medical model.
The physical therapist has a responsibility to recognize clinical mani-
festations that suggest physician contact is warranted regarding a cli-
ent's health status. Medical screening procedures that are useful to
physical therapists to identify non-musculoskeletal pathology are re-
viewed. Additionally, the use of medical diagnostic procedures and
laboratory tests in diagnosing various conditions will be addressed.
The referral process is addressed allowing the physical therapist to
optimize the use of other health care team members and their ser-
vices accordingly. The lecture, text and case-base format is used to
foster application in the physical therapy setting.
PT 889 Research III
(2)
The research team, consisting of a small group of students, practicing
clinicians, and/or assigned faculty, continue the implementation of
the research project and the refinement of the proposal written in
Research II. Students express and exchange ideas through various
modes of communication. To sharpen practical communication skill,
the research is presented to peers and faculty through platform and
poster formats at the program’s Annual Research Symposium..
Course Descriptions for Transitional Doctor of
Physical Therapy Program
PT 866t Critical Inquiry
(2)
This course is a prerequisite for PT888t: Evidence Based Practice.
This course introduces the critical inquiry process relevant to basic
and clinical research. Students will learn the basic language, logic and
methods of research, as they relate to Physical Therapy. Specifically,
the course will provide the student with a basic understanding of evi-
dence-based practice, research ethics and research design. This course
will begin the process to enable the student to become an informed
consumer of research literature.
PT 882t Diagnostic Imaging
(2)
This course introduces the DPT student to modern musculoskeletal
imaging. Emphasis is placed on the interpretation of x-ray films,
magnetic resonance (MR) and computed tomography (CT) imaging.
Advanced imaging techniques such as SPECT, PET, US, bone scans,
and videofluoroscopy will also be covered. Using a regional anatomic
approach, information is generally presented in the following order: a
brief review of the clinical anatomy for each region, normal imaging
followed by pathology. Material from the textbook is supplemented
using peer-reviewed articles from the radiologic literature. Through-
out the course, emphasis is placed on the relevance of diagnostic
imaging in everyday Physical Therapy practice. Clinical case scenar-
ios are utilized to further develop critical thinking skills of students.
PT888t Evidence Based Practice
(2)
Evidence-based practice is the integration of best research evidence
with clinical expertise and patient values. In this course, clinicians
will learn to form precise clinical questions and seek answers through
analysis of scientific research. The clinical relevance of studies will be
examined, as clinicians become confident in their ability to apply re-
search findings to their practice.
Prerequisite: a passing grade in PT 888t
PT 860t Health Promotion and Wellness
(2)
This course is structured to develop a knowledge base, foster critical
analysis skills, and develop implementation strategies related to the
role of the physical therapist in preventative healthcare including
health promotion, injury prevention, fitness and wellness across the
lifespan. Areas of focus include cardiopulmonary and musculoskeletal
wellness through detection of risk factors and prevention of injury
and disease processes with consideration for specific populations
159
including pediatric/adolescent, adult, female, geriatric and special
populations. Students are exposed to public health issues, screening
techniques, and strategies for establishing wellness programs in a
variety of settings.
PT 864t Healthcare Leadership
(2)
L
eaders in the healthcare industry must have an understanding of is-
sues currently facing our healthcare system today combined with a
drive to achieve the best in themselves, their employees, and their
organization in order to survive. In this course, we will examine the
expected changes and concerns/potential issues in our healthcare sys-
tem resulting from the passage of the Patient Protection and Afforda-
ble Care Act of 2010. We will study the financing of our healthcare
system, access and socioeconomic issues, and review current models
of healthcare and universal health care programs utilized in other
countries today. Knowledge of these issues provides leaders with a
foundation from which to cultivate teamwork, competency, motiva-
tion and improved performance in an organization. In addition, self-
awareness of leadership qualities and style will be examined.
PT 772t Independent Study: Focus - Scientific Writing
(2)
This course provides an introduction to various methods and
styles of scientific writing and communication essential to the clinical
doctorate in physical therapy. Weekly sessions emphasize principles
of scientific writing, as applied to different forms of scientific com-
munication to further develop each student’s eclectic abilities. Topics
include basic guidelines for writing in the sciences, strategies for get-
ting started, parts of a research article, review paper/integrated paper,
specific aims page, and developing an presentation using PowerPoint.
Writing assignments provide an opportunity for students to apply
writing principles and learn how to edit, proofread and revise their
own work.
PT 884t Medical Screening and Referral
(2)
Medical screening procedures that are useful to physical therapists to
identify non-musculoskeletal pathology are reviewed. The referral
process is addressed allowing the physical therapist to optimize the
use of other health care team members and their services accordingly.
The lecture, text and case-base format is used to foster application in
the physical therapy setting.
PT 862t Physical Therapy Pharmacology
(2)
A review of basic principles of pharmacology impacting clinical phys-
ical therapy practice using a case-based approach is addressed. The
course covers the mechanism of action of drugs, pharmacokinetics,
side effects and therapeutic use. Students will learn the application of
pharmacological interventions and their influence on physical therapy
care plans.
Graduate Programs in Teacher
Education
(845) 848-4090 or fax: (845) 359-7802
Accredited by the Council for the Accreditation of Educator
Programs (CAEP), 1140 19th St NW, Suite 400, Washington, DC
20036.
The undergraduate and graduate programs in Teacher Education at
Dominican University are in transition from accreditation by CAEP
to accreditation by the Association for Advancing Quality in
Educator Preparation (AAQEP):
The Association for Advancing Quality in Educator Preparation
P.O. Box 7511
Fairfax Station, VA 22039-9998.
Email: [email protected].
Dominican University New York offers six programs of study lead-
ing to the Master of Science degree (M.S. Ed.) and to eligibility for
New York State certification:
1)
Teacher of Childhood Education (Grades 1-6)
2)
Teacher of Childhood Education/Students with Disabilities
(Dual Program)
3)
Teacher of Adolescence Education-Grades 7-12 (Mathemat-
ics, Social Studies, Science [Biology, Chemistry, Earth Sci-
ence, Physics], English & World Languages]
4)
Teacher of Adolescence Education/Students with Disabili-
ties (Dual Program)-Generalist Grades 7-12 (Mathematics,
Social Studies, Science [Biology, Chemistry, Earth Science,
Physics], English & World Languages]
5)
Teacher of Students with Disabilities (Grades B-2; 1-6; 5-9
and 7-12) (including additional annotation/extension for
severe and multiple disabilities)
6)
Teacher of Students who are Blind or Visually Impaired
(Birth to Grade 12).
Graduates of the program who hold certification in additional areas
such as Early Childhood, Childhood, Middle Childhood, or Adoles-
cence (Biology, Chemistry, Earth Science, English, Math, Physics,
Social Studies or World Languages) are also eligible to apply for their
professional certification in those areas.
Students in the Childhood and Adolescence Education programs take
27 credits in studies directly related to teaching students in grades 1-6
or 7-12, as per New York State certification requirements, and 6
credits in supervised student teaching/integrative seminar. Know-
ledge and skills gained from course work and student teaching lead to
eligibility for certification as a teacher of Child-hood/Adolescence
Education in the content area (Math, Social Studies, Sciences, Eng-
lish or World Languages). Students must meet State Education De-
partment content area requirements in their certification areas.
Students in the Dual Childhood Education/Students with Disabilities
program take 39 credits in academic studies directly related to teach-
ing students in general and special education settings, as per New
York State certification requirements, and 6 credits of supervised stu-
dent teaching/integrative seminar. Knowledge and skills gained from
course work and student teaching lead to eligibility for dual certifica-
tion as a teacher of Childhood Education and Students with Disabili-
ties or Adolescence Educator/Students with Disabilities Generalist –
Grade 7-12 with content area (Math, Social Studies, Science, English
or World Language specialization). Students must meet State Educa-
tion Department pre-requisite requirements in their respective con-
tent areas.
160 |
Students in the Teacher of Students with Disabilities program take
30-33 credits in studies directly related to teaching students with dis-
abilities, including those with severe or multiple disabilities, and 6
credits of supervised student teaching/seminars. Knowledge and skills
gained from program course work and student teaching lead to eligi-
bility for certification as both a teacher of Students with Disabilities as
well as a special New York State annotation in severe and multiple
disabilities which extends eligibility to teach beyond the traditional
Students with Disabilities certification area.
Students in the Teacher of Students who are Blind or Visually
Impaired program take 21 credits in academic studies directly related
to teaching students who are blind or visually impaired, a 3-credit
supervised student teaching/seminar experience, and additional
course work related to health, behavioral, and other disability con-
cerns. Knowledge and skills gained from course work and student
teaching lead to eligibility for certification as a teacher of the blind
and visually impaired.
All six graduate education programs are offered through the quarter
schedule; 2 courses are offered each quarter. There are five weekends
per quarter, meeting every other weekend. Programs in Childhood
and Adolescence Education and the dual Childhood Education or
Adolescence Education/Students with Disabilities have extended
quarters in the second year of the program where students engage in
student teaching Monday through Friday, attend student teaching
seminar and conduct research. As presently structured, the single cer-
tification programs in Childhood or Adolescence Education and Stu-
dents with Disabilities are completed in 1 ½ years, the Teacher of the
Blind/Visually Impaired program in 7 quarters and the dual certifica-
tion program in Teachers of Childhood Education or Adolescence
Education/Students with Disabilities within two years. All programs
meet during the summer; however, the TVI program is offered
through a hybrid-online model, minimizing time on campus while
the SWD single and dual SWD programs incorporate the
hybrid-online model for several courses which are delineated in their
course descriptions. Access to an off-campus computer/internet is a
requirement for all programs as all courses have Blackboard compo-
nents.
All programs provide a master’s level curriculum to prepare teachers
with the knowledge, skills, and professional ethics/attitudes to work
with learners in the general education classroom or with learners
who have various special educational and/or health-related needs,
including severe cognitive, emotional, visual, auditory, and physical
impairments, and who may be medically fragile as well. In doing so,
these programs address an increasing need in society and, more spe-
cifically, in schools and agencies that require personnel adequately
trained to work with growing populations of students with special
needs. Most courses require a minimum 10 hour field component or
laboratory experience, and all graduate programs require a 3-credit
Research in Education course.
Admissions
Application forms are obtained online from the Dominican
University New York website (www.dc.edu) or from the Office of
Graduate Admissions.
•
Completed form, accompanied by the application fee
(non-refundable), must be returned to the Office of
Graduate Admissions together with
•
a current resume
•
three letters of recommendation (at least one from former
professor)
•
official transcripts (not student copies) of all undergraduate
and graduate records
•
results of the GRE/MAT/SAT or ACT scores.
•
A self-reflective essay highlighting the reasons for the appli-
cant’s desire to become an educator and to pursue the pro-
gram, as well as highlighting strengths/challenges that the
candidate recognizes is required.
Graduates of Dominican University New York should contact the
Office of the Registrar requesting that an official transcript be sent to
the Office of Graduate Admissions. Verification of teaching certifi-
cates must also be submitted for Students with Disabilities and
Blind/Visually Impaired programs. An on-site, phone or email inter-
view with the Program Director is required of all applicants. Grad-
uate students are expected to demonstrate proficient written and oral
communication skills in English.
An applicant to one of the programs may be admitted either as 1) a
matriculated student, one seeking to fulfill the requirements for a
degree, or 2) as a non-matriculated student, one earning graduate
credit for specific courses (typically for state certification purposes)
but not for the degree. Before beginning graduate courses, all
applicants must hold a bachelor’s degree from an accredited college
or university acceptable to Dominican University New York.
Applicants who file an application before the baccalaureate degree
has been conferred may be provisionally accepted pending successful
completion of undergraduate work. Applicants who have completed
curricular requirements for a New York initial teaching certificate in
one of four student developmental levels (Early Childhood,
Childhood, Middle Childhood, or Adolescence), but who have not
yet passed the New York State Teacher Certification Exams, may
also be pro-visionally accepted to the Students with Disabilities or
Blind/Visually Impaired programs and must submit documentation
to meet out-standing requirements prior to the beginning of their
second quarter.
These processes are the same for students seeking either the degree or
certification only.
Undergraduate seniors with a 3.0 GPA. who are enrolled in an Edu-
cation/Special Education program may pursue the University’s
S.Y.R.O.P. (Senior Year Overlap) option, an opportunity to start
Year I of the six quarter M.S.in Ed. degree program while simultane-
ously completing the bachelor’s degree. This option is intended to
enable completion of both the bachelor’s and the master’s degree
within a five-year period. Undergraduate applicable courses are SE
330, 336, 441 and 465. Seniors interested in teaching individuals
who are blind or visually impaired may also apply to take 9 selective
credits in the Graduate Program in Teachers of the Blind/Visually
Impaired to obtain advanced standing in the TVI program. Applica-
tion to S.Y.R.O.P should be made to the Program Director early on
during the undergraduate's studies.
At least a B average in the overall undergraduate or graduate record is
required for admission, although other factors will be considered in
the decision, such as years of professional experience, grade point
average in the major field, and academic development beyond the
baccalaureate degree. Students not meeting the stated criteria may be
admitted on a conditional basis. In order to maintain matriculated
status, such students must then achieve a minimum grade of B for the
first six credits attempted and provide evidence of having remediated
any deficiencies.
Academic Requirements and Standards
General Requirements:
The expectation is that all courses for the degree will be taken at
Dominican University New York. A maximum of six credits may be
considered for transfer. Equivalent graduate course work may be
considered for transfer credit if (a) the grade was a minimum of B
and (b) the course was taken within five years of the term in which
161
the student wishes to register for it.
All requirements (courses, papers, projects) must be completed
within a maximum of five years from the beginning of the term in
which the candidate is awarded the first credits towards the degree,
whether the credits were earned on a non-matriculated or matricu-
lated basis. Extension of this time cannot be granted. Courses are
offered in a cycle according to a regular curriculum pattern. It is the
responsibility of the student to register for courses in the sequence in
which they are offered and to plan his or her progress so as to com-
plete all requirements within the five-year period. In exceptional cir-
cumstances, a student may be granted permission to take courses out
of sequence.
The University reserves the right, at its discretion, at any time, to ter-
minate matriculation if the student fails to make sufficient progress
towards the degree. Candidates for the degree not in attendance for
two calendar years will have their matriculation terminated. To reac-
tivate their matriculation, these candidates must receive permission
from the Program Director. In order to be readmitted, such candi-
dates must be able to meet all degree requirements within the five-
year period dating from their original quarter.
All students must maintain a minimum cumulative G.P.A. of at least
3.0 (B). A course in which a student earns less than "B" must be re-
peated. No more than one course can be repeated.
Non-Matriculated Certification:
Students seeking individual transcript certification (non-matriculated
certification status) without completion of the entire TVI program
must take: VI 532, VI 533, VI 534, VI 535, VI 538, VI 539, VI 641,
VI 642 and VI 717 and (3-6) credits in Special Education course
work, based on transcript review. Students in areas other than TVI
who are seeking non-matriculated Certification Only status must
take courses as prescribed by the NYS Education Department based
on transcript review by the Certification Officer at the University.
Students are expected to maintain at least a 3.0 cumulative GPA with
no course lower than a B to be considered in “good standing.”
Students whose cumulative GPA is at least 3.75 will be awarded gradu-
ate honors upon graduation.
Off-Site Requirements
Graduate faculty supervise both student teaching and field work, and
students work with experienced, certified cooperating teachers. In pro-
grams that require prior certification and student teaching, in-service
teachers, if they are working with the appropriate population, can com-
plete student teaching in their own classroom with the Program Direc-
tor’s permission. Those courses of study that culminate with a student
teaching experience meet on a regular basis for seminar. Seminar is
viewed as integrative in nature, meshing theory with practical applica-
tion. Depending on the program, the seminar is delivered on campus
or online.
All programs leading to institutional endorsement for certification
require 150 hours of clinically rich field work as a prerequisite to stu-
dent teaching. Students observe, interact, evaluate and reflect in class-
rooms that correlate with their teaching certification. A full semester of
student teaching experience is mandated for all candidates who do not
possess an initial teaching certification. Student teachers shadow, ob-
serve and gradually teach individuals, small groups and the whole class
according to prescribed grade curricula that correspond to their certifi-
cation developmental level. Candidates with prior certification in an-
other area will participate fully in a quarter based student teaching/
practicum experience. They will be responsible for providing planning,
implementation and assessment of instruction while being mentored by
a certified teacher and a University supervisor.
Capstones and Final Requirements
The student teaching experience, linked with the seminar and the
research course, comprise the capstone experience for program com-
pleters. Students who have successfully fulfilled all coursework require-
ments in Teacher Education are invited to engage in a professionally
rich venture where they spend a full semester planning, instructing and
assessing in preparation for their role as teacher. They participate in two
8 week long field experiences—one focusing on the lower range of
their certification area and the other on the higher end. They are for-
mally observed by their faculty supervisor at least twice in each venue
and participate fully in self-reflection and weekly seminar meetings on
campus. Additionally, student teachers select, under advisement, a topic
germane to their classroom on which they complete an action research
proposal.
Students must complete all prerequisites such as outstanding content
area credits and all graduate coursework prior to student teaching. In
order to receive NYS certification all candidates must complete, in ad-
dition to all Dominican University New York program requirements,
the NYS Education Department’s mandated tests which include Edu-
cating All Students (EAS), the appropriate content specialty tests (CSTs)
and the performance assessment (edTPA) as well as complete an appli-
cation and clear mandated fingerprinting procedures and requisite
workshops that are provided through the student teaching seminar.
Curricular Outlines and Plans
Teacher of Childhood Education
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
ED 520
Foundations
of Education
(3):
ED 531 Fun-
damentals of
Literacy (3)
ED 532 Strat-
egies for Lit-
eracy Growth
(3)
ED 563
Methods for
Mathematics
Instruction
(2)
ED 522 Edu-
cational and
Developmen-
tal Psychology
(3)
SE 510 Psy-
chosocial As-
pects of Ex-
ceptionality
(3)
SE 511 Strate-
gies for the
Inclusive
Classroom (3)
ED 564
Methods for
Science In-
struction (2)
ED 565
Methods for
Social Stud-
ies Instruc-
tion (2)
Year 2:
Quarter V
(extended)
(9 credits)
ED 672
Student
Teaching (3)
ED 673
Student
Teaching
Seminar (3)
ED 616
Research in
Education (3)
162 |
Teacher of Adolescence Education
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
ED 520
Foundations
of Education
(3)
ED 531
Fundamentals
of Literacy (3)
ED 542
Inclusive Lit-
eracy Strate-
gies for the
Adolescent
Learner (3)
ED 519
Growth,
Develop-
ment and
Cognition in
the Adoles-
cent Learner
(3)
ED 522
Educational
and Develop-
mental Psy-
chology (3)
SE 510
Psychosocial
Aspects of Ex-
ceptionality
(3)
SE 511
Strategies for
the Inclusive
Classroom (3)
ED 566-580
Methods and
Materials in
Adolescent
Education
ED 566
Math (3) or
ED 567
Social Stud-
ies (3) or
ED 568
Science (3)
or
ED 569
English (3)
or
ED 580
World Lan-
guages (3)
Year 2:
Quarter V
(extended)
(9 credits)
ED 674
Student
Teaching (3)
ED 675
Student
Teaching
Seminar (3)
ED 616
Research in
Education (3)
Teacher of Childhood Education/Students with Disabilities
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
ED 520
Foundations
of Education
(3)
ED 531 Fun-
damentals of
Literacy (3)
ED 532 Strat-
egies for Lit-
eracy Growth
(3)
ED 563
Methods for
Mathematics
Instruction
(2)
ED 522 Edu-
cational and
Developmen-
tal Psychology
(3)
SE 510 Psy-
chosocial As-
pects of Ex-
ceptionality
(3)
SE 511 Strate-
gies for the
Inclusive
Classroom (3)
ED 564
Methods for
Science In-
struction (2)
ED 565
Methods for
Social Stud-
ies Instruc-
tion (2)
Year 2:
Quarter V
(6 credits)
Quarter VI
(6 credits)
Quarter VI
(extended)
(9 credits)
SE 537
American
Sign Language
(3)
SE 565
Curriculum
and Instruc-
tional Strate-
gies (3)
ED 672
Student
Teaching (3)
SE 541
Psychoeduca-
tional Diag-
nosis and Ass-
sessment (3)
SE 623
Positive
Behavior Ap-
proaches (3)
ED 673
Student
Teaching
Seminar (3)
ED 616
Research in
Education (3)
163
Teacher of Adolescence Education/Students with Disabilities
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
ED 520
Foundations
of Education
(3)
ED 531
Fundamentals
of Literacy (3)
ED 542
Inclusive Lit-
eracy Strate-
gies for the
Adolescent
Learner (3)
ED 519
Growth,
Develop-
ment and
Cognition in
the Adoles-
cent Learner
(3)
ED 522
Educational
and Develop-
mental Psy-
chology (3)
SE 510
Psychosocial
Aspects of Ex-
ceptionality
(3)
SE 511
Strategies for
the Inclusive
Classroom (3)
ED 566-580
Methods and
Materials in
Adolescent
Education
ED 566
Math (3) or
ED 567
Social Stud-
ies (3) or
ED 568
Science (3)
or
ED 569
English (3)
or
ED 580
World Lan-
guages (3)
Year 2:
Quarter V
(6 credits)
Quarter VI
(6 credits)
Quarter VI
(extended)
(9 credits)
SE 537
American
Sign Language
(3)
SE 565
Curriculum
and Instruc-
tional Strate-
gies (3)
ED 674
Student
Teaching (3)
SE 541
Psychoeduca-
tional Diag-
nosis and As-
sessment (3)
SE 623
Positive Be-
havior Ap-
proaches (3)
ED 675
Student
Teaching
Seminar (3)
ED 616
Research in
Education (3)
Teacher of Students with Disabilities with Severe/Multiple Extension
Annotation
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
SE 530
Psychology of
Learners with
Academic and
Behavioral
Challenges (3)
SE 565
Curriculum
and Instruc-
tional Strate-
gies for
Teaching Stu-
dents with
Disabilities (3)
SE 622
Collaboration
and Teaming
to Support All
Students
(3)
SE 616
Research in
Special Edu-
cation (3)
SE 537
American
Sign Language
(3)
SE 623
Positive Be-
havior Ap-
proaches (3)
SE 624 Link-
ing Curricu-
lum, Assess-
ment and In-
struction for
Students (3)
SE 617
Student
Teaching
and Seminar
(3)
Year 2:
Quarter V
(6 credits)
Quarter VI
(6 credits)
SE 541
Psychoeduca-
tional Diag-
nosis and As-
sessment (3)
SE 625
Communica-
tion, Tech-
nology and
Literacy (3)
SE 621
Adaptive
Methods for
Developing
Motor Skills
in Students
with
Health/Physi-
cal Disabilities
(3)
SE 717
Student
Teaching and
Advanced
Seminar:
Person Cen-
tered Planning
(3)
164 |
Teacher of Students Who Are Blind/Visually Impaired
Year 1:
Quarter 1
(6 credits)
Quarter 2
(6 credits)
Quarter 3
(6 credits)
Quarter 4
(6 credits)
VI 532
Psychosocial
Aspects and
Evaluation of
Blindness/
Visual Impair-
ments (3)
VI 535
Literary
Braille and In-
structional
Strategies (3)
(continued
from Quarter
1)
VI 533
Assessment
and Func-
tional Impli-
cations of
Blindness/Vis-
ual Impair-
ment (3)
VI 534
Orientation
and Mobility
for Teachers
(3)
2 day on-
campus lab
VI 535
Literary
Braille and In-
structional
Strategies (3)
VI 538
Nemeth and
Other Special-
ized Braille
Codes (2)
VI 641
Methods for
Academic
Learners
who are
Blind/Visu-
ally Impaired
(3)
3 ½ day resi-
dency on
campus
VI 539
Assistive
Technology
for Students
who are
Blind/Visually
Impaired (1)
3 day resi-
dency on
campus
Year 2:
Quarter V
(6 credits)
Quarter VI
(6 credits)
Quarter VI
(6 credits)
SE 621
Adaptive
Methods for
Developing
Motor Skills
in Students
with Health/
Physical Disa-
bilities (3)
SE 623 Posi-
tive Behavior
Approaches
(3)
SE 537
American
Sign Language
(3)
VI 717
Student
Teaching and
Advanced
Seminar (3)
VI 642
Methods for
Young and/or
Multiply Im-
paired Learn-
ers with Vis-
ual Impair-
ments/Blind-
ness (3)
SE 616
Research in
Special Edu-
cation (3)
Procedures
Students are advised to refer to the Dominican University New York
Student Handbook and the Master of Science in Education Handbook
for additional information.
Advisement:
Advisement for all courses in the MS in Education programs is on-go-
ing and provided to each student quarterly by the Coordinator and/or
Director of the program. Students register online for appropriate
courses according to the calendar that is provided each quarter.
Courses that require fieldwork require students to document their field
hours on a timesheet that is issued at the onset of the course. All time-
sheets are signed by the instructor and filed in the students’ folders. Stu-
dents should keep copies of their timesheets for their own records.
Specialized residency requirements for the TVI Program take place in
the Summer quarter. See course descriptions for VI 534, VI 539 and VI
641.
Health:
All student teaching placements require medical clearance; forms are
obtained from the Teacher Education Graduate Program office located
in Casey 105 and must be completed/submitted before placements
begin.
Leave of Absence and Withdrawal:
Students who wish to apply for a leave of absence or course/program
withdrawal must confer with the Program Director after submitting the
appropriate forms which can be obtained from the Teacher Education
Graduate Program office.
Certification
Satisfactory completion of all requirements for the MS in Education
programs in Childhood Education, Childhood Education/Students
with Disabilities, Adolescence Education, Adolescence Education/Stu-
dents with Disabilities, Students with Disabilities with Annotation Ex-
tension in Severe/Multiple Disabilities and Teachers of the Blind/Visu-
ally Impaired lead to institutional recommendation for both initial and
professional certification through the NYS Education Department. In
addition to degree conferral, all candidates for certification must meet
NYS Education Department requirements as follows:
Initial Certification:
- Application to www.nysed.gov for TEACH account
- Satisfactory completion of the following mandated tests:
o Educating All Students (EAS)
o Content Specialty Tests-per certification area:
▪ Childhood Education: Multisubject
Grades 1-6
▪ Adolescence Education: Content Spe-
cialty Test in Academic Area—English,
Math, Science, Social Studies, World
Languages
▪ Students with Disabilities
▪ Multisubject Grades 7-12/SWD Gener-
alist (Adolescence)
▪ Teacher of the Blind/Visually Impaired
o Educative Teacher Performance Assessment
(edTPA)
- Successful fingerprinting clearance through www.Iden-
togo.com
- Completion of mandated seminars in Child Abuse Identifica-
tion/Reporting, Project SAVE, Dignity for All Students Act
(DASA)
165
Professional Certification:
- 3 years of compensated teaching experience
- Verification of first year mentorship
- Application to www. nysed.gov for additional certification
- Content Specialty Tests in additional certification area
Course Descriptions for the Master of Science
Degree in Education
ED 519 Growth, Development and Cognition in the Adolescent
Learner (3)
Explores the unique developmental period of adolescence as a major
stage of progressing from childhood into adulthood. Early, middle,
and late adolescent development will be covered in depth through
the challenges presented at each stage. Global and specific nuances
that are indigenous to each stage will be included in the topics pre-
sented. The realities and myths of adolescence will be examined, as
well as the contributions of researchers and relevant empirical studies
that can be applied to the understanding of this critical period.
Field experience required.
ED 520 Foundations of Education (3)
Historical, philosophical, economic and sociological trends impacting
education and schooling in America; analysis of current issues which
influence outcomes and trends in education and the role of the
school in modern society. With that background, students will then
turn to the ‘nitty-gritty’: diagnosis of instructional needs; planning
and financing educational outcomes, both long and short term; as-
sessment and instructional strategy. Aligning strategy to different
types of learners and to various age groups will be examined. The
New York State Learning Standards are introduced
.
Field experience required.
ED 522 Educational and Developmental Psychology (3)
Psychological principles applied to the teaching/learning process:
growth and maturation of the learner from birth through adoles-
cence; overview of various approaches, such as cognitive-adaptive,
Piaget, Erikson, Vygotsky; factors of efficient learning/teaching;
scaffolding and constructivist theory; individual differences; motiva-
tion; classroom management; effective study; transfer of learning; and
principles and purposes of measurement and evaluation.
Field experience required.
ED 531 Fundamentals of Literacy (3)
This course is designed to introduce students to the communication
processes of listening, speaking, reading, and writing with special
emphasis on information gathering, comprehension, and expression.
The underlying theory of natural learning will be explored. The
course will stress instructional strategies and materials required for lit-
eracy response, critical analysis, and social interaction for learners.
Field experience required
.
ED 532 Strategies for Literacy Growth (3)
This course is designed to be an extension and refinement of the
communication process involved with listening, speaking, reading,
and writing as they pertain to differentiated instruction and evalua-
tion for both English speakers and English language learners. Special
attention will be paid to reading and writing in the content areas.
Emphasis will be placed on the diagnostic/prescriptive model of
reading, and students will be required to work with individual learn-
ers in the assessment and remediation of reading difficulties.
Field experience required.
ED 542 Inclusive Literacy Strategies for the Adolescent
Learner (3)
This course strengthens the processes involved with listening, speak-
ing, reading and writing, focusing on content areas within adolescent
programs in the middle and high schools, for both English speakers
and English Language Learners. Emphasis will be on utilizing content
and technical knowledge to make learning accessible for varying stu-
dent needs and abilities, developing an understanding of assessment
at the secondary level and incorporating instructional strategies and
approaches, including differentiation, as they pertain to literacy in the
heterogeneous adolescent environment.
Field experience required.
ED 563 Methods for Mathematics Instruction (2)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching mathematics
to diverse learners. Focus on strategies for NYS Standards based
instruction.
Field experience required.
ED 564 Methods for Science Instruction (2)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching science to
diverse learners. Focus on strategies for NYS Standards based instruc-
tion.
Field experience required.
ED 565 Methods for Social Studies Instruction (2)
Study and implementation of instructional materials, planning, meth-
ods, and assessment procedures appropriate for teaching social studies
to diverse learners. Focus on strategies for NYS Standards based
instruction.
Field experience required.
ED 566 Methods and Materials in Adolescent Education:
Mathematics (3)
This secondary methods/materials course provides an arena in which
the prospective Mathematics teacher will review the curricula of
his/her content area; in addition, the student will have an oppor-
tunity to study methods, materials, techniques and evaluation means
utilized in the current classroom. An essential component of this
course is field experience which will assist the student in becoming
comfortable and competent with observing and teaching in the sec-
ondary school under the direction of a certified adolescence Mathe-
matics educator.
ED 567 Methods and Materials in Adolescent Education:
Social Studies (3)
This secondary methods/materials course in Social Studies will pro-
vide an arena in which the prospective teacher will review the cur-
ricula of his/her content area; in addition, the student will have an
opportunity to study methods, materials, techniques and evaluation
means utilized in the current classroom. An essential component of
this course is field experience which will assist the student in becom-
ing comfortable and competent with observing and teaching in the
secondary school under the direction of a certified adolescence Social
Studies educator.
ED 568 Methods and Materials in Adolescent Education:
Science (3)
This secondary methods/materials course will provide an arena in
which the prospective Science (Biology, Chemistry, Earth Science or
Physics) teacher will review the curricula of his/her content area; in
addition, the student will have an opportunity to study methods, ma-
terials, techniques and evaluation means utilized in the current class-
room. An essential component of this course is field experience
which will assist the student in becoming comfortable and competent
with observing and teaching in the secondary school under the direc-
tion of a certified adolescence Science Educator.
166 |
ED 569 Methods and Materials in Adolescent Education:
English Language Arts (3)
This secondary methods/materials course will provide an arena in
which the prospective English teacher will review the curricula of
his/her content area; in addition, the student will have an oppor-
tunity to study methods, materials, techniques and evaluation means
utilized in the current classroom. An essential component of this
course is field experience which will assist the student in becoming
comfortable and competent with observing and teaching in the sec-
ondary school under the direction of a certified adolescence English
Language Arts educator.
ED 580 Methods and Materials in Adolescent Education:
World Languages (
3)
This secondary methods/materials course will provide an arena in
which the prospective World Languages teacher will review the cur-
ricula of his/her content area; in addition, the student will have an
opportunity to study methods, materials, techniques and evaluation
means utilized in the current classroom. An essential component of
this course is field experience which will assist the student in becom-
ing comfortable and competent with observing and teaching in the
secondary school under the direction of a certified adolescence
World Language educator.
ED 616 Research in Education (3)
This course is designed to assist the graduate student with the acquisi-
tion of the knowledge, skills and professional attitudes required to
approach current research in the field of education. Through student
exercises, critiques of published research, class discussions and reac-
tions to a variety of class readings, graduate students will develop the
skills necessary to read, interpret and critique professional literature
and to begin to design their own scholarly research. Principles, prob-
lems and procedures related to planning and conducting educational
research will be discussed, and students will be expected to complete
an action research proposal relevant to their interests.
ED 672 Student Teaching (3)
Supervised observation and student teaching in an approved elemen-
tary school under a certified teacher. Eight weeks are spent with stu-
dents in grades 1-3; eight weeks with students in grades 4-6. The
student teacher gradually transitions from observation to increasing
participation in, and responsibility for, planning and implementing
instruction. The student teacher is responsible for maintaining a writ-
ten reflective log to be submitted weekly to college supervisor and
is expected to be involved in all aspects of school life relevant to
instruction.
ED 673 Integrative Seminar (3)
This course, a co-requisite with student teaching, offers the prospec-
tive childhood education teacher an opportunity to apply educational
theory to pedagogical practice. Through structured and goal directed
sessions, case studies and discussion, the student teacher will learn to
access resources that will enable him/her to maximize children's
growth and educational development within the school system. All
required seminars for NYS certification will be completed in ED
673.
Field experience is the ED 672 co-requisite
.
ED 674 Student Teaching (3)
Supervised observation and student teaching in an approved mid-
dle/high school under a certified teacher. Eight weeks are spent with
students in grades 7-9; eight weeks with students in grades 10-12.
The student teacher gradually transitions from observation to increas-
ing participation in, and responsibility for, planning and implement-
ing instruction. The student teacher is responsible for maintaining a
written reflective log to be submitted weekly to college supervisor
and is expected to be involved in all aspects of school life relevant to
instruction.
ED 675 Integrative Seminar (3)
This course, a co-requisite with student teaching, offers the prospec-
tive adolescence education teacher an opportunity to apply educa-
tional theory to pedagogical practice. Through structured and goal
directed sessions, case studies and discussion, the student teacher will
learn to access resources that will enable him/her to maximize chil-
dren's growth and educational development within the school sys-
tem. All required seminars for NYS certification will be completed in
ED 675.
Field experience is the ED 672 co-requisite.
SE 510 Psychosocial Aspects of Exceptionality (3)
Introduction to the area of child/adolescent/ adult exceptionality,
focusing on the educational, historical, sociological, philosophical,
legal, ethical, and psychological issues involved in definition and clas-
sification. The student has the opportunity to understand his/her
own feelings about exceptionality and to interact indirectly and di-
rectly with exceptional individuals in schools and work sites.
Field experience required.
SE 511 Strategies for the Inclusive Classroom (3)
Provides the prospective teacher with a repertoire of evidence-based,
instructionally –focused differentiation strategies for students with
challenging behaviors. Incorporates Response to Intervention and
Universal Design for Learning principles that facilitate inclusive prac-
tices in the resource room, self-contained and mainstreamed class-
room environments. Field experience in special education classrooms
required. Prerequisite: SE 510 or equivalent.
SE 530 Psychology of Learners with Academic and Behavioral
Challenges (3)
This needs-based, deliverable strategy-oriented course focuses on
teaching the learner with academic and/or behavioral challenges in
early childhood/childhood/middle childhood/adolescence. Various
etiologies and methodologies are examined and implemented. Im-
portance of legislation and advocacy related to academic, social,
behavioral, and emotional issues, as well as importance of transition
planning for appropriate
IEP goal delivery.
Field experience required.
SE 537 Introduction to American Sign Language (A.S.L.) (3)
Students will demonstrate receptive and expressive mastery of tar-
geted, context specific commands, questions, statements and dia-
logue, using the manual alphabet and signing Exact English. Students
will develop cross-cultural skills and understanding of the deaf com-
munity. Offered as a hybrid/online course.
SE 541 Psychoeducational Diagnosis and Assessment (3)
Assessment techniques necessary for identifying strengths and deficits
in the learner with disabilities. Course provides experiences in both
formal and informal assessment techniques, task analysis, and the
interpretation of psychoeducational data for students with learning
problems. The field experience is the development of a case history:
selection, administration, and evaluation of testing instruments
appropriate to either early childhood, childhood, middle childhood,
or adolescence, and completion of comprehensive school and family
reports.
Field experience required.
SE 565 Curriculum and Instructional Strategies for Teaching
Students with Disabilities (3)
Examines educational research, appropriate teaching and learning
strategies, and supportive materials and technology to maximize edu-
cational achievement for the early childhood/childhood/middle
childhood/adolescent student with disabilities. Major project is de-
velopment, implementation, and evaluation of an IEP based on data
gathered from SE 541, with focus on NYS learning standards, and
addressing the appropriate developmental level of the disability certi-
fication area.
Field experience required.
167
SE 616 Research in Special Education (3)
Presents an overview of research design as applicable to students with
disabilities, including those with multiple and severe disabilities and
visual impairments/blindness. Students utilize remote library
databases as a research tool. Students prepare an action research
proposal with a focus on an issue pertinent to their current or future
employment interests. Offered as a hybrid/online course.
SE 617 Student Teaching and Seminar (3)
Student teaching assignment with developmentally appropriate learn-
ers for area of certification being sought. Seminar addresses elements
of accessible pedagogy, including: community building and positive
behavior approaches, culturally relevant curriculum, multiple intelli-
gences, flexible grouping and cooperative learning, multilevel curric-
ulum, and active learning. Focus is on developing IEPs that align
with general education curriculum and strategies that include all
learners.
Field experience required.
SE 621 Adaptive Methods for Developing Motor Skills in
Students with Health and/or Physical Disabilities (3)
Addresses the needs of students with physical and/or health impair-
ments in order to promote optimal participation in the educational
setting. Skills in positioning and physical handling techniques, meth-
ods for developing daily living skills competence, modification and
adaptation of curriculum and instructional materials, and teaming ef-
forts with related service providers are addressed. Offered as an
online course.
Field experience required
.
SE 622 Collaboration and Teaming to Support all Students (3)
Provides students with knowledge and skill to work effectively as
members of an instructional team in diverse and heterogeneous class-
rooms. Students will study effective team design, routines and inter-
actions, and evaluate team experiences in view of standards of inter-
active efficiency. Models of co-teaching, team teaching, and consult-
ant teaching will be considered. Relationships of teacher to para-ed-
ucator, related service providers, family, and community members
will be addressed.
Field experience required.
SE 623 Positive Behavior Approaches (3)
Application of behavioral principles and paradigms utilized in the
classroom including Positive Behavior Supports, Applied Behavior
Analysis and TEACCH; intervention and scheduling; changing,
maintaining, and transferring new behaviors. Assessing behavior in
environmental context and utilizing positive practices for prevention
of behavioral excesses. Offered as a hybrid/online course.
Field experience required.
SE 624 Linking Curriculum, Assessment, and Instruction for
Students (3)
Provides students with alternative assessment strategies and teacher
designed assessment strategies applicable to students with disabilities
who do not participate in standardized assessments. Emphasis on rela-
tionship of assessment to curriculum development and implementa-
tion aligned to the general education curriculum. Use of assessment
tools to inform and refine curriculum design in a standards-based
classroom. Offered as a hybrid/online course.
Field experience required.
SE 625 Communication, Technology, and Literacy (3)
Review of development of communication skills and an examination
of communication options and alternatives for learners who are una-
ble to meet their daily communication needs through natural modes
such as speech, gesture or handwriting. Addressed are gestural and
touch cues, tangible communication systems, graphic communication
systems, communication boards, electronic and other augmentative
communication devices as well as functional and beginning literacy
skills and technology to support these.
Field experience required.
SE 717 Student Teaching and Advanced Seminar: Person
Centered Planning (3)
Provides students with skills and knowledge to develop person- cen-
tered plans based on a capacity view of individuals with disabilities.
Students will develop skills in creating M.A.P.S., P.A.T.H. and a
Person Centered Plan for an early childhood, childhood, middle
childhood, or adolescent student with moderate to severe disabilities.
Field experience required.
VI 532 Psychosocial Aspects and Evaluation of Blindness and
Visual Impairment (3)
Changing nature of population; definitions; history of services; legis-
lative history; attitudes towards the blind; adjustment to blindness;
effects of blindness on cognitive, physical, psychological and social
development during early childhood, adolescence, transition, and
adulthood; formal and informal evaluation procedures.
Field experience required.
VI 533 Assessment and Functional Implications of Visual
Impairment (3)
Anatomy and development of the eye; nature and degrees of impair-
ment; optical and non-optical devices for low vision; vision testing in
clinical and educational settings; assessment of visual perceptual func-
tioning; learning media assessment; functional vision assessment.
Field experience required.
VI 534 Orientation and Mobility for Teachers (3)
Special skills required for successful independent travel. Skills to be
stressed are concept development, orientation and spatial awareness,
exploration of the environment, and pre-cane techniques. Students
will participate in a variety of movement experiences using occluders
which simulate both total and partial vision loss.
Field experience required as well as 2-day residency on campus.
VI 535 Literary Braille and Instructional Strategies (3)
Reading and writing of standard English Grade II Braille, using both
Braillewriter and slate and stylus. Preparation of assignments in both
"hard" Braille and "simulated" Braille using computer programs. The
teaching of Braille reading and writing, with attention to the New
York State Learning Standards for the English Language Arts.
Field experience required.
VI 538 Nemeth and Other Specialized Braille Codes (2)
Continuation and reinforcement of literary Braille; instruction in
reading and writing of Nemeth code for scientific and mathematical
notation; instruction in utilization of Cranmer abacus for math calcu-
lation. Braille formatting, foreign language codes, music Braille, and
computer Braille code are introduced. Strategies for Braille reading
and writing instruction are further developed, with continuing atten-
tion to the New York State Learning Standards for English Language
Arts.
Field experience required.
VI 539 Assistive Technology for Students Who Are Blind or
Visually Impaired (1)
Overview of assistive technology for persons who are blind or visu-
ally impaired--Braille, enlarged print, speech. Lecture and "hands-
on" experience with screen readers, Braille notetakers, Braille transla-
tion programs, and screen magnifiers. Representatives from technol-
ogy companies, the American Printing House for the Blind, and local
distributors will explain and demonstrate use of products and assist
with instruction of selected devices and programs. Offered as a week-
long online course.
VI 641 Methods for Academic Learners Who Are Blind or
Visually Impaired (3)
Principles of materials development and teaching strategies for chil-
dren with visual impairments and total blindness. A sampling of all
168 |
K-12 subject areas is examined, and special emphasis is placed on
reading readiness, reading, the language arts, and visual stimulation.
Instruction in developing tactile graphics; students will create tactile
graphics to enhance lessons presented in class and/or online. Students
will examine means of assuring that New York State Learning Stand-
ards in all identified areas are met by all learners. 3 day residency re-
quirement.
Field experience required.
VI 642 Methods for Young and/or Multiply Impaired
Learners Who Are Blind or Visually Impaired (3)
Assessment and intervention strategies for working with young
and/or older multiply disabled learners who are blind or visually im-
paired. Emphasis on developing compensatory skills in young chil-
dren, and functional skills in older blind and visually impaired chil-
dren with multiple disabilities; perspective is teaming and collabora-
tion. The New York State Learning Standards and Alternate Perfor-
mance Indicators for Students with Severe Disabilities will be identi-
fied and addressed in curriculum planning.
Field experience required.
VI 717 Student Teaching and Advanced Seminar (3)
Student teaching either during the academic year, if the student is
employed working with learners who are visually impaired, or during
the summer. Placements will be determined in consultation with fac-
ulty. The seminar refines topics such as working with the para-edu-
cator, working with families, developing appropriate I.E.P. goals and
objectives, conducting functional vision assessments, learning media
assessments, transition plans, and preparing community presentations.
| 169
Tuition and Fees
Undergraduate Tuition & Fees 2022-2023
Tuition
12 -17 credits/semester*
$15,610
18 credits & over
$425/credit
Fewer than 12 credits
$950/credit
General Registration Fees (non-refundable)
12 or more credits
$450/term
Fewer than 12 credits
$220/term
Resident Students:
Room & Board:
Hertel Hall
Single Room
$7,300/semester
Suite
$7,050/semester
Double Room
$7,010/semester
Triple Room
$6,860/semester
Rosary Hall:
Single Room
$6,890/semester
Double Room
$6,960/semester
Triple Room
$6,860/semester
Guzman Hall
Two Singles Units
$7,580/semester
Four Singles Unit
$7,880/semester
Dorm Damage Deposit
$250
Tuition Deposit
$300
Special Fees 2022-2023
Undergraduate auditing fee (per course) $650
Graduate auditing fee $750
Portfolio (per credit) $50
Conferring of Degree $250
Transcripts $5
Late Registration $50
Nursing (pre-licensure) support and
test preparation (non-refundable) $75/Semester
ABSN support and test prep (non-refundable) $150/Term
WABSN support and test prep
(non-refundable) $75/Term
FNP Continuance Fee $1,040/Term
DNP Continuance Fee $1,100/Term
Nursing UG Clinical Fee $150/Term
FNP Online Text Fee $50/Term
OT Program Fee $200/Term
ID Card Replacement Fee $20
Partial
Withdrawal from the University:
On or before the first day of class
100%
After the first class, before the end of the
first week of class
100%
Within the second week of class
80%
Within the third week of class
60%
Within the fourth week of class
50%
After the fourth week of class
No refund
Weekend Withdrawals:
For weekend sessions, refunds will be granted as follows:
On or before the first class meeting or the
first weekend
100%
Before the second weekend
80%
Before the third weekend
50%
After the third weekend
No refund
For DC Online courses, refunds will be granted as follows:
On or before the first class meeting
100%
On or before the second week
80%
On or before the third week
50%
After the third week
No refund
Illustrative examples of refund calculations are available in the
Bursar’s Office.
Special Session (Winter/Summer) Withdrawals:
On or before the first class meeting
After the first class meeting
100%
No refund
DC Online Tuition & Fees 2022-2023
Tuition (per credit, DC Online students
only):
$650
Graduate Tuition & Fees 2022-2023
Master’s programs tuition (per credit):
DPT and DNP
MSN-FNP and OT
MBA, MSED, MSIM
MSOLC
$1,110
$1,040
$1,020
$730
Graduate Registration Fees 2022-2023 (nonrefundable):
Application fee
Full-time registration (12+ credits/term)
$50
$450
Part-time (fewer than 12 credits/term)
$220
The University reserves the right to modify the Schedule of Tuition
and Fees at its discretion. Billings for tuition and fees and any room
and board charges are due as indicated on the Statement of Student
Accounts. Existing unpaid balances will prevent further registration
and the issuance of official transcripts and diplomas. Checks should
be made payable to Dominican University New York. A certified
check, money order or cash must replace checks dishonored for any
reason. A service fee of $25 is charged for rejected checks. Students
will be responsible for attorney's fees and other reasonable collection
costs and charges necessary for the collection of any amount not paid
when due. Interest will be charged on unpaid balances at the annual
rate of 12%.
170 |
Refunds
Regular Day and Evening Withdrawals:
Complete Withdrawal from the University
:
Students withdrawing from all courses may be entitled to full or partial
refunds according to University policy, which has been formulated in
accordance with Title IV Federal Regulations. The policy provides for a
refund of tuition, but not fees, corresponding to the percentage of cal-
endar days in the term during which the student is in attendance. No
refunds will be given after 60% of the term has elapsed.
University policy requires that a request in writing or in person be
made to the Registrar; the date the Registrar receives this notice is
the date of official withdrawal. In the event that a student fails to fol-
low the proper withdrawal procedure, the refund will be based on
the last day of recorded attendance in class.
Treatment of Financial Aid When a Student Withdraws
Students are awarded financial aid to attend school. If a student ceases
attendance or withdraws prior to the completion of an enrollment
period, a “return of funds” calculation must be performed to deter-
mine the amount of aid a student has earned and may keep based on
Federal Title IV, State of New York, and/or Institutional policies
and regulations.
POLICIES FOR RETURN OF FUNDS
•
Federal Title IV “return of funds” calculation is deter-
mined in accordance with the Return of Title IV Funds
policy. Changes to federal law may affect this policy.
•
State “return of funds.” In all cases, the refund to the
state must represent its “fair share” of the total available
refund as determined by the institutional refund policy.
•
Institutional “return of funds” calculation is determined
based on the same rate the student will be charged in
accordance with the Institutional Refund Policy as
prescribed by the Bursar’s Office.
PROCEDURE FOR DETERMINING THE FEDERAL
RETURN OF TITLE IV FUNDS
Procedures for determining the Return of Title IV Funds are feder-
ally mandated. The law specifies how a school must determine the
amount of Federal Title IV program assistance that a student earns if
they withdraw from school. The Title IV programs that are covered
by this law are: Federal Pell Grants, TEACH Grants, Direct (Staf-
ford) Loans, Direct PLUS Loans, Direct Grad PLUS and Federal
Supplemental Educational Opportunity Grants (FSEOG). The
amount of financial aid that a student earned is determined on a pro
rata basis based on the withdrawal date. For example, if a student
completes 30% of the payment period, 30% of the financial aid origi-
nally scheduled to receive is earned. Once a student completes more
than 60% of the payment period, all of the financial aid scheduled to
receive for that period is earned. If a student did not receive all of the
funds earned, a Post
‐
withdrawal disbursement may be due to the stu-
dent. Dominican University New York must get the student’s per-
mission before it can disburse these funds.
The procedures for determining the calculation are as follows:
1. Determine the Withdrawal Date
2. Calculate the percentage of the enrollment period completed
3. Calculate the amount of Title IV Assistance the student can keep
4. Determine the amount of Title IV funds to be returned or repaid
to the financial aid programs in the following order:
Unsubsidized Direct Loans, Subsidized Direct Loans, Direct
Plus/Grad Plus Loan, Federal Pell Grant, Federal SEOG Grant,
Teach Grant, other federal sources of aid.
If the student officially withdraws (with proper notification):
The withdrawal date is the date Dominican University New York
determines the student either began the withdrawal process or the
date the student provided official notification to Dominican, in writ-
ing or orally, of his or her intent to withdraw.
If the student unofficially withdraws (ceases attendance without proper
notification):
The withdrawal date is the date Dominican University New York
documents as the student’s last date of attendance at an approved aca-
demic related activity. If attendance cannot be determined in all
courses, 100% of the federal aid must be returned.
If a student has questions about Title IV program funds, information
is also available on the Web at www.studentaid.ed.gov
PROCEDURE FOR DETERMINING THE RETURN OF
STATE FUNDS
New York State requires the college to report tuition liability to the
NYS Higher Education Services Corporation. As TAP is driven by
the cost of tuition, the TAP reduction is relative to withdrawal date
and liability incurred.
| 171
Accreditation and Memberships
Dominican University New York is accredited by:
Middle States Commission on Higher Education
Board of Regents of the University of the State of New York
Dominican University New York holds membership in the following
associations:
Acadeum College Consortium
American Association of Collegiate Registrars and Admissions Officers
American Council on Education
Association for the Advancement of Sustainability in Higher
Education
Association of American Colleges and Universities
Association of Catholic Colleges and Universities
Association of Governing Boards
College and University Professional Association for Human
Resources
College Board
Commission on Independent Colleges and Universities
Council for Advancement &Support of Educators
Council for Higher Education Accreditation
Council of Independent Colleges
Dominican Colleges & Universities Consortium
Dominican Higher Education Council
Hispanic Association of Colleges and Universities
Lower Hudson Valley Catholic Colleges and Universities
Consortium
National Association Of College And University Business Officers
National Association of Independent Colleges and Universities
National Collegiate Athletic Association
National Council of State Authorization of Reciprocity Agreements
Society for College and University Planning
172 |
President’s Advisory Council Affiliations
Donald H. Briggs
Affinity Federal Credit Union
Edward Cicalese
Tilcon New York, Inc.
William Gove
Jacobs Project Management Company
William Hind
Centennial Elevator Industries, Inc.
Douglas Katz
Jacob J. Katz and Company
Hilda A. Kogut
Public Safety Consultant
Adjunct, Dominican University New York
David W. Melby
NFP
James Mullen
HVS, LLC Electrical & Construction
Services
Michael Oates
Hudson Valley Economic Development
Council
Sister Mary Eileen O’Brien, O.P., Ph.D.
Dominican University New York
Joseph Porrovecchio
Carbon-Key, LLC
Joseph L. Sagaria
Yonkers Contracting Co., Inc. (Retired)
Sister Kathleen Sullivan, O.P.
Dominican University New York
Shanon T. Tuli
Pyramid Advertising Solutions
Joseph G. Valenti
Dominican University New York
| 173
Board of Trustees
Steven T. Sabatini, Chairperson
Modern Bank, N.A.
Joan H. Facelle, M.D., Vice Chairperson
Rockland County Health Commissioner
(Retired)
John Bartolotta
Orange Bank & Trust Company (Retired)
Lawrence Bates
Apollo Management
Joseph A. Charles
Alliant Insurance Services
Mary Ann Collins, O.P.
Councilor, Sisters of St. Dominic
Michaela Connolly, O.P.
Prioress, Sisters of St. Dominic
Andrew Cooke
Hines
P. Joseph Corless
Corless & Associates
John T. Dillon, Jr., Esq.
NextEra Energy Transmission
Dorothy Filoramo
Dominican University New York (Retired)
Mary Flood, O.P., M.D., Ph.D.
Councilor, Sisters of St. Dominic
Columbia University Medical Center
John F.M. Flynn, Ph.D.
Westchester Community College (Retired)
William Gove
Jacobs Global Buildings N.A. (Retired)
Bernadette Kappen, Ph.D.
The New York Institute for Special
Education
Mary P. Leahy, M.D.
Bon Secours Charity Health System
Liliana Lopez, DNP
En Su Casa Primary Health Care, PC
Kenneth R. Marks
Baron Point Group, Ltd.
Michael T. McLaughlin
Skanska
Thomas J. McNamara
Kansas City Royals Baseball Club
James J. O’Brien, Jr.
Orange & Rockland Utilities, Inc. (Retired)
Mary Eileen O’Brien, O.P., Ph.D.
President, Dominican University New York
Ron Olori, Jr.
Olori Crane Service, Inc.
Clement Y. Osei, M.D.
Rockland Pulmonary & Medical Associates
(Retired)
174 |
Ross J. Pepe
Construction Industry Council of
Westchester & Hudson Valley, Inc.
Michael C. Perry
Perry Management Consulting, LLC
Brian J. Quinn, Esq.
Bleakley, Platt & Schmidt, LLP
Ruben Roy
West Park Capital, Inc.
Michael E. Santos
Orange & Rockland Utilities, Inc.
Erinmarie Sullivan, M.D., F.A.C.P.
Mount Sinai
Kathleen Sullivan, O.P.
Chancellor, Dominican University New
York
James J. Toolen
Trace Environment Systems, Inc.
Noreen Walsh, O.P.
Healthcare Coordinator,
Sisters of St. Dominic
Trustee Emeriti
Pat Aguanno
Fairway Testing Co., Inc.
Pat Diccianni
Tilcon New York, Inc. (Retired)
James E. Hennessy
NYNEX (Verizon) (Retired)
Beryl Herdt, O.P., Ph.D.
Lehman College (Retired)
Jerry Keahon
Eastern Concrete Materials, Inc. (Retired)
Anthony Montalbano, Esq.
Montalbano, Condon & Frank, P.C.
Frank N. Medici, M.D.
Oxford Health Plans (Retired)
Frank T. Medici
Berkley Capital, LLC
Pat J. Miele
NYNEX (Verizon) (Retired)
Robert Vatter
Metropolitan Life Insurance Co. (Retired)
Hon. Mary Kay Vyskocil, Esq.
U.S. District Judge for the Southern District
of New York
Barbara Werner, O.P.
Sisters of St. Dominic
| 175
Sr. Mary Eileen O’Brien, O.P., Ph.D., President
Denise McLaughlin, M.B.A., Special Assistant to
the President
Elena Murphy, Ed.D., Executive Assistant
Sr. Kathleen Sullivan, O.P., M.A., Chancellor for External
Affairs
Christine O’Neill, B.B.A., Executive Assistant
Academic Services
Thomas S. Nowak, Ph.D., Vice President for Academic Affairs /
Academic Dean
Hermberg, Kevin. Ph.D., Assistant Academic Dean
Marcella Doonan, Executive Assistant
Sr. Bernadette Burke, O.P., M.S.Ed., Coordinator of
Special Projects
Academic Divisions
Pamela Story, OTD, Director, Allied Health Division
Ivan Rudolph-Shabinsky, M.B.A., Director, Business
Administration Division
Denise Dawkins, Administrative Assistant
Kathleen Hickey, Ed.D.
, Director, Humanities Division
Smitha Givans, Administrative Assistant
Jennifer Sassano, Ed.D., Director, Math & Sciences
Division
Veronica Glynn, Administrative Assistant
Kerry Zona, Administrative Assistant
Nancy DiDona, Ed.D., Director, Nursing Division
Ann Fogarty, Administrative Assistant
Carol Spear, A.A.S., Administrative Assistant
Carmela Brown, Administrative Assistant
Christopher Libertini, Ph.D., Director, Social Sciences Division
Lisa Connolly, B.A.., Administrative Assistant
Lucinda Acquaye-Doyle, Ph.D., Program Director, Social Work
Maureen Aitchison, B.A., Administrative Assistant
Diane DiSpagna, Ed.D., Director, Teacher Education Division
Judith Fucci, M.S.Ed., Coordinator of Field Placements
Lorraine Motta, Administrative Assistant
Maria Pizzano, A.A., Administrative Assistant
Pamela Story, OTD., Director, Allied Health Division;
Director, Occupational Therapy Program
Mary Roche Walsh, M.S., Assistant Professor in Occupational
Therapy and Academic Fieldwork Coordinator
Beth Barletta, B.S., Administrative Assistant
Debra Rogers, B.S., Administrative Assistant
Cori Roden, M.Ed., Administrative Assistant
Emil Euaparadorn, PT, DSc., Program Director, Physical
Therapy
Annemarie Lee, Administrative Assistant
Karen Miller, B.S., Administrative Assistant
Helen Hallinan, Office Assistant
Special Sessions
AnnMarie DiSiena, Ed.D., Director
DUNY-Online
AnnMarie DiSiena, Ed.D.
,
Director of Academics
Mary McLean-Hely, Director of Online Education/Instructional
Technologist
Academic Success Center
Debra L. Moniz, Ed.D., Director
Gregory DiDona, M.F.A., Assistant Director
Sr. Diane Forrest, O.P., M.A., M.S.W., M.S., Professional
Tutor
Lisa Ippolito, M.S., Professional Tutor
Maureen Amato, B.S., Administrative Assistant
Special Services
Margaret Giuliano, M.S., M.L.S., Director of Special Services
Library
Mary-Elizabeth Schaub, M.L.S., Head Librarian
Maureen Valdes, Administrative Assistant
Judy Gitlin, M.S.L.S., Assistant Librarian for Technical
Services
Ellie Horowitz, M.S.L.I..S., Assistant Librarian for
Information Literacy Services
Kathleen Sullivan, M.L.S., Assistant Librarian
Pam O’Donohue, Senior Library Clerk
Christine Ditzel, Library Clerk
Brendan Grella, A.A., Library Clerk
Karen Ko, B.A., Library Clerk
Kathy Strickland, A.A., Library Evening Supervisor
Brendan Torres, Library Clerk
Timberlyn Weber, B.S., Library Clerk
New Student and Transition Center/Freshman Year Program
Katie Anderson, M.S., Director
Autumn Blankenbush, M.S., Student Success Advisor
Michelle Fitzpatrick, Administrative Assistant
Office of Retention and Student Success
Ryan O’Gorman, M.S., Director
Enrollment Management
Brian G. Fernandes, M.B.A., Vice President for Enrollment
Management
Anna Desposati, Executive Assistant
Admissions
Emma Fortunato, M.S., Director of Admissions
Robert Tyrrell, M.S. Ed., Senior Assistant Director of
Administration
176 |
Admissions
Janet Barron, B.A., Assistant Director of Graduate Admissions
Michelle Wendt, B.A., Transfer Counselor
Melani Salibian, M.S., Freshman Admissions Counselor
Joette Yore, M.S., Freshman Admissions Counselor
Pablo Robledo, B.S., Freshman Admissions Counselor
Lindsey Huffield, B.S., Freshman Admissions Counselor
Timothy Heinzinger, B.A., Admissions Systems
Coordinator
Patricia Beers-Mayer, Office Coordinator
Lalitha Mahalingam, B.A., Administrative Assistant
Financial Aid
Stacy Salinas. B.A., Director of Financial Aid
Nancy Petronella, B.A., Assistant Director of Financial Aid
Denise Marren, B.A., Assistant Director of Financial Aid
Celia Coronel-Dizzine. Financial Aid Office Counselor
Linda Fitzpatrick, Office Coordinator
Lisa Meyers, B.S. Financial Aid Assistant
Mary Ellen Zoccali, Office Assistant
Registrar
Mary McFadden, B.S., Registrar
Kristen Pagels, B.S., Assistant Registrar
Christine Zinna, B.A., Assistant Registrar
AnneMarie Monahan, Administrative Assistant
Fiscal Services
Anthony Cipolla, M.B.A., Vice President for Financial Affairs /
Chief Fiscal Officer
Bridget Shalvey, Fiscal Associate
Kenneth Flug M.B.A., Controller
Eleanor Klepper, Accounts Payable Clerk
Pauline Teahan, A.A., Accounting Clerk
Christine Divinagracia, B.S., Payroll Manager
Elizabeth Fontes, B.B.A., Bursar
Jean Caserma, B.S., Student Accounts Representative
Linda Scheulen, Student Accounts Representative
Diane Witschieben, Student Accounts Representative
Information Technology
Russell Diaz, M.S., Executive Director of Information
Technology/Chief Information Officer
Eileen Taylor, B.A., Administrative Assistant
Marie Donlon, B.A., Director of Business Systems
Riju Abraham, B.A., Jenzabar Database Administrator
Martiny Jean Baptiste, B.S., Coordinator of IT Services
Charles Behman, B.A., IT Support Specialist
Stephen Falco, B.S., IT Support Specialist
Joseph Piccini, B.S., IT Support Specialist
Lisa Surless, B.S., Learning Management System
Administrator
Human Resources
Lisa Kayal, M.B.A., Director of Human Resources
Eileen Doyle, B.A., Human Resources Generalist
Louis Caserma, B.S., Receptionist
John Lennon, Sr., Receptionist
Purchasing
Ferdinand Pabon, B.S., Director of Purchasing
Maria Silvestri, B.S., Purchasing Office Coordinator
Gaetchine Louis, B.S., Mailroom Supervisor
Brien Olivo, Office Assistant
Security & Public Safety
John Lennon, Jr., B.S., Director of Public Safety and Security
James Corrigan, Assistant Security Manager – Nights &
Weekends
Maureen Keane, Public Safety Official
William Quirk, M.P.A., Public Safety Official
John Wintersteiger, Public Safety Official
Student Development
John Burke, M.S., Vice President for Student Development /
Dean of Students
Margaret Kivlehan, B.S., Executive Assistant
Jonathon Delgado, M.S., Assistant Dean for Student
Development
Dana McStowe, B.A., Director of Community Engagement
and Leadership Development
Rachel McGinty, M.B.A., Director of Student Activities
Alise Cohen, A.C.S.W., Director of Counseling
Eileen Piccininni, M.A., Education & Prevention Counselor
Sr. Barbara McEneany, O.P., M.S., Director of Campus
Ministry
TBD, Director of Career Development Center
Andrea Catania, A.A., Administrative Assistant
TBD, Internship Coordinator/Career
Counselor
Joseph Dratch,
M.S..
, Director of Residence Life
Debra Ferguson, B.S., Assistant Director of Residence Life
Gabriella Vasquez, M.A., Assistant Director of Residence
Life
Kathleen Boylan, M.A., Administrative Assistant
Michael G. Rogan, M.S.S., Hennessy/Granito Facilities
Manager
Chad Duesler, B.A., Assistant Manager - Hennessy/Granito
Lynda Chesterman, RN, BSN, MA, ANP-BC, Director of
College Health Center
Julie Albrecht, R.N., MSN, FNP-BC, Assistant Director
Denise Signorile, Administrative Assistant
Athletics
Joseph Clinton, B.A., Director of Athletics/SMA, Men's Head
Basketball Coach
Kelly Ann Digiulio Light, M.S.L., Associate Athletic
Director/SWA, Director of Sports Information
Rick Giannetti, B.S., Assistant Athletic Director, Men’s Head
Baseball Coach
Thomas Gavigan, B.S., Assistant Athletic Director,
Compliance Officer
Gerianne Coffey Lyons, Administrative Assistant
Samantha James, M.S., ATC., Head Athletic Trainer
Joshua Colon, B.S., Assistant Athletic Trainer
John Galvany, ATC., Assistant Athletic Trainer
Joseph Gartner, B.S., Statistician
Bill Diener, A.A., Women’s Head Basketball Coach
Patrick Ernst, A.A., Women’s Head Volleyball Coach
Joseph Gravagna, B.A., Head Women’s and Men’s Tennis
Coach
Rob Grella, M.A., Women's Head Lacrosse Coach
Colin Hodge, B.S., Men's Head Soccer Coach
Daniel Steigert, B.S., Men’s Head Lacrosse Coach
Sean McCarthy, A.A., Women’s Head Soccer Coach
Kimberly Piard,., Head Women’s and Men’s Cross
Country and Track and Field Coach
Keith Prokop, B.S., Men’s Head Golf Coach
| 177
Institutional Advancement
Joseph Valenti, M.A., Vice President for Institutional
Advancement
Jennifer Melendez, A.S., Executive Assistant
Brett Bekritsky, M.P.A., Director of Marketing and
Communications
TBA, Marketing Assistant
Susan Cerra, B.A., Director of Communications
Mary Lichtman. B.S., Director of Special Events
Joanne Sorace, B.A., Director of Annual Fund
TBA, Administrative Assistant
TBA, Development Associate
Institutional Research
Fredric Cohen, M.B.A., Director of Institutional Research,
Planning & Assessment
Alice Donohue, B.S., Coordinator, Institutional Research,
Planning & Assessment
178 |
Acquaye-Doyle
, Lucinda A., Assistant Professor and Director of
the Social Work Program (2014)
B.A., University of Buffalo
M.S.W., Stony Brook University
Ph.D., Howard University
Alvarez
, Regina, Assistant Professor of Biology (2017)
B.A., Lehman College, CUNY
M.A., Lehman College, CUNY
M.Phil., Graduate Center of the City University of NY
Ph.D., Graduate Center of the City University of NY
Amir,
Mark, Assistant Professor of Physical Therapy (2017)
B.S., Brooklyn College
B.S., M.A., Touro College
tDPt., Evidence in Motion
M.P.H., City University of NY School of Public Health
Antich,
Peter, Assistant Professor of Philosophy (2022)
B.A., University of Dallas
M.A., University of Kentucky
Ph.D., University of Kentucky
Arden,
Alice, Instructor in Nursing (2013)
B.S., University of Scranton
M.A., New York University
Bencivenga
, Anthony, Assistant Professor of Teacher Education
(2009)
B.A., Rutgers University
M.A., New York University
Blitzer
, Yvette M., Assistant Professor of Special Education and
Coordinator of the TVI Program (2012)
B.A., Dominican University New York
M.S., Hunter College of New York City
Boericke,
Carrie, Assistant Professor of Business Management and
Economics (2021)
B.A., Cornell University
M.A., Johns Hopkins University
Bonk
, Paul S., Assistant Professor of Political Science (1996)
B.A., University of Toronto
M.A., University of Toronto
Ph.D., Rutgers University
Burns,
Andrew, Assistant Professor of Communications (2007)
B.A.,
The State University of New York at New Paltz
M.A., The State University of New York at New Paltz
Ed.D., Union University
Cavaliere,
Catherine, Assistant Professor in Occupational Therapy
and Coordinator of Research (2018)
B.A., Catholic University
Post Baccalaureate Certificate in OT, Quinnipiac University
Ph.D., Seton Hall University
Chun,
David, Assistant Professor of Psychology (2017)
B.S., Rutgers University
M.A., University of California
Ph.D., University of California
Connors
, Bernadette, Associate Professor of Biology (2009)
B.S., State University of New York, College of Environmental
Science and Forestry
Ph.D., State University of New York, College of Environmental
Science and Forestry
Crawley
, James T., Assistant Professor of Health Sciences and Faculty
Athletics Representative (1998)
B.S., Towson State University
M.Ed., University of Virginia
M.S., Dominican University New York
ATC, PT
Czander
, Giovanna, Associate Professor of Religious Studies (2009)
B.A., and M.A., Universita Cattolica del Sacro Cuore
Milan, Italy
M.A., Fordham University
M.Phil., Fordham University
Ph.D., Fordham University
Davies,
Christine, Assistant Professor of Nursing (2015)
A.A.S., Rockland Community College
B.S.N., Dominican University New York
M.A., Pace University Nursing Education
M.S.N., Family Nurse Practitioner, Pace University
D.N.P., Dominican University New York
DelliPizzi-Citardi
, AnnMarie, Associate Professor of Biology and
Director of the Honors Program (2004)
B.S., Manhattan College
M.S., New York Medical College
Ph.D., New York Medical College
DeLorenzo
, Margaret C., Assistant Professor and Coordinator of
The Traditional Option Nursing Program (2007)
A.A.S., Rockland Community College
B.S.N., Dominican University New York
M.S.N., University of Medicine and Dentistry of New Jersey
Ed.D., Northeastern University
DeSimone
, Barbara B., Professor and Coordinator of the ABSN
Program of Nursing (1987)
B.S.N., Georgetown University
M.A., New York University
M.Ed., Teachers College, Columbia University
Ed.D., Teachers College, Columbia University
RN-BC. Board Certified in Medical-Surgical Nursing, American
Nurses Association
DiDona
, Nancy, Professor and Director of the Division of Nursing
(1995)
B.S.N., Pace University
M.S., C.N.S., College of New Rochelle
M.Ed., Teachers College, Columbia University
Ed.D., Teachers College, Columbia University
RNC-MNN, National Certification Corporation
Full-time Faculty
| 179
DiSiena
, AnnMarie, Associate Professor of Communication Studies,
Academic Advisor for DC Online and Director of Special Sessions
(1994)
B.A., Iona College
M.A., Fordham University
Ed.D., Argosy University, Sarasota
DiSpagna
, Diane, Assistant Professor and Director of the Division
of Teacher Education (2009)
B.A., Dominican University New York
M.S., Long Island University
P.D., Long Island University
Ed.D., Nova Southeastern University
Dolgin
, Ellen, Professor and Coordinator of the English Program
(1996)
B.S., Syracuse University
M.A., Vanderbilt University
Ph.D., New York University
Edee
r, Ayse Ozcan, Associate Professor of Physical Therapy
(2012)
B.S., Hacettepe University School of P.T. and Rehab. (Turkey)
M.S.. Institute of Health Sciences Dokuz Eylul University (Turkey)
Ph.D., Institute of Health Sciences Dokuz Eylul University
(Turkey)
Euaparadorn,
Emil, Associate Professor and Director of the
Physical Therapy Program (2016)
B.S., Touro College
M.S., Touro College
DSc. in Physical Therapy, Andrews University
Evans
, Colleen Adell, Assistant Professor of Chemistry (2008)
B.S., Ouachita Baptist University, Arkansas
M.S., University of Missouri-Columbia, MO
Ph.D., Seton Hall University
Filippelli
, James A., Assistant Professor of Fine and Performing
Arts (1980)
B.A., Saint Leo College
M.F.A., Brooklyn College of the City University of New York
Professional Diploma, Fordham University
Ed.D., Manhattanville College
Furlong
, Mary Patricia, Assistant Professor of Nursing (2006)
B.S.N., College of Mount Saint Vincent
M.A., New York University
Post Master's Certificate, Health Care Administration, New York
University
Post Master's Certificate, Acute Care Nurse Practitioner, New York
University
D.N.P., Fairleigh Dickinson
Henderson
, Lori, Assistant Professor of Nursing (2005)
B.S.N., University of Texas, El Paso
M.S.N., N.N.P., Columbia University
RNC-LRN Certification
C., Certified as an Advanced Board Certified Holistic Nurse
(AHN-BC)
Hermberg
, Kevin, Professor of Philosophy and Assistant
Academic Dean for Assessment and the Liberal Arts (2007)
B.A., Fort Lewis College
M.A., Marquette University
Ph.D., Marquette University
Hickey
, Kathleen, Professor of English, Director of the Division
of Humanities and Coordinator of the English Program (2004)
B.A., Queens College
M.S., Queens College
Ed.D., Teachers College, Columbia University
Hoffman
, Michael, Assistant Professor of Accounting (2016)
B.S., Fairfield University
CPA, State of New York
M.B.A., Fordham University
Hoplight II,
Blair, Assistant Professor of Psychology (2018)
B.A., State University of New York
M.S., University of Connecticut
Ph.D., University of Connecticut
Hsu
, Donald K., Associate Professor of Computer Information
Systems (1988)
B.S., Taiwan Cheng Kung University
M.S., Fordham University
Ph.D., Fordham University
Hyppolite,
Melody, Assistant Professor of Social Work (2018)
B.S., Kentucky Wesleyan College
M.S.W., Spalding University
Ph.D., University of Louisville
Johnson
, Kelly, Associate Professor and Coordinator of Psychology
(2005)
B.S., University of Southern California
M.A., California State University, Northridge
Ph.D., University of Delaware
Kelly
, Michael W., Associate Professor and Director for Graduate
Teacher Education Programs (1987)
B.A., Iona College
M.S., College of New Rochelle
Ph.D., Fordham University
Kivlehan,
Patricia, Instructor in Nursing and FNP Clinical
Coordinator (2017)
B.S.N., Hunter College
M.S.N., Dominican University New York
Libertini
, Christopher, Assistant Professor of History and Director
of the Division of Social Sciences (2006)
B.S., Boston College
M.A., Boston College
M.Ed., Boston College
Ph.D., Boston College
M.S.S.I., National Intelligence University
M.S.S., U.S. Army War College
Marti
, Randy, Lecturer in Occupational Therapy (2022)
B.A., Rutgers University
B.S., Cebu Doctor’s College (Philippines)
M.A., Cebu Doctor’s College (Philippines)
M.S., Seton Hall University
Ph.D., Ed, Northcentral University
McDermott
, Annemarie, Assistant Professor of Nursing (2011)
A.S.N., Nassau Community College
B.S.N., Pace University
M.S.N., Pace University
D.N.P., Pace University
McLean-Hely
, Mary, Instructor of Information Technology and
Director of Online Education & Instructional Technologist (2021)
B.A., The Colorado College
M.A., Stanford University
Mias
, Kenneth, Assistant Professor of Business Administration and
MBA Program Director (2008)
B.S., St. John's University
M.B.A., Long Island University
180 |
D.P.S., Pace University
Mulligan
, Deirdre, Instructor in Nursing (2022)
A.A., Rockland Community College
B.S.N., Dominican University New York
M.S.N., Family Nurse Practitioner, Dominican University
Mulligan
, Margaret E., Assistant Professor of Mathematics (2002)
B.S., University of Scranton
M.S., Seton Hall University
Nowak
, Thomas S., Associate Professor of English and
Academic Dean / Vice President for Academic Affairs (1992)
B.A., SUNY at Binghamton
Ph.D., SUNY at Stony Brook
O’Brien
, Sr. Mary Eileen, O.P., President (1979-1987, 1997)
B.A., Dominican University New York
M.A., Manhattan College
M.A., Teachers College, Columbia University
Ph.D., Fordham University
O’Sullivan,
Catherine, Instructor in Nursing (2015)
B.S.N., Herbert H. Lehman College
M.S.N., College of Mount Saint Vincent
ANP
RN-BC – Medical Surgical Nursing
Parrello
, Tara, Assistant Professor of Sociology and Criminal
Justice and Coordinator of the Criminal Justice Program (2007)
B.A., Manhattanville College
M.A., Fordham University
Ph.D., Fordham University
Pennino
, Clare, Associate Professor of Business Administration
(2003)
B.A., Fordham University
M.B.A., Iona College
Ph.D., New York University
Polowczyk
, Barbara, Instructor in Nursing and Coordinator of the
Accelerated RN to BSN Nursing Program (2016)
A.A.S., Pace University
B.S.N., Pace University
M.S.N., Pace University
F.N.P., Pace University
D.N.P., Dominican University New York
Raab
, Bonni, Assistant Professor of Social Work (1978)
B.S.W., Fairleigh Dickinson University
M.S.W., Fordham University
Added Graduate Study, Columbia University, School of Social
Work
DCSW, Diplomat in Clinical Social Work
Radford
, Tanya A., Assistant Professor of English (2007)
B.A., University of Utah
M.A., University of Utah
Ph.D., City University of New York
Reitter
, James, Associate Professor of English (2011)
B.A., State University of New York at Oswego
M.F.A., Brooklyn College of the City of New York
Ph.D., The University of Louisiana at Lafayette
Roche
, Mary Walsh, Assistant Professor in Occupational Therapy and
Coordinator of Academic Studies and Field Work (2016)
A.O.S., Swedish Institute
B.A., Iona College
M.S., Columbia University
Rodriguez,
Stephen, Assistant Professor of Physical Therapy (2017)
M.PS., Upstate Medical University, Syracuse
DPT, Upstate Medical University, Syracuse
DScPT, Andrew University
Rudolph-Shabinsky
, John, Assistant Professor and Director of the
Division of Business Administration (2019)
B.A., Cornell University
M.B.A., Columbia University
C.F.A., International
Rusch,
Karl, Assistant Professor of Physical Therapy (2015)
B.S., Quinnipiac University
D.P.T., Sacred Heart University
D.Sc., Andrews University
Rust,
Nadia, Assistant Professor of Occupational Therapy (2017)
B.OT., University of Kwazulu-Natal
O.T.D., Chatham University
Sassano
, Jennifer, Assistant Professor of Mathematics, Director of the
Division of Math & Sciences and Coordinator of Math (1992)
B.A., SUNY, Potsdam College
M.A., SUNY, Potsdam College
Ed.D. Mathematics, Teachers College, Columbia University
Schiering,
Matthew, Instructor in Marketing (2021)
B.S., Cornell University
M.B.A. University of Texas
Slavinski,
Ilya, Assistant Professor of Criminal Justice and Sociology
(2022)
B.A., Rutgers State University
M.Sc., London School of Economics
Ph.D., University of Texas, Austin
Sorrentino
, Caitlin, Assistant Professor of Occupational Therapy and
Coordinator of Graduate Pre-OT Advisement and Admissions
B.S., Misericordia College
M.S., Misericordia College
OTD, Misericordia College
Spillner
, John, Assistant Professor of Business Administration
(1996)
B.B.A., Pace University
M.B.A., New York University
C.M.A., Institute of Management Accountants
Stauffer
, Robert, Associate Professor of English (2012)
B.A., New York University
M.A., Brooklyn College
Ph.D., Arizona State University
Story,
Pamela
,
Assistant Professor of Occupational Therapy,
Director of the Division of Allied Health and Director of the
Graduate Occupational Therapy Program (2015)
B.S., Utica College of Syracuse University
OTD, Rocky Mountain University of Health Professionals
Strax
, Carol, Associate Professor of Teacher Education (2000)
B.A., Dominican University New York
M.S., College of New Rochelle
P.D.L., College of New Rochelle
Ed.D., Fordham University
Sullivan
, Sr. Kathleen, O.P., Assistant Professor of French and
Chancellor (1968)
B.A., Good Counsel College
M.A., St. John's University
Foreign Study, Universite Laval, Canada
| 181
Talarico,
Elena Guevara, Assistant Professor of Biology (2022)
B.S., Fordham University
Ph.D., Rutgers University
Vega-Woo,
Nelly, Assistant Professor and Nursing Skills
Laboratory and Simulation Coordinator (2013)
B.S.N., College of Mount Saint Vincent
M.S., SUNY Downstate Medical Center
Family Nurse Practitioner (FNP-BC)
D.N.P, University of Massachusetts
Vitale
, Lorraine, Instructor in Nursing (2011)
A.S., Westchester Community College
B.S., (Gerontology) Mercy College
B.S., (Health Management) Mercy College
A.A.S., Cochran School of Nursing, RN
M.S., Mercy College
Weissman
, Lynne, Assistant Professor of Nursing and Coordinator
of the M.S.F.N.P./DNP Nursing Program (1999)
R.N., Englewood Hospital School of Nursing
B.S.N., Dominican University New York
M.S., P.N.P., Columbia University
C., Certified in Pediatrics, National Certification Board of Pediatric
Nurse Practitioners and Nurses
D.N.P., Columbia University
F.N.P.-BC, Certified American Nurses Credentialing Center
National Affiliate American Academy of Pediatrics
C.L.C. Certified Lactation Certificate
White
, Scott, Assistant Professor of History (2019)
B.A., West Virginia University
M.A., University of South Dakota
Ph.D., Arizona State University
Zigic,
Jovan, Lecturer in Mathematics (2021)
Bachelor of Commerce, Finance, University of Calgary
B.A., Dominican College
M.S., Virginia Polytechnic Institute and State University
182 |
Abplanalp
, Mary Rose, Clinical Lecturer in Nursing (2010)
A.A.S., Rockland Community College
B.S.N., SUNY New Paltz
M.S.N., The College of New Rochelle
Albrecht
, Julie, Lecturer in Nursing (MSFNP) (2008)
B.S.N., University at Buffalo
M.S.N., Pace University
Alioto
,
Lisa, Clinical Lecturer in Nursing (2013)
A.S.N., Bronx Community College
B.S.N., University of Phoenix
M.S.N., University of Phoenix
Anderson
,
Katie, Lecturer in English, History and Teacher
Education (2011)
B.A., Dominican University New York
M.S., Long Island University
Anderson
, Laura, Lecturer in Special Education (2005)
B.S., Barton College
M.S. Ed., Dominican University New York
Barbera
, William, Lecturer in Criminal Justice (2010)
A.A.S., Rockland Community College
B.S., St. Thomas Aquinas College
M.S.Admin., University of Phoenix
Barton
, Kristina, Lecturer in Psychology (2020)
B.A., Dominican College
M.A., John Jay College, CUNY
Block
, Sandra, Lecturer in Occupational Therapy (2015)
B.S., Dominican University New York
M.S., Dominican University New York
OTD, Chatham University
Bogin
, Donna, Lecturer in Graduate Special Education (1995)
B.S., Marywood College
M.S., St. Thomas Aquinas College
Bompensiero
, Bernadette, Clinical Lecturer in Nursing (2008)
B.S.N., Mount Saint Mary College
M.S.N., Mount Saint Mary College
Botsford
, Kathryn, Lecturer in Graduate Special Education (2017)
B.A., Williamette University
M.A., Washington State University
M.A., University of Arizona
Ph.D., University of Northern Colorado
Bozak,
Donna, Clinical Instructor in Nursing (2020)
B.S.N., Galveston, Texas
M.S.N., Wilkes University, Passan School of Nursing
Brenner,
Kendell, Lecturer in Management (2013)
A.O.S., (Association of Occupational Studies-Culinary Arts)
Culinary Institute of America
B.S., Nyack College
M.B.A., Dominican University New York
Breslin
,
Vivian, Lecturer in Physical Therapy (2007)
B.S., College of Mt. St. Vincent
M.S., Long Island University
M.S.N., Pace University
Cabouli
, Diana, Lecturer in Art (2009)
B.A., City University of NY Queens College
M.F.A., City University of NY Queens College
Calivas
,
Demitra, Lecturer in Communications (2016)
B.F.A., St. John’s University
M.A., Montclair State University
Campenot,
Jennifer, Lecturer in Biology (2018)
B.S., Old Dominion University
M.D., Eastern Virginia Medical School
Carlo
, Joseph, Lecturer in History (2018)
B.A., Dominican University New York
M.A., Iona College
Chiacchiero
,
Michael, Adjunct Assistant Professor of Physical
Therapy (2013)
B.S., Penn State University
B.A., College of Staten Island
M.P.T., Rutgers/UMDNNJ D.P.T., Massachusetts General
Hospital
Conway
, Deidre, Lecturer in Chemistry (2016)
B.S., Fordham University
M.A., New York University
Couch
,
Kristin L., Lecturer in Communications (2013)
B.A., Pace University
M.S.E., Long Island University
Countee,
Sandra, Adjunct Professor in Social Work (2018)
B.S. University of Kansas
M. S. Columbia University
M.P.A. New York University
Ph.D. New York University
Culliton
, Catherine, Lecturer in Physical Therapy (2007)
B.A., Ithaca College
M.P.A., Pace University
Danowski
, William, Lecturer in Social Science (1999)
B.S., St. Thomas Aquinas College
M.S.W., Adelphi University School of Social Work
DeBellis,
Lisa, Lecturer in Psychology (2012)
B.S., Fordham University
M.A., Fordham University
Ph.D., Fordham University
Dellicarri
, Anthony, Lecturer in Political Science and Criminal
Justice (2005)
B.A., Columbia University
J.D., University of Miami
Diamond
, Kathleen, Lecturer in Graduate Special Education (1999)
B.S., The College of New Jersey
M.S., Ramapo College
Part-time Faculty
| 183
Diaz
, Russell, Lecturer in Computer Information Systems (2009)
A.A.S., Academy of Aeronautics
B.S., Mercy College
M.S., Marist College
DiCarrado
, Stefanie, Adjunct Assistant Professor of Physical Therapy
(2017)
B.S., Marist College
D.P.T., CUNY Graduate Center and Hunter College
DiDona
, Gregory, Lecturer in English (2005)
B.A., Dominican University New York
M.F.A., Brooklyn College
Dinan
, Joan Ann, Lecturer in Nursing (2009)
B.S.N., Dominican University New York
M.S., Mercy College
DiSiena
, DaynaMarie, Lecturer in Mathematics (2012)
B.A., Dominican University New York
M.S., Iona College
Donohue
, Paula Kappes, Lecturer in Psychology (2017)
B.S., University of Kentucky
M.A., University of Cincinnati
Dopwell
, Andrea, Lecturer in Nursing (2009)
B.S.N., Hunter College
M.P.H., C.W. Post Long Island University
M.S.N., Mercy College
Dubil-Craig
, Jacqueline, Lecturer in Graduate Special Education
(2012)
B.S., University of Scranton
M.A., New York University
Dyczko
, Mary Jean, Lecturer in Graduate Special Education (2012)
B.A., Queens College
M.A., Queens College
Edelman
, Scott, Lecturer in Business Administration (2008)
B.B.A., Iona College
M.B.A., Iona College
Escudero
, Daniela, Weekend Physical Therapy Lab Assistant (2021)
B.S., Skidmore College
D.P.T., Dominican College
Falco
, Elizabeth, Clinical Lecturer in Nursing (2010)
A.A.S., Rockland Community College
B.A., Dominican University New York
M.S.N., Mercy College
Fennell
, Megan, Lecturer in Mathematics (2020)
B.A., Fordham University
M.S.T., St. Thomas Aquinas College
Ferrara
,
Jennifer, Clinical Lecturer in Nursing (2014)
B.S.N., Dominican University New York
M.S.N., Dominican University New York
Ferraro
, Frances, Lecturer in Religious Studies (2021)
B.S., SUNY old Westbury
M.B.A., Fordham University
M.A., Fordham University
Certificate in Catechesis, University of Dayton
Fettes
,
Tara, Lecturer in Occupational Therapy (2014)
A.A.S., Union County College
B.S./M.S., Dominican University New York
Fisher
, Randy, Lecturer in Nursing (MSFNP) (2014)
AASn, Excelsior College
B.S.N., University of Phoenix
B.S., Excelsior College
M.S.FNP, Dominican University New York
Fleisher
, Jerrold M., Lecturer in Business Administration (MBA)
(2003)
B.A., Union College
LL.B., Albany Law School
J.D., Albany Law School
Fucci
, Judith, Lecturer in Graduate Teacher Education and
Coordinator of Field Placements (2016)
B.A., Lehman College
M.S.Ed., The College of New Rochelle.
Galarneau,
Judith, Lecturer in Criminal Justice and Leadership
(1996)
B.A., Economics and Women Studies, Binghamton Univeristy
J.D., St. John’s University School of Law
Geller,
Florence Jeanette, Lecturer in Business Administration (2020)
A.A.S., Rockland Community College
B.S., Mercy College
M.B.A., St. Thomas Aquinas College
Gerbehy
, Emily, Physical Therapy Lab Assistant (2020)
B.S., Marywood University
DPT, Dominican College
Gillen
, Kim, Clinical Lecturer in Nursing (2011)
A.S.N., Brookdale Community College
B.S.N., Dominican University New York
M.S.N., Ramapo College
Gimpelev
, Marina, Lecturer in Chemistry (2016)
B.S., Pace University
M.Phil., Columbia University
Ph.D., Columbia University
Gold
, Marni, Lecturer in Communication Studies (2014)
B.A., SUNY Plattsburgh
M.S.Ed., Pace University
Goldberg
, William, Lecturer in Social Work (2004)
B.A., Rutgers University
M.S.W., New York University
Goodman
, Jeffrey, Lecturer in Biology (1999)
B.S., Syracuse University
Ph.D., University of Texas Health Science Center
Postdoctoral Fellow, University of Texas Health Science Center
Golia
, Julianne, Clinical Instructor in Nursing (2020)
B.A., Monmouth University
M.S.N., Monmouth University
Gorglione
, Diana, Lecturer in Health Care Management (MBA)
(2015)
B.S., James Madison University
M.B.A., Baruch College
Gorman
, Robyn, Lecturer in English (2009)
B.A., University of Pennsylvania
M.S., University of Pennsylvania
J.D., Benjamin N. Cardozo School of Law, Yeshiva University
Gray,
Jenna, Lecturer in Mathematics (2019)
B.A., Dominican College
M.B.A., Dominican College
184 |
Green
, Jonathan, Lecturer in Nursing (2018)
B.S., Rensselair Polytechnic Institute
A.S., Excelsior College
B.S.N., Excelsior College
M.S.N., FNP, Dominican College
D.P.N., Dominican College
Gruner
, Michele, Lecturer in Nursing (2007)
B.S.N., William Paterson University
M.S., New York University
D.N.P., University of Medicine and Dentistry of New Jersey
Guerra
, Deborah, Lecturer in Nursing (DNP & MSFNP) (2015)
B.S.N. Lehman College
M.S., Dominican University New York
D.N.P., Case Western Reserve University
Hallinan,
Kim, Lecturer in Nursing (2014)
B.S.N., Dominican University New York
M.S.N./F.N.P., Pace University
Harris
, Nicole, Lecturer in Criminal Justice (2018)
A.A., State University of NY at RCC
B.A., State University of NY at RCC
J.D., St. John’s University School of Law
Hathaway
, Katheryn, Lecturer in Special Teacher Education (2021)
B.A., Hood College
M.A., Teachers College Columbia University
M.Ed., Teachers College Columbia University
Ed.D., Teachers College Columbia University
Haughey
, Dawn
,
Nursing Skills Laboratory Assistant (2014)
B.S.N., Villanova University
M.S.N., Columbia School of Nursing
Heller
, Sandra, Clinical Lecturer in Nursing (2011)
B.A., Brooklyn College, CUNY
B.S.N., New York University
M.A., Downstate Medical Center, N.Y. SUNY
Hennessy
, Catherine, Clinical Lecturer in Nursing (2015)
A.A.S., Kingsborough Community College
B.S.N., St. Joseph’s College
M.S.N., Fairleigh Dickinson University
Doctoral Study, Fairleigh Dickinson University
Higgins,
Anne Marie, Lecturer in Sociology (2019)
B.S., University of Scranton
M.S.W., Boston College Graduate School of Social Work
Higgins,
Christine, Lecturer in Teacher Education (2019)
B.S., Dominican University New York
M.A., Long Island University
Bozak,
Donna, Clinical Instructor in Nursing (2020)
B.S.N., Galveston, Texas
M.S.N., Wilkes University, Passan School of Nursing
Hodges
, Felicia, Lecturer in Communications (2019)
B.A., Temple University
M.S., Iona College
Huq
, Lubna, Lecturer in Biology (2005)
B.S., University of Stratchlyde, Glasgow, Scotland
Ph.D., University of Stratchlyde
Hylton
,
Pamela, Clinical Lecturer in Nursing (2013)
A.A.S., Kingsborough Community College
B.A., State University of New York at New Paltz
M.S.N./M.B.A., Phoenix University
Ippolito
, Lisa, Lecturer in Mathematics (2018)
B.S., SUNY at Stony Brook
M.S., SUNY at Stony Brook
Jacob
,
Swapnamole, Lecturer in Biology (2014)
MBBS (Medicine and Surgery), Vinayaka Mission’s Medical
College, Salem, India
Jannazzo,
Elizabeth, Lecturer in Graduate Teacher Education (2019)
A.S., Rockland Community College
B.S., Dominican College
M.S., Dominican College
Johnson
,
Danette, J. Gray, Lecturer in Graduate Special Education
(2016)
B.S.Ed., Illinois State University
M.S.Ed., Northern Illinois University
Kaywork, Jennifer
, Adjunct Associate Professor of Teacher
Education (2005)
B.S. Ed., University of Georgia
M.S., Virginia Tech
Ed.D., Rutgers University
Kendona,
Jacqueline, Lecturer in Occupational Therapy (2017)
A.A.S., Essex County College
B.A., Thomas Edison State College
M.S., Misericordia University
D.O.T., The George Washington University
Kepes
, Rochelle, Lecturer in Nursing (2009)
B.S.N., Dominican University New York
M.S.N., Columbia University
Kerchner
,
Mariel, Lecturer in Biology (2015)
B.S., Stony Brook University
M.S., New York Medical College
Ko
, Yu Bong, Lecturer in Art (2009)
B.A., Brown University
M.Ed., Teacher's College, Columbia University
Kogut
, Hilda, Lecturer in Criminal Justice (2008)
B.A., University of Massachusetts
M.P.A., Long Island University
Konschak
,
Ruth, Lecturer in Nursing (2011)
B.S., Marymount College
B.S., Pace University Lienhard School of Nursing
M.P.A., Pace University
Kornreich
, Beth, Lecturer in Psychology (1989)
B.A., State University of New York, Stony Brook
M.A., (A.B.D.), Fordham University
Ph.D., Fordham University
Krauchuk
, Julie, Lecturer in Nursing (2010)
A.A.S., Rockland Community College
B.S.N., Dominican University New York
M.S.N., Dominican University New York
Lee
, Jason, Lecturer in Nursing (2007)
B.S., Centro Escolar University/Mary Chiles College
M.S., College of Mount Saint Vincent
Lerman
, Barbara, Lecturer in Nursing (2008)
B.A., Lehman College
B.S.N, Dominican University New York
M.P.A., New York University
| 185
Levin
,
Toby, Lecturer in Epidemiology Graduate Nursing (2016)
B.A., CUNY-Brooklyn College
M.P.H., CUNY-Hunter College
Ph.D., Walden University
Lithco
,
Eileen, Clinical Lecturer in Nursing
(2013)
B.S., Hunter-Bellvue School of Nursing
M.S., Mercy College
Lucas
, Taletia, Clinical Lecturer in Nursing (2015)
B.S.N., Utica College of Syracuse University
M.S.N., Mercy College
Luu
,
My Thuy, Clinical Lecturer in Nursing (2012)
B.A., SUNY Oswego
B.S.N., Dominican University New York
M.S.N., Chamberlain College of Nursing
Main
, Jessie Lynn, Weekend Physical Therapy Lab Assistant (2021)
B.A., Eastern Connecticut State University
D.P.T., Dominican College
Marsico
, Robert, Adjunct Assistant Professor of Physical Therapy
(2014)
B.S., Florida International University
M.P.T., UMDNJ and Rutgers University
Ed.D., Columbia University Teachers College
Martin
, Jennifer, Lecturer in Graduate Teacher Education (2017)
B.A., Dominican University New York
M.A., Teachers College of Columbia University
Martin
, Thomas, Lecturer in Psychology (2003)
A.A., Rockland Community College
B.A., Dominican University New York
M.A., Teacher's College, Columbia University
Mason
, Bruce, Lecturer in Business Administration (MBA)
(2005)
B.A., Colgate University
M.B.A., Fairleigh Dickinson University
Massad
, Lori, Lecturer in Business Administration (2020)
B.S.A., University of Delaware
M.B.A., Harvard University
Maynard
,
Lydia, Lecturer in Mathematics (2012)
B.S., Virginia Tech
M.A., Virginia Tech
M.Phil., Teacher’s College, Columbia University
Ph.D., Teacher’s College, Columbia University
McGrath
, Mildred, Lecturer in Nursing (MSFNP) (1996)
B.S.N., Seton Hall University
M.S.N., Seton Hall University
McHayle,
Dionne, Clinical Instructor in Nursing (2021)
M.S. FNP, Dominican College
McMahon
, Jacqueline, Lecturer in Nursing (2009)
A.A.S., Pace University
B.S.N., Pace University
M.S.N., Pace University
Melville
, Thomas, Lecturer in English (2008)
B.A., St. Peter's College
M.A., Seton Hall University
M.S., William Paterson University
Ed.D., Rutgers University
Metcalf,
Cynthia, Lecturer in History (2019)
B.A., University of Virginia
M.A., University of Virginia
Ph.D., University of Virginia
Metzger
, Nathan, Lecturer in Philosophy (2008)
B.A., University of Wisconsin
Ph.D., The City University of New York
Mitchell
,
Diane, Lecturer in Graduate Special Education (2015)
B.S., SUNY Oneonta
M.S., Fordham University
Ed.D., St. John’s University
Moniz
, Debra, Lecturer in Math (2006)
B.S., Pace University
M.S., Pace University
Ed.D., Argosy University
Mooney
, Gregory, Lecturer in Business Administration (MBA)
(2016)
B.A., Rider University
M.B.A., Iona College
Moore
, Janet, Lecturer in Music (2022)
B.S., Ithaca College
M.S., Syracuse University
Mulcahy,
Eileen, Lecturer in Science (2020)
B.S., University of Scranton
M.S., Rutgers University
D.P.T., University of Scranton
Murphy
, Hannah, Lecturer in Physics (2015)
A.A., Rockland Community College
B.S., Mercy College
M.S.Ed., Lehman College
Myers
, Lori, Lecturer in English (2015)
B.A., Temple University
M.A., Wilkes University
Nanry-Mathieu
, Kathy, Lecturer in Nursing (2016)
B.S.N., Herbert Lehman College
M.S.N., Mercy College
Neebe
, Dominique, Lecturer in Special Teacher Education (2019)
A.A., SUNY Farmingdale
B.A., Saint Joseph’s College
M.A., Farmingdale SUNY
Newcombe
, Christine, Lecturer in Psychology (1993)
B.A., Loyola College
M.S., Fordham University
O’Brien
, Amy, Lecturer in Graduate Teacher Education (2013)
B.A., Nazareth College of Rochester
M.S., Hunter College of the City of N.Y.
M.S., The College of Saint Rose
O’Gorman
, Ryan, Director of Retention and Student Success and
Lecturer in Communications (2019)
A.A., Rockland Community College
B.S., St. Thomas Aquinas College
M.S., Nyack College
Okaine,
Stephen, Lecturer in Biology (2022)
B.S., Syracuse University
M.S., Arnold and Marie Schwarts College, Long Island University
186 |
O’Keeffe-Bloomer
, Noreen, Lecturer in Occupational Therapy
(2011)
A.A.S., SUNY Rockland Community College
B.S./M.S., Dominican University New York
O.T.D. Chatham University
Olson,
Valerie, Lecturer in Physical Therapy (tDPT) (2016)
B.S., Southern Connecticut State University
M.S., University of Massachusetts
B.H.S., University of Florida
Ph.D., Seton Hall University
Orth,
John D., Adjunct Professor of Political Science (2008)
B.S., William Paterson University
J.D., Pace University School of Law
Oxendine
, Jessica, Lecturer in Spanish (2020)
B.A., Edgewood College
M.A., George Mason University
Paikin
, Nicole, Lecturer in Psychology (2014)
B.A., Lehigh University
M.A., New York University
Ph.D., New York University
Piren
, Corinne, Lecturer in Occupational Therapy (2015)
B.S./M.S., Dominican University New York
Quinn
,
Paul, Lecturer in Nursing (2015)
B.S.N., Pace University
M.S.N., College of Mount Saint Vincent
Ph.D., City University of New York
Quinn-O’Neil
, Beth, Lecturer in Nursing (2006)
B.S., Hunter College
M.Ed., Teachers College, Columbia University
Reyes
, Yelitza, Lecturer in Social Work (2020)
B.A., SUNY Oswego
M.S.W., Fordham University
Ribeiro,
Sandra, Lecturer in Physical Therapy (2020)
B.S., Hunter College
M.E., Lehman College
D.P.T., Dominican College
Rivera
, Pietra, Lecturer in Occupational Therapy (2010)
B.S., Dominican University New York
M.S., Dominican University New York
Rivera
,
Scott, Lab Assistant in Physical Therapy (2016)
B.S., Quinnipiac University
D.P.T., Quinnipiac University
Rizzitiello,
Nicole, Lecturer in Health Care Management (2017)
B.A., The College of St. Rose
M.P.H., New York Medical College
Roberts
,
Katrina, Lecturer in Social Work (2016)
B.S.W., Dominican University New York
M.S.W., Fordham University
Robertson
, Matthew, Lecturer in History (2014)
B.A., Dominican University New York
M.S.Ed., Iona College
Rosenblum,
L. Penny, Lecturer in Graduate Special Education (2019)
B.S., Kutztown University
M.Ed., Vanderbilt University
Ph.D., University of Arizona
Ruddy
, Rose Ann, Clinical Lecturer in Nursing (2009)
A.S.N., St. Vincent's Catholic Medical Center School of Nursing
B.S.N., Dominican University New York
M.S., New York University
Rusch,
Lisa, Lecturer in Physical Therapy (2016)
B.S., Sacred Heart University
D.P.T., Sacred Heart University
Safaie
, Saeed, Lecturer in Physics (1995)
B.S., New Jersey Institute of Technology
M.S., Rutgers University
M.S., State University of New York at New Paltz
Santos
, Margaret Cotter, Lecturer in Nursing (2010)
A.A.A., Rockland Community College
B.S.N., Dominican University New York
M.S., State University of New York at New Paltz
Sarro
, Emma, Adjunct Assistant Professor of Biology (2021)
B.S., Brown University
Ph.D., New York University
Sassano,
Louis, Lecturer in Mathematics (2020)
B.S., Long Island University
M.A., SUNY at Binghamton
Scanlon
, Isabel, Lecturer in Nursing (2008)
A.A.S., Bronx Community College
B.S., Mercy College
M.S.N., Columbia University
Schneider
, Rachelle, Lecturer in English (2018)
A.A., Rockland Community College
B.A., Dominican University New York
M.A., Mercy College
Sheehy
, Elizabeth, Lecturer in Graduate Special Education (2013)
B.A., Dominican University New York
M.A., Columbia University, New York
Shine
, Mary, Lecturer in Nursing (2006)
B.S.N., Mount St. Mary College
M.S., Iona College
Silverman
,
Debra, Lecturer in Biology (2015)
B.A., Brandeis University
M.D., Columbia College of Physicians and Surgeons
M.S.Ed., Dominican University New York
Silverman,
Jeanmarie, Lecturer in Biology (2017)
B.S., Pace University
M.S., New York Medical College
Simard
,
Claude, Lecturer in Chemistry (2016)
A.S., Dutchess Community College
B.S., Binghamton University M.S., Lehigh University
Simpkins
, Susan, Adjunct Associate Professor of Physical Therapy
(2012)
B.S., Boston University
M.A., Teachers College, Columbia University
M.Ed., Teachers College, Columbia University
Ed.D., Teachers College, Columbia University
Siu
, Yue-Ting, Lecturer in Graduate Teacher Education (2016)
B.S., Boston University
M.A., University of Arizona
Ph.D., University of California at Berkeley
| 187
Smith
, Gerri, Lecturer in Psychology (2015)
B.A., State University of New York at Albany
M.A., Nova University
Ph.D., Walden University
Stafford
, Priscilla, Clinical Instructor in Nursing (2021)
B.S.N., Dominican College
M.S.N., Capella University
Stanghellini
,
David, Clinical Lecturer in Nursing (2012)
B.A., Iona College
A.S.N., Cochran School of Nursing
B.S.N., Dominican University New York
M.S.N., Benedictine University
Stilley
, Dana, Lecturer in Mathematics (2019)
B.S., Brown University
M.B.A., Columbia Graduate School of Business
Stolove
, Renee, Adjunct Assistant Professor of Physical Therapy
(2014)
B.S., Brooklyn College
B.S., Hunter College
M.A., Teachers College
M.P.H., New York Medical College School of Public
Health
Sullivan
, Teresa, Clinical Evaluator in Nursing (2021)
A.A.N., Rockland Community College
B.A., SUNY, New Paltz
B.S.N., Dominican College
MSN FNP, Dominican College
Swanwick,
Michael, Lecturer in Sociology/Social Work (2019)
B.A., Marshall University
M.S.W., Fordham University
Ph.D., Capella University
Taylor,
Shane, Lecturer in Communications (2010)
B.A., William Paterson University
M.F.A., Mason Gross school of the Arts, Rutgers University
Tribelli
, Dominic, Lecturer in Communications (2019)
B.A., University of Rhode Island
M.A., Montclair State University
Vallon,
Jeffrey, Lecturer in Psychology (2008)
B.A., Northeastern University
M.E.D., Springfield College
M.S., New York University
Ph.D., California Coast University
Weiner,
Jeanne, Lecturer in Social Work (2018)
B.S., SUNY Potsdam
M.S.W., University of Pennsylvania
Weinstock
, Stuart, Lecturer in Film Studies (2021)
B.A., Columbia University
M.F.A., Columbia University
Weiss
, Diane, Lecturer in Occupational Therapy (1987)
B.Sc. (OT), University of Western Ontario, Canada
M.A., Fairleigh Dickinson University
FAOTA, Fellow American Occupational Therapy Association
Welfeld
, Joseph, Lecturer in Health Care Management Graduate
Nursing (MBA) (2014)
B.E., Cooper Union School of Engineering and Science
M.B.A., Baruch College/CUNY
Whyte
, Kaye, Nursing Skills Laboratory Assistant (2011)
B.S.N., Dominican University New York
M.A., Pace University
Wilfred,
Manuel, Lecturer in Physical Therapy (2017)
B.P.T., KMCH College of Physiotherapy
D.P.T., University of Montana
Wilkins
, Diana, Lecturer in English (2009)
B.A., College of New Rochelle
M.A., Queens College
M.F.A., Lesley University
Wirr,
Amir, Lecturer in Psychology (2015)
B.S., The Pennsylvania State University
M.A., Iona College
Yan
, Zhonghui Michelle, Lecturer in Chemistry (2010)
M.S., Long Island University
Zipp
, Genevieve, Adjunct Associate Professor of Physical Therapy
(2011)
B.S., University of Medicine & Dentistry, Kean College
M.A., Teachers College Columbia University
M.Ed., Teachers College Columbia University
Ed.D., Teachers College Columbia University
188 |
Family Nurse Practitioner Preceptors
CONNECTICUT
Samuel Taylor, MD
HSS, Stamford, CT
NEW JERSEY
Michele DeAntonio, MD
DeAntonio Pediatrics
Laurie Dicorcia, NP
Valley Physician Services
Marciano Figueroa, MD
Valley Hospital Medical Group
Alexander Fruchter, MD
All Bergin Pediatrics
Raji Gangaram, MD
Advanced Laser and Skin Care Center
Odessa Hoinkis, MD
Bergen Geriatric Care Associates
Kristyn Papageorgiou, MD
Teaneck Primary Care Doctors
Patty Ann Romanik, NP
The Englewood Medical Group
Jatinder Sawhney, MD
Private Practice Gerontology
Rita Suri, MD
Geriatric Medicine and Hospice
Amanda Tinucci, NP
Valley Health Medical Group
Rebecca Varghese, MD
Lifeline Urgent Care
Daniel Wilkin, MD
Bergen Primary Care Associates
NEW YORK
Gomathi Adiyaman, MD
Gomathi Pediatrics
Carmen Atomante, MD
Rockland Medical Group
Lubin Augustin, MD
Augustin Pediatrics
Thomas Avella, MD
Crystal Run Healthcare Center
Karen Baldwin, CNM
Hudson River Health Care
Kathy Begley-Pritzker, NP
Rockland Pulmonary
Peter Bezdicek, MD
Goshen Medical Associates
Maureen Cooney, MD
Nyack Pediatrics
Leslie Cooper, FNP
Cornerstone Family Healthcare at Jawonio
Sandra Costley, MD
S & K Medical Associates
George Cox, MD
Bon Secour Medical Group
Ann Davenport, PNP
Gregory Martocci Pediatrics
Brooke Davidson, MD
Vladimir Zelekno Medical & Specialty Care
Ellen Dempsey, NP
Clarkstown Medical Associates
Kenneth Desa, MD
Hudson River Health Care
Kerry Donovan, FNP
Clarkstown Pediatrics
Michelle Doyle, FNP
Port Jervis Family Health Center
Robin Epstein, NP
Crystal Run Healthcare Center
Makar Eskarous, MD
IMHOTEP Medical
Karen Feliciano, NP
Newburgh Neurology
Jennifer Ferrara, FNP
Padre Pediatrics
Debby Gilhooly, NP
OB/GYN of Rockland, P.C.
Rachel Halevy, MD
Rockland Medical Group
Elizabeth Jacob, MD
Helping Kids Pediatrics
Noble Jacob, MD
Crystal Run Healthcare Center
Stanley Jacob, MD
Helping Kids Pediatrics
Louise Jovino, MD
Bardonia Pediatrics
Christine Kerr, MD
Hudson River Health Care
Richard Klein, MD
Northern Westchester Internal Medicine
Lily Kung, MD
Mamaroneck Medical Center
Linda Kurtz, MD
Airmont Pediatrics
Seth Kurtz, MD
Park Avenue Health Center
Lori Lambert-DeRario, MD
Partners in Pediatrics
Liliana Lopez, DNP, FNP
En Su Casa
Francesca Luna-Rudin, MD
Middletown Medical Associates
Sari Maenza, FNP
White Plains Family Health Center
Meir Malmazada, MD
Private Practice - Internal Medicine and
Pulmonology
Leah Marinille, CNM
Home Birth Midwife
Beatrice Marseille, FNP
Maple Adult Health Care Center
Libby Mathew, MD
Crystal Run Healthcare Center
Patricia Meade-D’Alisera, DNP, NP
STAT Health
Karen Murray, MD
Open Door Family Medical Center
Shirley Nelson, MD
Bon Secour Medical Group
Iwuozo Obilo, MD
Obilo Pediatricss
Lorraine Olivero, DNP, FNP
Palisades Pulmonary Medical
Amy Piperato, MD
Stony Point Medical Group
Sheila Pongnon, MD
Westchester Women’s Medical
Healthcare
Christine Quinlan, FNP
Middletown Medical Associates
Rita Rackwitz, FNP
NY Presbyterian Pediatrics
Tricia Reilly, FNP
Orangetown Pediatrics
Ann Rhodes, FNP
Mobile FNP
Donald Rosenblum, MD
Community Medical and Dental
Sandra Sadler, MD
Private Practice Pediatrics
Dennis Scharfenberger, MD
Warwick Family Practice
Perel Schneid, DO
Crystal Run Healthcare Center
Muhammad Shahid, MD
North Rockland Medical Group
Yvette Sims, FNP
Zatz Private Practice Pediatrics
| 189
Daniel Sinyor, MD
Crystal Run Healthcare Center
Graig Straus, NP
Rockland Urgent Care
Douglas Wignarajah, MD
Crystal Run Healthcare Center
Laura Woods, NP
Horizon Family Medical Group
Kenneth Zatz, MD
Private Practice Pediatrics
Valdimir Zelenko, MD
Vladimir Zelenko Medical & Specialty Care
Occupational Therapy Fieldwork Supervisors
CONNECTICUT
Abbott Terrace-Athena Healthcare Systems
Gillian VanderVliet
Capital Regional Education Council
Joyce Rioux, EdD, OTR/L
Center for Pediatric Therapy
Courtney Richards, MA, OTR/L
Connecticut Children’s Hospital
Joshua Goodman, OTR/L
Creative Development, LLC
Deanne Anderson, OTR/L
Danbury Hospital-For Adults
Betsy Overton, OTR/L
Danbury Hospital-For Pediatric
Jennifer Keegan, OTR/L
Day Kimball Healthcare
Jeffrey Sheridan, OTR/L
Hospital for Special Care
Robyn Cop, OTR/L
Institute for Living
Jaclyn Cmero, MS, OTR/L
Jumpstart Therapy and Fitness Network
Catherine Risigo-Wickline, OTR/L
Natchaug Hospital
Winifred Gordon, OTR/L
Senior Philanthropy of Cheshire, LLC
Steve Souza, OTR/L
University of Connecticut Health Center
Mark Warren, OT/L
Wheeler Clinic (Northwest Village
School)
Adrianne Smith, OTR/L
DELAWARE
Jungle Gym Rehabilitation Center
Debbie Simmons, OTR/L
Kentmere Rehabilitation and Healthcare
Center
Lisa Culp, OTR/L
FLORIDA
ADL Achievement Therapy
Denise Comiskey, OTR/L
Advanced Rehab and Nursing Center
Catherine Escarrilla, OTR/L
Children’s Therapy Solutions, Inc.
Lena Thoresen, OTR/L
Health South Sunrise Rehabilitation Hospital
Toni Miret, OTR/L
Miami Children’s Hospital Dan Marino
Center
John McDonough, OTR/L
United Cerebral Palsy of Central
Florida
Solina Brainin, OTR/L
KENTUCKY
Rehab Care/Kindred Rehab Services
Brooke Doherty, Director
MARYLAND
Hands on Therapy
Candy Diamond, OTR/L
Skills on the Hill, LLC
Kristen Masci, MS, OTR/L
MASSACHUSETTS
Shriners Hospitals for Children
Deborah Latour, OTR/L
MICHIGAN
Encore Rehabilitation Services
Laura Sistre, OTR
NEW JERSEY
Able Hands Rehab
Gabrielle Haden-Buchholz, MS, OTR/L
Advantage Rehabilitation
Ronlida Pulido, PT Regional Director
Atlantic Hospital Corp.
Atlantic Rehabilitation Institute
Michelle Darling, OTR/L
Bergen County Special Services
Michelle Zilberfarb, OTR/L
Bergen Pediatric Therapy Center
Lisa Koo, OTR/L
Blossoms Pediatric Occupational
Therapy, LLC
Kathleen Brandt, MA, OTR/L
Caldwell Pediatric Therapy
Care One at Cresskill
Care One at Hanover
190 |
Jason Campbell, OTR/L
Anita Joy, OTR/L
Al Serra, OTR/L
Care One at Holmdel
Beth Smith, OTR/L
Care One at Livingston
Glorietta Tison, OTR/L
Care One at Morris
Sugnesh Patel, MS, OTR/L
Care One at Pine Rest
Lisa McConville, OTR/L
Care One at Teaneck
Meredith Diaz, OTR
Care One at Valley
Jung Hee Kim, OTR/L
Care One at Wayne
Alka Pai, OTR/L
Cedar Crest Village
Mountain View Gardens
Melissa VanKerschaver, OTR/L
Children’s Specialized Hospital
Joanne Hunt, OTR/L
Clark Nursing and Rehabilitation
Clara Delacerna, OTR/L
Community Medical Center
Raj Chawda, OTR/L
Concordia Learning Center
at St. Joseph’s School for the Blind
Miriam Hartstein, OTR/L
Englewood Hospital & Medical Center
Brian Frese, OTR/L
First Cerebral Palsy of New Jersey
Kayla Den Bleyker, OTR/L
FOX Rehabilitation
Lynnette Palestro, OTR/L
FunSense, LLC, dba FunSense Gym
Christopher Walsh, OTR/L
Greystone Park Psychiatric Hospital
Rhonda Gordon, MA, OTR/L
Hackensack University Medical Center
Department of Physical Medicine and
Rehabilitation
Irma Arndt, OTR/L
Hamilton Park Health Care Center
Lorna Mercado, OTR/L
Hand Therapy Solutions
Michelle Blumenstyk, OTR/L
Holy Name Hospital
Kimberly Dykhouse, OTR/L
Horizon School
Carmen Martinez, OTR/L
J & B Therapy
Becky Kriege, MA, OTR/L
JDT Medical Rehabilitation Center
Carla Moldes, OTR/L
JDT Villa
Khyati Shah, OT/L
Jewish Home at Rockleigh
Jennifer Thompson, OTR/L
JFK-Johnson Rehabilitation Institute
Ushentha Nirmul, OTR/L
Kessler Institute for Rehabilitation
Rachel Levinson, OTR/L
Kids Care Institute
Jennifer Ciraulo, MS, OTR
Limitless Performance in Therapy
Raina Koterba, OTR/L
Manchester School District
Brian McHale, OTR/L
Mathany Medical and Educational Ctr.
Lynne Quada, MS, OTR/L
Montville Board of Education
Crystal Hemberger, OTR/L
Milford Manor Nursing & Rehabilitation
Dana Nazarechuk, PT, FW Coordinator
New Jersey Developmental Disabilities
Agency
Donna Coffey, OTR/L
Northern Valley Physical Therapy P.A.
Denise Keehn, OTR/L
Occupational Therapy Consultants Inc.
Evelyn Eisenstein, OTR/L
Palisades Rehabilitation Center of
Cresskill
Deborah Longest, MS, OTR/L
Paramus Board of Education
Cathryn Coppola, OTR/L
Parsippany-Troy Hills School District
Melissa Arnot, MS, OTR/L
Paterson School District
Nicole Heid, OTR/L
Peace Care St. Ann’s
Minerva Banayos, Rehab Director
PG Chambers School
Rebecca Tate, OTR/L
Prospect Heights Care Center
Betty Thomas, MPA, OTR/L
PG Chambers School
Rebecca Tate, OTR/L
Rehabilitation Specialist
Stephanie Blodgett, OTR/L
Rickard Rehabilitation Services, Inc.
(Hawthorne School District)
Betsey Hemmerle, OTR/L
Ridgewood Pediatric Therapy
Association
Rose Santos-Martinez, OTR/L
Ridgewood Public Schools
Laura Murphy, MA, OTR/L
Shore Kids Pediatric Therapies
Tracy Garguilo, MS, OTR/L
St. Clare’s Health System
Kimberly O’Brien, Manager of PMR
Department
St. Josephs Regional Medical Center
Margaret Bresko, OTR/L
St. Josephs Wayne Hospital
Monika Eller, OTR/L
St. Luke’s Hospital Warren Campus
Karen Llanos, OTR/L, CHT
Teaneck Community Charter School
Ilene Miller, OTR/L
Tender Touch Rehabilitation Services,
LLC
Lori Blaire, OTR/L
The Buckingham at Norwood
Laura Sostre, OTR/L
The Phoenix Center
Shira Marks, OTR/L
The Rehabilitation Institute
Barbara McGroarty, OTR/L
The Therapeutic School and Preschool
Donna Hicks, OTR/L
The Valley Hospital
Cynthia Winick, OTR/L
The Valley Hospital Center for Child De-
velopment
Greta Gray, MS, OTR/L
Tiny Tots Therapy
Rebecca Dean, OTR/L
The Valley Program
Patricia Butler, OTR/L
Trinitas Children’s Therapy Services
Jennifer Agresto, OTR/L
Universal Rehabilitation
Michael Fried, MS, OTR/L
Upper Saddle River Board of Education
Meredith Ardito, MS, OTR/L
VA New Jersey Healthcare System
Lynn Ryan, MS, OTR/L
Waldwick Public Schools
Maria Scalia, MAEd, OTR/L
Warren Township Public Schools
Alison Hales, DOR, OT/L
NEW YORK
ABC for Kids Occupational Therapy
Victoria Meehan, OTR/L
Access Physical Therapy and Wellness
Cynthia Boccia, OTR/L
AFYA Foundation
Danielle Butin, MS, OT/L
Ahava Medical and Rehab Center
Moryam Ladotun, MS, OTR/L
A Starting Place
Laurie Lupien, MS, OTR/L
Anderson School
Caitlyn Miller, MS, OTR/L
AHRC
Bainbridge Adult Day Care Center
Beth Abraham Family of Health Svcs
| 191
Nancy Felicetta, OTR/L
Miriam Wilensky, OT/L
John Matos, OTR/L
Bon Secours Charity Health System, Inc.
Cynthia Boccia, OTR/L
B.D. Manual Rehabilitation
Mun Shieh, OTD, OTR/L
Bronxville Senior Citizens
Mary Walsh Roche, OTR/L
Complete Rehab.
Barbara Heim, OTR/L
Concourse Rehabilitation and Nursing
Home
Dennis Wagner, OTR/L
Coney Island Hospital
Chaya Leffel, OT/L
Cove Lakes Nursing Home
Denise Galante, OTR/L
Creative Wonders
David Green, MA, OTR/L
Crystal Run Healthcare
Emily Barski, OTR/L
Crystal Run Healthcare
Emily Barski, OTR/L
Department of Education NYC
Daniel Holbrook, OTR/L
Dynamic Kids
Hartsdale, NY
Robbie Levy, MA, OTR/L
East End Occupational Therapy, PLLC
Anthony Marullo, OTR/L
Eger Health Care and Rehabilitation Ctr
Kevin Cullen, OT/L
Elant at Goshen
Donna Frazier, OTR/L
Elant at Meadowhill
Maria Villanueva, OTR/L
Elizabeth Seton Pediatric Center
Carmelia Senese, MA, OTR/L
First Step, LLC
Lina Zhitnik, OTR/L
Forest View Center for Rehabilitation
And Nursing
Russ Tavroff, OT/L
George Robinson Center
Pre School Learning Experience
Margaret Amatura, OTR/L
Giant Leaps Occupational Therapy, PC
Tammy Belcher, OTR/L
Goshen School District
Marian Hammaren, OTR/L
Greenwood Lake School District
Stacey Gove, OTR/L
Gurwin Jewish Nursing Home and
Rehab Center
Wendy Gurtman, OTR/L
Hand Therapy of Rockland
Shari Federbusch, MA, OTR, CHT
Helen Hayes Hospital
Tiffany Rivera, OTR/L
Highland Rehabiliation and Nursing
Jennifer Doty, Director of Rehab
Holliswood Center for Rehabilitation &
Healthcare
Cynthia Mompoint, Director of
Rehabilitation
Inclusive Sports and Fitness, Inc.
Alexander Lopez, JD, OT/L
Inspire
Samantha Burns, OT Supervisor
Lakeland Central School District
Jennifer Maria Dzialga- Kalbfell, OTR/L
League School
Meredith Davis, OTR/L
McCarton Center
Nadia Rust, OTR/L
Manhattan Veterans Administration Hospital
Ruth Guerrier, MS, OTR/L
Marboro Central School District
Noreen O’Keeffe-Bloomer, OTR/L
Mid-Hudson Psychiatric Hospital
Irene DiDonato, OTR/L
Monroe Woodbury School District
Crystal Cardone, MS, OTR/L
Montefiore Medical Center
Joy Norgaard, OTR/L
Motion PT Group
MetroSports Med Park Slope
Ann Marie Feretti, OTR/L
New York City Health and Hospitals
Corporation (Metropolitan Hospital)
Sharon Martinez, OTR/L
New York Institute of Technology Voca-
tional Independence Program
Kelly Lavin, OTD, OTR/L
New York State Occupational Therapy
Association (NYSOTA)
Flo Hannes, MS, OTR/L, FAOTA
Northeast Center for Special Care
Annmarie Belfiglio, MS, OTR/L
Norwegian Christian Home
Oscar Rubin, OTR/L
Nuvance Health
Hannah London, MS, OTR/L
Nyack Public School System
Lori Zawel, OT/L
NYU Langone Brooklyn
Enza Navarra, Clinical Educator
NYU Langone Hospital
Rusk Rehabiliation
Nandita Singh, MPH, OTR/L
Nuvance Health
Hannah London, MS, OTR/L
Nyack Public School System
Lori Zawel, OT/L
Nyack Manor Nursing Home
Kim Barrio, OTR/L
NYU Langone Health-South Campus
NYU Langone Orthopedic Hospital
Angela Cirami, OTR/L
Orange Regional Medical Center
Ann McEnroe, Director Outpatient
Therapy
Pathways Children’s School
Deschantal Montano, OTR/L
Pediatric Occupational Therapy Solutions
Preschool Solutions, LLC
Laura Stubecki, OTR/L
Precision Rehab
John DiLorenzo OTR/L
Prime Rehabilitation Services, Inc.
Fran Kocher
Prime Time for Kids
Elizabeth Berliner, OTR/L
Professional Occupational and Physical
Therapy, PLLC and ProEx Physical
Therapy and Affliated Entities
Kim Ciprian, Senior Director
Protherapy Rehabilitation OT, PT,
SLP, PLLC
Russalette Magbanua, OTR/L
Putnam Hand Therapy
Deborah Maldonado-Baker, OT/L, CHT
Rockland Boces
Rich Schicolone, OTR/L
Rockland Psychiatric Center
Helen Kadin, OT/L
Rockville Centre School District
Maria Minondo, MS, OTR/L
Schervier Pavilion-Owned by (APTW)
Frank Zottola, OT/L
Sensory Street Pediatric Occupational
Therapy, PC
Beatrice Hector, OTR/L
Special Programs in Occupational Therapy
Services (SPOTS)
Amy Hagopian, OTR/L
St. Dominic’s School
Carol Popowytsch, OTR/L
St. Luke’s Hospital Cornwall Hospital
Ms. Borsenberger, Director
St. Patrick’s Home
MaryLou DeMaio, OTR/L
Suffern Central School District
Sandra Block, OTD, OTR/L
Sunshine Adult Daycare
Tammy Ryan, Director
Sunshine Children’s Home and Rehabilita-
tion Center
Myra Baltazar, OTR/L
Ten Broeck Commons
Christine MacMorran, OT/L
The Center for Discovery
Coleen Visconti, OTR/L, C/NDT
192 |
The Harry Gordon School
Robin Butler, OTR/L
The New York Hospital Medical Center
of Queens
Anita Liu Chen, OTR/L
The New York Institute for Special Education
Constance Ascerno, OTR/L
The New York and Presbyterian Hospital
New York Hospital-Westchester Division
Jacy McFall, MS, OTR/L
The New York Presbyterian Rehabilitation
Medicine
Robin Silver, OTR
The Paramount of Somers Rehabilitation and
Nursing Center
Lauren Brown, MS, OTR/L
The Summit School
Gail Grubman, OTR/L
The Wartburg Home
Antoinette Celetti, OTR/L
Therapy Pros, LLP
Esther Mizrahi Elting, MS, OTR/L
UCP Association of Nassau County Inc.
Diana Forcina, OTR/L
United Cerebral Palsy Association
Gary Grimaldi, PhD, OTR/L
VA Hudson Valley Health Care System
Castle Point Campus
Maura Timm, OTR/L
Valley View Center for Nursing Care and
Rehabilitation
Lynn Maxwell, OTR/L
Wappinger Falls School District
Nelida Fesko, OTR/L
Washington School District
Jamie Serra, OTR/L
Westchester Institute for Human
Development
Izel Obermeyer, OTR/L
Westchester Medical Center
Taylor Pavilion
Beverly Kontis, OTR/L, CCE
Westchester School for Special Children
Ruma Choudhury, MS, OTR/L
William Floyd School District
Ed Diaz, OT/L
Winthrop-University Hospital
Terrence O’Grady, DPT, CI, Center
Coordinator of Clinical Education
Workmen’s Circle Multicare Center
(Theradynamics Rehab Management)
Edmar Goloyugo, OTR/L
NORTH CAROLINA
Cape Fear Valley Health System
Rhonda Sweitzer, OTR/L
Carolina Pediatric Therapy
Courtney Carriveau-Webb, MS, OTR/L
Cumberland County Schools
Exceptional Children’s Office
Cindy Weymer, MS, OTR/L
OHIO
Mercy St. Vincent’s Medical Center
Alaina Hartman, OTR/L
Rehab Dynamics, Inc.
Maureen Kane-Wineland, OT/L
PENNSYLVANIA
Barnes-Kasson County Hospital
Brian Bianchi, MS, OTR/L
Central Intermediate Unit #10
Sonia Van Horn, OTR/L
Centre Region Active Adult Center
Cindy Stahlman
Colonial Intermediate Unit 20
(Stroudsburg School District)
Betty Oertner, M.Ed., OTR/L
Encompass Health Geisinger
Jennifer Strocko
Encompass Health Rehabilitation Hospital
of Nittany Valley
Margo Fuick, MS, OTR/L
Fellowship Community
John J. McKeon, Jr., OTR/L
Good Shepherd Rehabilitation Network
Devon Saltzer, MS, OTR/L, CKTP
Milford Senior Care and Rehabilitation Ctr.
Bridget Dellert, OTR/L
University of Pittsburgh Medical Center
(UMPC)
Amanda Hickoff, OTR/L
RHODE ISLAND
Rhode Island Hospital
Carol Sepe, PT
SOUTH CAROLINA
Therapy Consortium
One Stop Therapy for Kids
Tidelands Health Rehabilitation Services
Tidelands Health
TENNESSEE
HealthPro Heritage
Jeanne Andreani
Maury Regional Medical Center
Cindy Kington, Director of Rehab
Therapy Hut, Inc.
Marwyn Benemerito, OTR/L
| 193
TEXAS
Behavior Keys
Paige Seifert, OTR/L
Capital Area Speech and Occupational
Therapy
Heather Celkis, OTR/L
Christus Santa Rosa Westover Hills
Teresa Douglas, OT/L
VERMONT
Central Vermont Medical Center
Lauren Briere, MS, OTR/L
Pediatric Play
Michelle Bonang, OT/L
Rutland Area Visiting Nurse Association,
Inc. and Hospice
Harry Snyder, OTR/L
VA Medical Center
White River Junction
Joe Barry, OT/L
VIRGINIA
Fauquier Health (Lifepoint Hospitals)
Bruce Edwards, MSPT, DPT, MDT
Phillips School-Annandale
Sara Veley, MS, OTR/L
Southeastern Physical Therapy, Inc.
Beth King, MS, CCC-SLP
Virginia Commonwealth University
Robin McNeny, OTR/L
Virginia Health Rehab
Jon Sterner, PT
Physical Therapy Clinical Coordinators
ALABAMA
HealthSouth Lakeshore Hospital
Nancy McCracken, PT, CCCE
CALIFORNIA
Corona Del Mar Rehabilitation
Michelle Edwards, CCCE
Laguna Beach PT
Michelle Edwards, CCCE
Magnolia Physical Therapy
Michelle Edwards, CCCE
CONNECTICUT
Elim Park Baptist Home
Josh Greene, OT, CCCE
DISTRICT OF COLUMBIA
Georgetown University Child Development
Center
Rachel Brady, CCCE
Veteran Affairs Medical Center
Physical Medicine & Rehabilitation
Heather Malecki
FLORIDA
Beachside Physical Therapy
Chris Wicker, PT, DPT
194 |
MASSACHUSETTS
Falmouth Hospital
Glenn English, CCCE
HealthSouth Rehab Hospital of West MA
Danielle Godin, CCCE
Mullis & Associates
Jonathan Mullis, CCCE
Pro Sports Therapy
Doug Fecko, PT, CCCE
NEW JERSEY
AllCare PT & Sports Training
Jason Fahs, CCCE
Alliance Hand & Physical Therapy
Colleen Fitzsimmons, PT, DPT, CCCE
At Englewood
Alliance Hand & Physical Therapy
Colleen Fitzsimmons, PT, DPT, CCCE
At Hackensack
The Atlantic Rehab Institute (AHS)
Geri Guingon-White, PT, DPT,CCCE
Bergen Center for Child Development
Katie Dunne PT, CCCE
Center for Disability
Elizabeth Keating, PT
Center for Physical Therapy & Sports Rehab
(AHS)
Geri Guingon-White, PT, DPT,CCCE
Children's Center for Therapy & Learning
Linda M. Macario, PT, CCCE
Children's Specialized Hospital
Ellen Lloyd, PT, CCCE
At Hamilton
Children's Specialized Hospital
Ellen Lloyd, PT, CCCE
At Mountainside
Children's Specialized Hospital
Ellen Lloyd, PT, CCCE
At New Brunswick
Children's Specialized Hospital
Ellen Lloyd, PT, CCCE
At Toms River
Chilton Memorial Hospital
Nancy Bonard PT, CCCE
Clara Maas Hospital
Gloria Brabone, PT, CCCE
Community Medical Center
Karen Tortorelli, PT,CCCE
Cornerstone Physical Therapy
David De La Fuente, PT,DPT, CCCE
At Clark
Cornerstone Physical Therapy
David De La Fuente, PT,DPT, CCCE
At Tranquility
CP of Middlesex County - The Lakeview
School
Linda D'Anton, PT, CCCE
Daughters of Miriam
Kimberly Papa, CCCE
Delaware Valley Physical Therapy
Tony Kauffman, PT, CCCE
ECLC of NJ - Chatham
Suzanne Johnson, PT, CCCE
Excel Orthopedic Rehab
Rami Said, PT, CCCE
At Waldwick
Felician School for Except. Children
Katie Dunne PT, CCCE
First CP of New Jersey
Danielle Van Beuzekom, PT,CCCE
Forsgate Physical Therapy
Dennis Gramata, PT, Dir., CCCE
Fort Lee Public Schools
Katie Dunne PT, CCCE
Forum School
Katie Dunne PT, CCCE
Franklin Lakes Physical Therapy
Alyssa Lambrese, PT, CCCE
Genesis Eldercare Rehab Services
Jessica Fulmino, PT, MS, CCCE
Of Cedar Grove
Genesis Eldercare Rehab Services
Jessica Fulmino, PT, MS, CCCE
Of Fairlawn
Hackensack University Med Center
Elissa Solow PT, CCCE
Hamilton Physical Therapy
Mark Laurinaitis, PT, CCCE
At Ewing
Hamilton Physical Therapy
Mark Laurinaitis, PT, CCCE
At Hamilton
Holy Name Hospital
Bob Walsh, PT, CCCE
IVY Rehab Mahwah
Paul Schroeder, PT, CCCE
JAG Physical Therapy
John Gallucci, PT, DPT, CCCE, Director
of Warren Township
JAG Physical Therapy
John Gallucci, PT, DPT, CCCE, Director In
West Orange
Jersey Central Physical Therapy
Jennifer Barnett, PT, CCCE
JFK Medical Center
Pragati Shah, PT, DPT, CCCE
Kessler, West Orange
Lauren Snowden, CCCE
Kessler Institute for Rehab Outpatient
Jennifer Skrapits, PT, CCCE
Lauren Snowden PT, CCCE
Kids Therapy Center
Gena Livingston, PT, CCCE
Ladacin Network
Beth Vroman, CCCE
Lakeview Subacute Care Center
Kerry lamuri, PT, CCCE
MCRC
Michael Weis, CCCE
Montville Physical Therapy
M. Benjamin Burton, PT, DPT, CCCE
Morristown Memorial Hospital (AHS)
Geri Guingon-White, PT, DPT, CCCE
Mountainside Hospital
Joseph Patanella, PT, CCCE
New Jersey Center of
Physical Therapy
M. Benjamin Burton, PT, DPT, CCCE
Next Step Aquatic & Manual
Physical Therapy
Reesa Reed, PT, CCCE
North Jersey Developmental Center
Tracey Kalinowski , CCCE
North Jersey PT Association
Carol Cote, CCCE
Optimum Orthopedics
Michael Dunne, PT, CCCE
At Lyndhurst
Optimum Orthopedics
Michael Dunne, PT, CCCE
At Montclair
Optimum Orthopedics
Michael Dunne, PT, CCCE
At Secaucus
Overlook Hospital
Janet Warnet, PT, CCCE
Palisades Medical Center
Nicole Nerli, OT, CCCE
Paramus Public Schools
Katie Dunne, PT, CCCE
Pediatric Physical Therapy Specialties, PA
(PPTS)
Jennifer Inglett, PT, DPT, CCCE
Pediatric Rehab of North Jersey
Chintan Pancholi, CCCE
Princeton Orthopedic Associates
Annie Kennedy, CCCE
Rickard Rehab Services Inc.
Carolyn Rickard, PT, Director
Robert Wood Johnson at Rahway
Mary Windsor, PT
| 195
Robert Wood Johnson
University Hospital
Mirza Gamboa, PT, CCCE
St. Barnabas Medical Center
Dana Fleming, PT, MPT,CCCE
St. Joseph's Regional Medical Center
Diane Bertone, PT, CCCE
St. Joseph's Wayne Hospital & Rehab
Cathy Nikolarakos, PT, CCCE
St. Peter's University Hospital
Ann Hayes, PT, CCCE
Shore Rehabilitation Institute
Tammy Meale, PT, CCCE
Somerset Medical Center
Nancy Reger, CCCE
Special Strides Therapy
Riding Center
Laurie Landi, PT, CCCE
Sports Care Institute
Jennifer Palaia, PT, CCCE
At Bergenfield
Sports Care Institute
Jennifer Palaia, PT, CCCE
At Elmwood Park
Sports Training Physical Therapy
Maureen Wilhelm, PT, Director, CCCE
Sterling Physical Therapy
Sharla Schwartz, PT, CCCE
Suburban Therapy Center
Michelle Banaag, PT, CCCE
Trinitas Children's Therapy Services
Gerard Power, PT, CCCE
UMDNJ
Marcia Downer, PT, CCCE
Universal Institute
Randy Marti, OT, CCCE
University Med Center @ Princeton
Janet Popowitz, PT, CCCE
The Valley Hospital
Sonny Naviamos, PT, CCCE
Wayne Physical Therapy &
Spine Center
Catherine Laico, PT, CCCE
Wayne Township Board of Education
Donna Shelichach, PT, CCCE
West Milford Physical Therapy Center
Anne Kane, PT, Director
NEW YORK
Adex PT
Adewale Adenlola
Abilities First Medical Rehab Clinic
Janet Graveswright, PT, CCCE
Albany Medical Center Hospital
Julie Rieger, PT, DPT,CCCE
Alliance Physical Therapy
Jeroen Keessen, PT, CCCE
Peter Annello
Peter Annello, PT, CCCE
Aqua Health Rehab Center
Julia Burman, CCCE
Associated Therapies
Joann Ferrara
Benedictine Hospital
Kevin Rudolph, PT, CCCE
Beck Physical Therapy
Robert Beck, PT, CCCE
Beth Israel Medical Center
Paul Lee, PT, CCCE
(BIMC)The Continuum Center for Health
& Healing
Yvonne Johnson, PT, CCCE
(BIMC) Phillips Ambulatory Care Center
Paul Lee, PT, CCCE
Blythedale Children's Hospital
Linda Fieback, PT, CCCE
Bon Secours Community Hospital
Eugenia Tice-Shepard, PT, CCCE
Brookdale University Hospital & Medical
Center
Igor Maskovsky, PT, CCCE
Finnie Lau, CCCE
Catskill Regional Medical Center
John Pawlowski, PT, CCCE
Kristine Conologue, CCCE
Center for Child Development
Michael Weiss, PT, CCCE
Center for Nursing & Rehab
Randy Palmaira, PT, CCCE
Children's Rehab Center
Magen Kennedy, PT, CCCE
Churchill Orthopedic Rehabilitation
Phil Lombardo
Community Hospital At Dobbs Ferry
Kate Soliz, PT, CCCE
Complete Care Phyisical Therapy
Eddie Charlton, CCCE
Dynamic Kids
Liz Curran, PT
Early Intervention Center of Brooklyn
Huck Ito, CCCE
Elant Inc.
Donna Frazier, OT, Dir of Rehab
Ellenville Regional Hospital
Teresa Marcel, PT, CCCE
Flushing Hospital Medical Center
Milagros Uviles-Montavo, PT, CCCE
Frank Nani Physical Therapy
Frank Nani, PT, Director, CCCE
Franklin Center for Rehab & Nursing
Martha Mays, PT, CCCE
Golden Gate Rehab &
Health Care Center
Naomi Friedman, PT, CCCE
Good Samaritan Hospital
Howard Wilen, PT, CCCE, Director
Hands on Physical Therapy
Dimitrios Kostopoulos,PT,PhD, CCCE
Of Astoria
Hands on Physical Therapy
Dimitrios Kostopoulos, PT, PhD, CCCE
Of Bayside
Helen Hayes Hospital
Mary Nishimoto, PT, CCCE
Hospital for Special Surgery
Karen Juliano, PT, CCCE
Inpire
Deborah Engle, PT, CCCE
Island Sports PT Of Coram
Kevin Roden, PT, CCCE
Island Sports PT Of Smithtown
Dan Danato, PT, CCCE
Jamaica Hospital/Brady Center
Milagros Uviles-Montavo, PT, CCCE
Jawanio Inc.
Jerry Staller, PT, CCCE
John A. Coleman Children's
Rehabilitation Center
Magen Kennedy, PT, CCCE
Sue Hausch, PT
John T. Mather Memorial Hospital
Dena Promutico, PT, CCCE
Kids Abilities
Katherine Leinart Kirchen, PT, CCCE
Kingsbrook Jewish Medical Center
Phillipe Nelson, PT,CCCE
The Kingston Hospital
Jodie Cesarato, CCCE
Lenox Hill Hospital
Teresa Pariezali, PT, CCCE
Lutheran Medical Center
Enza Navarra, PT, CCCE
Madison PT
Jay Hunt, CCCE
196 |
Moriarty Physical Therapy
John P. Quinn, PT, MS, CCCE
New Interdisciplinary School
Peter Raalf, PT, CCCE
New York and Presbyterian Hospital- Weill
Cornell Center
Franca Gioia, PT, MA, CCCE
The New York Hospital Center – Queens
Nicole Manfield, PT, CCCE
Niagara Children
Margaret Nawrocki, CCCE
Nyack Hospital
Isaac Altschuller, PT, CCCE
NYC Board of Education
Judith Loebl, PT, CCCE
Of Brooklyn
NYC Board of Education
Judith Loebl, PT, CCCE
In N.Y.C.
NYU-RUSK INSTITUTE
Angela Stolfi PT, CCCE
One on One PT
Joanne Cavaliere, CCCE
Orange Physical Therapy
Aaron Loeffler, PT, CCCE
Orange Regional Medical Center
Anne McEnroe, PT, CCCE
Orange-Ulster BOCES
Christine Pagana PT, CCCE
Orthopaedic Associates of Manhasset
Rachelle Magsisi, PT, CCCE
Peak Performance Physical Therapy
Chris Thomas, PT, CCCE
Peak Physical Therapy
Dan Fishman, PT, DPT, CCCE, Director
Of Middletown
Peak Physical Therapy
Dan Fishman, PT, DPT, CCCE, Director
Of Newburgh
Peak Physical Therapy
Dan Fishman, PT, DPT, CCCE, Director
Of New Paltz
Peak Physical Therapy
Dan Fishman, PT, DPT, CCCE, Director
Of Washingtonville
Pediatric Physical Therapy Services of Hud-
son Valley
Linda Fuller, PT, DPT, CCCE
Mario Pelligrino Pediatric OT, PC
Mario Pelligrino, OT, CCCE
Phelps Memorial Hospital Center
Matt Landfield, PT, CCCE
Physical Therapy in Motion
Lori Garone, PT, MS, HPCS
Pine Valley Center for
Rehabilitation & Nursing
Dawn Kelly, CCCE
Premiere Physical Therapy
of Rockland
Gerry Patchadlo, CCCE
Prime Time for Kids
Donna Bogin, CCCE
Linda Ferraro, CCCE
Procore Physical Therapy
Steven McCune, PT, CCCE
Of Blauvelt
Procore Physical Therapy
Greg Stemkowski, PT, CCCE
Of Valley Cottage
Professional Orthopedic Sports Physical
Therapy
Lou Petraglia, CCCE
Of Bayside
Professional Orthopedic Sports Physical
Therapy
Lou Petraglia, CCCE
Of N.Y.C.
Pulmonary Wellness & Rehab Center
Noah Greenspan, PT, CCCE
Putnam/North Westchester BOCES
Deidre Toolan, PT, DPT, CCCE
Richmond University Medical Center
Andrea Myszak, PT, DPT, CCCE
Rockland BOCES
Aileen Cummings, PT, CCCE
Roosevelt Hospital
Linda Gonzalez, CCCE
Saugerties Diagnostic & Specialty Ctr
Kevin Rudolph, CCCE
Barbara Engle, CCCE
St Anthony's Community Hospital
Stewart Ross
St. Francis Hospital
Brenda Koepp, PT, CCCE
St. Joseph's Medical Center
Susan Levine, PT, Admin, CCCE
St. Luke's Cornwall Hospital
Jeanne Campbell, OT, CCCE
St. Martin De Porres Infirmary
Sr. Martha Cummings, Director
St. Mary's Children's Hospital
Colleen Martin, OT, CCCE
Schnurmacher Center for
Rehabilitation & Nursing
Heta Sheth, PT, CCCE
The Shield Institute
Gail Tishcoff, OT, CCCE
Of Bayside
The Shield Institute
Gail Tishcoff, OT, CCCE
Of the Bronx
The Shield Institute
Gail Tishcoff, OT, CCCE
Of Flushing
The Shield Institute
Gail Tishcoff, OT, CCCE
Of New York City
Sound Shore Medical Center of Westchester
& Schaefer Extended Care
Patrick McCarthy, PT, CCCE
Sports Care Institute
Jennifer Palaia, PT, CCCE
Of New York City
Sports Care Institute
Jennifer Palaia, PT, CCCE
Of Spring Valley
Sports Care Institute
Jennifer Palaia, PT, CCCE
Of West Nyack
Sports Physical Therapy of New York
Aimee Alexander, PT, CCCE
Of New York City
Sports Physical Therapy of New York
Aimee Alexander, PT, CCCE
Of Orangeburg
Sports Physical Therapy of New York
Aimee Alexander, PT, CCCE
Of Spring Valley
Staten Island University Hospital
Rebecca Gonzales, PT, MS
Laura M. Stevens, Physical Therapy &
Athletic Training
Laura M. Stevens, PT,CCCE, Director
Sunnyview Rehabilitation Hospital
Patty Valenza, PT, CCCE
TOTS
Diane Bradford, Program Coordinator
United Cerebral Palsy (UCP)
Bonnie Marietta-Gliptis, CCCE
Of the Bronx
United Cerebral Palsy (UCP)
Jill Mandel, CCCE
Of Nassau
UCP Tradewinds Education
Kristen Fitgerald, PT
VA Hudson Valley Healthcare System
Maura Timm, OT, CCCE
At Castle Point
VA Hudson Valley Healthcare System
Maura Timm, OT, CCCE
At Montrose
Vassar Brothers Medical Center
Jackie Lamando, PT, CCCE
Visiting Nurse Service
David Jajoda, PT, CCCE
Wallkill , PLLC
Lori Schneider, PT, CCCE
Westchester Medical Center
Gail Cherry, PT, CCCE
Westchester Physical Therapy Group
Betty Gao, PT, CCCE
Westchester Square
Physical Therapy
Allan Torres, Director
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White Plains Hospital
Beth Rose, PT, CCCE
Willcare
Willyum Bobo, Rehab Supervisor,
CCCE
Wingate Healthcare New York
Regan Romanowski PT, CCCE
PENNSYLVANIA
HealthSouth
Tiffany Shue, CCCE
RHODE ISLAND
Elite Physical Therapy
Sarah Pacheco, CCCE
TENNESSEE
Johnson City Medical Center
Raquel Keithley, CCCE
Johnson County Health Center
Raquel Keithley, CCCE
Johnson Indian Path Medical Center
Raquel Keithley, CCCE
Johnson Northside
Raquel Keithley, CCCE
Johnson Northside Hospital
Raquel Keithley, CCCE
Johnson Rehab Plus Central
Raquel Keithley, CCCE
Johnson Rebab Plus Indian
Raquel Keithley, CCCE
Johnson Rehab Plus Quillen
Raquel Keithley, CCCE
Johnson Rehab Plus Wellness Center
Raquel Keithley, CCCE
VIRGINIA
Virginia Hospital Center
Elaine Stewart, PT, CCCE
Social Work Field Instructors
SENIOR YEAR
Dr. Lucinda Acquaye-Doyle, MSW Field Supervisor
South Orangetown Central School District
Melody Hyppolite, MSW Field Supervisor
Meals on Wheels
Judy Sabater-James, LMSW
St. Dominic’s Family Services
Adult Mental Health
Tracy Frank, LCSW
St. Dominic’s School
Christine Aherne, MSW
Rockland County Dept. of Health
Early Intervention Program
Nelcy Garcia-DeLeon, MSW
NYS Senator Elijah Reichlin-Melnick’s District Office
JUNIOR YEAR
Melody Hyppolite, MSW Field Supervisor
Meals on Wheels
Bonni Raab, DCSW, Field Supervisor
St. Dominic’s Family Services
Meals on Wheels
Elliot Markowitz, LMSW
L’Dor
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Teacher Education Cooperating Teachers
NEW JERSEY
Kathy Davis
Michelle Deubel
Emerson School District
Lindsay Angelis
Rachel Hadley
Rivervale School District
Stephanie Lowe
Leon Porter
Roselle School District
NEW YORK
Danielle Yeaple
Adrienne Zolota
Beacon City School District
Julianna Tangredi
Brewster School District
Allison Greene
Kristen Phelps
Bronx Classical Charter 3
Carl Bacon
Kimmberli Belmont
Jennifer Chand
Donald De Caprio
Robin Goldberg
Tami Messner
Jennifer Spedaliere
Jennifer Teichmaun
Clarkstown Central School District
Kimberly Dunkel
Cornwall on the Hudson
Brittany Barrows
Robin Levine
Jodi Silber
East Ramapo School District
Paul Bennis
Jennifer Cestare
Tara Eber
Goshen School District
Ken Hall
Highland Falls/Fort Montgomery
Jennifer Mc Elroy
Holly Pason
Minisink Valley School District
Jennifer Fisher
Michael Henderson
Chris Mac Robbie
Nanuet Union Free School District
Belia Dhareneri
Lauren Landi
Nicole Reid
Bridge Santigo
Danielle Sarmiento
Simone Shenlogian
Samantha Stein
Sewranie Sagar-Thomas
New York City Public Schools
Beverly Feuerstack
Pine Bush School District
Cassie Barbera
Pamela Bartell
Alison Costello
Denise Healy
Carol Kuhn
Sara Nybro
Maureen O’Sullivan
Kristyn Rastelli
Pamela Tarasco
South Orangetown Central School
Melissa Jefferson
Eileen Nevins
Jean Wallace
Suffern Central School District
Jeanne Fogler
Amy Samman
Warwick Valley School District
Lisa Morrella
Maria Vaglica
Yorktown Central School District
Directions | 199
Directions
Visitors are welcome at any time. Prospective students can contact the Office of Admissions to schedule a campus tour and admissions confer-
ence. The Office of Admissions is open on weekdays throughout the year and in the evenings and on Saturdays by appointment.
Dominican University New York is located in Rockland County, New York, at Exit 6E of the Palisades Parkway. The University is just west
of Route 303 at Orangeburg Road and Western Highway, Orangeburg, NY, minutes from the Bergen County line.
The College is readily accessible from:
New York City
Take the George Washington Bridge to the Palisades Parkway to Exit 6E to second traffic light, and left (Western Highway) to the University.
Westchester
Take the Tappan Zee Bridge to the NYS Thruway to Exit 12, Route 303 South, right on Orangeburg Road to first traffic light (Western High-
way) and right to the University.
New Jersey
Take the Garden State Parkway to the New York State Thruway South to Exit 12 to Route 303 South right on Orangeburg Road to first traffic
light (Western Highway) and right to the University.
Orange County
Take Harriman Interchange (Route 32) to Route 6 to Palisades Parkway. South to Exit 6E to second traffic light, and left (Western Highway) to
the University.
The University may be reached using public transportation via Transport of Rockland (TOR) Route 92 or Red and Tan lines Bus #20, to
Orangeburg Road and Western Highway.
Dominican University New York is also located near major airports serving New York and New Jersey.
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