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contents Choose your path to leadership… Message from the President 1 GRADUATE CERTIFICATE PROGRAMS 44 About Thomas Edison State College 3 Clinical Trials Management 44 Frequently Asked Questions 4 Educational Leadership 45 Academic Calendar 7 Homeland Security 45 Earning Your Graduate Degree 8 Human Resources Management 47 School of Applied Science and Technology 10 Online Learning and Teaching 47 MASTER OF SCIENCE IN Organizational Management APPLIED SCIENCE AND TECHNOLOGY 12 and Leadership 48 Heavin School of Arts and Sciences 18 Project Management 49 MASTER OF ARTS IN LIBERAL STUDIES 20 Public Service Leadership* 49 MASTER OF ARTS IN Programs for Special Audiences 50 EDUCATIONAL LEADERSHIP 24 Resources for Graduate Students 52 School of Business and Management 28 Library Resources 53 MASTER OF SCIENCE IN MANAGEMENT 30 Graduate Mentors 54 MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT 38 Graduate Studies — Key Contacts 56 Inside John S. Watson School of Public Service College Policies and Accreditation Information Back Cover and Continuing Studies 42 *This graduate program is open only to graduates of the Executive The Graduate Prospectus provides an overview of many of the policies Potential Program offered by the Center for Government Training and and services of the College. The information contained in this Professional Development’s Graduate School. Prospectus is current as of July 1, 2010. While every effort has been made to ensure accuracy of the information contained in this THE W. CARY EDWARDS SCHOOL OF NURSING Prospectus, the College reserves the right to make changes without prior notice. at Thomas Edison State College offers graduate degree and certificate nursing programs. For more information about graduate nursing programs at Thomas Edison State College or to request a W. Cary Edwards CONTENTS Nursing Prospectus, call 101 West State Street (888) 442-8372 or visit Trenton, NJ 08608-1176 www.tesc.edu/nursing. (888) 442-8372 email@example.com www.tesc.edu Thomas Edison State College M E S SAG E F R O M T H E PRESIDENT Thank you for expressing interest in online graduate programs at Thomas Edison State College. The decision to pursue a master's degree is an important one, and our job is to help make this decision as easy as possible for you. Our students consistently tell us that the convenience and flexibility of online study are important in their decision to apply and enroll. To meet these needs, the College specializes in providing flexible, high-quality graduate programs tailored to the working adult student. Our students value the ability to control their own schedules and fit work on their graduate studies into their already busy lives. “ More important, our students finish their degree programs knowing that what they have learned at Thomas Edison State College will make a difference in how they see and understand the world and their work. The College You will find that the College's graduate degree programs all have a central theme: specializes in leadership. While the degree program you select depends on your professional providing flexible, interests and personal goals, each degree program requires that you work with other students from a wide variety of organizations. You will be guided in your work by high-quality skilled graduate mentors who have strong academic credentials and significant graduate professional experience. All of our graduate programs are offered online, allowing you the flexibility to study programs tailored ” whenever and wherever you like. As a Thomas Edison State College graduate student, to the working you will have access to classes, discussions, assignments and your fellow students online. This state-of-the-art delivery system allows you to attend to the demands of adult student. your personal and professional responsibilities while still pursuing your education. M E S SAG E F R O M T H E P R E S I D E N T Again, thank you for your interest in our graduate programs. I believe you will find that the College offers a unique and accommodating way to earn a graduate degree of which you will be proud. I wish you well as you take this important first step toward achieving your educational goals. Sincerely, Dr. George A. Pruitt President Graduate Prospectus 2010-2011 1 “ If we did all the things we ” are capable of doing, we would literally astound ourselves. Thomas A. Edison About Thomas Edison State College Established in 1972, Thomas Edison State College is one of New Jersey's 12 senior public institutions of higher education and one of the oldest institutions in the country designed specifically for adults. The College is regionally accredited by the The College is Middle States Association of Colleges and Schools and offers associate, bachelor’s and regionally master's degrees in more than 100 areas of study as well as undergraduate, graduate and professional certificate programs. accredited by the The College has pioneered the use of the latest technology to develop flexible, Middle States high-quality educational programs for self-directed adults and is a national leader in the assessment of adult learning. Forbes magazine identified the College as one of the Association top 20 schools in the nation in the use of technology to create learning opportunities of Colleges for adults. and Schools. The entire academic program at the College revolves around the unique needs of adults, removing the barriers that limit many excellent graduate school candidates who juggle family and career responsibilities. Those barriers are largely time and place. Most adults cannot put their lives on hold to sit in a classroom at a specific time and place. At Thomas Edison State College, they do not have to. A B O U T T H O M A S E D I S O N S TAT E C O L L E G E Academic programs at Thomas Edison State College are administered through its academic schools: SCHOOL OF APPLIED SCIENCE AND TECHNOLOGY HEAVIN SCHOOL OF ARTS AND SCIENCES SCHOOL OF BUSINESS AND MANAGEMENT W. CARY EDWARDS SCHOOL OF NURSING JOHN S. WATSON SCHOOL OF PUBLIC SERVICE AND CONTINUING STUDIES Graduate Prospectus 2010-2011 3 frequently asked questions Q What graduate programs does Q Which graduate program is best for me? the College offer? All graduate programs at Thomas Edison State The College currently offers the following programs: College have a central theme: leadership. The gradu- GRADUATE DEGREE PROGRAMS ate program you select depends on your professional (all available online) and personal interests and goals. To speak with a Master of Arts in Liberal Studies graduate school advisor to discuss which graduate Master of Arts in Educational Leadership programs best fit your needs, call (888) 442-8372 or Master of Science in Applied Science visit www.tesc.edu. and Technology Master of Science in Management Master of Science in Human Q Do I need to travel to the College in Trenton, N.J.? Resources Management Master of Science in Nursing* No. You do not need to visit Thomas Edison State College's campus in Trenton to complete course work *This program is offered through the W. Cary Edwards School of Nursing at Thomas Edison State College. To request a W. Cary Edwards School of or earn your degree or certificate. However, you are Nursing Prospectus or for more information, please call (888) 442-8372, e-mail firstname.lastname@example.org or visit www.tesc.edu/nursing. welcome to visit and meet with staff. Most commu- nication takes place online or over the telephone. GRADUATE CERTIFICATE PROGRAMS (all available online) Clinical Trials Management Educational Leadership Q computer? How proficient do I need to be on the Homeland Security All graduate degree programs at Thomas Edison State Human Resources Management College are online programs and the expectation is Online Learning and Teaching that students have access to a reliable and relatively Organizational Management and Leadership current PC and are connected to the Internet through Project Management a reliable Internet service provider. Course work Public Service Leadership* involves extensive communications over the Internet Nurse Educator Certificate Program** with other students, graduate mentors and College staff. Students should have some experience with F R E Q U E N T LY A S K E D Q U E S T I O N S *Available only to graduates of the Executive Potential Program of the Center for Government Training and Professional Development's Graduate School. e-mail, MS-Word and Internet search engines. **This program is offered through the W. Cary Edwards School of Nursing at Courses are delivered through Blackboard, for which Thomas Edison State College. To request a W. Cary Edwards School of Nursing Prospectus or for more information, please call (888) 442-8372, e-mail there is a tutorial online. The College's MIS staff is email@example.com or visit www.tesc.edu/nursing. available for orientation and trouble-shooting throughout the program. Q Is the College accredited? Yes. Thomas Edison State College is regionally accred- ited by the Middle States Association of Colleges and Q Is the GMAT or GRE required? No. Thomas Edison State College finds that the qual- Schools, the accrediting body for colleges and univer- ity of experience that our students bring to the sities in the Middle Atlantic States region. See the program is a better indication of their ability to suc- inside back cover of this publication for more details. ceed. However, students who have taken these examinations are encouraged to submit their scores as part of their application. 4 Thomas Edison State College what are the Q How and when can I apply? admission You can apply online 24 hours a day. To apply online, visit www.tesc.edu/apply. Applications are reviewed throughout the year and students who are accepted are placed into the next available cohort (or class), requirements? which begin four times a year. Admission to a graduate degree program is compet- itive and based on a qualitative review of a prospective student's application. Applicants must Q What happens after I apply? have a bachelor’s degree from a regionally accredit- Your application will be acknowledged via e-mail. ed college or university and provide a current resume The completed application package, including all and two letters of reference. A written essay is eval- supporting materials, will be reviewed by the uated critically and used to assess a student's ability Committee on Admissions within three weeks of to succeed in and benefit from a graduate program. receipt. Students will be notified in writing about the Admission to a graduate program is based on: decision. a qualitative evaluation of the applicant's undergraduate educational work from a region- Q What are mentors? Thomas Edison State College does not have a stand- ally accredited college or university. An undergraduate GPA of 2.75 is recommended ing faculty. Instead, the College engages to be successful in the program; well-qualified faculty from accredited colleges and a qualitative assessment of the applicant's universities from around the nation to provide guid- personal statement, essay and two letters of ance for students as they progress through their reference; course work and to make assessments of that work relevance of work experience and career and of the course examinations. We call them men- objectives to the program objectives; and tors. Mentors assign course grades and are available to students via e-mail, phone and fax. three years professional, managerial or related experience is suggested for all graduate degree programs. Q Who is required to take the TOEFL (Test of English as a Foreign Language)? The TOEFL examination is required for applicants Bachelor's to Master’s Program whose primary language is not English and who have Thomas Edison State College undergraduates who not received their undergraduate education from a have earned at least 99 transcripted credits may U.S. college or university. Thomas Edison State apply for provisional admission to a graduate degree F R E Q U E N T LY A S K E D Q U E S T I O N S College requires graduate students to score at least program. If accepted, students may earn up to 9 550 on the paper TOEFL exam, at least 213 on the graduate credits to meet requirements for both the computer-based TOEFL exam or at least 79 on the bachelor’s and master's degrees. Students pay grad- Internet-based exam. If you are an international stu- uate tuition at the current rate and must maintain dent, contact the Office of Admissions at their active undergraduate enrollment status. (888) 442-8372 for further information. Graduate courses are not included in the undergrad- uate Comprehensive Tuition Plan. Graduate Prospectus 2010-2011 5 Q What type of professional backgrounds do students have? Our graduate students have a wide variety of professional backgrounds in the public and private sectors as well as the military and law enforcement communities. Typically, our students work as CEOs, how much will it cost? human resources directors, public school teachers and administrators, college instructors and adminis- trators, healthcare professionals, sales managers, project managers, researchers, customer service The total cost of tuition, books and fees for a gradu- administrators, financial services officers, nuclear ate degree are estimated at $23,000. The total costs reactor operators, nursing administrators, newspaper for a graduate certificate are estimated at approxi- editors, data management specialists, military offi- mately $7,500. cers, pharmaceutical administrators, senior systems analysts, law enforcement officials, substance abuse counselors, veterinarians, budget directors, librarians and insurance industry executives. Tuition and Fees Estimate: DEGREE PROGRAM (36 CREDITS) Q How will I meet other students? You will meet other students in several ways. The Application Fee: Tuition: $ 75 (nonrefundable) $519 per credit most common mode of contact is online. Our stu- Books, Computer Software dents connect with each other and develop strong and Other Study Materials: $200 - $300 per 3 credit relationships as they think together on the issues course (estimated) they study. Internet Access: Students will bear the costs of Internet access. Q Is there financial aid at the Graduation Fee: $257 graduate level? The figures listed above are estimated and intended for infor- Employer tuition assistance is the most frequently mational purposes only and are based on tuition and fees for used form of financial aid for graduate-level the 2010-2011 year, effective July 1, 2010. Tuition and fees are education. Contact your human resources or training subject to change by action of the College Board of Trustees. office to explore your employer's policy on tuition reimbursement. Graduate students are eligible for F R E Q U E N T LY A S K E D Q U E S T I O N S Unsubsidized Stafford Loans. For more information, contact the Office of Financial Aid at firstname.lastname@example.org or call (888) 442-8372. Educational Partnerships may apply certain graduate-level courses and training to meet requirements of the MALS, MSM and MSHRM Thomas Edison State College recognizes American degree programs. Most students who select these Council on Education (ACE)-evaluated courses at the options are currently enrolled through these partner graduate level. Students enroll in these courses through organizations. Students must request an ACE transcript an ACE partner organization and pay course fees direct- be sent to Thomas Edison State College. Students can ly to the organization. For credit to be applied toward a contact ACE toll free at (866) 205-6267, (202) 939-9434 Thomas Edison State College graduate degree, students or via e-mail at email@example.com. 6 Thomas Edison State College how long will it take? Q What happens once I am accepted into a graduate program? Graduate degree programs at Thomas Edison State College are designed to be completed in two years or Once you are admitted into a graduate program, less. On the average, students complete degree you will receive course registration materials. Before requirements in 20 months or less. Depending on the semester begins, you will be given login informa- work and personal commitments, it is possible to tion and a password for direct, 24-hour access to slow that pace down, or to accelerate it. myEdison®, Thomas Edison State College's online classroom portal. The center of communications throughout your program will be myEdison®. Academic calendar Applications are reviewed throughout the year and students who are accepted are placed into the next Q How are online graduate courses available cohort (or class). Cohorts begin four times a structured? year. To ensure consideration to begin for the cohort Online graduate courses at Thomas Edison State of your choice, your application should be received at College have a specified start and end date. Students least six weeks prior to the semester course start are expected to work through the syllabus and com- date. To help you visualize a potential timeline for plete assignments in the assigned time. Structured earning your degree, consider the following courses are a key element to creating an environ- timetable: ment where students can work, think and learn TO BEGIN IN: APPLY BY: together. The online classroom is a vibrant learning Winter - January Nov. 15 community where students communicate with each Spring - April Feb. 15 other and with their graduate mentors. Summer - July May 15 Fall - October Aug. 15 Q Can I control my study schedule? It is recommended that students take 18 credits in a The online classroom frees students from the con- year to complete their graduate degree in less than straints of having to attend class at a specific time two years. and place. Students study where and when it is con- venient for them. The College and mentors are able to receive e-mails sent at all hours of the day and night. Graduation and As long as you are meeting required deadlines, you may complete your assignments at times convenient Commencement to you. The Thomas Edison State College Board of Trustees certifies graduates four times a year in March, June, A C A D E M I C C A L E N DA R September and December. A formal Commencement ceremony is held each October in Trenton, N.J. Students who have earned undergraduate and graduate degrees during the pre- ceding year are encouraged to participate in the Commencement ceremony. Graduate Prospectus 2010-2011 7 you can do this! earning your graduate degree at Thomas Edison State College Graduate degree programs at Thomas Edison State College are designed to transform students into Institutional Graduate Outcomes industry leaders and meet the demands of working All Thomas Edison State College graduate degree adults. Graduate degree programs are available com- graduates will be able to: pletely online and integrate management and demonstrate mastery of in-depth knowledge leadership theories and practices as they apply to a of the current major questions, debates and student’s career. methodologies in their field or profession; Our graduates earn master’s degrees to be eligible for use critical thinking, reflective and research executive management positions, earn higher salaries skills to evaluate theory to make informed and pursue new careers. Our alumni report that their decisions and improve practice in their field; graduate experiences have given them the added con- communicate in a variety of formats fidence and tools to lead, make decisions, take risks appropriate to the field of study; and see a broader world view. Additionally, alumni have said their experiences helped them learn to fos- apply ethical decision making in research, ter collaborations and develop team approaches to evaluation, organizational culture and exchanging ideas and solving problems. communities; All graduate degree programs at Thomas Edison State integrate and use effectively technology in College are 36 credits, and include three integral parts: evaluating information and its sources in practical application in field of study; and Core courses recognize cultural influences in organization Electives that may include a professional focus and community decision making. Capstone Project E A R N I N G YO U R G R A D U AT E D E G R E E What is Prior Learning Assessment? Thomas Edison State College is a national leader in training, or other workforce development programs. assessing college-level knowledge acquired outside the Students demonstrate their knowledge through a classroom for college credit. This process is known as portfolio that is evaluated by experts who teach the Prior Learning Assessment (PLA). Through this process, same subjects at the collegiate level. For more infor- students have the opportunity to demonstrate gradu- mation on Graduate Prior Learning Assessment, call ate-level knowledge they have acquired outside the (888) 442-8372. classroom through their work, corporate or military 8 Thomas Edison State College Core Courses are required to complete the program. Generally, students begin their program by taking the core courses that have been designed to teach a set of skills identified by educators and prac- titioners, which are at the heart of the best thinking and practices in the field. These courses address the question, “What should a graduate of this degree program be able to do?” Elective Courses may be selected based on “ a student’s education, professional experiences and self-development needs and goals. In this flexible sec- tion of the degree requirements, students can: take additional online courses from any of Thomas Edison State College’s graduate offer- ings; Thomas Edison State College has opened apply up to 12 credits of American Council on Education courses that have been evaluated many doors for me, from Dun & Bradstreet at the graduate level; Corporation to Ernst & Young. It was earn credits for courses offered through Educational Partnership organizations, whose exciting to find out after I moved from the programs fit a degree requirement; global group at Ernst & Young into my develop a graduate-level Prior Learning Assessment portfolio, where students can ” current position that the senior director’s demonstrate the graduate-level knowledge they E A R N I N G YO U R G R A D U AT E D E G R E E have acquired in their work, training or other executive administrator also attended programs; Thomas Edison State College. transfer up to 12 graduate-level credits earned at other regionally accredited institu- Keith Ambersley, MSM ’04 tions; or Project Manager design an independent study course under Ernst & Young, LLP the guidance of a graduate mentor. Capstone Project The Capstone Project, also referred to as Master’s Project, is a requirement in which students must synthesize what they have learned in their core and elective courses and apply that knowledge in a project. Graduate Prospectus 2010-2011 9 School of Applied Science and Technology “ S C H O O L O F A P P L I E D S C I E N C E A N D T E C H N O LO GY Our graduate programs address the increasing need to develop a specially trained workforce to manage and lead the professions of the new century. Our courses are designed by experts in the fields of applied science and technology ” and enable students to tackle real-world issues facing contemporary organizations with instructors who are industry leaders. Marcus D. Tillery, PhD Dean, School of Applied Science and Technology 10 10 Thomas Edison State College Thomas Edison State College The School of Applied Science and Technology provides Master of Science in innovative graduate programs that facilitate learning, Applied Science and Technology engagement and discovery in the applied science and technology fields. The curriculum provides advanced Outcomes learning in the modern tools of business management, Graduates of the Master of Science in Applied Science leadership, applied science and technology. and Technology degree program will be able to: The Master of Science in Applied Science and demonstrate mastery, orally and in writing, Technology (MSAST) degree is designed to meet the of the knowledge, techniques, skills, modern advanced, multidisciplinary educational requirements tools and advanced technologies of the of students interested in obtaining leadership positions appropriate discipline; in their chosen professions. The program focuses on initiate, design and conduct research; developing the research analysis and critical evaluation skills necessary to support decision making and integrate theoretical concepts and research problem solving required to lead today’s technical findings into product and/or process enterprises. Students select one of two areas of innovation; concentrations: clinical trials management track or incorporate productivity measurement and technical studies track. project planning tools to plan, manage and evaluate constant improvement projects that support organizational goals; demonstrate leadership in the workplace through the use of advanced technological, S C H O O L O F A P P L I E D S C I E N C E A N D T E C H N O LO GY and management tools and techniques; and evaluate the impact of ethical and cultural influences on organizational interactions and/or decisions. Graduate Prospectus 2010-2011 11 Master of Science in Applied Science and Technology D E V E L O P I N G T H E S K I L L S TO L E A D TO D AY ’ S T E C H N I C A L E N T E R P R I S E S The Master of Science in Applied Science and Technology degree program is designed to meet the Curriculum Requirements advanced, multidisciplinary educational require- CORE COURSES: ments of students interested in obtaining leadership positions in their chosen professions. Core Courses 18 credits The program provides graduate study in the modern ORG-510 tools of business management, leadership, applied ORGANIZATIONAL RESEARCH 3 credits science and technology, and developing the research, analysis and critical evaluation skills necessary to THC-530 support decision making and problem solving TECHNOLOGY AND THE required to lead today’s technical competencies. HUMAN COMMUNITY: CHALLENGES AND RESPONSES 3 credits APS-600 PRODUCTIVITY MEASUREMENT AND M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY CONTINUOUS IMPROVEMENT 3 credits PJM-510 PROJECT MANAGEMENT 3 credits APS-601 TECHNOLOGY INNOVATION AND COMMERCIALIZATION 3 credits CSR-610 CORPORATE SOCIAL RESPONSIBILITY 3 credits Area of Study 12 credits Clinical Trials OR Technical Studies Master’s Project 6 credits TOTAL 36 Credits 12 Thomas Edison State College Area of Study Requirements Area of Study Requirements CLINICAL TRIALS MANAGEMENT TRACK: TECHNICAL STUDIES TRACK: The Clinical Trials Management track was designed by The Technical Studies track was developed by experts experts working in the clinical research field and from a range of technical industries and focuses on focuses on the fundamentals of the clinical trials the fundamental philosophy of technology develop- environment, study design and management. ment and implementation to drive productivity and performance improvement with a focus on energy Clinical Trials Management cost reduction, and information management and Courses: 12 credits security. CTM-510 Technical Studies Courses: 12 credits INTRODUCTION TO CLINICAL TRIALS RESEARCH AND DRUG EUT-500 DEVELOPMENT 3 credits RENEWABLE AND ALTERNATIVE ENERGY 3 credits CTM-520 CLINICAL TRIALS RESEARCH: APS-501 PRACTICE TO POLICY 3 credits HUMAN PERFORMANCE IMPROVEMENT 3 credits CTM-530 INTRODUCTION TO CLINICAL APS-502 TRIALS DATA MANAGEMENT 3 credits ADVANCED QUALITY ANALYSIS 3 credits M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY CTM-540 CMP-500 ETHICAL ISSUES AND REGULATORY NETWORK SECURITY 3 credits PRINCIPLES IN CLINICAL TRIALS 3 credits Graduate Prospectus 2010-2011 13 MASTER OF SCIENCE IN APS-600 APPLIED SCIENCE AND TECHNOLOGY PRODUCTIVITY MEASUREMENT AND CONTINUOUS IMPROVEMENT 3 credits Course Descriptions This course focuses on the essence of principles, and practices of productivity measurement and continu- ORR-510 ous improvement based on global perspectives. Also ORGANIZATIONAL RESEARCH 3 credits provide a functional understanding of productivity and how it can be measured properly and effectively This course equips students to conduct the types of for productivity improvement purposes. The content research and information-gathering projects that are for the course will encompass total quality manage- a significant part of the organizational life of most ment (TQM), process improvement, business processes managers and leaders. The course provides tech- and Manufacturing Execution Systems (MES). niques and skills that students will find helpful in researching many types of questions and problems, including those encountered in other graduate-level APS-601 courses as well as the Master’s Project. TECHNOLOGICAL INNOVATION AND COMMERCIALIZATION 3 credits PJM-510 This course examines the relationship between PROJECT MANAGEMENT 3 credits sustainable growth, innovation and the commercial- ization process. Particular emphasis will be placed on This course provides students with the essential con- how to drive profitable innovation through a dynamic cepts in project management and their applications process of constantly creating new business models, M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY in working environments. It examines the planning, improving customer experiences, opening new mar- organizing, leading and controlling of projects. Topics kets and commercializing or launching new products. include, but are not limited to, project life cycle, Students will be immersed in the assessment skill set scheduling and resource allocation. Team projects necessary to identify emerging trends and develop and tutorials include the use of project management organizational to meet unmet market needs. software. CSR-610 THC-530 CORPORATE SOCIAL RESPONSIBILITY 3 credits TECHNOLOGY AND THE HUMAN COMMUNITY: This course introduces students to concepts of cor- CHALLENGES AND RESPONSES 3 credits porate social responsibility, which involves an Students explore the role of technology as it relates examination of whether organizations should expand to society, community and the individual, with par- their focus from serving stockholders to also consid- ticular emphasis on its impact on workplace issues. ering the impact of the firm’s activities on diverse Students will explore humanity's love-hate relation- stakeholders. Practicing corporate social responsibili- ship with technology over the millennia, will debate ty requires that a corporation meld business goals ethical issues such as cloning and irradiated food, with societal experiences. and will anticipate technology's impact on cultures, communities and individual persons in the future. Students will use their own workplace or community to test theories and draw informed conclusions. 14 Thomas Edison State College APS-700 best suited for answering particular research ques- MASTER’S PROJECT IN APPLIED SCIENCE tions. Students learn about the various approaches to AND TECHNOLOGY 6 credits conducting a survey as a part of clinical research. The Master’s Project in Applied Science and Economic/cost measures, health-related quality-of- Technology is designed to provide a guided in-depth life measures and work productivity measures are experience in defining, measuring, analyzing, improv- also covered. Students develop an understanding of ing and controlling a significant opportunity or current issues related to clinical research. challenge relevant to the learner’s applied science or technology workplace or profession. The learner will be expected to acquire knowledge, real-life experi- CTM-530 ence and research to make recommendations that INTRODUCTION TO CLINICAL TRIALS are based upon solid data and benchmarking. DATA MANAGEMENT 3 credits This course provides an overview of the clinical data management process in pharmaceutical research set- CTM-510 tings. Students gain an understanding of the INTRODUCTION TO CLINICAL TRIALS regulations governing the data management process; RESEARCH AND DRUG DEVELOPMENT 3 credits identify the roles and responsibilities of personnel This course provides an introduction to the field of involved in the research process; learn how and why clinical research and an overview of the environment, data is collected; and understand database structure FDA approval processes and regulations, and various and design. The course covers the reporting of elements involved in the development and conduct adverse drug events. Also covered are parameters for of clinical trials. Students identify the history and data review, coding, queries and validation. Students M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY principles of the drug development process and their develop strategies to manage practical issues that application to the design and implementation of clin- may arise. ical research activities. Students identify the steps involved from drug discovery to market approval in the United States and abroad. In addition, students CTM-540 learn the role, responsibilities and interrelationships ETHICAL ISSUES AND REGULATORY of regulatory agencies, sponsors, study personnel and PRINCIPLES IN CLINICAL TRIALS 3 credits other related groups in the clinical research process. This course provides a step-wise approach to under- The relevant ethical principles developed for the pro- standing clinical research and how today's tection of human research subjects and the related regulations impact tomorrow's drugs. Early ethical elements of informed consent are covered. guidelines such as the Nuremberg Code and the Declaration of Helsinki will be covered. The course also explores essential aspects of running clinical CTM-520 trials, including regulatory documents, regulatory CLINICAL TRIALS RESEARCH: inspections as well as adverse event and safety PRACTICE TO POLICY 3 credits monitoring. Regulatory guidelines outside the United This course provides students with an understanding States will be covered. of clinical research methods as well as current issues concerning drug and device development in the United States. Students learn how to formulate a sci- entific literature search to inform their research efforts and develop the skills that are necessary for critical evaluation of published studies. The design of clinical research is discussed in detail so that the stu- dent is prepared to recommend what type of study is Graduate Prospectus 2010-2011 15 APS-501 HUMAN PERFORMANCE IMPROVEMENT 3 credits This course focuses on improving human performance through analysis. Human Performance Improvement focuses on improving operational performance through training and development, ergonomics, environmental health and safety operations analysis. APS-502 ADVANCED QUALITY ANALYSIS 3 credits This course focuses on the analysis of quality process improvements for operational practices and produc- tivity. The quality analysis assesses milestone targets, trends and performance to evaluate organizational total quality in quantitative elements. EUT-500 RENEWABLE AND ALTERNATIVE ENERGY 3 credits The Renewable and Alternative Energy course M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY provides application knowledge of renewable and alternative energy sources such as wind, solar and bio-fuel, and energy storage. Other concepts include material efficiency issues, recycling, composting and lifecycle design that provide conservation strategies as well as the development of more ecologically and economically sustainable energy sources. CMP-500 NETWORK SECURITY 3 credits This course provides a practical survey of both the principles and practice of cryptography and network security. First, the basic issues to be addressed by a network security capability are explored through a tutorial and survey of cryptography and network security technology. Then, the practice of network security is explored via practical applications that have been implemented and are in use today. 16 Thomas Edison State College 17 M AST E R O F S C I E N C E I N A P P L I E D S C I E N C E A N D T E C H N O LO GY Graduate Prospectus 2010-2011 Heavin School of Arts and Sciences “ Our graduate programs focus on personal and professional H E AV I N S C H O O L O F A R T S A N D S C I E N C E S growth and enable our students to apply the expertise gained from the study of the liberal arts directly to their professions and ensure that our students develop an acumen for using ” technology to collaborate on projects and examine theories, research and best practices. Susan Davenport, PhD Dean, Heavin School of Arts and Sciences 18 18 Thomas Edison State College Thomas Edison State College The Heavin School of Arts and Sciences provides an interdisciplinary approach to lifelong learning for the adult learner who is interested in exploring values inherent in the liberal arts. The curriculum “ emphasizes depth of knowledge in specialized areas of study combined with breadth in general education. THE MASTER OF ARTS IN LIBERAL STUDIES (MALS) degree program is designed for working professionals who wish to engage in rigorous study of the liberal arts and apply what they learn to their chosen pro- I chose MALS instead of getting an MBA fessions. The program is drawn from a variety of because I wanted to be more ‘well rounded’ cultures, religious perspectives and time periods, and challenges students to examine their own perspec- and truly expand my mind and my way of tives, professional values and ways of approaching thinking. The MALS degree provided me real-life issues. with not only a greater understanding and THE MASTER OF ARTS IN EDUCATIONAL appreciation for the liberal arts, but it LEADERSHIP (MAEdL) is a degree that serves adults taught me how to be a better supervisor, who wish to prepare for roles as school leaders. The program prepares school leaders to articulate a vision manager and mentor to my customers, of school and student success that considers the com- colleagues and employees. We live in a plex social and cultural environment of the school and the students, and is shared by the community. It pre- global society and interact on a daily basis H E AV I N S C H O O L O F A R T S A N D S C I E N C E S pares instructional leaders to collaborate in developing with people having different values, strategies aimed at improving student learning and school performance. The curriculum articulates per- customs and work ethics. I learned more formance standards that improve teacher about being a leader from the MALS effectiveness, enhance student learning and create a ” framework that allows assessing their personal effec- program than from any business tiveness and school effectiveness against those management class or program I've ever standards. been involved with. Paula Nilsson, MALS ’07 Division Chief for Customer Readiness Program Management Office U.S. Department of Defense Graduate Prospectus 2010-2011 19 Master of Arts in Liberal Studies A P P LY I N G T H E S T U DY O F L I B E R A L A R T S TO A P R O F E S S I O N The Master of Arts in Liberal Studies (MALS) degree assess the environmental impact of our program provides working professionals an opportu- viewpoints and projects on the natural world. nity to study the liberal arts with an applied perspective and invites students to leverage what is learned from the rigorous study of the liberal arts to About the Learner-Designed their chosen field. The program focuses on the links Area of Study between the liberal arts and professional life. The The learner-designed area of study gives students the core curriculum is drawn from a variety of disciplines responsibility to choose areas of interest and an and perspectives and challenges students to examine opportunity to plan and implement their own aca- their professional values and ways of approaching demically robust learning activities. Students develop problems. a coherent plan of study that links directly to their Students focus their degree program on their own Capstone Project. interests by selecting the learner-designed area Students may propose to complete their of study. learner-designed area of study in several ways: take additional online graduate courses from Master of Arts in Liberal Studies Thomas Edison State College; Outcomes apply up to 12 credits of American Council After successfully completing the Master of Arts in on Education courses that have been evaluated Liberal Studies program, students will be able to: at the graduate level; articulate and evaluate a system of values earn credits for courses offered through and its historical content, and its affect on Educational Partnership organizations, whose personal well-being and workplace and programs fit degree requirements; MASTER OF ARTS IN LIBERAL STUDIES community cohesion; develop a graduate-level Prior Learning apply the imaginative and analytical skills Assessment (PLA) portfolio, where students can developed through immersion in the liberal arts demonstrate the graduate-level knowledge they to decision making in the family, at the have acquired in their work, training or other workplace and/or in the local and global programs; or community; transfer up to 12 graduate-level credits incorporate new knowledge to transform earned at other regionally accredited institutions. awareness of self and the local and global A graduate mentor reviews the proposal and recom- community; mends acceptance or changes. The Heavin School of emphasize the values of compassion, justice Arts and Sciences authorizes final acceptance of the and respect for the rights of others inherent in learner-designed area of study. all metaphysical and spiritual traditions; demonstrate the ability to sustain a cogent, cohesive and articulate argument informed by the liberal arts and the learner-designed area of study; and 20 Thomas Edison State College Curriculum Requirements Once students complete the core MALS courses (18 credits), they then choose one of four areas of MASTER OF ARTS IN LIBERAL STUDIES study listed below (or can design their own area with the approval of the dean) that provide additional MALS Core Courses 18 credits depth in a learner-designed area of study. LAP-500 THE LIBERAL ARTS AND Homeland Security PROFESSIONAL LIFE 3 credits Human Resources Management SAM-501 Online Learning and Teaching SENSE OF COMMUNITY I: Organizational Leadership ART AND MORALITY 3 credits SAM-502 SENSE OF COMMUNITY II: FAITH AND REASON 3 credits CCR-610 CHANGE, CONFLICT AND RESOLUTION 3 credits SIC-520 THE SPECIES, THE INDIVIDUAL “ AND COMMUNITY 3 credits THC-625 TECHNOLOGY AND THE HUMAN COMMUNITY: CHALLENGES AND RESPONSES 3 credits It has been a wonderful experience and Electives 12 credits Learner-Designed Area of Study a test of my endurance to balance my MLS-700; MLS-710 education, home and professional career. Capstone Project 6 credits Thomas Edison State College has helped MASTER OF ARTS IN LIBERAL STUDIES ” TOTAL 36 Credits me earn a graduate degree while successfully juggling my family, work and community commitments. Faraz Amjad Khan, MALS '10 Senior Geologist, N.J. Department of Environmental Protection Adjunct Professor, St. Francis College (N.Y.) Graduate Prospectus 2010-2011 21 MASTER OF ARTS IN LIBERAL STUDIES SAM-502 SENSE OF COMMUNITY II: Course Descriptions FAITH AND REASON 3 credits This course explores the character and quality of LAP-500 human discourse as it tries to describe what it means THE LIBERAL ARTS AND to be human in the great dialogues between faith PROFESSIONAL LIFE 3 credits and reason. This course is designed to help overcome perceptual obstacles to cross-cultural understanding This course seeks to define the liberal arts and explore through comparing and contrasting philosophical, their relevance in today's world. Proceeding from the scientific and religious texts of Eastern, Western and past to modern times, the course provides a broad Native American cultures. Thus, students will gain a overview of the liberal arts throughout the world, greater sense of being part of a larger global com- including history, the arts and sciences, literature, the social sciences and philosophy/religion. With gradu- munity while attaining a better understanding of ate mentor guidance, students will conduct their own cultural influences. Students will identify independent research and will relate their findings to examples and case studies in their professional lives workplace or community experiences. Throughout the that relate to issues arising from the discussions of course, students will relate learning to their profes- the texts and will use the lessons of human discourse sional lives through an interactive process such as a as a platform to broaden their vision and create prac- week-by-week portfolio or regular journal entries. tical applications in the workplace and community. During this process of exploration, students will be expected to articulate their own values and beliefs SAM-501 with an understanding of how these may be influ- SENSE OF COMMUNITY I: enced by their own cultural biases and perceptions. ART AND MORALITY 3 credits This course examines art and morality through the unique perspective that “reading” artifacts can give a CCR-610 true understanding of the development of communi- CHANGE, CONFLICT ties in time. The course explores how art gives us AND RESOLUTION 3 credits access to commune with those here before us as well This course examines change, conflict and resolution as those who exist with us, thus enhancing our sens- in both historic and contemporary contexts and es of community and communications. Through this invites students to apply these lessons to their phenomenological approach, the course raises ques- MASTER OF ARTS IN LIBERAL STUDIES careers and volunteer activities while reflecting on tions about the nature of what we create as both an their local, national and global significance. Through expression of who we are and an influence that readings and online discussions in politics, literature transforms us as new values (including morals and and applied ethics, students will develop understand- ethics) and realms of experience are created. The course defines “culture” as the interactive growth ings of change, conflict and resolution as they relate that brings out and develops uniquely human possi- to diverse cultures and eras, including the civil rights bilities and develops sensitivity to the development movement, women's rights, civil disobedience, work- of ideas and institutions as creative projects. ing within the system and revolution. The course will Students will explore selected cultures that coexist provide students with practical insights culled from a with us in time as well as those that may have exist- deep understanding of global change and will ed before us and are no more. The course emphasizes empower them with tools to steer and manage how this approach allows us to nurture our own pos- change in the workplace and community. sibilities out of the limitless depths of imagination and expressions as well as the magic power of art to produce understanding. Students will be prepared to incorporate their own imaginative abilities in the cre- ation of individualized projects. 22 Thomas Edison State College SIC-520 MLS-700; MLS-710 THE SPECIES, THE INDIVIDUAL CAPSTONE PROJECT 6 credits AND THE COMMUNITY 3 credits The Capstone Project includes two 3-credit courses In this interdisciplinary course, students explore that are completed over two terms at the end of the “human nature” using theories and tools from biolo- MALS program. It requires the student to demon- gy and from many of the social sciences, including strate the depth and breadth of knowledge acquired archeology, economics, political science, psychology in the program and to apply this knowledge to the and sociology. Students will learn the theories by workplace or the community. The project is interdis- reading both classic texts and recent scholarly works, ciplinary in nature. It is a supervised, hands-on including a novel about human evolution set in the experience that displays the student’s ability to go Ice Age, and by watching videos, visiting websites beyond the mere collection of information and into a and writing several short papers. Ultimately, students synthesis of accumulated knowledge and skills. The will be asked to formulate their own understanding Capstone Project may be in the form of a research of “human nature” and to apply their insights to project, a performance project or an applied project. social situations at home, school, work or the wider A final grade will be issued when the requirements of community. the Capstone Project are fulfilled by the submission and approval of a final project and the satisfactory oral presentation of the project. THC-625 TECHNOLOGY AND THE HUMAN COMMUNITY: CHALLENGES AND RESPONSES 3 credits Students explore the role of technology as it relates to society, community and the individual, with par- ticular emphasis on its impact on workplace issues. Students will explore humanity's love-hate relation- ship with technology over the millennia, will debate ethical issues such as cloning and irradiated food, and will anticipate technology's impact on cultures, communities and individual persons in the future. Students will use their own workplace or community to test theories and draw informed conclusions. MASTER OF ARTS IN LIBERAL STUDIES Graduate Prospectus 2010-2011 23 Master of Arts in Educational Leadership PREPARING EDUCATORS AND SCHOOL Standard 2: An educational leader promotes the suc- ADMINISTRATORS TO BE EFFECTIVE cess of every student by advocating, nurturing and INSTRUCTIONAL LEADERS sustaining a school culture and instructional program The Master of Arts in Educational Leadership degree pro- conducive to student learning and staff professional gram prepares teachers and administrators to become growth. educational leaders serving in the complex environment of Standard 3: An educational leader promotes the suc- elementary and secondary education. The program is cess of every student by ensuring management of the offered completely online and is built around the unique organization, operation and resources for a safe, effi- needs of working adults. cient and effective learning environment. The curriculum presents a coherent set of learning experi- Standard 4: An educational leader promotes the suc- ences that build and deepen students’ understanding of cess of every student by collaborating with faculty educational leadership and administration. The program and community members, responding to diverse com- enables students to build a substantive knowledge and munity interests and needs, and mobilizing research base that provides dynamic opportunities to mas- community resources. ter the core competencies of educational leadership and contributes to the development of a portfolio, which Standard 5: An educational leader promotes the suc- demonstrates the breadth and depth of their learning. cess of every student by acting with integrity and fairness, and in an ethical manner. An integral part of the curriculum is the use of technology that enables students to collaborate on projects, discuss and Standard 6: An educational leader promotes the suc- examine theories, ideas, research, applications and practices. cess of every student by understanding, responding In addition, the program is consistent with the profession- to, and influencing the political, social, economic, al standards required by the New Jersey Department of legal and cultural context. Education (NJDOE) and recommended by the New Jersey M A S T E R O F A R T S I N E D U C AT I O N A L L E A D E R S H I P Principals and Supervisors Association. what are the Graduates of the Master of Arts in Educational Leadership program holding a current New Jersey admission administrative, instructional or educational services certificate will be eligible to earn the principal and supervisor endorsements in New Jersey. requirements? Admission to the Master of Arts in Education Leadership program is competitive and based on a qualitative PROGRAM OBJECTIVES review of a prospective student's application. The Master of Arts in Educational Leadership promotes an understanding of educational leadership and administra- Applicants must have a bachelor’s degree from a tion through a program based upon the national Interstate regionally accredited college or university and provide School Leaders Licensure Consortium (ISLLC) standards. a current resume and two letters of reference. A These standards have been identified as critical to success- statement of objectives is evaluated critically and ful school leadership. The six standards are: used to assess a student's ability to succeed in and benefit from the program. Standard 1: An educational leader promotes the suc- cess of every student by facilitating the development, articulation, implementation and stewardship of a SPECIFIC REQUIREMENTS INCLUDE: vision of learning that is shared and supported by all at least three years of teaching experience or edu- stakeholders. cational services experience and valid teaching educational services administrative certificate; 24 Thomas Edison State College a letter of recommendation from a building-level curriculum administrator who is willing to supervise appro- priate practical experiences at his/her school/site; and program a statement of the applicant’s goals and objec- tives in joining the program (500-word minimum) must be submitted as a writing sample; and requirements a school setting available for site-based fieldwork and inquiry projects required for each course. COURSE CREDITS Students are not required to take the GMAT or GRE; EDL-500 however, applicants who have taken these examina- EFFECTIVE LEADERSHIP: tions are encouraged to submit their scores as part of FROM THEORY TO PRACTICE 3 their application. EDL-510 THE INQUIRY PROCESS: A FRAMEWORK 3 EDUCATIONAL LEADERSHIP SUPERVISOR’S EDL-520 CERTIFICATE STANDARDS-BASED CURRICULUM DEVELOPMENT, PRE-K-12 3 To be eligible for the New Jersey Supervisor certificate, candidates must: 1) hold a master’s degree from a EDL-530 regionally accredited college or university; 2) hold a CRITICAL ISSUES AND THEORIES standard New Jersey instructional or educational IN CURRICULUM DESIGN AND services certificate or its out-of-state equivalent; and EVALUATION, PRE-K-12 3 3) have completed three years of successful, full-time EDL-540 teaching and/or educational services experience. CURRICULUM LEADERSHIP AND To meet the requirements set forth by the New Jersey SUPERVISION 3 Department of Education, students must earn at least EDL-550 12 graduate credits to include: SCHOOL LAW 3 M A S T E R O F A R T S I N E D U C AT I O N A L L E A D E R S H I P 3 credits in general principles of staff EDL-660 supervision in grades preschool through 12; HUMAN RESOURCES ADMINISTRATION 3 3 credits in general principles of curriculum EDL-670 development for grades preschool through 12; TECHNOLOGY FOR INSTRUCTION 3 elective credits in curriculum development; and AND ADMINISTRATION 3 3 credits in staff supervision and/or curriculum EDL-680 development (N.J.A.C. 6A: 9-12.6). BUDGET FORECASTING AND For further information, please visit the College’s FISCAL PLANNING 3 website at www.tesc.edu/5498.php. EDL-690 DEVELOPING SCHOOL AND COMMUNITY PARTNERSHIPS 3 EDL-700 FIELD-BASED PRACTICUM 3 EDL-710 PROFESSIONAL PORTFOLIO DEVELOPMENT 3 TOTAL 36 Students may transfer up to 12 credits into the program. Graduate Prospectus 2010-2011 25 MASTER OF ARTS IN leader, to facilitate his or her faculty's creation of successful EDUCATIONAL LEADERSHIP curriculum documents. The entire process, from initial needs assessment to implementation, will be the focus of this course (ISLLC 1, 2, 4, 5; NJDOE 1, 2, 4, 5). Course Descriptions EDL-530 EDL-500 CRITICAL ISSUES AND THEORIES IN CURRICULUM EFFECTIVE LEADERSHIP: DESIGN AND EVALUATION, PRE-K-12 3 credits FROM THEORY TO PRACTICE 3 credits Critical Issues and Theories in Curriculum Design and This course provides students an opportunity to investigate, Evaluation, Pre-K–12 is designed to guide the student in the analyze and apply various theories of leadership and process of identifying and analyzing emerging and associated concepts specified in the ISLLC and NJDOE developing issues in curriculum design, development, standards. Students will begin the process of designing a implementation and evaluation. Such issues may include professional portfolio that demonstrates competency as an academic standards, diversity, technology, testing and effective educational leader (ISLLC and NJDOE: 1, 2, 3, 4, 5, 6). assessment, innovative programs, and state and federal legislation. Included are the identification of curriculum sources, how these sources influence trends, how these EDL-510 trends emerge and evolve, their impact on student THE INQUIRY PROCESS: achievement, and how professionals, particularly supervisors, A FRAMEWORK 3 credits curriculum developers, teacher-leaders and teachers, can use these trends and issues to improve student learning. This course will introduce students to action research. Students study both the positive and negative aspects of the Future educational leaders will study an intervention chosen issues and develop a responsible approach to critically assess specifically to respond to a research problem identified the importance and significance of emergent and future through reflection. The goal of the course and of action issues in order to function as responsible professionals research is for students to gain better knowledge of their (ISLLC 2, 4, 6; NJDOE 2, 4, 6). practice while improving the situation in which the practice is conducted. Students will develop competencies as an educational leader as outlined in the ISLLC (1, 2, 3, 4, 5, 6) and the NJDOE (1, 2, 5) standards. EDL-540 CURRICULUM LEADERSHIP AND SUPERVISION 3 credits M A S T E R O F A R T S I N E D U C AT I O N A L L E A D E R S H I P EDL-520 Curriculum Leadership and Supervision provides students with STANDARDS-BASED CURRICULUM multiple opportunities to critically analyze and apply various DEVELOPMENT, PRE-K-12 3 credits contemporary theories of effective school leadership to their professional practice. All theories are aligned with the national Curriculum revision is an ongoing process that requires ISLLC standards and the NJDOE state standards, research- professional guidance and support. Potential educational based frameworks informing the knowledge base, dispositions leaders need to understand the importance of curriculum and performances of effective school leaders. The course development in the success of the educational experience focuses on the performance aspects of effective leadership and recognize the organization and relevance of curriculum including empowering others, building collaborative change. Through the examination of various curriculum organizational cultures, making informed decisions and designs, educators will visualize an overview of systematic communicating them skillfully, and resolving conflicts. curriculum development. Standards-Based Curriculum Participation involves learning theoretical concepts through Development, Pre-K–12 allows students to examine essential reflective writing activities, self-assessments and practice components of a cohesive curriculum based on such ISLLC exams (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6). influences as national and state standards established to guide local curricular planning and development to meet the changing needs of students and other stakeholders in a diverse community. Processes for development of curricula EDL-550 at classroom, building and district levels, regardless of grade, SCHOOL LAW 3 credits academic discipline or kind of student, will be considered in School leaders as stewards of the educational process must preparation for hands-on experience in creating curriculum ensure that the schools follow both the letter and the spirit in the student's primary discipline. Integrating differentiated of the law. The democratic principles of the United States instruction through various curriculum designs will allow the require leaders to protect and serve the rights of students, educator to develop necessary skills, as an instructional staff and other stakeholders. This course enables the future 26 Thomas Edison State College school leader to examine the federal, state and local laws, EDL-690 court decisions, rules and regulations impacting on DEVELOPING SCHOOL AND education. Both general principles and specific applications COMMUNITY PARTNERSHIPS 3 credits are examined to provide the leader with the knowledge and This course explores the family and community factors that understanding of the constitutional basis of both curricular affect teaching and learning. The course examines how and extracurricular programs and services. In addition, the school initiatives can enhance family and community course presents the opportunity to analyze such issues as supports for children's learning. Students learn how to desegregation, due process, student rights, tenure and nurture a sense of "school community," garner public special needs students (ISLLC and NJDOE: 1, 2, 3, 4, 5, 6). support, increase parental involvement and engage community agencies as educational partners. Students learn to design school initiatives to strengthen productive ties EDL-660 with families and the community (ISLLC 1, 2, 4, 5, 6; NJDOE HUMAN RESOURCES ADMINISTRATION 3 credits 1, 2, 4, 5, 6). In this course, students learn the latest methods for attracting, inducting, motivating, retaining and supporting staff, and how to monitor and supervise certificated and EDL-700 noncertificated faculty and staff to set high standards for FIELD-BASED PRACTICUM 3 credits the professional participation of all adults in the school The Field-Based Practicum is a culminating activity for community. Students apply systems management and students completing the Master of Arts in Educational collaborative decision making to effect change, particularly Leadership (MAEdL) program. It requires students to engage with respect to meeting state and district requirements in a 120-hour Practicum experience, and thus the (ISLLC and NJDOE: 2, 5, 6). completion of 300 hours of Practicum activities, at their school site or at an alternative site where they can put leadership theory into practice, working with a local school EDL-670 administrator and the course mentor. Students design and TECHNOLOGY FOR INSTRUCTION implement a series of administrative, supervisory, curricular AND ADMINISTRATION 3 credits and professional development activities that address the standards developed by the Interstate School Leaders This course focuses on the key role of the principal as a Licensure Consortium (ISLLC). Activities will be structured to leader in the selection, use and evaluation of instructional address each of the six ISLLC Standards during the 12-week technology. Students are encouraged to think critically about practicum. On completion of the activities, the student will technology, both in its role in the teaching–learning process develop a final report that includes artifacts as well as as well as in its role in school management (ISLLC 1, 2, 3; M A S T E R O F A R T S I N E D U C AT I O N A L L E A D E R S H I P analysis and reflective commentary on the Practicum (ISLLC NJDOE 1, 2, 3). 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6). EDL-680 EDL-710 BUDGET FORECASTING AND PROFESSIONAL PORTFOLIO FISCAL PLANNING 3 credits DEVELOPMENT 3 credits The primary focus of this course is on the development of As the Capstone experience in the program, students school and district budgets and budget forecasting, with prepare an electronic portfolio that demonstrates their consideration of the impact of local, state and federal incremental achievement of the program standards. funding laws on budget development processes. Students Students compose self-assessment narratives that reflect will: (1) examine the cyclical nature of budget development their experiences in the program, analyzing and assessing and how school budgets are collaboratively constructed; (2) the degree to which they have achieved their goals, the compare and contrast expenditures of like districts; (3) influences they experienced which enabled them to master analyze a budget; (4) review various models for the subject and the barriers that inhibited their progress. implementing a budget and project how the budget should Standards-based competencies may be substantiated be implemented and coordinated to align with the through documentary evidence of site-based participation educational vision; and (5) forecast future fiscal needs based in educational leadership roles and responsibilities, letters of on variables such as enrollment trends, population endorsement or support from qualified site administrators, projections, state reimbursements for student attendance class assignments and research papers, reflective journal and housing pattern changes. School financing will be entries and contact logs with mentors (ISLLC and NJDOE: 1, examined through the lens of historical, current and future 2, 3, 4, 5, 6). funding issues (ISLLC; NJDOE 3). Graduate Prospectus 2010-2011 27 School of Business and Management “ Our graduate programs focus on leadership and S C H O O L O F B U S I N E S S A N D M A N AG E M E N T management skills for professionals in profit and not-for-profit settings. We provide an academically rigorous and relevant educational experience for ” time-challenged and aspirational individuals who seek career advancement in their professions. Susan P. Gilbert Dean, School of Business and Management 28 Thomas Edison State College Thomas Edison State College The School of Business and Management provides a broad curriculum that encompasses the academic and professional areas of business and management. The curriculum is designed with a leadership focus and suited for working adults seeking professional growth and corporations interested in developing a talented 21st century workforce. THE MASTER OF SCIENCE IN MANAGEMENT (MSM) degree focuses on organizational leadership “ and serves management professionals by integrating management theory and practice as they apply to a wide range of organizations. The program addresses areas critical to managerial success: leadership, organi- zational understanding, activity management, effective resource use and managerial self-development. Students may specialize in a selected area by choosing I know that my business and education a professional focus area in Human Resources accomplishments contributed to my sense Management, Online Learning and Teaching, Public Sector Auditing or Public Service Leadership. of knowing more than just the jobs in my career path. I’ve learned that I could set THE MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT (MSHRM) degree larger goals across diverse environments, serves human resources professionals who wish to S C H O O L O F B U S I N E S S A N D M A N AG E M E N T with people from various experiences and ” become strategic partners in their organizations. The degree was developed in consultation with key businesses, in teams and individually, and members of the Society for Human Resource Management in New Jersey and across the nation. The achieve those goals. program provides practitioners with technical human resources skills in staffing, providing professional Paula Vaughan, MSM ’98 development, managing organizational culture, and Vice President, Operations (retired) measuring and rewarding performance. Skills in Prudential International Insurance assessing and using research and best-practice standards from the human resources field to improve their practice are integrated. Graduate Prospectus 2010-2011 29 Master of Science in Management DEVELOPING LEADERSHIP SKILLS FOR MANAGEMENT The Master of Science in Management (MSM) degree Master of Science in Management focuses on organizational leadership and the development of leadership and management skills. At Outcomes the request of major New Jersey employers, Thomas The MSM degree curriculum focuses on developing Edison State College designed the MSM degree two types of competencies that affect managerial program as an academically rigorous and practical performance: educational experience for seasoned managers who managerial role competencies; and demonstrate a promise for growth and advancement. generic judgment competencies of The program is structured for professionals with information seeking, decision making and responsibilities in management, technical and communications. administrative positions. It is an ideal program for those whose career paths include the Students will be challenged to extend, redefine and management of people in complex, dynamic enhance their managerial understanding and to organizations that compete in a global marketplace. apply their basic learning tools such as seeking, evaluating and communicating information and The MSM program has a strong focus on ideas. Grounded in the knowledge base of the well- organizational leadership and provides the flexibility informed manager, students will practice new ways working adults need to control their own study of seeking and acquiring course-related knowledge, schedules. synthesizing information into models of effective In addition, students may tailor their degree program practice and communicating their learning in ways to provide additional depth in one of four specialized that may positively affect the organizations in which professional focus areas: Human Resources they work. Management, Online Learning and Teaching, Public FIVE KEY MANAGERIAL ROLE COMPETENCIES Sector Auditing or Public Service Leadership. ARE DEVELOPED IN THE MSM DEGREE M A ST E R O F S C I E N C E I N M A N AG E M E N T PROGRAM: Organizational Understanding Activity Management Leadership Resource Utilization Managerial Self-Development 30 Thomas Edison State College Curriculum Requirements MASTER OF SCIENCE IN MANAGEMENT Core Courses 18 credits ORG-502 LEADERSHIP MANAGEMENT IN THE 21ST CENTURY 3 credits HRM-530 HUMAN RESOURCES MANAGEMENT 3 credits ORR-510 ORGANIZATIONAL RESEARCH 3 credits EIO-520 ECONOMIC ISSUES IN ORGANIZATIONS 3 credits “ FAM-540 FINANCE AND ACCOUNTING FOR MANAGERS 3 credits Select one of the following MKM-560 I wanted to show my two young daughters MARKETING MANAGEMENT 3 credits OR that education is important if they want PJM-510 PROJECT MANAGEMENT 3 credits the opportunity to succeed in life and that Electives 12 credits a good education will open the doors to Students have the option of taking Thomas Edison State College graduate business or business related online courses to fulfill their ” electives. Electives not offered by the School of Business and those opportunities. Secondly, I wanted to Management must be approved by the dean prior to enrolling in the course. Students have the option to develop graduate Prior Learning earn the degree for myself to prove that I Assessment (PLA) portfolios and/or transfer graduate credits from M A ST E R O F S C I E N C E I N M A N AG E M E N T other regionally accredited institutions and/or apply credits recommended by the American Council on Education (ACE). All PLA could accomplish that task. portfolio request and transfer credit must be approved by the dean. Advisory: The maximum core course and elective course credit a Lt. Col. Vito A. DiMicco Jr., MSM ’06 student may transfer in to the Master of Science in Management U.S. Air Force National Guard degree program is 12 credits. for New Jersey Core Advanced Level Courses 6 credits MSM-620 LEADERSHIP, VISION AND STRATEGIC PLANNING 3 credits MSM-630 CAPSTONE PROJECT 3 credits TOTAL 36 Credits Graduate Prospectus 2010-2011 31 MASTER OF SCIENCE IN MANAGEMENT EIO-520 ECONOMIC ISSUES Course Descriptions IN ORGANIZATIONS 3 credits In the larger (macro) sense of economics, the purpose of ORG-502 this course is to interpret economic concepts and LEADERSHIP AND MANAGEMENT theory so that students can read some of the economic IN THE 21ST CENTURY 3 credits signals, know some of the key variables and make sense of their organizations' economic environments, from a This course offers students a comprehensive, relevant management point of view. The course will provide a perspective on leadership and management. While the brief review of national income accounts as background course provides grounding in important concepts, it also for understanding such variables as GDP, GNP and stresses application to professional and community set- personal income. Highlights of the banking and Federal tings. Students analyze concepts such as leading as an Reserve System will also be reviewed to gain insight interactive process (involving the leader, the "followers" about fiscal and monetary policy, and interest rates and and the situation), managing with innovation and cre- their movements. Some consideration will be given to ativity, escaping from embedded practices and economic forecasting, but in this, as in other topics, the embracing new managerial principles. This course pro- emphasis will not be in creating forecasts or analysis, vides students with contemporary empirical study of but in being able to use and appraise them, and in leadership and management as well as commentary, knowing where to find needed information. A second case histories and multimedia presentations. portion of this course concerns itself with the micro aspect of economics, relating to the operations of HRM-530 individual organizations. HUMAN RESOURCES MANAGEMENT 3 credits This course examines the role of the human resources FAM-540 professional as a strategic partner in managing today’s FINANCE AND ACCOUNTING organizations. Key functions such as recruitment, FOR MANAGERS 3 credits selection, development, appraisal, retention, compensation This course is designed to provide the non-accountant and labor relations are examined. Implications of legal and financial manager with the knowledge necessary to and global environments are appraised and current interact with professionals from those disciplines. The issues such as diversity training, sexual harassment majority of the material draws from the theory and policies and rising benefit costs are analyzed. Best practice of financial management. Sufficient practices of employers of choice are considered. accounting background is provided to enable the M A ST E R O F S C I E N C E I N M A N AG E M E N T student to understand and work with information ORR-510 provided by accounting and finance professionals. ORGANIZATIONAL RESEARCH 3 credits Emphasis is placed on understanding terms, concepts and uses of information provided by these functions This course equips students to conduct the types of rather than on the actual performance of the research and information-gathering projects that are a calculations. significant part of the organizational life of most managers and leaders. The course provides techniques and skills that students will find helpful in researching MKM-560 many types of questions and problems, including those MARKETING MANAGEMENT 3 credits encountered in other graduate-level courses as well as This course examines concepts, environments, and the degree Capstone. marketing management roles, as applied to industry, nonprofit organizations and government agencies. Focus is on the unique attributes of the marketing mix (product, price, place and promotion), target groups, relationship marketing, research, competitor analysis and strategic planning. Emphasis will be placed on 32 Thomas Edison State College developing a marketing plan within the context of the MASTER OF SCIENCE IN MANAGEMENT broader organization as well as exploring the dynamic that will lead to completing each plan with confidence. Electives PJM-510 Students have the option of taking Thomas Edison State PROJECT MANAGEMENT 3 credits College graduate business or business related online courses to fulfill their electives. Electives not offered by This course provides students with the essential the School of Business and Management must be concepts in project management and their applications approved by the dean prior to enrolling in the course. in working environments. It examines the planning, Students have the option to develop graduate Prior organizing, leading and controlling of projects. Topics Learning Assessment (PLA) portfolios and/or transfer include, but are not limited to, project life cycle, graduate credits from other regionally accredited scheduling and resource allocation. Team projects and institutions and/or apply credits recommended by the tutorials include the use of project management American Council on Education (ACE). All PLA portfolio software. request and transfer credit must be approved by the dean. MSM-620 Advisory: The maximum core course and elective LEADERSHIP, VISION AND course credit a student may transfer in to the Master of STRATEGIC PLANNING 3 credits Science in Management degree program is 12 credits. This course examines the strategic management framework that integrates core business knowledge ACC-501 across all decision-making and functional areas of the PRINCIPLES OF FORENSIC ACCOUNTING 3 credits organization, highlighting the issues and challenges of vision, leadership and strategy in dynamic organizations. This course provides a solid foundation for building It provides students with knowledge and skills skills in forensic accounting techniques, including gath- to implement value-added, ethically principled, ering, interpreting and documenting evidence. This economically sound strategy and meet the challenges of course examines the investigative techniques used by global competitive advantage. The main topics covered accountants to conduct forensic examinations as well include external and internal analysis in the strategic as the common schemes and techniques used to com- management process, functional strategies competitive mit fraud. The skills acquired will enable students to strategies, corporate strategies and international assist businesses in detecting, investigating, document- strategies. ing and preventing fraud. The course also introduces students to the many professional opportunities avail- M A ST E R O F S C I E N C E I N M A N AG E M E N T able to forensic accountants. MSM-630 CAPSTONE PROJECT 3 credits CSR-610 Candidates for completion of the MSM degree will CORPORATE SOCIAL RESPONSIBILITY 3 credits complete an independent project demonstrating their conceptual, analytical, research and practical manage- This course introduces students to the concept of ment skills achieved through the courses in either corporate social responsibility, which involves an program. The project, called a Capstone because it rep- examination of whether organizations should expand resents a crowning achievement much as a capstone their focus from serving stockholders to also does in architecture, is a 3-credit, one-term require- considering the impact of the firm's activities on diverse ment that is completed at the end of the program. It is stakeholders. Practicing corporate social responsibility a closely supervised experience resulting in a paper that requires that a corporation meld business goals with demonstrates the students ability to synthesize and uti- societal expectations. To do so means addressing lize the skills and knowledge gained in previous courses complex questions such as: What obligations do in the MSM program. businesses have to the societies in which they operate? Can the interests of corporations and their outside Graduate Prospectus 2010-2011 33 stakeholders be aligned, or are they in inherent conflict? NPM-502 This course examines these and other questions without NONPROFIT MANAGEMENT 3 credits prescribing simple solutions. . This course provides students with an understanding of the unique qualities, philosophies and practices of the ETH-590 U.S. nonprofit mission-driven sector. The course ETHICS FOR MANAGERS 3 credits examines the sources and management of resources as well as strategies for their effective use. Nonprofit The major objective of this course is to examine the Management begins with a historical overview of the intersections of business operations, professional nonprofit sector and demonstrates its complex responsibilities and ethics. An emphasis will be placed structure. The primary goal of this course is to provide on the development of practical methods and models a thorough knowledge base, both theoretical and for thinking about and resolving ethical issues and practical, for effective nonprofit management. conflicts as they arise in the conduct of business and professional life. Acquisition of the requisite skills, knowledge and independence of judgment needed to NPM-610 respond effectively to the moral dimensions of the NONPROFIT GOVERNANCE AND working environment is an expected outcome BOARD LEADERSHIP 3 credits Nonprofit Governance and Board Leadership explores GLM-550 governance within contemporary nonprofit organiza- GLOBAL MANAGEMENT 3 credits tions. The course focuses on leadership dynamics from theoretical and practical perspectives. Students will This course examines the issues and challenges facing explore salient internal and external environmental fac- managers in a global business context. Specifically, the tors that influence behavior through the examination course explores and analyzes international aspects of and analysis of best practices. The primary goal of this organizational behavior, human resources management, course is to provide a realistic understanding of the labor relations, corporate strategy and political risk. In elements that both support and impede effective doing so, the course covers both micro-level topics (for governance for nonprofits. The significance of strong example, cross-cultural communication) and macro- leadership and governance practices is reinforced in level considerations (for example, formulation of the course's discussion of emerging trends within international strategy). nonprofit entities. LCO-610 NPM-670 LEADING CHANGE IN COMPLEX M A ST E R O F S C I E N C E I N M A N AG E M E N T CRITICAL ISSUES IN ORGANIZATIONS 3 credits NONPROFIT MANAGEMENT 3 credits This course focuses on organizational change. The Critical Issues in Nonprofit Management addresses cur- course examines the importance of change, how rent nonprofit management issues and trends that have change agents can work with others to effect both immediate and emerging impact on the U.S. civil meaningful change in organizations and why change sector. The course will cover issues of governance will become increasingly significant to organizations in (accountability, transparency and responsibility), the future. Students will examine and apply a change performance management and infrastructure develop- process that provides them with an opportunity to ment. It will also address new approaches to marketing, think about change, to reflect on stories of individuals public relations and development activities. Keeping in who have changed their organizations and to put mind the contemporary economic environment, the learning into practice in current organizational settings. course will examine new revenue streams for nonprof- its in terms of their utility and long-term effects. The major goal of this course is to provide students with benchmarking theories and practical tools that will allow them to analyze contemporary management challenges and construct innovative solutions. 34 Thomas Edison State College OML-610 currently serve or in contexts to which they aspire. The ORGANIZATIONAL MANAGEMENT course is based in the belief that that leadership AND LEADERSHIP I 3 credits involves moral/ethical dimensions and that effective leadership equals good leadership; that is, that it This course presents a comprehensive, integrative and includes service to others and to contexts beyond the practical focus on leadership and management. It is self as well as qualities such as authenticity and based upon a framework that analyzes leadership and integrity. management at different levels: individual leadership, team leadership and organizational leadership. Advisory: This course builds upon ORG-502 (Leadership The course presents leadership and management and Management), although that course is not a theories/concepts that have emerged over the past prerequisite to OML-620. While there is some overlap in several decades. It provides students the opportunity to content between the two, OML-620 has a far greater apply these theories through case analysis and to emphasis on application and skill development than enhance personal skill development through self- ORG-502. assessment exercises. Included in the course are identification of current leaders and leadership as well OML-630 as contemporary perspectives on ethics, networking, CONTEMPORARY ISSUES IN LEADERSHIP 3 credits coaching, organizational culture, diversity, learning organizations, strategic leadership and crisis leadership. This course focuses on compelling issues in leadership theory and practice. It is intended to present students Advisory: This course builds upon ORG-502 (Leadership with some of the latest and most innovative thinking and Management), although that course is not a about leadership and to promote practical insights for prerequisite to OML-610. While there is some overlap in leadership within work and community settings. content between the two, OML-610 has a far greater emphasis on application and skill development than The course encourages students to look beyond ORG-502. embedded leadership ideas and practices and to consider leadership more broadly. Students cover the topics of leaders and followers (toxic leadership), men OML-620 and women (gender in leadership), and individuals and ORGANIZATIONAL MANAGEMENT teams (team leadership). Students are invited to rethink AND LEADERSHIP II 3 credits their orientation to leadership and human interaction This course focuses on how skills and abilities in and to apply their learning to a real-world setting. leadership and management can be developed and Advisory: This course follows naturally from the foun- applied by individuals in order to make a difference in dations laid in OML-610 (Organizational Management M A ST E R O F S C I E N C E I N M A N AG E M E N T organizations, communities or societies. and Leadership I) and in OML-620 (Leadership and Management II). The three courses together form a The course looks first at exemplary leaders, both those logical sequence that moves from a general exploration who are well known and national or international in of theory and practice in OML-610, to a focus on leading their scope (e.g., Robert Kennedy, John F. Kennedy, Bill and managing self in OML-620, and finally to a focus on Clinton, Mohandas Gandhi) and those who are not well contemporary leadership issues in OML-630. While these known (e.g., everyday people who have exercised moral courses present a comprehensive look at management, leadership or community leadership), all with special OML-610 and OML-620 are not prerequisites for consideration of the moral aspects of effective OML-630, which can be taken as an individual course leadership in several different contexts. It then looks at that provides exploration and focus on contemporary how individuals can develop leadership and act with leadership issues and practices. authenticity, integrity and creativity, all with special consideration of exercising leadership as a “whole person” who must balance responsibilities to home, work and community. Ultimately, the course is intended to help students become more effective leaders in contexts where they Graduate Prospectus 2010-2011 35 PJM-520 and Communication (PJM-520) and Project Risk PROJECT LEADERSHIP Management (PJM-640) before beginning this course. AND COMMUNICATIONS 3 credits This course provides leadership and management SOE-570 guidelines for the project manager in a variety of situa- SOCIAL ENTREPRENEURSHIP 3 credits tions. Principles of effective planning, communication and motivation throughout the project life cycle are the This course focuses on the emerging field of social focus of this course. Project Leadership and entrepreneurship, an application of for-profit Communication presents principles of project control entrepreneurship skills to ventures that focus on from initiation through execution to closure in a clear nonprofit mission and social value. It offers practical and practical manner. information for individuals in the field as well as innovative methods of conceptualizing the search for Advisory: Students should have successfully complet- new and better ways to support and invest in social ed Project Management (PJM-510) before beginning value. This course presents a framework for this course. understanding this sector of the economy, proven business skill-sets adapted for the nonprofit PJM-530 environment, application tools for the field and advice PROJECT RISK MANAGEMENT 3 credits for avoiding common pitfalls. It also spotlights specific implementation activities designed to monitor This course provides students with an organized performance and provide various constituencies — approach for managing the uncertainties that can lead including donor/investors — with measurable results, to undesirable project outcomes. The course provides a accountability indicators and overall return on systematic method for identifying the risks that can investment. result in cost overruns, delayed schedules or failure to meet performance standards. The first half of the course covers risk identification, which takes place SUM-501 during project definition and planning. The last half of PRINCIPLES OF SUSTAINABLE the course covers risk mitigation, which takes place MANAGEMENT 3 credits during project execution and closure. This course introduces students to the topic of Advisory: Students should have successfully complet- sustainable management in organizations. Sustainable ed Project Management (PJM-510) and Project management views the goals of an organization (its Leadership and Communication (PJM-520) before product and/or service-providing mission) through a beginning this course. long-term, environmental and social cost/benefit M A ST E R O F S C I E N C E I N M A N AG E M E N T mental model. The course provides background on the PJM-640 social, economic and environmental sustainability GLOBAL PROJECT MANAGEMENT 3 credits challenges facing managers today and explains the trade-offs and payoffs involved in striving for zero This course examines project management in a variety waste, both social and planetary. In addition, it provides of global business settings. Included are project tools that will help students guide organizations along management methodologies and processes as well as appropriate paths to become more sustainable. Through culture, team building and behavior management in a this course students learn from the key leaders and the global context. Project management is examined as a important literature in the field about the global issues set of best practices aimed at managing the total challenging today's sustainable managers. Students will enterprise. Through a project management approach, also develop their capacity to think critically about the corporate and organizational strategies are translated role their organizations have played or can play in into project-level, value-adding elements of a building a more sustainable world. company's project portfolio. Advisory: Students should have successfully complet- ed Project Management (PJM-510), Project Leadership 36 Thomas Edison State College Graduate Prospectus 2010-2011 37 Master of Science in Human Resources Management P R E PA R I N G H U M A N R E S O U R C E S P R O F E S S I O N A L S A S S T R AT E G I C PA R T N E R S The Master of Science in Human Resources Master of Science Management (MSHRM) degree was developed with in Human Resources Management the guidance of human resources practitioners. Society for Human Resource Management (SHRM) Outcomes members from New Jersey and across the nation Human resources practitioners from high-performing identified the characteristics that would make a organizations demonstrate competency in three criti- graduate degree valuable: a broad-based knowledge of cal areas: the business they serve; skills in managing a human knowledge of business practices; resources enterprise; and the vision and ability to become strategic business partners. With the ability to make strategic contributions to the increasing demand for academic credentials in the organization through personal credibility; and human resources field, working professionals need effective management of the human high-quality, accessible degree options that they can resources function, including human resources complete while they continue to work. technical skills. The MSHRM, a practitioner focused degree, develops THE MSHRM DEGREE PROGRAM IS DESIGNED TO M A ST E R O F S C I E N C E I N H U M A N R E S O U R C E S M A N AG E M E N T the human resources management competencies BUILD THESE COMPETENCIES. GRADUATES WILL: identified through extended research about what develop the basic knowledge of business makes effective human resources practitioners. Large- goals and functional areas; scale studies, conducted at the University of Michigan Business School, queried respondents from different be able to define the critical human types of organizations both in the United States and resources role competencies and use the tools abroad. They asked the question, “What are the needed to become strategic partners in their competencies demonstrated by human resources organizations; professionals from high-performance as opposed to identify and select models critical to effec- those from low-performance organizations?” The tive organizations (culture management, fast MSHRM degree curriculum was developed based on change, strategic decision making and market- their answers. driven connectivity), apply them to practice The program's content and design are grounded in (through simulations, case studies and work- current best practices and directed toward preparing place projects) and develop strategies to human resources professionals to become strategic connect these elements to enhance organiza- partners within their organizations. tional performance; articulate strategies that capitalize on their organization's intellectual capital; develop technical human resources skills in staffing, providing professional development, managing organizational culture, and measur- ing and rewarding performance; and assess and use research and best-practice standards from the human resources field to improve their practice. 38 Thomas Edison State College Curriculum Requirements MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT Course Descriptions MSHRM Core Courses 27 credits HRM-530 HRM-530 HUMAN RESOURCES HUMAN RESOURCES MANAGEMENT 3 credits MANAGEMENT 3 credits ORR-510 This course examines the role of the human resources ORGANIZATIONAL RESEARCH 3 credits professional as a strategic partner in managing HRM-540 today’s organizations. Key functions such as LIFESTYLE BENEFITS AND COMPENSATION recruitment, selection, development, appraisal, IN THE NEW MILLENNIUM 3 credits retention, compensation and labor relations are examined. Implications of legal and global HRM-550 environments are appraised and current issues such STRATEGIC RECRUITING, RETENTION as diversity training, sexual harassment policies and AND SUCCESSION PLANNING 3 credits rising benefit costs are analyzed. Best practices of HRM-560 employers of choice are considered. INTELLECTUAL CAPITAL AND THE WORKPLACE LEARNER 3 credits ORR-510 HRM-570 ORGANIZATIONAL RESEARCH 3 credits THE EFFECTIVENESS OF A This course equips students to conduct the types of MARKET CONNECTED CULTURE 3 credits research and information-gathering projects that are a M A ST E R O F S C I E N C E I N H U M A N R E S O U R C E S M A N AG E M E N T significant part of the organizational life of most HRM-600 managers and leaders. The course provides techniques MANAGING THE HUMAN RESOURCES and skills that students will find helpful in researching ENTERPRISE 3 credits many types of questions and problems, including those HRM-610 encountered in other graduate-level courses as well as HUMAN RESOURCES AS A the degree Capstone. STRATEGIC PARTNER 3 credits HRM-620 THE LEGAL AND ETHICAL ENVIRONMENT HRM-540 OF HUMAN RESOURCES 3 credits LIFESTYLE BENEFITS AND COMPENSATION IN THE NEW MILLENNIUM 3 credits Electives 6 credits This course examines both the theory and practice of Students have the option of taking Thomas Edison State College graduate business or business related online courses to fulfill their Total Compensation. Topics include strategic com- electives. Electives not offered by the School of Business and pensation, employee compensation and benefits, job Management must be approved by the dean prior to enrolling in the evaluation, external competitiveness and market course. Students have the option to develop graduate Prior Learning Assessment (PLA) portfolios and/or transfer graduate credits from analysis, incentives and variable pay, employee moti- other regionally accredited institutions and/or apply credits vation, compensation administration and the recommended by the American Council on Education (ACE). All PLA compensation of special groups. A variety of portfolio request and transfer credit must be approved by the dean. approaches are employed to examine organizational Advisory: The maximum core course and elective course credit a compensation policy and design. Consideration is student may transfer in to the Master of Science in Human Resources Management degree program is 12 credits. given to the interaction between human resource managers and managers throughout the organiza- HRM-630 tion in order to realize effective compensation Capstone Project 3 credits programs. TOTAL 36 Credits Graduate Prospectus 2010-2011 39 HRM-550 capability building in order to create a culture STRATEGIC RECRUITING, RETENTION connected to the market the organization serves. AND SUCCESSION PLANNING 3 credits This course will focus on how the best practices of HRM-600 strategic manpower planning, advanced compensation MANAGING THE and reward systems, and developmental interventions HUMAN RESOURCES ENTERPRISE 3 credits all make for a foundation culminating in an “organization of choice” rather than an “organization This course operates on two levels. Students will of last resort.” Topics covered include the development learn how to model good leadership through the of a qualified pool of candidates, labor force trends, careful stewardship of human resources operations. long-term strategic growth and retention. Students will extend the strategic view of leadership developed in other courses, identifying successful models of effective human resources operations and HRM-560 leadership. INTELLECTUAL CAPITAL AND THE WORKPLACE LEARNER 3 credits HRM-610 The knowledge and skills of employees, no matter HUMAN RESOURCES AS what the organization's market niche, are constantly A STRATEGIC PARTNER 3 credits evolving. This course will discuss changes that are necessary to support strategic initiatives for the In this course, students will learn about the many organization while developing and nurturing new roadblocks to becoming an organizational partner in capabilities, knowledge and skills of employees. the formulation and implementation of institutional Interpersonal skills, team skills, consultative skills, strategy. Students will be introduced to the resulting coaching, leadership and risk taking are but a few of frustration, resentment, confusion and possibly even a regression to maintaining nothing more than an M A ST E R O F S C I E N C E I N H U M A N R E S O U R C E S M A N AG E M E N T the topics covered as well as business acumen, strategic planning skills, change management, cross administrative function. Absorbing critical functional experience, technological mastery, global information from varying constituencies and the understanding and additional intellectual capital integration of critical information into a viable demands being placed upon an organization's organization roadmap is covered. environments. This course will help human resources professionals with the understanding necessary to HRM-620 retool the present diversified workforce. THE LEGAL AND ETHICAL ENVIRONMENT OF HUMAN RESOURCES 3 credits HRM-570 This course covers legal compliance in corporate THE EFFECTIVENESS OF A staffing, disparate impact and disparate treatment MARKET CONNECTED CULTURE 3 credits claims, and numerous federal statutes and guidelines How a human resources team “connects” the external such as the Civil Rights Acts of 1964 and 1991, the market to the internal infrastructure of an Age Discrimination in Employment Act (1967), the organization can ultimately mean the difference Americans with Disabilities Act (1990) and Equal between overall organizational success and failure. Employment Opportunity regulations. Approximately This course will focus on managing and facilitating 25 percent of the course will be devoted to ethical the culture of an organization. Culture management, challenges of the human resources professional, setting the stage for change, formulating strategy, including conflicts between the human resources analyzing the need for change, and integrating and function and a separate office of ethics that might implementing the needed human capital of the exist in the corporate environment. The course will organization in order to sustain a competitive stress the need for keeping employee ethical advantage while adding value is covered in this questions and concerns confidential as well as course. This course will also address issues such as developing and putting into a practice a professional knowledge management, change management and code of ethics for all employees. Additional topics covered in this course include affirmative action, 40 Thomas Edison State College seniority, sex discrimination, religious discrimination, retaliatory discharges and right to privacy in the workplace. HRM-630 CAPSTONE PROJECT 3 credits Candidates for completion of the MSHRM degree will complete an independent project demonstrating their conceptual, analytical, research and practical management skills achieved through the courses in either program. The project, called a Capstone because it represents a crowning achievement much as a capstone does in architecture, is a 3-credit, one- “ term requirement that is completed at the end of the program. It is a closely supervised experience resulting in a paper that demonstrates the student’s ability to synthesize and utilize the skills and knowledge gained in previous courses in the MSHRM program. When I landed my first job at Saudi MASTER OF SCIENCE IN Aramco, I knew what the lack of a college HUMAN RESOURCES MANAGEMENT degree meant. In today’s highly competitive Electives M A ST E R O F S C I E N C E I N H U M A N R E S O U R C E S M A N AG E M E N T job market, despite any business acumen Please see Pages 33-36 for a list of electives.* and career success that I may have, my career would eventually reach its limits in HRM-520 SHRM CERTIFICATION 3 credits terms of progress. I decided to capitalize on Human Resources Management students can earn up the company’s self development system to to 3 elective credits by earning the Professional in Human Resources (PHR) or Senior Professional in continue my dream of obtaining a Human Resources (SPHR) certificate examinations bachelor’s degree and then a master’s offered by the Human Resources Certification ” Institute (HRCI). degree in human resources management. Since then, new doors have opened to advance my career. *Students also have the option of taking other Sana Saud Al Hajri, MSHRM '09 graduate business or business related courses to Saudi Aramaco fulfill their electives. Electives not offered by the School of Business and Management must be approved by the dean prior to enrolling in the course. See Pages 33-36 for additional elective courses and descriptions. Graduate Prospectus 2010-2011 41 John S. Watson School of Public Service and Continuing Studies J O H N S . WAT S O N S C H O O L O F P U B L I C S E R V I C E A N D C O N T I N U I N G S T U D I E S “ Our programs prepare professionals for leadership roles in a wide variety of public service settings, build capacity and ” provide state-of-the-art learning opportunities for adult learners in public service related professions. Joseph Youngblood II, JD, PhD Dean, John S. Watson School of Public Service and Continuing Studies 42 Thomas Edison State College Thomas Edison State College The John S. Watson School of Public Service and The John S. Watson School of Public Service and Continuing Studies is dedicated to strengthening Continuing Studies, in partnership with the School of leadership in governmental, nonprofit and corporate Business and Management, has developed seven new sectors. areas of specialization that are offered under the Graduate programs in the John S. Watson School of Master of Science in Management. Public Service and Continuing Studies have a praxis These include: orientation with an applied focus toward building J O H N S . WAT S O N S C H O O L O F P U B L I C S E R V I C E A N D C O N T I N U I N G S T U D I E S Community and Economic Development capacity and leadership within the public service professions. Students engage in rigorous and Environmental Policy/Environmental Justice relevant experiences that integrate policy and Information and Technology Management management across disciplines. for Public Service Programs are being designed to develop and hone Nonprofit Management the skills necessary to transform students’ personal Public Finance commitment into public leadership, enabling them to acquire a deep understanding of today’s public Public Health Management service environment and develop the skills necessary Public Service Administration and Leadership to work as leaders in public service professions. The new areas of study position the College to enable students to prepare for several rapidly evolving fields or for students in these fields to advance professionally and strengthen the capacity of those who provide services in the public interest. Curricula focus on an evidence-based, inquiry-based approach to problem solving that enable students to address and identify solutions to real-world challenges and work with leaders in their respective fields. Graduate Prospectus 2010-2011 43 Graduate Certificate Programs ADVANCE YOUR CAREER AND EARN 12 CREDITS TOWARD A MASTER'S DEGREE Earning a graduate certificate is an excellent way for Graduate Certificate: students to gain expertise in a specific area that can help advance a career. Completing a graduate Clinical Trials certificate program will enable students to Management 12 credits demonstrate proficiency within a specific field. Students who complete graduate certificate programs The Clinical Trials Management certificate program at Thomas Edison State College earn 12 graduate was conceived and designed by pharmaceutical, credits that may be applied toward a graduate degree biotechnology and contract research organization at the College. Graduate certificates are available to experts who work in the clinical research field. It is students who have earned a bachelor’s degree from a intended for those who seek entrance to or regionally accredited college or university. advancement in the clinical research industry. Students learn the fundamentals of the clinical trials Currently, the College offers the following graduate environment, study design and management. The certificates: program prepares students for the day-to-day CLINICAL TRIALS MANAGEMENT decision making in their work environment. Each EDUCATIONAL LEADERSHIP course has exercises designed to further enhance drug development knowledge through reading, HOMELAND SECURITY interactive discussions between students and HUMAN RESOURCES MANAGEMENT instructors, and assignments that mirror workplace ONLINE LEARNING AND TEACHING requirements. Courses include: ORGANIZATIONAL MANAGEMENT CTM-510 AND LEADERSHIP INTRODUCTION TO PROJECT MANAGEMENT CLINICAL TRIALS RESEARCH AND DRUG DEVELOPMENT 3 credits PUBLIC SERVICE LEADERSHIP* G R A D U AT E C E R T I F I C AT E P R O G R A M S CTM-520 Degree Seeking Students CLINICAL TRIALS RESEARCH: PRACTICE TO POLICY 3 credits Students enrolled in any of Thomas Edison State College’s graduate degree programs may also apply CTM-530 for a graduate certificate. Credits completed for the INTRODUCTION TO graduate certificate may also be used to satisfy the CLINICAL TRIALS DATA elective requirements for the master’s degree. MANAGEMENT 3 credits CTM-540 ETHICAL ISSUES AND REGULATORY PRINCIPLES IN CLINICAL TRIALS 3 credits *Available only to graduates of the Executive Potential Program of the Center for Government Training and Professional Development's Graduate School. See Page 15 for course descriptions. 44 Thomas Edison State College Post-Master’s Certificate: Graduate Certificate: Educational Homeland Leadership 12 credits Security 12 credits The Post-Master’s Certificate in Educational Leadership The Homeland Security certificate was developed by a meets the state of New Jersey’s supervisor team of professors and practitioners to provide endorsement requirement. To be eligible for the students with a broad view of homeland security issues standard administrative certificate with a supervisor by going beyond a single discipline to consider policy, endorsement a candidate must hold a master’s degree preparation, management and continuity throughout a from a regionally accredited college or university, hold crisis. Course work covers law enforcement, emergency a standard New Jersey instructional or educational management and business continuity issues. This services certificate or its out-of-state equivalent and graduate certificate satisfies the 12-credit learner- complete three years of successful teaching and/or designed area of study of the Master of Arts in Liberal educational services experience. Studies program. Courses include: HLS-500 In addition, to meet the requirements set forth by the TERRORISM AND HOMELAND New Jersey Department of Education, students must SECURITY IN THE UNITED STATES 3 credits earn 12 graduate credits to include: HLS-510 3 credits in general principles of staff PROTECTING THE HOMELAND: BALANCING supervision in grades preschool through 12; SECURITY AND LIBERTY 3 credits 3 elective credits in staff supervision and/or curriculum development (N.J.A.C. 6A: 9-12.6); HLS-520 PREPAREDNESS: PREVENTION 3 credits in general principles of curriculum AND DETERRENCE 3 credits development for grades preschool through 12; and HLS-530 3 elective credits in curriculum development. PROTECTING THE HOMELAND: Educational Leadership certificate courses include: RESPONSE AND RECOVERY 3 credits Six credits in staff supervision: EDL-540 CURRICULUM LEADERSHIP AND GRADUATE CERTIFICATE SUPERVISION 3 credits IN HOMELAND SECURITY G R A D U AT E C E R T I F I C AT E P R O G R A M S EDL-660 HUMAN RESOURCES Course Descriptions ADMINISTRATION 3 credits HLS-500 Six credits in curriculum development: TERRORISM AND HOMELAND EDL-520 SECURITY IN THE UNITED STATES 3 credits STANDARDS-BASED CURRICULUM This course examines the phenomenon of terrorism as it DEVELOPMENT, PRE K-12 3 credits relates to the United States as well as American EDL-530 interests in other countries, primarily from the Cold War CRITICAL ISSUES AND THEORIES to the present. The attacks on the United States on Sept. IN CURRICULUM DESIGN AND 11, 2001, and the subsequent adoption of a formal U.S. Department of Homeland Security will be examined in EVALUATION, PRE K-12 3 credits the context of the global terrorist threat and the more general concept of homeland security. Emphasis is on See Pages 26-27 for course descriptions. the identification and understanding of appropriate Graduate Prospectus 2010-2011 45 definitions and concepts so that students may critically HLS-530 evaluate the threats present and the range of responses PROTECTING THE HOMELAND: available in our democratic society. Appropriate RESPONSE AND RECOVERY 3 credits historical foundations will be included. The essential components of a mechanism for homeland security will This course focuses on the many response and recovery also be presented. The relationship of homeland efforts possible for the various actors in homeland security to preparation, response and recovery security, both in the public and private sectors. The mechanisms for terrorism, including goals, objectives concept of planning is addressed with a focus on and strategies, will be explored. The importance of implementation, testing and evaluation. Students will coordinating various plans and strategies among local, discuss how best to lead, communicate and coordinate state and federal government response organizations in response and recovery efforts. Technology and will be stressed. information gathering, as tools for planning and responding, are explored. Both government and law enforcement efforts and business continuity planning HLS-510 are studied. PROTECTING THE HOMELAND: BALANCING SECURITY AND LIBERTY 3 credits The terrorist attacks of Sept. 11, 2001, made Americans feel more vulnerable than ever before. Then Congress hastily enacted the USA PATRIOT Act, which permitted a number of extraordinary and unprecedented intrusions on civil liberties without judicial oversight. Wars in Afghanistan and Iraq ensued, and the government and the public began to question and examine the country's intelligence mechanisms and security procedures. A new U.S. Department of Homeland Security, which included new units like the Transportation Safety Agency, was established. This course will look at these developments and others, such as the handling of “enemy combatants” in Iraq and Guantanamo Bay, Cuba, and consider whether the nation's security needs justify the consequent restrictions on our freedoms. G R A D U AT E C E R T I F I C AT E P R O G R A M S HLS-520 PREPAREDNESS: PREVENTION AND DETERRENCE 3 credits This course focuses on how strategic planning, incident management and intelligence techniques combine to provide the necessary foundation for anti-terrorism preparedness. Topics covered include infrastructure protection, the National Incident Management System, data collection and analysis techniques, threat and vulnerability assessments, information sharing, resource planning, intelligence failures, and terrorism prevention and deterrence. 46 Thomas Edison State College Graduate Certificate: Graduate Certificate: Human Resources Online Learning Management 12 credits and Teaching 12 credits Thomas Edison State College pioneered the use of Courses available for this certificate focus on the most technology in higher education and students can important strategic initiatives that human resources pro- benefit from its experience. This graduate certificate fessionals face as they lead their organizations through is available for those who want to be well-prepared the uncharted waters of constant change. Students to teach online. This graduate certificate also satisfies select four Thomas Edison State College graduate-level the 12-credit Learner-Designed Area of Study of the courses in Human Resources Management. Students Master of Arts in Liberal Studies degree program. who may eventually consider pursuing a Master of Courses include: Science in Human Resources Management degree should review the information beginning on Page 38 to deter- OLT-510 mine which of these course options can help meet core THEORY AND CULTURE OF requirements of that graduate degree program. Students ONLINE LEARNING 3 credits select four of the following course options: OLT-520 HRM-530 LEARNING TECHNOLOGY AS HUMAN RESOURCES MANAGEMENT 3 credits AN ISSUE IN ONLINE LEARNING 3 credits HRM-540 OLT-530 LIFESTYLE BENEFITS AND ISSUES IN INSTRUCTIONAL DESIGN COMPENSATION IN THE IN ONLINE LEARNING 3 credits NEW MILLENNIUM 3 credits OLT-540 HRM-550 COMMUNICATION AND INTERACTIVITY STRATEGIC RECRUITING, IN ONLINE LEARNING 3 credits RETENTION AND SUCCESSION PLANNING 3 credits HRM-560 GRADUATE CERTIFICATE IN INTELLECTUAL CAPITAL AND ONLINE LEARNING AND TEACHING THE WORKPLACE LEARNER 3 credits HRM-570 Course Descriptions G R A D U AT E C E R T I F I C AT E P R O G R A M S THE EFFECTIVENESS OF A MARKET CONNECTED CULTURE 3 credits OLT-510 HRM-600 THEORY AND CULTURE OF MANAGING THE HUMAN ONLINE LEARNING 3 credits RESOURCES ENTERPRISE 3 credits This is a graduate-level experience in online learning HRM-610 that has both an experiential element (students actually HUMAN RESOURCES AS construct and publish online learning units) and a A STRATEGIC PARTNER 3 credits theoretical element (students read theories of online education and critically discuss how those theories HRM-620 apply to the online experiences of the students). THE LEGAL AND ETHICAL ENVIRONMENT OF Similarities and differences between online education HUMAN RESOURCES 3 credits and campus-based education are explored and discussed. Cultural issues of how Web technology See pages 39-41 for course descriptions. fosters the development of online learning communities are explored and experienced. Graduate Prospectus 2010-2011 47 OLT-520 Graduate Certificate: LEARNING TECHNOLOGY AS AN ISSUE IN ONLINE LEARNING 3 credits Organizational One of the few things that almost all agree on is that Management and technology is changing rapidly. How can teachers and learners keep up? This course takes the prudent track of Leadership 12 credits discussing technology in the broader context of how This certificate enables students to select the four individuals make decisions, solve problems and courses from the core requirements of the Master of learn/teach technological skills. Science in Management (MSM) degree program that they feel, based on their management experience and future career goals, will further develop their OLT-530 leadership and management skills. Students select ISSUES IN INSTRUCTIONAL DESIGN Thomas Edison State College graduate-level courses IN ONLINE LEARNING 3 credits listed below, totaling 12 credits, to complete the How is instructional design for online learning different program. Students select four of the following course from instructional design for other learning formats? options: This course provides critical discussion of and practice in the ideas and practices that enhance quality in online ORG-502 learning. LEADERSHIP MANAGEMENT IN THE 21ST CENTURY 3 credits OLT-540 ORR-510 COMMUNICATION AND INTERACTIVITY ORGANIZATIONAL RESEARCH 3 credits IN ONLINE LEARNING 3 credits EIO-520 The technology enabling online learning allows ECONOMIC ISSUES IN communication and interaction between student and texts, student and teacher, and student and other ORGANIZATIONS 3 credits students. This course considers the theoretical aspects HRM-530 of communication and interactivity and also the HUMAN RESOURCES practical skills of facilitating online discussions and MANAGEMENT 3 credits online interactions. FAM-540 FINANCE AND ACCOUNTING FOR MANAGERS 3 credits G R A D U AT E C E R T I F I C AT E P R O G R A M S OML-610 ORGANIZATIONAL MANAGEMENT AND LEADERSHIP I 3 credits OML-620 ORGANIZATIONAL MANAGEMENT AND LEADERSHIP II 3 credits Students who may eventually consider pursuing a Master of Science in Management degree should see Page 31 to determine which of these course options can help meet core requirements of that graduate degree program. See pages 32-36 for course descriptions. 48 Thomas Edison State College Graduate Certificate: Project Management 12 credits This track consists of four courses in Project Management, which should be taken consecutively. These courses have been developed using the Project Management Institute body of knowledge guidelines. PJM-510 PROJECT MANAGEMENT 3 credits PJM-520 PROJECT LEADERSHIP AND COMMUNICATION 3 credits “ PJM-530 PROJECT RISK MANAGEMENT 3 credits PJM-640 GLOBAL PROJECT MANAGEMENT 3 credits Earning my master's degree opened up a whole second career for me and Graduate Certificate: created opportunities that I never Public Service would have been able to imagine Leadership 12 credits before. I'm now enrolled in a PhD This certificate is open only to graduates of the Executive Potential Program (EPP) offered by the program and working on my Center for Government Training and Professional ” Development’s Graduate School. Students who have dissertation. None of this would have graduated from the EPP program may earn a G R A D U AT E C E R T I F I C AT E P R O G R A M S certificate in Public Service Leadership by completing been possible without my experience 12 credits of Thomas Edison State College graduate- in the MSM program. level courses that best correlate to their educational and professional goals. Diane Chierchie, MSM '01 Credits earned taking these courses for the Graduate Certificate in Public Service Leadership may be applied to the requirements of any graduate degree program at Thomas Edison State College. Graduates of the EPP program at the Graduate School also have the opportunity to earn advanced standing in Thomas Edison State College graduate programs. Graduate Prospectus 2010-2011 49 programs for special audiences Military Personnel Human Resources Active duty members of the armed forces may pursue Certification Institute — graduate study at Thomas Edison State College. The College has special ties to the military and has creat- SPHR Certification ed programs to accommodate the special needs of Human resources professionals who seek the HRCI military personnel and their families whose location, certifications may enroll in the course SHRM relocation and time constraints make attending tra- Certification (HRM-520), a 3-credit course that ditional college difficult. The College is a long-time prepares students for the Senior Professional in member of the Servicemembers Opportunity Colleges Human Resources (SPHR) examination. See Page 41 (SOC). Undergraduates are served through regular for further information. Those who have already enrollment, Navy College Program and Army successfully attained the SPHR may earn 3 credits University Access Online (eArmyU). All graduate pro- toward their graduate degree at Thomas Edison grams may be completed by taking online courses. State College. Fulbright Exchange Public Sector USDA Scholars Auditing Thomas Edison State College recognizes the value of MSM students may select electives offered through a the learning that occurs outside the classroom. special arrangement with the Government Audit Teachers who have spent a year teaching abroad can Training Institute at the Center for Government earn credits toward a graduate degree at Thomas Training and Professional Development’s Graduate Edison State College by documenting that year's School and may be taken in a special one-week format experiences through graduate Prior Learning in Washington, D.C., or through open enrollment Assessment (PLA) portfolios. These credits may be classes scheduled throughout the country. For more applied to either the Master of Science in information, visit www.graduateschool.edu, click on PROGRAMS FOR SPECIAL AUDIENCES Management, the Master of Arts in Liberal Studies or “Courses & Programs” and then click on “Government the Master of Science in Human Resources Audit Training Institute”. Students complete the pro- Management degree program. gram with a culminating 3-credit Capstone Project. 50 Thomas Edison State College Public Service Leadership Thomas Edison State College students who have completed the Executive Potential Program (EPP) at the Center for Government Training and Professional Development’s Graduate School, which provides training and development for government employees rated GS 13-15 and prepares students for leadership positions in federal government and public adminis- tration, will receive 12 graduate credits toward a master’s degree. “ Certified Public Accountant (CPA) Individuals who have successfully completed the Uniformed CPA examination may earn up to 6 grad- Pursuing my degree forced me to look uate credits. for more complete answers as opposed to instant answers and that has had a direct impact on my law enforcement career. Thomas Edison State College has enriched me both professionally and personally by helping me develop ” a broader perspective about life and why we think and act like we do. PROGRAMS FOR SPECIAL AUDIENCES Barry Pilla, BSHS '02, MAPS '05 Chief of Police Northampton Township, Pa. Note: The Master of Arts in Professional Studies (MAPS) degree program has been renamed the Master of Arts in Liberal Studies (MALS) degree program. Graduate Prospectus 2010-2011 51 resources for graduate students Financial Aid Veteran Benefits Financial assistance for college costs may be found Students who have served in the United States armed through a variety of sources, ranging from innovative forces may be eligible to receive veterans’ education- financing plans to traditional state and federal stu- al benefits to assist with educational expenses. These dent assistance programs. Thomas Edison State benefits also may extend to spouse and child depend- College graduate students are eligible for federal ents of disabled veterans. For more information about Unsubsidized Stafford Loans. veterans’ educational benefits, contact the Office of To be eligible for financial aid, candidates must be a Military & Veteran Education at (866) 446-1804, via current applicant or enrolled at the College. To apply e-mail at firstname.lastname@example.org or visit the College for financial aid, students must complete an official website at www.tesc.edu/veterans. College Application for Financial Aid as well as a Free Application for Federal Student Aid (FAFSA). The College's financial aid application must be sent to the The Bookstore-MBS Direct Office of Financial Aid at Thomas Edison State Students are responsible for purchasing all their College. The FAFSA application must be sent to the course textbooks and materials. This cost is not U.S. Department of Education. included in tuition and registration fees. Students Detailed information about the financial aid applica- may order their textbooks through MBS Direct, the tion process may be accessed at www.tesc.edu/ College’s textbook provider. Students may order text- finaid or by contacting the Office of Financial Aid at books and materials by telephone, on the Web or (609) 633-9658 or via e-mail at email@example.com. through the mail. MBS Direct telephone orders are Financial aid information may also be obtained by taken through the call center at (800) 325-3252. Web calling the Office of Admissions toll free at orders may be placed online at http://bookstore. (888) 442-8372. In addition, many students find their mbsdirect.net/tesc.htm. Mail order forms may be employers to be an excellent source of support. requested by calling the MBS call center or by calling Students can contact their human resources or train- the Thomas Edison State College Office of Admissions R E S O U R C E S F O R G R A D U AT E S T U D E N T S ing office to determine if their employer can help at (888) 442-8372. them meet their educational expenses. Other resources may include private grants. Further infor- mation may be found in financial aid reference books in most libraries. 52 Thomas Edison State College library resources The New Jersey Virtual Academic State Library Library Environment The New Jersey State Library is an affiliate of Thomas (VALE) Edison State College and as a student you will have Thomas Edison State College is a member of the special access to its resources and services. All Virtual Academic Library Environment (VALE). Thomas Edison State College students are given an ID Through VALE, students have access to several online card that enables them to contact library personnel databases and extensive scholarly resources. for special assistance and access to resources not Students also have access to the New Jersey's aca- available to the general public. demic libraries through VALE. Students in the The New Jersey State Library provides free online College's online courses are expected to make use of resources to students pursuing their education. VALE resources and other online resources. Jerseyclicks.org offers pertinent full-text articles from current newspapers, magazines and journals that can be downloaded and printed. JerseyClicks allows students to search up to 30 databases at once on topics such as business, education, science, histo- ry, health and literature. Students seeking assistance researching a specific topic can also log on to QandANJ.org, where they can consult online with a reference librarian from a participating college or university library, 24 hours a day. For questions that require lengthy research, QandANJ can get students “ started or refer them to other sources that can help answer their question. JerseyClicks.org and QandANJ.org are supported in whole or part by The Institute of Museum and Library Services through the Library Services and Technology Act. All Thomas Edison State College students have elec- tronic access to the New Jersey State Library card Together, we’ve pushed forward and catalog and to more than 3,000 journals, a third of which are directly available as full-text. Other mate- created a special bond that only those rials may be ordered. Within the guidelines of the who have shared could understand. New Jersey State Library's interlibrary loan service, LIBRARY RESOURCES students also have access to the research holdings of My education has been as much about most academic libraries in the state. academics as it has been about my Students may visit the library's website at www.njstatelib.org. personal growth. Eric Anderson, MSM ’05 Liberty Mutual Insurance Company Graduate Prospectus 2010-2011 53 graduate mentors Graduate Mentors EFTHIMIA CHRISTIE EdD, Educational Administration, Seton Hall University Graduate mentors at Thomas Edison State College are KATHLEEN FRENIA COHEN selected for their strong academic credentials in the PharmD, Pharmacy, Philadelphia College of Pharmacy at the subject area in which they work with students and their University of the Sciences in Philadelphia extensive practical experience. SR. ELLEN DAUWER Graduate mentors at Thomas Edison State College have PhD, Management of Computer Resources, New York University demonstrated success in teaching career-oriented adults, proficiency in computer-aided communications MARGARET A. ELGIN and distance learning technologies, and experience in PhD, University of Maryland teaching students in groups and/or teams. Mentors have management experience in organizations outside GLORIA FREDRICK PhD, Public Administration, Rutgers, The State University of college and university settings. New Jersey Collectively, mentors for the Master of Science in Management program have worked in a variety of JANE WHITNEY GIBSON industries such as rail support, aerospace design and DBD, Nova Southeastern University manufacturing, Social Security administration, KAY C. GOSS telecommunications, healthcare systems analysis, bank- MA, Public Administration and Political Science, ing, advertising, market research and financial services University of Arkansas management. ERICKA HARNEY Mentors for the Master of Arts in Liberal Studies pro- MA, Communications, University of Kentucky gram have served as corporate consultants, librarians, telecommunications executives, public relations profes- NINA HAYDEL sionals, criminal justice executives as well as performing EdD, Curriculum and Instruction, Temple University artists and novelists. LORI A. HENNON-BELL Mentors for the Master of Science in Human Resources MS, Administrative Science, Fairleigh Dickinson University Management program all hold terminal degrees and include professors, attorneys, human resources man- LINDA HOLT agement specialists, organizational development DLitt, Comparative Religious Literature, Drew University practitioners and adult educators. WILLIAM S. HOWE III PhD, Stanford University PETER A. BARONE LLM, International Law, University of Miami JANE HOLLY IVES PhD, University of London HARVELLA BROWNSON PhD, Regent University EDWARD IZBICKI G R A D U AT E M E N T O R S EdD, Educational Leadership Administration & Supervision, SANDRA BRYANT Seton Hall University PhD, Regent University MICHAEL JAZZAR DONALD BURESH PhD, Educational Leadership, Michigan State University PhD, Boston University MARLENE KAYNE LEIGH BYRON PhD, Biochemistry, Michigan State University EdD, Educational Administration, Columbia University 54 Thomas Edison State College MARK KREMEN VICTORIA SEALS MS, Industrial/Organization Psychology, Radford University EdD, Educational Leadership, University of Georgia JAMES KROLIK JAMES CURTIS SPEE PhD, University of Michigan PhD, The Claremont Graduate University ALBERT LAWRENCE JEFF STEVENS JD, Antioch University PhD, Human Development, Texas A&M University KEN LEVITT KENNETH L. TANGEN PhD, Stevens Institute of Technology PhD, Educational Psychology, University of Washington ROBERT J. LOUDEN MICHAEL R. TOSCANI PhD, Criminal Justice, The Graduate Center, City University of PharmD, Pharmacy, St. John's University College of Pharmacy New York ANITA BHAGROO VERGA MICHAEL C. MAYO MPH, Public Health, Columbia University PhD, Marketing, University of Michigan MARY WALL ROBERT MCGRATH PhD, Computer Technology in Education, PhD, Louisiana State University Nova Southeastern University JOHN MELLON DAVID A. WARNER EdD, The George Washington University PhD, MA, History, University of California at Los Angeles JOSEPH B. MOSCA DAVID WEISCHADLE EdD, New York University EdD, Curriculum Theory and Development, Rutgers, The State University of New Jersey LAURENCE LYONS MURPHY PhD, Joint Program in Philosophy and Comparative Literature, LLOYD C. WILLIAMS Rutgers, The State University of New Jersey PhD, Organizational Psychology, The Union Institute PHILIP M. NUFRIO PhD, Rutgers, The State University of New Jersey STEPHEN L. WILLIAMS DBA, Nova Southeastern University THOMAS M. PATRICK PhD, MA, Economics, University of Kentucky MARILYN B. PETERSON MA, Education, Seton Hall University REBECCA PITKIN PhD, Educational Leadership and Policy Studies, Iowa State University ALBERT E. POWELL JR. PhD, Educational Human Resource Development, Texas A&M University G R A D U AT E M E N T O R S ROBERT H. PRICE PhD, Art and Performance, The Union Institute & University SAM REDDING EdD, Educational Administration, Illinois State University PAUL ROHMEYER MS, Information Management, Stevens Institute of Technology MBA, Finance, Saint Joseph's University Graduate Prospectus 2010-2011 55 Office of Admissions RICHARD COE Assistant Dean, School of Applied Science and Technology (888) 442-8372 PhD, University of Pittsburgh (609) 984-1130 firstname.lastname@example.org Heavin School of Arts and Sciences 1. LATE REGISTRATION - Will only be by permission of the deans. Students will be charged a Late Registration Fee of $115. SUSAN C. DAVENPORT Dean, Heavin School of Arts and Sciences 2. REFUNDS - The College rate schedule is: PhD, University of Nebraska, Lincoln (609) 984-1130 Week One 75 percent Week Two 50 percent JAMES MCCARTY Week Three 25 percent Assistant Dean, Heavin School of Arts and Sciences No refunds after Week Three MS, University of Pennsylvania (609) 984-1130 3. COURSE EXTENSION - Prior to the last day of class, students may request a three (3) month extension of a course. CYNTHIA A. STRAIN The fee is $140 for each extension. Assistant Dean, Heavin School of Arts and Sciences MSEd, Student Personnel Service, Monmouth University At the end of three months, if a student has not completed the (609) 984-1130 course, the student will be issued an administrative grade of I/F. This grade will not appear on the transcript or any other official ADRIAN C. ZAPPALA College document and will not affect the grade point average Assistant Dean, Educational Leadership (GPA). If this is a required core course for a degree, the student PhD, Capella University will need to register and retake the course. (609) 984-1130 4. WITHDRAWALS - This must be done prior to the last day School of Business and Management of class. Students who withdraw after the third week of the course, will not receive a refund. SUSAN P. GILBERT Dean, School of Business and Management 5. LEAVE OF ABSENCE (LOA) - Students may request a PhD, University of Pennsylvania Leave of Absence from the College for up to one year. Students (609) 984-1130 must submit their request in writing along with the $50 fee. If students do not request an LOA, they will become Inactive. ALICIA D. MALONE Acting Assistant Dean, School of Business and Management MA, Thomas Edison State College 6. INACTIVE - Students who do not take a course for an (609) 984-1130 entire calendar year and do not request LOA status will become Inactive. Students returning from Inactive status must reapply CAMILLA KING LEWIS to the College and remit the Application Fee. Acting Assistant Dean, School of Business and Management G R A D U AT E S T U D I E S K E Y C O N TA C T S BA, Queens College (609) 984-1130 Key Contacts John S. Watson School of Public Service and Continuing Studies School of Applied Science and JOSEPH YOUNGBLOOD II Technology Dean, John S. Watson School of Public Service and Continuing Studies PhD, University of Pennsylvania MARCUS D. TILLERY (609) 777-4351 Dean, School of Applied Science and Technology email@example.com PhD, Iowa State University (609) 984-1130 ANN PRIME-MONAGHAN Assistant Dean, John S. Watson School of Public Service and THOMAS DEVINE Continuing Studies Associate Dean, School of Applied Science and Technology MA, Temple University, MS, Johns Hopkins University PhD, Capella University (609) 777-4351 (609) 984-1130 firstname.lastname@example.org 56 Thomas Edison State College FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 All costs associated with the international credit evaluation are the (FERPA) responsibility of the student. The College reserves the right to make its Federal law governs how colleges and universities supervise student own determination on the amount and type of credit to be awarded educational records. Thomas Edison State College adheres to The Family based on the evaluations provide by these agencies. An enrolled student Educational Rights and Privacy Act of 1974, as amended, known as the may transfer a maximum of 90 credits from international institutions. Buckley Amendment. This act is designed to protect the privacy of edu- Foreign students in the United States on student (F-1) visas can use all cational records, to establish the right of students to inspect and review methods available to U.S. students for completing their degree require- their educational records, to provide guidelines for the correction of ments. Course-by-course credit recommendations will be reviewed by inaccurate or misleading data through informal and formal hearings and Thomas Edison State College based upon existing transfer and degree to establish the right of students to file complaints with The FERPA policies in place at the time of application. Office concerning alleged failures by the institution to comply with the AFFIRMATIVE ACTION INFORMATION Act. Thomas Edison State College makes public announcement of the FERPA act in our College Catalog, Undergraduate Prospectus and Thomas Edison State College is an equal opportunity/affirmative action Graduate Prospectus. institution. In the operation of its programs and activities, including employment, admissions, counseling and advisement, the College Students have the right to inspect and review their educational records affords equal opportunity to qualified individuals regardless of race, within 45 days from the date when the College receives a written color, religion, sex, gender identity or expression, national origin, age, request for access. disability, ancestry, place of birth, marital status, civil union status or lia- Thomas Edison State College does not publish a student directory and bility for military service. This is in accord with Title VII of the Civil Rights has designated the following categories of student information as pub- Act of 1964, which prohibits discrimination on the basis of race, color lic information: student name, e-mail address, enrollment status, area of and/or national origin; Title IX of the Education Amendment of 1972, study and degree/honors conferred. This information may be released for which prohibits sex discrimination; Section 504 of the Rehabilitation Act any purpose at the discretion of the College. Students have the right to of 1973 and the Americans with Disabilities Act of 1990, which prohibits withhold the disclosure of directory information by written notification discrimination against otherwise qualified people with disabilities; and to the Office of the Registrar. other applicable laws and regulations, so as to best accommodate the The College limits disclosure of other personally identifiable information needs of all such persons. Affirmative Action inquiries may be directed from educational records unless the student has given prior written con- to Dr. Terri Tallon-Hammill, Affirmative Action officer. Section 504 sent. Students who request release of their educational records to a third Handicap Regulations Compliance and Section 506 of the Americans party must provide written authorization to the Office of the Registrar. with Disabilities Act inquiries may be directed to Barbara Aikins, the Directory and nondirectory student information may be released to College’s ADA coordinator. Both representatives may be reached at school officials designated by the College who have a valid, legitimate Thomas Edison State College, 101 W. State St., Trenton, NJ 08608-1176. educational interest for its review provided that the official needs to A copy of this policy is available in the Office of the Registrar. review an educational record in order to fulfill his or her professional THOMAS EDISON STATE COLLEGE IS REGIONALLY responsibility on behalf of the College. School officials with legitimate ACCREDITED BY THE MIDDLE STATES ASSOCIATION educational interest in a student's educational record are those officials OF COLLEGES AND SCHOOLS. who are designated as a person or agent with whom the College has C O L L E G E P O L I C I E S A N D A C C R E D I TAT I O N I N F O R M AT I O N contracted and who provides an educational related service to Thomas Middle States Commission on Higher Education Edison State College. 3624 Market Street Philadelphia, PA 19104-2680 STUDENTS WITH DISABILITIES (215) 662-5606 Thomas Edison State College adheres to the letter and spirit of the www.msache.org Americans with Disabilities Act and Section 504 of the Rehabilitation As a state college in the New Jersey system of public higher education, Act. Students and prospective students who wish to discuss reasonable Thomas Edison State College's programs are acted upon by the New accommodation for documented disabilities are asked to identify them- Jersey Presidents’ Council. In addition, Thomas Edison State College is a selves to the College’s ADA coordinator by calling (609) 984-1141, ext. member of two organizations that focus on maintaining quality in grad- 3415 (voice). The TTY number for the hearing impaired is (609) 341-3109. uate education. International Credit Evaluations The Council of Graduate Schools (CGS), the largest national association The College may accept course-by-course credit recommendations from organized specifically to represent the interests of graduate education, a required course-by-course evaluation completed by any of the follow- is dedicated to the improvement and advancement of graduate educa- ing agencies: tion. Council member institutions are colleges and universities engaged American Association of Collegiate Registrars and Admissions in research, scholarship and the preparation of candidates for advanced Officers (AACRAO) degrees. International Education Services The Association for Graduate Liberal Studies Programs (AGLSP) is dedi- One DuPont Circle, NW Suite 520 cated to the interdisciplinary education of adult learners. Its member Washington, DC 20036-1135 organizations share the common purpose of offering mature students a (202) 296-3359 graduate degree that is interdisciplinary in nature. The graduate pro- Educational Credential Evaluators, Inc. (ECE) grams affiliated with the AGLSP specifically adhere to the values of P.O. Box 514070 liberal arts education, offering students, drawn from a variety of back- Milwaukee, WI 53203-3470 grounds and professions, an alternative to the usual specified programs. (414) 289-3400 Information contained in this Graduate Prospectus refers to Thomas World Educational Services, Inc. (WES) Edison State College's Master of Science in Applied Science and P.O. Box 5087 Technology; Master of Science in Human Resources Management; Bowling Green Station Master of Science in Management; Master of Arts in Liberal Studies; and New York, NY 10274-5087 the Master of Arts in Educational Leadership graduate degree programs (212) 966-6311 and graduate certificates, unless otherwise stated. Educational Perspectives P.O. Box 618056 Chicago, IL 60661-8056 (312) 421-9300 Graduate Prospectus 2010-2011 All Graduate Degree Programs at Thomas Edison State College are: Offered online Designed to be completed in two years or less 36 credits Offered at four times throughout the year, enabling students to complete the program as a member of a cohort of other students Led by distinguished mentors who have strong academic credentials, extensive real-world experience, success in teaching career-oriented adults and proficiency in teaching online 101 West State Street Trenton, NJ 08608-1176 (888) 442-8372 email@example.com www.tesc.edu
"Graduate Prospectus - Thomas Edison State College"