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Graduate Catalog
2010-2011
MONMOUTH UNIVERSITY
Graduate Catalog
2010–2011
Date of Publication: August 2010
Applicability of Catalog:
Monmouth University has provided the following information to the public. The information provided herein does not pro-
vide an irrevocable contract between Monmouth University and the student. The University reserves the right to alter any
policy, procedure, curricular information, facts, and/or fees without any prior notice or liability.
Mission Statement of Monmouth University
Monmouth University is an independent, comprehensive institution of higher education committed to excellence
and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional
programs, Monmouth University educates and prepares students to realize their potential as leaders and to
become engaged citizens in a diverse and increasingly interdependent world.
Contents
Contents
Responsibility and Policies of the University ...........................................................................................4
Directory in Brief ...................................................................................................................................5
The University........................................................................................................................................7
Admission............................................................................................................................................13
Tuition and Fees ..................................................................................................................................25
Financial Aid........................................................................................................................................31
Academic Programs, Support Services, and Regulations .......................................................................37
The Wayne D. McMurray School of Humanities and Social Sciences ......................................................53
School of Science ................................................................................................................................67
Leon Hess Business School..................................................................................................................75
School of Education .............................................................................................................................79
The Marjorie K. Unterberg School of Nursing and Health Studies...........................................................87
School of Social Work ..........................................................................................................................93
Student Services .................................................................................................................................99
Directories.........................................................................................................................................105
Academic Calendars ...................................................................................................................127-128
Map and Directions.....................................................................................................................129-130
Appendix A: Course Descriptions .........................................................................................................A1
Appendix B: Curriculum Charts ............................................................................................................B1
Appendix C: Index ...............................................................................................................................C1
Monmouth University 3
The University
Responsibility of the University • Birthplace
The programs and/or requirements set forth in this cat- • Birth date
alog are subject to change without notice. Any modification in the • Degree Candidacy
programs and/or requirements shall be made at the discretion of • Degree Status
the administrative officers of Monmouth University whenever such • Official Student Email Address
action is deemed necessary. • Student I.D. Number
A copy of “Student Records Policies and Procedures for
Equal Opportunity Policy Monmouth University,” developed in support of the Family
Monmouth University supports equal opportunity in Educational Rights and Privacy Act, may be inspected at the
recruitment, admission, educational programs, and employment Office of Registration and Records, Wilson Hall, Room 208; it is
practices regardless of race, color, age, sex, disability, veteran sta- also available online at www.monmouth.edu/registrar/proce-
tus, marital status, religion, national origin, or sexual orientation. dures/ferpa_policy.asp.
The University also complies with all major federal and state laws
and executive orders requiring equal employment opportunity
and/or affirmative action. Americans with Disabilities Act and Section 504 of the
Monmouth University affirms the right of its faculty, staff, Rehabilitation Act of 1973
and students to work and learn in an environment free from dis- The Americans with Disabilities Act and Section 504 of
crimination and sexual harassment and has developed proce- the Rehabilitation Act of 1973 provide that no otherwise qualified
dures to be used to resolve discrimination or sexual harassment disabled person (student/employee/applicant) shall by reason of the
complaints. A copy of the University-wide policy on discrimination disability be excluded from participation in, be denied the benefit of,
and sexual harassment, which describes the procedures for or be subjected to discrimination under any program or activity
resolving such complaints, may be obtained from the Office of receiving federal financial assistance. An otherwise qualified individ-
Affirmative Action, Human Relations, and Compliance located in ual with respect to postsecondary education is one who meets the
Wilson Hall, Room 304. essential academic requirements and, with respect to employment,
is one who with reasonable accommodation can perform the essen-
tial functions of the job in question. Monmouth University has com-
Family Educational Rights and Privacy Act plied with these principles and intends to continue its compliance.
The Family Educational Rights and Privacy Act of 1974 The Director of Affirmative Action, Human Relations, and
(FERPA) establishes the right of all students to limited access to Compliance has been designated by the University as the ADA/504
certain records and information; to review, gain correction of, and Coordinator. Anyone having a complaint or observation about a pos-
add explanations to records; and to receive a hearing on allega- sibly discriminatory act or practice should contact the ADA/504
tions of violations. The University may not require a waiver of Coordinator (Wilson Hall, Room 304) for information concerning the
these rights in its admission, academic, or service requirements. grievance procedure. A prompt investigation will be undertaken in an
Information such as grades, financial records, and finan- effort to resolve the matter and assure compliance.
cial aid records may be released to parent(s) of Monmouth
University students who are dependents of their parents as
defined by the Internal Revenue Service (IRS), provided that the Human Relations Philosophy and Policy
parent(s) furnishes proof of such dependency, or the student com- Monmouth University affirms the inestimable worth and
pletes a “FERPA Waiver Release” form. The FERPA form is avail- dignity of every individual, regardless of his or her condition of life.
able through WEBstudent. We affirm, further, the right of each person to develop to his or her
Directory Information: Directory information may be full potential and to be judged on the basis of personal accom-
released by the University without the student’s permission unless plishments. Finally, we believe that the achievement of full human-
the student states, in writing, within the first two weeks of the fall ity is enhanced by the experience of the human family.
semester (or within the first two weeks of the spring semester for We are committed to achieve and sustain a pluralistic envi-
students entering Monmouth in the spring semester), that he/she ronment recognized for its racial, cultural, and ethnic diversity, and
does not want his/her directory information released. This request which is characterized by genuine mutuality, acceptance, and affir-
should be submitted using the FERPA Do Not Disclose form which mation of the strengths and contributions of differing individuals and
is accessible from WEBstudent. Student requests to keep direc- groups, and a willingness to resolve disputes in a spirit of good will.
tory information confidential are permanent and therefore will Monmouth University, through this philosophy and policy
remain in effect unless rescinded by the student. Directory infor- statement, seeks to create a pluralistic community in which people:
mation consists of the following information: • are accepted and judged as individuals, independent
• Student’s name of ancestry, social and economic background, sexual
• Class level orientation, age, gender, physical characteristics, or
• Registered credits for the current term personal beliefs;
• Major field of study • may freely engage in constructive academic dialogue
• Participation in recognized activities and sports and debate in classrooms and public halls, and pursue
• Biographical data for public relations purposes their social and private lives uninhibited by discrimina-
• Dates of attendance at Monmouth University tion, disruption, or harassment in any form;
• Degree and awards received at Monmouth University • and value, respect, and draw their intellectual strength
• Photographs of student from the rich diversity of other people of different
• Most recent previous educational institution attended races, cultures, religions, nationalities, and beliefs.
• Veteran status This affirmation and commitment will guide us in the
• Telephone number challenging times ahead as we strive to achieve excellence in
• Address service, teaching, and scholarship.
4 Monmouth University
Directory in Brief
Directory in Brief
Course Descriptions
All officers listed in this directory may be contacted by writing to them at
Monmouth University, West Long Branch, NJ 07764-1898,
or by telephoning them at
732-571-3400 or at the telephone numbers listed below.
Academic Foundations for General Education Career Services
571-3683 571-3471
Judith Nye, Associate Vice President William F. Hill, Assistant Dean
Admission, Undergraduate Cashier’s Office
571-3456 571-7540
Victoria Bobik, Director Marilyn Cusick, Manager
Admission, Graduate Center for Student Success
571-3561 571-7522
Kevin Roane, Director Mercy Azeke, Dean
Athletics Cooperative Education
571-3415 571-3458
Marilyn McNeil, Director Kathleen Kennedy, Director
Bursar’s Office Disability Services for Students
571-3454 571-3460
Linda Pulcrano, Bursar John Carey, Director
Campus Tours Educational Opportunity Fund
571-3456 571-3462
Victoria Bobik, Director Colleen Johnson, Director
Career Planning Financial Aid
263-5281 571-3463
Danielle Schrama, Coordinator First Year Claire M. Alasio, Associate Vice President
Advising
Monmouth University 5
Directory in Brief
Graduate Assistantships Residential Life
571-7550 571-3585
Datta Naik, Dean James Pillar, Assistant Vice President
Graduate School Service Learning & Community Programs
571-7550 571-4411
Datta Naik, Dean Marilyn Ward, Coordinator
Health Services Scholarships
571-3464 571-3463
Kathy Maloney, Director Claire M. Alasio, Associate Vice President
Help Desk (e-mail and WEBadvisor) School of Education
571-3539 571-3437
Cathy Davison, Help Desk Supervisor Lynn Romeo, Dean
Honors School School of Humanities and Social Sciences
571-3620 571-3419
William P. Mitchell, Interim Dean Stanton Green, Dean
Housing School of Nursing and Health Studies
571-3465 571-3443
James Pillar, Assistant Vice President Janet Mahoney, Dean
International Student Services School of Science
571-3640 571-3421
Barbara Nitzberg, Coordinator Michael Palladino, Dean
Leon Hess Business School School of Social Work
571-3423 571-3543
Donald M. Moliver, Interim Dean Robin Mama, Dean
Library Student Activities
571-3450 571-3586
Ravindra Sharma, Dean Amy Bellina, Director
Mathematics Center Student Employment
263-5305 571-3471
Judith Toubin, Coordinator Aimee Parks, Assistant Director
Orientation, Undergraduate Student Services
571-3591 571-3417
Amy Bellina, Director Mary Anne Nagy, Vice President
Pre-Medical, & Pre-Dental Careers Study Abroad
571-3687 263-5377
James Mack, Director Robin Asaro, Assistant Director
Psychological Services Undeclared Majors Advising Program
571-7517 571-3588
Franca Mancini, Director Jean Judge, Associate Dean
Registration and Records Writing Center
571-3477 571-7543
Laura Papa Babbin, Director Jane DeTullio, Director
Please refer to the complete Directory in this catalog
for a more complete list.
6 Monmouth University
The University
The University
Monmouth University, as described in its designed to complement the academic programs.
Mission Statement, is an independent, comprehen- Master’s level programs include business adminis-
sive institution of higher education, emphasizing tration, computer science, corporate and public com-
excellence and integrity in teaching, and scholar- munication, criminal justice, education, English,
ship at the undergraduate and graduate levels. financial mathematics, history, liberal arts, nursing,
Monmouth is dedicated to service in the public inter- mental health counseling, psychological counseling,
est and, in particular, to the enhancement of the public policy, social work, and software engineering.
quality of life. The University is committed to provid- The undergraduate curriculum is built upon
ing a learning environment that enables men and an innovative, interdisciplinary general education
women to pursue their educational goals, to reach program and careful academic advising and career
their full potential as leaders, to determine the direc- counseling. One of the University’s main goals is to
tion of their lives, and to contribute actively in order prepare Monmouth undergraduates for active par-
to become engaged citizens in their community and ticipation as leaders in the twenty-first century.
society in an increasingly interdependent world. Accordingly, the University provides a learning envi-
Eight schools within the University—the ronment that enables all students to develop their
Wayne D. McMurray School of Humanities and capacities for leadership in a multicultural world.
Social Sciences; the School of Science; the Leon Students are provided opportunities to develop
Hess Business School; the School of Education; the information technology and collaborative problem-
Marjorie K. Unterberg School of Nursing and Health solving skills and to develop a sense of social
Studies; the Honors School; the Graduate School; responsibility as members of local, national, and
and the School of Social Work—provide a wide vari- global communities. Small classes and course clus-
ety of academic programs at both the undergraduate tering allow for individual attention, cooperative
and graduate levels. There are bachelor’s degree learning, and interactive student-faculty exchange.
programs in the arts and sciences and in the profes- The University is located in a quiet, residen-
sional areas of business, computer science, criminal tial area of an attractive community near the Atlantic
justice, education, nursing, social work, and software Ocean, about an hour and thirty minutes from the
engineering. Co-curricular activities have been metropolitan attractions of New York City and
Monmouth University 7
The University
Philadelphia. Monmouth enjoys the advantage of older buildings that lend distinctive balance to the
proximity, within its home county, to many high-tech- modern additions to the campus. Prominent among
nology firms, financial institutions, health care institu- these newer buildings is the Stafford Student
tions, and a thriving business-industrial sector. These Center that houses an open computer lab, a com-
provide employment possibilities for Monmouth muter dining room and snack bar, student offices,
University graduates, as well as opportunities for lounges, and a large combination banquet/perform-
undergraduates, to gain practical experience through ance hall. In a first-floor suite is the Disability
internships and the Cooperative Education Program. Services and Tutoring Center. On the lower level is
The surrounding communities also offer opportunities the Center for Student Success which includes
for service activities in local schools and public agen- Career Services, First-Year Advising (provides advis-
cies. Volunteer and service activity is encouraged and ing support to freshmen students), the Writing
facilitated by the campus Office of Service Learning Center, and a graduate student lounge. Other build-
and Community Programs. ings include: the Magill Commons, a resident stu-
dent dining hall and conference center; the Thomas
CAMPUS FACILITIES A. Edison Science Building (with nearby green-
The University’s 156-acre campus, consid- house); Howard Hall, housing the Pollak Theatre
ered to be one of the most beautiful in New Jersey, and many academic computing labs, as well as a 24-
includes among its 56 buildings a harmonious blend- hour open lab; Bey Hall, the Leon Hess Business
ing of historic and traditional architectural styles. School building, which contains case study class-
The centerpiece building—and the rooms, seminar rooms, and a computer laboratory;
University’s identifying landmark—is Woodrow McAllan Hall, which houses the School of
Wilson Hall, the administrative center. Completed in Education, The Marjorie K. Unterberg School of
1931 on the precise site of President Woodrow Nursing and Health Studies, The School of Social
Wilson’s summer White House, the 130-room man- Work, and the department of Criminal Justice; the
sion—originally known as Shadow Lawn—began as new state-of-the-art Jules Plangere Center, which
the private residence of Hubert T. Parson, a former houses the department of Communication, Foreign
president of F.W. Woolworth Company. The mansion Language Studies, and a Faculty Resource Center;
has been described in newspapers throughout the William T. Boylan Gymnasium; eleven traditional
world, is featured in many books on architecture and and suite-style, on-campus residence halls:
art, and has been used as a backdrop for innumer- Beechwood, Birch, Cedar, Elmwood, Laurel,
able print ads and television commercials. In 1981, it Mullaney, Oakwood, Pinewood, Redwood,
served as the setting for the film version of Annie. In Spruce, and Willow; and three apartment-style facil-
1978, along with the University’s Library, another ities: the Great Lawn Apartments, the Garden
architectural treasure that was the summer home of Apartments, and Maplewood Hall.
Murray and Leonie Guggenheim, it was entered in
the National Register of Historic Places. In 1985, HISTORY
Wilson Hall was designated a National Historic Monmouth University was founded in 1933
Landmark by the U.S. Department of the Interior. with federal assistance as Monmouth Junior College,
In fall 2009, Monmouth University opened a largely to provide opportunity for higher education to
153,200 square foot Multipurpose Activity Center area high school graduates who, in those Depression
(MAC) that seats approximately 4,000 people. The days, could not afford to go away to college. It was a
building, which is located in the center of the cam- two-year institution, holding classes only in the
pus, includes a multipurpose arena, 200-meter, six- evening. For a time it appeared uncertain whether
lane indoor track, the University store, Leon Hess the College would have adequate funds to continue.
Champions’ Hall, locker rooms for 19 athletic teams, With support from students and the community, how-
box office, fitness center, and the University’s ever, the fledgling College survived the economic cri-
Blue/White Club. sis and quickly assumed its present private status. In
The Lauren K. Woods Theatre, a former 1956, it was renamed Monmouth College and
carriage house that retains many of its original archi- accredited by the state to offer four-year programs
tectural features, is just one of the many gracious leading to the baccalaureate degree. Less than a
8 Monmouth University
The University
decade later, it was authorized to offer master’s The Monmouth faculty are respected schol-
degree programs. In March 1995, the New Jersey ars, artists, scientists, and professionals. Students are
Commission on Higher Education designated drawn into the ongoing scholarly and creative work of
Monmouth a teaching university pursuant to N.J.A.C. the faculty through classroom demonstration,
9:1-3.1 et seq. research assistantships, and attendance at profes-
Today, Monmouth offers more than 70 sional meetings. Faculty also serve as advisors to stu-
undergraduate and graduate degree programs and dents, some as designated freshman advisors who
concentrations. Within its student body, 32 states work closely with new students during their first year.
and 48 foreign countries are represented. More than In departments having graduate programs,
1,600 undergraduates are resident students. certain faculty are appointed to the graduate faculty.
The graduate faculty provides the core of instruction
ACCREDITATION in the graduate programs at Monmouth University.
The University is licensed by the New Jersey Recognized for their scholarly achievements by
Commission on Higher Education and accredited by peers in their fields, the members of the graduate
the Middle States Commission on Higher Education. faculty provide a challenging classroom environ-
In addition, the Leon Hess Business School is ment. They bring insight from research and profes-
accredited by the AACSB International — the sional experience into the classroom. Graduate stu-
Association to Advance Collegiate Schools of dents are drawn into the ongoing, creative work of
Business; the chemistry program (with a concentra- the faculty through classroom demonstration, as
tion in advanced chemistry) is on the Approved List research assistants, and through attendance at pro-
of the American Chemical Society (ACS); the nursing fessional meetings. The graduate faculty also serve
program is accredited by the Commission on as advisors and mentors to students; in many cases,
Collegiate Nursing Education (CCNE); the under- contact is maintained after graduation.
graduate B.S.W. and graduate M.S.W. social work Working directly with senior faculty who are
programs are accredited by the Council on Social engaged in research is a key element in graduate-
Work Education (CSWE); the undergraduate BSSE level study. In recent interviews, a group of student
program is accredited by the Engineering leaders on campus unanimously agreed that the
Accreditation Commission of ABET, 111 Market opportunity to work closely with faculty is the greatest
Place, Suite 1050, Baltimore, MD 21202-4012 - tele- single benefit of Monmouth’s small class size and
phone: (410) 347-7700, the School of Education is engaged faculty. Students are able to achieve a com-
accredited by the National Council for Accreditation fortable rapport with the professors.
of Teacher Education (NCATE) and has also Interviewed recently about their views of the
received accreditation from the Council for the University, a group of student leaders on campus
Accreditation of Counseling and Related Educational unanimously agreed the greatest single appeal of the
Programs (CACREP) for the M.S.Ed. in School institution was the opportunity it afforded them to
Counseling. The Department of Psychological work closely with faculty, to achieve a comfortable
Counseling has also received CACREP accreditation rapport in which they not only got to know their teach-
for its M.S. in Mental Health Counseling program. ers, but also were known by them. “We are never
made to feel we are simply numbers,” one of the stu-
THE FACULTY dent leaders states.
The faculty at Monmouth University work A member of the anthropology faculty, who
together to provide challenging classroom environ- regularly involves students in his research activities,
ments that encourage student involvement and explains: “It gives them opportunity to meet important
ensure that Monmouth graduates leave the University people in the field whom they otherwise would only
ready to exercise socially responsible leadership in read about, and to engage in some of the personal
their professional and personal communities. The fac- excitement of anthropology.” A biology professor,
ulty take teaching and student learning seriously. To who provides opportunity for students in his major
enhance their effectiveness, most have participated in field to participate in his environmental projects, also
faculty workshops on active learning techniques. encourages them to write papers on their work and to
present them at scientific meetings. “For some,” he
Monmouth University 9
The University
reports, “this experience has been a determining fac- Leonard Wollack, Marketing . . . . . . . . . . . . 1992
tor in gaining acceptance to graduate school or in Arie van Everdingen, Art. . . . . . . . . . . . . . . 1993
getting jobs in their major field. Being able to include Mark Rodgers, Social Work . . . . . . . . . . . . 1994
published research in their resumes gives them a Kenneth Campbell, History. . . . . . . . . . . . . 1995
decided edge.” A psychology professor whose under- Margaret DelGuercio, English . . . . . . . . . . 1996
graduate students have presented papers at presti- Marilyn Parker, Chemistry . . . . . . . . . . . . . 1997
gious, professional psychology conferences is enthu- Gregory Coram, Criminal Justice . . . . . . . . 1998
siastic about their experiences. “They have truly Robyn Holmes, Psychology . . . . . . . . . . . . 1999
earned the recognition they received and are excited Robin Mama, Social Work . . . . . . . . . . . . . 2000
about pursuing advanced degrees.” Brian Garvey, English . . . . . . . . . . . . . . . . . 2001
Monmouth faculty are committed to helping John Morano, Communication . . . . . . . . . . 2002
students achieve their fullest potential. That they suc- Rekha Datta, Political Science . . . . . . . . . . 2003
ceed is attested in the words of a graduate who is Judith Nye, Psychology . . . . . . . . . . . . . . . 2004
now a successful physicist. “Any student who has Michael Palladino, Biology . . . . . . . . . . . . . 2005
anything on the ball, and who wants to learn and get Bruce Normandia, Curriculum & Instruction 2006
the finest education possible in his or her major field, Richard Veit, History and Anthropology . . . 2007
can get it at Monmouth. The teachers are tops; they Kelly Ward, Social Work . . . . . . . . . . . . . . . 2008
care about you as an individual, work right along with Joseph Patten, Political Science . . . . . . . . 2009
you, and share the joy of your own successes. I was David Tripold, Music and Theatre Arts . . . . 2010
a science major. When they saw that I was serious
about my work, my professors gave me special AWARDS
encouragement, allowed me flexible lab privileges,
and even worked with me on research. I knew it was Donald Warncke Award
a great experience then. Five years into my career The Faculty Association of Monmouth
field, I am even more appreciative of the solid kind of (FAMCO) sponsors this award in memory of Donald
preparation provided me at Monmouth. Just show Warncke, first president of FAMCO. Any member of
the faculty you care, and you’ll have them on your the University community who has distinguished him
team all the way.” or herself through outstanding service over the years
Each year at Commencement, the University is eligible. Recipients through 2010 are:
cites one member of the faculty for distinguished Ann Nowick. . . . . . . . . . . . . . . . . . . . . . . . . 1980
teaching. Honorees are chosen by a committee of Carol Giroud . . . . . . . . . . . . . . . . . . . . . . . . 1981
faculty, administrators, and students. Recipients Jack Christie and George Smith. . . . . . . . . 1982
since 1975, when the award was established, are: Richard Steadman . . . . . . . . . . . . . . . . . . . 1983
Rose Mary Miller, Mathematics . . . . . . . . . 1975 Alfred Brown . . . . . . . . . . . . . . . . . . . . . . . . 1984
William P. Mitchell, Anthropology . . . . . . . . 1976 Jane Freed and Della Garrabrant. . . . . . . . 1985
Richard Benjamin, Electronic Engineering . 1977 Philip C. Donahue. . . . . . . . . . . . . . . . . . . . 1986
Vernon Churchill, Biology . . . . . . . . . . . . . . 1978 William T. Boylan . . . . . . . . . . . . . . . . . . . . 1988
Charles J. Lewis, Mathematics. . . . . . . . . . 1979 Mary Abate . . . . . . . . . . . . . . . . . . . . . . . . . 1989
J. Emmett Collins, Marketing . . . . . . . . . . . 1980 Aldean Davis. . . . . . . . . . . . . . . . . . . . . . . . 1990
Robert J. Sipos, English . . . . . . . . . . . . . . . 1981 Rose Iovino. . . . . . . . . . . . . . . . . . . . . . . . . 1991
Harris Drucker, Electronic Engineering. . . . 1982 Demetrius Markov. . . . . . . . . . . . . . . . . . . . 1992
Alicia E. Portuondo, Foreign Languages . . 1983 C. Dale Haase and Carol Neuer. . . . . . . . . 1993
John A. Styslinger, English . . . . . . . . . . . . . 1984 Deanna Scherrer . . . . . . . . . . . . . . . . . . . . 1994
Everett L. Rich, Communication . . . . . . . . . 1985 Sandra G. Epstein . . . . . . . . . . . . . . . . . . . 1995
Doris K. Hiatt, Psychology . . . . . . . . . . . . . 1986 Gertrude Murphy and Marilyn Parker . . . . . 1996
Eugene S. Simko, Management. . . . . . . . . 1987 Susan Kuykendall . . . . . . . . . . . . . . . . . . . . 1997
Thomas S. Pearson, History. . . . . . . . . . . . 1988 John Bolton. . . . . . . . . . . . . . . . . . . . . . . . . 1998
Datta V. Naik, Chemistry . . . . . . . . . . . . . . 1989 Debbie Mellish and James Mack . . . . . . . . 1999
Donald M. Moliver, Economics . . . . . . . . . . 1990 Marianne Seitz . . . . . . . . . . . . . . . . . . . . . . 2000
Robert S. Rouse, Chemistry. . . . . . . . . . . . 1991
10 Monmouth University
The University
Vernon Churchill . . . . . . . . . . . . . . . . . . . . . 2001 ACADEMIC HONESTY
Richard Guilfoyle . . . . . . . . . . . . . . . . . . . . 2002 Monmouth University encourages its stu-
Thomas Murtha. . . . . . . . . . . . . . . . . . . . . . 2003 dents to grow intellectually as well as to become
Koorleen Minton and responsible citizens in our complex society. In order
Ella Elizabeth Boyington. . . . . . . . . . . . . 2004 to develop their skills and talents, students are asked
Linda Silverstein . . . . . . . . . . . . . . . . . . . . . 2005 to do research, perform experiments, write research
Franca Mancini . . . . . . . . . . . . . . . . . . . . . . 2006 papers, work individually, and cooperate in group
Annette Gough . . . . . . . . . . . . . . . . . . . . . . 2007 activities. Academic dishonesty subverts the
Doreen Brown and Sandy Villa. . . . . . . . . . 2008 University’s mission and undermines the student’s
William Mitchell . . . . . . . . . . . . . . . . . . . . . . 2009 intellectual growth. Therefore, Monmouth University
Brian Garvey. . . . . . . . . . . . . . . . . . . . . . . . 2010 will not tolerate violations of the code of academic
honesty. The penalties for such violations include
Stafford Presidential Award of Excellence suspension or dismissal and are elaborated in the
Established in 2003, this award is presented Student Handbook.
annually to the outstanding member(s) of the The University has an obligation as an edu-
Monmouth University staff or administration as recog- cational institution to be certain that each student’s
nition for his or her tireless efforts, dedication, creativ- work is his/her own. Dishonesty in such academic
ity, and evident commitment to supporting and practices as assignments, examinations, or other
enhancing Monmouth University. The award is named academic work cannot be condoned. A student who
after Dr. Rebecca Stafford, who retired in 2003 after submits work that is not original violates the purpose
10 years of exceptional service as President. of Monmouth University and may forfeit his/her right
Bertha Hughes . . . . . . . . . . . . . . . . . . . . . . 2003 and opportunity to continue at the University.
Datta Naik . . . . . . . . . . . . . . . . . . . . . . . . . . 2003
Maureen Paparella . . . . . . . . . . . . . . . . . . . 2003
Patricia L. Swannack . . . . . . . . . . . . . . . . . 2004
Samuel A. Weir . . . . . . . . . . . . . . . . . . . . . . 2005
Saliba Sarsar . . . . . . . . . . . . . . . . . . . . . . . 2006
Debbie Mellish . . . . . . . . . . . . . . . . . . . . . . 2007
Mary Anne Nagy . . . . . . . . . . . . . . . . . . . . . 2007
Colleen Johnson . . . . . . . . . . . . . . . . . . . . . 2008
Jean Judge . . . . . . . . . . . . . . . . . . . . . . . . . 2009
Sharon Smith . . . . . . . . . . . . . . . . . . . . . . . 2010
Monmouth University 11
12 Monmouth University
Graduate Admission
Graduate Admission
NEW TO MONMOUTH STUDENTS’ 5. Refer to descriptions of the individual grad-
REQUIREMENTS uate programs for additional procedures, if
Graduates of accredited colleges and uni- any, unique to the program.
versities with a baccalaureate degree, whose
records show evidence of ability to do graduate APPLICATION DEADLINES
work, may apply for admission. Admission to gradu- The application and all relevant official doc-
ate programs is based on the student’s undergrad- uments must be received as follows:
uate record, particularly in the major; scores on Fall Semester July 15*
appropriate admission tests; and other supporting Spring Semester November 15
documentation as required. Graduate program Summer Session May 1
directors determine admission decisions.
* Social Work deadline is March 15.
PROCEDURES
1. Obtain an application for admission by visit- Qualified applicants are given consideration
ing www.monmouth.edu/apply or by con- after these deadlines on a space-available basis.
tacting the Graduate Admission Office at
732-571-3452. GRADUATE PROGRAM ADMISSION
2. Complete and submit the application REQUIREMENTS
together with a nonrefundable $50 applica-
tion fee to the Office of Admission MASTER OF ARTS IN CORPORATE AND
Processing. PUBLIC COMMUNICATION (M.A.)
3. Send official undergraduate transcripts from COMMUNICATION CERTIFICATES
all previously attended institutions to the
Office of Admission Processing. 1. Possession of a baccalaureate degree with
4. Send official graduate transcripts (if any) a 2.75 overall GPA and a 3.0 GPA in the
from other previously attended institutions undergraduate major.
to the Office of Admission Processing. 2. Two letters of recommendation.
Monmouth University 13
Graduate Admission
3. Personal essay of not more than 750 words MASTER OF ARTS IN LIBERAL ARTS (M.A)
that describes your preparation for study in
the program and personal objectives for 1. Possession of a baccalaureate degree with a
graduate study. 2.5 overall GPA and a 3.0 GPA in the under-
4. Portfolio of experience that demonstrates a graduate major.
record of independent initiative and achieve- 2. Two letters of recommendation.
ment in academic, career, and/or community 3. An application essay of no fewer than 250
settings. (Applicants who have earned an words emphasizing student’s career goals
undergraduate degree the previous year as well as academic interests.
must submit scores from the GRE.)
5. Resume. MASTER OF ARTS IN PSYCHOLOGICAL
COUNSELING (M.A.)
MASTER OF ARTS IN CRIMINAL JUSTICE (M.A.) MASTER OF SCIENCE IN MENTAL HEALTH
CRIMINAL JUSTICE CERTIFICATE COUNSELING (M.S.)
HOMELAND SECURITY CERTIFICATE
1. Possession of a baccalaureate degree with a
1. Possession of a baccalaureate degree with a 3.0 overall GPA.
minimum 2.5 overall GPA. 2. Two completed Monmouth University
2. Two letters of recommendation. Psychological Counseling recommendation
3. Personal essay of 250 to 300 words that forms.
describes your preparation for study in the 3. Twenty-four credits in Psychology (including
program and personal objectives for gradu- courses in personality theory, statistics, abnor-
ate study in criminal justice. mal psychology, and research methods).
4. GRE scores may be required. Candidates
MASTER OF ARTS IN ENGLISH (M.A.) who have not yet taken the GRE may be
accepted conditionally pending satisfactory
1. Possession of a baccalaureate degree with a completion of the requirement during the first
minimum 2.75 overall GPA and at least 15 nine (9) credits of study. Candidates with a
credits in literary studies is strongly master’s degree in a related field are not
recommended. required to submit GRE scores.
2. Two letters of recommendation from former
professors, current colleagues, or a current POST-MASTER’S CERTIFICATE IN
or recent supervisor. PROFESSIONAL COUNSELING **
3. An application essay of 500 words describing
your personal objectives for graduate study in 1. Possession of a master’s degree in counsel-
a master of arts program, as well as research ing or a related field (with ‘Counseling’ in the
completed, in progress, or contemplated, or title) with a satisfactory cumulative GPA.
an author or period of particular interest. 2. Complete undergraduate and graduate tran-
scripts must be submitted.
MASTER OF ARTS IN HISTORY (M.A.) 3. An interview with the program director may
be requested.
1. Possession of a baccalaureate degree with a 4. Two letters of reference.
2.5 overall GPA and a 3.0 GPA in the under-
graduate major. ** Note: No new students will be admitted to this program effec-
tive July 1, 2010
2. Two letters of recommendation.
3. Written statement that describes the historical
areas the candidate wishes to study and details MASTER OF ARTS IN PUBLIC POLICY (M.A.)
how graduate study will contribute to the candi-
date’s professional and academic goals. 1. Possession of a baccalaureate degree with a
2.75 overall GPA.
14 Monmouth University
Graduate Admission
2. Two-page typewritten personal statement attend an interview as part of the admissions
(approximately 500 words) highlighting per- process.
sonal and/or professional goals and objec-
tives for wanting to pursue graduate study in POST-MASTER’S CERTIFICATE: PLAY THERAPY
the field of public policy and public affairs.
3. Two letters of recommendation from persons 1. A master’s degree in a medical or mental
familiar with prospective student’s academic health discipline (for example, M.S.N.,
and/or professional competence. M.S.W., M.A.) and eligibility for licensure in
that discipline.
MASTER OF SOCIAL WORK (M.S.W.)
MASTER OF SCIENCE IN COMPUTER
1. Possession of a baccalaureate degree with a SCIENCE (M.S.)
2.75 overall GPA and a 3.0 GPA in the under- GRADUATE CERTIFICATE IN COMPUTER SCIENCE
graduate major. Social Work is grounded in
the liberal arts and contains a coherent, inte- 1. Possession of a baccalaureate degree with a
grated, professional foundation in social minimum 2.75 overall GPA, preferably in the
work (CSWE Accreditation Standards). sciences or engineering.
MSW applicants with a baccalaureate 2. Two letters of recommendation.
degree are required to have a strong liberal 3. Two semesters of Calculus (I and II) with
arts background in English, Math, Biology, grades of “C” or better.
and Psychology (none of these courses can 4. Two semesters of computer programming
be a College Level Examination Program; courses within the past five years (equivalent
they must be taken as college-level, credit- to Monmouth’s CS175 and CS176) at a rec-
bearing classes). The program also prefers ognized institution with a grade of “B” or bet-
courses in History, Sociology, Political ter. Applicants not meeting these require-
Science, Anthropology, and Economics. ments for programming experience may be
2. Three completed Monmouth University admitted conditionally and required to take
Department of Social Work recommendation CS501A or its equivalent.
forms. Recommendations must be from a
professional source; it cannot be from MASTER OF SCIENCE IN SOFTWARE
friends and/or relatives. ENGINEERING (M.S.)
3. Narrative (four to five pages, double spaced) SOFTWARE ENGINEERING CERTIFICATE
in response to the questions outlined on the PROGRAMS
Autobiographical Statement form which can
be obtained by visiting www.monmouth.edu 1. Possession of a baccalaureate degree in
/admission/graduate/MSWAutobioStatement software engineering, computer science,
.pdf. computer engineering, or another engineer-
4. Candidates for Advanced Standing must ing-related discipline with a 2.5 overall GPA
have a B.S.W. from an accredited program and a 3.0 GPA in the undergraduate major.
within six years of the date of application, ful- Candidates whose major is not computer
fill GPA requirements, and submit the science or a related field may be admitted on
Monmouth University Advanced Standing a case-by-case basis.
Field Evaluation form. 2. Demonstrate completed course work in com-
5. Candidates for Advanced standing must puter programming, data structures and
have completed a course in statistics within algorithms, operating systems, discrete
the last six years. mathematics, and software engineering.
6. In instances where the admissions commit- Applicants who have not completed course
tee has questions about an applicant’s refer- work in these areas will be required to com-
ences, personal statement, or academic plete preparatory/foundation courses as nec-
record, the applicant may be required to essary. (Credits earned will not be applied
Monmouth University 15
Graduate Admission
toward the M.S. degree.) Students must 3. Possession of a Monmouth University bac-
earn a grade of “B” or better in each of these calaureate degree in business with a mini-
courses. mum GPA of 3.0, and a minimal SAT score
3. Thesis track students must hold a bachelor’s (taken prior to attendance at Monmouth
degree in software engineering from a col- University) of 1600 on the 2400 point scale,
lege or university accredited by its regional or 1090 on the 1600 point scale.
accrediting agency.
Exceptional or conditional acceptance may be
MASTER OF SCIENCE IN FINANCIAL granted to a small number of qualified applicants at
MATHEMATICS (M.S.) the discretion of the M.B.A. program director.
1. Undergraduate degree in mathematics or in POST-MASTERS’S CERTIFICATE PROGRAMS
a related field that requires a substantial IN ACCOUNTING OR IN HEALTH CARE
component of mathematics such as physics, MANAGEMENT
computer engineering, or electrical engineer-
ing. Business, computer science, or related 1. Possession of a Master’s degree from an
majors with a minor in mathematics are also accredited institution within the last seven
acceptable. (Applicants who have not previ- years, including the six business core
ously completed courses in calculus, linear courses.
algebra, differential equations, or statistics
will be evaluated on a case-by-case basis, Exceptional admission may be granted at the discre-
and may be required to complete a founda- tion of the MBA Program Director.
tion curriculum.)
2. Must have completed Calculus, I, II, and III; MASTER OF EDUCATION (M.Ed.)
Linear Algebra; Differential Equations (with
some exposure to partial differential equa- 1. Possession of a baccalaureate degree with a
tions); and a course in calculus-based 2.5 overall GPA and a 3.0 GPA in the under-
statistics. graduate major.
3. Must have a minimum GPA of 3.0 in their 2. Two letters of recommendation for graduate
major, and a minimum 2.5 GPA or better study.
overall. 3. Essay (500 words or more) explaining why
the applicant wishes to pursue this graduate
MASTER OF BUSINESS ADMINISTRATION (M.B.A.) program.
or MASTER OF BUSINESS ADMINISTRATION 4. Resume.
WITH A CONCENTRATION IN HEALTH CARE
MANAGEMENT Note: Prior to student teaching, the appropriate
Praxis Test must be successfully completed, and all
1. Possession of a four-year baccalaureate content course work and/or conditions of acceptance
degree and with a minimum GPA of 2.50 and must be satisfied.
either:
a. GMAT* minimum score of 450, and a min- MASTER OF ARTS IN TEACHING (M.A.T.)
imum total of 1000 when the GMAT is
added to 200 times the GPA, or 1. Possession of a baccalaureate degree with a
b. CPA or CFA licensure. 2.75 overall GPA and a 3.0 GPA in the under-
graduate major.
* The Graduate Record Exam (GRE) will be considered as a sub- 2. Two letters of recommendation for graduate
stitute for the GMAT on an equivalent basis.
study.
3. Resume.
2. Possession of a Master’s or Doctoral degree 4. Personal statement of not more than two
(M.S., M.D., J.D., Ph.D., Ed.D., etc.) pages that describes your preparation for
16 Monmouth University
Graduate Admission
study in the program and personal objectives 2. A passing score for the Oral Proficiency
for graduate study. Interview (OPI) in the English Language for
5. Prior to student teaching, the appropriate non-native speakers of English.
Praxis Test must be successfully completed.
6. Students interested in the MAT Initial Graduate Certificate: Educational Technology:
Certification K-12 in Chinese, must have a 1. Applicant must be a certified teacher (does
degree or 30 approved credits in the not apply to M.S.Ed. Educational Counseling
Chinese language and culture. and Principal Concentrations).
7. Admission into M.A.T. with an Endorsement in 2. Possession of a baccalaureate degree with a
K-12 Education in Health and Physical minimum 2.75 overall GPA and a 3.0 GPA in
Education requires prior completion of 30 the undergraduate major.
undergraduate credits in a coherent sequence 3. Two letters of recommendation related to the
of courses in health and a minimum of 15 applicant’s competence for this graduate
undergraduate credits in physical education program and professional work.
OR 30 undergraduate credits in a coherent 4. Essay (500 words or more) explaining why
sequence in physical education and a mini- the applicant wishes to pursue this graduate
mum 15 undergraduate credits in health. program.
Study of individual, dual, and team sports must
be part of the physical education credits. Graduate Post-Master’s Certificate: Education:
1. Applicants must have completed a Master’s
MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) degree in the field of education, or related
field, with a 3.0 minimum cumulative GPA.
1. Applicant must be a certified teacher. (Does
not apply to M.S.Ed. School Counseling and Note: Course credits earned in a previous degree
Principal Concentrations.) program, at either Monmouth or another institution,
2. Possession of a baccalaureate degree with a may not be applied toward this certificate.
minimum 2.75 overall GPA and a 3.0 GPA in
the undergraduate major. Graduate Post-Master’s Certificate: Curriculum
3. Two letters of recommendation related to the Studies:
applicant’s competence for this graduate 1. Applicants must have completed a Master’s
program and professional work. degree in the field of education, or related
4. Essay (500 words or more) explaining why field, with a 3.0 minimum cumulative GPA.
the applicant wishes to pursue this graduate
program. Graduate Endorsement:
Teacher of Students with Disabilities:
Note: Upon completion of the Principal Program, you 1. Possess or be eligible for a standard or pro-
must provide documentation evidencing completion visional New Jersey instructional certificate
of five years of successful educational experience with an endorsement appropriate to the sub-
under a valid provisional or standard New Jersey or ject or grade level to be taught.
equivalent out-of-state certificate to be eligible for the 2. Possession of a bachelor’s degree in a field
endorsement. leading to teacher licensure, health services,
psychology, or social work from an accred-
SCHOOL OF EDUCATION CERTIFICATE AND ited institution and have achieved a mini-
ENDORSEMENT PROGRAMS mum 2.75 GPA.
3. Applicant must submit two letters of recom-
Graduate Certificate: mendation related to the applicant’s compe-
Teaching English to Speakers of Other tence for this graduate program and profes-
Languages: sional work.
1. Possession of a baccalaureate degree with a
2.75 or above overall GPA;
Monmouth University 17
Graduate Admission
4. Applicant must submit an essay of 500 Graduate Endorsement in Early Childhood:
words or more explaining why applicant 1. The same as those listed above for the
wishes to pursue a Teacher of Students with Master of Science in Education. (If the appli-
Disabilities endorsement. cant is not a certified teacher, the applicant
5. Official undergraduate and graduate tran- must be enrolled in a specialized alternate
scripts. route program.)
Graduate Endorsement: Post-Master’s Endorsement: Director of School
Substance Awareness Coordinator: Counseling Services:
1. Hold a standard instructional certificate, or a 1. Possession of a baccalaureate degree with a
school psychologist, school social worker, minimum 2.75 overall GPA and a minimum 3.0
school counselor, director of school counsel- GPA in the undergraduate major.
ing services, or school nurse endorsement, 2. Possession of a master’s degree.
or a valid Licensed Clinical Alcohol and Drug 3. Two letters of recommendation related to the
Counselor credential issued by the New applicant’s competence for this graduate
Jersey Alcohol and Drug Counselor commit- program and professional work.
tee of the Marriage and Family Board, or a 4. Essay (500 words or more) explaining why
valid Certified Prevention Specialist creden- the applicant wishes to pursue this graduate
tial issued by the Addiction Professionals program.
Certification Board of New Jersey, or hold a
master’s or higher degree from a regionally Note: Must hold a New Jersey school counselor or
accredited college or university. student personnel services certificate or an equiva-
2. Applicant must submit two letters of recom- lent out-of-state certificate. Upon completion, provide
mendation related to the applicant’s compe- documentation evidencing completion of three years
tence for this graduate program and profes- of successful experience as a school counselor in
sional work. grades P-12 to be eligible for the endorsement.
3. Applicant must submit an essay of 500
words or more explaining why applicant Post-Master’s Certification: Endorsement:
wishes to pursue a Substance Awareness Supervisor:
Coordinator (SAC) endorsement. 1. Possession of a master’s degree in
4. Possession of a bachelor’s degree in a field Education.
leading to teacher licensure, health services, 2. See the M.S.Ed. admission requirements
psychology, or social work from an accred- above.
ited institution and have achieved a mini-
mum 2.75 GPA. Note: The state code requires that an applicant for
5. Official undergraduate and graduate tran- the Supervisor certification must hold a standard
scripts. New Jersey instructional or educational services cer-
tificate or its out-of-state equivalent, and complete
English as a Second Language (ESL) three years of successful, full-time teaching and/or
Endorsement: educational services experience. Teaching and/or
1. A bachelor’s degree (BA or BS) with a mini- educational services experience completed in a New
mum 2.75 GPA. Jersey public school must have been under an
2. A standard New Jersey Instructional appropriate New Jersey certificate.
Certificate.
Post-Master’s Certification Endorsement:
As an added part of an initial certificate program: Learning Disabilities Teacher-Consultant:
1. Admission into any of the Monmouth 1. Applicant must possess a master’s degree.
University Initial Teaching Certification 2. Applicant must hold a standard New Jersey
Programs (MAT). or out-of-state instructional certificate.
18 Monmouth University
Graduate Admission
3. Applicant must have three years of success- 2. GRE scores may be waived pending a mini-
ful teaching experience. mum of a “B” (3.0) earned in each of the first
4. Applicant must submit two letters of recom- four courses of the program. Satisfactory
mendation related to the applicant’s compe- GRE courses will be required to continue if a
tence for this graduate program and profes- “B” or better is not earned in each of the first
sional work. four courses.
5. Applicant must submit an essay of 500 3. A personal statement (one to two pages) out-
words or more explaining why applicant lining professional goals.
wishes to pursue a Learning Disabilities 4. Two letters of recommendation. One year of
Teacher Consultant endorsement. clinical experience is necessary to begin the
6. Applicant must have a minimum 2.75 GPA. clinical specialty.
7. Official undergraduate and graduate tran- 5. A college-level course in health assessment.
scripts. (An appropriate continuing education course
may be substituted at the program director’s
Post-Master’s Certification Endorsement: discretion.) This requirement does not apply
Principal: to the Nursing Administration concentration.
Post-Master’s Certification Endorsement: 6. A current New Jersey R.N. license, a year of
Reading Specialist: experience as a registered nurse, and proof
1. Possession of a master’s degree with a min- of a current $1,000,000 to $3,000,000 liabil-
imum 3.0 GPA in the graduate major. ity and malpractice policy.
2. Two letters of recommendation. 7. Resume.
3. Essay (500 words or more) explaining why
the applicant wishes to pursue the Principal RN TO MSN DIRECT
or Reading Specialist Endorsement program. Students without a baccalaureate degree will
4. Official undergraduate and graduate tran- be accepted as conditional graduate students in the
scripts. RN to MSN Direct Program. Graduate tuition and
fees apply.
Post-Master’s Certification Endorsement:
Counseling: 1. Possession of an associate’s degree in nurs-
1. Possession of a master’s degree in educa- ing or diploma in nursing from an accredited
tional counseling, counseling, student per- program with a minimum of a 2.75 GPA.
sonnel services, or social work with a mini- 2. GRE scores may be waived pending a mini-
mum 3.0 GPA in the graduate major. mum of a “B” (3.0) earned in each of the first
2. Two letters of recommendation related to the four Nursing (NU) graduate courses of the
applicant’s competence for this graduate graduate program. Satisfactory GRE scores
program and professional work as a school will be required to continue if a “B” or better
counselor. is not earned in each of the first four courses.
3. Essay (500 words or more) explaining why 3. A personal statement (one or two pages)
the applicant wishes to pursue the post-mas- outlining professional goals.
ter’s endorsement program. 4. Two letters of recommendation
4. Official undergraduate and graduate tran- 5. One year of clinical experience is necessary
scripts. to begin the clinical specialty. Students pur-
suing the RN to MSN Direct degree full time
MASTER OF SCIENCE IN NURSING (M.S.N.) will need to have at least two years of clinical
experience upon starting the nursing spe-
1. Possession of a B.S.N. from an accredited cialty courses in the MSN Program.
program, with a minimum 2.75 GPA. R.N. 6. Possession of an RN license or is eligible to
students with a baccalaureate degree other take the NCLEX examination to enroll in
than nursing may be admitted into the Individual Health Assessment. A current New
“bridge” program. Jersey RN license and proof of current
Monmouth University 19
Graduate Admission
$1,000,000 to $3,000,000 liability and mal- 5. A college-level course in health assessment.
practice policy. (An appropriate continuing education course
7. Resume may be substituted at the program director’s
8. After acceptance, prior to starting classes, a discretion for the nursing practitioner tracks.)
student must submit to the School of Nursing This requirement does not apply to the
and Health Studies a certificate of good Nursing Administration concentration.
health from a primary care practitioner 6. Resume.
including a complete health history and
physical exam. Before beginning clinical lab- TRANSFER APPLICANTS
oratory experiences students are required to Students in the M.B.A. Program must com-
have a physical examination, with associ- plete a minimum of 30 credits or 10 courses in the
ated laboratory studies, immunizations, and required and elective core of courses at Monmouth
criminal background checks, in accordance University. Courses requested for transfer will be
with the special requirements of affiliation accepted at the discretion of officially designated
contracts with clinical agencies. evaluators for the program in the School of Business
9. Transcript indicating successful completion Administration. Transferred courses must be from
of English Composition I and II, Anatomy and institutions accredited to offer graduate courses and
Physiology I and II, Microbiology, Chemistry, must carry a minimum grade of “B.”
Introduction to Psychology, and Introduction Students in the 60-credit M.S.W. Program
to Sociology. A grade of “C” or better is will be able to transfer a maximum of 12 credits of
required in order for these courses to trans- graduate work from another CSWE accredited
fer to Monmouth University. M.S.W. graduate school, provided that (a) the
courses requested for transfer were completed with
Please note: Students who do not meet the criteria grades of “B” or better, (b) the courses are offered
to matriculate into the MSN program may complete only for graduate credit at the previous institution, (c)
the BSN by fulfilling the baccalaureate requirements. the courses are judged appropriate by the M.S.W.
Program Director, (d) the courses were completed
GRADUATE CERTIFICATES IN SCHOOL NURSING, within the six years prior to admission into the
SCHOOL NURSING – NON-INSTRUCTIONAL, AND M.S.W. Program at Monmouth University, (e) the
FORENSIC NURSING courses are foundational courses and do not include
field placement or any of the Social Work practice
1. Possession of a baccalaureate degree with a sequence courses, and (f) the credits were earned at
minimum 2.75 GPA. a Council on Social Work Education (CSWE) accred-
2. A current New Jersey R.N. license, a year of ited graduate program.
experience as a registered nurse, and proof Students transferring into certificate pro-
of a current $1,000,000 to $3,000,000 liabil- grams are allowed to apply no more than 30 percent
ity and malpractice policy. of the transfer credits into the program. All other
restrictions stated above will apply.
POST-MASTER’S CERTIFICATES Students in other master’s degree programs
may, with the permission of the student’s program
1. Possession of a master’s degree in nursing. director and the school dean, transfer a maximum of
2. A current New Jersey R.N. license, a year of nine (9) credits of graduate work from another
experience as a registered nurse, and proof accredited graduate school, provided (a) the courses
of a current $1,000,000 to $3,000,000 liabil- requested for transfer were completed with grades of
ity and malpractice policy. “B” or better and were not applied toward another
3. A personal statement (one or two pages) degree, (b) the courses are offered only for graduate
outlining professional goals. credit at the previous institution, and (c) the courses
4. Two letters of recommendation. One year of are judged appropriate by the program director for
clinical experience is necessary to begin the the degree program in which the student is matricu-
advanced specialization clinical courses. lated at Monmouth University. The grades of trans-
20 Monmouth University
Graduate Admission
ferred courses are not used in the computation of the ADULT APPLICANTS
grade point average. Monmouth University endeavors to support
Final transcripts from previous institutions lifelong learning by providing services and pro-
attended should be received by Monmouth grams—degree and nondegree, credit and non-
University prior to beginning enrollment. Students credit—that enable nontraditional students to meet
who do not provide official transcripts will not be per- their varied educational needs and goals.
mitted to continue at Monmouth. Please see previous Program 65 affords opportunity for persons
course work for information regarding the use of 65 years of age or older to enroll for study at
transfer credits. Monmouth University at reduced tuition. Admission
requirements include the designated nonrefundable
FORMER STUDENTS APPLYING FOR application fee and proof of age. Enrollment is on a
READMISSION space-available basis. Those interested in learning
Readmission to the University more about Program 65 may contact the Office of
Former Monmouth University students not Undergraduate or Graduate Admission.
on a Leave of Absence who have not attended the
University for at least one semester must submit an APPLICANTS WITH DISABILITIES
application for readmission. Applications are avail- Monmouth University welcomes applications
able in the Office of Admission. If the applicant has from persons with disabilities, complying with the
attended another institution in the interim, the appli- requirements of the Rehabilitation Act of 1973 and the
cant must have an official transcript forwarded to the Americans with Disabilities Act. Students who wish to
Office of Admission Processing. utilize available accommodations and services pro-
vided by the University must submit current and ade-
Readmission to the University after Academic quate documentation related to their disability to the
Dismissal Department of Disability Services for Students.
Students who have been academically dis- You are not required to disclose a disability.
missed may apply for readmission. Review of the If information is provided, it is not used in admission
application and the ensuing decision is made by the decisions. Monmouth University can also be con-
Academic Standards and Review Committee. tacted by using the New Jersey Telecommunications
Previously dismissed students seeking readmission TTY Relay Services Operator at 800 852-7899. All
must have been away from the University for one full students must meet University academic admission
semester. Students who have been dismissed twice requirements.
may apply for readmission after a minimum of three
years. Application must be made through the Office INTERNATIONAL APPLICANTS
of Admission Processing. International applicants must meet three
basic criteria before acceptance: demonstration of
Application for Academic Amnesty academic ability, English language proficiency, and
(See Academic Amnesty.) sufficient financial support.
Applicants for admission whose native lan-
VISITING STUDENTS guage is not English must demonstrate English lan-
Students from other institutions must provide guage proficiency. Such proficiency may be demon-
a letter of permission from, and be in good academic strated by submitting an official score report from one
standing at, the home institution. Applications are of the following standardized tests and meeting the
available from the Office of Admission. Admission as minimum score requirements. Students who have
a visiting student does not constitute admission as a completed the equivalent of a baccalaureate or mas-
matriculated student. Eligible rising high school sen- ter’s degree at an accredited institution in a native,
iors may enroll in college-level course work at English-speaking country may be exempt from these
Monmouth University. Eligibility will be determined by standardized testing requirements.
the Office of Undergraduate Admission based on a
review of the student’s academic credentials.
Monmouth University 21
Graduate A: Course
Appendix Admission Descriptions
• TOEFL (Test of English as a Foreign Language)* International undergraduate freshman appli-
Minimum score requirements: cants from English-speaking countries must take the
• Paper-based version 550 SAT and meet regular standards for admission. To
• Computer-based version 213 learn from which countries the SAT is required,
• Internet-based version 79 please visit http://www.monmouth.edu/admission/
• IELTS (International English Language Testing international/toefl.asp.
System)*
Minimum score requirement 6 International Transfer Applicants
• MELAB (Michigan English Language Credentials submitted from foreign institutions
Assessment Battery)* will be evaluated by the Transcript Evaluator. Official
Minimum score requirement 77 transcripts (mark sheets, diplomas, degrees, and/or
• ESOL (Cambridge University English for certificates) of all secondary and post-secondary aca-
Speakers of Other Languages)* demic records and examination results are required.
Minimum score requirements Transcripts are considered official when they are sent
- Certificate of Advanced English – An A, from a secondary institution, college, or university
B, or C constitutes a passing grade. directly to the Office of Admission Processing and bear
- Certificate of Proficiency in English – An official seals and signatures. Transcripts bearing the
A, B, or C constitutes a passing grade. statement “issued to student” or transcripts submitted
by the applicant are not considered official. All aca-
* Note that exceptions to minimum score requirements for gradu- demic records that are not in English must be accom-
ate programs may be made upon recommendation of the grad-
uate program director within the student’s major department and
panied by certified English translations.
with approval from the dean of the graduate school. Monmouth The records should list all courses the stu-
also requires a student’s academic profile to meet regular stan- dent has taken and grades received in each subject.
dards for admission. Course descriptions and/or syllabi and the number of
weeks and hours spent in lectures and laboratory
Monmouth University will also accept inter- work for each course are required of transfer appli-
national students who meet Monmouth’s regular cants if transfer credit is expected. Only credits from
standards for admission and who have successfully recognized accredited institutions will be considered
completed the ELS Language Services program at for direct transfer into any degree program. All course
the master’s level of English proficiency, which is work is subject to approval by the department chair
completion of Level 112, in lieu of the TOEFL or other of the specific program chosen; not all courses may
English proficiency exam. Conditional acceptance transfer. A maximum of 72 credits will be allowed for
may be issued by Monmouth University to those stu- undergraduates transferring from a two-year accred-
dents who elect to prove English proficiency by ited institution; a maximum of 96 credits will be
enrolling in and completing ELS Level 112. allowed when transferring from a four-year accred-
In order to obtain the nonimmigrant ited institution.
Certificate of Eligibility (Form I-20), all accepted inter- Course work done through national exami-
national applicants are required to provide financial nation may be considered for credit by department
documentation, such as bank statements, attesting evaluation, credit by examination, waiver, or portfolio
that sufficient funds are available to support the if results meet specific department and/or University
period of study for the degree at Monmouth. To requirements and standards.
obtain a copy of the Application for Form I-20 and Students may, upon request, be required to
instructions, visit http://www.monmouth.edu /stu- have previous academic work validated, at the stu-
dent/grad/FormI20.pdf. This completed document is dent’s expense, through an outside credential evalu-
required before the Form I-20 can be issued. ation service.
Undergraduate applicants who have Failure to declare and/or present all academic
attended school outside of the United States must work, or presentation of academic records that are
submit official evidence of secondary school comple- found to be altered or of a questionable nature, may
tion and certified original copies of national examina- result in nonacceptance of student or dismissal of stu-
tions results where applicable. dent from the University. Generally, international stu-
22 Monmouth University
Graduate Admission
dents currently studying in the United States who wish Office of Registration and Records or the Financial
to transfer to Monmouth University should follow the Aid Office. Monmouth University is approved by the
regular transfer admission process. The English profi- New Jersey Department of Military and Veterans’
ciency/SAT requirement can be waived for interna- Affairs for veterans’ benefits.
tional students who have completed at least 24 trans-
ferable credits of which at least three are in English at MILITARY APPLICANTS
the 100 level or higher. See details referenced in the Monmouth University has been designated
International Applicants section for English proficiency as an institutional member of Service Members
requirements. An international student transferring Opportunity Colleges (SOC), a group of over 400 col-
from an institution within the United States must pro- leges and universities providing voluntary postsec-
vide the following documentation: ondary education to members of the military through-
out the world. As a SOC member, Monmouth
• Admission application University recognizes the unique nature of the mili-
• Nonrefundable application fee tary lifestyle and has committed itself to easing the
• Official transcript(s) transfer of relevant course credit, providing flexible
• Official test scores (as applicable) academic residency requirements, and crediting
• Monmouth University’s F-1 Transfer learning from appropriate military training and expe-
form if currently enrolled at a U.S. insti- riences. SOC has been developed jointly by educa-
tution (http://www.monmouth.edu/ tional representatives of each of the Armed Services,
Student/grad/Transfer.pdf) or the Office of the Secretary of Defense, and a con-
Monmouth University’s Application for sortium of thirteen leading, national higher education
Form I-20 if no longer enrolled at the associations; it is sponsored by the American
U.S. institution (http://www.monmouth. Association of State Colleges and Universities
edu/Student/grad/FormI20.pdf) (AASCU) and the American Association of
Community and Junior Colleges (AACJC).
In addition, the transfer applicant should
request the previous institution to transfer his or her NON-DISCLOSURE
SEVIS record. Failure to submit complete records of all pre-
International transfer applicants must also vious academic experiences will result in a student
provide financial support documentation (see details being denied admission, or, in the case of nondisclo-
referenced in the International Applicants section). sure or misrepresentation, the rescinding of admis-
sion previously granted.
VETERANS AND WAR ORPHANS
Complete information regarding benefits and
procedures for applying may be obtained from the
Monmouth University 23
24 Monmouth University
Tuition and Fees
Tuition and Fees
Course Descriptions
FINANCIAL INFORMATION TUITION
Tuition and fees are subject to annual
increases at the discretion of the Board of Trustees. • UNDERGRADUATE
Tuition and fees charges listed below are in effect 12 - 18 credits ......................$12,864.00 ($314.00*)
as of May 17, 2010. Monmouth University reserves Each credit in excess of 18...............$745.00/credit
the right to alter any and all charges and to do so 9 - 11.5 credits.................$745.00/credit ($314.00*)
within the academic year. Less than 9 credits ..........$745.00/credit ($157.00*)
Auditor Program ................................$248.00/credit
Monmouth University (on campus) Summer Session...............................$630.00/credit
TUITION AND FEES PER SEMESTER
May 17, 2010 • GRADUATE
It should be noted that more than 80% of 9 or more credits .............$816.00/credit ($314.00*)
Monmouth University students are eligible for Less than 9 credits ..........$816.00/credit ($157.00*)
Financial Aid. Depending upon family financial cir- Auditor Program ................................$273.00/credit
cumstances—regardless of income—actual costs Summer Session...............................$824.00/credit
could be considerably less than published student
charges. Inquiries should be directed to the Office of • SENIOR CITIZENS (Undergraduate and Graduate)
Financial Aid. 9 or more credits .............$214.00/credit ($314.00*)
Less than 9 credits ..........$214.00/credit ($157.00*)
TUITION AND FEES PER SEMESTER
Effective May 17, 2010, for the Summer * The Comprehensive Fee includes services provided by:
Student Center, Student Activities, Health Center,
2010, Fall 2010, and Spring 2011 Semesters**
Intercollegiate and Intramural Athletics, Placement,
Counseling, and Registration.
Monmouth University 25
Tuition and Fees
• RESIDENCE HALLS Spain (Summer)
Spruce/Willow/Cedar/Laurel/Beechwood Double room charge....................................1,274.00
Single Room .........................................3,596.00
Double Room ........................................2,827.00 CONTRACT CANCELLATION FEE ...............500.00
Triple Room...........................................2,117.00
Elmwood/Pinewood • BOARD
Single Room, small...............................2.827.00 105 Meals plus points plan .........................2,030.00
Single Room .........................................3,596.00 195 Meals plus points plan .........................2,141.00
Double Room ........................................2,852.00 225 Meals plus points plan .........................2,209.00
Triple Room...........................................2,117.00 Carte Blanche meal plan.............................2,283.00
Oakwood/Redwood
Double Room ........................................3,535.00 OTHER FEES
Triple Room ..........................................2,584.00 (All fees are non-refundable unless otherwise noted.)
Garden Apartment .......................................4,025.00 Application Fee.................................................50.00
Great Lawn/Maplewood International Application Fee............................50.00
Double Room ........................................3,674.00 Fall Orientation Fee
Triple Room ..........................................2,901.00 (full-time, new undergraduate) ...................200.00
Birch Triple...................................................2,117.00 Spring Orientation Fee
Mullaney Hall (full-time, new undergraduate) .....................75.00
Double...................................................2,900.00 Late Registration Fee.......................................50.00
Triple .....................................................2,290.00 Late Payment Fee............................................50.00
Fountain Gardens Physical Education Fee (refundable) ...............30.00
Double Room ........................................3,797.00 Lab/Studio Fee A (refundable) ......................100.00
Quad Room ..........................................3,400.00 Lab/Studio Fee B (refundable) ........................80.00
Lab/Studio Fee C (refundable)........................60.00
• Pier Village Lab/Studio Fee D (refundable)........................40.00
Annual Contract.........................................10,002.00 Lab/Studio Fee E (refundable) ........................20.00
Study Abroad Fee ..........................................135.00
• Diplomat Apartments Returned Check Fee ........................................25.00
Double - Per Semester................................3,940.00 Cooperative Education Fee..............................45.00
Double - Annual Rate ..................................9,167.00 Study Abroad Administration Fee –
Fall or Spring..............................................250.00
• Intersession Housing Student Teacher Early Field Experience Fee...60.00
Residence Halls .............................................165.00 Student Teaching Field Experience Fee .......300.00
Apartments .....................................................267.00
PORTFOLIO ASSESSMENT FEES (per course)
• Study Abroad: Workshop .........................................................30.00
Florence – Italy (room charge) Assessment per academic area.....................225.00
Double – Fall ...............................................3,120.00
Double - Summer ...........................................950.00 CREDIT BY EXAMINATION FEES
Single – Summer.........................................1,150.00 (for undergraduate students only)
Application Fee per course ..............................15.00
Regent’s College – London (room and board) Undergraduate per credit .........................1/3 cr. rate
Single ..........................................................6,057.00 Graduate per credit ..................................1/3 cr. rate
Double .........................................................4,917.00
Triple............................................................4,561.00 SUMMER SESSION FEES
Workshop Fee per hour (refundable) ...............35.00
Macquarie University- Australia Study Abroad Administration Fee - Summer..125.00
Single ..........................................................3,916.00
26 Monmouth University
Tuition and Fees
SUMMER ROOM RATES Center, Student Activities, Health Center,
Residence Hall - per week .............................165.00 Intercollegiate and Intramural Athletics, Placement,
Garden Apartment - per week........................206.00 Counseling, and Registration.
Great Lawn Apartment - per week .................206.00 Application Fee: This non-refundable fee is
Diplomat Apartment – per week.....................223.00 for the cost of processing undergraduate and gradu-
ate applications.
PARKING FEES Acceptance Deposit: This deposit must be
Resident (per year)* .......................................350.00 paid by all new full-time undergraduate students (12
Resident (spring only) ....................................175.00 or more credits) prior to registration. Acceptance
Late Registration (per year) .............................50.00 deposits paid by transfer students are not refund-
able. Acceptance deposits paid by freshmen for the
* Resident students who do not remain in on-campus housing in fall semester are refundable until May 1.
the spring may file a waiver requesting credit of 1/2 the annual Orientation Fee: This fee is charged to new
parking fee.
students to cover the expenses of the orientation
program.
Explanation of Tuition, Fees, and Deposits Late Registration Fee: A fee is charged to
Tuition Charges: Undergraduate students all continuing or former students who receive per-
are billed according to their status as matriculated full- mission to register for course work after the close of
time or part-time students. Full-time undergraduate the regular registration period.
students will be billed, upon registering for a given Late Payment Fee: A fee is charged to all stu-
semester, for tuition at the full-time rate; those who dents who have not properly made final financial
register for more than 18 credits will have an additional arrangements with the Bursar by the payment due date.
charge for each credit over 18, billed at the part-time Parking Fee: This fee is charged to all resi-
rate. Part-time students are billed at the per-credit dent students who register a motor vehicle with the
rate. Undergraduate students wishing to change sta- campus police. Failure to register vehicles will result
tus must process a Request to Change Enrollment in parking fines.
Status form with the Office of the Bursar. In addition, Return Check Fee: A fee is charged for
part-time, non-matriculated students must receive each uncollectible check issued to the University.
approval of the Office of Undergraduate Admission Residence Hall Room Reservation
before a change to full-time status can be processed. Deposit: Students who wish to reserve space in the
Under this policy, undergraduate students residence halls are required to forward a $150 room
whose status is full time will be billed at the full-time reservation deposit and signed contract prior to
rate, regardless of the number of credits for which registration. The $150 is applied as a credit toward
they are registered, until a Request to Change room rent.
Enrollment Status form is processed. If a full-time stu- Residence Hall Contract Cancellation
dent fails to register for a full-time load by the end of Fee: This fee is charged to students who have con-
the registration period, the University will adjust the tracted to reserve space in the residence hall and fail
billing and change the student’s status accordingly. to cancel that contract prior to June 1st. This fee is in
An undergraduate student whose status is part-time addition to forfeiture of the room reservation deposit.
will be billed at the part-time per-credit rate, unless Physical Education Fee: This fee is for the
registered for 12 or more credits (then the student will use of equipment required in the physical education
be billed at the full-time rate). Summer tuition will be program.
billed at the per-credit rate regardless of status. Laboratory and Studio Fee: This fee is
Financial Aid awards will be based on the charged in addition to the tuition for each laboratory
student’s status, and students should be aware that or studio course. It covers costs of additional class
change in status may affect Financial Aid eligibility. hours and special materials.
Graduate students are assessed tuition on a Credit by Examination Fee: (for undergrad-
per-credit basis. uate students only) This fee is for the administrative
Comprehensive Fee: The Comprehensive and personnel costs for the Credit by Examination
Fee includes services provided by the Student program.
Monmouth University 27
Tuition and Fees
Portfolio Assessment Fee: This fee is for Tuition Payment Plan
the administrative and personnel costs for the To accommodate parents and students who
Portfolio Assessment program. prefer to pay for educational expenses in monthly
Study Abroad Fee: This fee is charged to installments, the following plan is available as of April
Monmouth University students who have been 1 for the upcoming school year. The University
granted permission to enroll in a Study Abroad pro- reserves the right to alter the programs accepted
gram sponsored by another college or university. from time to time.
Student Teacher Early Field Experience The following organization is not affiliated
Fee: This fee is charged to education majors to off- with Monmouth University, and any questions regard-
set the expense of the early field experience. ing the tuition plans should be directed to the
Student Teaching Field Experience Fee: address below:
This fee is charged to education majors to offset the Tuition Management Systems
expense of student teaching. P.O. Box 842722
Boston, MA 02284-2722
Terms of Payment Phone: (800) 356-8329
Payment of fall semester charges are due in Web site: www.afford.com
August, and spring semester charges are due in
December. Specific dates are set annually and can be REFUND POLICY
viewed on the Bursar Web page under “Payment • Summer Sessions
Deadlines.” Cash and Debit Card: accepted in per- Refunds, upon withdrawal from summer
son at the Office of the Cashier located on the first sessions, will be made according to the policy stated
floor of the Wilson Hall Annex. Call 732-571-7540. below:
Check or Money Order: accepted in person, as • Students who withdraw from a four-
above, or mailed in the envelope that is enclosed with week or six-week summer session
your bill. The student’s ID number must be written on within the first week of the session will
all checks and money orders. Credit Cards: Visa, receive 100% refunds. Withdrawals after
MasterCard, Discover, and American Express are the first week are not eligible for refunds.
accepted. You may fill out the form included with your • Students who withdraw from a nine-
bill and return it in the envelope, also provided. This week or twelve-week summer session
form of payment is also accepted both in person and within the first week of the session will
over the phone. The person to whom the credit card receive 100% refunds. Fifty-percent
is issued must call. Online: by electronic check or refunds will be given if courses are with-
credit card by either logging into your WEBstudent drawn in the second week. Withdrawals
account and selecting “Account Summary” (if you after the second week are not eligible for
have a balance due, a button will appear at the bot- refunds.
tom of the screen to allow you to make an online pay-
ment), or accessing our Electronic Payment Gateway. REFUND POLICY FOR COMPLETE WITHDRAWALS
Be prepared to fill in the student’s ID #, first name, last • Fall and Spring Semesters
name, and then follow the remaining steps. Tuition and fees, including room and board
A student who becomes delinquent in pay- fees, will be refunded upon complete withdrawal from
ments due during the year may be barred from all semester courses according to the policy stated
classes. Financial clearance must be met for a stu- below:
dent to graduate or receive transcripts, either official Students who withdraw completely from the
or unofficial (student copy). University after the opening of classes will receive
If payment is not made as required, the stu- 100% refunds (less a $500 cancellation fee as
dent may not be allowed to register for future semes- detailed in the Housing Contract) through the end of
ters/terms until the outstanding balance is satisfied. the first week of the semester. Students who with-
In addition, all collection costs and fees, including, draw completely after the first week of the semester
but not limited to, attorneys’ fees incurred by the will receive pro-rata refunds (less a $500 cancellation
University, will be paid by the student.
28 Monmouth University
Tuition and Fees
fee as detailed in the Housing Contract) calculated the amount available to be refunded. There will be no
on the basis of days enrolled through the sixtieth per- refunding of moneys paid for health insurance,
cent point in the semester. Example: For a semester books, supplies, damages, fines, or other fees not
consisting of 75 days, the sixtieth percent point would mentioned above. Any amount available for refund
be the forty-fifth day. Note that weekends are not will be returned to its sources. Federal Title IV aid,
included toward days counted. Please refer to the State aid, and University aid will receive refunds prior
Course Schedule Information online at to any refund being paid to the student.
http://www.monmouth.edu/academics/registrar/cours
e_schedule_booklet.asp for semester start and end REFUND POLICY—COMPLETE WITHDRAWAL
dates. Withdrawals after the sixtieth percent point in IMPORTANT NOTICE FOR STUDENTS WITH
the semester are not eligible for refunds. FEDERAL STUDENT FINANCIAL ASSISTANCE
All refunds will be based on the official date Under new regulations that implement the
of withdrawal, which is the date the completed with- Higher Education Amendments of 1998, students
drawal form or an e-mail message (e-mail must be who completely withdraw from the University are
from the student’s University hawkmail account and responsible for repaying the unearned portion of
sent to registrar@monmouth.edu) is received by the loans and grants received in excess of charges to
Office of Registration and Records (ORR). The their student account directly to the Federal
University encourages students to make notification Government. Failure to return unearned grant funds
of withdrawal in writing; however, verbal communica- to the U.S. Department of Education may result in
tion in the form of a phone call to the ORR will be the student becoming ineligible for financial aid in
accepted within the following guidelines: future academic years. Students who have been
• The call must be made during business advised that they have unearned grant funds should
hours (Monday through Friday, 9 a.m. to contact the Office of Financial Aid, 732- 571-3463, for
5 p.m.) information regarding making repayment arrange-
• The call must be communicated by the ments with the U.S. Department of Education. Loans
student (not a parent or designate) are to be repaid by the student in accordance with
directly to ORR personnel. Voice mes- terms of their promissory note.
sages will not be accepted. If the amount of aid credited to a student’s
• The student must provide name, last four account at the time of withdrawal is less than the
digits of his or her social security number amount of aid earned based on the proportion of the
and his or her unique Monmouth student semester that the student was enrolled, a post- with-
ID number. drawal disbursement of aid can be made. If there are
• Telephone withdrawals will be confirmed outstanding charges on the student’s account, the
by the ORR. University will make the post-withdrawal disburse-
• The student is responsible for ensuring ment to the student’s account. If there are no out-
that the withdrawal is communicated to standing charges on the student’s account, the
the ORR. University must notify the student regarding the avail-
• International students cannot use e-mail ability of the post-withdrawal disbursement. The stu-
or telephone contact with the ORR. dent must inform the University within 14 days of this
International students must coordinate notification as to whether the student wishes to
registrations and withdrawals with the receive the post-withdrawal disbursement. No post-
Office of International Student Services. withdrawal disbursement will be made unless the
University receives a response from the student
Pro-rata percentages are applied against within this timeframe.
tuition, comprehensive fee, lab fee, orientation fee,
and room and board fees (less a $500 cancellation REFUND POLICY FOR PARTIAL WITHDRAWALS
fee for students who have contracted for housing). • Fall and Spring Semesters
The resulting amount is then compared to any stu- All refunds will be based on the official date
dent payments that may have been made with the of withdrawal, which is the date the completed with-
difference being the amount still due the University or
Monmouth University 29
Tuition and Fees
drawal form is received by the Office of Registration the day following the first class meeting. Fifty-percent
and Records (ORR). E-mail or verbal communication refunds will be given if the courses are withdrawn
will not be accepted for communicating partial with- from during the second week. Withdrawals after the
drawals to ORR. Only the completed withdrawal form second week are not eligible for refunds.
will be accepted.
Full-time undergraduate students who are HOUSING CONTRACT: REFUND SCHEDULE
registered for 12 to 18 credits in the semester are not Students who change housing and/or board
entitled to any refund when withdrawing from one or arrangements during the semester while continuing
more, but not all, courses after the first week of the as students at Monmouth University are eligible only
semester. If the student drops below 12 credits prior to for such refunds as (less a $500 cancellation fee as
the end of the first week of the semester, the student’s detailed in the Housing Contract) as established by
status will be changed to part-time, and the student will the Office of Residential Life. Further information on
be billed at the per- credit rate. Full-time undergradu- this process is available from the Office of
ate students should note that enrolling for fewer than Residential Life at 732-571-3465.
12 credits may affect eligibility for financial aid. Those
students who are registered for credits in excess of 18 APPEAL POLICY FOR REFUNDS
will be entitled to refunds for tuition paid for credits in Appeals for exceptions to the Refund Policy
excess of 18 according to the partial withdrawal refund should be made in writing to the Assistant to the Vice
schedule for part-time undergraduate students and President for Student Financial Appeals within one
graduate students, which follows below. year of the beginning of the semester in question.
Part-time undergraduate students and all Information about this process is available from the
graduate students who withdraw from one or more Office of the Vice President of Finance at 732- 571-
courses during the semester while remaining regis- 3427. Further information or explanation of the
tered for one or more courses are entitled to 100% Refund Policy is available from the Office of the
refunds on the courses dropped if the courses are Bursar or online at http://www.monmouth.edu/stu-
dropped during the first week of the semester or on dent/bursar/refundappeal.asp.
30 Monmouth University
Financial Aid
Financial Aid
Monmouth University believes that qualified dents are encouraged to file as soon after January
students should not be denied an educational 1 as possible.
opportunity due to lack of financial resources, and Financial data provided on the FAFSA will be
that financing a student’s education should be a forwarded electronically to the University and will be
Course Descriptions
cooperative effort between the student and the insti- the basis for the creation of the student’s financial aid
tution. To that end, the staff of the Financial Aid package. The financial aid package will be communi-
Office is available to assist students in developing a cated to the student via the Financial Aid Award Letter.
comprehensive educational financial plan. Students The student is then expected to confirm acceptance of
are strongly encouraged to call or visit the Financial the offer of financial aid by returning to the Financial
Aid Office to engage in this planning process; the Aid Office a signed copy of the award letter; a copy is
office may be reached by phone at 732-571-3463 or also provided for the student’s records.
via e-mail at finaid@monmouth.edu. Generally, the initial offer of financial assis-
tance delineated in the award letter is non-nego-
APPLICATION PROCESS tiable. The financial aid package may, however, be
Monmouth University uses the Free altered as a result of one or more of the following
Application for Federal Student Aid (FAFSA) as its conditions:
primary application for all federal and state financial • Changes in the student’s housing status
aid programs; no supplementary applications are • Changes in the student’s enrollment
required. Students may apply online at (i.e., credit hours) status
www.fafsa.ed.gov. • Lack of satisfactory academic progress
The FAFSA is completed using the stu- • Receipt of financial aid from an outside
dent’s and spouse’s (if applicable) federal income source
tax returns and should also include Monmouth • Discrepancies noted as a result of the
University’s Title IV School Code (002616). verification process
Completed FAFSAs may be submitted to the U.S.
Department of Education after January 1; the fed- (Note that the U.S. Department of
eral processor will not accept applications that have Education randomly selects one in three applica-
been dated or postmarked prior to January 1. tions for verification. The verification process entails
Students are encouraged to retain a copy of the the comparison of actual financial data to that sup-
completed FAFSA for their records. plied on the FAFSA. Students selected for this
Monmouth University does not have dead- process will be notified by the Financial Aid Office
lines for applying for financial aid. However, stu- and will be asked to supply copies of federal tax
Monmouth University 31
Financial Aid
returns and a completed verification worksheet; addi- University to matriculate for a second master’s
tional documents may also be requested.) degree or certificate.
Award amounts vary as a function of tuition and
FUNDING SOURCES the number of credits for which a student enrolls.
The student’s financial aid package may be Scholarships are available during the fall, spring, and
comprised of a combination of grant, scholarship, summer terms. All applicants for admission are auto-
and loan funding. Grants and scholarships are forms matically evaluated for scholarship eligibility; the student
of assistance that do not have to be repaid, while need not complete a separate scholarship application.
loans must be repaid with interest. The following Scholarships are renewable throughout the duration of
paragraphs identify and describe the types of funding the student’s enrollment, provided that the student
available at Monmouth University. maintains a minimum grade point average of 3.0.
GRANTS AND SCHOLARSHIPS • Math/Science Educator Scholarship
• Graduate Fellowships The University is committed to providing
Monmouth University established the support for graduate degree candidates who intend
Graduate Fellowship program to provide scholarship to become teachers in math and science. Graduate
assistance to students who have demonstrated out- students who hold a teaching certificate in any sub-
standing academic achievement in the completion of ject area may take course work toward an additional
the baccalaureate degree. Partial-tuition scholar- certification in math and/or science and qualify for a
ships are awarded to matriculated students by the scholarship. Those who do not hold a teaching cer-
Office of Graduate Admission and are made on the tificate, but who are interested in pursuing certifica-
basis of the student’s cumulative undergraduate tion in math and/or science, are also eligible.
grade point average. Award amounts vary as a func- However, in addition to the subject- area courses, the
tion of the student’s cumulative grade point average student must also complete the Master of Arts in
and the number of registered credits each term. Teaching (M.A.T.) program. Scholarships are avail-
International candidates’ undergraduate grade point able during the fall, spring, and summer terms. All
averages are converted to the American grading sys- applicants for admission are automatically evaluated
tem. All applicants for admission are automatically for scholarship eligibility; the student need not com-
evaluated for scholarship eligibility; the student need plete a separate scholarship application.
not complete a separate scholarship application. Scholarships are renewable throughout the duration
Awards are not made in combination with the follow- of the student’s enrollment, provided that the student
ing forms of assistance: tuition remission, Post- maintains a minimum grade point average of 3.00.
Master’s Scholarships, and Math/Science Educator
Scholarships. However, the Graduate Fellowship • Federal TEACH Grant
may be combined with the following, as long as it Through the College Cost Reduction and
does not exceed tuition and fees (fees do not include Access Act of 2007, Congress created the Teacher
books): senior citizen tuition discount, graduate Education Assistance for College and Higher
assistantships, and employer tuition reimbursement. Education (TEACH) Grant program that provides
Scholarships are renewable throughout the duration grants of up to $4,000 per year (including the sum-
of the student’s enrollment, provided that the student mer term) to students who intend to teach in a public
maintains a minimum cumulative grade point aver- or private elementary or secondary school that
age of 3.0. Graduate fellowships are available in the serves students from low-income families. Students
summer term provided the student enrolls in at least may receive a maximum of $8,000 in TEACH Grants
six credits throughout the summer. for graduate studies. In exchange for receiving a
TEACH Grant, you must agree to serve as a full-time
• Post-Master’s Scholarship teacher in a high-need field (e.g., bilingual education
Partial-tuition scholarships are available to and English language acquisition, foreign language,
students who have completed a master’s degree pro- mathematics, reading specialist, science, special
gram at Monmouth University and who return to the education, or other identified teacher shortage areas)
in a public or private elementary or secondary school
32 Monmouth University
Financial Aid
that serves low-income students. As a recipient of a • Graduate Endowed Scholarships
TEACH Grant, you must teach for at least four aca- The University offers a small number of
demic years within eight calendar years of complet- sponsored and endowed scholarships to graduate
ing the program of study for which you received a students, which have been made possible through
TEACH Grant. IMPORTANT: If you fail to complete the generosity of friends of the University. All enrolled
this service obligation, all TEACH Grants that you students receive consideration for these awards, and
received will be converted to a Federal Direct there is no student-initiated application process. The
Unsubsidized Stafford Loan. You must then repay Financial Aid Office, except where stipulated by the
this loan to the U.S. Department of Education. You donor, will select the candidate that most closely
will be charged interest from the date the grant(s) matches the donor-established criteria. (Note that
was disbursed. Note: TEACH Grant recipients will be students in the M.S.N. program must complete the
given a 6-month grace period prior to entering repay- FAFSA and a scholarship application available from
ment if a TEACH Grant is converted to a Direct the School of Nursing. Scholarship recipients will be
Unsubsidized Loan. selected by the faculty of the School of Nursing and
Health Studies.) Scholarship recipients will be noti-
Eligibility Requirements fied via the financial aid award letter.
To receive a TEACH Grant you must meet the fol-
lowing criteria: LOANS
• Complete the Free Application for Federal • Federal Direct Subsidized Stafford Loan
Student Aid (FAFSA), although you do This is a federally funded loan program that
not have to demonstrate financial need; is available to any graduate student who has com-
• Be a U.S. citizen or eligible non-citizen; pleted the FAFSA, demonstrated financial need,
• Be enrolled as a graduate student in a enrolled for at least six credit hours in the term for
postsecondary educational institution that which the loan will be disbursed, is a United States
has chosen to participate in the TEACH citizen or permanent resident, and who is not in
Grant Program; default on a prior student loan; credit worthiness is
• Be enrolled in course work that is neces- not a requirement for the Stafford Loan. A graduate
sary to begin a career in teaching or plan student may borrow up to $8,500 annually. The inter-
to complete such course work. Such est rate is fixed at 6.8% for loans disbursed between
course work may include subject-area July 1, 2010, and June 30, 2011. Interest does not
courses (e.g., math courses for a student accrue while the student is enrolled for at least six
who intends to be a math teacher); credit hours. Borrowers are charged, by the federal
• Meet certain academic achievement government, an up-front origination fee of 1.5% of
requirements (generally, scoring above the principal amount of the loan. The U.S.
the 75th percentile on a college admis- Department of Education’s Direct Loan program
sions test or maintaining a cumulative offers an up-front rebate of 1%. This rebate is main-
grade point average of at least 3.25); tained as long as the student makes the first 12 con-
• Sign a TEACH Grant Agreement to Serve secutive, on-time payments when the loan goes into
and complete an entrance counseling repayment. These fees are deducted proportionally
session. from each disbursement of the student’s loan. The
student will begin repayment of the loan six months
• Educational Opportunity Fund (EOF) Grant after graduation or cessation of half-time enrollment.
The EOF program, funded by the state of Subsidized Stafford Loans are available during the
New Jersey, is designed to provide access to gradu- regular academic year (i.e., fall and spring semes-
ate education for students who participated in the ters) and may be available during the summer term.
EOF program at the undergraduate level. Funding is, Monmouth University is a Direct Lending
however, limited. Students who believe they might institution, meaning that the University’s Financial Aid
qualify are encouraged to contact the University’s Office will provide the student with a promissory note
EOF Office at 732-571-3462. for the Stafford Loan and will arrange to have the
funds electronically transferred to the student’s
Monmouth University 33
Financial Aid
account. The student need not seek a loan applica- nation fee of 2.5% is deducted proportionally from each
tion from a private banking institution. disbursement of the loan. For loans disbursed after July
1, 2008, the interest rate is fixed at 7.9%. Unless the
• Federal Direct Unsubsidized Stafford Loan borrower requests an in-school deferment, the first pay-
The Federal Direct Unsubsidized Stafford ment is due 60 days after the loan is fully disbursed.
Loan is a low interest rate loan with eligibility require- Repayment lasts between 10 and 25 years based on
ments, terms, and conditions similar to those of the the total amount borrowed and the repayment option
Subsidized Stafford Loan. The primary difference is chosen. A promissory note for the PLUS loan will be
that interest does accrue on the loan while the stu- supplied by the Financial Aid Office. Graduate PLUS
dent is enrolled. For graduate students, the annual Loans are available during the regular academic year
borrowing limit is $12,000 and cannot exceed the (i.e., fall and spring semesters) and may be available
student’s budgeted cost of attendance in combina- during the summer term.
tion with all other aid. The interest rate is fixed at
6.8%. Borrowers are charged, by the federal govern- ALTERNATIVE LOANS
ment, an up-front origination fee of 1.5% of the prin- Alternative financing sources are available
cipal amount of the loan. The U.S. Department of from private banking concerns and are ideal for stu-
Education’s Direct Loan program offers an up-front dents who either do not meet the eligibility criteria for
rebate of 1%. This rebate is maintained as long as the Stafford Loan programs, or who have exceeded
the student makes the first 12 consecutive, on-time the borrowing limits for those programs. As the loan
payments when the loan goes into repayment. These terms and eligibility criteria vary widely, interested
fees are deducted proportionally from each disburse- students are encouraged to contact the Financial Aid
ment of the student’s loan. A promissory note for the Office at 732-571-3463 or visit the University’s Web
Unsubsidized Stafford Loan will be supplied by the site at www.monmouth.edu/alternative for assistance
Financial Aid Office. Unsubsidized Stafford Loans in selecting the loan that best suits their needs.
are available during the regular academic year (i.e.,
fall and spring semesters) and may be available dur- EMPLOYMENT
ing the summer term. • Graduate Assistantships
This program provides on-campus employ-
• Federal Direct Parent Loan for Graduate ment in a variety of settings to eligible graduate stu-
Students (PLUS) dents. Assistantships are generally awarded to out-
Graduate students are now eligible to borrow standing graduate students who have completed at
under the PLUS Loan program. The terms and condi- least the first semester of enrollment. Recipients may
tions applicable to the Parent PLUS loans also apply to attend either part-time or full-time. The total amount
Graduate PLUS Loans; however, with the Graduate of an assistantship combined with a fellowship (or
PLUS Loan, the student is the borrower, not the parent. scholarship) will not exceed the cost of tuition and
These requirements include completion of the FAFSA fees in any semester. Interested students may apply
and a determination that the applicant does not have an for an assistantship using e-FORMS, which is acces-
adverse credit history. Applicants may borrow up to their sible from the WEBstudent menu.
cost of attendance, less other financial aid. Students
must also have applied for the annual loan maximums
in the Federal Subsidized and Unsubsidized Stafford
SATISFACTORY ACADEMIC PROGRESS
Federal regulations require institutions to
Loan programs before applying for a Graduate PLUS
establish minimum standards of satisfactory aca-
Loan. Students must be enrolled at least half time (six
demic progress for students receiving federal, state,
credit hours). Borrowers are charged, by the federal
and/or institutional financial aid. In the determination
government, an up-front origination fee of 4% of the
of satisfactory academic progress, all course work is
principal amount of the loan. The U.S. Department of
considered, whether or not the student received
Education’s Direct Loan program offers an up-front
financial aid at the time the work was completed.
rebate of 1.5%. This rebate is maintained as long as the
Financial aid at Monmouth University is
student makes the first 12 consecutive payments on
awarded to students for the entire academic year or
time when the loan goes into repayment. The net origi-
34 Monmouth University
Financial Aid
summer session. Academic progress for all aid recip- ents who have not completed their degree,
ients is reviewed at the conclusion of the spring certificate, or endorsement within the max-
semester. If a student has not met all of the requisite imum number of credits will no longer be
standards, the student will be placed on financial aid eligible for federal or state funds.
probation during the subsequent academic year; dur-
ing the probationary period the student will, however, Appeals Process
remain eligible to receive federal, state, and/or insti- When a student is deemed ineligible for
tutional funds. If, at the conclusion of the probation- financial aid (e.g., failing to meet the standards of
ary year, the student has still not achieved the progress at the conclusion of the probation semes-
required level of progress, the student will be ter), the student will be provided with written notifica-
deemed ineligible to receive financial aid during the tion of ineligibility. The student will have the opportu-
following year. If, at the conclusion of the probation- nity to submit a written appeal for review. All such
ary year, the student has successfully met the stan- appeals should be forwarded to the Director of
dards of progress, the student will return to “good Financial Aid and will be reviewed by the Financial
standing” and will remain eligible for financial aid. Aid Appeals Committee. Membership in the Financial
Students who are deemed ineligible will be offered Aid Appeals Committee is as follows: the Director of
the opportunity to submit an appeal; refer to the Financial Aid, the Dean of the Center for Student
Appeals section below for the appropriate procedure. Success (or his/her designee), the Vice President for
The standards for determining satisfactory Student Services (or his/her designee), and the
academic progress at Monmouth University for fed- Registrar (or his/her designee). The Committee will
eral and state funding are measured along three review the appeal and may elect to return the student
dimensions: cumulative grade point average, number to good standing, continue the student’s financial aid
of credits attempted and completed, and total number probationary period, reduce the student’s financial
of credits completed. To remain in good standing, a aid award, or uphold the determination of ineligibility
student must meet each of the three requirements: (e.g., cancel the student’s financial aid). Students
submitting an appeal will be provided written notifica-
• Cumulative Grade Point Average: tion of the Committee’s decision.
Consistent with the general academic Circumstances which might merit an appeal
requirements of the University, graduate include, but are not limited to, the following: serious ill-
students must maintain a minimum cumu- ness or injury to the student or a member of the stu-
lative grade point average of 3.00 to dent’s immediate family, a death in the immediate
remain eligible for institutional and/or fed- family, or divorce. Generally, the Financial Aid
eral funding. Appeals Committee will consider appeals that involve
• Credit Hours Completed: All students circumstances beyond the student’s control which
must successfully complete at least 67% have had an impact upon the student’s academic per-
of the credit hours for which they enroll. formance. Students who have been deemed ineligible
Note that repeated courses and course in a prior semester, but who have since improved their
work assigned a grade of “W” “WF”, “F”, performance to the required level, are also encour-
or “I” will not be counted as hours com- aged to submit an appeal for the reinstatement of
pleted toward graduation but will be count their aid; the Financial Aid Appeals Committee will not
as an attempted course. automatically reinstate a student’s aid.
• Total Number of Credits Completed:
Students must also meet the maximum RETURN OF FINANCIAL AID WHEN A STUDENT
time frame component of satisfactory aca- WITHDRAWS
demic progress. The maximum number of The federal government mandates that stu-
credits a graduate student may attempt dents who withdraw from all classes may only keep
and receive funding for is 150% of the the financial aid they have “earned” up to the time of
published number of credits required to withdrawal. Title IV funds that have been disbursed in
complete the degree, certificate, or excess of the earned amount must be returned by
endorsement program. Financial aid recipi-
Monmouth University 35
Financial Aid
the University and/or the student to the federal gov- 3. Federal Perkins Loan
ernment. Thus, the student could owe aid funds to 4. Federal Direct Graduate PLUS Loan
the University, the government, or both. 5. Other Federal Loan or Grant Assistance
A student is considered to have officially
withdrawn when (s)he notifies the University of his or It is also possible that the student may have
her intent to withdraw from all classes. The date of “earned” the aid, but it was not yet disbursed to the
the official notice is considered the last date of atten- student’s account. Post-withdrawal disbursement
dance and will be the date used for calculating the occurs when the student receives less federal student
amount of financial aid to be returned. A student who aid than the amount earned (based on withdrawal
receives a combination of “F” and/or “W” grades at date). The FAO will determine if the student is entitled
the end of a semester is considered unofficially with- to a post-withdrawal disbursement and will then offer,
drawn. Instructors report the last recorded date of in writing, a disbursement of the earned aid that was
attendance for the student. This will be the date used not received. All post-withdrawal disbursement offers
for calculating the amount of financial aid to be will be made within 30 days of the date Monmouth
returned to the federal government. Please refer to determined that the student withdrew. The student
the section entitled Course Withdrawals within this must respond within 14 days from the date that the
catalog for the withdrawal policies and procedures. University sends the notification to be eligible to
To determine the amount of aid the student receive the post-withdrawal disbursement. If the stu-
has earned up to the time of withdrawal (either official dent does not respond to the University’s notice, no
or unofficial), the Financial Aid Office (FAO) divides the portion of the post-withdrawal disbursement that is
number of calendar days the student has attended not credited to the student’s account may be dis-
classes by the total number of calendar days in the bursed. The student may accept or decline some or
semester (minus any scheduled breaks of 5 days or all of the post-withdrawal disbursement. Accepted
more). The resulting percentage is then multiplied by post-withdrawal disbursements will be made from aid
the total federal funds that were disbursed for the programs in the following order:
semester; institutional funds, state funds, and alterna-
tive loans will be prorated in the same manner. (Note 1. Federal Subsidized Stafford Loan
that If the student remains enrolled and attends class 2. Federal Unsubsidized Stafford Loan
beyond the 60% mark of the semester in which aid is 3. Federal Direct Graduate PLUS Loan
received, all federal aid is considered earned and not
subject to a refund calculation.) Students whose circumstances require
This calculation determines the amount of aid that they withdraw from all classes are strongly
earned by the student that he or she may keep (for encouraged to contact the FAO and their aca-
example, if the student attended 25% of the term, the demic advisor before doing so. At that time, the
student will have earned 25% of the aid disbursed). consequences of withdrawing from all classes can be
The unearned amount (total aid disbursed minus the explained and clearly illustrated. Financial aid coun-
earned amount) must be returned to the federal gov- selors can provide refund examples and further
ernment by the University and/or the student. The explain this policy to students.
FAO will notify and provide instructions to students Students who withdraw from the University
who are required to return funds to the government. may also be entitled to a refund of a portion of their
Funds that are returned to the federal govern- tuition, fees, and room/board charges, dependent upon
ment are used to reimburse the individual federal pro- the point in time at which the student withdraws. See
grams from which the student received the aid. Refund Policy for detailed information on the
Financial aid returned (by the University and/or the stu- University’s tuition, fee, and room/board refund policies.
dent or parent) must be allocated, in the following order,
up to the net amount disbursed from each source:
1. Federal Unsubsidized Direct Loan
2. Federal Subsidized Direct Loan
36 Monmouth University
Graduate Academic Programs,
Programs, Services, and Regulations
Support Services and Regulations
Course Descriptions
The Graduate School process. The Office of the Graduate School also
DEAN: Datta V. Naik, Ph.D. manages the graduate assistantship program.
The Graduate School administers the gradu- DEGREE PROGRAMS
ate programs through six academic schools: the Leon Monmouth University offers a variety of
Hess Business School, the School of Education, the courses and programs at the graduate level.
Wayne D. McMurray School of Humanities and Social
Sciences, the Marjorie K. Unterberg School of WAYNE D. McMURRAY SCHOOL OF HUMANITIES
Nursing and Health Studies, the School of Science, AND SOCIAL SCIENCES
and the School of Social Work. These programs are DEAN: Stanton W. Green, Ph.D.
designed to meet the educational needs of post-bac-
calaureate students who wish to acquire advanced Completion of the following programs leads to a
knowledge and skills in their chosen fields of study Master of Arts (M.A.):
and to engage in research and other scholarly activi- • Corporate and Public Communication
ties. Classes are offered year-round and are sched- • Criminal Justice
uled predominantly in the evening. The exception is • English with a Concentration in Creative
the M.S.W. program, which offers a full-time program Writing
during the day and part-time in the evening. • English with a Concentration in
The Graduate School oversees the devel- Literature
opment and evaluation of graduate programs, and • English with a Concentration in New
the teaching and research activity of graduate fac- Jersey Studies
ulty. The responsibilities of the Dean of the • English with a Concentration in Rhetoric
Graduate School include monitoring the graduate and Writing
admission process, coordinating the production of • History
promotional materials for graduate programs, and • Liberal Arts
overseeing program curricula, general academic • Psychological Counseling
standards, and the graduate student advising • Public Policy
Monmouth University 37
Programs, Services, and Regulations
Completion of the following program leads to a • Graduate Certificate in Software
Master of Science (M.S.): Engineering
• Mental Health Counseling
LEON HESS BUSINESS SCHOOL
Completion of these certificate programs leads to the INTERIM DEAN: Donald M. Moliver, Ph.D.
following:
• Graduate Certificate in Criminal Justice Completion of the following programs leads to the
Administration Master of Business Administration (M.B.A.):
• Graduate Certificate in Homeland Security • Business Administration
• Graduate Certificate in Human Resources • Business Administration with a
Communication Specialist Concentration in Health Care Management
• Graduate Certificate in Public Relations
Specialist Completion of these post-master’s certificate pro-
• Graduate Certificate in Public Service grams leads to the following:
Communication • Post-Master’s Certificate in Accounting
• Post-Master’s Certificate in Health Care
Completion of this post-master’s certificate program Management
leads to the following:
• Post-Master’s Certificate in Psychological SCHOOL OF EDUCATION
Counseling* DEAN: Lynn Romeo, Ed.D.
* Note: No new students will be admitted to this program effective Completion of the following program leads to the
July 1, 2010 Master of Education (M.Ed.):
• Master of Education
SCHOOL OF SOCIAL WORK
DEAN: Robin Mama, Ph.D. Completion of the following program leads to the
Master of Arts in Teaching (M.A.T.):
Completion of the following program leads to a • Master of Arts in Teaching
Master of Social Work (M.S.W.):
• Social Work Completion of the following programs leads to the
Master of Science in Education (M.S.Ed.):
Completion of this post-master’s certificate program • Principal
leads to the following: • Reading Specialist
• Post-Master’s Certificate in Play Therapy • School Counseling
• Special Education
SCHOOL OF SCIENCE
DEAN: Michael A. Palladino, Ph.D. Completion of these certificate programs leads to the
following:
Completion of the following programs leads to a • Graduate Certificate in Educational
Master of Science (M.S.): Technology
• Computer Science • Graduate Certificate in Teaching English
• Financial Mathematics to Speakers of Other Languages
• Software Engineering (TESOL)
Completion of these certificate programs leads to the Completion the following post-master’s certificate
following: programs leads to the following:
• Graduate Certificate in Computer Science • Post-Master’s Certificate in Curriculum
– Software Design and Development Studies
• Graduate Certificate in Software • Post-Master’s Certificate in Education
Development
38 Monmouth University
Programs, Services, and Regulations
Completion of the subject endorsement program in • Post-Master’s Certificate: Family Nurse
Chinese leads to the following: Practitioner
• Subject Endorsement in Chinese – • Post-Master’s Certificate: Nursing
Certificate of Eligibility with Advanced Administration
Standing (CEAS) • Post-Master’s Certificate: Nursing
Education
Completion of these New Jersey Department of
Education endorsement programs leads to the fol- ACADEMIC SUPPORT SERVICES
lowing:
• Endorsement in Early Childhood The Center for Student Success
• Endorsement in English as a Second The Center for Student Success (CSS)
Language provides academic and career counseling for all stu-
• Endorsement in Substance Awareness dents. Academic advising for transfer and adult
Coordinator learners is coordinated in the CSS. The center
• Endorsement in Teacher of Students with administers the MEWS—Monmouth’s Early Warning
Disabilities System for freshmen and undeclared sophomores.
Advising for undeclared sophomores is designed to
Completion of these New Jersey Department of help with exploration of different majors while taking
Education post-master’s endorsement programs courses that satisfy degree requirements. Students
leads to the following: are required to declare a major no later than the end
• Post-Master’s Endorsement – Counseling of sophomore year. Additionally, throughout the year,
• Post-Master’s Endorsement – Director of the CSS offers numerous workshops related to aca-
School Counseling Services demic, personal, and career topics.
• • Post-Master’s Endorsement – Learning Many services and resources are available
Disabilities Teacher-Consultant in the CSS to assist students with career exploration,
• Post-Master’s Endorsement – Principal career planning, part-time employment, cooperative
• Post-Master’s Endorsement – Reading education, internships, service learning opportuni-
Specialist ties, experiential education, and job placement.
• Post-Master’s Endorsement – Supervisor Students are provided assistance in exploring their
career values, interests, and skills.
SCHOOL OF NURSING AND HEALTH STUDIES During their senior year, students have the
DEAN: Janet Mahoney, Ph.D. opportunity to attend career fairs and meet with many
prospective employers who visit the University at the
Completion of the following program leads to the invitation of Career Services. In preparation, stu-
Master of Science in Nursing (M.S.N.): dents are given professional assistance in writing
• Nursing effective resumes and in acquiring interviewing skills
to make the fullest possible use of these opportuni-
Completion of these certificate programs leads to the ties. In order to maintain close ties between the
following: University and its students after graduation,
• Graduate Certificate in Forensic Nursing Monmouth continues to offer these services to
• Graduate Certificate in School Nursing alumni. Job opportunities are also sent to students
• Graduate Certificate in School Nursing – frequently via University e-mail.
Non-Instructional The Service Learning and Community
Programs Office provides students with information
Completion of these post-master’s certificate pro- about volunteer opportunities in non-profit agencies,
grams leads to the following: schools, and governmental organizations. Through
• Post-Master’s Certificate: Adult Nurse Experiential Education and volunteering, students can
Practitioner explore their personal, career, and intellectual potential
• Post-Master’s Certificate: Adult while increasing their knowledge of community needs.
Psychiatric and Mental Health Practitioner
Monmouth University 39
Programs, Services, and Regulations
The CSS provides administrative support for please contact the Tutoring Center at 732-263-5721
the Experiential Education requirement. Please or visit the Tutoring Center Web site at
refer to the Experiential Education Requirements http://www.monmouth.edu/academics/CSS/tutor-
section of this catalog for a complete description of ing_center/default.asp.
the requirement and the related Web site. One way
to satisfy Experiential Education is through participa- Disability Services
tion in the Cooperative Education Program. Accommodations and support services are
Through Co-op, students are given the opportunity to available to students with learning, psychological/
integrate their academic study with relevant paid psychiatric, mental/health, and physical disabilities.
work experience. Students with documented disabilities may request
reasonable accommodations, and/or auxiliary aids
Academic Skills Services that will enable them to participate in programs and
Academic Skills Services, including the Math activities at Monmouth University. The Department of
Learning Center, the Writing Center, and the Tutoring Disability Services for Students works with students
Center, provide personalized academic assistance. who choose to register with that office in order to
Students may be referred by professors, may be seek accommodations and services.
required to attend as a result of placement testing, or A variety of accommodations and services
may come voluntarily. are available to Monmouth University students with
The Math Learning Center, located in disabilities. These include, but are not limited to,
Howard Hall, provides students with assistance in all assistance with advocacy on campus, self-disclosure
levels of mathematics. Peer tutors are available to to professors, learning strategy training, time man-
help students solve problems and to review con- agement assistance, academic planning and moni-
cepts. In addition, students may use the Center to do toring, preferential registration for continuing stu-
homework assignments or to study for tests while dents, an adaptive test center to assist faculty with
having a student tutor available. exam administration and students with test-taking
The Writing Center, located in the Rebecca needs, and assistive technology for students who
Stafford Student Center, provides writing assistance require this accommodation.
for all undergraduate and graduate-level students. In order to be eligible for accommodations
Writers may seek assistance during any stage of and services, adequate and updated documentation
their writing process, from the initial drafting of the of a student’s disability must be submitted to the
assignment through the final stages of editing and Department of Disability Services for Students.
proofreading. Additionally, Writing Assistants are able Documentation must include a specific diagnosis of a
to assist with resumes, cover letters, personal state- disability and support the particular academic
ments, the discipline of literature, and the specific accommodations being requested. Students should
challenges faced by English Language Learners. contact the department for particular documentation
Writing Assistants, peer and professional, requirements.
are available Monday through Friday. Appointments
may be scheduled with them electronically through Monmouth University Library
TutorTrac: https://tutortrac.monmouth.edu, by phone The mission of the Monmouth University
(732) 571-7542, or by visiting the Writing Center. Library is to serve the faculty and students of the
The Writing Center Web site also offers University by providing, as far as practicable, all
online resources for students. Visit http://www.mon- library materials needed to support the curriculum
mouth.edu/writing_center/resources.asp for assis- and research needs of all students, faculty, and other
tance with grammar and punctuation skills, research users. The Monmouth University Library is the center
strategies, documentation styles, and discipline-spe- of learning and research at Monmouth University and
cific writing guidelines. has a core collection reflecting cultural achievement
The Tutoring Center, located in the throughout the ages, which provides a well-rounded
Rebecca Stafford Student Center, provides assis- perspective of contemporary civilization. In addition
tance by both student peer tutors and faculty master to the 303,000 print and electronic volumes, the col-
tutors in most academic areas. For more information,
40 Monmouth University
Programs, Services, and Regulations
lection includes subscriptions to approximately University Library catalog and digital databases are
39,300 periodicals, both print and electronic, with available online, as are many instructional materials
extensive back files on microfilm and in bound vol- used in individual courses.
umes. The Library is also a selective depository for The University has a fully networked campus
publications of the United States government and that includes all computer labs, all campus resi-
houses a special collection of material pertaining to dences, laptop ports, and wireless hotspots. There
New Jersey. In addition, the personal book collection are over 900 computer desktops available to stu-
of Lewis Mumford (1895–1990), a prominent dents in various lab configurations. These include
American architectural critic and urban planner, is Windows, Macintosh, and Unix/Linux platforms that
available by appointment for scholarly research. are all connected to a variety of servers and the
Public networked computers in the World Wide Web. A full complement of software is
Monmouth University Library provide full Internet available throughout campus in the computer labs,
access. The Library was the first department on cam- including word processing, spreadsheet, database,
pus to have its own Web page, which is also the presentation, World Wide Web authoring, and pro-
University’s gateway to: gramming tools. Course-specific software is also dis-
• Monmouth University online catalog; tributed in departmental computing labs, including
• Web-based databases of scholarly jour- statistical packages, art creation programs, desktop
nal articles and book titles; publishing, and interactive learning software.
• full-text databases from newspapers and For the encouragement of open communica-
general periodicals; tion, every student is given an e-mail account and
• e-mail delivery of interlibrary loan articles; space on the server to store course-related files and
• government and legislation information; Web pages.
• business information and full-text images The Center for Instructional Technology
of articles on the Web. (ITS) group, located in the lower level of the Library,
The renovation of the University Library has provides faculty with professional development
been completed with an addition of 19,575 square opportunities, web-based resources and tools,
feet of new space. Three group study rooms have instructional design services, training, and support.
been added to the library with connection facilities to The group collaborates with faculty and students in
the Internet, plus the number of computers has been the design of effective learning environments that
increased in the building for the benefit of all library seamlessly integrate existing and emerging tech-
patrons. The world of higher learning, including mil- nologies to enhance teaching and promote learning.
lions of resources from all over the globe, is now In addition, the Multimedia Center, a branch of
available online to all users from the library, Network Computing Services, is located in the
University offices, student dorms, and homes, Plangere Center and provides support for classroom
twenty-four hours a day, seven days a week. instruction. The staff is able to assist students and
The Monmouth University Library’s dedica- faculty with the appropriate media for projects.
tion to service and continued awareness and imple- The Student Technology Assistant Program
mentation of emerging technologies allow it to con- (STAP) provides students with the opportunity to
tinue as the central site on campus where students learn about current technology, while earning money
acquire a vast amount of information in both print and and boosting their resume. Each semester, approxi-
electronic form. mately sixty (60) undergraduate and graduate stu-
dents from all majors join the program in one of sev-
Instructional Technology Resources eral different positions. STAP members can be
Monmouth University fully supports the use found working in the University’s open computer
of technology in teaching/learning. Many classes labs, at the Student Help Desk, with multimedia
integrate technology into the course structure and equipment, creating Web sites and troubleshooting
make use of a variety of technologies. These include: problems with computer hardware and software.
computer presentation, video and audio, interactive Members of STAP are dedicated to assisting the stu-
CD/DVDs, e-Campus learning management system, dents of Monmouth University with many of their
and the World Wide Web. In addition, the Monmouth technical needs. Many students begin working for
Monmouth University 41
Programs, Services, and Regulations
STAP during their freshman year and continue ter for one credit, Continuation of Thesis/Project
throughout their undergraduate career at Monmouth course (REG 500) in subsequent semesters until
University. For further information on the Student completion of the project.
Technology Assistant Program, please contact Lynn NR: No Report. This temporary grade is
Stipick at 732-263-5108. given by the Registrar when no grade has been
received from the instructor at the time that the grade
GRADUATE GRADES reports are printed.
The graduate grading system is as follows: P: Pass. This grade is given for satisfactory
A, A- Excellent completion of a course that is graded on a Pass/Fail
B+, B, B- Average basis. This grade is not used in computing a stu-
C+, C, C- Poor dent’s cumulative grade point average (GPA).
F: Failing. This grade is given for failure in a X: Credit by exam, Portfolio Credit.
course; for withdrawal from a course after the dead-
line (see “W” grade); or for failure to remove an Graduate Grade Point Averages
Incomplete by the end of the next regular semester. Grade points are awarded for each credit on
AU: Audit. This grade is given to a student the basis of grades as follows: A = 4.0; A- = 3.7; B+
who attends a class for the purpose of acquiring = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7;
knowledge, but not to earn credits. The auditor is P = 0.00; F = 0.00. Thus, if a student completes a
expected to attend classes, do assigned reading, three-credit course with a grade of A, 12 grade points
and participate in class discussions, but is not are awarded. To calculate the grade point average
required to take examinations. (GPA) for a given semester, a student should divide
W: Withdrawal. This grade is given for with- the number of grade points awarded by the number
drawal from a course or courses up to five weeks of credits attempted (excluding withdrawals). The
before the last day of classes in a regular semester official GPA is rounded to two decimal places.
or its equivalent in a shorter term. See the academic To calculate the cumulative graduate GPA,
calendar for the last date to withdraw without penalty. the total number of grade points awarded is divided
The official date of withdrawal is the date the com- by the total number of graduate credits attempted in
pleted withdrawal form is received by the Office of all sessions at Monmouth University. Calculation of a
Registration and Records. major GPA includes all courses taken within the
I: Incomplete. This grade is given in cases major and courses cross-listed within a major. All
where permission has been granted by the instructor graduate courses are included with the GPA calcula-
to postpone completion of specific required work, tion, regardless of repeats.
such as a laboratory project or report or a missed
final examination. This grade is not intended for situ- Grade Reports
ations where, in the judgment of the instructor, the A grade report is e-mailed to each student
student must retake the course for an entire semes- approximately ten days after the end of each semes-
ter in order to earn a passing grade. The Incomplete ter. Final grades are recorded on the student’s official
grade, therefore, should not be used in cases where academic record. The Office of Registration and
a grade of “W” or “F” would be appropriate. The stu- Records does not respond to individual requests for
dent must complete the work within the time granted grades until after the grade reports have been gen-
by the professor and no later than the end of the next erated. All students are provided with a WEBstudent
regular semester. If the unfinished work is not com- account that enables them to view their grade reports
pleted within the specified time, an “F” grade will be online. Undergraduate midterm grades are only pro-
recorded, unless the instructor indicates otherwise at vided online.
the time the Incomplete was originally approved.
S: Satisfactory Progress. This grade is Student Complaints about Grades
given at the end of the first semester when satisfac- A student who wishes to file a complaint
tory progress has been made in a graduate course, about a course grade should attempt first to resolve
which may take more than one semester to com- the matter through a discussion with the faculty
plete. Students who receive an S grade must regis-
42 Monmouth University
Programs, Services, and Regulations
member who taught the course in question. If the fac- ited from enrolling in graduate business courses
ulty member is unable to resolve the matter, the stu- and/or graduate education courses pertaining to the
dent may contact the department chair in writing, Master of Arts in Teaching.
stating the basis of the complaint. Such complaints
should be sent to the appropriate department chair • Full-Time/Part-Time
within six weeks following the receipt of final grades. Full-time graduate students, excluding MSW
A student who is not satisfied with the decision of the students, carry at least nine credits in a regular
department chair may appeal the decision in writing semester. Full-time MSW students carry 15 credits
to the dean of the school housing the course. The per semester, which includes a field internship expe-
decision of the academic dean is final. rience. Regular full-time MSW students can com-
plete the MSW degree requirements in two calendar
Change of Grade Requests years. Students admitted to the Advanced Standing
In those rare cases where a faculty member MSW program as full-time students can complete the
determines that a change of grade is warranted, the MSW degree in one calendar year.
request must be submitted and approved by the Part-time graduate students, excluding MSW
department chair and school dean. All changes must students, carry fewer than nine credits per semester.
include specific reasons that support the proposed Part-time MSW students carry fewer than 15 credits
change. Changes beyond one year require the addi- per semester. Regular part-time MSW students can
tional approval of the Academic Standards and complete the MSW degree in four calendar years.
Review Committee. Students are not permitted to Students admitted to the Advanced Standing MSW
complete or submit additional work after a program as part-time students can complete the
term/semester concludes in an effort to improve a MSW degree in two calendar years.
grade, unless the original grade was an Incomplete.
Changes to grades after a student has graduated will Auditor Classification
not be considered. An auditor is a student who attends a class
for the purpose of attaining knowledge but not to earn
ACADEMIC DEFINITIONS credits. The auditor is expected to attend classes, do
Graduate Student Classification assigned readings, and participate in class discus-
• Matriculated/Non-Matriculated sions but is not required to take examinations.
All graduate students are classified as either Students who wish to audit a class must
matriculated or non-matriculated. complete a “Permission to Audit a Class” e-FORM,
I. Matriculated graduate students are: which is available from the student’s WEBstudent
a. Degree-seeking; account. This application must be received prior to
b. Regular admits; the third class meeting. Auditor registration is sub-
c. Conditional admits in a degree pro- ject to course section availability. No more than two
gram or certificate program of at least (2) courses may be audited per semester. Students
18 credits. may not change the status of their registration in a
II. Non-matriculated graduate students are: course to ‘audit’ or to ‘for credit’ during the term.
a. Non-degree-seeking students; Auditors may be removed from classes after regis-
b. Certificate students not falling in tering if seats are needed for matriculating students.
Category I. Part-time students who audit classes will be
Non-matriculated graduate students must charged at the audit rate regardless of their status
meet basic graduate admission requirements, pos- (matriculated or non-matriculated); the audit rate is
sess a baccalaureate degree with a minimum under- one-third of the regular per-credit tuition rate.
graduate GPA of 2.50, and may take up to two Full-time undergraduates whose total semes-
courses in a program. ter credits (including those in audited classes) are in
Attendance as a non-matriculated student the 12–18 range will be billed at the full-time tuition
does not guarantee future admission as a matricu- rate. If a full-time undergraduate audits a class whose
lated student. Non-matriculated students are prohib- credits put the total credit load in excess of 18 credits,
the credits beyond 18 will be billed at the audit rate.
Monmouth University 43
Programs, Services, and Regulations
The transcripts of auditors who, in the judg- nent record or excluded from any transcript sent from
ment of faculty members, do not attend class or par- Monmouth University.
ticipate sufficiently, will not reflect the audited courses. Courses that receive no credit under the
grant of amnesty will not be applied later for fulfill-
CURRICULUM OF RECORD ment of any degree or certificate requirement. The
A student’s curriculum of record is the set of University shall not use a grade point average
degree requirements associated with the student’s adjusted by amnesty to determine the eligibility of a
particular major that is in effect at the time that major student for any honors that may be awarded.
is declared. If major requirements are changed, stu- The Graduate Academic Standards and
dents may elect to update to the newer version of the Review Committee of the Graduate School shall eval-
major requirements by sending written notification to uate each application for academic amnesty based
both the major department and the Office of on recommendation by the director of the graduate
Registration and Records. program. The Committee will inform the Registrar of
The official curriculum of record is main- its decision and of courses affected by the granting of
tained in the Office of Registration and Records. amnesty. Students may submit an application for
Students are provided with a WEBstudent account Academic Amnesty via e-FORMS, which are accessi-
which details all curriculum requirements under the ble from the student’s WEBstudent account.
‘academic audit’ section.
Academic Honesty
ACADEMIC REGULATIONS Monmouth University encourages its stu-
Graduate Academic Amnesty dents to grow intellectually as well as to become
Academic amnesty provides former gradu- responsible citizens in our complex society. In order
ate students of Monmouth University an opportunity to develop their skills and talents, students are asked
to improve their program grade point average. A for- to do research, perform experiments, write research
mer graduate student of Monmouth University must papers, work individually, and cooperate in group
be away from the University for at least two (2) cal- activities. Academic dishonesty subverts the
endar years to be eligible to apply for academic University’s mission and undermines the student’s
amnesty. The student may apply for academic intellectual growth. Therefore, Monmouth University
amnesty with a stated plan approved by the graduate will not tolerate violations of the code of academic
program director. If academic amnesty is granted, honesty. The penalties for such violations include
the student will be readmitted under the current cat- suspension or dismissal and are explained more fully
alog of record, and amnesty will be recorded upon in the Student Handbook.
his/her re-enrollment. In addition, credit will be given The University has an obligation as an edu-
for all Monmouth University courses with grades of cational institution to be certain that each student’s
“B” or better and as many courses with grades of work is his/her own. Dishonesty in such academic
“B-” as possible while maintaining a program grade practices as assignments, examinations, or other
point average of 3.00 or better. Courses that are academic work cannot be condoned. A student who
older than seven (7) years may not be used to satisfy submits work that is not original violates the purpose
curriculum requirements unless specifically approved of Monmouth University and may forfeit his/her right
by the appropriate academic program director. and opportunity to continue at the University.
Students who receive veterans’ educational
benefits who are approved for academic amnesty Graduate Academic Standing
should be aware that they will not be entitled to VA Graduate students are required to maintain
benefits when repeating courses that satisfy require- an average of 3.0 or better in all courses in the
ments that were satisfied prior to academic amnesty. degree or certificate program in which they are
Academic amnesty may be granted to a enrolled at Monmouth University.
graduate student only once. Under no circumstances Students who fail to maintain a 3.0 or better
will grades earned by a student at Monmouth average or who accumulate as many as three credits
University be expunged from the student’s perma- of “B-”, “C+”, “C”, “C-”, or “F” grades will be subject to
44 Monmouth University
Programs, Services, and Regulations
review by the Academic Standards and Review 2nd grade of “B-”, “C+”, “C”, or “C-” with a GPA of
Committee. Students who accumulate as many as 3.00 & above . . . . . . . . . . . . . . . . . . . . . Warning
nine credits of “C+”, “C”, “C-” grades or two “F”s will 2nd grade of “B-”, “C+”, “C”, or “C-” with a GPA
be subject to dismissal by the Academic Standards below 3.00 . . . . . . . . . . . . . . . . . . . . . . Probation
and Review Committee. Under no circumstances will 3rd grade of “B-”, “C+”, “C”, or “C-” with a GPA of
more than six credits of “C+”, “C”, and “C-” grades 3.00 & above . . . . . . . . . . . . . . . . . . . . Probation
accumulate toward degree credit. Students will not 3rd grade of “B-”, “C+”, “C”, or “C-” with a GPA
receive their degrees until the policies on the number below 3.00 . . . . . . . . . . . . . . . . . . . . . . Dismissal
of “C” grades and GPA are met. Students who have 4th grade of “B-”, “C+”, “C”, or “C-” with
maintained an average of 3.0 or better and who have any GPA . . . . . . . . . . . . . . . . . . . . . . . . Dismissal
met the grade requirements as stated above are con-
sidered to be in good academic standing. Students with three credits of “F”
1st grade of “F” . . . . . . . . . . . . . . . . . . . . Probation
Graduate Academic Dismissal 2nd grade below “B” . . . . . . . . . . . . . . . . Dismissal
A student shall become subject to academic
dismissal for any of the following conditions: Attendance
1. For failing to earn in three continuous Monmouth University believes that atten-
semesters a cumulative grade point average dance is essential to success in academic courses.
of at least 3.00; Therefore, class attendance is required. The
2. For accumulating nine credits of “C+”, “C”, University believes that learning is an interactive
“C-”; process dependent in part on the student and is not
3. For accumulating six credits of “F” or three just a matter of the passive absorption of information.
credits of “F” and three credits of “B-”, “C+”, The University also believes that to benefit fully from
“C”, “C-”; their respective courses, students need to participate
4. For excessive course withdrawals. (A stu- in, and contribute constructively to, the classroom
dent is considered to have withdrawn exces- experience, and, secondly, that the success of any
sively if credits for those courses in which course depends as much on what students contribute
“W” grades have been received total more to the class as on what the instructor presents.
than 25% of the total number of credits Grades in courses are normally based on
attempted at Monmouth University. This pol- academic performance (participation, contribution,
icy affects all students after they have and examination). However, individual faculty mem-
attempted at least 12 credits at Monmouth bers may adopt reasonable regulations that addition-
University.) ally relate grades to class attendance. All professors
must state their specific attendance policies in a writ-
Students who have been academically dis- ten statement containing the pertinent course
missed have the right to appeal that decision in writ- requirements and give it to the students during the
ing to the Academic Standards and Review first week of the semester. A student who, for any
Committee. reason, may not be present at a particular class or
laboratory is, nevertheless, responsible for adhering
Graduate Warning/Probation/Dismissal Criteria to the attendance requirements of the course.
Students with GPA below 3.00 Students are not permitted to attend classes
1st semester below 3.00 GPA . . . . . . . . . . Warning for which they have not officially registered (as deter-
2nd semester below 3.00 GPA . . . . . . . . Probation mined by the Office of Registration and Records). If
3rd semester below 3.00 GPA . . . . . . . . . Dismissal students attend without prior registration, they are
subject to disciplinary actions, inclusive of suspen-
Students with three or more credits of “B-”, “C+”, “C”, sion and/or dismissal, and will not be permitted to
or “C-” “retroactively” enroll.
1st grade of “B-”, “C+”, “C”, or “C-” with a GPA
below 3.00 . . . . . . . . . . . . . . . . . . . . . . . Warning
Monmouth University 45
Programs, Services, and Regulations
Course Withdrawals A student who has three final examinations
Students are expected to complete the scheduled on one day may request that one of the
courses for which they register. On occasion, how- examinations be rescheduled; it is normally the mid-
ever, withdrawals are warranted. (See section enti- dle one of the three that is rescheduled. Rescheduled
tled “GRADING” for a description of the “W” grade examinations are to be given at a time agreed upon
and associated procedures.) Students who do not by both the student and the faculty member on or
intend to complete any course for which they are offi- before the last day of the examination period.
cially registered should execute an official withdrawal It is the right of a student to review any
prior to the “W” deadline. graded examination in the presence of the instructor.
The official date of a withdrawal form is the Final examination grades may represent no more
date it is received in the Office of Registration and than one-third of the term grade.
Records. The student is responsible for completing
the e-FORMS request prior to the deadline date. Graduation
Students withdrawing from some courses All undergraduate students are required to
while remaining registered for one or more courses complete a minimum of 128 credits. Some academic
are required to complete a “Withdraw from Course programs require more credits; see the individual
Form”, available from e-FORMS. The official date of a curriculum charts located in Appendix “B” of this
withdrawal form is the date the completed form is Catalog for program details. Additionally, all under-
received in the Office of Registration and Records and graduates must meet a minimum 2.00 overall grade
must be received prior to the Withdraw (“W”) deadline point average (GPA), a minimum major GPA of 2.10
date as published in the Academic Calendar. (except for Education majors who are held to a 2.75
Students who are withdrawing from all minimum GPA), and, if applicable, a minimum 2.10
their courses are encouraged to make notification of minor GPA. Calculation of a major GPA includes all
withdrawal in writing; however, verbal or e-mail noti- courses taken within the major and courses cross-
fication is acceptable under the guidelines set forth in listed within a major.
“Refund Policy for Complete Withdrawals—Fall and To qualify for graduation, all graduate stu-
Spring Semester.” dents must complete all program requirements with a
Except under unusual circumstances, such minimum GPA of 3.00.
as prolonged illness, a student will not be permitted Diplomas are mailed to students approxi-
to withdraw from course work any later than five mately three weeks after the actual date of graduation.
weeks prior to the last day of classes of the semes- In those rare instances when a student has not
ter or its equivalent in a shorter term. In these excep- met all degree requirements, but for whom a change to
tional cases, students will be withdrawn from all the academic record is received by the Office of
coursework in the term. Registration and Records within one week following
Students who do not complete courses and the graduation, the student will be considered for the
who have not executed an official withdrawal prior to earlier graduation. The effective date of the change
the deadline indicated will receive “F” grades for such must be on or before the actual date of the graduation.
courses. Changes received later than one week beyond gradu-
Students wishing to withdraw from classes ation will not be considered for prior graduation, but will
after the specified withdrawal deadline must provide be part of the next graduation cycle.
documentation of serious extenuating circum- Only students who have completed all grad-
stances; the documentation will be reviewed by the uation requirements, including, but not limited to,
appropriate faculty members teaching the courses, course work, credit requirements, GPA minimums,
the department chairs, the deans of the schools in residency requirements, and the like, will be allowed
which the course(s) are housed, and the Registrar. to participate in Commencement.
Final Examinations Independent Study
Final examinations shall be held during a Independent Study courses permit a student
time scheduled by the University. Class time shall not to pursue a research project or guided readings in a
be devoted to final examinations.
46 Monmouth University
Programs, Services, and Regulations
subject area not substantially covered in the curricu- undergraduate/graduate plan (see Integrated
lum. Normally, no more than one Independent Study Undergraduate/Graduate Degree Programs for more
course may be scheduled during a single academic information). Students in a five-year undergradu-
term. A student must complete the independent study ate/graduate plan who maintain an undergraduate
e-FORM, available from the WEBstudent menu. The major GPA of 3.00 and an overall GPA of 2.75, and
student will not be registered for the course until all are within 36 credits of graduation, can take the pre-
approvals have been received. Generally, students scribed number of graduate credits not to exceed 18.
are expected to complete no more than 6 credits of The number of graduate credits that will be applied
independent study. Any exceptions must be approved toward both the undergraduate and graduate
by the dean of the school in which the student’s major degrees is indicated in the five-year plan’s sequence
is housed. Failure to process the Independent chart. Further details are available in the Office of
Study Application within the required timeframe Registration and Records.
may impact financial aid status and may jeopard-
ize participation in Commencement. Submission of the Same Paper or Computer
Program for Two Courses
Student (Biographical) Data The submission of the same (or essentially
Any currently enrolled student whose biogra- the same) paper or computer program for two sepa-
phical data (e.g., name, address, and Social Security rate courses without the expressed permission of all
number) has changed must inform the Office of faculty members involved is against University policy.
Registration and Records in writing. Requests for
name or Social Security number changes must be Graduate: Time Limitation for Completion of
accompanied by legal documentation. Biographical Requirements
information is not changed for previously enrolled The requirements of a particular master’s
students; alumni should contact the Office of Alumni program must be satisfied within a period not
Affairs to report biographical changes. exceeding five calendar years and not including a
period of service in the Armed Forces. The graduate
Graduates: Taking Courses at Another Institution catalog in effect at the time of admission, readmis-
Students who are accepted for graduate sion, or change of major (whichever is later) shall
work at Monmouth University are expected to com- normally be the student’s official catalog of record.
plete all remaining course work at Monmouth However, faculty and curriculum changes may
University. They may not take courses elsewhere for require related changes in a student’s program. If
transfer credit without specific prior approval by the after following a curriculum of record for five calendar
graduate program director, the dean of the graduate years a student has not completed the requirements
school, and the Registrar. If permission is granted, in of the curriculum, the student must update the cur-
order to accept the credits as transfer, the grade riculum of record (including all requirements) to the
must be no less than a “B”. most recent one that exists. Requests for exceptions
to a curriculum update should be made to the
Graduate Courses for Undergraduates respective program director. The director’s recom-
An undergraduate student at Monmouth mendation is then forwarded to the academic school
University who has completed 92 credits and has an dean and graduate school dean for final approval.
undergraduate major GPA of 3.25 and an overall The acceptance of graduate courses taken at
GPA of 2.75 may apply for permission to the gradu- Monmouth or elsewhere beyond five years is at the
ate program director to take up to nine (9) graduate discretion of the program director and is made on a
credits while completing the work for an undergradu- case-by-case basis.
ate degree. Permission to take such credits is at the
discretion of the respective program director. These Graduate: Continuation of Matriculation
credits may count toward an undergraduate or grad- A “continuation of matriculation” is required of
uate degree, but not toward both degrees, unless the graduate students who do not complete their
student has been formally admitted into a five-year practicum, portfolio, project, or thesis in the registered
Monmouth University 47
Programs, Services, and Regulations
term and will/have receive(d) an “S” grade. The contin- required and elective core of courses at Monmouth
uation of matriculation is intended to keep the student University. Courses requested for transfer will be
pursuing his or her practicum, portfolio, project, or the- accepted at the discretion of officially designated
sis in compliance with University policy. Students in this evaluators for the program in the Leon Hess
category must complete and submit an “Application for Business School. Transferred courses must be from
Thesis Continuation” e-FORM which is available on institutions accredited to offer graduate courses and
WEBstudent each semester until the practicum, portfo- must carry a minimum grade of “B.”
lio, project, or thesis is complete and the final grade is Students in the 60-credit M.S.W. Program will
submitted to the Office of Registration and Records. be able to transfer a maximum of 12 credits of gradu-
The student will then be registered for “REG-500”, a ate work from another Council on Social Work
one-credit course that permits the student use of Education (CSWE)- accredited M.S.W. graduate
University facilities to complete this work. school, provided that (a) the courses requested for
transfer were completed with grades of “B” or better, (b)
Substitution of Requirements the courses are offered only for graduate credit at the
Students seeking course substitutions or any previous institution, (c) the courses are judged appro-
deviations from the stated degree requirements of an priate by the M.S.W. Program Director, (d) the courses
academic program should first consult with their aca- were completed within the six years prior to admission
demic advisors. If the advisor recommends a substitu- into the M.S.W. Program at Monmouth University, (e)
tion, the “Substitution of Undergraduate or Graduate the courses are foundational courses and not to
Program Requirement” e-FORM should be submitted include field placement or any of the Social Work prac-
to their respective department for review. The depart- tice sequence courses, and (f) the credits were earned
ment will forward their decision to the Office of at a CSWE-accredited graduate program.
Registration and Records for processing. Students will Students in other master’s degree programs
receive an e-mail to their student accounts after the may, with the permission of the student’s program
substitution request has been completed. If the depart- director and the school dean, transfer a maximum of
ment chair does not approve the substitution, the stu- nine credits of graduate work from another accred-
dent may appeal that decision to the school dean. If ited graduate school, provided (a) the courses
the school dean does not approve the substitution, the requested for transfer were completed with grades of
student may appeal that decision to the Provost. The “B” or better and were not applied toward another
Provost has final authority concerning the substitution. degree, (b) the courses are offered only for graduate
Students should avoid processing substitu- credit at the previous institution, and (c) the courses
tion forms close to the time of graduation; instead, are judged appropriate by the program director for
substitutions should be effected as warranted in aca- the degree program in which the student is matricu-
demic planning sessions with academic advisors. lated at Monmouth University. The grades of trans-
Deadlines to submit substitutions for graduating stu- ferred courses are not used in the computation of the
dents are provided on the “Registration Information” grade point average.
page of the Monmouth University Web site. Final transcripts from previous institutions
attended should be received by Monmouth
Graduate: Use of Other Credits towards University prior to beginning enrollment. Students
Certificates (Previous Coursework) who do not provide official transcripts will not be per-
Students pursuing a certificate are allowed mitted to continue at Monmouth.
to apply no more than 30% of other credits (i.e.,
transfer credits or waived classes or credit by exam) ACADEMIC PROCEDURES
towards the certificate program. Application for Graduation
An “Application for Graduation” e-FORM
Graduate: Use of Coursework towards Degree should be filed with the Office of Registration and
Programs Records no later than the deadline date, as outlined on
Students in the M.B.A. Program must com- the “Registration Information” page of the Monmouth
plete a minimum of 30 credits or 10 courses in the University Web site. It is the student’s responsibility to
see that all requirements for graduation are met. After
48 Monmouth University
Programs, Services, and Regulations
applying for graduation, the student will receive an offi- dent will follow all curricular requirements in effect at
cial degree audit from the Office of Registration and the time of admission as a regular student.
Records. Official audits are updated during the last Courses taken in the non-matriculated status
semester. Students can review their academic audits at will be considered for applicability toward degree
any time by using their WEBstudent account. requirements in the same way that courses taken in
the matriculated status are considered.
Participation in Commencement Undergraduate students wishing to change from
Only students who have completed all non-matriculated to regular status should contact the
degree requirements are permitted to participate in Office of Undergraduate Admission.
Commencement exercises. All application deadlines A graduate student accepted to Monmouth
for graduation, substitutions of program require- University as a non-matriculated (non-degree seek-
ments, grade changes, waivers, transfer credits, and ing) student may request to matriculate (seek a
the like are outlined on the “Registration Information” degree) by applying for admission as a matriculated
page of the Monmouth University Web site. Failure to student in a particular graduate program. See
meet any of the deadlines may impact inclusion in Graduate Admission for details.
Commencement–related activities.
Course Changes (Add/Drop)
Graduate: Change of Degree or Certificate Students can add or drop classes at any time
Program during the open registration period or until the con-
Students who wish to change their major clusion of the Add/Drop period (as outlined in the
should seek the advice of the program director of the Academic Calendar) using WEBregistration or with
proposed new graduate program and make them- the assistance of their academic advisor/department.
selves familiar with requirements of the new major. Students who want to petition to add a closed
Once the student decides which program they would class, or who want to add a class after the Add/Drop
like to change to, he or she should apply for admis- Period has concluded, must complete a “Registration:
sion to the new graduate program, being sure to Add Course Form”, available from their WEBstudent
include all of the appropriate or required documents menu under “Registrar Forms.” This form must be
with their application. Students must follow the cur- printed and approved by the instructor, department,
riculum of the new major that is in effect at the time and/ or dean. Students attempting to add a class after
of the change of major. the Add/Drop Period has ended must also obtain a
“Retroactive Registration Form” from the Bursar. All
Changing From Non-Matriculated to Regular forms must be brought to the Office of Registration
(Matriculated) Status and Records for processing before the term con-
An undergraduate student accepted to cludes. It is the responsibility of the student to see that
Monmouth University as a non-matriculated (non- all forms reach the appropriate office.
degree-seeking) student may request to matriculate Students simultaneously adding and drop-
(seek a degree) by applying for admission as a reg- ping a course (e.g., same course, different section)
ular (matriculated) student. If accepted as a regular should use e-FORMS and select “Swap Course
student, he or she may declare a major (provided Registration.” Approvals for this action will be done
admission criteria, if any, of the particular major are electronically, and since there is no credit change.
met) or choose the undeclared status. Bursar approval is not required.
A non-matriculated undergraduate student
who did not meet regular admission requirements Leave of Absence – Matriculated
when accepted in the provisional non-matriculated (degree-seeking) Students
status must complete a minimum of 12 credits and a Students may apply for a leave of absence
maximum of 18 credits of college-level course work (LOA) if they intend to be away from the University
with a minimum grade point average of 2.00 before for a full semester. A leave of absence enables stu-
applying for admission as a regular student. The stu- dents to maintain the same curriculum of record.
Monmouth University 49
Programs, Services, and Regulations
Interested students complete the LOA request form the obligation, registration privileges are restored.
available on e-FORMS. All applications for leaves of Course prerequisites are updated periodically.
absence must be processed by the conclusion of the Students should confer with their advisors concern-
course change (add/drop) period. All degree require- ing the most recent prerequisites on record for
ments must be completed as specified in the “Time courses they wish to take. Students should also con-
Limitation” section. Students on a LOA may not fer with their advisors when they want to register for
attend another institution and transfer credits into more than 18 credits per semester. Students must
Monmouth University. fulfill the most current prerequisite requirements prior
to taking courses at Monmouth University.
Registration
All current Monmouth University students and Transcript Requests
deposited “Applicants” are provided with access to the Current student requests for transcripts must
University’s WEBstudent. Each student is provided be made by submitting a “Request for Transcript” e-
with a unique User ID and password, which allows him FORM to the Office of Registration and Records.
or her access to personal information via the WEB. Former students and alumni may print and submit a
Continuing students who have met with their “Request for Transcript” form available from the Office
academic advisor and received permission to do so of Registration and Records “Forms” page. All tran-
may self-register using WEBstudent. Specific infor- script requests should be made at least two weeks
mation for dates and times to register online will be prior to the time they are to be sent; hard-copy requests
distributed prior to registration dates and will be avail- must bear the signature of the student whose record is
able online in the “Registration Information.” Online being requested. Issuance of transcripts must be first
registration is not available to students who are on cleared by the Bursar’s Office or any other University
academic probation or whose current admission sta- office to ensure that there are no outstanding obliga-
tus is conditional. tions. The University may withhold transcripts, or infor-
Continuing students are strongly urged to mation related thereto, if an outstanding balance exists,
complete “early registration” for upcoming semesters or if repayment of a loan granted either by or through
and terms. Early registration for the fall, spring, and the University is in arrears.
summer semesters usually begins in April and con- During a period of approximately two weeks
cludes in August. Late registration is conducted dur- when grades are being recorded and processed at
ing the first week of the fall and spring semesters; the conclusion of a semester, transcripts cannot be
students are required to pay the “late registration” fee issued for currently enrolled students.
when registering during the late registration period. Monmouth University releases only the
Registration after the conclusion of the late registra- Monmouth University transcript; it does not release
tion period requires the written approval of the appro- the transcripts from institutions previously attended
priate faculty and department chairs. Students are by the student.
not permitted to attend classes for which they are not
officially registered (as determined by the Office of SCHEDULING INFORMATION
Registration and Records). If students attend without Fall and Spring Semesters
prior registration, they are subject to disciplinary Monmouth University schedules on-campus
action, including suspension and dismissal, and will classes year-round. During the fall and spring
not be permitted to “retroactively” enroll. semesters, in addition to the traditional schedule of
New students are invited to register during daytime classes, Monmouth also offers non-tradi-
special programs during the summer and in January tional students other scheduling options. Courses
as part of their orientation to the University. Late reg- are available in the evening and on weekends.
istration is available to new students, although less
desirable than the mode described above. Summer Sessions
Registration privileges are not extended to Summer sessions provide a comprehensive
students who have significant unresolved financial or program of day and evening courses and special
other obligations to the University. “Holds” are placed workshops for Monmouth students and students in
on the records of such students. Upon resolution of good standing at other colleges and universities.
50 Monmouth University
Programs, Services, and Regulations
Summer session programming also provides a taste 95.9 WRAT Pt. Pleasant
of college life and a head start for high school stu- 98.5 WJLK Ocean County
dents who have completed either the junior or senior 101.5 WKXW Trenton
year. Because of Monmouth’s location near the 107.1 The Breeze
shore, summer sessions are well attended by visiting
students as well as Monmouth’s own students. AM
The University offers five regular summer 1010 WINS New York
sessions. The maximum course load for summer 1310 WJLK Monmouth and Ocean Counties
school is 12 credits. 1450 WCTC New Brunswick
Students enrolled at other institutions should
receive approval from that institution for courses for TV
which credit is desired. Students must meet all News 12 New Jersey
course prerequisites. Admission into the summer Channel 4 WNBC news
program does not constitute acceptance into the
University’s regular programs. UNIVERSITY E-MAIL
Campus recreational and dining facilities are Monmouth University provides all students
available to summer students. Residence halls will with a Monmouth University
be open to resident students during the summer. e-mail account. Some student notices are sent
Inquiries regarding summer sessions and applica- exclusively to the Monmouth University e-mail
tions for admission should be addressed to the account, such as:
Director of Admission.
• Grade reports
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Monmouth University has established a • Registration information
Weather Emergency Information Line: (732) 263- • Academic announcements
5900. During emergencies, including weather-related • Graduation deadlines
situations when the University may need to close or • Change of class notifications
delay the start of the workday, this line will have a • Academic standings
prerecorded message with necessary information for
students and staff. If the University must close or Additionally, administrative offices have
cancel classes, a broadcast message will also be established e-mail accounts for student use; how-
sent to all employees and resident students via the ever, the student e-mail must be generated from the
campus voice-mail system. You may also find out Monmouth University account. Students are encour-
about weather-related cancellations and closings by aged to communicate with University offices using
e-mail messages, the Monmouth University Web their Monmouth University e-mail account:
page (http://www.monmouth.edu), or from one of the
local radio stations or TV channels listed below: • admission@monmouth.edu
• bursar@monmouth.edu
FM • finaid@monmouth.edu
88.9 WMCX Monmouth University • graduateschool@monmouth.edu
92.7 WOBM Ocean County • fyseminar@monmouth.edu
94.3 WJLK Monmouth County • registrar@monmouth.edu
Monmouth University 51
Programs, Services, and Regulations
WEBstudent and e-FORMS and is accessible to all users. Monmouth University
All currently registered Monmouth students provides a menu selection accessible from
have established WEBstudent accounts for use in WEBstudent that allows currently enrolled students
schedule preparation, grade and transcript look-up, to electronically submit academic requests to the
and academic audits. Students are encouraged to department and to the Office of Registration and
utilize WEBstudent for retrieval of their academic Records.
information. Questions concerning the account can Current students initiate requests with the
be answered by the Help Desk (732-571-3539), or Academic Affairs Division by utilizing the e-FORMS
documentation can be obtained from the selection available from their WEBstudent menu.
WEBstudent site. Information obtainable online Instructions on how to use WEBstudent and
includes: e-FORMS are posted under “Instructions” on the
WEBstudent main menu.
• Grades (midterm and final)
• Grade Point Average (GPA) WITHDRAW FROM THE UNIVERSITY
• Academic audit Students who intend to withdraw from
• Student schedule Monmouth University and plan not to return are
• WEBregistration requested to notify the University by completing a
• e-FORMS “Total Withdraw from the University” e-FORM.
Provided the e-FORM is received by the “W” deadline
WEBstudent is available for general use to date (see academic calendar), students will be with-
view the Schedule of Course Offerings. “Search for drawn from the current term; otherwise the total with-
Courses” is not restricted by User ID and password draw will not be effective until the next regular term.
52 Monmouth University
The Wayne D. McMurray School of
Humanities and Social Sciences
Humanities and Social Sciences
Course Descriptions
DEAN: Stanton W. Green, Ph.D. Within the School of Humanities and Social
ASSOCIATE DEAN: Golam Mathbor, Ph.D. Sciences are the Freed Chair in Social Science
ASSISTANT DEAN: Michael Thomas, M.F.A. endowed through a gift from the Gerald Freed
Foundation and the Jules Plangere, Jr. Chair in
The Wayne D. McMurray School of American Social History endowed through a gift of
Humanities and Social Sciences offers eight mas- Life Trustee Jules Plangere, Jr. Professor William
ter’s degree programs (Corporate and Public Mitchell, an anthropologist, occupies the Freed
Communication, Criminal Justice, English, History, Chair; and Professor Brian Greenberg of the History
Liberal Arts, Mental Health Counseling, Department occupies the Plangere Chair.
Psychological Counseling, and Public Policy), as
well as 21 undergraduate degree programs. ANTHROPOLOGY
Graduate certificates are offered in criminal justice, Frederick L. McKitrick, Chair, Department of History
homeland security, three specific areas of commu- and Anthropology
nication, and professional counseling (a post-mas- Richard Veit, Coordinator of Anthropology
ter’s certificate program). All programs of study are
directed toward preparing students for working and Aaron Ansell, Assistant Professor of Anthropology.
living in a global environment. Ph.D., University of Chicago. Research inter-
Study in the humanities and social sciences ests include money and value, hunger and
and related professional fields provides valuable development policy, patron-client exchange,
perspectives and skills necessary for both the job and democratization in Northeast Brazil.
market and community life. Among our academic Teaching areas include anthropological theory,
goals are proficiency in all forms of communication, Brazilian history and culture, food culture, soci-
such as scientific literacy; an appreciation for the olinguistics, and global development.
diversity of people and ideas and the ability to col- Stanton W. Green, Professor and Dean of the
laborate with others; stimulation of aesthetic sensi- Wayne D. McMurray School of Humanities and
tivity and creative expression; and the ability to think Social Sciences. Ph.D., University of
and react critically. Massachusetts, Amherst. Professor Green is a
Monmouth University 53
Humanities and Social Sciences
specialist in Baseball and American Culture, Professional work includes all aspects of
Archaeology, and Ireland. His research and graphic design including print and related collat-
teaching interests include questions of diversity eral design. Also working as a digital artist
in the United States, Archeological Methods whose work has been shown in national and
and Theory, and the application of Geographic international competitions and exhibitions.
Information Systems. Andrew L. Cohen, Professor and Chair. Ph.D.,
Steven Kosiba, Assistant Professor, Ph.D., University of Chicago, History of Art. Research
University of Chicago. Research interests spans from Medieval India to Contemporary
include ancient empires, the Incas, Colonial South Asian art. Author of Temple Architecture
Politics in Latin America, and indigenous cul- and Sculpture of the Nolambas (9th-10th
tural identity and sovereignty within the contem- Centuries).
porary Americas. Theoretical and methodologi- Pat Hill Cresson, Professor. M.F.A., Pratt Institute.
cal specializations include archaeological the- Specialization includes computer graphics and
ory, Geographic Information Systems, and polit- graphic design. Her professional experience
ical anthropology. includes art direction and design from concept
William P. Mitchell, Professor, Interim Dean of the through print in the areas of publishing, corpo-
Honors School, and Freed Professor in the rate design, and computer illustration. Her fine
Social Sciences. Ph.D., University of Pittsburgh. art work is represented in a New York City
Conducts research on peasant society, migra- gallery and has been shown nationally and
tion, and the Shining Path guerilla war in Peru. internationally.
Publications include: Peasants on the Edge, Vincent DiMattio, Professor. M.F.A., Southern
Picturing Faith, and Voices from the Global Illinois University. Practicing artist who has
Margin. Co-chair of the Anthropology Section of exhibited his work in New York City and
the New York Academy of Sciences. throughout the United States, Spain, and
Richard Veit, Associate Professor of Anthropology. Mexico. Teaches drawing, painting, basic
Ph.D., University of Pennsylvania. Teaching design, and several lecture courses. Started the
areas include archaeology, historic preserva- gallery program at Monmouth University. He is
tion, North American Indians, and New Jersey a co-author of the book The Drawings and
history. Research interests include historical Watercolors of Lewis Mumford.
archaeology, industrial archaeology, and early Edward Johnston, Specialist Professor. B.A.,
American Material Culture. Author of Digging M.Ed., University of Notre Dame; M.F.A.,
New Jersey’s Past: Historical Archaeology in University of Michigan.
the Garden State. Anne Massoni, Specialist Professor. M.F.A., Ohio
University. Photography and digital art.
ART AND DESIGN Michael Richison, Specialist Professor. M.F.A.,
Andrew L. Cohen, Chair, Department of Art and Cranbrook Academy of Art. Motion graphics
Design and graphic design.
Mark Ludak, Compliance Officer/Technical Jing Zhou, Associate Professor. B.F.A., Sichuan
Specialist Fine Arts Institute, China; M.F.A., Georgia
Scott Knauer, Director of Galleries and Collections Southern University. Interests include graphic
design, Web design, digital media art, flash ani-
Tom Baker, Associate Professor. M.F.A., University mation, art direction, and fine arts.
of Wisconsin-Madison. Professional experience
includes work at collaborative print shops: COMMUNICATION
Tandem Press and Winstone Press. A council Chad Dell, Chair, Department of Communication
member of the Society of American Graphic
Artists in New York, his prints have been shown Chad Dell, Associate Professor and Chair. Ph.D.,
and collected nationally and internationally. University of Wisconsin-Madison. Primary fields
Karen T. Bright, Associate Professor. M.F.A., are broadcasting and cultural studies. Special
Cranbrook Academy of Art. Specialization interests include television production and
includes graphic design and computer graphics. analysis, broadcast history, and media policy.
54 Monmouth University
Humanities and Social Sciences
Research interests focus on an analysis of the and Public Relations special topics. Advisor to
exercise of power at the intersection of broad- Public Relations Student Society of America.
cast industries and audiences. Serves as fac- APR, Public Relations Society of America.
ulty advisor to the student-operated TV station, John Morano, Professor. M.A., Pennsylvania State
Hawk TV. University. Primary fields are print journalism
Andrew Demirjian, Specialist Professor. M.F.A., and media studies. Special interests include
Hunter College. Introduction to Media Literacy, start-up publications, magazine journalism, and
Introduction to TV Production, and Media freelance journalism. Research interests
Special Topics. include environmental journalism, publishing a
Donna Montanaro Dolphin, Associate Professor. fourth novel in his Eco-Adventure Book Series,
M.F.A., Mason Gross School of the Arts, entertainment journalism, film criticism, and
Rutgers University. Primary fields are TV pro- journalism ethics. Advisor to the student-oper-
duction, communication, and media theory. ated newspaper, The Outlook.
Special interests include being an independent Eleanor M. Novek, Associate Professor. Ph.D.,
producer of documentaries. Research interest Annenberg School for Communication, University
in the construction of femininity in the screen of Pennsylvania. Specialties are journalism, gen-
arts. Serves as faculty advisor to the student- der studies, research methods, and social justice
operated TV station, Hawk TV. research. Research interests in racial discrimina-
Aaron Furgason, Associate Professor. Ph.D., tion, prison issues, and service learning.
Rutgers University. Introduction to Radio Michael Phillips-Anderson, Assistant Professor.
Production, Introduction to Screen Studies, Ph.D., University of Maryland. Political
Media Ethics, Radio in the Music Industry, Communication, Critical Discourse, Senior
Radio Programming and Promotions, Talk Seminar, and Introduction to Communication.
Radio, Radio in America, and Generation ‘X’ Rebecca Sanford, Associate Professor. Ph.D.,
Film Directors. Research interests include radio Temple University. Interests include interper-
and recording industries and film studies. sonal communication, intercultural communica-
Faculty advisor to the 1000-watt FM University tion, family communication, nonverbal commu-
radio station, WMCX. nication, and communication theory. Serves as
Sophia Fuka, Specialist Professor. B.A., University faculty advisor to Lambda Pi Eta, the National
of North Dakota; M.A., Arizona State University. Communication Honor Society.
Christy Hetzel, Lecturer. J.D., Rutgers University Robert Scott, Specialist Professor. M.F.A.,
School of Law, Camden. Licensed NJ Attorney University of Miami. Primary fields are television
bringing entrepreneurial experience to student- production and broadcast news, film and video
focused, practical application courses in Media production, screenwriting, and media studies.
Law, Public Speaking, Argument and Debate, Special interests include media technology, web
Critical Discourse, Business Organizational and publishing, film history, creative writing, corpo-
Small Group Communication, and Mediation. rate communication, and management. Serves
Special interests include constitutional law and as faculty advisor for the student-operated
ADR methods. Hawk TV News.
Shannon Hokanson, Lecturer. M.A., Monmouth Jennifer Shamrock, Lecturer. Ph.D., Hugh Downs
University. Areas of interest include interper- School of Communication, Arizona State
sonal, intercultural, and organizational commu- University. Primary fields of study and research
nication. include ethnographic, narrative, and textual forms
Robin Kampf, Specialist Professor. B.A, Seton Hall of inquiry from a feminist critical perspective.
University. Deanna Shoemaker, Assistant Professor. Ph.D.,
Sheila McAllister-Spooner, Assistant Professor. The University of Texas at Austin. Primary fields
Ph.D., Rutgers University. Introduction to Public are Performance and Theater Studies,
Relations, Professional Communication, Crisis Communication Studies, and Gender Studies.
and Issues Management, Public Relations Special interests include feminist performance
Writing, Nonprofit Fundraising, Strategic Public practices, performance of literature, perform-
Relations Planning, Principles of Fundraising. ance ethnography, and critical race theory.
Monmouth University 55
Humanities and Social Sciences
Research interests include cultural and aes- assessment, and adjunct faculty issues in higher
thetic performances of femininity and critical education. Director of the Master’s Program in
staging of race/ethnicity and sexuality. Faculty Corporate and Public Communication.
advisor to Comm Works, Students Committed
to Performance. The Master of Arts in Corporate and Public
Kristine M. Simoes, Specialist Professor. M.A., Communication prepares students to become effective
Rowan University. Teaching focus on field appli- communication specialists in a number of fields, with
cable curriculum that prepares students for skills that range from interpersonal communication to
careers in public relations profession. Courses mass media. It is the goal of this program to provide
developed include Public Relations Writing/ education that combines broad theoretical knowledge
Layout and Design, Public Relations Campaigns, with practical application in public relations, human
and Public Relations Trends and Analysis. APR, resources communication, and public service. The pro-
Public Relations Society of America. gram serves students who wish to pursue a career in
Don R. Swanson, Professor and Chair of the burgeoning field of communication, as well as pro-
Philosophy, Religion and Interdisciplinary fessionals who wish to improve their communication
Studies. Ed.D., University of Northern Colorado. skills to enhance performance. The program includes a
Primary fields are organizational, intercultural, 19-credit core and elective courses selected by stu-
and political communication. Special interests in dents to fit their unique interests.
corporate communication consulting, training,
and dispute resolution. Research interests in Please refer to the curriculum chart in the appendix
executive communication, management com- for program requirements. All curriculum charts are
munication applied in multicultural organiza- detailed and displayed in Appendix “B”.
tions, and political communication. • M.A. in Corporate and Public
Claude E. Taylor, Lecturer. M.A., West Chester Communication
University. Primary areas of interest are media
studies, communication theory, and political SPECIALIST CERTIFICATES
communication. Research interests include A specialist certificate as a Human Resources
explorations of the relationship between con- Communication Specialist, Public Relations Specialist,
temporary media in the United States and politi- or a Public Service Communication Specialist provides
cal participation across identity categories, such 12 credits of focused study for the student who wishes
as race, class, and gender; the relationship to study a specialized field in communication.
between social class, the media, and demo-
cratic citizenship; and the intersection of popu- Please refer to the curriculum charts in the appendix
lar culture and contemporary U.S. politics. for program requirements. All curriculum charts are
Marina Vujnovic, Assistant Professor. Ph.D., detailed and displayed in Appendix “B”.
University of Iowa. Primary fields of research • Human Resources Communication
are participatory journalism and new media Specialist
studies, media history and gender, critical politi- • Public Relations Specialist
cal economy, and cultural studies. Research • Public Service Communication Specialist
interests focus on international communication
and global flow of information; journalism stud- CRIMINAL JUSTICE
ies; and explorations of the historical, political- Peter Liu, Chair, Department of Criminal Justice
economic, and cultural impact on media, gen- Gregory Coram, Associate Chair, Department
der, and ethnicity. of Criminal Justice
Sherry Wien, Associate Professor. Ph.D., Rutgers
University. Primary fields are organizational and Gregory J. Coram, Associate Professor. Psy.D.,
interpersonal communication. Special interests Indiana State University. Areas of interest
are interpersonal relationships at work and include psychology, criminal pathology, and cor-
socialization within organizations. Research rections. Current research projects include the
interests include mentoring, organizational biology of violent criminals.
56 Monmouth University
Humanities and Social Sciences
Albert Gorman, Specialist Professor. M.A., John Jay CRIMINAL JUSTICE CERTIFICATES
College of Criminal Justice. Interests include The 12-credit Certificate in Criminal Justice
police professionalism, community policing, and Administration offers a student the opportunity to
security/loss prevention. Current research expand his or her education and obtain a solid foun-
includes the police socialization process. dation in the principles of administration. This admin-
Michele Grillo, Assistant Professor. B.S., M.A., istration certificate will prepare criminal justice profes-
University of Massachusetts; M.A., Ph.D., sionals or pre-career students for future supervisory
Rutgers University, Criminology. and administrative roles. The Certificate Program will
Peter Liu, Professor. Ph.D., Indiana University of offer these supervisors advanced skills for more
Pennsylvania. Areas of interest include research effective supervising and mentoring of their staff.
methods, criminology, comparative criminal justice
systems, and criminal justice organizations admin- Please refer to the curriculum chart in the appendix
istration and management. Current research proj- for program requirements. All curriculum charts are
ects include comparative delinquency, Chinese detailed and displayed in Appendix “B”.
justice system, and environmental crime. • Certificate in Criminal Justice
Brian Lockwood, Assistant Professor. B.A., College Administration
of New Jersey; M.A., ABD, Temple University. • Certificate in Homeland Security
Ronald Reisner, Associate Professor. Ph.D.,
Columbia University; J.D., Rutgers University ENGLISH
School of Law. Areas of interest include victims’ Sue Starke, Chair, Department of English
rights, juvenile law, and Fourth Amendment David Tietge, Associate Director of the Writing Office
rights. Current research projects include State Heide Estes, Graduate Program Director
constitutional activities in victims’ rights and pol- Susan Goulding, Undergraduate Program Coordinator
icy development in the criminal justice system.
Brion Sever, Associate Professor. Ph.D., Florida G. Oty Agbajoh-Laoye, Associate Professor and
State University. Areas of interest include crimi- Director of the African-American Studies
nal justice public policy, crime and policing, and Program. Ph.D., University of Ibadan, Nigeria.
corrections. Current research projects include Specialty is African Diaspora (African-American
juvenile delinquency, police training, and minori- and Afro-Caribbean literature in English) and
ties in the criminal justice system. African Postcolonial literature. Additional inter-
ests and current research include Black
MASTER OF ARTS IN CRIMINAL JUSTICE (M.A.) women’s fiction and criticism, the Slave
The Master of Arts in Criminal Justice at Narrative and Oral tradition.
Monmouth University offers a broad perspective on Mary Kate Azcuy, Assistant Professor. D.Litt., Drew
the criminal justice system, its various institutions and University. Specialty is contemporary American
processes, and develops the quantitative, critical, and literature with an emphasis on women poets,
research skills necessary for problem solving and pol- mythology and feminism, as well as creative
icy-making. The program includes a set of courses writing.
that will focus on research procedures, the use of psy- Noel Belinski, Lecturer. M.A., Monmouth
chosocial variables, systems thinking, and the devel- University. Specialties are composition peda-
opment of policy. In addition, there are courses in law, gogy and General Education literature courses
policy, and criminal justice management. Stanley Blair, Associate Professor. Ph.D., Duke
University. Specialty is American literature.
Please refer to the curriculum charts in the appendix Other interests are New Jersey literature,
for program requirements. All curriculum charts are poetry, history of rhetoric, and popular culture.
detailed and displayed in Appendix “B”. Kristin Bluemel, Professor. Ph.D., Rutgers
• M.A. in Criminal Justice–Thesis Track University. Specialty is twentieth-century British
• M.A. in Criminal Justice–Non-Thesis Track literature. Additional interests include literary
• M.A. in Criminal Justice–Homeland criticism and theory, the novel, children’s litera-
Security Track ture, and World War II and the end of empire.
Monmouth University 57
Humanities and Social Sciences
Liora Brosh, Lecturer. Ph.D., New York University. Richard Paris, Associate Professor. Ph.D.,
Specialties include nineteenth-century British lit- University of California-Berkeley. Specialty is
erature and film studies. rhetoric and nineteenth-century American litera-
Heather Brown, Assistant Professor. Ph.D., ture. Current research is on Walt Whitman.
University of Maryland. Specialty is rhetoric and Interested in playwriting.
composition with an emphasis on the rhetoric Abha Patel, Lecturer. Ph.D., Indian Institute of
medicine. Technology. Areas of interest include twentieth-
Margaret Del Guercio, Associate Professor. Ph.D., century American fiction, popular literature, and
New York University. Specialty is the novel in the Victorian literature.
eighteenth and nineteenth centuries. Major inter- Christine Severson, Lecturer. Ph.D., Indiana
ests are Shakespeare, poetry, and prose fiction. University of Pennsylvania. Specialty is nine-
Heide Estes, Associate Professor. Ph.D., New York teenth-century American literature and the arts,
University. Specialty is Old English language with an emphasis on women writers and artists.
and literature, and additional interests include Sue Starke, Associate Professor. Ph.D., Rutgers
Middle English literature, feminist theory, and University. Specialty is Renaissance literature
representations of Jews in early English texts. and culture, medieval literature, and genre theory.
Current research is in ecocriticism. David Tietge, Associate Professor. Ph.D., Southern
Josh Emmons, Assistant Professor. B.A., Oberlin Illinois University at Carbondale. Areas of inter-
College; M.F.A., The University of Iowa. est include rhetoric and composition, literary
Prescott Evarts, Professor. Ph.D., Columbia theory, rhetorical theory, and popular culture.
University. Specialty is contemporary English and Current research is in science rhetoric.
American literature. Recent interest is poetry. Lisa Vetere, Assistant Professor. Ph.D., Lehigh
Frank Fury, Lecturer. Ph.D., Drew University. University. Specialty is Antebellum American lit-
Specialty is nineteenth- and twentieth-century erature and culture, with an emphasis on cul-
American literature with particular emphasis on tural studies and feminist and psychoanalytic
representations of sport in American culture. theory.
Additional interests include the short story and Michael Waters, Associate Professor. Ph.D.,Ohio
Shakespeare. University. Specialties are creative writing,
Brian Garvey, Associate Professor. Ph.D., poetry, and American literature.
University of Bradford, England. Specialties are
Utopian literature, History of Science and MASTER OF ARTS IN ENGLISH (M.A.)
Technology, and the History of War in the The Master of Arts in English is a flexible pro-
Twentieth Century. gram which allows various types of students to pur-
Elizabeth Gilmartin, Lecturer. Ph.D., New York sue a course of study meeting their own interests
University. Areas of interest include the Irish and goals. For those interested in the challenge of
language and Victorian Ireland. graduate study and considering going on to a doc-
Susan Goulding, Associate Professor. Ph.D., New toral program at another institution, the courses at
York University. Specialties are eighteenth-cen- Monmouth provide a broad education in English liter-
tury British literature, women’s studies, British ature and a sound foundation for further graduate
history, and reception history. study. Secondary school teachers can fulfill their con-
Neil Graves, Lecturer. Ph.D., Oxford University. tinuing education requirement and accrue credits
Specialties are 17th-century English poetry, toward salary increases by taking courses in the pro-
English Renaissance drama, Shakespeare, and gram. Those interested in personal enrichment or
Milton. career advancement will find that the program
Linda Littman, Lecturer. Ed.D., Teachers College, requirements improve critical thinking abilities along
Columbia University. Areas of interest include with reading, speaking, and writing skills. The cur-
creative nonfiction, American literature, and cul- riculum, appropriate for recent college graduates as
ture. Current research is in composition theory well as returning students, is designed to allow stu-
and pedagogy. dents to finish the degree in two to two-and-a-half
years by taking two to three courses per semester,
58 Monmouth University
Humanities and Social Sciences
with the additional option of summer study. Part-time HISTORY
students are also welcome to attend. Course offer- Frederick L. McKitrick, Chair, Department of History
ings allow students to take courses in a variety of and Anthropology
fields to obtain a broad knowledge of literature in
English or to focus on areas of specific interest. Julius O. Adekunle, Professor. Ph.D., Dalhousie
University, Canada. Teaching fields include
Please refer to the curriculum chart in the appendix African history, Africa and its Diaspora, and
for program requirements. All curriculum charts are Western Civilization. Recent research on
detailed and displayed in Appendix “B”. Nigerian history and society.
• M.A. in English: Literature Concentration Aaron Ansell, Assistant Professor. Ph.D.,
• M.A. in English: Creative Writing University of Chicago. Research interests
Concentration include money and value, hunger and develop-
• M.A. in English: Rhetoric and Writing ment policy, patron-client exchange, and
Concentration democratization in Northeast Brazil. Teaching
• M.A. in English: New Jersey Studies areas include anthropological theory, Brazilian
Concentration history and culture, food culture, sociolinguis-
tics, and global development.
FOREIGN LANGUAGE STUDIES Kenneth L. Campbell, Associate Professor. Ph.D.,
Alison Maginn, Chair, Department of Foreign University of Delaware. Teaching fields include
Language Studies English history, Medieval and Early Modern
Europe, and history of witchcraft. Recent
Priscilla Gac-Artigas, Associate Professor of research on the English Reformation and reli-
Foreign Languages. Ph.D., University of gious nonconformity in sixteenth- and seven-
Franche-Comte, France. Specialty areas are teenth-century England.
Latin American literature, culture, and civiliza- Christopher DeRosa, Associate Professor. Ph.D.,
tion; Spanish-American women writers; and Temple University. Fields include military history
new trends in Latino writers’ literature in the and American political history. Recent research
United States. Current research is in interdisci- concerns the political indoctrination of American
plinary studies on Latin America in five main soldiers.
directions: history, anthropology, culture, Maureen Dorment, Lecturer. Ph.D. candidate, Drew
geopolitics, and economics. University. M.A., Monmouth University. Research
Mirta Barrea-Marlys, Associate Professor. Ph.D., interests include the history of print culture and
Romance Languages/Literature, University of intellectual history. Teaching areas include
Pennsylvania. Areas of specialization include Western Civilization, propaganda, and censorship.
medieval through eighteenth-century Spanish Susan Douglass, Specialist Professor. M.S., City
literature, Latin-American theatre, and Latin- University of New York. Areas of interest
American women authors. Teaching interests include U.S. history, the Holocaust, and the
include linguistics, methodology of foreign lan- Vietnam War.
guage teaching, oral proficiency acquisition, Brian Greenberg, Professor and Jules L. Plangere,
and Spanish and Italian language culture. Jr. Endowed Chair in American Social History.
Alison Maginn, Associate Professor of Spanish. Ph.D., Princeton University. Primary fields are
Ph.D., University of Wisconsin-Madison. Teaching the history of American workers, American
interests include proficiency-oriented language social history, and the history of public policy in
and contemporary Spanish literature and culture. America. Current research is on U.S. social his-
Primary interest is in the narrative, poetry, and tory in the early twentieth century.
film of twentieth-century Spain. Current research Frederick L. McKitrick, Associate Professor. Ph.D.,
focuses on women writers of post-dictatorship Columbia University. Teaching areas include
Spain and Spanish Cultural Studies. German history, French history, and modern
European history. Current research is on German
artisans of the Nazi and post-Nazi periods.
Monmouth University 59
Humanities and Social Sciences
William P. Mitchell, Professor, Interim Dean of the Civil Rights Movement, African Diaspora, and
Honors School, and Freed Professor in the Race and Identity.
Social Sciences. Ph.D., University of Pittsburgh.
Conducts research on peasant society, migra- MASTER OF ARTS IN HISTORY (M.A.)
tion, and the Shining Path guerilla war in Peru. This program is designed to accommodate
Publications include: Peasants on the Edge, various types of students. Those who wish to spe-
Picturing Faith, and Voices from the Global cialize in European History, the History of United
Margin. Co-chair of the Anthropology Section of States, or the program’s new specialization, World
the New York Academy of Sciences. History, and those who may wish to pursue a doctoral
Katherine Parkin, Associate Professor. Ph.D., degree may elect to concentrate in any of those
Temple University. Major areas of interest areas and to complete a master’s thesis. Others with
include U.S. history and American women. a more general interest in the subject of history may
Thomas S. Pearson, Vice President for Academic elect to pursue a more broad-based program with the
Affairs and Provost; Professor. Ph.D., University option of taking a comprehensive exam instead of
of North Carolina. Teaching fields include writing a master’s thesis. The program is designed
Russian history, Soviet and Russian foreign pol- not only for recent college graduates, but also for
icy, comparative revolutions, nineteenth-century secondary school teachers of history and social stud-
Europe, and modern Eastern Europe. His most ies, and professionals in government, the military,
recent research has focused on government and business.
and peasantry in modern Russian history. Of the 30 credits required for this program,
Maryanne Rhett, Assistant Professor. B.A., up to six graduate credits may be transferred from
University of South Carolina; M.A., University of another institution.
Arizona; Ph.D., Washington State University.
Areas of teaching are Islam and the Middle Please refer to the curriculum charts in the appendix
East. Research focuses on the Balfour for program requirements. All curriculum charts are
Declaration of 1917. detailed and displayed in Appendix “B”.
Karen Schmelzkopf, Associate Professor. Ph.D., • M.A. in History
Pennsylvania State University. Interests include • M.A. in History, European Specialization
Geographic Information Systems, land use pol- • M.A. in History, United States
icy, community organizations, and urban redevel- Specialization
opment. Current research projects include com- • M.A. in History, World Specialization
munity activism, politics of public space, and
urban redevelopment issues in Asbury Park. MASTER OF ARTS IN LIBERAL ARTS (M.A)
Kenneth R. Stunkel, Professor. Ph.D., University of This program is specifically designed for stu-
Maryland. Primary fields are the Far East, the dents seeking a flexible, interdisciplinary alternative to
history of science and western thought, and traditional and specialized master’s degrees. The pro-
technology and western culture. Current gram allows students, with the help of a faculty advi-
research on concepts of change in Chinese and sor, to fashion their own unique program of study, in
western science and skepticism in early modern support of their personal and professional goals, to
European thought. prepare for and enter new careers, and to experience
Richard Veit, Associate Professor. Ph.D., University exciting academic challenges. Broad in its intellectual
of Pennsylvania. Teaching areas include archae- and professional scope, the Liberal Arts program
ology, historic preservation, North American offers three different curriculum concentrations,
Indians, and New Jersey history. Research inter- Applied Studies, Professional Studies, and Liberal
ests include historical archaeology, industrial Studies, to help those students who aspire to learn
archaeology, and early American Material and succeed in multifaceted careers as well as those
Culture. Author of Digging New Jersey’s Past: who wish to reach sophisticated, new levels of per-
Historical Archaeology in the Garden State. sonal achievement and intellectual development.
Hettie Williams, Lecturer. M.A., Monmouth
University. History of African Americans and
60 Monmouth University
Humanities and Social Sciences
Please refer to the curriculum charts in the appendix Major which grants students the opportunity to be
for program requirements. All curriculum charts are both Theatre and Music majors.
detailed and displayed in Appendix “B”. Ferdinando Del Guercio, Designer/Technical
• M.A. in Liberal Arts, Applied Studies Track Director. B.F.A., Maryland Institute College of Art.
• M.A. in Liberal Arts, Liberal Studies Track He is a visual artist and an architectural interior
• M.A. in Liberal Arts, Professional Studies designer. He has worked as an adjunct professor
Track in the Art Department at Monmouth University
since 1993. He also designs and builds the sets
MUSIC AND THEATRE ARTS for all the performances of the Department of
David Tripold, Chair, Department of Music and Music and Theatre Arts and the Shadow Lawn
Theatre Arts Stage in the Lauren K. Woods Theatre.
Ronald G. Frangipane, Assistant Professor of
Sheri Anderson, Specialist Professor, Theatre, Music. M.F.A., Goddard College. Professor
Stage Management. M.F.A., University of Frangipane attended and assisted Master
California, San Diego. Sheri Anderson has classes with Igor Stravinsky and Aaron Copland
extensive Broadway experience as both a direc- and studied with Paul Creston. Received over
tor and stage manager. To date, she has done 30 gold and platinum albums as an arranger-
thirteen Broadway productions, two national producer in the record industry. Received an
tours, and numerous regional and off-Broadway Emmy award for his musical score “This Was
shows. Highlights include the Broadway produc- America” created for the NBC series with
tions of Phantom of the Opera, Little Me, and William Shatner. Arranged or produced record-
The Full Monty. She has been privileged to work ings for such notable artists as John Lennon,
with such theatrical legends as Neil Simon, Cy Diana Ross, Kiss, the Monkees, the Rolling
Coleman, Jerry Herman, Marvin Hamlisch, Stones, Janis Ian, Neil Diamond, Dusty
Terence McNally, John Guare, Chita Rivera, Springfield, Grace Slick (Jefferson Starship),
Rob Marshall, and Horton Foote, as well as etc. He specializes in music in American cul-
Hollywood heavyweights Martin Short, John ture—Blues, Jazz, Rock & Roll, American
Lithgow, John Ritter, Henry Winkler, Kevin Musical Theatre, and Performance.
Spacey, and Madeline Kahn. She spent much of Michael Gillette, Instructor, Music/Violin, Director of
2003 at Oxford University studying Shakespeare the Chamber Orchestra. Master of Music, Yale
in performance. Fields of interest include theatre University. For thirty years, Michael Gillette has
history, post-colonial drama, and musical the- been a professional violinist in New York City
atre. She is a member of Actors’ Equity and is currently a member of the Radio City
Association and Mensa. Music Hall Orchestra, the American Ballet
John J. Burke, Associate Professor of Theatre. Theatre Orchestra, the Mostly Mozart Festival
Ph.D., Michigan State University. Orchestra at Lincoln Center, and is principal
Producer/Artistic Director, Shadow Lawn Stage. second violin of the Little Orchestra Society. He
Dr. Burke is a theatre generalist, who teaches a has played for many Broadway productions,
wide variety of theatre and improvisation courses. including Les Miserables, Beauty and the
His specialties include directing, theatre manage- Beast, Damn Yankees, Crazy for You, Guys
ment, and theatre education. His research inter- and Dolls, Annie, Sunset Boulevard, Phantom
ests are Irish Theatre, creative dramatics, and of the Opera, and Into the Woods. Professor
incorporating theatre methods in all areas of Gillette has toured in Japan, the United
teaching. Dr. Burke has been the Executive Kingdom, Italy, and Venezuela and has per-
Director of the Monmouth County Arts Council formed with such diverse talents as Wynton
and Arts Center, the Director of the Theatre pro- Marsalis, Tony Bennett, Sammy Davis, Jr.,
gram at Point Pleasant Boro High School, and an Johnny Mathis, Yo-Yo Ma, André Watts, Jimmy
adjunct at CCNY, Jersey City State College, Page, Itzhak Perleman, The Modern Jazz
Trenton State College, and Olivet College. Dr. Quartet, Perry Como, and the rapper P Diddy.
Burke developed the Department’s new Theatre
Monmouth University 61
Humanities and Social Sciences
Nicole Ricciardi, Assistant Professor of Theatre. degree program and directs the concert chorus
M.F.A., Carnegie Mellon University, B.F.A., and chamber choir. For over thirty years he has
Drew University. Specialization includes all been engaged as a church organist and choir
areas of acting and directing with a particular director and has performed as a baritone soloist
interest in Shakespeare and Early Modern and organist in the United States and Europe.
English Drama. Professor Ricciardi is a profes- His present scholarship focuses on American
sional theatre actress and director. She was for- church music, especially pertaining to the origins
mally the head of the Acting Program for the of church choirs, church music collections known
New York Film Academy and an Assistant as tune books, and patterns and developments
Professor of Drama for Syracuse University, in contemporary American worship.
where she coordinated the study abroad pro- George Wurzbach, Specialist Professor of Music.
gram at Shakespeare’s Globe in London. She M.A. Music Composition, Hunter College.
has taught workshops and classes around the Professor Wurzbach is an award-winning com-
world and locally at Drew University, Eastern poser, performer, and producer. Through collab-
Connecticut State University, and Shakespeare oration with folk music legend Tom Paxton, he
and Company in Lenox, Massachusetts. Nicole contributed to the album “Comedians &
is the director of “Old Face New,” a company of Angels”, which earned a 2008 Grammy Award
New York City theatre and music artists whose nomination. He received a 2003 Backstage
goal is to take old stories and present them in a Magazine Bistro Award and a Metropolitan
new way. She is a proud member of Actors Association of Cabarets MAC Award nomina-
Equity Association and the Circle East Theatre tion for his original musical comedy work with
Company in New York City. the trio Modern Man. Recent composition cred-
Gloria A. Rotella, Specialist Professor of Music its include theme and segment music for the
(Piano, Music Education). Ed.D., Rutgers PBS series Real Simple and electronic music
University. Dr. Rotella was nominated for elements for Jon Deak and Bill Gordh’s “The
Outstanding Music Educator in 1986 by Roaring Mountain,” premiered by the New York
Westminster Choir College, received Teacher of Philharmonic at Avery Fisher Hall. Currently he
the Year Recognition from Long Branch School is sketching a choral work based on transcripts
District in 1991, and most recently was the from the trial of Joan of Arc. He also directs
recipient of the Outstanding Adjunct of the Year Music Industry students through their business
at Brookdale Community College for 2005- internships, conducts first semester Record
2006. She has been a motivational speaker for Production, and teaches American Music
the New Teacher Institute at Rider University, Traditions and Jazz in America.
and an educational consultant for the New
Jersey Department of Education as a PHILOSOPHY, RELIGION, AND
Collaborative Assessment and Planning for INTERDISCIPLINARY STUDIES
Achievement (CAPA) team member. Dr. Rotella Don R. Swanson, Chair, Department of Philosophy,
was inducted into the School Masters Religion, and Interdisciplinary Studies
Association of N.J. in February 2007. For the
past two years, Dr. Rotella has facilitated a Job Stuart Dalton, Lecturer of Philosophy. Ph.D., Emory
Shadowing Mentor program between Long University. Teaching fields include the history of
Branch High School and Monmouth University’s philosophy, aesthetics, philosophy of literature
Department of Music and Theatre Arts. and film, existentialism, social and political phi-
David M. Tripold, Associate Professor. Ph.D., Drew losophy, and the philosophy of religion. Current
University. Field of interest is American sacred research includes Kierkegaard, Nietzsche, and
music. He is a composer, choral director, vocal contemporary, continental philosophy.
teacher, and organist. Dr. Tripold is a nationally Golam Mathbor, Associate Dean of the Wayne D.
recognized choral conductor, singer, voice McMurray School of Humanities and Social
teacher, organist, and liturgical scholar who over- Sciences, Professor. Ph.D., The University of
sees Monmouth University’s music education Calgary. Areas of interest include development
62 Monmouth University
Humanities and Social Sciences
and analysis of social policies and services, Vincenzo Mele, Lecturer of Sociology. Ph.D.,
community organizing and social action, social Bielefeld University. Specializations are in clas-
planning, community development and commu- sical and contemporary social theory; history of
nity participation, and international social work. sociology; cultural studies; urban studies; and
Current research interests include sustainable lifestyle, sport, and health studies. Author of
development of coastal communities, interna- Walter Benjamin e l’esperienza della metropoli
tional development, and interdisciplinary studies. (Walter Benjamin and the Experience of the
Alan Schwerin, Associate Professor. Ph.D., Rice Metropolis; 2002) and editor of Estetica e soci-
University. Alan Schwerin has research inter- ologia. Lo stile della vita moderna, (Aesthetics
ests in David Hume’s philosophy of mind and and Sociology, The Style of Modern Life; 2006)
Bertrand Russell’s epistemology. and Le forme del moderno L’attualita di Georg
Pasquale Simonelli, Lecturer of Philosophy. Ph.D., Simmel (The Forms of Modernity, Actuality of
Universita di Napoli, Italy. Research interests Georg Simmel; 2007).”]
focus on religions and philosophies of India, Nancy J. Mezey, Associate Professor of Sociology.
comparative religions, and western civilizations Ph.D., Michigan State University. Sociology
in a world perspective. Program Coordinator; Gender Studies
Curriculum Coordinator. Specializations are in
POLITICAL SCIENCE AND SOCIOLOGY family sociology, race-class-gender studies, gen-
Joseph Patten, Chair, Department of der studies, sociology of sexualities, and African
Political Science and Sociology Studies. Current interests focus on the formation
Kathryn Kloby, Public Policy Program Director and experiences of diverse family forms. Author
Nancy Mezey, Sociology Program Director of New Choices, New Families: How Lesbians
Decide about Motherhood (2008).
Rekha Datta, Professor. Ph.D., University of Kenneth E. Mitchell, Assistant Professor. D.Phil.,
Connecticut. Specialization in political theory, University of Oxford. Specializes in Latin-
international relations, and comparative politics American and Caribbean politics and policy
of South Asia, East Asia, and developing areas. (public sector reform, democratization, and
Research interests focus on issues of gender state-society relations); and international politi-
and development, traditional and human secu- cal economy (capacity building in public sector,
rity issues, and child labor. Author of: Beyond community development, and politics of market-
Realism: Human Security in India and Pakistan based reform). Faculty advisor to the Pre-Law
in the Twenty-First Century (2008); Why Honors Society, Phi Alpha Delta.
Alliances Endure: The United States-Pakistan Enoch Nappen, Associate Professor. Ph.D., New
Alliance, 1954-1971 (1994); Co-editor, with York University. Specializes in Constitutional
Judith Kornberg, Women in Developing law and civil rights. Interested in the historic
Countries: Assessing Strategies for development and use of election campaign
Empowerment (2002). material. He also directs both the undergradu-
Kevin Dooley, Assistant Professor. Ph.D, Rutgers ate and graduate intern program.
University. Research interests focus on global- Joseph Patten, Associate Professor. Ph.D., West
ization, comparative public policy, the politics of Virginia University. Specialization in public pol-
language, and comparative European govern- icy; political campaigns at national, state, and
ments. Author: Politics Still Matter: local levels; the United States Congress; the
Globalization, Governance, and the Revival of American Presidency; and media law. Author of
Regional Minorities (2008). Warman’s Political Collectibles (2008), a fully
Kathryn Kloby, Assistant Professor. Ph.D., Rutgers illustrated description of political memorabilia’s
University. Specialties are public sector historic role in the American presidential election
accounting, performance measurement and process. His primary research interests include
reporting, citizen participation, public policy, and the United States Congress and American
research methods. Her most current research Politics. He is currently co-authoring a textbook
focuses on accountability in public education. entitled Introduction to Political Science:
Bridging the Gap Between Theory and Practice.
Monmouth University 63
Humanities and Social Sciences
Saliba Sarsar, Associate Vice President for Global refer to the chart located in the Social Work section
Initiatives and Professor. Ph.D., Rutgers of this catalog for additional details.
University. Specialties are international relations,
international organizations, comparative govern- PSYCHOLOGY
ment (Middle East), and American foreign policy. Janice C. Stapley, Chair, Department of Psychology
Co-author of Ideology, Values, and Technology
in Political Life (1994) and World Politics: An Jack Demarest, Professor. Ph.D., State University
Interdisciplinary Perspective (1995). He is also of New York at Stony Brook. Primary field of
the co-editor of Principles and Pragmatism: Key interest is evolutionary psychology; especially
Documents from the American Task Force on mate choice, parental investment, game theory,
Palestine (2006), and Patriarch Michel Sabbah and behavioral ecology. Teaching and research
– Faithful Witness: On Reconciliation and Peace interests also include a feminist approach to
in the Holy Land (2008). sex role stereotyping, especially as it relates to
male roles.
MASTER OF ARTS IN PUBLIC POLICY (M.A.) Lisa M. Dinella, Assistant Professor. Ph.D., Arizona
The Master of Arts in Public Policy is a 30- State University. Licensed Marriage and Family
credit degree program that prepares students for Counselor. Interests include how gender devel-
careers in the field of policy analysis. Career opportu- opment impacts individuals’ life decisions and
nities in public policy span a wide range of areas in development, particularly in terms of education
government, nonprofit agencies, and the public and and career trajectories.
private sectors. Ideal for graduates of all disciplines, Christine Hatchard, Specialist Professor. B.A.,
the program enhances student skills in policy analysis, Monmouth University; M.S., Psy.D., Chestnut
overall critical thinking, effective communication, data Hill College.
analysis, and survey research. The program gives Doris Klein Hiatt, Associate Professor. Ph.D., City
special emphasis to public ethics, public opinion University of New York. Specialties are normal
polling, the public policy process, and practicum and abnormal personality in cultural, develop-
opportunities in public agencies. It is also designed to mental, and gender-specific perspectives.
accommodate the lifestyles of both career profession- Teaching, research, and clinical interests focus
als and full-time graduate students. Some courses are on relationships in their manifold complexities,
offered in a hybrid model, combining in-class seminars the development and nurturing of healthy self-
with online instruction. The program is primarily part- esteem, developmental sequelae of childhood
time, with opportunity for full-time study as well. trauma, and the impact of gender on mental
health and illness.
Please refer to the curriculum chart in the appendix Robyn M. Holmes, Professor. Ph.D., Rutgers
for program requirements. All curriculum charts are University. Specialization is in child develop-
detailed and displayed in Appendix “B”. ment and behavior with a primary interest in
• M.A. in Public Policy children’s play. Current research focuses on
children’s play, recess, learning environments,
Joint Degree Program and social cognition. Teaching and research
Dual Master’s Degrees in Social Work (MSW) and interests include interdisciplinary and cross-cul-
Public Policy (MA-PP) tural approaches.
The MSW program offers interested stu- Gary Lewandowski, Assistant Professor. Ph.D., State
dents an opportunity to earn a second master’s University of New York at Stony Brook. General
degree in Public Policy (MA), after all of the MSW area of interest is social psychology. Within social
requirements have been completed. Students who psychology, specializes in close romantic relation-
complete the 60-credit MSW can use up to 12 cred- ships, involving such topics as interpersonal
its from the MSW courses toward the MA in Public attraction, love, relationship maintenance, and
Policy. Students who complete the Advanced relationship dissolution. Specifically, research
Standing (30-credit) MSW can use up to six credits of focuses on how entering, maintaining, and losing
MSW courses toward the MA in Public Policy. Please romantic relationships influences the self.
64 Monmouth University
Humanities and Social Sciences
Judith L. Nye, Associate Professor and Associate counseling with children and adolescents.
Vice President, Academic Foundations – Areas of interest include career counseling, stu-
General Education. Ph.D., Virginia dent retention, spirituality, legal and ethical
Commonwealth University. Specialization is in issues in therapy, and multicultural issues.
the area of experimental social psychology with Alan A. Cavaiola, Professor. Ph.D., Hofstra
a primary interest in social cognition. Current University. Specialization in the area of counsel-
research focuses on group processes, specifi- ing issues related to mental health and psychol-
cally impression formation and the relationship ogy, with a primary interest in alcoholism, sub-
between leaders and followers. Of additional stance abuse and other addictive behaviors, and
and related interest are sex role stereotypes. their impact on individuals, couples, and families.
David E. Payne, Associate Professor. Ph.D., Teaching, research, and counseling interests
Columbia University. Interested in the relation focus on adolescent development, sequelae of
between knowledge and the meaningful context trauma, abnormal personality development, DUI
in which it is acquired. Research examines the offenders, and workplace dynamics.
cognitive processes involved in learning and Stephanie Hall, Assistant Professor. Ph.D.,
memory in humans and animals. Current work University of New Orleans. Specialization in the
involves interaction of perceptual and conceptual area of mental health counseling with primary
processes in learning, memory, and judgments. interests in multicultural counseling, women’s
Janice C. Stapley, Associate Professor. Ph.D., issues, trauma, and group work.
Rutgers University. Special areas of interest are Gary J. Handler, Field Placement Coordinator.
developmental psychology and emotion. Ph.D., New York University. M.A., Monmouth
Research program is focused on gender differ- University. Specialization is in psychological
ences in normal and pathological emotion and counseling, focusing on cognitive and behav-
emotional development during adolescence. ioral approaches. Areas of teaching interest
David B. Strohmetz, Professor, Associate Vice include art therapy and alternative therapies, as
President, Academic and Institutional well as cognitive and behavioral techniques.
Assessment. Ph.D., Temple University. Current emphasis is on supporting students in
Specialization in social psychology with an field placement and supervising to support
emphasis on methodological and quantitative development of mature counseling skills.
issues. Current areas of research include the Joanne Jodry, Specialist Professor. DMH, Drew
social psychology of the experiment, particularly University. M.A., Monmouth University.
the nature of the volunteer subject, and social Specializations in professional mental health
influences on tipping in restaurants. counseling with primary clinical interests in
Michele Van Volkom, Lecturer. Ph.D.,State women’s issues throughout the life span, life
University of New York at Albany. Current crisis, and existential issues. Areas of interest in
research interests include risky health-related research include the interplay of counseling and
behaviors among college students, with an religion (through a world religion perspective);
emphasis on the prevalence of cigarette smok- the impact of therapeutic relationships on the
ing and its impact on major life decisions. counselor; and integrating feminist concepts
Research interests include family relationships, into counseling.
especially the relationship between siblings, as George Kapalka, Associate Professor and Chair.
well as the link between tomboyism in child- Ph.D., Fairleigh Dickinson University.
hood and gender roles in adulthood. Specialization in the areas of counseling, clini-
cal, and school psychology with emphasis on
PSYCHOLOGICAL COUNSELING child and adolescent counseling and assess-
George Kapalka, Chair, Department of Psychological ment, learning disabilities, school consultation,
Counseling and legal/forensic issues. Current research pro-
gram is focused on the education, counseling,
David Burkholder, Assistant Professor. Ph.D., Kent and management of children with behavioral
State University. Specialization in mental health problems (including ADHD) in school and at
Monmouth University 65
Humanities and Social Sciences
home, as well as researching the benefits of licensing to engage in private practice as a
nutritional and herbal therapies. Professional Counselor. Courses are designed to
Solomon Z. Schuck, Associate Professor, Ph.D., satisfy criteria prescribed by the New Jersey State
New York University. Specialization in Crisis Board of Professional Counselor Examiners.
Intervention and Family Therapy with a bias (However, it is the student’s responsibility to ensure
towards prevention. Areas of interest include acceptability by the licensing agency.) In addition,
the utilization of culturally consonant because this 60-credit degree is a CACREP-accred-
approaches to primary prevention. Research ited program in Mental Health Counseling, it may sat-
interests include a study of the impact of culture isfy the educational requirements for counselor licen-
and personality of the therapeutic process and sure in other states.
on attitudes towards social issues.
Frances Trotman, Professor. Ph.D., Columbia Please refer to the curriculum chart in the appendix
University. Areas of interest include child devel- for program requirements. All curriculum charts are
opment, racism, and minority issues; stress detailed and displayed in Appendix “B”.
management; divorce mediation; aging; aca- • M.S. in Mental Health Counseling
demic resilience; women’s issues; feminist
counseling; and counseling with African- POST-MASTER’S CERTIFICATE IN
American women. PROFESSIONAL COUNSELING**
The Post-Master’s Certificate in Professional
MASTER OF ARTS IN PSYCHOLOGICAL Counseling, a 30 credit post-master’s program, is
COUNSELING (M.A.) designed to academically prepare students for the
The Master of Arts in Psychological Professional Counselor Licensure Examination.
Counseling is a 30-credit program that focuses on Courses may supplement the student’s master’s to
counseling techniques, assessment methods, and satisfy criteria prescribed by the New Jersey State
diagnosis and treatment. The curriculum is structured Board of Professional Counselor Examiners.
so that students receive a solid foundation in coun- (However, it is the student’s responsibility to ensure
seling procedure provided by the core courses and acceptability by the licensing agency.) The curriculum
enables students to explore the current practices in concentrates on developing the basic course areas,
the counseling field through elective credits. By com- specialty areas, research and evaluation skills, and
bining academic course work with experiential study, practical experiences. Following the New Jersey
the Master of Arts in Psychological Counseling State requirements for a 60-credit program (counting
equips the student with proficiencies in the traditional the student’s master’s courses), 45 credits comprise
counseling field, as well as in emerging areas. the core, along with a 900-hour internship (nine cred-
its) and up to six credits of related electives.
Please refer to the curriculum chart in the appendix
for program requirements. All curriculum charts are Please refer to the curriculum chart in the appendix
detailed and displayed in Appendix “B”. for program requirements. All curriculum charts are
• M.A. in Psychological Counseling detailed and displayed in Appendix “B”.
• Post-Master’s Certificate in Professional
MASTER OF SCIENCE IN MENTAL HEALTH Counseling**
COUNSELING (M.S.)
The Master of Science in Mental Health ** Note: No new students will be admitted to
Counseling is a 60-credit program designed to pro- this program effective July 1, 2010
vide students with the courses necessary to sit for
66 Monmouth University
The School of Science
Course Descriptions
DEAN: Michael A. Palladino, Ph.D. well as minors in Biology, Chemistry, Computer
ASSOCIATE DEAN: Catherine N. Duckett, Ph.D. Science, Information Technology, Mathematics, and
ASSISTANT DEAN: John A. Tiedemann, M.S. Physics, and concentrations in Molecular Cell
Physiology, Advanced Chemistry, Biochemistry,
Monmouth University’s School of Science is Chemical Physics, Cytotechnology, and Medical
School of Science
a community of teacher-scholars actively fostering Laboratory Science.
learning, quantitative reasoning, and scientific The School of Science also offers master’s
inquiry among its majors and among all students. A degrees in Computer Science, Software
goal of the School is to lead in the innovative devel- Engineering, and Financial Mathematics. The under-
opment and delivery of curricula and in providing graduate BSSE program in Software Engineering is
creative solutions to problems that include significant accredited by the Engineering Accreditation
technical components. Educational programs pro- Commission of ABET, 111 Market Place, Suite 1050,
vide a student-centered learning environment that Baltimore, MD 21202-4012 - telephone: (410) 347-
builds a foundation for lifelong learning, critical think- 7700. The Chemistry, Medical Technology, and
ing, and collaborative, technical problem solving. Physics Department is approved by the American
Faculty scholarship interests include: original basic Chemical Society (ACS). All qualified advanced
and applied research in a range of disciplines and chemistry, biochemistry, and chemical physics
scholarly work on science education and pedagogy. degree recipients are eligible to receive ACS certifi-
Undergraduate and graduate students are encour- cation of their degrees. The degrees in Clinical
aged to participate in student-faculty collaborative Laboratory Science and Medical Technology are
research projects leading to the acquisition and dis- accredited by the National Accrediting Agency for
semination of new knowledge in the sciences. Clinical Laboratory Sciences (NAACLS). All pro-
The School of Science offers undergradu- grams of study are directed toward preparing stu-
ate degree programs in Biology, Chemistry, Clinical dents for working and living in a multicultural, tech-
Laboratory Science, Computer Science, Marine and nologically complex, global environment.
Environmental Biology and Policy, Mathematics, Studies in the School of Science provide
Medical Technology, and Software Engineering, as students with a solid background in the technical
Monmouth University 67
School of Science
aspects of their chosen scientific or engineering field, gies into useful applications; RFID, large scale
sufficient to prepare them for further study in gradu- systems architecture and integration; work in all
ate or professional programs, or to compete for phases of technology development from the lab
access to employment opportunities in industry or to customer support; operations, administration,
education. Core courses for the non-major stress the and maintenance (OA&M) of complex com-
nature of the scientific enterprise and the benefits puter/communications environments; cus-
and risks that scientific advances present to society tomer/client and vendor relationship manage-
rather than the digestion of large doses of content ment especially outsourcing; and processes for
from the discipline. Both major and non-major quality technology realization and support.
courses emphasize the importance of critical thinking
and cooperative learning, clarify working to the sci- The Rapid Response Institute (RRI) provides
entific method in posing and answering questions research opportunities in support of Homeland
concerning the natural world, and explore the nature Security and Homeland Defense for School of Science
of human problems for which technology may pro- faculty and adjuncts as well as high school teachers
vide solutions. and students, undergraduate and graduate students,
and contracted or visiting scientists. This software
RAPID RESPONSE INSTITUTE engineering-based institute aims to develop decision-
enhancing aids that enable early and enhanced threat
Barbara T. Reagor, Ph.D. Director, Rapid identification and appropriate response in the support
Response Institute. A Bellcore Fellow and for- of the chemical, biological, radiological, nuclear, and
mer Telcordia VP of Homeland Security, Dr. explosive events. These same techniques can be
Reagor worked for the past thirty-four years in applicable to homeland security/counter-terrorism,
the fields of National Security Emergency natural disaster, environmental crisis, and pandemic
Preparedness, Disaster Prevention and scenarios, and this duality provides an open, accessi-
Recovery, Crisis Management, Chemical ble, and reasonably inexpensive test bed for the
Contamination, and Network Risk Assessment development of prototypes being designed to meet
associated with telecommunications and infor- both domestic and military needs.
mation technology systems.
William Tepfenhart, Ph.D. Chief Technology Officer URBAN COAST INSTITUTE
for the Rapid Response Institute and Associate
Professor in the Department of Computer Anthony B. MacDonald, Director. Mr. MacDonald
Science and Software Engineering. Dr. brings over twenty-five years of executive and pol-
Tepfenhart’s experience ranges across a broad icy experience in coastal and ocean law and pol-
spectrum of activities (government, AT&T, and icy at the local, state, and federal level to the UCI.
Monmouth University). He has performed in the James Nickels, Marine Scientist, Urban Coast
role of instructor, researcher, software devel- Institute. Mr. Nickels has worked for over
oper, and author. He is trained as a physicist, twenty-five years on marine research, monitor-
and his areas of expertise include object-ori- ing, surveying, and field operations in both the
ented software development, artificial intelli- public and private sectors.
gence, and software engineering.
James Hammill, Research Scientist for the Rapid The Urban Coast Institute (UCI) serves the
Response Institute and a Certified Disaster public interest as a forum for research, education,
Recovery Planner. He was co-chair for the and collaboration that fosters the application of the
Response and Recovery Chapter with Dr. best available science and policy to support healthy
Reagor for the MIPT publication “Project First and productive coastal ecosystems and a sustain-
Responder.” He has also held positions at able and economically vibrant future for coastal com-
FEMA and AT&T. munities. The UCI efforts focus on the following pro-
Robert M. Kelly Jr., MSEE Stanford University. gram areas:
Adjunct Professor Monmouth University. • Coastal Law and Policy
Synthesis of emerging and existing technolo- • Coastal Watershed Management
68 Monmouth University
School of Science
• Coastal Communities and Economies Virginia. Specializes in male reproductive biol-
• Regional Ecosystem Management ogy and cell and molecular biology. Current
research includes antimicrobial properties of
BIOLOGY male reproductive organs, and cellular and
Ivan Gepner, Chair, Department of Biology molecular responses to ischemia and hypoxia
in the mammalian testis.
Pedram Patrick Daneshgar, Assistant Professor. Karen Pesce, Lecturer. Ph.D., Rutgers University.
B.A., University of Delaware; M.S., Saint Specializes in environmental microbiology.
Joseph’s University; Ph.D., University of Florida. Current research interests include microbial
Ellen Doss-Pepe, Lecturer. Ph.D., Rensselaer community analysis and characterization of
Polytechnic Institute. Specializes in biochemistry, novel biodegradative genes from a polluted
protein folding and misfolding, and protein degra- environment.
dation. Current interests include the relationship Dennis E. Rhoads, Professor. Ph.D., University of
of protein misfolding and degradation as underly- Cincinnati. Specializes in biochemistry and neu-
ing causes of neurodegenerative diseases. roscience. Current research on neurobiology of
Ivan A. Gepner, Associate Professor. Ph.D., alcohol and drug abuse.
Princeton University. Specializes in genetics John A. Tiedemann, Assistant Dean of the School
and developmental biology. Current interests of Science and Director of the Marine and
include computer applications in biology, espe- Environmental Biology and Policy Program.
cially computer modeling and simulation of nat- M.S., Florida Institute of Technology.
ural phenomena. Specializes in marine ecology, coastal zone
Ursula A. Howson, Assistant Professor. Ph.D., management, environmental science, and
University of Delaware. Specializes in marine marine and environmental education. Current
ecology, ichthyology, and invertebrate zoology. applied research involves watershed manage-
Current research includes physiological ecology ment strategies and best management prac-
and behavior of larval and juvenile fishes, and tices for coastal nonpoint source pollution.
image-based analyses of ontogenetic changes
in their morphology. CHEMISTRY, MEDICAL TECHNOLOGY,
Kathryn A. Lionetti, Associate Professor. Ph.D., AND PHYSICS
State University of New York at Stony Brook. William Schreiber, Interim Chair, Department of
Specializes in microbiology and molecular biol- Chemistry, Medical Technology, and Physics
ogy. Current interests include recombinant DNA
technology, apoptosis, and applications of Azzam S. Elayan, Lecturer. Ph.D., Wesleyan
molecular biology in clinical diagnostic proce- University. Organometallic chemistry. Synthesis
dures and emerging viral diseases. and characterization of hybrid (organic-inor-
Dorothy Lobo, Associate Professor. Ph.D., The ganic) polymers and catalytically active
Catholic University of America. Specializes in organometallic complexes; mechanisms of
cell and molecular biology, and signal transduc- metal-catalyzed processes, particularly those
tion pathways. Current research includes the involving carbon-carbon bond-forming reactions.
regulation of stress signaling pathways during Bradley J. Ingebrethsen, Lecturer. Ph.D., Clarkson
cell proliferation and programmed cell death. University. Physical chemistry. Mass transport
James P. Mack, Professor. Ed.D., Teachers in aerosol systems, the fate of aerosols in the
College, Columbia University. Specializes in environment and in the respiratory tract, and
anatomy and physiology, vitamin A, and mem- the physical chemistry of cigarette smoke.
branes. Current research includes antibiotic Louis J. Kijewski, Professor. Ph.D., New York
screening of plants from Belize, spread of University. Fields of interest are electromag-
human pathogens by migratory birds, and netic theory, mechanics, and quantum mechan-
antimicrobial activity of essential oils. ics. Most recent interests include many-body
Michael A. Palladino, Dean, School of Science and problem, optical fibers, computer calculations in
Associate Professor. Ph.D., University of atomic physics, and group theory.
Monmouth University 69
School of Science
Robin R. Kucharczyk, Lecturer. Ph.D., Yale pounds from drinking water, and analytical
University. Inorganic chemistry. Organometallic method development.
chemistry of molybdenum and approaches to
teaching introductory chemistry. COMPUTER SCIENCE AND SOFTWARE
Massimilliano Lamberto, Assistant Professor. ENGINEERING
Ph.D., University of Southampton (U.K.). Jiacun Wang, Chair, Department of Computer
Organic chemistry. Small molecule synthesis for Science and Software Engineering
the inhibition of telomerase by G-quadruplex Joseph Chung, Unix Administrator and Teacher
DNA stabilization; synthesis of novel chro- Maureen Paparella, Director of Information Technology
mophoric systems for dye-sensitized solar cells
and sensor applications; synthetic methodology. Michiko Kosaka, Associate Professor. Ph.D., New
S. Mallikarjun, Professor. Ph.D., University of York University. Interests include natural lan-
London, U.K. Primary field is liquid state guage processing and artificial intelligence.
physics. Current interests include study of crys- Francis C. Lutz, Professor. Ph.D., New York
tals and international education. University. Interests include environmental engi-
Kanchana Mudalige, Lecturer. Ph.D., University of neering and curricular innovation. Active in edu-
Illinois. Analytical chemistry and electronic cational issues through the American Society
engineering. for Engineering Education and the National
Datta V. Naik, Dean of the Graduate School and Society of Professional Engineers.
Professor. Ph.D., University of Notre Dame. James McDonald, Associate Professor. Ph.D., New
Analytical-inorganic chemistry. Research inter- York University. Interests include software verifi-
ests are detection and control of process cation and validation, project management, and
gases, air quality, and spectroscopic methods empirical software engineering.
of analysis. Allen Milewski, Associate Professor. Ph.D., Brown
William L. Schreiber, Lecturer. Ph.D., University of University. Areas of interest include human-com-
Rochester. Organic chemistry. Organic synthe- puter interactions, contextual communication and
sis, process research, organic photochemistry, awareness, and global software development.
odor perception, and chemical education. Mohammed S. Obaidat, Professor. Ph.D., Ohio
Carolyn Supplee, Assistant Professor. Ph.D., The State University. Interests include wireless com-
Ohio State University. Inorganic and analytical munications and networks, telecommunications
chemistry. Syntheses and reactivity of transition and networking systems, security of network,
metal complexes for the development of envi- information and computer systems, security of
ronmentally benign processes and techniques e-based systems, performance evaluation of
(“green chemistry”) to conduct C-H activation computer systems, algorithms and networks,
and oxidation chemistry. Characterization of modeling and simulation, high performance and
metal complexes and their reaction chemistry parallel computing/computers, applied neural
utilizing physical and analytical methods. networks and pattern recognition, adaptive
Danuta Szwajkajzer, Lecturer. Ph.D., Rutgers learning, and speech processing.
University. Biophysical chemistry. Chemistry of Daniela Rosca, Associate Professor. Ph.D., Old
proteins and nucleic acids, thermodynamics of Dominion University. Interests include require-
drugs binding to DNA, mechanisms of recogni- ments elicitation, analysis and specification,
tion for biomolecules, and studies of structure and methodologies for the development and
and thermodynamic changes of nucleic acids use of business rules.
oligomers. Richard Scherl, Associate Professor. Ph.D.,
Tsanangurayi Tongesayi, Assistant Professor. University of Illinois. Interests include artificial
Ph.D., West Virginia University. Analytical intelligence (especially knowledge representa-
chemistry. Speciation, geochemical cycling, and tion, automated reasoning, and natural lan-
bioavailability of heavy metals in the environ- guage processing), cognitive science, and infor-
ment, technologies and methods for the mation systems.
removal of toxic heavy metals and their com-
70 Monmouth University
School of Science
William Tepfenhart, Associate Professor. Ph.D., • M.S. Computer Science, Security of
University of Texas. Interests include artificial Information Systems and Networks (Track
intelligence, software architecture, and software “A” or Track “B”)
design.
Jack M. Van Arsdale, Associate Professor. GRADUATE CERTIFICATE IN COMPUTER
M.S.E.E., Polytechnic Institute of New York. SCIENCE
Interests include digital and microcomputer- (Please refer to the curriculum charts in appendix “B”
based design, digital phase-lock loop frequency for program requirements.)
synthesis, and digital synthesis. The Graduate Certificate Program in
Jiacun Wang, Associate Professor. Ph.D., Nanjing Computer Science, Software Systems Design and
University of Science and Technology, China. Development, is specifically designed to provide
Interests include software architecture, Petri essential software development skills, including com-
nets, real-time systems, discrete event sys- puter programming, data structures, algorithms, and
tems, telecommunications, and networking. operating systems for graduates of programs with
Cui Yu, Associate Professor. Ph.D., National minimal or no computer science training. Those stu-
University of Singapore. Interests include data- dents receiving the certificate will be:
base management systems, spatial databases, • Knowledgeable of and competent in the
and information storage and retrieval. use of object-oriented programming lan-
guages and techniques, including
MASTER OF SCIENCE IN COMPUTER advanced features of C++ and efficient
SCIENCE (M.S.) code design;
The Master of Science in Computer Science • Knowledgeable of fundamental data
provides a broad background in graduate-level com- structures and computing algorithms;
puter science study. The 32- to 45-credit program • Knowledgeable of operating system
allows the student to choose a thesis option (Track “A”) concepts, design, development, and
or a non-thesis option (Track “B”). Students may also applications;
choose to specialize in Computer Networks, • Able to design and develop computer pro-
Databases and Intelligent Information Systems, or grams of realistic and practical complexity,
Security of Information Systems and Networks. When either as individuals or as part of a team.
the applicant has a strong background in computer sci-
ence, such as a bachelor’s degree in computer science The certificate program will generally be a
with excellent standing, up to 15 credits (CS501B- three- to five-course sequence, depending on the
CS509) may be waived. Other science and engineer- prior programming skills of the applicant. A student
ing majors may be required to take some or all of these can be admitted to the certificate program with
courses. These foundation courses must be completed “advanced standing,” having been given credit for rel-
with a minimum GPA of 3.0, and all prerequisite evant experience or courses taken previously.
courses must be passed with a grade of “B-“ or better. However, a student must take at least three courses
in the sequence at Monmouth in order to receive the
Please refer to the curriculum charts in the appendix certificate. If the applicant has some programming
for program requirements. All curriculum charts are background, but insufficient or non-recent training
detailed and displayed in Appendix “B”. with modern programming languages, he or she can
be conditionally admitted and required to take a sixth
• M.S. Computer Science, General course, CS501A, as an alternative to delaying admis-
(Track “A” or Track “B”) sion while the programming prerequisite is being met.
• M.S. Computer Science, Computer The certificate program is intended to serve
Networks (Track “A” or Track “B”) primarily part-time students employed by area busi-
• M.S. Computer Science, Databases and ness, education, and government organizations. It
Intelligent Information Systems (Track “A” may also be an opportunity for professional develop-
or Track “B”) ment, career change, or career enhancement in situ-
ations where computer programming is a valued skill.
Monmouth University 71
School of Science
Upon completion of the program with a GPA of 3.00 4. Work effectively as part of a team, including
or better, the student will receive a certificate and teams that may be international and geo-
guaranteed admission to the Computer Science graphically distributed, to develop quality
Graduate Program at Monmouth University. However, software artifacts, and to lead in one area of
none of the certificate courses can be applied to the project development, such as project man-
main 11-course master’s degree requirement. agement, requirements analysis, architec-
ture, construction, or quality assurance;
Please refer to the curriculum chart in the appendix 5. Reconcile conflicting project objectives, find-
for program requirements. All curriculum charts are ing acceptable compromises within limita-
detailed and displayed in Appendix “B”. tions of cost, time, knowledge, existing sys-
tems, and organizations;
• Software Systems Design and 6. Design appropriate software engineering
Development solutions that address ethical, social, legal,
• Graduate Certificate in Computer Science and economic concerns;
7. Understand and appreciate the importance
MASTER OF SCIENCE IN SOFTWARE of feasibility analysis, negotiation, effective
ENGINEERING (M.S.) work habits, leadership, and good communi-
Monmouth University was one of the first cation with stakeholders in a typical software
institutions in the United States to recognize the development environment;
newly emerging discipline of Software Engineering 8. Learn new models, techniques, and tech-
by establishing a separate department to specialize nologies as they emerge, and appreciate the
in this strategic engineering discipline. The depart- necessity of such continuing professional
ment offers a Master of Science Degree in Software development;
Engineering and two graduate certificate programs: 9. Analyze a current significant software tech-
the Certificate in Software Development and the nology, be able to articulate its strengths and
Certificate in Software Engineering. weaknesses, and be able to specify and pro-
The objective of the master’s degree pro- mote improvements or extensions to that
gram is for the student to master the necessary skills knowledge.
and knowledge that allow him or her to be an effec-
tive member of a software development team. The All classes are held in the late afternoon, and
program’s educational objectives are to prepare stu- most of our students are from New Jersey’s premier
dents so that upon graduation they will: software industries. The department offers the entire
1. Show mastery of the software engineering program at the main campus of Monmouth
knowledge and skills and professional issues University. The Master of Science in Software
necessary to practice as a software engineer Engineering degree is a 36-credit curriculum, with
in a variety of application domains with five core courses, five advanced elective courses,
demonstrated performance in at least one and a six-credit thesis or practicum. The core
application domain; courses provide the student with the foundations of
2. Understand the relationship between soft- modern software engineering. Two of those courses
ware engineering and systems engineering will be waived for students who have a bachelor’s
and be able to apply systems engineering degree in software engineering and who choose to
principles and practices in the engineering of complete a thesis.
software; The Software Engineering Master’s Degree
3. Show mastery of software engineering in at Program offers six interdisciplinary tracks. Students
least one specialty, such as embedded take fifteen credits of electives, which may focus on
devices, safety critical systems, highly dis- one of the following tracks: the Organizational
tributed systems, software engineering eco- Management track, which prepares students to
nomics, or one of the knowledge areas of the become software development managers or special-
Graduate Software Engineering Reference ists in software process improvement; the
Curriculum (GSWERC) body of knowledge; Telecommunications track, which prepares students
72 Monmouth University
School of Science
to become specialists in telecommunications soft- Requirements include the 15 credits of core courses
ware development; the Embedded Systems track, needed for the Master of Science in Software
which prepares students to become specialists in Engineering, as well as a course (3 credits) in soft-
real-time embedded systems development; the ware project management. (Up to 15 credits of foun-
Information Management Track, which prepares stu- dation courses may also be required.) Upon comple-
dents to be chief information officers or specialists in tion of this program, students will have the ability to
information systems integration and development; design software that solves practical problems, a crit-
the Management of Software Technology track, ical skill for career success and advancement.
which prepares students to be chief technology offi-
cers or specialists in the acquisition of software sys- Please refer to the curriculum charts in the Appendix
tems for businesses; or the Thesis Track, which pre- “B” for program requirements.
pares students who enter the program with a BSSE • Certificate in Software Development
degree to specialize in two of the fields associated • Certificate in Software Engineering
with the tracks outlined above.
MATHEMATICS
Please refer to the curriculum charts in the appendix David Marshall, Chair, Department of Mathematics
for program requirements. All curriculum charts are
detailed and displayed in Appendix “B”. Richard Bastian, Lecturer. Ph.D., Johns Hopkins
University. Interests include applied mathemat-
• M.S. in Software Engineering ics, mathematics and culture, and philosophy of
• M.S. in Software Engineering, Embedded mathematics.
Systems Track Barbara Lynn Bodner, Professor. Ed.D., Rutgers
• M.S. in Software Engineering, Information University. Interests include heuristic process
Management Track use in problem-solving, integration of computer
• M.S. in Software Engineering, technology, and applications into the curricu-
Management of Software Technology Track lum, as well as the study of mathematics from
• M.S. in Software Engineering, historical and artistic perspectives.
Organizational Management Track Suneal Chaudhary, Assistant Professor. Ph.D.,
• M.S. in Software Engineering, UCLA. Interests include mathematical and com-
Telecommunications Track putational finance, economics, and Monte Carlo
• M.S. in Software Engineering, Thesis Track methods.
Micah Chrisman, Assistant Professor. Ph.D.,
SOFTWARE ENGINEERING CERTIFICATE University of Hawaii. Interests include algebraic
PROGRAMS topology, low-dimensional topology, and knot
The certificate in Software Development, theory.
which includes fifteen credits of foundation courses Joseph Coyle, Associate Professor. Ph.D.,
plus a three-credit project course, prepares students University of Delaware. Interests include
to become proficient software developers. It also numerical analysis and inverse problems.
serves as a foundation for those who do not have the Bonnie Gold, Professor. Ph.D., Cornell University.
necessary background but hope to enter the master’s Interests include philosophy of mathematics
degree program. It is the ideal starting point for those and innovation in undergraduate mathematics
holding bachelor’s degrees in disciplines other than education.
software engineering or computer science who are Betty Liu, Professor. Ph.D., University of Maryland.
interested in a career in software engineering or who Interests include numerical solution of differen-
hope to do software development in their chosen field. tial equations and mathematical modeling.
The certificate in Software Engineering is an David C. Marshall, Associate Professor, Ph.D.,
18-credit program that prepares graduates to University of Arizona. Interests include number
become effective members of a software develop- theory, bilinear and quadratic forms, and under-
ment team. Students gain an understanding of team graduate mathematics curriculum.
capability, dynamics, and performance.
Monmouth University 73
School of Science
Susan H. Marshall, Assistant Professor. Ph.D., The goals of the program are to prepare
University of Arizona. Interests include number quantitative financial analysts for successful employ-
theory, arithmetic geometry, and the learning ment, produce scholarship in the area of financial
and teaching of proof. mathematics, and provide the surrounding commu-
Emanuel Palsu-Andriescu, Lecturer. Ph.D., nity with a viable opportunity to augment current
University of Rochester. Interests include financial skills with new and analytical knowledge.
microlocal analysis, Colombeau generalized The MSFM requires applicants to have
functions, and Fourier integral operators. earned an undergraduate degree in mathematics, or
Wai K. Pang, Assistant Professor. Ph.D., Texas majored in a related field that requires a substantial
Tech University. Interests include functional component of mathematics such as physics, electri-
data analysis, image analysis, and multi-sample cal engineering, or computer engineering. Business,
problems in Hilbert spaces computer science, or related majors with a minor in
Bruce Ralli, Lecturer. M.S., Georgian Court mathematics are also acceptable. Applicants must
University. Interests include teaching mathemat- have completed Calculus I,II, and III, Linear Algebra,
ics and technology in the classroom. Differential Equations (with some exposure to partial
G. Boyd Swartz, Professor. Ph.D., New York differential equations), and a course in Calculus-
University. Interests include computer modeling, based Statistics. Applicants must have a minimum
object- oriented programming, and integration overall GPA of 3.0 in their major and 2.5 overall.
of computer technology into the curriculum. Applicants who have not previously completed
courses in the areas of Calculus, Linear Algebra,
MASTER OF SCIENCE IN FINANCIAL Differential Equations, or Statistics will be evaluated
MATHEMATICS (M.S.) on a case-by-case basis. They may be required to
The Master of Science in Financial complete a foundation curriculum before entering the
Mathematics (MSFM) provides a degree that inte- master’s program.
grates mathematics and financial applications at the
graduate level in order to develop well-trained stu- Please refer to the curriculum charts in the appendix
dents who can enter and be successful in the local for program requirements. All curriculum charts are
financial sector. detailed and displayed in Appendix “B”.
• Master of Science in Financial
Mathematics
74 Monmouth University
Leon Hess Business School
Leon Hess Business School
Course Descriptions
NTERIM DEAN: Donald M. Moliver, Ph.D Social Policy, which has been endowed through gen-
INTERIM ASSOCIATE DEAN: Gilda Agacer, Ph.D. erous gifts in the name of Jack T. Kvernland, a late
ASSISTANT DEAN: Noah Hart, Jr., Ed.D. trustee of the University. Professor Guy Oakes of the
MBA PROGRAM DIRECTOR: Douglas Stives, Management and Marketing Department currently
MBA, CPA occupies this chair. Professor Oakes is studying
problems concerning the relationship between cor-
The Leon Hess Business School is dedi- porate, public, and private values in American life.
cated to providing an education that qualifies its The School also administers the Kislak Real Estate
graduates for positions of leadership. Curricula are Institute, which is directed by Professor Donald
developed, taught, and regularly updated by a fac- Moliver of the Economics and Finance Department.
ulty with strong academic and business experience. Dr. Moliver also holds the Steven and Elaine Pozycki
Critical thinking, effective communication skills, and Endowed Professor Chair in Real Estate. Also within
a flexible managerial perspective are emphasized. the Leon Hess School of Business is the Monmouth
The Leon Hess Business School is accredited by University Center for Entrepreneurship.
AACSB – the International Association to Advance The top 20% of MBA graduates and 10% of
Collegiate Schools of Business. undergraduate junior and senior students are eligi-
The MBA program is designed to develop a ble for election to Beta Gamma Sigma, the
comprehensive background in the theory and prac- International Honor Society for AACSB-accredited
tice of business management decision-making and business schools.
concentrates on contemporary managerial respon-
sibilities in a dynamic environment. All curricula Student Honor Society: Beta Gamma Sigma
underscore the complexity and diversity of manage-
rial decisions in the global economy. Instruction in ACCOUNTING
small class sizes stresses close contact with faculty Linda Flaming, Chair, Department of Accounting
and promotes collaborative work.
Within the Leon Hess Business School is Gilda Agacer, Associate Professor. Ph.D.,
the Kvernland Chair in Philosophy and Corporate University of South Carolina. Teaching interests
Monmouth University 75
Leon Hess Business School
include financial and management accounting, ests include pricing of capital assets, invest-
advanced accounting topics, cost accounting, ments, fixed income securities, and interna-
and international accounting. Research interests tional finance. Additional interests include deriv-
include the areas of auditor’s independence and atives and econometrics.
ethics, and total quality management. Y. Lal Mahajan, Associate Professor. Ph.D., Rutgers
Linda Flaming, Associate Professor. Ph.D., University. Research interests include economet-
University of Oklahoma. Teaching and research ric models for credit unions, corporate finance,
interests are in auditing and decision-making. portfolio analysis, and investment theory. Other
Yihong He, Associate Professor. Ph.D., Cleveland interests include monetary policy effects on inter-
State University. Teaching interests include finan- est rates, inflation, and stock market.
cial and managerial accounting, auditing, and Donald M. Moliver, Professor, the Steven and
international accounting. Research interests are Elaine Pozycki Endowed Professorship and
in the areas of capital markets accounting and Director of the Kislak Real Estate Institute.
international accounting in the emerging markets. Ph.D., Virginia Polytechnic Institute, CRE, and
Paul J. Savoth, Associate Professor. J.D., Seton MAI designations. Research interests include
Hall University; L.L.M., Villanova University; real estate finance and valuation.
CPA, New Jersey. Interests include various Patrick O’Halloran, Associate Professor. Ph.D.,
areas of accounting, especially federal taxation University of Wisconsin - Milwaukee. Principal
and legal environment of business. research interests are in labor economics, dis-
Douglas Stives, Specialist Professor and MBA crimination, payment scheme, and econometrics.
Program Director. MBA, Lehigh University. CPA; Steven Pressman, Professor. Ph.D., New School
New Jersey. Teaching interests are in the areas for Social Research. Associate editor and book
of taxation. review editor of the Eastern Economic Journal,
Nancy Uddin, Associate Professor. Ph.D., Rutgers treasurer of the Eastern Economic Association,
University. Research and teaching interests and co-editor of the Review of Political
include the areas of auditing and accounting Economy, an international journal of post-
information systems. Keynesian economics. Primary fields of interest
Minna Yu, Assistant Professor. B.A., M.S., Dongbei are macroeconomics, poverty and income dis-
University, China; Ph.D., Kent State University. tribution, public finance, and the history of eco-
Ronald Zhao, Associate Professor. Ph.D., Texas nomic thought.
Tech University. Teaching and research inter- Benedicte Reyes, Associate Professor. Ph.D.,
ests are in the areas of cost and management Columbia University. Research interests include
accounting, international accounting, and cor- international corporate finance and capital mar-
porate finance. kets deregulation.
Robert H. Scott, III, Associate Professor. Ph.D.,
ECONOMICS, FINANCE, AND REAL ESTATE University of Missouri at Kansas City. Research
Benedicte Reyes, Chair, Department of Economics, interests include credit cards, financial literacy,
Finance, and Real Estate econometrics, and ecological economics.
Ying (Clement) Zhang, Assistant Professor. Ph.D.,
Nahid Aslanbeigui, Professor. Ph.D., University of University of Texas. Research interests include
Michigan. Specializes in globalization, economic international equity diversification.
development, and the history of economic
thought. Additional interests include economics MANAGEMENT AND MARKETING
education and the economic status of women. David P. Paul III, Chair, Department of Management
Barrie Bailey, Associate Professor. Ph.D., and Marketing
University of Central Florida. Research interests
include international mutual fund performance Gwendolyn Y. Alexis, Assistant Professor. Ph.D.,
and finance education. New School for Social Research; J.D., Harvard
Andreas C. Christofi, Associate Professor. Ph.D., University. Teaching interests in the areas of busi-
Pennsylvania State University. Research inter- ness ethics, diversity, and social responsibility.
76 Monmouth University
Leon Hess Business School
Daniel Ball, Assistant Professor. Ph.D., University tics management and management course
of Massachusetts. Research interests include development, particularly in quantitative content.
risk and system uncertainty. Author of four books on the shipping industry
John S. Buzza, Specialist Professor. M.A., and on the application of computer simulation to
University of Phoenix. Teaching interests in the business decision-making, forecasting business
areas of entrepreneurship and business organi- cycles, and financial risk management.
zation. Director, Monmouth University Center of Guy Oakes, Professor of Philosophy and Corporate
Entrepreneurship. Values and Kvernland Endowed Chair in
Edward W. Christensen, Associate Professor and Philosophy and Corporate Social Policy. Ph.D.,
Vice President for Information Management, Cornell University. Primary fields of interest are
Ph.D., Rutgers University. Special interests the philosophy of the social sciences and, more
include the management of organizations and recently, the sociology of culture and the sociol-
information technology in relation to strategy, ogy of ethics. Author of The Imaginary War: Civil
decision-making, and information acquisition. Defense and American Cold War Culture (1994).
Current focus is on the Internet. David P. Paul III, Associate Professor. Ph.D., Old
Susan Forquer Gupta, Assistant Professor. Ph.D., Dominion University; D.D.S., Virginia
University of Tennessee. Specializes in market- Commonwealth University; Medical College of
ing and international business. Current focus on Virginia. Primary interests are in marketing and
independent economies of Central and Eastern health care management. Co-editor of Health
Europe. Member of American Marketing Marketing Quarterly.
Association, Academy of International Joseph Rocereto, Assistant Professor. Ph.D.,
Business, and Vice President of the Women in Drexel University. Specializes in customer loy-
the Academy of International Business. alty, particular to brands and retail stores. Other
Amy Handlin, Associate Professor. Ph.D., New interests include sales management and moti-
York University. Primary interests are in decep- vation, international marketing, and consumer
tive advertising litigation and applications of behavior.
marketing to public policy. Stuart Rosenberg, Associate Professor. B.A.,
Scott A. Jeffrey, Assistant Professor, BSC, MBA, Marquette University; M.A., University of
Santa Clara University, Ph.D., University of Wisconsin-Madison; MBA, Ph.D., Fordham
Chicago. His current research interests revolve University.
around the use of incentives in organizations, Eugene S. Simko, Associate Professor. Ph.D., Baruch
both for employees and for customers. In par- College of the City University of New York.
ticular, he is interested in tangible incentives; Specialty is in strategic planning. Recent research
high-end merchandise and travel. His most cur- deals with the role of argumentation in managerial
rent project is leading up a research team decision-making and the incorporation of dialecti-
exploring the motivational events industry. cal materialism into the planning process.
Min Hua Lu, Associate Professor. D.B.A., George Michaeline Skiba, Associate Professor. Ed.D.,
Washington University. Primary interests are in Columbia University. Research interests include
strategic marketing management, international healthcare education, management, and pro-
marketing management, and fessional development within managed care
multinational/global business management. settings; strategic readiness and its impact on
Additional interests include marketing of serv- organization-wide and behavioral change; and
ices and consumer behavior. social and behavioral issues associated with
Joseph B. Mosca, Associate Professor. Ed.D., New pharmaceutical promotions and marketing
York University. Specializes in human resources strategy.
management and organizational behavior. Donald R. Smith, Associate Professor. Ph.D.,
Current research interests involve the effects of University of California, Berkeley. Research inter-
organizational change. ests include applied operations research and
Roy Nersesian, Associate Professor. M.B.A., management science, growth of economic sys-
Harvard Business School. Interests lie in logis- tems, and inventory decision support systems.
Monmouth University 77
Leon Hess Business School
Charles Willow, Associate Professor. Ph.D., integrative capstone course, and elective courses
University of Houston. Principal research and where applicable. After admission, permission is
teaching interests are in e-commerce and tech- required to take courses at another institution.
nology management.
Please refer to the curriculum charts in the appendix
MASTER OF BUSINESS ADMINISTRATION (MBA) for program requirements. All curriculum charts are
The mission of the MBA Program is to serve detailed and displayed in Appendix “B”.
well-qualified graduate students who are committed • MBA
to the pursuit of more professional responsibilities, • MBA Accounting Track
the enhancement of their competencies, and an • MBA Finance Track
improvement in their value to the organizations they • MBA Real Estate Track
serve. The graduate program combines manage- • MBA with a Concentration in Healthcare
ment practice and theory in a contemporary mana- Management
gerial context. The curriculum underscores the com-
plexity and diversity of managerial decisions in both Candidates desiring to sit for the CPA exam-
the national and international economy. The MBA ination in New Jersey are required to complete a
student learns in small classes that promote close minimum of 150 credit hours of education, which
interaction with our business faculty and benefits would include the minimum of a bachelor’s degree
from special contributions by visiting lecturers. with required courses in accounting and business.
The MBA program includes five options: an The MBA Accounting Track addresses the additional
MBA (which may be pursued either in a regular or credits needed to comply with the 150-credit hour
accelerated mode), an MBA Accounting Track, an requirement while giving the student advanced
MBA Real Estate Track, an MBA Finance Track, and courses in areas required for the CPA exam.
an MBA with a concentration in Healthcare
Management. The Program also offers a Post-MBA Please refer to the curriculum charts in the appendix
Certificate in Accounting and a Post-MBA Certificate for program requirements. All curriculum charts are
in Healthcare Management. detailed and displayed in Appendix “B”.
A student must complete a minimum of 30
credits in the MBA program, 33 credits in the • Post-MBA Certificate in Accounting
accounting and real estate programs, and 36 credits • Post-MBA Certificate in Healthcare
in the healthcare concentration. Each program Management
includes core courses, beyond the core courses, the
78 Monmouth University
School of Education
Education
Course Descriptions
DEAN: Lynn Romeo, Ed.D. degree, as well as a Master of Arts in Teaching
ASSOCIATE DEAN: Terri Rothman, Ph.D. degree, that leads to an initial certification
(Elementary Track, Secondary Track, K-12 Track for
The School of Education (SOE) was estab- Art, Health and Physical Education, Music, Chinese,
lished in 1995 to broaden and increase support for Spanish, and Early Childhood Elementary Track)
Monmouth University’s education programs. The with options of blending various endorsements,
goal of the School is to provide highly effective pro- such as Teachers of English as a Second Language
grams to prepare practitioners who can help all stu- (ESL), Teachers of Students with Disabilities (TSD),
dents to learn in diverse school settings. Candidates Middle School Teachers, and Teachers of
are mentored by a diverse faculty that models best Supplemental Reading and Mathematics. A Subject
practices grounded in research. The School seeks Endorsement in Chinese – Certificate of Eligibility
to foster collaboration and partnerships among with Advanced Standing (CEAS) and a post-mas-
University faculty, students, staff, school practition- ter’s certificate in Curriculum Studies or Education
ers, and community representatives to improve stu- are also available. The Department of Educational
dent achievement. Programs are rooted in the belief Leadership, School Counseling, and Special
that all students can learn and are guided by four Education offers a Master of Science in Education
key themes: (1) the importance of both pedagogical degree in the areas of Principal (with an option for
and content knowledge and a commitment to life- Principal/School Administrator Track), School
long learning, (2) an emphasis on collaboration and Counseling (with an option for Student Affairs and
partnerships with schools and local communities, College Counseling Track), Reading Specialist, and
(3) the important role played by cultural diversity Special Education (with an option for Teacher of
and individual differences in the teaching/learning Students with Disabilities, Autism, Teaching in
process, and (4) the need to develop educational Inclusive Settings, or Learning Disabilities Teacher
leadership skills consistent with professional ethics. – Consultant Tracks); graduate endorsements in
The School of Education consists of two Early Childhood, English as a Second Language,
departments. The Department of Curriculum and Teacher of Students with Disabilities, and
Instruction offers a Master of Education (M.Ed.) Substance Awareness Coordinator; and post-mas-
Monmouth University 79
Education
ter’s endorsements in Reading Specialist, Principal, Jingzi Huang, Associate Professor. Ph.D., University
Supervisor, Learning Disabilities Teacher Consultant, of British Columbia. Professional interests
Director of School Counseling Services, and include English as a Second Language, foreign
Counseling. A certificate in Educational Technology language education, and content literacy.
is also available. Jiwon Kim, Lecturer. B.A., M.A., Korea University,
The SOE programs emphasize state and Seoul, South Korea; Ph.D., Purdue University.
national curriculum standards and research-based Bruce A. Normandia, Associate Professor. Ed.D.,
best practice designed to improve student learning Rutgers University. Professional interests
and to prepare P-12 students to be successful in the include equity and access to important mathe-
21st century global economy. Programs are matics for all learners.
designed to improve a candidate’s critical thinking, William Stanley, Professor. Ed.D., Rutgers
communication, and problem-solving skills as these University. Professional interests include founda-
apply to K-12 student learning. The School’s pro- tions, curriculum development, and social studies.
grams also integrate state-of-the-art computer tech- Dorothy Varygiannes, Lecturer. Ed.D., Seton Hall
nologies that can be applied in K-12 classrooms, University. Specialty is mathematics education.
school administration, and student counseling. The
School has its own computer lab and offers its own MASTER OF EDUCATION (M.Ed.)
online and Web-enhanced courses.
The School’s graduate faculty members are Please refer to the curriculum chart in the appendix
experienced practitioner-scholars whose teaching for program requirements. All curriculum charts are
reflects the most recent theory and research that detailed and displayed in Appendix “B”.
candidates can apply as best practice in diverse • M.Ed. Master of Education
classroom and school settings to develop effective
schools and improve student learning. All programs MASTER OF ARTS IN TEACHING (M.A.T.)
incorporate integrated field experiences to enable
candidates to work with students in actual school set- M.A.T. students are expected to have com-
tings and encourage interaction with teachers, pleted the content discipline prior to beginning the
administrators, and community representatives. graduate program. Some Monmouth University stu-
dents are admitted to graduate study before a coher-
CURRICULUM AND INSTRUCTION ent sequence of at least 30 credits in a recognized
Jingzi Huang, Chair, Department of Curriculum liberal arts discipline (e.g., art, English, mathematics)
and Instruction has been completed. These students are expected to
do all remaining undergraduate coursework at
Sheila Baldwin, Associate Professor. Ph.D., Texas Monmouth. In cases where the student is unable to
A&M University. Professional interests include take the appropriate classes at Monmouth due to
secondary education, multicultural education, time conflicts, the students may be given permission
literacy development, and action research. to take one or all of these discipline-specific courses
Judith Bazler, Professor. Ed.D., University of at a two-year institution. In these limited cases, the
Montana. Specialty is curriculum design and Monmouth University M.A.T. students who obtain
science education and informal science, (e.g., permission to enroll at two-year institutions while in
museums). Founder of the Smart Discovery the M.A.T. program may transfer the credits to
Center, Bethlehem, Pennsylvania. Monmouth during their last semester in the M.A.T.
Laurel Chehayl, Assistant Professor. Ph.D., Kent program. These credits will be posted to a Monmouth
State University. Curriculum and Instruction: University undergraduate transcript after completion
Teacher Education, Secondary Literacy, of their M.A.T. program so as to comply with New
Curriculum Studies. Jersey Code Section 6A:9-5.11.
Letitia Graybill, Lecturer. Ed.D. Rutgers University.
Professional interests include issues in science Please refer to the curriculum charts in the appendix
and society and applications of computer tech- for program requirements. All curriculum charts are
nology to classroom teaching. detailed and displayed in Appendix “B”.
80 Monmouth University
Education
• M.A.T. Initial Certification, Early • M.A.T. Initial Certification, Spanish or
Childhood Elementary Track (P-3 Early Chinese K-12 Subject Specific with
Childhood Certification with Elementary Endorsement in English as a Second
K-5 Certification) Language (ESL)
• M.A.T. Initial Certification, Elementary
Track (K-5 Elementary Certification) EDUCATIONAL LEADERSHIP, SCHOOL
• M.A.T. Initial Certification, Elementary COUNSELING, AND SPECIAL EDUCATION
Track (K-5 Elementary Certification) with Jason Barr, Chair, Department of Educational
Endorsement in Teacher of Students with Leadership, School Counseling, and
Disabilities Special Education
• M.A.T. Initial Certification, Elementary
Track (K-5 Elementary Certification) with Harvey Allen, Assistant Professor. Ed.D., Rutgers
Endorsement in English as a Second University. Areas of professional interest include
Language (ESL) mathematics, interdisciplinary teaming, and
• M.A.T. Initial Certification, Elementary middle school design.
Track (K-5 Elementary Certification) and Jason Barr, Assistant Professor and Chair. Ph.D.,
Teacher of Supplemental Instruction in Fordham University. Trained in developmental
Reading and Mathematics Endorsements theory with specific emphasis on the application
• M.A.T. Initial Certification, Elementary of developmental theory. Areas of interest
Track and Middle School Endorsement include empathy in adolescence and children’s
Track, (K-5 Certification with Content task persistence.
Specialization Endorsement 5-8); Mary Lee Bass, Lecturer. Ed.D., Rutgers
Elementary Track and Middle School University. Areas of interest include strategy
Endorsement in: English, Social Studies, instruction, content literacy, early literacy, adult
Science, or Mathematics literacy instruction, pre-service teacher training,
• M.A.T. Initial Certification, Secondary and developmental reading instruction.
Track with 9-12 Certification and Subject Mary Brennan, Specialist Professor. M.S., Lehman
Endorsement in English, Social Studies, College. Areas of interest include learning dis-
Mathematics, Biology, Chemistry, and abilities assessment and education, student
Physical Science. advocacy, and in-service training.
• M.A.T. Initial Certification, Secondary Joseph Corriero, Assistant Professor. Ed.D.,
Track with 9-12 Certification and Subject Fordham University. Areas of professional interest
Endorsement in English, Social Studies, include public school administration and organi-
Mathematics, Biology, Chemistry, and zation; community relations; professional devel-
Physical Science with Endorsement in opment workshops, and new teacher mentoring.
English as a Second Language (ESL) Carolyn Groff, Assistant Professor. Ph.D., Rutgers
• M.A.T. Initial Certification, Secondary University. Specialty is literacy/language arts
Track with 9-12 Certification and Subject and elementary education.
Endorsement in: English, Social Studies, Wendy Harriott, Associate Professor. Ph.D.,
Mathematics, Biology, Chemistry, and Pennsylvania State University. Professional inter-
Physical Science with Endorsement in ests include special education, behavior manage-
Teacher of Students with Disabilities ment, pre-service and in-service teacher training.
• M.A.T. Initial Certification, K-12 Jose M. Maldonado, Assistant Professor. Ph.D.,
(Certification K-12 Track and Subject University of Arkansas. Areas of interest include
Endorsement); K-12 Certification in: Art, multicultural counseling and school counseling.
Health and Physical Education, and Music Tina Paone, Assistant Professor. Ph.D., University
• M.A.T. Initial Certification, K-12 of Nevada, Reno. Areas of professional interest
(Certification K-12 Track and Subject include school counselor, education and super-
Endorsement); K-12 Certification in: vision, group counseling, substance abuse
Spanish or Chinese awareness programs, and play therapies.
Monmouth University 81
Education
Lynn Romeo, Dean and Associate Professor. TESOL training. This training enables them to teach
Ed.D., Rutgers University. Areas of professional English as a Second Language in adult communities
interest include literacy, comprehension instruc- or abroad.
tion, mentoring, and electronic dialoguing. The Educational Technology Certificate is a
Terri Rothman, Associate Dean and Associate 12-credit, completely online program designed for
Professor. Ph.D., University of Albany, State practicing K-12 teachers. The main goal of the pro-
University of New York. Areas of interest gram is to provide opportunities to learn the practical
include factors that promote success for at-risk application of technologies to classroom learning and
children (including children with disabilities and to embrace technology integration as an efficient,
chronic health problems) multicultural engaging, and effective strategy to maximize the
approaches to child development, social and learning of all students.
psychological foundations of education, and The School of Education also offers two post-
applied research. master’s certificate programs: Curriculum Studies
Lilly Steiner, Assistant Professor. B.A., University and Education. The Curriculum Studies program is a
of Wisconsin; M.A., University of North Dakota; 15-credit, highly personalized program, designed to
Ed.D, Boston University. meet the professional interests and individual goals of
Sheila Witherspoon, Assistant Professor. Ph.D., the candidates. All of the courses in this program are
University of South Carolina. Areas of interest hybrid courses that mix both classroom and online
include school counseling and career develop- learning. This certificate provides candidates with a
ment of African-American males, career devel- comprehensive examination of the field, authentic
opment of African-American girls, STEM-based experience working in their field of expertise, and a
fields, education law, school exclusion, and critical exploration of their role as leaders. The
substance awareness programs. Certificate in Education accommodates candidates’
diverse needs for courses in a variety of fields and
MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) areas of interest. The program offers a unique oppor-
tunity to engage in a concerted course of study that
Please refer to the curriculum charts in the appendix offers a purposeful examination of issues significant
for program requirements. All curriculum charts are in education today. A critical examination of the role of
detailed and displayed in Appendix “B”. the classroom teacher is also offered.
• M.S.Ed. Principal The School of Education at Monmouth
• M.S.Ed. Principal/School Administrator University offers a subject endorsement in Chinese,
Track Certificate of Eligibility with Advanced Standing
• M.S.Ed. Reading Specialist (CEAS). This is a 24-credit non-degree program (15
• M.S.Ed. School Counseling credits of course work and 9 credits of student teach-
• M.S.Ed. School Counseling - Student ing) that prepares teachers for K-12 Chinese class-
Affairs and College Counseling Track rooms. Students may apply directly to the program
• M.S.Ed. Special Education - Teacher of after earning a bachelor’s degree in the Chinese lan-
Students with Disabilities Track guage and culture or equivalent. Students with a
• M.S.Ed. Special Education - Teaching in strong Chinese language and culture background
Inclusive Settings Track who are seeking a career change to become a first-
• M.S.Ed. Special Education - Learning time teacher may also apply.
Disabilities Teacher-Consultant Track
• M.S.Ed. Special Education - Autism Track
• Subject Endorsement in Chinese –
CERTIFICATE PROGRAMS Certificate of Eligibility with Advanced
The School of Education at Monmouth Standing (CEAS)
University also offers certificate programs. The post- ED510 Foundations of
baccalaureate TESOL Certificate program provides Education . . . . . . . . . . . . . 3.0 credits
training to those who are not certified K-12 classroom ED550 Teaching Diverse
teachers but are interested in receiving formal Populations . . . . . . . . . . . . 3.0 credits
82 Monmouth University
Education
ED582 World Language EDL575 Methods of Teaching Language Arts
Education . . . . . . . . . . . . . 3.0 credits and Content Literacy at the
FO599 Independent Study in the Teaching of Elementary Level
World Languages . . . . . . . 3.0 credits or
ED599 NCATE for Chinese. . . . . . 0.0 credits ED529 Content Literacy . . . . . . . . 3.0 credits
FO- ED550 Teaching Diverse
LTIOPI Oral Proficiency Chinese Populations . . . . . . . . . . . . 3.0 credits
(a) (b) (Interim High) . . . . . 3.0 credits ED583 Theories and Practice of ESL
ED593 Student Teaching Instruction, Part I. . . . . . . . 3.0 credits
or ED584 Theories and Practice of ESL
ED594 Supervised Teaching. . . . . 9.0 credits Instruction, Part II . . . . . . . 3.0 credits
TOTAL . . . . . . . . . . . . . . 24.0 credits TOTAL . . . . . . . . . . . . . . 18.0 credits
* Subject certification in Chinese requires a mini- • Graduate Endorsement: Early Childhood
mum of 30 credits in a coherent sequence in the EDL502 Development and
language and cultures of China. Learning . . . . . . . . . . . . . . 3.0 credits
a) LTI-OPI taken with Language Testing EDL521 Early Childhood Family . . . 3.0 credits
International at www.languagetesting.com EDL522 Early Literacy and Language
b) Passing score required prior to Development . . . . . . . . . . . 3.0 credits
student/supervised teaching EDL560 Early Childhood Assessment
Curriculum. . . . . . . . . . . . . 4.0 credits
ENDORSEMENTS TOTAL . . . . . . . . . . . . . . 13.0 credits
The School of Education at Monmouth
University also offers four graduate endorsements: • Graduate Endorsement: Substance
English as a Second Language (ESL), Early Awareness Coordinator
Childhood, Teacher of Students with Disabilities, and EDC570 Alcohol and Drug Abuse Programs
Substance Awareness Coordinator; and six post- and Services . . . . . . . . . . . 3.0 credits
master’s endorsements: Supervisor, Reading EDC604 Clinical Practice in Addiction
Specialist, Director of School Counseling Services, or
Learning Disabilities Teacher-Consultant, Principal, PC540 Introduction to Alcohol and
and Counseling. These programs are for teachers Drug Abuse . . . . . . . . . . . . 3.0 credits
and counselors who wish to change specialties or EDC515 Risk and Resiliency in Children and
enhance their skills in dealing effectively with diverse Adolescents . . . . . . . . . . . 3.0 credits
populations in the schools. Students may earn grad- EDC575 Alcohol and Drug Abuse Assessment
uate endorsements without matriculating into a mas- and Counseling . . . . . . . . . 3.0 credits
ter’s degree program. Post-master’s endorsements EDC550 Counseling At-Risk Children and
require a master’s degree as a prerequisite. All pro- Families. . . . . . . . . . . . . . . 3.0 credits
grams are approved by the New Jersey State EDC605 Clinical Practice with Families
Department of Education. and Children
New Jersey education endorsements can be or
obtained after the completion of a program if the stu- PC542 Treatment of Alcohol and
dent takes the following course work: Drug Abuse . . . . . . . . . . . . 3.0 credits
EDC505 Counseling and Ethical Practice in
• English as a Second Language (ESL) School and Community
Endorsement or
EN563 Language and SW698 Special Topics in Social Work:
Linguistics . . . . . . . . . . . . . 3.0 credits School Social Work. . . . . . 3.0 credits
ED606 Human and Intercultural Relations EDC610 SAC Internship . . . . . . . . . 3.0 credits
(for M.Ed. students) . . . . . 3.0 credits TOTAL . . . . . . . . . . . . . . 24.0 credits
Monmouth University 83
Education
• Graduate Endorsement: Teacher of Students • Post-Master’s Endorsement: Supervisor
with Disabilities EDL536 Instructional Theory and Curriculum
EDL515 Advanced Literacy Design P-12 . . . . . . . . . . . 3.0 credits
Instruction . . . . . . . . . . . . . 3.0 credits EDL569 Public School
EDS535 Technology and Students with Supervision . . . . . . . . . . . . 3.0 credits
Disabilities . . . . . . . . . . . . . 3.0 credits EDL582 Practicum in Supervision and
EDS537 Collaborating with Families, Students, Curriculum, P-12 . . . . . . . . 3.0 credits
and Professionals in Community and EDL593 Administration, Supervision, and
Educational Settings . . . . . 3.0 credits Consultation in Literacy . . 3.0 credits
EDS500 Integrated Approach to Foundations of TOTAL . . . . . . . . . . . . . . 12.0 credits
Special Education . . . . . . . 3.0 credits
EDS534 Classroom Management in Inclusive • Post-Master’s Endorsement: Director of
Settings . . . . . . . . . . . . . . . 3.0 credits School Counseling Services
EDS552 Methods of Teaching Students EDL530 School Law . . . . . . . . . . . . 3.0 credits
with Disabilities . . . . . . . . . 3.0 credits EDC565 Supervision
EDS572 Assessment Strategies and Application of Counselors . . . . . . . . . . 3.0 credits
in the Classroom . . . . . . . . 3.0 credits EDL536 Curriculum Development
TOTAL . . . . . . . . . . . . . . 21.0 credits and Design . . . . . . . . . . . . 3.0 credits
TOTAL . . . . . . . . . . . . . . . 9.0 credits
• Post-Master’s Endorsement: Learning
Disabilities Teacher-Consultant • Post-Master’s Endorsement: Reading Specialist
EDL515 Advanced Literacy EDL515 Advanced Literacy
Instruction . . . . . . . . . . . . . 3.0 credits Instruction . . . . . . . . . . . . . 3.0 credits
EDS532 Physiological Aspects of EDL516 Literacy Strategies for
Learning . . . . . . . . . . . . . . 3.0 credits All Learners I. . . . . . . . . . . 3.0 credits
EDS550 Learning Theories and Applications in EDL517 Literacy Strategies for
Inclusive Settings . . . . . . . 3.0 credits All Learners II . . . . . . . . . . 3.0 credits
EDS537 Collaborating with Families, Students, EDL527 Literacy Trends
and Professionals in Community and and Issues. . . . . . . . . . . . . 3.0 credits
Educational Settings . . . . . 3.0 credits EDL525 Multicultural Literature
EDS568 Advanced Instructional Methods in and Literacy . . . . . . . . . . . 3.0 credits
Special Education . . . . . . . 3.0 credits EDL526 Strategies for Teaching
EDS570 Assessment and Curricula Interventions Writing . . . . . . . . . . . . . . . . 3.0 credits
and Strategies . . . . . . . . . . 3.0 credits EDL564 Assessment and Instruction in
EDS590 Diagnosis and Correction of Learning Literacy I . . . . . . . . . . . . . . 3.0 credits
Disabilities . . . . . . . . . . . . . 3.0 credits EDL565 Assessment and Instruction in
EDS610 Internship in Learning Disabilities Literacy II . . . . . . . . . . . . . 3.0 credits
Teacher-Consultant . . . . . . 3.0 credits EDL585 Practicum in Literacy . . . . 3.0 credits
TOTAL . . . . . . . . . . . . . . 24.0 credits EDL593 Administration and Supervision of
Literacy Practices . . . . . . . 3.0 credits
TOTAL . . . . . . . . . . . . . . 30.0 credits
84 Monmouth University
Education
• Post-Master’s Endorsement: Principal • Post-Master’s Certification Endorsement:
EDL504 Introduction to Educational Counseling
Leadership P-12 . . . . . . . . 3.0 credits EDC500 Introduction to Professional School
EDL530 School Law and Policy . . . 3.0 credits Counseling . . . . . . . . . . . . 3.0 credits
EDL532 Human Resources Management and EDC545 Career Development and
School Finance . . . . . . . . . 3.0 credits Counseling for the School
EDL533 Community Relations . . . . 3.0 credits Environment . . . . . . . . . . . 3.0 credits
EDL536 Curriculum Development EDC525 Assessment for the School
and Design . . . . . . . . . . . . 3.0 credits Environment . . . . . . . . . . . 3.0 credits
EDL537 Technology for School EDC505 Counseling and
Leaders . . . . . . . . . . . . . . . 3.0 credits Ethical Practice . . . . . . . . . 3.0 credits
EDL569 Public School EDC600 Practicum in School
Supervision, P-12 . . . . . . . 3.0 credits Counseling . . . . . . . . . . . . 3.0 credits
EDL588 Practicum in School EDC555 School Counseling Program Planning
Leadership I, P-12 . . . . . . 3.0 credits and Practice . . . . . . . . . . . 3.0 credits
EDL589 Practicum in School EDC601 Internship in School
Leadership II, P-12 . . . . . . 3.0 credits Counseling I . . . . . . . . . . . 3.0 credits
EDL606 Research Based Program Evaluation EDC602 Internship in School
and Decision Making . . . . 3.0 credits Counseling II . . . . . . . . . . . 3.0 credits
TOTAL . . . . . . . . . . . . . . 30.0 credits TOTAL . . . . . . . . . . . . . . 24.0 credits
Monmouth University 85
86 Monmouth University
The Marjorie K. Unterberg School of
Nursing and Health Studies
Nursing and Health Studies
Course Descriptions
DEAN: Janet Mahoney, Ph.D. only three upper-division nursing courses prior to
ASSOCIATE DEAN: Sharon W. Stark, Ph.D. matriculating in the M.S.N. program of his or her
choice. Students are allowed to take those under-
The Marjorie K. Unterberg School of Nursing graduate nursing courses concurrently with gradu-
and Health Studies was established in 1998. The ate courses when scheduling allows. The school
school offers an upper-division Bachelor of Science in also houses the Lambda Delta Chapter of Sigma
Nursing (B.S.N.) program for registered nurses, an Theta Tau, the International Nursing Honor Society.
RN to MSN Direct Program for registered nurses, a The School of Nursing and Health Studies
Master of Science in Nursing (M.S.N.) degree for reflects in its philosophy the mission of Monmouth
nurses seeking preparation as an adult or family University: to provide a learning process and envi-
nurse practitioner, nurse administrator, nurse educa- ronment that enables students to realize their full
tor, school nurse, adult psychiatric and mental health potential and enhance the quality of life for individu-
advanced practice nurse, or forensic nurse. Five post- als, families, groups, and the community. Advanced
master’s certificates are available for master’s nursing practice facilitates cost-effective consumer
degree-prepared nurses seeking preparation as an access to healthcare services of high quality and
adult or family nurse practitioner; nurse administrator, fosters consumer responsibility for informed deci-
adult psychiatric and mental health advanced practice sion-making with respect to self care.
nurse, or nurse educator. Graduate certificates are The mission of the B.S.N. program at
also available to prepare school nurses and forensic Monmouth University is to prepare registered
nurses; a health studies major for non-nursing majors; nurses for professional practice through integration
a health studies/physical education major; a health of a general, liberal education with professional
studies/physical education and education major; a learning and activity. The professional component of
health studies minor for non-nursing majors; and an this education is designed to prepare professional
interdisciplinary certificate in gerontology. nurses to promote, restore, and maintain health for
A bridge program is offered for registered individuals, families, groups, and the community.
nurses with a bachelor’s degree in a field other than The faculty believes that nursing is a
nursing. This program requires the student to take learned profession with a unique body of knowl-
Monmouth University 87
Nursing and Health Studies
edge. Nursing is not only a science arrived at through encompasses an understanding of the past, the
scientific research but also an art which reflects the present, and the emerging roles of the professional
performance of skilled tasks and human interaction. nurse. To fulfill the expanding role of professional
Such breadth of professional knowledge can only be nursing, baccalaureate education is essential.
attained within the system of higher education. The The M.S.N. program was established in
baccalaureate is the first professional degree in nurs- 1995 and was designed to meet the needs of clients
ing. It prepares a generalist and is the basis for grad- in the Central New Jersey area for nurses with
uate study and continuing education in nursing. advanced nursing degrees and/or certifications. In
Professional nursing education focuses on addition, it strives to serve the needs of nurses seek-
the development of an accountable practitioner and ing advanced education. Specializations are offered
responsible citizen. Professional nurses need knowl- in: Adult Nurse Practitioner, Family Nurse
edge of the liberal arts and sciences in order to Practitioner, Adult Psychiatric and Mental Health
understand the interrelating factors that influence the Advanced Practice Nursing, Nursing Administration,
health of individuals and society. This knowledge Nursing Education, School Nursing, and Forensic
facilitates their special obligation to promote a Nursing. Graduates of the program are prepared to
healthy environment for all persons. Further, this take the appropriate certification exam.
knowledge enriches the conceptual base that sup-
ports both critical thinking and ethical decision-mak- Student Honor Society: Sigma Theta Tau,
ing expected of the professional nurse. Lambda Delta Chapter - Theta Tau, the
Education for nursing is idealistic and future- International Nursing Honor Society.
oriented yet sufficiently realistic to provide students
with an opportunity to develop justifiable confidence Bojana Beric, Assistant Professor. M.D., University
in their intellectual, as well as clinical, proficiency in of Novi Sad, medical faculty; Ph.D., New York
the practice of nursing. This preparation can occur University. Specialty areas and interests include
only within an environment that allows for individual methods of communication of health informa-
differences and fosters personal integration, healthy tion, health promotion and disease prevention,
self-esteem, vital social awareness, enjoyment of global health issues, and teaching.
leisure, and a sense of commitment to the attitudes Tresa Dusaj, Assistant Professor. B.S., Johns
and values of the nursing profession. Hopkins University; M.S., New York University;
The faculty believes that education is an active, Ph.D., Rutgers University. Specialty areas include
ongoing process involving student-teacher collabora- nursing education, technology, and pediatrics.
tion and that learning is an experiential activity. They Cira Fraser, Associate Professor and Coordinator of
believe that the teaching-learning process involves not the B.S.N. program. Ph.D., Adelphi University.
only the teacher and the student but also the social sys- Specialty interest areas include nursing
tem within a framework of dynamic relationships that research, chronic illness, and multiple sclerosis.
promotes the change and growth of individuals. It is rec- Christopher A. Hirschler, Assistant Professor.
ognized that students have the ultimate responsibility Ph.D., Cleveland State University. Specialty
for their own learning and professional growth. area interests include health studies topics,
Students are viewed as unique individuals vegan beliefs, and environmental issues.
with varying learning styles. Therefore, a variety of Andrea Hope, Assistant Professor. Ed.D., CHES,
experiences and teaching strategies are used within Teachers College, Columbia University.
the program to enhance the development of cognitive, Specialty areas and interests include physical
affective, and psychomotor abilities within the student. activity and nutrition, childhood obesity preven-
In the belief that professional nurses must tion, development of worksite health promotion
possess the capacity to modify their roles and programming, and women’s health.
responsibilities as health care continues to change, Laura T. Jannone, Associate Professor and Director
the faculty looks to baccalaureate education to pro- of the MSN Program. Ed.D, Teachers College,
vide students with knowledge of nursing science, Columbia University. Certified School Nurse.
enabling them to develop their personal philosophy Specialty areas and interests are tobacco pre-
and framework for nursing practice. This framework vention and cessation, school nursing.
88 Monmouth University
Nursing and Health Studies
Barbara Johnston, Professor and Hess Chair. to the nurse prepared at the graduate level. The func-
Ph.D., RN, CNE, Hoftstra University. Specialty tion of the graduate is to promote, restore, and main-
areas and interests include gerontological top- tain health and/or allow for a peaceful, dignified
ics, pharmacology, and distance education. death. Advanced nursing practice requires master’s
Laura Kelly, Associate Professor. Ph.D., Rutgers preparation and, where available, certification in a
University. Psychiatric Clinical Nurse Specialist. specialty area of practice by a recognized nursing
Specialty areas include sexually transmitted certification program. Advanced nursing practice is
diseases and lesbian health concerns. based on a unique body of knowledge derived from
Rose Knapp, Assistant Professor. DNP, University scientific research and clinical practice. This knowl-
of Miami. Specialty interest areas include acute edge base enhances the graduate’s ability to synthe-
care issues, disaster preparedness and primary size interrelating factors that influence the health of
care issues. individuals and populations in their environment. The
James F. Konopack, Assistant Professor and faculty believes that the nurse in advanced practice
Coordinator of Health Studies. Ph.D., University is proficient in a defined body of knowledge and a
of Illinois, Health Studies. Specialty interest selected area of nursing practice. The nurse in
areas include physical activity, aging, and advanced practice may work in an independent set-
health problems. ting or in collaborative practice with others.
Janet Mahoney, Professor and Dean. Ph.D., New The nurse in advanced practice implements
York University. Specialty areas and interests the roles of educator, researcher, advocate, clinician,
include nursing research, nursing administra- consultant, collaborator, and manager of systems
tion, and gerontological nursing. through independent nursing assessment, diagnosis,
Marta Neumann, Lecturer. B.A., M.A., College of treatment, referral, and evaluation of individuals,
Physical Education, Wroclaw, Poland; Ph.D., families, groups, communities, and healthcare sys-
Academy of Physical Education, Wroclaw, Poland. tems in a variety of settings.
Sue Polito, Specialist Professor. M.S.N., Monmouth The M.S.N. program is composed of three
University. Adult and Gerontology Nurse major areas:
Practitioner. Specialty areas include healthy 1. A graduate nursing core that provides the
aging and palliative care. theoretical and research foundation neces-
Patricia Sciscione, Specialist Professor. M.S.N., sary for advanced nursing practice;
Kean University. Certified School Nurse. 2. An advanced nursing practice concentration
Specialty areas and interests include school that provides the student with the skills neces-
nursing and emergency nursing. sary to have a positive impact on healthcare;
Sharon W. Stark, Associate Professor and 3. Detailed study and practice in the selected
Associate Dean. Ph.D., Widener University. area of specialization.
Adult Nurse Practitioner. Specialty areas and
interests are adult nursing, health education, The faculty believe that education for the
and forensic nursing. nurse in advanced practice must be a realistic, ideal-
Mary Ann Troiano, Assistant Professor. M.S.N., istic, future-oriented, teaching-learning process that
Wagner College; DNP, Waynesburg University. promotes the development of the cognitive, affective,
Family Nurse Practitioner. Child Care Health and psychomotor abilities contributing to profes-
Consultant. Specialty areas include women’s sional growth and ultimate personal responsibility for
health, adolescents, and child care. continued learning. This education helps the gradu-
ate to develop justifiable confidence in the intellectual
MASTER OF SCIENCE IN NURSING (M.S.N.) and clinical proficiency necessary for advanced prac-
The faculty of the School of Nursing and tice. This process enriches the conceptual base that
Health Studies believe that the Monmouth University supports both the critical thinking and ethical deci-
graduate programs in nursing prepare the graduate sion-making expected of the nurse in advanced prac-
for advanced nursing practice and extend the values tice. It strengthens the sense of commitment to the
of autonomy, leadership, and professionalism that attitudes and values of the nursing profession.
are stressed in the undergraduate nursing program
Monmouth University 89
Nursing and Health Studies
The faculty believe that education at the Please refer to the curriculum charts in the appendix
graduate level is essential to provide students with an for program requirements. All curriculum charts are
expanded and enhanced knowledge of nursing sci- detailed and displayed in Appendix “B”.
ence. This level of education enables students to per- • M.S.N.: Adult Nurse Practitioner
fect their personal philosophy for advanced nursing • M.S.N.: Adult Nurse Practitioner (RN to
practice, to understand the emerging roles of the pro- MSN Direct)
fessional nurse, and to modify their roles and respon- • M.S.N.: Family Nurse Practitioner
sibilities as healthcare continues to change. Students • M.S.N.: Family Nurse Practitioner (RN to
may transfer a maximum of nine credits to be applied MSN Direct)
toward the master’s degree, provided the courses • M.S.N.: Nursing Administration
were completed with a grade of “B” or better and that • M.S.N.: Nursing Administration (RN to
the courses are appropriate for the graduate track. MSN Direct)
• M.S.N.: School Nursing
RN to MSN Direct Program • M.S.N.: School Nursing (RN to MSN
The RN to MSN Direct Program is designed Direct)
to allow nurses to more quickly attain a Master of • M.S.N.: Nursing Education
Science in Nursing degree. Registered nurses who • M.S.N.: Nursing Education (RN to MSN
presently hold an associate degree or diploma in Direct)
nursing will be able to earn an MSN degree without • M.S.N.: Forensic Nursing
earning a baccalaureate degree after completing a • M.S.N.: Forensic Nursing (RN to MSN
combination of undergraduate and graduate courses Direct)
totaling 150 credits. Through full time or part time • M.S.N.: Adult Psychiatric and Mental
study, RNs are provided the opportunity to advance Health Advanced Practice Nursing
their professional careers. • M.S.N.: Adult Psychiatric and Mental
Students are accepted into the RN to MSN Health Advanced Practice Nursing (RN to
Direct Program on a conditional basis. Successful MSN Direct)
completion of 30 credits of preparatory RN graduate
courses (RN500 A-I) is a prerequisite for taking nurs- GRADUATE CERTIFICATE IN SCHOOL NURSING,
ing graduate (NU) courses. Students need a mini- SCHOOL NURSING NON-INSTRUCTIONAL, AND
mum GPA of 2.75 in RN courses. FORENSIC NURSING
Prior to acceptance into the RN to MSN Direct The Monmouth University Graduate
Program registered nurse applicants must complete all Certificate in School Nursing is intended for regis-
required undergraduate course work which includes: tered nurses interested in completing the require-
English Composition I and II, Microbiology, Anatomy ments for the New Jersey School Nurse Certificate
and Physiology I and II, Chemistry, Introduction to and/or the New Jersey School Nurse Certificate Non-
Psychology, and an additional three credits of an intro- Instructional. The program includes 11 foundation
ductory social science course. A grade of “C” or better credits (three undergraduate courses: NU 312, NU
is required in order for these courses to transfer to 413, NU 414) that are usually included as part of a
Monmouth University. Additionally, students must pro- B.S.N. program. (Students with a baccalaureate
vide an undergraduate transcript confirming their degree in nursing will generally receive transfer cred-
attainment of at least 51 undergraduate credits. its for the foundation courses.)
Students are required to complete 30 gradu- The Monmouth University Graduate
ate RN credits and 38 to 45 graduate nursing credits Certificate in Forensic Nursing is intended for regis-
depending on the selected MSN track. In order to tered nurses interested in providing direct services to
earn a Master of Science in Nursing degree, as stip- individuals and consultation to healthcare and law-
ulated by the State of New Jersey, students must doc- related agencies. The program will prepare graduates
ument completion of at least 150 credits combined to work in a variety of areas, including child/elder
between undergraduate and graduate programs. abuse assessment and evaluation, domestic violence
Please note that graduate tuition and fees apply. intervention, sexual assault examination, mass disas-
ter response, and death investigation.
90 Monmouth University
Nursing and Health Studies
Please refer to the curriculum charts in the appendix Students may transfer a maximum of six
for program requirements. All curriculum charts are credits to be applied toward the certificate, provided
detailed and displayed in Appendix “B”. the courses were completed with a grade of “B” or
• Forensic Nursing better and that the courses are appropriate for the
• School Nursing certificate program. Students may select to special-
• School Nursing-Non-Instructional ize in the following clinical areas: Adult Nurse
Practitioner, Family Nurse Practitioner, Nursing
POST-MASTER’S CERTIFICATES Administration, Nursing Education, and Adult
Monmouth’s post-master’s certificates are Psychiatric and Mental Health Advanced Practice
designed for nurses who have already completed a Nursing.
master’s degree in nursing. The 26-credit nursing
practitioner certificate program places advanced Please refer to the curriculum charts in the appendix
practice nurses in primary care or other relevant set- for program requirements. All curriculum charts are
tings to work with persons in their environment detailed and displayed in Appendix “B”.
through independent nursing assessment, diagnosis, • Adult Nurse Practitioner
and treatment or referral to another practitioner when • Family Nurse Practitioner
necessary. The 21-credit Administration certificate • Nursing Administration
program prepares nurses to function in management • Nursing Education
and executive positions. The 19-credit Nurse • Adult Psychiatric and Mental Health
Educator certificate program prepares nurses to Advanced Practice Nursing
teach in the clinical or academic setting.
Monmouth University 91
92 Monmouth University
The School of Social Work
DEAN: Robin Mama, Ph.D. • Clinical Practice with Families and
DIRECTOR OF THE BSW PROGRAM: Children
Kelly Ward, Ph.D. • International and Community
DIRECTOR OF THE MSW PROGRAM: Development
Nora Smith, Ph.D.
On the foundation of a liberal arts tradition,
Social Work
Social workers are concerned with improving students are engaged to broaden and challenge
the health and quality of life of persons who are dis- their understanding, analysis, and evaluation of
connected or excluded from larger society. Social human experiences and societies in the past and in
workers engage in practice at all levels, from working the contemporary world, and of families and individ-
with children to working with communities and gov- uals of varied cultural and social contexts.
ernments. The profession and the program at The curriculum supports this mission
Monmouth are particularly concerned with human through three perspectives: social and economic
rights and social and economic justice, the represen- justice through the advancement of human rights,
tation and support of vulnerable or oppressed seg- strengths-based empowerment, and practice with
ments of the population, and direct-action strategies families within a global context. Families within a
to bring about positive change for the disenfranchised. global context define the initial focal social unit for
The central mission of the School of Social all social work practice at Monmouth University.
Work at Monmouth University is to prepare its grad- Our three perspectives inform both our
uates for professional social work practice that B.S.W. and M.S.W. Programs as they contribute to
strives to secure social and economic justice, the development of students’ knowledge, values,
advance human rights, and improve the quality of and skills:
life of vulnerable families, individuals, organizations, 1. To conceptualize and contribute to social
communities, and nations on the local, national, and work theory, knowledge, values, and skills
global levels. on a generalist level for B.S.W. students,
The M.S.W. Program at Monmouth and on an advanced, concentration-specific
University prepares graduates for advanced social level for M.S.W. students through three
work practice in one of two unique concentrations: interrelated perspectives: social and eco-
Monmouth University 93
Social Work
nomic justice through the advancement of Robin Mama, Professor and Dean. Ph.D., Bryn
human rights, strengths-based empower- Mawr College. Areas of interest include occupa-
ment, and practice with families within a tional safety and health, field education, and
global context; culturally competent social work practice.
2. To develop the skills to understand, analyze, Current research projects include international
and evaluate the quality of life and well-being social work and human rights.
of vulnerable families, individuals, organiza- Golam Mathbor, Associate Dean of the Wayne D.
tions, communities, and nations that is McMurray School of Humanities and Social
grounded in a strengths-based empower- Sciences, Professor. Ph.D., University of
ment approach for social and economic jus- Calgary. Areas of interest include development
tice and human rights; and analysis of social policies and services,
3. To prepare social work practitioners to community organizing and social action, social
develop and systematically apply knowledge, planning, community development and commu-
values, skills, and ethics in their work with nity participation, and international social work.
families, individuals, organizations, communi- Current research interests include sustainable
ties, and nations of diverse cultural contexts development of coastal communities, interna-
in working collaboratively toward the preven- tional development, and multicultural social work.
tion and solution of social problems; Elena Mazza, Assistant Professor. MSW, Fordham
4. To think critically, analyze, produce, and dis- University. Areas of interest are mental health,
seminate research that informs theory, pol- children’s mental health, and community-based
icy, practice, and evaluation in social work; mental health. Current research is on gatekeep-
5. To collaborate with and support vulnerable ing in social work education and mental illness
populations through advocacy, social action, and school integration.
volunteerism, service, education, and con- Rebecca McCloskey, Specialist Professor. B.A.,
sultation, working from a strengths-based Seton Hall University; MSW, Ohio State
empowerment approach for social and eco- University.
nomic justice and human rights. Helen O’Brien, Assistant Professor. Ph.D., New York
University. Areas of interest are health and men-
Rosemary Barbera, Assistant Professor. Ph.D., tal health, HIV/AIDS, and child maltreatment.
Bryn Mawr College. Areas of interest are human Michelle Ann Scott, Assistant Professor. B.A.,
rights and social justice, participatory action Clark University; M.S.W., Ph.D., University of
research, and community organizing. Current California, Berkeley. Areas of interest include
research is on the effects of human rights viola- adolescent depression, adolescent suicide pre-
tions on collective participation and community vention, school-based screening, mental health
organizing with diverse communities. services and financing, college mental health,
Carolyn Bradley, Assistant Professor. Ph.D., and initiation of alcohol use by adolescents.
Fordham University. Areas of interest are addic- Current research includes evaluation of the
tions, spirituality, gay/lesbian/bisexual/transgen- preparation of high school students with mental
der issues. Current research is on spirituality health problems and the transition to college.
and social work practice. Nora Smith, Associate Professor. Ph.D., State
Kimberly Hanbury, Specialist Professor. B.A., University of New York at Albany. Areas of inter-
Loyola College; M.S.W, Monmouth University. est include child welfare, substance abuse, and
Areas of interest include child welfare. families. Current research includes family reunifi-
Professional experience is in the area of child cation for substance-affected families, the
welfare including child abuse/neglect and adop- Adoption and Safe Families Act, and child welfare
tion services. consumer and service provider perspectives.
Michael Cronin, Assistant Professor. B.A., Mary E. Swigonski, Associate Professor. Ph.D.,
Northeastern University; MSW., Colombia Rutgers University. Areas of interest include
University; Ph.D., Yeshiva University. human behavior and the social environment,
epistemology/human rights, diversity, sexual
94 Monmouth University
Social Work
and affectional orientation, and feminist studies. of Social Workers and the declarations of the United
Current scholarship addresses understanding Nations.
the human condition within the context of jus-
tice and care. Please refer to the curriculum charts in the appendix
Kelly Ward, Associate Professor. Ph.D., Fordham for program requirements. All curriculum charts are
University. Areas of interest include addictions, detailed and displayed in Appendix “B”.
substance abuse populations, and the impact of • M.S.W. Clinical Practice with Families
addiction on families. Current research includes and Children Concentration
all aspects of addiction. • M.S.W. International and Community
Development Concentration
Master of Social Work Concentrations
There are two concentrations offered at POST-MASTER’S CERTIFICATE: PLAY THERAPY
Monmouth University at the graduate level: Clinical The Post-Master’s Certificate in Play Therapy
Practice with Families and Children (PFC) and is an 18-credit program and provides the 150- course
International and Community Development (ICD). hour requirement, in addition to the 500 experiential
Common to both concentrations is a commitment to learning hours, as outlined by the Association for Play
the mission of the Department of Social Work at Therapy (APT), Inc. This program will fulfill the
Monmouth University: improving the quality of life of Registered Play Therapist (RPT) certification require-
vulnerable individuals, families, groups, and commu- ments. Students completing the certificate program
nities on the local, national, and international levels. will be eligible for RPT certification.
The courses in the Clinical Practice with
Families and Children (PFC) concentration prepares Please refer to the curriculum chart in the appendix
students for advanced social work practice with indi- for program requirements. All curriculum charts are
viduals, couples, families, and groups. It builds on the detailed and displayed in Appendix “B”.
foundation-year course work where the full comple- • Post-Master’s Certificate: Play Therapy
ment of social work roles was explored. The advanced
year, however, focuses primarily on clinical counseling Addiction Professionals Certification Board of
skills and culturally competent use of self in complex New Jersey, Inc.
working relationships with clients and client groups. Since the fall of 2000, the Department of
While the emphasis is on clients’ strengths, and work- Social Work at Monmouth University, in cooperation
ing together toward their empowerment is continued, with the Addiction Professionals Certification Board of
students learn about and apply clinical skills to family, New Jersey, Inc., has offered the course work needed
children, and mental-health agency settings; child wel- for the Certified Alcohol and Drug Counselor (CADC)
fare, criminal justice, and host settings in which clinical certification. In the summer of 2004, the certification
social work most often takes place. became a license. The Department of Social Work
The International and Community continues to work with the State of New Jersey,
Development concentration (ICD) primarily uses Department of Law and Public Safety, Division of
community development theory and practice to Consumer Affairs, Board of Marriage and Family
address developing-world social and economic jus- Therapists, Drug and Alcohol Committee to provide
tice, inequality, oppression, and discrimination issues the course work needed for the state-issued Licensed
in developed and developing countries. Culturally Certified Alcohol and Drug Counselor (LCADC).
competent community development respects the The Department of Social Work recognizes
integrity and worth of individuals and communities the need for addictions training to serve the sub-
with diverse backgrounds. ICD focuses the practice stance abuse affected population and their families.
of social work at mezzo and macro levels with agen- In order to serve this special population, the State
cies and client populations within the context of Board requires that proper certifications be in place
global interdependence of social problems. Courses or in process.
stress the knowledge, values, skills, and ethics of Any M.S.W. student (in the PFC concentra-
practice at the mezzo and macro levels, with specific tion) who takes the elective course SW 604 and four
content on the ethics of the International Federation additional workshops that are offered each summer
Monmouth University 95
Social Work
here at Monmouth University will have completed the toward the MA in Public Policy. Please use the fol-
necessary course work towards his or her LCADC. lowing table as a guide:
Students who are completing their internship hours in
a drug and alcohol placement may count those hours Master’s in Social Work (Clinical)
towards the required field hours for the LCADC as SW503: Practice with Individuals and Families
well as their M.S.W. degree. The course work and SW505: Social Welfare Policy and Services I
field hours are good for five years after they have SW507: Social Work Research
been taken, and students are required to keep their SW509: Human Behavior I
own records. All other requirements towards the SW510: Field Practicum I
LCADC will need to be met by the student on his or SW513: Social Work Practice with Groups
her own, according to the State of New Jersey, SW515: Social Welfare Policy and Services II
Department of Law and Public Safety, Division of SW518: Global Community Practice
Consumer Affairs, Board of Marriage and Family SW519: Human Behavior II
Therapists, Drug and Alcohol Committee. For addi- SW520: Field Practicum II
tional information regarding the requirements for the SW627: Implications of Social Justice and Human
LCADC, please contact: Rights for Social Work
SW669: Applications of Social Justice and Human
State Board of Marriage and Family Therapy Rights in Social Work
Examiners SW605: Advanced Clinical Practice with Families
Alcohol and Drug Counselor Committee SW626: Evaluation of Practice Effectiveness
PO Box 45040 SW645: Clinical Seminar in Advanced Family
124 Halsey Street, 12th Floor Practice
Newark, NJ 07101 SW665: Advanced Clinical Practice with Children
(973) 504-6582 SW630: Field Practicum III-FC
SW640: Field Practicum IV-FC
Master of Social Work/Master of Divinity Dual SW618: Social Work Administration
Degree Program:
Monmouth University’s Department of Social Electives – choose 2 of the 4 classes listed below:
Work and the Theological School of Drew University SW614: Grant Writing
have entered into an agreement in which students SW618: Social Work Administration
can pursue a Master of Social Work and Master of SW619: Social Work Supervision
Divinity degree, which shall be known as the SW624: Issues in International Health Care
M.S.W./M.Div. degree program. This program will SW652: Civil Society, NGO’s, and Social Work
allow accepted social work candidates to complete
the Master of Divinity degree at Drew University, and Master’s in Social Work (ICD)
accepted divinity candidates to complete the Master SW503: Practice with Individuals and Families
of Social Work degree in a 4-year period. SW505: Social Welfare Policy and Services I
SW507: Social Work Research
Joint Degree Program: Dual Master’s Degrees in SW509: Human Behavior I
Social Work (MSW) and Public Policy (MA-PP) SW510: Field Practicum I
SW513: Social Work Practice with Groups
The MSW program offers interested stu- SW515: Social Welfare Policy and Services II
dents an opportunity to earn a second master’s SW518: Global Community Practice
degree in Public Policy (MA), after completion of their SW519: Human Behavior II
MSW requirements. Students who complete the 60- SW520: Field Practicum II
credit MSW can use up to 12 credits from the MSW SW627: Implications of Social Justice and Human
courses toward the MA in Public Policy. Students Rights for Social Work
who complete the Advanced Standing (30-credit) SW669: Applications of Social Justice and Human
MSW can use up to six credits of MSW courses Rights in Social Work
96 Monmouth University
Social Work
SW617: Advanced Practice in Planning and Social PS563: Global Policy and Issues (which can be
Policy substituted with SW518)
SW625: Evaluation of Programs and Services OR
SW615: Issues in International Development PS566: Comparative Public Policy
SW655: Comparative International Social
Development PS589: Practicum
SW631: Field Practicum III-CL PS618: Social Work Administration
SW641: Field Practicum IV-CL PS514: Public Opinion and Polling
SW618: Social Work Administration PS524: Public Opinion and the Media
PS525: Political Communication
Electives – choose 2 of the 4 classes listed below: PS522: History of Urbanization in America
SW614: Grant Writing PS553: Gender, Family, and Policy
SW618: Social Work Administration PS530: Environmental Policy
SW619: Social Work Supervision PS582: Global Organizations
SW624: Issues in International Health Care PS585: American Foreign Policy
SW652: Civil Society, NGO’s and Social Work PS598: Special Topics/Special Projects
PS599: Readings and Research
Master’s in Public Policy
PS510: Policy Analysis Notes:
PS516: Research Methods 1. Plain text = required course
PS589: Public Policy Practicum (Internship) 2. Italicized text = course is specific to concen-
PS563: Global Policy and Issues tration for the MSW program
PS595: Research Proposal 3. Bold text = electives
PS596: Research Project
PS518: Theory, Policy, and Ethics Public Policy must have a minimum of 12 credits
PS596: Public Policy Research Project Social Work (both concentrations) must have a
PS597: Portfolio minimum of 6 credits
PS617: Social Planning
Monmouth University 97
98 Monmouth University
Student Services
Student Services
Course Descriptions
The Division of Student Services at Monmouth and to give students opportunities to
Monmouth University offers many important student meet and interact with other new students.
services for resident and commuter students. Staff Students will take a mathematics placement test
members promote personal and intellectual growth, and attend an advising/registration program during
while aiding students in resolving problems and which they will work with a First-Year Advisor to
helping them adapt to the college experience. The develop a schedule for the fall semester. They will
Student Handbook provides a more in-depth also meet faculty, staff and students with whom
description of these services and all the regulations they’ll be interacting during the first year.
relevant to student life. Students should become Families of first-year students have at least
familiar with the handbook at the start of every aca- three opportunities to come to campus to learn
demic year. about life at Monmouth University during their stu-
dent’s first year on campus. The first is a Family
SERVICES FOR STUDENTS: Program, offered in late spring, well before New
ORIENTATION Student Orientation. Families will receive important
A student’s introduction to student life at information about their student’s upcoming transi-
Monmouth begins even before classes start. All new tion into life as a university student and meet repre-
students participate in orientation programs sentatives from across campus who can provide
designed specifically for their needs. information during our Resource Fair. Another fam-
ily session is held on Move-In Day (the weekend
First-year students before classes start), and all are invited back to
All new first-year students, commuters and campus again for Family Weekend, which usually
residents, are expected to take part in an intensive takes place in October.
two-day, one-night New Student Orientation
Program during the month of July. This structured Transfer Students (including Adult Learners)
program includes educational and social activities The Center for Student Success (CSS)
designed to ease the transition to college life at coordinates the connections between full-time
transfer students (with 18 or more credits) and their
Monmouth University 99
Student Services
academic departments to ensure a smooth transition Cars are unnecessary, as everything gener-
to Monmouth University. The Associate Dean for ally is within walking distance of campus. Many stu-
CSS Support Services and Articulation and Student dents use bicycles. While students are not prohibited
Development Counselors are available to assist from bringing cars (parking is extremely limited and a
transfer students with their personal adjustment and parking decal is required), they are discouraged from
educational plans. These services are also available having cars on campus so that they may fully experi-
for all part-time students. ence University life and all that it has to offer.
At the beginning of each semester, all new
transfer students are welcomed to the University at Commuters
specially designed orientation programs. There are traditional, non-traditional, full-
time, part-time, graduate and undergraduate stu-
HOUSING OPTIONS dents who commute to campus every year.
Residents Monmouth University recognizes that its commuter
The University offers a variety of housing students are unique and that they have a variety of
options in its 17 locations: Beechwood, Birch, Cedar, needs which the University attempts to address each
Mullaney, Spruce, Willow, Laurel, Elmwood, semester. As such, the Office of Off-Campus and
Pinewood, Oakwood, Redwood, and Maplewood Commuter Services (OCCS) is available to provide
Halls; the Garden, Great Lawn, Fountain Garden, support and guidance to all of the commuter students
Diplomat apartment complexes; and Pier Village. who attend Monmouth University. Commuter stu-
Living styles include traditional room arrangements, dents are identified as early as summer orientation,
usually for first-year students; suite style, usually for where information sessions are offered and they can
first-year and upper-class students; and apartments hear from student leaders as well as find out how to
for juniors and seniors. Residence halls are typically navigate the programs and services that are avail-
co-ed by floor, and the majority of students share able on campus. Students who have an interest in
double rooms. In an effort to make a comfortable getting involved are encouraged to contact the Office
match, new students are asked to complete a ques- of Student Activities or any of the 80 recognized
tionnaire before room assignments are made. clubs and organizations that exist at Monmouth.
Housing is not guaranteed. There are a wide range of extra-curricular
Each residential area is staffed by profes- events and leadership opportunities that take place,
sional Hall Directors, and each hall is staffed by and programs are planned so that commuters can
Resident Assistants, all of whom are intensively participate during the day. Furthermore, commuter
trained in providing assistance, information, activi- students may choose from a number of dining
ties, and programs for resident students. The options that include a la carte and meal plan services
Assistant Vice President for Student Services, the in the Student Center Cafeteria, Java City, the
Associate Director of Residential Life, and two Einstein Bagel shop, or the Magill Commons Dining
Assistant Directors of Residential Life reside near Hall. Commuter students will find parking at any time
campus and provide additional, professional support of the day or night. For more information, contact
for the Residence Life program. OCCS at 732-263-5651 or refer to the Office’s Web
All on-campus halls provide laundry facilities site at www.monmouth.edu/commuter.
that utilize vending cards, which can be purchased on
campus. All resident students not living in a University- STUDENT SERVICES
owned or sponsored apartment are required to be on Health Services is open to all students
the meal plan of the Residence Dining Hall. Students whether they live on or off campus. All matriculating
may choose either a carte blanche plan, which allows students born after 1956 must show proof of two
you unlimited access to the Residential Dining Hall, or measles, two mumps, and one rubella immunization.
one of three “block” meal plans, which provides stu- Students taking nine (9) or more credits must show
dents with a set number of meals for the semester. proof of having completed the Hepatitis B series.
First-year students may not select a “block” lower than Resident students are required to receive the meningi-
195 their first semester. tis vaccine. There is no fee for medical consultation or
100 Monmouth University
Student Services
physical examination. Students are responsible for any and mentoring as well as advising the Monmouth
costs that may be incurred for outside referrals, pre- University Veterans’ Association. The Office of Veteran
scriptions, special services, laboratory, and diagnostic Services in located on the first floor of the Rebecca
procedures. Students are seen on a walk-in basis. Stafford Student Center. The office hours are Monday
Appointments are required for Women’s Clinic, physi- through Friday 8:45 a.m. to 5:00 p.m.
cals, and psychiatric evaluations. Services include:
diagnosis and treatment of common ambulatory ill- CO-CURRICULAR PROGRAMS
nesses and injuries, immunizations, allergy injections, Athletics
physicals, GYN services, drug and alcohol screening, Athletics constitute an integral part of a
psychiatric evaluation, and medication titration. Monmouth University education. The Division I ath-
The Health Center hours are: Monday letic program offers excellent opportunities for quali-
through Thursday, 8:45 am to 7:00 pm, and Friday, fied athletes who wish to participate and a special
8:45 am to 5:00 pm. level of enthusiasm and excitement for the entire
Health Services is staffed with three nurse University community.
practitioners, a nurse practitioner/director, a licensed The athletics program fields men’s varsity
drug and alcohol counselor, a part-time general prac- teams in baseball, basketball, cross-country, football,
titioner physician, and a part-time psychiatrist. golf, indoor track and field, soccer, tennis, and out-
Monmouth Medical Center, a community teaching door track and field. Women’s varsity teams partici-
hospital, offers complete medical and psychiatric serv- pate in basketball, bowling, cross-country, field
ices and is within a mile and a half of the University. hockey, golf, indoor track and field, lacrosse, soccer,
The Department of Counseling and softball, tennis, and outdoor track and field.
Psychological Services provides free, confidential
psychological counseling to Monmouth University Student Activities
students on a “first come, first serve” basis. The pro- The Office of Student Activities and Student
fessional staff of licensed psychological counselors Center Operations provides a variety of programs
supports students in addressing a variety of personal and opportunities that are intended to assist in the
issues, including general mental health, anxiety and social, cultural, and intellectual development of our
stress management, depression, emotional crises, students. The office is responsible for the coordina-
family issues, interpersonal conflicts, and more. tion of cultural and social activities reflecting the
Mental health hotlines connect students to both on diverse population of the University, encourages stu-
and off-campus assistance on a 24-hour basis. The dent participation in clubs and organizations, is
Counseling Center is located on the third floor of the involved in the coordination of campus and multicul-
Rebecca Stafford Student Center and is open from tural activities, provides leadership trainings, over-
8:45am to 5:00pm, Monday through Friday. Contact sees Fraternity and Sorority Life and the operation of
us by e-mail at mucounseling@monmouth.edu or by the Student Center.
calling 732-571-7517. Additional information
regarding clinical counseling services and a list of
Leadership Programs
web-based resources may be found on the
The Office of Student Activities and Student
University Web site.
Center Operations coordinates a variety of leader-
The Office of International Student
ship programs and initiatives for the campus com-
Services assists students from other countries with
munity. There are various leadership workshops,
their adjustment to life in the United States and
conferences, and trainings; student involvement
Monmouth University. A part-time International
fairs; and student group and leader recognition
Student Services Coordinator is available to provide
events, societies, and awards. For more information,
personal and immigration advising and cross-cultural
please contact the office at 732-571-3586.
counseling.
The Office of Veteran Services is a one-stop,
point-of-contact for all of our veteran students, active STUDENT ORGANIZATIONS
duty and reserve personnel, and dependents of military There are more than 80 different clubs and
personnel. This office provides assistance, advocacy, organizations on campus. Active involvement in a
Monmouth University 101
Student Services
club or organization helps a student develop new Cultural Activities
leadership skills and meet new friends. Students can The Lauren K. Woods Theatre is the home of
select from clubs related to their majors or take the the Department of Music and Theatre Arts, offering a
opportunity to join something related to a special schedule of student productions during the academic
interest or hobby. Each year the Office of Student year, and the professional theatre, The Shadow
Activities and Student Center Operations hosts an Lawn Stage, in the summer. Participation in all
Involvement Fair to assist students in getting con- department performance ensembles from theatrical
nected to a club or organization. Students should productions, chorus, chamber choir, chamber
read the bulletin boards, table tents, e-mail, elec- orchestra and others is open to all students. Private
tronic boards, and the student newspaper, The instrumental and vocal lessons are available to all
Outlook, to learn more about club activities through- students regardless of their major. Backstage assis-
out the year. tance is always welcome during the academic year
as well as during the summer season.
Student Center The “in-concert” series features world-
An integral part of Monmouth’s overall cam- renowned musicians in classical and jazz perform-
pus life program, the Student Center serves as a ances. The dance program provides regional and
gathering area for all segments of the University professional dance companies for student enjoy-
community. It is an area where students meet infor- ment. Other cultural events include a poetry reading
mally and formally to share common interests and series, Global Understanding Week, guest lectures
develop friendships. The Student Center includes throughout the year, and various multicultural and
dining facilities, lounges, Wachovia/Wells Fargo diversity activities. The University maintains two art
Bank office and ATM, computer lab, meeting rooms, galleries with an ongoing schedule of exhibits.
and is the site of many campus and community While Monmouth has no religious affiliation,
events. The facility also houses the Student it does recognize the important place that religion
Government Association, the Student Activities has in the lives of many of its students. The Christian
Board, and many student organization offices. Ambassadors, the Catholic Centre, Hillel, and the
The Student Center is the site of the Division Muslim Student Association are all active on campus.
of Student Services, the Center for Student Success, In addition, churches and synagogues representing
the Office of Career Services, Student the major religious faiths are within convenient reach
Activities/Operations, Judicial Affairs, International of the campus and are available for services and per-
Student Services, Central Scheduling, the Office of sonal counseling. A listing of area places of worship
Off-Campus and Commuter Services, Conference is available at the Office of Student Services.
and Program Services, the Study Abroad Office, the
Academic Foundations Office, the Office for Disability Recreation
Services, and the Office of Veteran Services. The William T. Boylan Gymnasium provides
facilities to support varsity competition and recre-
Student Activities Board ation, including a swimming pool (non-competition),
The Student Activities Board (SAB) is a stu- three full basketball courts, a fitness center, and the
dent organization advised by the Office of Student Sports Medicine Department. Outdoor facilities avail-
Activities and Student Center Operations. Concerts, able to students for their recreational use and varsity
speakers, comedians, bus trips, novelty programs, and competition include: tennis courts, an eight-lane track,
festivals are among the many events sponsored. The a Field Turf football/lacrosse field, and grass soccer,
SAB presents numerous opportunities for students to baseball, and softball fields. There is a year-round
get involved both as spectators and as active board Intramural Sports Program, which includes games
members. Students can join eight committees, which and sports, such as badminton, basketball, dodge
include: Novelty, Awareness, Diversity Programs, ball, flag football, softball, volleyball, dorm wars,
Major Events, Comedy, Concerts, Festivals, and Travel poker, home run derby, and 3-point contest.
and Tour. Involvement in SAB may relate to a student’s
major or may just be something enjoyable.
102 Monmouth University
Student Services
SOCIETIES AWARDS
Greek Letter Organizations Students are eligible for non-academic
Currently there are five social fraternities, six awards that are given annually.
social sororities and one professional fraternity on
campus. The fraternities include: Phi Kappa Psi, Phi, Outstanding Student Award
Tau Kappa Epsilon, Sigma Pi, Theta Xi, and Sigma The Student Government Association spon-
Tau Gamma. The sororities include: Alpha Sigma sors this award given to the graduating senior who,
Tau, Alpha Xi Delta, Delta Phi Epsilon, Lambda Theta through creative leadership and ability, has made a
Alpha Latin Sorority, Inc., Phi Sigma Sigma, and Zeta contribution of lasting value to the future of
Tau Alpha. The one professional fraternity is Alpha Monmouth University. The name of the winner is
Kappa Psi, a business fraternity. announced at Commencement.
Honor Societies STUDENT CODE OF CONDUCT
Academic departments sponsor honor soci- Monmouth University offers its students the
eties to give recognition to outstanding scholarship in opportunity for maximum intellectual and personal
a particular area. Student Services does not oversee growth by providing a variety of experiences, activi-
academic honor societies. ties, and services that are designed to complement
Membership in Lambda Sigma Tau (the classroom work and provide opportunities for individ-
University-wide honor society) is the highest aca- ual maturation.
demic honor at Monmouth University and is awarded The University recognizes and respects the
to upper-class students on the basis of outstanding students’ personal freedom and assures maximum
scholarship. individual liberty within the limits necessary for the
Omicron Delta Kappa, national leadership orderly operation of the University. In response, stu-
society, recognizes upperclass students who have dents must observe rules and regulations necessary
demonstrated leadership on campus. Phi Eta Sigma for the proper functioning of the institution.
is a freshman leadership honor society acknowledg- Each individual has the right and responsibil-
ing academic excellence and involvement in student ity to bring to the attention of an administrative or
activities. Student Government official any violations of per-
The Gamma Sigma Alpha, National Greek sonal freedom or the regulations of the University.
Academic Honor Society, recognizes fraternity and Additional information regarding the Student
sorority members who have achieved high levels of Code of Conduct is contained in the Student
academic success. The order of Omega National Handbook. The Student Handbook is available
Greek Honor Society recognizes leaders within the online at www.monmouth.edu/studenthandbook.
fraternity and sorority community. Rho Lambda
Panhellnic Honor Society recognizes those women
affiliated with NPC sororities for achieving high levels
of Panhellnic Life.
Monmouth University 103
104 Monmouth University
Directories
Directories
OFFICERS Rosa Chaviano-Moran, DMD (2006) Marianne Hesse (2007)
Director of Multicultural Affairs The Hesse Companies
Robert B. Sculthorpe ’63, Chairman UMDNJ/NJDS Atlantic Highlands, NJ
Marcia Sue Clever, M.D., Vice Chairman Newark, NJ
John R. Garbarino, Treasurer Kenneth W. Hitchner, III (2007)
Michael A. Plodwick ’82, Secretary Marcia Sue Clever, M.D. (2003) Partner and Managing Director
Red Bank, NJ Goldman, Sachs and Company
TRUSTEES New York, NY
Dennis M. Coleman, Esq. (2008)
Jerome P. Amedeo ’90 (2007) Partner Frederick J. Kaeli, Jr. ’61 (2010)
Owner/Director Ropes and Gray Atlantic Highlands, NJ
Camp Harmony, Inc. Boston, MA
Warren, NJ Robert E. McAllan ’69 (2003)
William P. Dioguardi, Jr. ’80 (2006) Chief Executive Officer
Virginia S. Bauer (2009) Chairman and CEO Press Communications, LLC
Senior Vice President of Development Four Springs Capital, LLC Neptune, NJ
Covenant House Avon-By-The-Sea, NJ
New York, NY Thomas J. Michelli (2006)
Marti S. Egger ’81 (2002) President
Francis V. Bonello, Esq. (2010) Account Manager Michelli Associates, Inc.
Wilentz, Goldman and Spitzer, P.A. IMS, Inc. Wayside, NJ
Eatontown, NJ Parsippany, NJ
H. William Mullaney (2006)
Rudolph J. Borneo ’64 (2003) Paul G. Gaffney II (ex-officio) Ocean, NJ
Former Vice Chairman and Director President
of Stores Monmouth University Tavit O. Najarian, Sc. D. (2005)
Macy’s West West Long Branch, NJ President
San Francisco, CA Najarian & Associates, Inc.
John R. Garbarino (2004) Eatontown, NJ
A. David Brown, Jr. ’65 (2009) Chairman and CEO
Executive Vice President/Human Ocean First Bank Jeana M. Piscatelli ’01, ’02 (2010)
Resources Toms River, NJ Vice President North East Region
Urban Brands International Correspondent
Secaucus, NJ John A. Greco, Jr. ’74 (2009) Wells Fargo Bank
Greco Associates New York, NY
Peter R. Bruckmann ’70 (ex officio) Berkeley Heights, NJ
Exclusive Financial Specialist Michael A. Plodwick ’82 (2009)
Allstate Financial Services, LLC Jan Greenwood, Ph.D. (2001) Middletown, NJ
Middletown, NJ Greenwood/Ashur Associates, Inc.
Miramar Beach, FL
Monmouth University 105
Directories
Thomas A. Porskievies ’82 ’86 (1998) LIFE TRUSTEES EMERITI Robert D. Mc Caig (2005)
Vice President Strategic Planning/ Vice President for Enrollment Management
Development Paul S. Doherty, Jr. ’67 (1995) B.A., Penn State University; M.A., Arcadia
L-3 Communications ILEXSystems, Inc. Chairman and President University; Ed.D, Temple University
Eatontown, NJ Arrowpac, Inc.
North Bergen, NJ Marilyn McNeil (1994)
Steven J. Pozycki ’73 (2003) Vice President and Director of Athletics
President Thomas P. Kiely, HN ’98 B.R.E., The University of Calgary; M.A.,
SJP Properties Rumson, NJ McGill University, Ed.D., Washington
Parsippany, NJ Charles T. Parton, HN ’01 State University
Alfred J. Schiavetti, Jr. (1997) Chairman of the Board Jeffery N. Mills, Ph.D. (2005)
President Two River Community Bank Vice President for University Advancement
Navesink Associates, LLC Tinton Falls, NJ B.S., University of Maine; M.Ed., Ph.D.,
Red Bank, NJ Jules L. Plangere, Jr., HN ’86 Arizona State University
Robert B. Sculthorpe ’63 (2003) Spring Lake, NJ Mary Anne Nagy (1986)
New York, NY Richard S. Sambol Vice President for Student Services
Chairman of the Board B.S., Springfield College; M.S.Ed.,
M. Monica Sweeney, M.D., M.P.H. Monmouth College; M.B.A., Monmouth
The Sambol Companies
(2006) Toms River, NJ University
Assistant Commissioner New York City
Department of Health and Mental FORMER PRESIDENTS Patricia Swannack (1975)
Hygiene Vice President for Administrative Services
Director of the Bureau of HIV/Aids Edward G. Schlaefer (1933-1956) B.S., Monmouth University
Prevention and Control President Emeritus
Edward Christensen (1996)
New York, NY Eugene H. Lehman (1956-1957) Vice President for Information Management
Ann Unterberg (2004) President Emeritus A.S., George Washington University; B.S.,
New York, NY Southern Illinois University; M.B.A.,
Edward G. Schlaefer (1957-1962)
Ph.D., Rutgers University
LIFE TRUSTEES President Emeritus
William G. Van Note (1962-1971) OFFICE OF THE PRESIDENT
Paul W. Corliss (2000)
President and CEO President Emeritus Paul G. Gaffney II (2003)
The Silver Fox Club President
Richard J. Stonesifer (1971-1979)
Manasquan, NJ B.S., U.S. Naval Academy; M.S.E.,
President Emeritus
Catholic University of America; M.B.A.,
Alan E. Davis, Esq. (1995) Samuel H. Magill, Ph.D. (1980-1993) Jacksonville University
Partner President Emeritus
Greenbaum, Rowe, Smith, & Davis, LLP Annette Gough (1989)
Woodbridge, NJ Rebecca Stafford, Ph.D. (1993-2003) Executive Assistant to the President
President Emerita A.A., Monmouth University
W. Cary Edwards, Esq.
Of Counsel ADMINISTRATION Janet Fell (1987)
Warters, McPherson, McNeill, P.C. Special Assistant to the Board of Trustees
Secaucus, NJ
OFFICERS B.A., Thomas Edison State College
Judith Ann Eisenberg Paul G. Gaffney II (2003) PUBLIC AFFAIRS
President
Vero Beach, FL Paul Dement (2005)
B.S., U.S. Naval Academy; M.S.E.,
Alfred L. Ferguson, Esq. (1998) Catholic University of America; M.B.A., Director of Government and Community
Of Counsel Jacksonville University Relations
McCarter and English B.A., Pennsylvania State University
Newark, NJ
Thomas Pearson (1978)
Provost/Vice President for Academic Affairs Petra Ludwig (2003)
Harold L. Hodes ’65 (1997) B.A., Santa Clara University; M.A., Ph.D., Director of Public Affairs
Senior Partner University of North Carolina B.A., Clark University
Public Strategies Impact, LLC OFFICE OF THE GENERAL COUNSEL
Trenton, NJ
William G. Craig (1981)
Vice President for Finance
B.S., Seton Hall University; CPA, NJ
Grey J. Dimenna, Esq. (1995)
John H. Kessler ’69 (1997) Vice President and General Counsel
Senior Vice President B.A., State University of New York at
RBC Wealth Management
Grey J. Dimenna, Esq. (1995)
Vice President and General Counsel Binghamton; J.D., Syracuse University
West Palm Beach, FL College of Law
B.A., State University of New York at
Stephen M. Parks ’68 (1998) Binghamton; J.D., Syracuse University
Jupiter, FL College of Law
106 Monmouth University
Directories
Raymond Rodriguez (1990) William P. Mitchell (1968) David B. Strohmetz (1996)
Director of Affirmative Action, Human Interim Dean of the Honors School; Associate Vice President for
Relations and Compliance Freed Foundation Endowed Chair Academic and Institutional
B.A., Queens College; M.P.A., Golden in Social Science Assessment
Gate University A.B., Brooklyn College; Ph.D., B.A., Dickinson College; M.A., Ph.D.,
University of Pittsburgh Temple University
Rhonda M. Rehm, Esq. (2002)
Assistant General Counsel Donald M. Moliver (1982) Leon Hess Business School
B.A., Rutgers University; M.B.A., Rutgers Interim Dean of the Leon Hess
University, School of Business; J.D., Business School Donald M. Moliver (1982)
Rutgers University, School of Law B.A., Fairleigh Dickinson University; Interim Dean of the Leon Hess Business
M.A., Ph.D., Virginia Polytechnic School
Charlene K. Diana, Esq. (2005) Institute and State University. State B.A., Fairleigh Dickinson University; M.A.,
Assistant General Counsel Certified General Real Estate Ph.D., Virginia Polytechnic Institute and
B.A., John Jay College of Criminal Justice; Appraiser for New Jersey and New State University. State Certified General
J.D., Roger Williams University School York Real Estate Appraiser for New Jersey
of Law and New York
Datta V. Naik (1977)
Antonia M. Berbrick (2008) Vice Provost and Dean of the Gilda M. Agacer (1998)
Director of Internal Audit Graduate School and Continuing Interim Associate Dean of the Leon
B.S., Monmouth University Education Hess Business School
B.Sc., St. Xavier’s College, University B.A., University of the East
Robert E. Shea (2006) Philippines; M.I.B.S., Ph.D.,
Assistant Director of Internal Audit of Bombay, Goa, India; Ph.D.,
University of Notre Dame University of South Carolina
B.A., Glassboro State College
Judith L. Nye (1987) Vacant
ACADEMIC AFFAIRS Assistant to the Dean
Associate Vice President for
Thomas Pearson (1978) Academic Foundations – General Theresa Guyer (2001)
Provost/Vice President for Academic Affairs Education Associate Director of the Kislak Real
B.A., Santa Clara University; M.A., Ph.D., B.S., M.S., Ph.D., Virginia Estate Institute
University of North Carolina at Chapel Hill Commonwealth University
Noah Hart (2004)
Mercy O. Azeke (2009) Susan J. O’Keefe (1981) Assistant Dean of the Leon Hess
Dean of the Center for Student Associate Vice President for Academic Business School
Success Administration and Registrar B.A., Livingston College, Rutgers
B.S., University of Nigeria; M.Ed., A.B., Douglass College; M.S., University; M.Ed., The College of
Ed.D., Temple University Rutgers University New Jersey; M.Div., Eastern
Jacqueline-Ann Ferguson (2004) Michael A. Palladino (1999) Baptist Theological Seminary;
Assistant Vice President for Academic Dean of the School of Science Ed.D. Rutgers University
Budgets and Financial Analysis B.S., The College of New Jersey Gertrude Murphy (1982)
B.S., Brooklyn College; M.B.A., (Trenton State College); Ph.D., Administrative Coordinator
Monmouth University University of Virginia
Douglas Stives (2006)
Stanton W. Green (2004) Lynn Romeo (1994) Director of the MBA Program;
Dean of the Wayne D. McMurray Dean of the School of Education Specialist Professor, Accounting
School of Humanities and Social B.A., Glassboro State College; M.A., B.S., M.B.A., Lehigh University
Sciences Kean University; Ed.D, Rutgers
B.A., University of New York at Stony University School of Education
Brook; M.A., Ph.D., University of
Massachusetts, Amherst Saliba Sarsar (1985) Lynn Romeo (1994)
Associate Vice President for Global Dean of the School of Education
Janet Mahoney (1995) Initiatives B.A., Glassboro State College; M.A., Kean
Dean of the Marjorie K. Unterberg B.A., Monmouth College; Ph.D., University; Ed.D, Rutgers University
School of Nursing and Health Rutgers University
Studies Christine Borlan (2003)
R.N., St. Mary’s Hospital; B.S.N., Ravindra N. Sharma (2006) Credential Officer
Monmouth College; M.S.N., Seton Dean of the University Library
Carrie Digironimo (2005)
Hall University; Ph.D., New York B.A., M.A., Delhi University, India;
Program Advisor
University M.L.S., University of North Texas;
B.A., Adams State College; M.A.T.,
Ph.D., State University of New York
Robin Mama (1992) M.Ed., Monmouth University
at Buffalo
Dean of the School of Social Work Patricia Heaney (2007)
B.S.W., College of Misericordia; Kathleen Snedden (1986) Director of Field Placements
M.S.S., Ph.D., Bryn Mawr College Assistant to the Provost
B.A., St. Peter’s College; M.Ed.,
William Paterson University
Monmouth University 107
Directories
Marta Jahn (2007) Patrick Murray (2005) Sharon W. Stark (1996)
Coordinator of Early Field Placements Director of the Polling Institute Associate Dean of the Marjorie K.
A.A.S., Bergen Community College A.B., Lafayette College; M.A., Unterberg School of Nursing and
Rutgers University Health Studies
Jenifer Joyce ’87, ’97 (1999) B.S., Thomas Edison State College;
Program Advisor Vaune Peck (1987) M.S.N., Rutgers University; Ph.D.,
B.S., M.A.T., Monmouth University Counselor and Coordinator of Arts Widener University
Programming and Promotion
Janis Marcus (2000) School of Science
Program Advisor Barbara Powderly (1999)
B.S.W., Ohio State University; M.S. Marketing Coordinator for the Arts Michael A. Palladino (1999)
Ed., Northeastern University B.F.A., Rhode Island School of Dean of the School of Science
Design, M.A., Monmouth University B.S., The College of New Jersey (Trenton
Sarah Moore (2004) State College); Ph.D., University of
Graduate Advising Coordinator Eric Reisher (2002) Virginia
B.A., Siena College; M.A., Georgian Broadcast Technical Assistant
Court College B.A., Monmouth University Joseph Chung (2001)
UNIX Administrator and Teacher
Terri Rothman (2001) Lorna Schmidt (1999) B.S., M.S., Ph.D., University of
Associate Dean of the School of Director of Advising, Department of Illinois at Chicago
Education Communication
B.A., M.S., Ph.D., State University of B.A., Eastern Illinois University; M.A., Catherine N. Duckett (2009)
New York at Albany Emerson College Associate Dean of the School of
Science
Carol Salomon (2007) Michael Thomas (1997) B.A., Brown University; M.A.,
Professional Development School Assistant Dean of the Wayne D. University of Texas at Austin;
Administrator McMurray School of Humanities Ph.D., Cornell University
B.A., Queens College; M.A. Kean and Social Sciences
University B.A., Hamilton College; M.F.A., Merrily Ervin (1997)
Syracuse University Coordinator of SC 100
School of Humanities and B.A., University of California-Davis;
Social Sciences School of Nursing and Health Studies M.S., Ph.D., Rutgers University
Stanton W. Green (2004) Janet Mahoney (1995) Rigoberto Garcia (2005)
Dean of the Wayne D. McMurray School Dean of the Marjorie K. Unterberg School Chemistry Technician/Chemical
of Humanities and Social Sciences of Nursing and Health Studies Hygiene Officer
B.A., University of New York at Stony R.N., St. Mary’s Hospital; B.S.N., B.A., Thomas Edison State College
Brook; M.A., Ph.D., University of Monmouth College; M.S.N., Seton Hall
Massachusetts, Amherst University; Ph.D., New York University Anne Marie Lavin (1996)
Biology-Chemistry Lab Supervisor/
Chris Cavallaro (1992) Cira Fraser (1996) Compliance Officer
Director of Broadcast Engineering Coordinator of the B.S.N. Program B.S., Kean College
B.A., Monmouth University R.N., St. Vincent’s Medical Center;
B.S.N., The College of Staten Anthony MacDonald (2005)
Eileen Chapman (2006) Island; M.S., Rutgers University; Director of the Urban Coast Institute
Assistant Director of Performing Arts Ph.D., Adelphi University B.A., Middlebury College; J.D.,
Series Fordham University
Laura Jannone (2000)
Jane DeTullio (2001) Director of the M.S.N. Program James Nickels (2007)
Writing Center Director R.N., Christ Hospital; B.S.N., Jersey Marine Scientist, Urban Coast Institute
B.A., Georgia State University; M.A., City State College; M.S., Jersey M.S., Montclair State University
Seton Hall University City University; Ed.D., Teachers
College Columbia Maureen Paparella (1994)
Mark Ludak (2007) Director of Information Technology
Compliance Officer/Technical Specialist James Konopack (2006) B.A., St. Thomas University; M.B.A.,
B.A., Monmouth University, M.F.A., Coordinator of Health Studies Barry University
Hunter College B.A., Cornell University; Ed.M.,
Parsons School of Design Boston University; Ph.D., Barbara Reagor (2004)
University of Illinois Director of the Rapid Response
Scott Knauer (2005) Institute
Director of Galleries and Collections Barbara Paskewich (2001) B.S., Monmouth University; M.S.,
B.F.A., University of Wisconsin; Special Projects Coordinator Ph.D., Seton Hall University
M.F.A., Ohio University B.A., Monmouth University; M.A.,
Montclair State University; R.N., John A. Tiedemann (1998)
Golam Mathbor (1999) Assistant Dean of the School of
Anne May School of Nursing
Associate Dean of the Wayne D. Science
McMurray School of Humanities Director of the Marine and
and Social Sciences Environmental Biology and Policy
B.S.S., M.S.S., LL.B., University of Program
Dhaka; M.S.W., McGill University; B.S., Upsala College; M.S., Florida
Ph.D., The University of Calgary Institute of Technology
108 Monmouth University
Directories
Judith Toubin (1990) Rachel Gardner (1989) Academic and Institutional Assessment
Coordinator of the Math Center Associate Librarian; Coordinator of
B.S., Monmouth College; M.A., Information Services and Collection David B. Strohmetz (1996)
Georgian Court College Development Associate Vice President for Academic
B.A., Vassar College; M.A., Middlebury and Institutional Assessment
School of Social Work College; M.L.S., Rutgers University B.A., Dickinson College; M.A., Ph.D.,
Temple University
Robin Mama (1992) George Germek (2006)
Dean of the School of Social Work Assistant Librarian – Reference Eleanor C. Swanson (1994)
B.S.W., College of Misericordia; M.S.S., Coordinator Director of Institutional Research
Ph.D., Bryn Mawr College B.S. Kean University; M.A. Rutgers B.A., University of Arizona; M.A.,
University; M.L.I.S. Rutgers Ph.D., University of Connecticut
Leah Lazzaro (2006)
Field Placement Coordinator, School University Global Initiatives
of Social Work Aurora Ioanid (1996)
B.A., Penn State University; M.S.W., Saliba Sarsar (1985)
Associate Librarian; Head of Associate Vice President for Global
Monmouth University Technical Services Initiatives
Paul Longo (1999) M.A., University of Bucharest, B.A., Monmouth College; Ph.D., Rutgers
Director of Field and Professional Romania; M.L.S., Columbia University
Development, School of Social Work University
B.A., M.S.W., Rutgers University Aaron Ansell (2007)
Mary Beth Meszaros (2008) Co-Director of the Jewish Culture
Graduate School and Assistant Librarian – Bibliographic Program
Instruction B.A., University of California, San
Continuing Education
B.A., M.A., Villanova University; Diego; M.A., Ph.D., University of
Datta V. Naik (1977) M.L.I.S., Drexel University, Ph.D., Chicago
Vice Provost and Dean of the University of Pennsylvania
Graduate School and Continuing Robyn Asaro (1998)
Education
Linda Silverstein (2005) Assistant Director of Study Abroad
Specialist Librarian; Systems B.A., State University of New York at
B.Sc., St. Xavier’s College, University
Librarian/ILL Coordinator Buffalo
of Bombay, Goa, India; Ph.D.,
B.A., Monmouth University; M.L.I.S.,
University of Notre Dame Rekha Datta (1995)
Drexel University
Anthony Lazroe (2007) Founding Director, Institute for Global
Director of the Office of Grants and
Academic Administration Understanding
Contracts Susan J. O’Keefe (1981) B.A., M.A., Presidency College,
B.A., Long Island University; M.A., Associate Vice President for Academic University of Calcutta, India; Ph.D.,
Northern Illinois University Administration and Registrar University of Connecticut
A.B., Douglass College; M.S., Rutgers Joseph Patten (2002)
Monmouth University Library
University Director of the Global Leadership
Ravindra N. Sharma (2006) Institute and of the Washington
Dean of the University Library
Laura Papa Babbin, Esq. (1991)
Director of Registration and Records Semester
B.A. (honors), M.A., Delhi University, B.A., Kean University; M.A., West
B.A., Drew University; M.B.A.,
India; M.L.S., University of North Virginia University; Ph.D., West
Monmouth University; J.D.,
Texas; Ph.D., State University of Virginia University
Concord Law School
New York at Buffalo
Debbie Mellish (1979) Maryanne Rhett (2008)
Susan Bucks (2010) Co-Director of the Jewish Culture
Assistant Director of Registration and
Instructor Librarian Program
Records for Scheduling
Instructional Services/Reference/ B.A. University of South Carolina,
A.A.S., Brookdale Community College
Government Documents M.A., University of Arizona; Ph.D.,
B.A., M.A., Rutgers University Lynn Reynolds (2002) Washington State University
Associate Director of Registration
Lisa Coats (2006) Richard Veit (2000)
and Records for Operations
Assistant Librarian – Reference Director of the Center for Excellence
B.A., Monmouth University
B.A., Temple University; M.A. Virginia in Teaching and Learning
Commonwealth University; LacyJane Ryman (2008) B.A., Drew University; M.A., College
M.L.I.S., Rutgers University Assistant Director for Graduation of William and Mary; Ph.D.,
B.A., The College of New Jersey University of Pennsylvania
Eleanora Dubicki (2003)
Associate Librarian Karen Wyant (2001) To Be Appointed
B.A., Douglass College; M.L.S., Assistant Director for WEB and Faculty Director of Experiential
M.B.A., Rutgers University Curriculum Management Education
Monmouth University 109
Directories
Academic Foundations – Erin Kenney (2004) Maureen Dries (2003)
General Education Disability Specialist, Disability Assistant Accountant
Services for Students B.S., Trenton State College; M.B.A.;
Judith L. Nye (1987) B.S., Marist College; M.S.W., Pace University
Associate Vice President for Academic Fordham University
Foundations – General Education Catherine Duriske (1994)
B.S., M.S., Ph.D., Virginia Commonwealth Lori Lichter (1983) Director of Investment Accounting
University Student Development Counselor B.S., Montclair State College; CPA, NJ
B.A., M.A., Montclair State University
Beatrice M. Rogers (1993) Josephine Estelle (2001)
Assistant Vice President for Nicole Martinez (2006) Accountant
Academic Foundations – General Counselor and Freshman Coordinator, B.S., Georgian Court College
Education Educational Opportunity Fund
B.A., M.A., Monmouth University Jonas Javier (2007)
B.S., Allegheny College; M.B.A., Associate Bursar
Monmouth College Barbara Rubert (2002) B.S., New Jersey Institute of
Center for Student Success Director, Tutoring Center Technology
B.S., Seton Hall University
Mercy O. Azeke (2009) Norma Johnson (1997)
Dean of the Center for Student Success Danielle Schrama (1999) Manager of Payroll Services
B.S., University of Nigeria; M.Ed., Ed.D., Coordinator First Year Advising B.A., Lynchburg College
Temple University B.S., M.S., Monmouth University
Betsy Lunney (1981)
Skip Carey (2005) Tyrone M. Smith (2009) Assistant Controller
Director of Disability Services for Counselor, Educational Opportunity B.B.A., Suffolk University; M.B.A.,
Students Fund Monmouth University
B.A., Marist College; M.A., New B.A., M.Ed., Monmouth University
Camille Peterson (1993)
Jersey City University Marilyn Ward (1996) Assistant Bursar
Jean-Marie Caruso (2007) Coordinator of Service Learning and
Community Programs Linda Pulcrano (1972)
Student Development Counselor Bursar
B.A., Loyola College; M.S., B.A., Seton Hill College
Monmouth University Lupita Yonker (2002) Laurie Stanton (1987)
Assistant Director, Educational Accounts Payable Manager
Carolyne Chirichello (2000) A.A., Brookdale Community College
Assistant Director, Disability Services Opportunity Fund
for Students B.A., M.A., Bowling Green State Melissa Sweeney (2007)
B.A., University of California, Santa University Accountant
Cruz; M.S., San Jose State FINANCE B.S., Rutgers School of Business;
University M.B.A., Monmouth University
William G. Craig (1981)
William F. Hill (1977) Vice President for Finance John Gavin (1991)
Assistant Dean for Career Services B.S. in Business Administration, Seton Associate Vice President for Budgets and
B.A., St. Peter’s College; M.A., Hall University; CPA, NJ Finance
Manhattan College B.S., M.B.A., Seton Hall University
Ruth Saporito (1982)
Colleen Johnson (1981) Assistant to the Vice President for Gary Phoebus (1994)
Director, Educational Opportunity Student Financial Appeals Copy Center Manager
Fund Program A.A., Hershey Jr. College; M.T.
B.A., M.S.Ed., Monmouth College William T. Rainey (1982)
Harrisburg School of Medical Bookstore Manager
Jean Judge (1984) Technology, ASCP B.A., Rutgers University
Associate Dean for Support Services Philip Bodner (1997)
and Articulation Kathy Booth (1985)
Associate Vice President & Controller Assistant Bookstore Manager
B.S., Georgian Court College; M.A., B.B.A., Bernard M. Baruch (C.U.N.Y.);
Trenton State College M.B.A., Wagner College Megan McCluskey (2004)
Deborah Kavourias (2003) Textbook Manager
Shelley Carlock (2010)
Director First Year Advising Accountant Mark Miranda (2005)
B.S., Syracuse University; M.A., Iona B.B.A., Pace University Director of Purchasing
College B.S., St. John’s University
Marilyn Cusick (1990)
Kathleen Kennedy (1989) Manager of Cashiering Patricia Curtis (2006)
Director of Cooperative Education B.S., Monmouth University Box Office Manager
B.S., University of Dayton; M.S., B.A., Montclair University
Wright State University Ellen Dombroski (1997)
Assistant Controller
B.S., Seton Hall University; CPA, NJ
110 Monmouth University
Directories
Edward Christensen (1996) Tease Gould (1995) Paula Cannella (2000)
Vice President for Information Management Senior Technology Support System Administrator
A.S., George Washington University; B.S., Manager/IT Project Manager Cittone Institute
Southern Illinois University; M.B.A., B.S., College of Saint Elizabeth;
Ph.D., Rutgers University M.S.Ed., Monmouth University Robert Carsey (1998)
Director of Server Operations
Patricia Dodd (1999) Joseph Huybens (2001) B.S., M.S., Monmouth University
Assistant to the Vice President for Computer Systems Analyst
Information Management Alan Chiu (2000)
A.A.S., Monmouth University Ruth Jamnik (2007) Programmer/Analyst
Assistant Computer Trainer B.A., Guangzhou Institute of Foreign
John Cavallo (1997) B.A. Kean College Languages
Director, Information Logistics and
Security Kristen Kormann (1998) Kathleen Crawley (2002)
B.A., Monmouth University Senior Technology Support Senior Programmer/Analyst
Manager/IT Project Manager
Theodore Tsoutsas (2001) Eric Joyce (1999)
Software Licensing Administrator Ronald Lawson (2006) Director of Infrastructure Operations
Assistant LMS Administrator Computer Systems Analyst Brick Computer Institute
A.S., Devry University
Information Support Mary Latteri (2002)
Aileen (Teri) Monahan (2008) Programmer/Analyst
Wendy Savoth (2004) Technology Support Manager/IT B.S., Monmouth University
Associate Vice President for Information Project Manager
Support A.S., Staten Island Community Michael McGuire (2007)
B.S., University of Connecticut; M.S., College; B.S. C.U.N.Y. Network Systems Administrator
Monmouth University B.A., Moravian College
Marijean Nagy (1999)
Lydonna (Sue) Baklarz (2007) Senior Technology Support Steven Mervine (2004)
Computer Systems Analyst Manager/IT Project Manager Director of Media Operations
B.A., Felician College; M.S., B.S., Monmouth University
Joseph Bembry (2000) Villanova University
Director of Computer Support Don Reynolds (2005)
B.A., Monmouth University Billy Pachamango (2001) Programmer/Analyst
Computer Systems Analyst Carlton Richardson (2008)
Karen M. Blaney (2007) A.S., Devry University
Technology Support Manager/IT System Administrator
Project Manager Linda Puches (2006) Gary Rosenberg (2001)
Instructional Designer Manager, Telecommunications
Mary Caroli (2003) B.A., Fordham University; M.A., Kean
Technology Support Manager/IT University Thomas Shenko (1999)
Project Manager Senior Programmer/Analyst
A.A.S., Brookdale Community College Glenn Schacht (2000) A.A., DeVry Technical Institute
Computer Systems Assistant
Edward Carson (2004) Charles (Joe) Strickland (1993)
Computer Systems Analyst Michael Seeley (2005) Network Administrator
Computer Systems Analyst
Robert Coles (2007) A.A.S., Bergen Community College Bonnie Ullmeyer (1997)
Computer Trainer Director of Enterprise Programming
B.A., Monmouth University Lynn Stipick (1997) and Integration
Director of Help Desk and Training B.S., Monmouth University
Deborah Cotler (2005) B.S., West Chester State University
Director of Instructional Support Zhenhhong (John) Xu (2000)
B.A., State University of New York, Michael Walsh (2002) System Administrator
Albany; Ed.M., Boston University Technology Support Manager/IT M.S., Louisiana Tech University
Project Manager
Aditi (Rupa) Dasgupta (2008) B.A., Purdue University; M.A., The STUDENT SERVICES
Graphic Web Designer/Videographer Richard Stockton College of New
B.A., University of Virginia; M.F.A., Mary Anne Nagy (1986)
Jersey
Parsons Institute Vice President for Student Services
Information Operations B.S., Springfield College; M.S.Ed.,
Albert DaSilva (1998) Monmouth College; M.B.A., Monmouth
Computer Systems Analyst John Sonn (1988) University
Associate Vice President for
Wayne Elliott (2002) Information Operations James Pillar (1995)
Instructional Technologist and LMS B.A., Rutgers University Assistant Vice President for Student
Administrator Services
B.A., Monmouth University James Allan (2004) B.S., Millersville University; M.B.A.,
System Administrator West Chester University
A.A., Brookdale Community College
Monmouth University 111
Directories
Mark Holfelder (2000) Barbara Nitzberg (1996) Lynne Lehrkinder (2008)
Associate Director of Residential Life Coordinator of International Student Psychological Counselor
B.A., Widener University; M.S., West Services B.A., Marist College; M.A., Kean
Chester University B.A., M.A., Monmouth University College
Ray Gonzalez (2004) Shannon Killeen (2002) Tom McCarthy (2007)
Associate Director of Housing Assistant Vice President for Student Psychological Counselor
Operations Services B.A., M.A., Monmouth University
B.A., S.U.NY. University; M.S., B.A., Glassboro State College; M.A.,
Syracuse University Rowan College Kathryn Memoli (2004)
Psychological Counselor
Megan Jones (2000) Susan Damaschke (2009) B.A., Glassboro State College;
Assistant Director of Residential Life Coordinator of First Year Student M.S.W., State University of New
and Judicial Affairs Retention York Stony Brook
B.S., Rutgers University; M.S., B.A., Bucknell University; M.S.,
Monmouth University Miami University UNIVERSITY ADVANCEMENT
Elizabeth Anton (2006) Kathy Maloney (2001) Jeffery N. Mills (2005)
Residential Life Administrator Director of Health Services Vice President for University Advancement
B.S., S.U.N.Y. Oneonta B.S.N., Georgetown University; B.S., University of Maine; M.Ed, Ph.D.,
M.B.A., The George Washington Arizona State University
Christopher McKittrick (2006) University; M.S.N., Monmouth
Residential Life Administrator Nadja Andreev (1994)
University Director of Prospect Research
B.S., M.A., The College of New
Jersey Louise Bosman (1997) Jacqueline Bartley-Oxley (2007)
University Nurse Practitioner Associate Vice President of
Bradley Bennett (2006) B.S.N., M.S.N., Monmouth University
Residential Life Administrator Development
B.A., Salisbury University; M.A., Mary Lou Dalessandro (2000) B.A., Boston College; J.D., Seton
University of Mississippi University Nurse Practitioner Hall University School of Law
B.A., Rutgers University; B.S.N., Jan Connolly (2002)
Corey Inzana (2006) M.S.N., Monmouth University
Residential Life Administrator Director of Special Events and
B.S., Quinnipiac University Donna Maclachian (2008) Programs
University Nurse Practitioner B.S., University of Evansville
Eric Mochnacz (2005) B.S.N., University of Wisconsin,
Residential Life Administrator Marian Dalton (2003)
Madison; M.S.N., Monmouth Senior Special Events Coordinator
B.A., Seton Hall University; M.A., University
Monmouth University Shari DeAnni (2005)
Suanne Schaad (2005) Assistant to the Vice President of
Kerby Vincent (2010) Substance Awareness Coordinator
Residential Life Administrator University Advancement
B.A., Loyola College (MD); M.A.,
B.A., M.A., The College of New Monmouth University G. Anthony DelFranco (2000)
Jersey Director of Annual Fund Gifts
Marsha McCarthy (2002) B.S., Northern Michigan University
Amy Bellina (1994) Director of Conference and Program
Director of Student Activities and Services Lucille Flynn (2002)
Student Center Operations B.A., Richard Stockton College of Associate Vice President of
B.A., University of Pittsburgh; M.A., New Jersey; M.B.A., Monmouth University Advancement
Indiana University of Pennsylvania University B.S., Seton Hall University
Tyler Havens (2005) Nicole Frame (2010) Jennifer Harris ’03, ‘05 (2007)
Assistant Director of Student Activities Assistant Director of Conference and Associate Director of Alumni Affairs
for Fraternity and Sorority Life Program Services B.S., M.A., Monmouth University
B.S.Ed., SUNY Fredonia; M.S., B.S., The College of New Jersey;
Western Illinois University Freda Karpf ’75, ‘08 (1999)
M.A., Monmouth University
Assistant Director of Prospect
Heather Kelly (2004) Vaughn Clay (1994) Research and Advancement
Assistant Director of Student Director of Off Campus and Proposal Writer and Grants
Activities for Multicultural and Commuter Services Coordinator
Diversity Initiatives B.S., M.A., Indiana University of B.A., M.S.W., Monmouth University
B.A., S.U.N.Y. University; M.S., Pennsylvania
Syracuse University Thomas E. Klimchak (2002)
Franca Mancini, Ph.D. (1985) Director of Advancement Services
Megan McGowan (2010) Director of Counseling and B.A., Millersville University
Assistant Director of Student Psychological Services
Activities and Student Center Michele B. Lassen ’85, ’87 (1996)
B.A., Monmouth University; Ph.D.,
Operations Associate Director of Alumni Affairs
University of Rome, Italy
B.S., M.S., Springfield College B.S., M.B.A., Monmouth University
112 Monmouth University
Directories
Jennifer Loysen ’96 (2006) Danielle Colbert (2007) Andrea Thompson (2007)
Annual Fund and Class Giving Counselor for Special Initiatives Graduate Admission Counselor
Program Manager B.A., Lafayette College B.A., Marymount Manhattan College;
B.S., Monmouth University M.A.T., Monmouth University
Patrick Dorsey (2005)
Michael S. Maiden, Jr. ’07 (2005) Associate Director of Undergraduate Claire Alasio (1997)
Director of Advancement Publications Admission Associate Vice President of
B.A., Boston University; M.A., B.S., Fairleigh Dickinson University; Enrollment Management/Director of
Monmouth University M.S.Ed., Monmouth University Financial Aid
B.A., Roanoke College; M.A.Ed.,
Sharon Miggins ’06 (2002) Amanda Klaus (2009) Virginia Polytechnic Institute and
Assistant Director of Special Events Admission Counselor State University
and Programs B.A., Monmouth University
A.A.S., Fashion Institute of Technology; Kristen Isaksen (1997)
B.S., College of Staten Island; Kamal Kornegay (2004) Associate Director of Financial Aid
M.A.L., Monmouth University Assistant Director of Undergraduate B.A., Dickinson College; M.S.Ed.,
Admission Monmouth University
Heather Mistretta (2006) B.A., Rowan University
Assistant Editor Tabitha Conlan (2001)
B.A., American University Lesbia Marrero (2004) Senior Financial Aid Counselor
Assistant Director of Undergraduate B.S., Georgian Court College
Marilynn W. Perry (1996) Admission
Director of Alumni Affairs B.A., Inter America University Sandra Crawford (2008)
B.A., St. Lawrence University Financial Aid Counselor
Christine Benol (1991) B.A., Muhlenberg College
Kevin Scally ’07 (2009) Vice President of Enrollment
Annual Fund Marketing Manager Management Marilyn Dorsey (1985)
B.A., Monmouth University Director of Enrollment Research and Direct Lending Coordinator
Technical Support
Georgina West ’02 (1997) B.A., Monmouth University; M.S.Ed., Nancy Hanson (1997)
Director of Gift Planning and Monmouth University Assistant Director of Financial Aid
Resource Development B.S., M.B.A., Monmouth University
B.S., Northern Illinois University; Patricia Barr (1980)
M.A., Monmouth University Associate Director for Enrollment Robert C. Hennessey (2001)
Credit Evaluation Assistant Director of Financial Aid
ENROLLMENT MANAGEMENT B.A., Monmouth University; M.S.Ed., B.S., West Chester University
Robert D. Mc Caig (2005) Monmouth University Sarah Savarese (2001)
Vice President for Enrollment Kathleen Dennis (1993) Director of Enrollment Publications
Management Enrollment Research Coordinator and Communications
B.A., Penn State University; M.A., Arcadia B.A., College of Saint Elizabeth B.A., The College of New Jersey;
University; Ed.D., Temple University M.B.A., Monmouth University
Barbara Growney (1994)
Andrea S. Bornstein (1977) Director of Admission Processing Russ Crespolini (2010)
Assistant to the Vice President for B.S., Monmouth University; M.S.Ed., Web Writer
Enrollment Management Monmouth University Enrollment Publications and
Communications
Lauren Vento Cifelli (2000) Jaclyn A. Rizzo (2001) B.A., Rowan University, M.A.,
Assistant Vice President of Assistant Director of Admission Montclair State University
Enrollment Management Processing
B.A., B.S., M.A., Monmouth University B.A., Kean University Lauren Harms (2008)
Communications Design Specialist
Victoria Bobik (2005) Kevin L. Roane (1993) B.A., Monmouth University
Director of Undergraduate Admission Director of Graduate Admission
B.A., Colgate University; M.A., B.S., Fairleigh Dickinson University Eileen Reinhard (2004)
University of South Carolina Communications Coordinator for
Laurie Kuhn (1999) Publications Initiatives
Andrew Amendola (2008) Associate Director of Graduate B.A., Seton Hall University
Admission Counselor Admission
B.A., Monmouth University B.A., State University of New York at Robert E. Smith (2004)
Oneonta; M.B.A., Barush College- Communications Coordinator for
Rene Anderko Web Initiatives
Admission Counselor Mount Sinai School of Medicine
B.S., Boston University
B.A., Moravian College Terry DeTuro (2006)
Graduate Admission Counselor Vera Towle (2008)
Brittany Barton (2009) Communications Design Specialist
Admission Counselor B.A., Rider University; M.Ed.,
University of Virginia B.A., Georgian Court University
B.A., Muhlenberg College
Monmouth University 113
Directories
ADMINISTRATIVE SERVICES William McElrath (2003) Jon Cascone (1997)
Chief, MUPD Director of Recreation and Intramurals
Patricia Swannack (1975) B.A., Kings College; M.A., Seton Hall B.S., M.A., East Stroudsburg University
Vice President for Administrative Services University
B.S., Monmouth University Vanessa Christensen
Kenneth Walker (2002) Assistant Athletics Trainer
Kara Sullivan (1998) Deputy Chief, MUPD B.S., West Chester University
Assistant to the Vice President for B.A., Seton Hall University; MPA,
Administrative Services Fairleigh Dickenson University Joe Compagni (1996)
Director, Track & Field and Cross
Robert Cornero (1996) ATHLETICS Country
Associate Vice President for Campus B.A., University of Delaware; M.P.S.,
Planning and Construction Marilyn McNeil (1994) University of Delaware, Cornell
B.E., Stevens Institute of Technology Vice President and Director of Athletics University
B.P.E., The University of Calgary; M.A.,
Lester Hauck (1988) McGill University, Ed.D.; Washington Mickey Cook (2006)
Director of Facilities Management for State University Head Coach Men’s Tennis
Operations B.S., Rutgers University
B.S., Monmouth University Samantha Allison
Second Assistant Women’s Chris Damian
Richard Su (1990) Basketball Coach Assistant Coach Football/Video
Director of Compliance, Special B.A., St. Francis University; M.B.A., Coordinator
Events and Services Long Island University B.A., Monmouth University, M.S. Ed.,
B.A., Monmouth University Wagner College
Terence Archer
Kevin G. Franken, Sr. (2007) Assistant Football Coach Gregory Decos (1999)
Business Manager B.A., Monmouth University Assistant Athletics Director
B.A., Towson University, B.S., Equipment, Laundry Services
College of St. Elizabeth; M.S., New Courtney Ball (2010) Vincent DeStasio (1992)
Jersey Institute of Technology Cheerleading Coach
B.S., Monmouth University Team Physician
Stephen Ruggiero (2008) B.S., Monmouth University
Director of Turf and Landscape Devin Barry University of Iowa
Management Assistant Coach Track
B.S., Mount St. Mary’s University Jill DiSanti
James Ferris, P.E. (2008) Assistant Field Hockey Coach
Director of Facilities Management for Tom Battaglia (1998) B.S., Qunnipiac University
Special Projects Coordinator Strength/Conditioning
B.S., Massachusetts Institute of B.S., M.S., Purdue University Kevin Drew
Technology Assistant Athletics Trainer
James Belanger B.A., S.U.N.Y. College
Timothy Orr (1996) Assistant Coach Baseball
Construction Manager B.S., University of Louisville Karen Edson (1969)
B.S., Geneva College Associate Athletics Director for
Louie Berndt Business
Monica Bottone (1994) Head Coach Softball
Assistant to the Directors of Facilities B.S. Western Michigan, Nicholls Jeramy Edwards
Management and Grant Manager State University Assistant Football Coach
B.A., Montclair State University; M.A., B.A. Duke University
New York University Tom Bieber
Coordinator for Student Development Dean Ehehalt (1994)
Maureen Coffey (1999) B.S., Slippery Rock University Head Coach, Baseball
Director of HRIS, Employment and B.S.Ed., M.S.Ed, East Carolina
Communications Andy Bobik University
B.S., M.B.A., Monmouth University Associate Head Coach Football
B.A., Colgate Carli Figlio
Robyn Salvo (2006) Head Coach Field Hockey
Director of Benefits and Training Kevin Callahan (1992) B.A.,Kent State University
B.A., College of New Jersey Head Coach, Football
B.A., University at Rochester Abe Flores
Maureen Slendorn (2007) Assistant Coach Men’s and Women’s
Manager of Recruiting and Staffing David Calloway (1991) In/Outdoor Track
B.S., Georgian Court University Head Coach, Men’s Basketball B.A. Fine Arts; M.A. Ed., University of
B.S., M.B.A., Monmouth University Southern California
Aimee M. Parks (2000)
Assistant Director of Human Rich Carragher (2001) Brian Gabriel
Resources for Student Employment Assistant Athletics Director for Event Assistant Coach/Recruiting Football
B.A., M.A., Monmouth University Management B.A. Sienna College
B.S., St. Joseph’s University
Sharon Smith (1996) Stephanie Gaitley
Employee Benefits Administrator Head Coach Women’s Basketball
B.S., M.S., Villanova University
114 Monmouth University
Directories
Jeff Gallo Patrice Murray (1988) Kristine Turner (1998)
Assistant Coach Football Head Coach, Women’s Tennis Head Coach, Women’s Soccer
B.S., Monmouth University B.A., M.A., Monmouth University B.S., College of New Jersey; M.Ed.,
Lafayette College
Brian Hirshblond Karl Nonemaker
Assistant Coach Men’s and Women’s Assistant Coach Baseball Scott Van Zile
Track and Field B.S., Vanderbuilt University Assistant Coach/Offensive
B.A., Monmouth University Coordinator Football
Ed Occhipinti (2006) B.A., Towson University
Tahj Holden Athletics Communication Assistant
Director of Men’s Basketball B.A., M.A., Monmouth University Greg Viscomi (2006)
Operations Assistant Director for Athletics
B.A., University of Maryland, College Keith Olenik (2004) Communications
Park Assistant Business Manager/ B.A., Towson University; M.S.,
Assistant Recreation Supervisor Canisius College
Mike Iuliucci B.S., Monmouth University
Assistant Equipment Manager & Robert Voorhees (2003)
Recreation Doug Padron (2002) Assistant Coordinator of Aquatics
B.A., Robert Morris University Associate Athletics Director for Sports
Medicine and Health Education Ashley Waldman
John Jackman (1993) B.S., Towson Assistant Coach Lacrosse
Assistant Director of the Fitness B.A., Monmouth University
Center John Quinn
Head Coach, Sailing Jarred Weiss (2009)
Juwan Jackson B.S., M.S., Northup Institute of Athletics Communication Assistant
Assistant Coach Football Technology, Texas A&M University B.A., Monmouth University
B.A., Marist College; M.B.A., Wagner
College Tim Rehm Denise Wescott
Assistant Strength and Conditioning Head Coach, Lacrosse
Chris Kenny (2007) B.S., Springfield College B.S., M.S., University of Maryland
Assistant Coach Men’s Basketball
B.A., Monmouth University Simon Rosenblum (2002) Clint Wulfekotte (2005)
Associate Director of Sports Medicine Associate Athletics Director for
Ron Krayl B.S., Waynesburg College; M.S.Ed., External Affairs
Assistant Men’s Basketball Coach Old Dominion B.S., University of Delaware; M.S.,
B.A., University of Sioux Falls, Georgia State University
M.A.Ed., Trenton State Clifford Rowley (2006)
Associate Athletics Director for Major Larry Zdilla
Taryn Landers Gifts Assistant Coach Football
Track and Field Operations B.S., University of Massachusetts B.S., M.S. Ed., California University
Coordinator of Pennsylvania
B.A., Lafayette University Tina Sevastakis (2000)
Assistant Athletic Director for Student FACULTY
Jami Lobpries Development
Assistant Softball Coach B.A., St. Lawrence University EMERITUS FACULTY
B.S., Texas A&M University Derek A. Barnes
Dennis Shea (1993)
Maggie Long Director of Golf Professor Emeritus of Physics
Assistant Coach Field Hockey B.S., Ithaca College B.A., M.A., Ph.D., Christ Church, Oxford
B.A., College of William and Mary University, England
Jeff Stapleton (1990)
Hugh MacDonald Senior Associate Athletics Director for Willard Bastian
Assistant Coach Men’s Soccer Internal Affairs Associate Professor Emeritus of Computer
B.A., Monmouth University B.A., Hobart College Science
B.Ch.E., John Hopkins University; M.S.,
Robert McCourt (2004) Alex Stein Princeton University
Head Coach, Men’s Soccer Assistant Athletics Trainer
B.A., Adelphia University B.S., William Patterson; M.Ed., Richard Benjamin
University of Virginia Professor Emeritus of Software and
Sherri McDonald (2002) Electrical Engineering
Head Coach, Women’s Golf Angelika Szumilo B.S., Monmouth College; M.S., Newark
B.A., Pennsylvania State University Associate Head Coach Women’s College of Engineering
Basketball
Michelle Melia B.A., Long Island University Donald Bretzger
Assistant Athletics Director for Professor Emeritus of Chemistry
Student Development Chris Tobin (2000) B.S., Ursinus College; M.S., Ph.D.,
B.A., Rutgers University Associate Athletics Director for University of Delaware
Athletics Communication
David Motisi B.S., College of New Jersey
Assistant Athletics Trainer
B.S. Quinnipiac University
Monmouth University 115
Directories
Richard E. Brewer Carol A. Giroud Richard A. Kuntz
Associate Professor Emeritus of English Professor Emerita of Physical Education Professor Emeritus of Mathematics
B.A., Drew University; B.D., Th.M., B.S., University of North Carolina at B.S., Monmouth College; M.A., Ph.D.,
Princeton Theological Seminary; M.A., Greensboro; M.Ed., University of North University of Maryland
Rutgers University Carolina; Ph.D., Union Graduate School
Susan Kuykendall
Robert Brooks Richard Guilfoyle Associate Librarian Emeritus
Associate Librarian Emeritus Professor Emeritus of Mathematics B.S., Trinity University; M.L.S., Rutgers
B.A., B.S.L.S., University of North B.S., C.W. Post College; M.S., Ph.D., University
Carolina; M.S.Ed., Monmouth College Stevens Institute of Technology
Marilyn M. Lauria
Godfrey Buzzelli C. Dale Haase Associate Professor Emerita of Nursing
Associate Professor Emeritus of Physical Associate Professor Emeritus of Music B.S.N., Hunter College; M.Ed., Ed.D.,
Education B.S., Mannes College of Music; B.S., Teachers College, Columbia University
Ed.B., Ed.M., University of Buffalo M.A., Teachers College, Columbia
University John J. Lavelle
John E. Carson Associate Professor Emeritus of English
Associate Professor Emeritus of James A. Heely A.B., Cornell University; M.A., Ph.D., New
Mathematics Associate Professor Emeritus of Accounting York University
B.A., Drew University; M.S., New York B.B.A., Saint Francis College; M.B.A.,
University Fairleigh Dickinson University; CPA, R. Kaiser-Lenoir
New York Professor Emeritus of Foreign Languages
Floyd R. Deardorff Licence es Lettres, Sorbonne; Diplome
Assistant Professor Emeritus of Waltraud Hieslmair d’Etudes Litteraires Superieures,
Mathematics Associate Professor Emerita of Physics C.A.P.E.T., Strasbourg
B.A., Temple University; M.A., Catholic B.S., M.S., University of Vienna, Austria
University Murray Levine
Robert L. Huber Associate Professor Emeritus of English
Philip C. Donahue Associate Professor Emeritus of B.A., New York University; M.A., Harvard
Associate Professor Emeritus of History Communication University
B.S., Temple University; M.A., University B.A., Montclair State College; M.A.,
of Pennsylvania Adelphi University Helen T. MacAllister
Associate Professor Emerita of Biology
Francis Patrick Dooley Edward Jankowski B.S., Douglass College; M.S., Rutgers
Professor Emeritus of History Professor Emeritus of Art and Design University
A.B., Villanova University; M.A., Ph.D., BFA, Layton School of Art; MFA,
University of Maryland University of Wisconsin David Martin
Professor Emeritus of English
Donald Dorfman Barbara Harris Jaye B.A., Providence College; M.A., University
Professor Emeritus of Biology Professor Emerita of English of Rhode Island; Ph.D., New York
B.S., Monmouth College; M.S., University B.A., City College of New York; M.A., University
of Connecticut; Ph.D., Rutgers Ph.D., Rutgers University
University Charles R. Mayes
Margaret G. Juckett Professor Emeritus of History
Harris Drucker Associate Professor Emerita of B.S., Central Missouri State University;
Professor Emeritus of Software Engineering Management M.A., University of Maryland; Ph.D.,
B.S.E.E., Pennsylvania State University; B.S., West Virginia Wesleyan College; University of Minnesota
M.S.E., Ph.D., University of M.A., University of Kentucky; M.B.A.,
Pennsylvania Monmouth College Donald B. McKenzie
Professor Emeritus of English
Stanley Dubroff Quentin Keith Ph.D., University of Pennsylvania
Associate Professor Emeritus of Business Associate Professor Emeritus of English
Law B.A., Lehigh University; B.A., (Hons.), Rose Mary Miller
B.S., Drexel University; J.D., Temple M.A., Kings College, Cambridge Associate Professor Emerita of
University University, England Mathematics
B.S., Middlebury College; Ed.M.,
William R. Feist Glenn King University of Vermont; Post-Master’s
Associate Professor Emeritus of Finance Professor Emeritus of History and Certificate, University of Maine
B.A., Princeton University; M.S.Ed., Anthropology
University of Pennsylvania; M.A., B.A., Cornell University, M.A., University of Thomas F. Murtha
Lehigh University; Ph.D., Temple California at Los Angeles; Ph.D., Associate Professor Emeritus of Physical
University University of California at Berkeley Education
B.S., Long Island University; M.S., Newark
Gilbert Fell Carl M. Koreen State College
Associate Professor Emeritus of Philosophy Associate Professor Emeritus of
B.A., Drew University; S.T.B., M.A., Ph.D., Mathematics Howard Nitzberg
Temple University B.S., M.S., Louisiana State University Professor Emeritus of Foreign Languages
A.B., M.A., Brooklyn College; Ph.D., New
Albert Friedman York University
Professor Emeritus of Sociology
A.B., A.M., Ph.D., University of Michigan
116 Monmouth University
Directories
Marilyn A. Parker Morris R. Short Richard Wilson
Professor Emerita of Chemistry Professor Emeritus of Philosophy Associate Professor Emeritus of Business
B.S., University of Wisconsin; Ph.D., B.A., M.A., George Washington University; Administration
University of Washington Ph.D., Columbia University A.B., Columbia College; J.D., St.John’s
University; L.L.M., New York University;
Richard Pirchner Caryl Sills Member of New York Bar
Associate Professor Emeritus of Computer Associate Professor Emerita of English
Science B.A., Northwestern University; M.A.T., William A. Wollman
B.S., University of Dayton; M.S., St. Monmouth College; Ed.D., Rutgers Associate Professor Emeritus of Music
John’s University University B.Mus., Manhattan School of Music; M.A.,
Teachers College, Columbia University;
Alicia E. Portuondo Robert J. Sipos Ed.D., New York University
Professor Emerita of Foreign Languages Professor Emeritus of English
Licenciado en Filosofia y Lettras; B.S., Fordham College; M.A., Teachers William A. Yaremchuk
Licenciado en Derecho, Oriente College; M.A., New York University Professor Emeritus of Communication
University, Cuba; M.A., Rutgers A.B., Fairmont (W. Va.) State College;
University; Ph.D., New York University Thomas Smith M.A., West Virginia University; Ph.D.,
Associate Professor Emeritus of New York University
Alfred J. Provencher Mathematics
Associate Professor Emeritus of Art B.S., Nicholls State College; M.S., Theresa Julia Zielinski
A.B., Syracuse University; M.A., New York Louisiana State University; Ph.D., Professor Emerita of Chemistry
University Louisiana State University B.S., M.S., Ph.D., Fordham University
Robert Rechnitz Viola T. Snow FACULTY
Professor Emeritus of English Associate Professor Emerita of Education
B.S., Northwestern University; M.A., B.S., M.S.Ed., Monmouth College; Ed.D., Julius O. Adekunle (1996)
Columbia University; Ph.D., University Rutgers University Professor of History
of Colorado B.A., University of Ife, Nigeria; M.A.,
Leonard E. Spiegel University of Ibadan, Nigeria; Ph.D.,
Walter Reichert Professor Emeritus of Biology Dalhousie University, Canada
Associate Professor Emeritus of Computer A.B., Drew University; M.S., Northwestern
Science University; Ph.D., Cornell University Gilda M. Agacer (1998)
B.S.M.E., Drexel Institute of Technology; Associate Professor of Accounting and
Ph.D., University of Pittsburg Tadeusz Swietochowski Interim Associate Dean of the Leon
Professor Emeritus of History Hess Business School
Thomas Reiter Magister, University of Warsaw; M.A., B.A., University of the East Philippines;
Professor Emeritus of English American University of Beirut; Ph.D., M.I.B.S., Ph.D., University of South
B.A. Loras College (IA); M.A., University New York University Carolina
of Virginia; Ph.D., University of
Massachusetts D. Robert Teeters G. Oty Agbajoh-Laoye (1997)
Professor Emeritus of Physics Associate Professor of English
Everett Rich B.A., Oregon State College; M.A., Ph.D., B.A., M.A., Ph.D., University of Ibadan,
Associate Professor Emeritus of University of California at Berkeley Nigeria
Communication
B.S., M.S., Emerson College Arie van Everdingen Gwendolyn Alexis (2005)
Associate Professor Emeritus of Art Assistant Professor of Management
Benjamin Rigberg B.F.A., M.F.A., Alfred University B.S., University of Southern California;
Professor Emeritus of History M.A.R.,Yale University Divinity School;
B.S., Temple University; M.A., University Hildegard Webb M.A., Graduate Faculty New School;
of Illinois; Ph.D., University of Associate Librarian Emerita Ph.D., New School for Social Research
Pennsylvania B.A., Wake Forest University; M.L.S.,
Rutgers University Harvey Allen (2006)
Charles W. Rutledge Assistant Professor of Educational
Professor Emeritus of Education Richard E. Weber Leadership, School Counseling and
B.A., M.A., Ph.D., Michigan State Professor Emeritus of Economics Special Education
University B.A., M.A., Ph.D., Rutgers University B.A., M.A., Montclair State College; Ed.D.,
Ruth C. West Rutgers University
Martin J. Ryan
Associate Professor Emeritus of Art Associate Professor Emerita of Education Sheri Anderson (2005)
B.S., M.A., Columbia University B.A., Barnard College; M.A., Ed.D., Specialist Professor of Theatre
Teachers College, Columbia University B.A., William Jewell College; M.F.A.,
Pierre J. Salmon University of California, San Diego;
Associate Professor Emeritus of William F. Wetzel
Assistant Professor Emeritus of Music M.A., Monmouth University
Accounting
B.S.B.A., Boston College; M.B.A., New B.A., M.A., Montclair State College Aaron Ansell (2007)
York University; CMA, CPA, New Jersey Assistant Professor of History and
Anthropology and Co-Director of the
Aaron H. Schectman Jewish Culture Program
Professor Emeritus of Education B.A., University of California, San Diego;
B.S., M.Ed., Ed.D., Rutgers University M.A., Ph.D., University of Chicago
Monmouth University 117
Directories
Nahid Aslanbeigui (1988) Bojana Beric (2006) Kenneth Campbell (1986)
Professor of Economics Assistant Professor of Nursing and Health Associate Professor of History
B.A., University of Tehran; M.A.; Ph.D., Studies B.A., Virginia Commonwealth University;
University of Michigan M.A., Montclair State University; Ph.D., M.A., Ph.D., University of Delaware
University of Novi Sad, Yugoslavia;
Mary Kate Azcuy (2004) Ph.D., New York University Alan A. Cavaiola (1996)
Assistant Professor of English Professor of Psychological Counseling
B.S., Monmouth University; M.A., New Stanley S. Blair (1996) B.A., Monmouth College; M.A., Fairleigh
York University; Ph.D., Drew University Associate Professor of English Dickinson University; Ph.D., Hofstra
B.A., Gardner-Webb College; M.A., University
Barrie Bailey (2001) Marquette University; Ph.D., Duke
Associate Professor of Finance University Suneal Chaudhary (2007)
B.S., M.B.A.; Ph.D., University of Central Assistant Professor Mathematics
Florida Kristin Bluemel (1994) B.S., California Tech; M.S., Ph.D., UCLA
Professor of English
Thomas Baker (2004) B.A., Wesleyan University; M.A., Ph.D., Laurel Chehayl (2006)
Associate Professor of Art Rutgers University Assistant Professor of Curriculum and
B.F.A., East Carolina University; M.F.A., Instruction
University of Wisconsin Barbara Lynn Bodner (1988) B.S., M.Ed., Ph.D., Kent State University
Professor of Mathematics
Shelia Baldwin (1998) B.S., Fairleigh Dickinson University; M.S., Micah Chrisman (2007)
Associate Professor of Education Pennsylvania State University; Ed.D., Assistant Professor of Mathematics
B.A., University of Mississippi; M.Ed., Rutgers University B.S., M.S., Virginia Tech; Ph.D., University
Ph.D., Texas A&M University of Hawai’i at Manoa
Carolyn Bradley (2005)
Daniel Ball (2007) Assistant Professor of Social Work Edward W. Christensen (1996)
Assistant Professor of Management and B.A., College of St. Elizabeth; M.S.W., Associate Professor of Management; Vice
Marketing Ph.D., Fordham University President for Information Management
B.S., Western New England College; A.S., George Washington University; B.S.,
M.S., Lehigh University; M.S., Mary Brennan (2005) Southern Illinois University; M.B.A..
Rensselaer Polytechnic Institute; Ph.D., Specialist Professor of Education Ph.D., Rutgers University
University of Massachusetts B.A., Dominican College; M.S., Lehman
College Andreas C. Christofi (1997)
Rosemary Barbera (2005) Associate Professor of Finance
Assistant Professor of Social Work Karen T. Bright (1996) B.A., Graduate Industrial School of
B.A., M.A., La Salle University; M.S.W., Associate Professor of Art Thessaloniki, Greece; M.B.A., University
Ph.D., Bryn Mawr College B.F.A., University of the Arts; M.F.A., of New Orleans; Ph.D., Pennsylvania
Cranbrook Academy of Art State University
Jason Barr (2005)
Assistant Professor of Education, Chair of Liora Brosh (2006) Natalie Ciarocco (2007)
the Department of Educational Lecturer of English Assistant Professor of Psychology
Leadership, School Counseling and B.A., M.A., The Hebrew University, B.A., M.A., Ph.D., Case Western Reserve
Special Education Jerusalem; Ph.D., New York University University
B.A., University of Hartford; M.A., New
York University; Ph.D., Fordham Heather Brown (2010) Lisa Coats (2006)
University Assistant Professor of English Lecturer, Librarian, University Library
B.A., Hollins University; M.A., University of B.A., Temple University; M.A.; Virginia
Mary Lee Bass (2004) North Carolina; Ph.D., University of Commonwealth University; M.L.I.S.,
Lecturer of Education Maryland Rutgers University
B.S., Millersville University; M.S.Ed.,
Monmouth University; Ed.D., Rutgers John J. Burke (1996) Andrew L. Cohen (2007)
University Associate Professor of Theatre Professor of Art; Chair of the Department
B.A., Seton Hall University; M.A.T., Jersey of Art and Design
Richard Bastian (2006) City State College; M.A.L.S., New B.A., Indiana University, M.A., Ph.D.,
Lecturer of Mathematics School - Graduate Faculty; Ph.D., University of Chicago
B.S., City College of New York; M.S., Michigan State University
Columbia University; Ph.D., Johns Gregory J. Coram (1987)
Hopkins University David U. Burkholder (2009) Associate Professor of Criminal Justice,
Assistant Professor of Psychological Associate Chair of Criminal Justice
Judith Bazler (1997) Counseling B.A., Wheeling College; M.S., Psy.D.,
Professor of Education B.S., Geneva College, M.Ed., Ohio Indiana State University
B.S., Northern Illinois University; M.Ed., University, Ph.D., Kent State University
Ed.D., University of Montana Joseph Corriero (2007)
John Buzza (2005) Assistant Professor of Educational
Noel Belinski (2008) Specialist Professor of Management and Leadership and Special Education
Lecturer of English Marketing B.A., Hofstra University; M.A., Brooklyn
B.A., Barnard College of Columbia B.S., Monmouth University; M.S., College; Ed.D., Fordham University
University; M.A.T., Monmouth University University of Phoenix
118 Monmouth University
Directories
Joseph Coyle (2002) Lisa Dinella (2006) Ronald G. Frangipane (1997)
Associate Professor of Mathematics Assistant Professor of Psychology Associate Professor of Music
B.S., Miami University; M.S., Ph.D., B.A., The College of New Jersey; M.S., B.A., Eastman School of Music; M.F.A.,
University of Dayton Ph.D., Arizona State University Goddard College
Pat Hill Cresson (1995) Donna Montanaro Dolphin (1987) Cira Fraser (1998)
Professor of Art Associate Professor of Communication Associate Professor of Nursing and
B.S., University of Wisconsin; M.F.A., Pratt B.A., Clark University; M.A., Montclair Coordinator of the B.S.N. Program
Institute State College; M.F.A., Mason Gross B.S., The College of Staten Island; M.S.,
School of the Arts, Rutgers University Rutgers University, Newark; Ph.D.,
Michael Cronin (2010) Adelphi University
Assistant Professor of Social work Kevin Dooley (2005)
B.A., Northeastern University; MSW, Assistant Professor of Political Science Sophia Fuka (2010)
Columbia University; Ph.D.,Yeshiva B.A., Monmouth University; M.A., Rutgers Specialist Professor of Communication
University University; Ph.D., Rutgers University B.A., University of North Dakota; M.A.,
Arizona State University
Stuart Dalton (2005) Maureen Dorment (2006)
Lecturer of Philosophy Lecturer of History and Anthropology Aaron Furgason (2004)
M.A., Villanova University; Ph.D., Emory B.S., Georgetown University; M.S., Associate Professor of Communication
University Monmouth University B.A., Monmouth University; M.A.,
Emerson College; Ph.D., Rutgers State
Rekha Datta (1995) Ellen Doss-Pepe (2006) University of New Jersey
Professor of Political Science and Lecturer of Biology
Founding Director, Institute for Global B.S., University of Scranton; Ph.D., Frank Fury (2007)
Understanding Rensselaer Polytechnic Institute Lecturer of English
B.A., M.A., Presidency College, University B.A., Boston College; Ph.D., Drew
of Calcutta, India; Ph.D., University of Susan Douglass (2002) University
Connecticut Specialist Professor of History and
Anthropology Priscilla Gac-Artigas (1995)
Margaret Del Guercio (1988) B.A., M.A., Brooklyn College, City Associate Professor of Foreign Language
Associate Professor of English University of New York Studies
B.A., M.A., Montclair State College; Ph.D., B.A., University of Puerto Rico; Ph.D.,
New York University Eleanora Dubicki (2003) University of Franche-Comte, France
Associate Librarian
Chad Dell (1996) B.A., Douglass College; M.L.S., M.B.A., Rachel Gardner (1989)
Associate Professor of Communication; Rutgers University Associate Librarian, Head of Instructional
Chair of the Department of Services and Collection Development
Communication Tresa Dusaj (2009) B.A., Vassar College; M.A., Middlebury
B.A., M.A., Ph.D., University of Wisconsin- Assistant Professor of Nursing and Health College; M.L.S., Rutgers University
Madison Studies
B.S., Johns Hopkins University; M.S., New Brian T. Garvey (1987)
John W. Demarest (1976) York University; Ph.D., Rutgers University Associate Professor of English
Professor of Psychology B.A., Sacred Heart University; Ph.D.,
B.A., State University of New York Azzam Elayan (2006) University of Bradford, England
(Brockport); M.A., Connecticut College; Lecturer of Chemistry, Medical Technology
Ph.D., State University of New York at and Physics Ivan A. Gepner (1973)
Stony Brook B.S., Bethlehem University, Israel; Ph.D., Associate Professor of Biology and Chair
Wesleyan University of the Department of Biology
Andrew Demirjian (2007) B.A., Rutgers University; M.A., Ph.D.,
Specialist Professor of Communication Josh Emmons (2010) Princeton University
B.A., Clark University; M.F.A., Hunter Assistant Professor of English
College B.A., Oberlin College; M.F.A., The George Germek (2006)
University of Iowa Assistant Librarian
Pedram Patrick Daneshgar (2010) B.A., B.S., Kean University; M.A., M.L.S.,
Assistant Professor of Biology Heide Estes (1998) Rutgers University
B.A., University of Delaware; M.S., Saint Associate Professor of English
Joseph’s University; Ph.D., University of B.A., University of Pennsylvania; M.A., Michael Gillette
Florida M.Phil., Ph.D., New York University Specialist Professor of Music and Theatre
Arts
Christopher DeRosa (2004) Prescott Evarts, Jr. (1966) B.A., Hamilton College; M.A., Yale University
Associate Professor of History Professor of English
B.A., Columbia University; Ph.D., Temple B.A., Harvard College; M.A., Ph.D., Elizabeth Gilmartin (2004)
University Columbia University Lecturer of English
B.A., Georgian Court College; M.A., Seton
Vincent M. DiMattio (1968) Linda Flaming (2003) Hall University; Ph.D., New York
Professor of Art Associate Professor of Accounting, Chair University
B.F.A., Massachusetts College of Art; of the Department of Accounting
M.F.A., Southern Illinois University B.S., University of Science and Arts of
Oklahoma; B.A., M.S., Queens College,
City University of New York; Ph.D.,
University of Oklahoma
Monmouth University 119
Directories
Bonnie Gold (1998) Amy Handlin (1991) Bradley Ingebrethsen (2004)
Professor of Mathematics Associate Professor of Marketing Lecturer of Chemistry, Medical Technology
A.B., University of Rochester; M.A., B.A., Harvard University; M.B.A., and Physics
Princeton University; Ph.D., Cornell Columbia University; Ph.D., New York B.S., Brooklyn College City University of
University University New York; M.S., Ph.D., Clarkson
University
Albert Gorman (2007) Wendy A. Harriott (2000)
Specialist Professor of Criminal Justice Associate Professor of Education Aurora Ioanid (1996)
B.A. Iona College; M.A., City University of B.S., Bloomsburg University; M.S., Associate Librarian, Head of Technical
New York Marywood College; Ph.D., Pennsylvania Services
State University M.A., University of Bucharest, Romania;
Susan M. Goulding (1996) M.L.S., Columbia University
Associate Professor of English Christine Hatchard (2010)
B.A., M.A., Adelphi University; Ph.D., New Specialist Professor of Psychology Laura T. Jannone (2003)
York University B.A., Monmouth University; M.S., Psy.D., Associate Professor of Nursing and
Chestnut Hill College Director of the M.S.N. Program
Neil Graves (2008) B.S.N., M.S., New Jersey City State
Lecturer of English Yihong He (2002) College; Ph.D., Columbia University
B.A., University of Manchester; M.A., Associate Professor of Accounting
University of Newcastle; Ph.D., Oxford B.S., M.S., NanKai Unviersity, Tianjin, Scott Jeffrey (2009)
University China; Ph.D., Cleveland State Assistant Professor of Management
University BSC, MBA Santa Clara University; Ph.D.,
Letitia Graybill (2004) University of Chicago
Lecturer of Education Christy Hetzel (2008)
A.B., City University of New York, Hunter Lecturer of Communication Joanne Jodry (2003)
College; Ed.M., Harvard University; B.S. Emerson College; J.D., Rutgers Specialist Professor of Psychological
Ed.D., Rutgers University University Counseling
M.A., Monmouth University, DMH, Drew
Stanton W. Green (2004) Doris K. Hiatt (1979) University
Professor of Anthropology; Dean of the Associate Professor of Psychology
Wayne D. McMurray School of A.B., Cornell University; Ph.D., City Barbara Johnston (2008)
Humanities and Social Sciences University of New York Professor and Hess Chair in Nursing
B.A., New York University; M.A., Ph.D., Education
University of Massachusetts, Amherst Christopher A. Hirschler (2009) B.S., M.S., Hunter College; Ph.D., Hofstra
Assistant Professor of Nursing University
Brian Greenberg (1990) B.S., Excelsior College; M.A., State
Professor of History; Jules L. Plangere, Jr. University of New York; Ph.D., Edward Johnston (2010)
Endowed Chair in American Social Cleveland State University Specialist Professor of Art and Design
History B.A., M.Ed., University of Notre Dame;
B.A., Hofstra University; M.A., State Shannon Hokanson (2005) MFA, University of Michigan
University of New York at Albany; Ph.D., Lecturer of Communication
Princeton University B.A., M.A., Monmouth University Robin Kampf (2009)
Specialist Professor of Communication
Michelle Grillo (2010) Robyn Holmes (1993) B.A., Seton Hall University
Assistant Professor of Criminal Justice Professor of Psychology
B.S., M.A., University of Massachusetts; B.A., M.A., Ph.D., Rutgers University George Kapalka (2001)
M.A., Ph.D., Rutgers University Associate Professor of Psychological
Andrea Hope (2007) Counseling
Carolyn Groff (2007) Assistant Professor of Nursing and Health Chair of the Department of Psychological
Assistant Professor of Education Studies Counseling
B.A., Mount Holyoke College; Ph.D., B.S. Montclair State University; M.S., The B.A., M.A., Manhattan School of Music;
Rutgers University American University; Ed.D., Teachers M.A., Kean University; Ph.D., Fairleigh
College, Columbia University Dickinson University
Susan Gupta (2006)
Assistant Professor of Management and Ursula Howson (2006) Laura Kelly (2003)
Marketing Assistant Professor of Biology Associate Professor of Nursing
B.S., M.S., University of Missouri-Columbia; B.S., Lebanon Valley College; M.S., B.S.N., Monmouth University; M.S.,
Ph.D., University of Tennessee University of Arizona; Ph.D., University Rutgers University; Ph.D., Rutgers
of Delaware University
Stephanie Hall (2009)
Assistant Professor of Psychological Jingzi Huang (1997) Louis J. Kijewski (1968)
Counseling Associate Professor of Education; Chair of Professor of Physics
B.A. University of Kentucky; M.A. the Department of Curriculum and B.A., La Salle College; M.A., Columbia
Louisiana Tech University; Ph.D., Instruction University; Ph.D., New York University
University of New Orleans B.A., M.Ed., Beijing Normal University,
China; Ph.D., University of British Jiwon Kim (2010)
Kimberly Hanbury (2008) Columbia Lecturer of Curriculum and Instruction
Specialist Professor of Social Work B.A., M.A., Korea University, Seoul, South
B.A., Loyola College; M.S.W., Monmouth Korea; Ph.D., Purdue University
University
120 Monmouth University
Directories
Kathryn Kloby (2007) Weizheng Liu (1994) Robin Mama (1992)
Assistant Professor of Political Science Professor of Criminal Justice; Chair of the Professor of Social Work; Dean of the
B.A., Marywood College; M.S., Montclair Department of Criminal Justice School of Social Work
State University; Ph.D., Rutgers B.A., M.A., Jilin University, China; Ph.D., B.S.W., College of Misericordia; M.S.S.,
University Indiana University of Pennsylvania Ph.D., Bryn Mawr College
Rose Knapp (2010) Dorothy Lobo (2002) Mirta Barrea Marlys (2003)
Assistant Professor of Nursing Associate Professor of Biology Associate Professor of Foreign Language
DNP, University of Miami B.A., Immaculate College; Ph.D., Catholic Studies
University of America B.A., Rutgers University; M.A., Villanova;
James Konopack (2006) Ph.D., University of Pennsylvania
Assistant Professor of Nursing and Health Brian Lockwood (2010)
Studies Assistant Professor of Criminal Justice David Marshall (2004)
Coordinator of Health Studies B.A., College of New Jersey; M.A., ABD, Associate Professor of Mathematics; Chair
B.A., Cornell University; M.E., Boston Temple University of the Department of Mathematics
University; Ph.D. University of Illinois B.A., California State University at
Min-Hua Lu (1991) Fullerton; Ph.D., University of Arizona
Michiko Kosaka (1986) Associate Professor of Marketing
Associate Professor of Computer Science B.A., M.A., Beijing Institute of Foreign Trade; Susan Hammond Marshall (2004)
B.A., Manhattanville College; M.A., Ph.D., D.B.A., George Washington University Assistant Professor of Mathematics
New York University B.S., Wake Forest University; Ph.D.,
Francis C. Lutz (1996) University of Arizona
Steven Kosiba (2008) Professor of Electrical Engineering
Assistant Professor History and B.S., New Jersey Institute of Technology; Anne Massoni (2008)
Anthropology M.S., Ph.D., New York University Specialist Professor of Art and Design
B.A., M.A., University of South Florida; B.A., Connecticut College; M.F.A., Ohio
Ph.D., University of Chicago James P. Mack (1974) University
Professor of Biology
Jamie Kretsch (2007) B.S., Monmouth College; M.S., William Golam Mathbor (1999)
Specialist Professor of Software Engineering Paterson College; Ed.D., Teachers Professor of Social Work; Associate Dean
B.S., Monmouth University; M.S., College, Columbia University of the Wayne D. McMurray School of
University of Wisconsin-Madison Humanities and Social Sciences
Alison Maginn (1997) B.S.S., M.S.S., Bachelor of Law; (L.L.B.),
Robin Kurcharczyk (2005) Associate Professor of Foreign Language University of Dhaka, Bangladesh;
Lecturer of Chemistry, Medical Studies M.S.W., McGill University; Ph.D., The
Technology, and Physics Chair of the Department of Foreign University of Calgary
B.A., Douglass College, Rutgers Language Studies; B.A., University of
University; Ph.D., Yale University Ulster, Northern Ireland; M.A., Ph.D., Elena Mazza (2005)
University of Wisconsin Assistant Professor of Social Work
Massimiliano Lamberto (2006) B.S.W., Monmouth University; M.S.W.,
Assistant Professor of Chemistry, Medical Y. Lal Mahajan (1979) Fordham University
Technology and Physics Associate Professor of Economics and
B.S., M.S., University of Messina, Italy; Finance Sheila McAllister-Spooner (2007)
Ph.D., University of Southampton, B.A., University of Panjab, India; M.A., Assistant Professor of Communication
United Kingdom University of Chicago; Ph.D., Northern B.A., M.A., William Paterson University;
Illinois University; Ph.D., Rutgers Ph.D., Rutgers University
Gary Lewandowski (2002) University
Associate Professor of Psychology Rebecca McCloskey (2010)
B.A., Millersville University; M.A.,Ph.D., Janet Mahoney (1995) Specialist Professor of Social Work
State University of New York at Stony Professor of Nursing; Dean of the Marjorie B.A., Seton Hall University; M.S.W., Ohio
Brook K. Unterberg School of Nursing and State University
Health Studies
Kathryn A. Lionetti (1990) R.N., St. Mary’s Hospital; B.S.N., James McDonald (1999)
Associate Professor of Biology Monmouth College; M.S.N., Seton Hall Associate Professor of Software
B.S., Ph.D., State University of New York University; Ph.D., New York University Engineering
at Stony Brook B.S.E.E., New Jersey Institute of
Jose M. Maldonado (2005) Technology; M.S.E.E., Massachusetts
Linda Littman (2005) Assistant Professor of Education Institute of Technology; Ph.D., New York
Lecturer of English B.A., East Stroudsburg University; M.Ed., University School of Engineering
B.A., State University of New York; M.S., Lehigh University; M.S., Wilkes
Canisius College; M.A., Columbia University; Ph.D., University of Arkansas Frederick L. McKitrick (1994)
University; Ph.D., Teachers College, Associate Professor of History; Chair of
Columbia University Srikantaiah Mallikarjun (1967) Department of History and Anthropology
Professor of Physics B.A., M.A., Ph.D., Columbia University
Biyue (Betty) Liu (2000) B.Sc., M.Sc., University of Musore, India;
Professor of Mathematics A.M., Ph.D., University of London, Marilyn McNeil (1994)
B.S., M.S., Nanjing University, China; England Vice President and Director of Athletics;
Ph.D., University of Maryland Associate Professor of Physical Education
B.P.E., The University of Calgary; M.A.,
McGill University; Ed.D., Washington
State University
Monmouth University 121
Directories
Vincenzo Mele (2008) Enoch L. Nappen (1960) Tina Paone (2006)
Lecturer of Political Science Associate Professor of Political Science Assistant Professor of Educational
M.A., Pisa University, Ph.D., Bielefeld B.A., M.A., Rutgers University; Ph.D., New Leadership, School Counseling and
University/University of Pisa York University Special Education
B.A., University of Tampa; M.A.,Ph.D.,
Mary Beth Meszaros (2008) Roy L. Nersesian (1985) University of Nevada
Assistant Librarian Associate Professor of Management
B.A., Villanova University; M.S., Drexel B.S., Rensselaer Polytechnic Institute; Richard Paris (1987)
University; Ph.D., University of M.B.A., Harvard Business School Associate Professor of English
Pennsylvania B.A., University of California at Berkeley;
Marta Neumann (2009) M.A., San Francisco State University;
Nancy Mezey (2002) Lecturer of Nursing and Health Studies Ph.D., University of California at Berkeley
Associate Professor of Sociology B.A., M.A. College of Physical Education,
B.A., Vassar College; M.A., Ph.D., Wroclaw, Poland; Ph.D., Academy of Katherine Parkin (2003)
Michigan State University Physical Education, Wroclaw, Poland Associate Professor of History
B.A., Lake Forest College; Ph.D., Temple
Allen Milewski (2003) Bruce Normandia (2000) University
Associate Professor of Software Associate Professor of Education
Engineering B.S., Seton Hall University; M.A., Abha Sood Patel (2005)
B.A., University of Wisconsin; M.A., Ph.D., Montclair State College; Ed.D., Rutgers Lecturer of English
Brown University University B.A., M.A., University of Delhi; Ph.D.,
Indian Institute of Technology
Kenneth Mitchell (2006) Eleanor M. Novek (1996)
Assistant Professor of Political Science Associate Professor of Communication Joseph N. Patten (2002)
B.A., University of California; M.S., B.A., Georgia State University; M.A., Associate Professor of Political Science,
London School of Economics; D.Phil., Ph.D., University of Pennsylvania Chair of the Department of Political
Oxford University, United Kingdom Science
Judith L. Nye (1988) Director of the Global Leadership Institute
William P. Mitchell (1968) Associate Professor of Psychology; and of the Washington Semester
Professor of Anthropology Associate Vice President of Academic B.A., Kean University; M.A., Ph.D., West
Interim Dean of the Honors School; Freed Foundations Virginia University
Foundation Endowed Chair in Social B.S., M.S., Ph.D., Virginia Commonwealth
Science University David P. Paul III (1998)
A.B., Brooklyn College; Ph.D.., University Associate Professor of Marketing; Chair of
of Pittsburgh Guy B. Oakes (1968) the Department of Management and
Professor of Philosophy and Corporate Marketing
Donald M. Moliver (1982) Values; Kvernland Endowed Chair in B.S., Hampden-Sydney College; D.D.S.,
Professor of Economics; Interim Dean of Philosophy and Corporate Social Policy Medical College of Virginia; M.B.A.,
the Leon Hess Business School; Pozycki A.B., University of Chicago; Ph.D., Cornell Ph.D., Old Dominion University
Endowed Professor of Real Estate; Director University
of the Kislak Real Estate Institute David E. Payne (1986)
B.A., Fairleigh Dickinson University; M.A., Mohammad S. Obaidat (1996) Associate Professor of Psychology
Ph.D., Virginia Polytechnic Institute Professor of Computer Science B.A., University of Mississippi; M.A.,
B.S.E.E., Aleppo University; M.S.E.E., M.Phil., Ph.D., Columbia University
John Morano (1988) Ph.D., Ohio State University
Professor of Communication Thomas Pearson (1978)
B.A., Clark University; M.A., Pennsylvania Helen O’Brien (2008) Professor of History; Vice President for
State University Assistant Professor of Social Work Academic Affairs and Provost
B.A., Pace University; M.S.W., Columbia B.A., Santa Clara University; M.A., Ph.D.,
Joseph Mosca (1987) University; Ph.D., New York University University of North Carolina at Chapel Hill
Associate Professor of Management
B.A., M.A., Montclair State College; Ed.D., Patrick O’Halloran (2003) Karen Pesce (2008)
New York University Associate Professor of Economics Lecturer of Biology
B.A., M.A., Ph.D., University of Wisconsin B.A., B.S., M.S., Seton Hall University;
Kanchana Mudalige (2008) Ph.D., Rutgers University
Lecturer of Chemistry, Medical Technology Michael Palladino (1999)
and Physics; Associate Professor of Biology; Dean of Michael Phillips (2007)
B.S. East-West University; B.S., University the School of Science Assistant Professor of Communication
of Colombo; M.S., Ph.D., University of B.S., The College of New Jersey (Trenton B.A., George Mason University; M.A., St.
Illinois at Chicago State College); Ph.D., University of John’s College; Ph.D., University of
Virginia Maryland
Datta V. Naik (1977)
Professor of Chemistry; Dean of the Emanuel Palsu-Andriescu (2010) Sue E. Polito (2004)
Graduate School and Continuing Lecturer of Mathematics Specialist Professor of Nursing and Health
Education and Vice Provost B.S., M.S., Al.I, Cuza University, Romania; Studies
B.Sc., St. Xavier’s College, University of Ph.D., Rutgers University B.A., Providence College; M.S.N.,
Bombay, Goa, India; Ph.D., University Wai Kong Pang (2008) Monmouth University
of Notre Dame Assistant Professor of Mathematics
B.S., Brigham Young University; M.S.,
Ph.D., Texas Tech University
122 Monmouth University
Directories
Steven Pressman (1981) Stuart Rosenberg (2010) Michelle Ann Scott (2008)
Professor of Economics Associate Professor of Management and Assistant Professor of Social Work
B.A., Alfred University; M.S., Syracuse Marketing B.A., Clark University; M.S.W., Ph.D.,
University; Ph.D., New School for Social B.A., Marquette University, M.A., University of California, Berkeley
Research University of Wisconsin-Madison; MBA,
Ph.D., Fordham University Robert E. Scott (2005)
Bruce Ralli (2007) Specialist Professor of Communication
Lecturer of Mathematics Gloria Rotella (2006) B.A., Monmouth University; M.F.A.,
B.A., West Virginia University; M.A., Specialist Professor of Music and Theatre University of Miami
Georgian Court University Arts
B.A., M.A., New Jersey City University; Robert Scott, III (2005)
Ronald L. Reisner (1995) M.S., Monmouth University; Ed.D., Associate Professor of Economics
Associate Professor of Criminal Justice Rutgers University B.A., Western State College of Colorado;
B.A., Brooklyn College; Ph.D., Columbia M.A., Ph.D., University of Missouri
University; J.D., Rutgers University Terri Rothman (2001)
School of Law Associate Professor of Education; Associate Brion Sever (1998)
Dean of the School of Education Associate Professor of Criminal Justice
Benedicte Reyes (2002) B.A., M.S., Ph.D., State University of New B.S., M.S., Ph.D., Florida State University
Associate Professor of Economics; Chair York at Albany
of the Department of Economics, Christine Severson (2007)
Finance and Real Estate Rebecca Sanford (2004) Lecturer of English
B.A., Ecole Superieure de Commerce de Associate Professor of Communication B.A. Buena Vista University; M.A.,
Reims, France; M.B.A., Temple B.A., University of Pittsburgh; M.A., University of Rhode Island; Ph.D.,
University; Ph.D., Columbia University Monmouth University; Ph.D., Temple Indiana University of Pennsylvania
University Jennifer Shamrock (2004)
Maryanne Rhett (2008)
Assistant Professor of History and Saliba Sarsar (1985) Lecturer of Communication
Anthropology; Co-Director of the Jewish Professor of Political Science; Associate B.A., LaSalle University; M.A., University of
Culture Program Vice President for Global Initiatives Maine; Ph.D., Arizona State University
B.A., University of South Carolina; M.A., B.A., Monmouth College; Ph.D., Rutgers Deanna Shoemaker (2005)
University of Arizona; Ph.D., University Assistant Professor of Communication
Washington State University B.F.A., Webster University; M.A., Ph.D.,
Paul G. Savoth (1986)
Dennis Rhoads (1995) Associate Professor of Accounting and University of Texas at Austin
Professor of Biology Business Law Linda Silverstein (2006)
B.A., University of Delaware; Ph.D., B.A., Middlebury College; J.D., Seton Hall Specialist Librarian
University of Cincinnati University; CPA, New Jersey A.S., Brookdale Community College; B.A.,
Nicole Ricciardi (2007) Richard Scherl (2002) Monmouth University; M.L.I.S., Drexel
Assistant Professor of Music and Theatre Associate Professor of Computer Science University
Arts B.A., Columbia University; M.A., University Eugene S. Simko (1978)
B.A., Drew University; M.F.A., Carnegie of Chicago; Ph.D., University of Illinois Associate Professor of Management
Mellon University B.B.A., M.B.A., Temple University; Ph.D.,
Karen Schmelzkopf (1998)
Michael Richison Associate Professor of Geography Baruch College of the City University of
Specialist Professor of Art and Design B.A., M.A., Florida Atlantic University; New York
B.F.A., Calvin College; M.F.A., Cranbrook Ph.D., Pennsylvania State University Kristine Simoes (2001)
Academy of Art Specialist Professor of Communication
William Schreiber (2006)
Julia Riordan-Goncalves (2007) Lecturer of Chemistry, Medical Technology B.A., Rowan University; M.A., Rowan
Lecturer of Foreign Language Studies and Physics; Interim Chair of the University
B.A., Dickinson College; M.A., ABD, Department of Chemistry, Med Tech Maria Simonelli (2007)
University of North Carolina at Chapel Hill and Physics Lecturer of Foreign Language Studies
B.S., Massachusetts Institute of Technology; M.A., Licio Statale Nola, Italy; Ph.D.,
Joseph Rocereto (2006) Ph.D., University of Rochester
Assistant Professor of Management and Universita di Napoli, Italy
Marketing Solomon Z. Schuck (1966) Pasquale Simonelli (2005)
B.A., Dickinson College; M.B.A., Ph.D., Associate Professor of Psychological Lecturer of Philosophy
Drexel University Counseling Liberal Arts Major, Collegio DeMerode;
B.S., City College of New York; Ph.D., Ph.D., Universita di Napoli, Italy
Lynn Andrews Romeo (1994) New York University
Associate Professor of Education; Dean of Michaeline Skiba (2003)
the School of Education Alan Schwerin (1996) Associate Professor of Management
B.A., Glassboro State College; M.A., Kean Associate Professor of Philosophy B.S., M.S., Loyola University; M.S., Boston
College; Ed.D., Rutgers University B.A., M.A., Rhodes University; Ph.D., Rice College; Ed.D., Columbia University
University
Daniela Rosca (1998)
Associate Professor of Software Patricia Sciscione (2010)
Engineering Specialist Professor of Nursing
M.S., Polytechnic University of Bucharest; M.S.N., Kean University
Ph.D., Old Dominion University
Monmouth University 123
Directories
Donald R. Smith (2002) G. Boyd Swartz (1966) Michelle Van Volkom (2007)
Associate Professor of Management Professor of Mathematics Lecturer of Psychology
B.A., Cornell University; M.S.,Columbia B.S.E.E., M.S.E.E., Lehigh University; B.A., Seton Hall University, M.A.; Ph.D.,
University; Ph.D.,University of California M.S., Ph.D., New York University State University of New York at Albany
at Berkeley
Mary E. Swigonski (1997) Dorothy Varygiannes (2007)
Nora Smith (2000) Associate Professor of Social Work Lecturer of Education
Associate Professor of Social Work B.A., Allentown College of St. Francis de B.A., New Jersey City University; M.A.,
B.S., M.S., Ph.D., State University of New Sales; M.S.W., Marywood College; Montclair State University; Ed.D., Seton
York at Albany Ph.D., Rutgers University Hall University
William Stanley (2003) Danuta Szwajkajzer (2004) Richard Veit (2000)
Professor of Education Lecturer of Chemistry Associate Professor of Anthropology
B.A., Kean College; M.A., Ed.D., Rutgers M.S., Technical University of Warsaw; Director of the Center for Excellence in
University M.S., University of Rochester; Ph.D., Teaching and Learning
Rutgers University B.A., Drew University; M.A., College of
Janice Stapley (1990) William and Mary; Ph.D., University of
Associate Professor of Psychology; Chair Claude Taylor (2005) Pennsylvania
of the Department of Psychology Lecturer of Communication
B.A., Russell Sage College; M.S.; Ph.D., B.A., M.A., West Chester University Lisa Vetere (2005)
Rutgers University Assistant Professor of English
William M. Tepfenhart (1999) B.A., Siena College; M.A., St.
Sharon W. Stark (1996) Associate Professor of Software Engineering Bonaventure University; Ph.D., Lehigh
Associate Professor of Nursing; Associate B.S., M.S., Ph.D., University of Texas at University
Dean of the School of Nursing Dallas
B.S., Thomas Edison State College; Marina Vujnovic (2008)
M.S.N., Rutgers University; Ph.D., David J. Tietge (2002) Assistant Professor of Communication
Widener University Associate Professor of English B.A., University of Zagreb, M.A.,
B.A., University of North Iowa; M.A., University of Northern Iowa; Ph.D.,
Sue Starke (2000) Indiana State University; Ph.D., South University of Iowa
Associate Professor of English; Chair of Illinois University at Carbondale
the Department of English Jiacun Wang (2004)
B.A., Wellesley College; Ph.D., Rutgers Tsanangurayi Tongesayi (2006) Associate Professor of Software
University Assistant Professor of Chemistry, Medical Engineering; Chair of the Department of
Technology and Physics Computer Science and Software
Lilly Steiner (2010) B.S., M.S., University of Zimbabwe; Ph.D., Engineering
Assistant Professor of Educational West Virginia University B.S., Jiangsu University of Science and
Leadership, School Counseling and Technology; M.S.; Ph.D., Nanjing
Special Education David Tripold (2002)
Associate Professor of Music, Chair of the University of Science and Technology
B.A., University of Wisconsin; M.A.,
University of North Dakota; Ed.D., Department of Music and Theatre Arts Kelly Ward (1999)
Boston University B.M., M.M., Westminster Choir College of Associate Professor of Social Work
Rider University; Ph.D., Drew University B.S., Eastern Michigan University; B.S.W.,
Douglas Stives (2006) Rutgers University; Ph.D., Fordham
Specialist Professor of Accounting; Mary Ann Troiano (2001)
Assistant Professor of Nursing and Health University
Director of the M.B.A. Program
B.S., M.B.A., Lehigh University Studies Michael Waters (2008)
B.S.N., Long Island University; M.S.N., Associate Professor of English
David Strohmetz (1996) Wagner College B.A., M.A., State University of New York;
Professor of Psychology; Associate Vice M.F.A., University of Iowa; Ph.D., Ohio
President for Academic and Frances K. Trotman (1995)
Professor of Psychological Counseling University
Instructional Assessment
B.A., Dickinson College; M.A., Ph.D., B.A., City College; M.S.Ed., City Sherry Wien (2001)
Temple University University; M.Phil., Ph.D., Columbia Associate Professor of Communication
University B.A., Lynchburg College; M.A., Penn State
Kenneth R. Stunkel (1965) University; Ph.D., Rutgers University
Professor of History Nancy Uddin (1999)
B.A., M.A., Ph.D., University of Maryland Associate Professor of Accounting Hettie Williams (2007)
B.A., William Paterson University; Ph.D., Lecturer of History
Carolyn Supplee (2005) Rutgers University B.A., Rowan University; M.A., Monmouth
Assistant Professor of Chemistry University
B.A., Goucher College; M.S., Ph.D., The Laura Valenzuela (2007)
Ohio State University Lecturer of Foreign Language Studies Charles Willow (2004)
B.A., Kean University, M.A., University de Associate Professor of Management
Don R. Swanson (1995) Salamanca, Spain B.S., Hanyang University; M.S., Hanyang
Professor of Communication and Chair of University; M.S., Texas A&M University;
the Department of Philosophy, Religion, Jack M. Van Arsdale (1965)
Associate Professor of Software Engineering Ph.D., University of Houston
and Interdisciplinary Studies
B.A., Augustana College; M.A., University B.S., Monmouth College; M.S.E.E.,
of Montana; Ed.D., University of Polytechnic Institute of Brooklyn
Northern Colorado
124 Monmouth University
Directories
Sheila Witherspoon (2007) Cui Yu (2002) Ronald Zhao (2002)
Assistant Professor of Educational Associate Professor of Computer Science Associate Professor of Accounting
Leadership and Special Education B.S., Nanjing University of Aeronautics & B.A., Fudan University, China; M.A.,
B.A., M.A., Ph.D., South Carolina State Astronautics; Ph.D., National University Shanghai Foreign Language Institute,
University of Singapore, Singapore China; M.B.A., Yale School of
Management; Ph.D., Texas Tech
George Wurzbach (2009) Minna Yu (2010) University
Specialist Professor of Music and Theatre Assistant Professor of Accounting
Arts B.A., M.S., Dongbei University, China; Jing Zhou (2004)
B.A., Brooklyn College CUNY; M.A., Ph.D., Kent State University Associate Professor of Art
Hunter College CUNY B.A., Sichuan Fine Arts Institute; M.F.A.,
Ying Zhang (2008) Georgia Southern University
Assistant Professor of Economics and
Finance
B.S., JiNan University, M.S.; Ph.D.,
University of Texas at Arlington
Monmouth University 125
126 Monmouth University
Monmouth University
Academic Calendar
Academic Calendars
FALL SEMESTER 2010
September 2010
End of Continuing Registration ..............................................................Wednesday, September 1, 2010
CLASSES BEGIN (8:30 A.M.) .....................................................................Tuesday, September 7, 2010
Late Registration or Program Changes .................................Tuesday–Tuesday, September 7–14, 2010
Leave of Absence Deadline.......................................................................Tuesday, September 14, 2010
October 2010
Last Day to Withdraw from Pattern “A” Classes ............................................Tuesday, October 12, 2010
Undergraduate Midterm Grades Due in
Office of Registration and Records*...........................................................Tuesday, October 26, 2010
Pattern “A” Classes End ...............................................................................Thursday, October 28, 2010
Pattern “B” Classes Begin..................................................................................Friday, October 29, 2010
November 2010
Deadline to submit graduation applications for
January 2011 Graduation ..........................................................................Monday, November 1, 2010
Thursday Classes Meet on Tuesday, Nov. 23 ............................................Tuesday, November 23, 2010
Friday Classes Meet on Wednesday, Nov. 24 ......................................Wednesday, November 24, 2010
Thanksgiving Recess ..............................................................Thursday–Friday, November 25–26, 2010
Last Day to Withdraw from Pattern “B” Classes ........................................Monday, November 29, 2010
December 2010
CLASSES END .....................................................................................Wednesday, December 15, 2010
Reading Day .........................................................................................................................................n/a
Final Examination Period ...............................................Thursday–Wednesday, December 16–22, 2010
Final Grades Due 6 A.M. ............................................................................Tuesday, December 28, 2010
* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received
all grades.
Monmouth University 127
Academic Calendar
SPRING SEMESTER 2011
January 2011
End of Continuing Registration .....................................................................Thursday, January 13, 2011
COMMENCEMENT ............................................................................................Friday, January 14, 2011
Martin Luther King Holiday ..............................................................................Monday, January 17, 2011
CLASSES BEGIN 8:30 A.M............................................................................Tuesday, January 18, 2011
Late Registration or Program Changes ....................................Tuesday–Tuesday, January 18–25, 2011
Leave of Absence Deadline............................................................................Tuesday, January 25, 2011
Graduation Applications Due for May 2011...................................................Thursday, January 31, 2011
February 2011
Last Day to Withdraw from Pattern “A” Classes ...............................................Friday, February 11, 2011
March 2011
May Graduates Deadline Waivers and Substitutions...........................................Monday, March 1, 2011
Graduation Applications Due for July and August 2011.......................................Monday, March 1, 2011
Spring Recess ....................................................................................Monday–Friday, March 7–11, 2011
Pattern “A” Classes End .........................................................................................Friday, March 4, 2011
Undergraduate Midterm Grades Due in
Office of Registration and Records* ..............................................................Tuesday, March 15, 2011
Pattern “B” Classes Begin..................................................................................Monday, March 14, 2011
Last Day to Withdraw with “W” Grade................................................................Monday, March 28, 2011
April 2011
Academic Advising and Priority/Early Registration
for Summer, Fall and Spring..............................................Thursday–Friday, March 31–April 15, 2011
Last Day to Withdraw from Pattern “B” Classes ........................................................Friday, April 8, 2011
May 2011
CLASSES END .......................................................................................................Monday, May 2, 2011
Reading Day ...........................................................................................................Tuesday, May 3, 2011
Final Examination Period.............................................................Wednesday–Tuesday, May 4–10, 2011
Grades Due 10 P.M. ............................................................................................Thursday, May 12, 2011
COMMENCEMENT .........................................................................................Wednesday, May 18, 2011
* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received all
grades.
128 Monmouth University
Directions
1. From the Garden State Parkway: Take Exit 105. The Parkway offramp leads directly onto Route 36
East. Continue on Route 36 East approximately three miles to Route 71 South. Go approximately one
mile and Route 71 will fork left and become Cedar Avenue. Enter the campus through the Norwood
Avenue entrance.
Directions
2. From the NJ Turnpike: From the South, take Turnpike North to Exit 7A. After the toll plaza, take I-195
East to Shore Points. Approaching Belmar, I-195 becomes NJ Route 138. After crossing the Garden
State Parkway, exit right to NJ Route 18 North, marked Eatontown. Take the Deal Road exit and drive
east to the intersection at Monmouth Road. Turn left and proceed to the third traffic light, which is Cedar
Avenue. Turn right onto Cedar (also labeled NJ Route 71 South) and follow to campus. Enter the cam-
pus through the Norwood Avenue entrance.
3. From the NJ Turnpike: From the North, take Turnpike South to Exit 11 (Garden State Parkway South),
Take Exit 105 as outlined in #1 above.
4. From Trenton and Points West: Take I-195 East, and follow instructions outlined in #2 above.
5. From Freehold area: Take US Route 9 South to I-195 East. Follow instructions outlined in #2 above.
Monmouth University 129
130 Monmouth University
Appendix A:
Graduate Course Descriptions
Course Descriptions
The course descriptions for undergraduate Graduate Courses:
or graduate courses offered by Monmouth The graduate courses are numbered 500 to
University are listed alphabetically by discipline and 699. The number by which a course is designated
in numerical order within discipline in this section. usually indicates the relative level of the course.
This introduction may prove helpful in interpreting Each discipline is identified by a letter code.
this information. This code precedes the course number in course
Courses with odd numbers usually are listings and class schedules.
given in the fall semester, while courses bearing Prerequisites for all courses must be met
even numbers usually are given in the spring unless waived by the chair of the department offering
semester. the course, or for graduate students, by the program
director. Registration for courses for which the pre-
Undergraduate Courses: requisites have been waived must be done by the
The number by which a course is designated academic department that waived the prerequisite.
indicates the relative level of the course. Those num- Please note that this list was created in
bered “050” (undergraduate developmental) are not June 2010. Monmouth University maintains the
eligible for credit toward graduation requirements. most current course descriptions on their WEBsite,
Those numbered 100 to 299 are for undergraduate which can be accessed through the University’s
freshmen and sophomores. Those numbered 300 to WEBstudent menu (https://webadvisor.mon-
499 are for undergraduate juniors and seniors. mouth.edu/datatel/openweb/st/stmenu.html).
Monmouth University A1
Appendix A: Course Descriptions
ANTHROPOLOGY ART AND DESIGN
AN 502 Cr. 3.0 AR 505 Cr. 3.0
Culture and Society Images of Contemporary Culture
An in-depth introduction to the comparative analysis of A study of the major forms of artistic expression in con-
human cultures; concepts and principles of cultural temporary culture; their backgrounds in tradition, the inter-
anthropology; theories of cultural patterning, structure, relationships and limitations of their styles and themes;
and dynamics; application to various aspects of cultural and a critical evaluation of their contributions to and
behavior in simple and complex societies, ranging from impact on modern society.
tribal communities through third-world peasantries to Course Type(s): None
modern America.
Course Type(s): None AR 522 Cr. 3.0
Art in the Age of Revolution
AN 504 Cr. 3.0 Investigation of major art movements from the early nine-
Ancient Civilizations of Native America teenth to mid-twentieth century; analysis of visual stylistic
Cultural developments in Mesoamerica and the Central developments in conjunction with exploration of other
Andes, from the development of agriculture to the integral issues, subject matter, and the relationship of art
Spanish conquest, focusing on Inca and Aztec civiliza- to its political, cultural, social, and historical climate.
tions; theoretical exploration of developmental similarities Course Type(s): None
between the two regions.
Course Type(s): HSNW AR 525 Cr. 3.0
Art in World Perspective
AN 513 Cr. 3.0 An examination of major artistic developments from 1300
Origin of Civilization and the State AD to 1750 AD. Traditionally, this area of study is referred
Evolution of the ancient civilizations in China, Peru, to as Renaissance, Mannerism, and the Baroque. The
Mexico, Mesopotamia, the Indus Valley, and Egypt. major thrust of the course will be concerned with artistic
Emphasis on the causal processes underlying the devel- innovations surrounding the rebirth of Western Civilization.
opment of these societies. Course Type(s): None
Course Type(s): None
AR 528 Cr. 3.0
AN 575 Cr. 3.0 Asian Art and Ideas
Civilizations of the Andes A comparative exploration of the relationship of art and
A survey of Andean history from the beginning of human thought in Hindu India, Confucian China, and Feudal Japan.
settlement through the Inca Empire and the Spanish con- Course Type(s): None
quest to contemporary peasant society. The evolution and
nature of precolumbian civilizations, focusing on Chavin, AR 551 Cr. 3.0
Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca; Methods of Teaching Art
the social and political organization of the Inca empire; Prepares pre-service teachers to implement a discipline-
the Spanish conquest and its impact on native culture; based sequential curriculum in the art content area.
contemporary social changes; and rural migration and the Satisfies the requirements of the NJCCCS (New Jersey
transformation of contemporary Andean society. Core Curriculum Content Standards).
Theoretical exploration of the developmental trajectory of Prerequisite: Permission of the instructor or department
Andean civilization. Also listed as History 575. chair.
Course Type(s): HSNW, HSWLD Course Type(s): LA
AN 599 Cr. 1.0-3.0 AR 580 Cr. 3.0
Independent Study in Anthropology Themes and Variations in Cultural History
Reading and research leading to significant written work The exploration of symbol, style, and value in six histori-
under the direction of a member of the anthropology faculty. cal periods from classical Greece to the end of the nine-
Course Type(s): None teenth century through art, literature, and philosophy.
Course Type(s): None
A2 Monmouth University
Appendix A: Course Descriptions
AR 597 Cr. 3.0 well as the social, political, and intellectual consequences
Fine Art/Design Studio of the evolutionary world view. (Cannot be taken to fulfill
Advanced study within a classroom setting in a number of an MS or an MAT in Biology without permission of the
creative disciplines. Emphasis to further the student’s appropriate departments.)
knowledge base; unique approach to artistic investigation Course Type(s): LA
through advanced theory, research, technical experience,
and critical dialog. Students must meet individually with BY 521 Cr. 3.0
the instructor at the beginning of the semester to discuss Pathophysiology and Histology
and define their creative work plan as a point of departure Focuses on pathogenesis of selected diseases leading to
for critical discourse and grading. alterations of body structure and functions across the lifes-
Prerequisite: Permission of instructor to verify six credits pan. Emphasizes the laboratory identification of vertebrate
of previous study in selected Art/Design discipline. tissue. Students must earn a minimum of a B- in the
Course Type(s): None course. Students who receive less than a B- will be
required to repeat the course. Students will be allowed to
AR 598 Cr. 3.0 repeat the course no more than once. A second grade
Special Topics: Art and Design below a B- will make students ineligible to continue in pro-
The subject matter varies with the curricula needs of the grams requiring this course. Also listed as Nursing 521.
student and the professor. The exact nature of the topic Course Type(s): None
covered in any given semester is indicated in the student’s
transcript. Permission of the program director is required. BY 599 Cr. 2.0-4.0
Prerequisite: As announced in the course schedule. Biological Research
Course Type(s): None Principles and applications of research in life sciences; par-
ticipation and presentation of seminars; and preparation of
AR 599 Cr. 1.0-3.0 research paper in publishable format. Hours arranged.
Independent Study in Art Prerequisite: Prior permission of the directing professor,
Independent study in a topic not substantially treated in a department chair, and graduate program director.
regular graduate course; weekly consultation. Prior per- Course Type(s): LA
mission of the directing professor and the chair of the
department is required. For the course to count for credit BUSINESS
toward a particular graduate program outside of the
department of art and design, prior permission from the BU 588 Cr. 1.0
student’s department chair must be obtained. The prereq- Business Practice and Experience
uisite varies with the topic. Provides the opportunity for MBA graduate students to
Course Type(s): None obtain related experience in employment at a local com-
pany or institution with Monmouth University sponsorship.
BIOLOGY Available to MBA students who have completed at least
nine credit hours of graduate courses at the 500 level
BY 502 Cr. 3.0 with a minimum GPA of 3.00. Does not satisfy elective
Technology and Human Biology requirements; students may take this course a maximum
An examination of the potential effects of recent advances in of two times.
biology on the natural processes, of human reproduction and Course Type(s): None
evolution. (Cannot be taken to fulfill an MS or an MAT in
Biology without permission of the appropriate departments.) BUSINESS - ACCOUNTING
Course Type(s): None
BA 503 Cr. 3.0
BY 503 Cr. 3.0 Financial Accounting
Evolution Principles and application of current accounting theory; the
An interdisciplinary approach to the topic of evolution that development and use of financial statements; and the influ-
combines historical and biological perspectives. Explore ence of the various financial and accounting institutions.
the current understanding of the evolutionary process as Course Type(s): None
Monmouth University A3
Appendix A: Course Descriptions
BA 510 Cr. 3.0 with one-hour computer lab (extra fee).
Business Income Tax Prerequisite: Accounting 503 or equivalent.
Advanced topics in corporate taxation, including corporate Course Type(s): None
organizations, distributions, liquidations, reorganizations,
and international and multistates operations; advanced BA 545 Cr. 3.0
topics in partnership taxation, including formation, basis, Fraud Examination
distribution, loss limitations, sale of an interest; and Students will learn how and why occupational fraud is com-
exempt organizations. mitted, how fraudulent conduct can be deterred, and how
Prerequisite: Accounting 503. allegations of fraud should be investigated and resolved.
Course Type(s): None Prerequisite: Accounting 541.
Course Type(s): None
BA 512 Cr. 3.0
Selected Topics in Financial Accounting BA 552 Cr. 3.0
This is an intensive capstone course covering major, Management Control Systems
intermediate accounting topics. It provides an in-depth Focus on management control systems, which are
examination of accounting principles and concepts per- processes intended to help implement strategies.
taining to the preparation of financial statements. It also Includes discussion and critical examination of concepts,
deals with a series of particular issues, including dilutive text, and cases designed to allow students to gain knowl-
securities, investments, revenue recognition, income edge, insights, and analytical skills related to how a firm’s
taxes, pension, and leases. manager would go about designing and using planning
Prerequisite: Accounting 503. and control systems to implement a firm’s strategies.
Course Type(s): None Prerequisite: Accounting 541.
Course Type(s): None
BA 515 Cr. 3.0
Advanced Accounting Practice BA 555 Cr. 3.0
Covers an analytical approach to accounting and financial Contemporary Accounting Theory
reporting when (1) two or more companies are involved, This course identifies the elements of accounting theory
and (2) recording and reporting of transactions involving and then relates those elements to specific problem areas
exchange of US dollars and foreign currencies. Provides in accounting. The focus will be on controversial topics
an introduction to accounting for government and non- and the need for accurate data in this ever-changing
profit organizations. information age.
Prerequisite: Accounting 512. Prerequisite: Accounting 541.
Course Type(s): None Course Type(s): None
BA 525 Cr. 3.0 BA 560 Cr. 3.0
Controlling Global Enterprises Auditing Practices and Cases
Deals with the challenge of managing and controlling a Acquaints students with auditing standards and proce-
company in the global economy with emphasis on man- dures associated with examination of financial state-
agement structure and style, financial reports as a control ments. Students who successfully complete this course
mechanism, currency exchange exposure, transaction and will be able to understand the role and methods of inde-
translation issues, transfer pricing, and risk management. pendent auditors and the legal and ethical environment in
Prerequisite: Accounting 541. which an auditor functions.
Course Type(s): None Prerequisite: Accounting 512.
Course Type(s): None
BA 541 Cr. 3.0
Managerial Accounting BA 598 Cr. 3.0
Concepts and methods of cost determination, reporting Special Topics in Accounting
and control for internal management, and varying types of The subject matter of this course varies according to the
information systems, with emphasis on the development interest of the students and the professor teaching the
and use of data for managerial decisions. May be offered course. The exact nature of the topic covered is indicated
A4 Monmouth University
Appendix A: Course Descriptions
in the student’s permanent record. goods and services, employment, income and wealth—will
Prerequisite: Accounting 541. be contrasted with its costs-volatility, contagion, environ-
Course Type(s): None mental degradation, inequality, and poverty. A discussion of
the management of globalization through global-coordina-
BA 599 Cr. 3.0 tion governance is at the end of the course.
Business Research Prerequisite: Economics 501 and Finance 511.
Independent research in business administration in an Course Type(s): MBA.E, MBA.I
area not substantially treated in a regular course offering,
under the supervision of a Business Administration faculty BE 575 Cr. 3.0
member; written evaluation of the research required. Analysis and Forecasting
Student must be within nine credits of graduation. Identification, analysis, and appraisal of forces influencing
Prerequisite: Prior permission of the directing professor the course of economic activity; evaluation of theories
and department chair. and models of cycles and growth; and various forecasting
Course Type(s): None and projecting techniques.
Prerequisites: Economics 501 and Management 506 or
BUSINESS - ECONOMICS equivalent.
Course Type(s): MBA.E
BE 501 Cr. 3.0
Economics for Management BE 598 Cr. 3.0
Microeconomic and macroeconomic concepts and prob- Special Topics: Economics
lems of the economic society and their relationship to the Subject matter varies according to the interest of the stu-
business sector; the forces that determine the composi- dents and the professor. The exact nature of the topic
tion and allocation of resources in the domestic as well as covered is indicated in the student’s permanent record.
global economics. Course Type(s): None
Course Type(s): None
BE 599 Cr. 3.0
BE 561 Cr. 3.0 Business Research
Managerial Economics Independent research in business administration in an
The application of the theory of production and the theory area not substantially treated in a regular course offering,
of the firm to problems of managerial decision making. under the supervision of a Business Administration faculty
Prerequisites: Economics 501 and Management 506 or member; written evaluation of the research required.
equivalent. Student must be within 9 credits of graduation.
Course Type(s): MBA.E Prerequisite: Prior permission of the directing professor
and department chair.
Course Type(s): None
BE 571 Cr. 3.0
Economic Policy in Society
The factors that determine the level of national income, BUSINESS - FINANCE
employment, and business activity; the relationship of
government in the productive system in establishing eco- BF 511 Cr. 3.0
nomic goals and objectives and its role in making policy. Business Finance
Prerequisite: Economics 501 or equivalent. Principles and techniques of financial analysis: financial
Course Type(s): MBA.E planning and control, profit planning and management,
capital budgeting, working capital management, financial
BE 574 Cr. 3.0 structure, and the cost of capital; valuation theory and div-
Globalization idend policy.
Students will be introduced to debates on the meaning, Prerequisites: Accounting 503, Management 506, and
causes, and consequences of globalization. The role of Economics 501.
trade, finance, labor, multinational corporations, nation— Course Type(s): None
states, international institutions, and civil society will be
examined. Benefits of globalization—the potential to create
Monmouth University A5
Appendix A: Course Descriptions
BF 517 Cr. 3.0 BF 535 Cr. 3.0
Financial Institutions and Markets International Finance
Study of the theory, nature, and environment of financial Explores corporate financing and investment decisions in
institutions and markets of the United States, especially an international context. A variety of frameworks and tools
as it relates to activities of the federal government and are studied, such as the balance of payments accounts,
Federal Reserve System. It includes: financial intermedi- as well as the theories of interest rate and purchasing
aries, the central and commercial banking systems, the power parity. Emphasis is given to the identification and
determination of the money supply and interest rates, and management of foreign-exchange risk associated with the
an introduction to international financial activities. operations of multinational firms, as compared to single-
Prerequisites: Economics 501 and Finance 511. nation firms.
Course Type(s): MBA.E Prerequisite: Finance 511 or equivalent.
Course Type(s): MBA.E, MBA.I
BF 522 Cr. 3.0
Corporate Finance BF 598 Cr. 3.0
Review and reinforce concepts and techniques of finan- Special Topics in Finance
cial management learned in earlier coursework and, in Subject matter varies according to the interest of the stu-
addition, demonstrate the application of these tools to real dents and the professor. The exact nature of the topic
world situations through the utilization of case studies. covered is indicated in the student’s permanent record.
The emphasis will be on valuation analysis. Students will Course Type(s): None
learn to develop analytical and case presentation skills
that are essential attributes for a successful corporate BF 599 Cr. 3.0
career. Consequently, considerable weight will be placed Business Research
on verbal and written communication skills as evidenced Independent research in business administration in an
in the case presentations and analyses. Readings are area not substantially treated in a regular course offering,
supplemented from academic and professional journals. under the supervision of a Business Administration faculty
Prerequisite: Finance 511. member; written evaluation of the research required.
Course Type(s): MBA.E Student must be within nine credits of graduation.
Prerequisite: Prior permission of the directing professor
BF 523 Cr. 3.0 and department chair.
Investments Course Type(s): None
Security analysis and portfolio selection and evaluation
techniques and models dealing with risk-reward relation- BUSINESS – HEALTH CARE MANAGEMENT
ships. Individual, as well as corporate investment and
financing decisions under uncertainty, are dealt with.
Prerequisite: Finance 511.
BH 571 Cr. 3.0
Course Type(s): None
Introduction to the United States Health Care System
An overview of the U.S. health care delivery system,
including the history, development, and description of the
BF 525 Cr. 3.0 component parts involved in providing health care servic-
Real Estate Analysis es. Taught from a sociological perspective, course
Real estate financing and appraising. Examination of per- emphasis is placed upon factors such as need, demand,
sonal and corporate real estate portfolio strategies. The quality, cost of care, distribution, and supply of manpower
analysis of specific types of real properties are reviewed. and physical resources. Also explored are the relation-
This includes: single family homes, apartment houses, ships of health care delivery to consumers, providers, fin-
condominiums, shopping centers, and office and industrial anciers, regulators, and other health care stakeholders.
buildings. Also listed as Real Estate 525. Prerequisite: Completion or waiver of at least three of the
Prerequisite: Real Estate 511 or equivalent. six M.B.A. core courses.
Course Type(s): None Course Type(s): None
A6 Monmouth University
Appendix A: Course Descriptions
BH 572 Cr. 3.0 pendent study for the residency.
Health Care Economics Prerequisites: Health Care Management 571, 572, and 573.
Application of the tools of economics to issues of the Course Type(s): None
organization, delivery, and financing of health care. Topics
include: economic concepts relevant to health care, the BH 599 Cr. 3.0
system of health care financing and delivery arrangements Independent Study in Health Care Management
in the U.S., the role of economic factors in the develop- Independent research in health care management in an
ment of health and health care public policy, and a base area not substantially treated in a regular course offering,
for analyzing the implications of changes in health policy. under the supervision of a Business Administration faculty
Prerequisite: Economics 501. member with the permission of the Program Director.
Course Type(s): None Prerequisites: Health Care Management 571, 572, and 573.
Course Type(s): None
BH 573 Cr. 3.0
Management of Health Care Organizations BUSINESS - LAW
Investigates the evolving management structures of
health and health care-related organizations. In addition, BL 501 Cr. 3.0
the structure of managed care is investigated. The course Legal Environment of Business
integrates the changing provider organizations, regulatory, Government regulation affects every facet of how a busi-
and quality assurance agencies and how they are affect- ness operates. Therefore, it is important for business stu-
ed by evolving, managed care reimbursement. dents to understand the fundamental legal principles of
Prerequisites: Health Care Management 571 and contracts, crimes, torts, business organizations, property,
Management 502. negotiable instruments, and the employment relationship.
Course Type(s): None Course Type(s): None
BH 574 Cr. 3.0 BL 551 Cr. 3.0
Seminar in Health Care Management Law, Government, and Business
The capstone in health care concentration, materials con- The legal environment in which business organizations
tained in previous courses, as well as skills taught in gen- function; the nature of law, its sources, and the factors
eral business courses, are incorporated into a unified that shape it; recent trends of public regulation of com-
examination of critical issues facing the health care serv- merce, competition, freedom of contract, and labor-man-
ices environment. Concentrates on the major events driv- agement relations.
ing health management: the consolidation of individual Course Type(s): None
stakeholders into integrated health delivery systems.
Current efforts by these stakeholders are included as
well, as a tool to reinforce class material.
BL 598 Cr. 1.0-3.0
Prerequisites: Health Care Management 571, 572, 573, Special Topics in Business Law
and Finance 511. Subject matter varies according to the interest of the stu-
Course Type(s): None dents and the professor. The exact nature of the topic
covered is indicated in the student’s permanent record.
Course Type(s): None
BH 575 Cr. 3.0
Health Care Management Residency
Applies the health care and business course material into
BL 599 Cr. 1.0-3.0
the health care practitioner work setting. The goal is to Independent Study in Business Law
unify the academic and conceptual with the pragmatism Independent research in business administration in an
of the work experience. A residency is completed within a area not substantially treated in a regular course offering,
health care or health-related setting, such as a hospital, under the supervision of a Business Administration faculty
long-term care facility, or other health care setting, such member; written evaluation of the research required.
as managed care organizations. The residency is com- Student must be within nine credits of graduation.
posed of 400 hours of on-the-job responsibility under the Course Type(s): None
directorship of a practicing health care manager. Students
with extensive health experience may substitute an inde-
Monmouth University A7
Appendix A: Course Descriptions
BUSINESS - MANAGEMENT oriented introduction to the fundamentals of information
systems and their integration into business organizations.
Prerequisite: Management 502.
BM 502 Cr. 3.0
Course Type(s): MBA.T
Management and Organizational Behavior
Managerial functions, styles, techniques, and practices
contingent on the internal and external global organiza- BM 521 Cr. 3.0
tional environment; overview of diagnostic, behavioral, Seminar in Electronic Commerce
technical, and conceptual management skills and Provides an overview of the managerial side of e-com-
processes; comparative and applied study of organiza- merce for the purpose of discussing the strategic and man-
tional effectiveness, with emphasis on group dynamics agerial implications of this new and emerging phenome-
and team building. non. The technological and business possibilities for com-
Course Type(s): None merce using information technologies and networks will be
explored in terms of their value-adding potential to current
business practices, as well as the development of new
BM 506 Cr. 3.0
products and/or services. Also listed as Marketing 521.
Graduate Business Statistics
Prerequisites: Management 502 and Marketing 509.
Surveys some of the primary statistical tools and applica-
Course Type(s): None
tions. The topics chosen reflect those that are most com-
monly encountered in business and not-for-profit organi-
zations. Topics include: graphical representation of data, BM 525 Cr. 3.0
descriptive statistics, probability, discrete and continuous Management for Human Resources
random variables, inferential statistics, hypothesis testing, Examination of the practices and problems associated
analysis of variance, and regression analysis. with the staffing, managing, evaluation, and compensation
Course Type(s): None of employees, including employment discrimination,
employee rights, and affirmative action.
Prerequisite: Management 502 or equivalent.
BM 507 Cr. 3.0
Course Type(s): MBA.B
Production and Operations Management
and Laboratory
Application and adaptation of current managerial methods BM 549 Cr. 3.0
for the production of goods and services, employing quali- Management Science
tative and quantitative analyses of allocating such produc- Advanced application of quantitative methods in business,
tion factors as human resources, materials, and technolo- including in-depth linear programming and an introduction
gy in context of optimizing performance. Prerequisite: to computer simulation and decision support systems.
Management 506 or equivalent. Prerequisites: Management 506 and 507.
Course Type(s): None Course Type(s): MBA.Q
BM 515 Cr. 3.0 BM 556 Cr. 3.0
Ethics, Law, and Social Responsibility Principles of Logistics Management
The American state, its legislature, judicial, and regulatory Conceptual underpinnings of business logistics; designing an
apparatus are analyzed as factors that underpin and limit integrated logistics system; managing for effective logistics.
strategic decisions in business organizations. Markets, Prerequisite: Management 507.
organizational structures, and organizational cultures are Course Type(s): MBA.Q
analyzed as factors that determine the role of organiza-
tional ethics in managerial decision making. BM 563 Cr. 3.0
Prerequisite: Management 502 or equivalent. International Business
Course Type(s): None The nature of international business and the demographic,
geographic, financial, economic, political, legal, and cultur-
BM 520 Cr. 3.0 al factors affecting international business relationships.
Management Information Systems Prerequisite: Management 502.
A survey of the concepts of management information sys- Course Type(s): MBA.B, MBA.I
tems and the information needs of management. A user-
A8 Monmouth University
Appendix A: Course Descriptions
BM 565 Cr. 3.0 agerial implications of this new and emerging phenome-
Management of Technology non. The technological and business possibilities for com-
Study of the management of the technological innovation merce using information technologies and networks will be
process and internal entrepreneurship; major topic areas explored in terms of their value-adding potential to current
include: technology strategy, technological evolution, business practices, as well as the development of new
strategic alliances, and new product development. products and/or services. Also listed as Management 521.
Prerequisite: Management 502. Prerequisites: Management 502 and Marketing 509.
Course Type(s): MBA.T Course Type(s): None
BM 590 Cr. 3.0 BK 533 Cr. 3.0
Strategic Management Marketing Research
A conceptual and capstone approach to business organiz- Tools and techniques for conducting, evaluating, and uti-
ing and planning through seminars, case studies, and lizing marketing research; decisions concerning pricing,
simulation of global enterprise; the formulation and imple- promotion, personal selling, consumer behavior, and dis-
mentation of competitive strategy. tribution policies evolving from the research data.
Prerequisites: Accounting 541, Finance 511, Marketing Prerequisites: Marketing 509 and Management 506.
509, Management 507 and 515, and either Management Course Type(s): MBA.K
520, 521, or 565.
Course Type(s): None BK 535 Cr. 3.0
International Marketing Management
BM 598 Cr. 3.0 Strategic planning and management of resources, includ-
Special Topics in Management ing finished goods between nations, environmental fac-
Subject matter varies according to the interest of the stu- tors, government controls, cultural influences, and social
dents and the professor teaching the course. The exact and demographic factors.
nature of the topic covered is indicated in the student’s Prerequisite: Marketing 509.
permanent record. Prerequisite: Management 502. Course Type(s): MBA.I, MBA.K
Course Type(s): None
BK 539 Cr. 3.0
BM 599 Cr. 3.0 Promotional Strategy
Business Research: Management Emphasis on promotional mix, including advertising, sales
Independent research in business administration in an promotion, reseller stimulation, personal selling, and relat-
area not substantially treated in a regular course offering, ed communication tools; covers fundamental marketing
under the supervision of a Business Administration faculty issues and problems. Focus is on understanding and
member; written evaluation of the research required. developing promotional decisions and marketing strategies.
Student must be within nine credits of graduation. Prerequisite: Marketing 509.
Course Type(s): None Course Type(s): MBA.K
BUSINESS - MARKETING BK 540 Cr. 3.0
Consumer Behavior
BK 509 Cr. 3.0 An in-depth study of the various perspectives, theories,
and contributors to behavior displayed by consumers in
Marketing Management
the search, purchase, use, evaluation, and disposal of
An integrated approach to managing the business func-
economic goods and services including the decision
tion of marketing: planning, organizing, controlling, and
processes that precede and determine these acts.
measuring the total marketing effort; managerial principles
Prerequisite: Marketing 509.
and practices applied to the marketing process.
Course Type(s): MBA.K
Course Type(s): None
BK 521 Cr. 3.0 BK 541 Cr. 3.0
Seminar in Electronic Commerce Advertising and Media Management
Current practices in advertising and media planning;
Provides an overview of the managerial side of E-com-
importance of the advertising campaign and the media
merce for the purpose of discussing the strategic and man-
Monmouth University A9
Appendix A: Course Descriptions
plan; emphasis on print media, broadcast media, out of BR 530 Cr. 3.0
home advertising, and nonmedia advertising; examination Real Estate Lease and Negotiations
of advertising campaigns and media plans. Emphasis will Students will look at the commercial leasing of real estate,
be on planning, directing, creating, and controlling strate- including statutory law, public policy, and landlord-tenant
gic advertising and media efforts to meet domestic and relations, along with the role of the real estate broker.
global promotional and marketing goals. Course Type(s): None
Prerequisite: Marketing 509.
Course Type(s): MBA.K
BR 580 Cr. 3.0
Regulation and Real Estate Development Process
BK 598 Cr. 3.0 Real Estate Development analyzes the distinctive roles and
Special Topics in Marketing perspectives of government and business in the land devel-
Subject matter varies according to the interest of the stu- opment process. A step-by-step examination of the phases
dents and the professor. The exact nature of the topic of a real estate development project from conceptualization
covered is indicated in the student’s permanent record. to either disposition or lease-up that emphasizes both the
Course Type(s): None management and approval aspects of those phases.
Course Type(s): None
BK 599 Cr. 3.0
Business Research BR 598 Cr. 1.0-3.0
Independent research in Business Administration in an Special Topics in Real Estate
area not substantially treated in a regular course offering, Subject matter varies according to the interest of the stu-
under the supervision of a business administration faculty dents and the professor. The exact nature of the topic
member; written evaluation of the research required. covered is indicated in the student’s permanent record.
Student must be within nine credits of graduation. Course Type(s): None
Course Type(s): None
BR 599 Cr. 3.0
BUSINESS – REAL ESTATE Independent Study in Real Estate
Independent research in real estate in an area not sub-
BR 510 Cr. 3.0 stantially treated in a regular course offering, under the
Real Estate Law supervision of a Business Administration faculty member
Students will be introduced to the legal issues in the own- and with the permission of the program director.
ership, transfer, and development of real property. Course Type(s): None
Course Type(s): None
CHEMISTRY
BR 525 Cr. 3.0
Real Estate Analysis CE 560 Cr. 3.0
Students gain insight into basic real-estate finance and Chemistry and Physics in Elementary Education
valuation theory. Traditional approaches to value are Discovery of the laws of chemistry and physics using
reviewed. Examination of personal and corporate real commonly available materials and equipment. The accent
estate portfolio strategies. The analysis of specific types is on cooperative learning and personal understanding.
of real properties are reviewed. This includes: single-fami- Application of learned material will result in the creation of
ly homes, condominiums, shopping centers, and office individual topic modules.
and industrial buildings. Also listed as Finance 525. Prerequisite: Bachelor’s degree in a non-science field, or
Prerequisite: Finance 511. permission of the instructor.
Course Type(s): None Course Type(s): None
BR 527 Cr. 3.0 CE 598 Cr. 1.0-3.0
Real Estate Finance, Investment and Tax Special Topics in Chemistry
Designed to introduce students to the world of real-estate The subject matter varies with the interest of the students
finance, including debt and equity issues and securitization. and the professor teaching the course. The exact nature
Course Type(s): None of the topic covered in any given semester is indicated in
A10 Monmouth University
Appendix A: Course Descriptions
the student’s transcript. For the course to count for credit of study to guide future course and project selections.
toward a particular graduate program outside chemistry, Course Type(s): None
prior permission of the chair of graduate studies in that
program must also be obtained. CO 504 Cr. 3.0
Prerequisite: The equivalent of a Monmouth University bac- Principles of Public Relations
calaureate minor in Chemistry or permission of the chair. Explores the theoretical foundations and principles that
Course Type(s): None encompass the field and practice of public relations. In
addition to surveying relevant public relations communica-
COMMUNICATION tion theories, students will develop core competency skills
in the creation and execution of strategies and tactics that
CO 500 Cr. 1.0 encompass comprehensive public relations campaigns.
Graduate Colloquium in Communication Course Type(s): LA
Required during the first year of graduate study, a basic
introduction to graduate study in communication is provid- CO 505 Cr. 3.0
ed and enables the students to get to know their profes- Interpersonal Communication
sors and the other students in the program. Basic An examination of the theories, models, elements, and
resources and research in process will be discussed. processes of dyadic communication with emphasis on
Students finishing their program will do a presentation of relationship development. The concepts, principles, and
their research projects. practices of interpersonal communication will be applied
Course Type(s): None to selected interpersonal contexts, such as first encoun-
ters, marriage, family, friendship, professional, and busi-
CO 501 Cr. 3.0 ness settings.
Communication Theory Course Type(s): LA
Introduces foundational ideas in the fields of human and
mass communication and the ways scholars have devel- CO 506 Cr. 3.0
oped these through research. Highlights theories that The Mass Media and Contemporary Values
apply to public service communication (social responsibili- An analysis of the products of television, cinema, and the
ty, relationship building, etc.). Students learn to write liter- print media as they relate to lifestyle, morality, and social
ature review exploring recognized branch of theory. behavior in America. Such problems as individuality in a
Course Type(s): EN.RW, LA mass society, the power of deity and religions, the decline
of family, sexual behavior, and anti-intellectualism will be
CO 502 Cr. 3.0 explored within the framework of intensive media study.
Research Methods in Communication and Course Type(s): LA
Mass Media
Introduces commonly employed quantitative and qualita- CO 507 Cr. 3.0
tive research techniques in communication as well as Organizational Communication
research ethics. Students learn to design a research proj- The study of the role and impact of communication in con-
ect, conduct pilot study, and write formal proposal. temporary organizations and a survey of contemporary
Research for the public good will be emphasized. organizational research. Examination of how an organiza-
Course Type(s): LA tion’s structure, management philosophy, and internal cul-
ture impact the flow of information, productivity, and goal
CO 503 Cr. 3.0 achievement of the organization and its members and
Graduate Foundations in Communication clients. Study of the communication processes in busi-
Introduces new students to the field of communication, its ness, medical, educational, and nonprofit organizations.
history, branches and disciplines, emphasizing communi- Course Type(s): None
cation for the public good. Assists students in meeting
demands of graduate study, using research resources, CO 508 Cr. 3.0
and understanding departmental policies. Establishes Executive Communication
public service objectives of the program. Introduces A survey of the rhetorical principles that provide a basis
options for final thesis or project. Students create a plan for the production and analysis of effective oral presenta-
Monmouth University A11
Appendix A: Course Descriptions
tion and impression management. Experience with the lic relations plays in furthering the mission and goals of
preparation of messages that represent communication nonprofit and non-government organizations (NGOs).
specialists. Speech writing, testimony preparation, and Instruction focuses on using effective public relations
preparation for a variety of public communication chal- techniques to gain support from different constituencies.
lenges are studied, and student presentation skills are Course Type(s): TPS
honed in practice sessions.
Prerequisite: Communication 503. CO 523 Cr. 3.0
Course Type(s): LA, TPS Persuasion, Social Influence
A study of the historical and contemporary theoretical
CO 509 Cr. 3.0 approaches and empirical research in the persuasive
Communication, Culture, and Community process. An examination of how information diffuses
Fosters an understanding of community as a communica- throughout and affects a socio-cultural system. Attention
tion concept and explores the performance of community focused on the emergence, maintenance, and change of
roles through civic engagement and democratic participa- attitudes and values. Case study analysis and practicum
tion. Students will explore the nature of community, the in social marketing.
impact of institutions in everyday life, the consequences Prerequisite: Communication 503.
of individual, social, and global privilege, and the role of Course Type(s): LA
personal responsibility in communities. Students test the
possibilities and problems of contemporary forms of com- CO 524 Cr. 3.0
munity through a community-based service project. Public Opinion and Media
Course Type(s): TPS An examination of the shifting nature of public opinion,
the agenda-setting role of mass media, and the survey
CO 512 Cr. 3.0 methods that are employed to determine public opinion.
Intercultural Communication and The practices, values, and traditions of journalism that
Diversity Management impact public opinion. Experience with the conduct of a
An examination of the cultural nature of communication survey and analysis of case studies.
and the dynamics of face-to-face interaction between per- Prerequisite: Communication 503.
sons from diverse cultures and co-cultures. Examining the Course Type(s): None
challenge of managing a diverse organizational workforce
in a multicultural society and methods to increase organi- CO 525 Cr. 3.0
zation members intercultural communication competence. Political Communication
Prerequisite: Communication 503. The study of traditional and contemporary theories of
Course Type(s): LA, TPS rhetoric as applied in research and analysis of political
campaigns. The rhetorical creation, maintenance, applica-
CO 514 Cr. 3.0 tion, and legitimization of symbolic power. A survey of
Conflict Management and Negotiation analytic models of political communication and application
Theory and research on the nature, causes, and resolu- of the models to case studies. The role of the political
tion of interpersonal, group, and organizational conflict. A communication specialist. Practicum in political communi-
comprehensive examination of conflict styles, techniques, cation strategies and techniques. Also listed as Political
and methods of resolution of conflicts. Emphasis is Science 525.
placed on information sharing, effective listening, problem Prerequisite: Communication 503.
solving, mediation, and negotiation as tools for conflict Course Type(s): None
management.
Prerequisite: Communication 503. CO 526 Cr. 3.0
Course Type(s): LA, TPS Advanced Public Relations Planning
Explores advanced theoretical foundations and principles
CO 516 Cr. 3.0 demanded of public relations professionals working with
Public Relations and Fundraising for Nonprofits corporations, for-profit entities and non-profit organiza-
Through case study analysis, practical assignments, and tions. In addition to surveying relevant public relations
examination of key public relations theories, this course communication theories, students will develop advanced
provides an understanding of the important role that pub- competency skills required to plan and execute compre-
A12 Monmouth University
Appendix A: Course Descriptions
hensive public relations campaigns. Also examines the CO 540 Cr. 3.0
dynamics of the evolving approach to integrated market- Organizational Training and Consulting
ing communication that currently dominates the field and A survey of adult-learning theory, needs assessment,
practice of public relations. training techniques, and evaluation as applied to commu-
Prerequisite: Communication 503. nication training. Planning and implementing training pro-
Course Type(s): None grams that serve real organizational needs. The role and
ethical standards of the communication professional serv-
CO 527 Cr. 3.0 ing as a communication specialist or counsel to an organ-
Crisis and Issues Management ization. The completion of a practicum project in training
Advanced public relations theory and practices dealing or development.
with management of organizational crisis and issues. The Prerequisite: Communication 503.
process of research, analysis, planning, and implementa- Course Type(s): None
tion of crisis management will be explored. The role of the
public relations professional in the development of crisis CO 590 Cr. 1.0-3.0
communication strategies and tactics will be examined. Special Problems
Control of crisis, rumor, public perception, corporate For students capable of developing and pursuing a prob-
image, and reputation will be emphasized. Case studies, lem independently through research, conferences, and
simulations, group exercises, and projects will be used to activities. Problem chosen by the student with the con-
develop skills in crisis and issues management. sent of the graduate program director and supervision of
Prerequisite: Communication 503. a graduate professor. To be approved, this independent
Course Type(s): None study must target a problem that relates to the nature of
the student’s graduate program focus. May be taken for
CO 530 Cr. 3.0 one, two, or three credits and repeated in subsequent
Mass Media, Public Interest, Corporation Profit semesters until three credits are earned. Does not substi-
Undertakes a critical examination of the relationship tute for Communication 599.
between the citizens of the United States, the increasingly Prerequisite: Communication 503.
corporate, electronic mass media, and American laws and Course Type(s): None
policies that attempt to regulate it. Students will gain an
understanding of the historical context behind the contem- CO 598 Cr. 1.0-3.0
porary media policy environment and will examine the Special Topics in Communication
challenge faced by citizens, regulators, and broadcasters Subject matter varies with the interests of the students
in determining how the media should operate in the public and the professor. Intensive study of such topics in com-
interest. Prerequisite: Communication 503. munication processes as gender relations, small group
Course Type(s): None communication and decision making, leadership commu-
nication, film and video criticism, telecommunication tech-
CO 532 Cr. 3.0 nology, and legal communication.
Global Media and New Technologies Prerequisite: Communication 503.
An examination of the interlinked world of international Course Type(s): LA
mass media systems and media technologies; how soci-
eties and nations are both connected and divided by com- CO 599 Cr. 3.0
munication methods, technologies, national and interna- Independent Study in Communication
tional policies, and cultural expression. Students will Guided research in selected topics in Communication.
examine the variety of models of electronic media around Prior permission of the directing professor and depart-
the globe and investigate the influence of national and ment chair is required.
international policy decisions on sovereign nations and Course Type(s): None
indigenous culture, particularly in light of the constant
advances of emerging media technologies. Prerequisite:
Communication 503.
CO 691 Cr. 3.0
Course Type(s): LA Communication Thesis Proposal
A two-semester sequence of an independent research
study in consultation with a faculty thesis advisor. In this first
Monmouth University A13
Appendix A: Course Descriptions
semester, the student will select an area of communication Upon completion of the project, the student is required to
research and develop a thesis proposal. The completed 10- defend the project before a faculty committee and to
15 page proposal will include a research question or make a presentation in Communication 500 Graduate
hypothesis, rationale for study, literature review, methodolo- Colloquium. Prerequisites: Communication 693 and per-
gy, and (if applicable) approval from the Institutional Review mission of the faculty project advisor.
Board for research involving human participants. Course Type(s): None
Prerequisites: Communication 501, 502, 503 and comple-
tion of 9 graduate level communication credits (or approved CO COL Cr. 1.0
equivalent), and permission of the faculty thesis advisor. Colloquium in Communication
Course Type(s): None Required in first semester of graduate study. Department
faculty will present their areas of research and graduate
CO 692 Cr. 3.0 courses they teach. Students network with other students,
Communication Thesis II professors, and speakers from various branches of the
A two-semester sequence of an independent research field of communication. Graduating students present their
study in consultation with a faculty thesis advisor. In the research in this forum. (One section required)
second semester, the student will complete work to exe- Course Type(s): None
cute the thesis proposal from Communication 691. The
completed 25-30 page thesis will include a research CO CPE Cr. 0.0
question or hypothesis, rationale for study, literature Communication Comprehensive Exam
review, methodology, results, discussion, conclusion, Communication Comprehensive Exam
complete bibliography, and appropriate appendices. Upon Course Type(s): None
completion of the study, the student is required to defend
the thesis before a faculty committee and to make a pres-
entation in Communication 500, Graduate Colloquium.
COMPUTER SCIENCE
Prerequisite: Communication 691.
Course Type(s): None CS 501A Cr. 3.0
Computer Programming Essentials
CO 693 Cr. 3.0 An introduction in computer programming for newly admit-
ted graduate students. Students will learn basic concepts
Communication Project Proposal
in modern computer programming. Students will complete
A two-semester sequence of an independent professional
all the programming exercises and assignments in the
project in consultation with a faculty project advisor. In the
modern objected-oriented language. Limited to graduate
first semester, the student will review relevant trade and
students in Computer Science or Software Engineering.
scholarly literature and conduct research leading to the
Prerequisite: Permission of the department chair.
development of a project proposal. The student must
Course Type(s): TPS
receive approval of the project advisor based on a
demonstration of his or her pre-existing competence with
media message construction. CS 501B Cr. 3.0
Prerequisites: Communication 501, 502, 503 and comple- Program Development
tion of nine graduate level communication credits. Continuation at the coverage of the same modern object-
Course Type(s): None oriented language introduced in CS 501A. More
advanced object-oriented design, including inheritance
CO 694 Cr. 3.0 and polymorphism. Limited to Computer Science or
Software Engineering majors.
Communication Project
Prerequisite: Computer Science 501A, passed with a
A two-semester sequence of an independent professional
grade of B- or higher.
project in consultation with a faculty project advisor. In the
Course Type(s): None
second semester the student will complete work to exe-
cute the project proposal from Communication 693. The
project requires the production and execution of a profes- CS 502 Cr. 3.0
sional-quality media message of significant length and Theoretical Foundations of Computer Science
value for a public service organization as well as a well- Concepts, methods, models, and associated computer
researched paper documenting and justifying the process. exercises for important topics in discrete mathematics
A14 Monmouth University
Appendix A: Course Descriptions
and probability. Includes: logic and mathematical reason- M.S. program in Computer Science.
ing, functions, sets, summations, asymptotic notation, Course Type(s): None
algorithms and complexity, number theory, cryptography,
matrix algebra, induction and recursion, counting tech- CS 512 Cr. 3.0
niques, combinatorial objects, discrete structures, discrete Algorithm Design
probability theory, relations, graph theory, moments, ran- Design and analysis of algorithms; dependence of algo-
dom variables, and graph algorithms. Limited to rithm efficiency on data structure choice; correctness of
Computer Science majors. algorithm implementation and basic design techniques
Course Type(s): None and their applications to programming with fundamental
data structures.
CS 503 Cr. 3.0 Prerequisites: Computer Science 502 and 503, both
Data Structures and Algorithms passed with a grade of B- or higher.
Design and implementation of fundamental data struc- Course Type(s): None
tures and algorithms, including: linked lists, hashing, sort-
ing, trees, stacks, queues, sets and bags, and recursion. CS 514 Cr. 3.0
Application to problem solving and object-oriented design Networks
of moderate sized programs. This is an introductory-level course on the hierarchy of
Prerequisite: Computer Science 501B, passed with a networking software and hardware. Particular emphasis on
grade of B- or higher. medium Access Control, Network layer, Transport layer,
Course Type(s): None and Session layer. Several MAC-layer protocols, TCP/IP.
Corequisite: Computer Science 502.
CS 505 Cr. 3.0 Course Type(s): None
Operating Systems Concepts
The basic concepts of operating systems from the point of CS 515 Cr. 3.0
view of an advanced user: the interaction of the kernel, Formal Methods
the command interpreter, and user processes. Focus is The use of formal specifications to describe the behavior
on process and resource management, concurrency con- of computer systems and the use of formal proof methods
trol, and inter-process communication. Examples and to verify design.
projects are based mainly on Unix. The course also Prerequisite: Computer Science 509, passed with a grade
includes an introduction to computer architecture from an of B- or higher.
operating-systems perspective (processors, devices, Course Type(s): None
interrupts, clocks, etc.).
Prerequisites: Computer Science 503 and 509, both
passed with a grade of B- or higher. CS 517 Cr. 3.0
Course Type(s): None Database Design and Management
Introduction to database systems, data modeling, design
theory and methodologies, query languages and query pro-
CS 509 Cr. 3.0 cessing. Coverage of relational database model and design,
Advanced Object-Oriented Programming and Design normalization process, SQL, hands-on database design and
Object-oriented programming and design, using a lan- application development. Prerequisite: Computer Science
guage different from that used in CS 501B. Used in class- 503, passed with a grade of B- or higher.
es, inheritance, polymorphism, and libraries. Course Type(s): None
Prerequisite: Computer Science 501B, passed with a
grade of B- or higher.
Course Type(s): None CS 518 Cr. 3.0
Fundamentals of Computer Security
CS 511 Cr. 3.0 and Cryptography
An introduction to computer security and its related
Technical Communication issues, including cryptography. It covers threats assess-
Preparation, analysis, synthesis, and presentation of sys-
ment, security policies, basic cryptography, security
tem documentation, technical papers, and data flow dia-
mechanisms, and assurance. Also includes several case
grams; literature search.
studies on enhancing the security level of specific sys-
Prerequisite: Open only to those students accepted in the
Monmouth University A15
Appendix A: Course Descriptions
tems by integrating different security mechanisms and Prerequisites: Computer Science 517 and 520, both
techniques. Both theoretical and practical issues are passed with a grade of B- or higher.
addressed in the course. Students who complete this Course Type(s): None
course successfully will be capable of assessing the
threats, enhancing the security, and evaluating the assur- CS 523 Cr. 3.0
ance level of specific computer systems. Networked Information Systems
Prerequisites: Computer Science 503 and 514, both Basic principles, techniques, and tools for building networked
passed with a grade of B- or higher. information systems with a significant database component.
Course Type(s): None Current protocols, languages, and data formats.
Prerequisites: Computer Science 505 and 517, both
CS 519 Cr. 3.0 passed with a grade of B- or higher.
Advanced Operating Systems Course Type(s): None
Advanced operating systems with a number of case stud-
ies. Emphasis is placed on issues in both centralized and CS 525 Cr. 3.0
distributed operating systems (concurrency control, Simulation
resource management, file systems, network interface). Formal models of discrete event systems, computer simu-
Flavored with UNIX; some prior knowledge of C will be an lation of models, and analysis of simulation results.
asset, but is not necessary. Discrete event simulation is applied to studying the per-
Prerequisites: Computer Science 505 and 509, both formance of computer and communication systems.
passed with a grade of B- or higher. Object-oriented design and programming in C++.
Course Type(s): None Prerequisites: Computer Science 502, 503, and 514, both
passed with a grade of B- or higher.
CS 520 Cr. 3.0 Course Type(s): None
Introduction to Intelligent Systems
Introduction to methods and algorithms used to incorpo- CS 526 Cr. 3.0
rate intelligence into computer programs. Topics include Performance Evaluation
search techniques, representation and reasoning, and The role of performance evaluation in the product lifecy-
machine learning. Applications of these methods are cle. Introduction to Markov chains and elementary queu-
stressed. Also covers implementation of some of the fun- ing theory; complementary roles of analytic and simula-
damental algorithms. tion methods and applications to performance evaluation
Prerequisites: Computer Science 502 and 503, both of computer and communication systems.
passed with a grade of B- or higher. Prerequisites: Computer Science 501B, 502, and 514, all
Course Type(s): None passed with a grade of B- or higher.
Course Type(s): None
CS 521 Cr. 3.0
Artificial Intelligence CS 528 Cr. 3.0
Basic and advanced methods in symbolic and quantitative Database and Transactions Security
artificial intelligence through Lisp programming tech- An overview of the methodologies to protect data. It cov-
niques. Current issues concerning rule-based vs. statisti- ers both traditional and emerging security mechanisms
cal methods via applications. and services, as well as the common threats and vulnera-
Prerequisites: Computer Science 503 and 520, both bilities of database and transaction processing systems.
passed with a grade of B- or higher. The topics include: discretionary and mandatory access
Course Type(s): None controls in database systems, secure database design,
data integrity, secure transaction processing, inference
CS 522 Cr. 3.0 controls, and auditing. Also covers security models for
Knowledge Fusion relational and object-oriented databases, and security of
Fundamental techniques for integrating information from het- databases in a distributed environment. Both theoretical
erogeneous sources to obtain actionable knowledge. The and practical issues will be addressed in the course.
sources of information include databases, files, and web Prerequisites: Computer Science 517 and 518, both
pages. Covered techniques include both those based upon passed with a grade of B- or higher.
logic and also approaches based on probabilistic reasoning. Course Type(s): None
A16 Monmouth University
Appendix A: Course Descriptions
CS 529 Cr. 3.0 CS 535 Cr. 3.0
Web Services and .NET Telecommunications
Introduction to web services. Theoretical and practical In-depth coverage of the lower layers of the network hier-
coverage of client-server architecture, communication archy: Physical layer, Data Link layer, Network layer, and
protocols, messaging, including XML and SOAP transac- Transport layer.
tions. .NET Framework architecture is used for the appli- Prerequisites: Computer Science 502, 505, and 514, all
cations. We contrast with other platforms, e.g. Java- passed with a grade of B- or higher.
based web services. Students implement web services Course Type(s): None
and simple clients on PC’s or mobile devices.
Prerequisite: Computer Science 503 passed with a grade CS 537 Cr. 3.0
of B- or higher. Client-Server Interfaces
Course Type(s): None Design of client-server systems. This is a project-dominat-
ed course. Students from the AI stream will design and
CS 530 Cr. 3.0 implement a distributed client-server system for some AI
Knowledge-Based Systems application, while students from the COMPUTER NET-
Fundamental techniques in building knowledge-based sys- WORKS stream will be more involved in Transport layer
tems using logic programming technology; applications of issues. Coverage of the higher layers of the network hier-
knowledge-based systems; prolog programming tech- archy: Transport layer, Session layer, and Application
niques; using advanced Prolog programming environments. layer. Programming with TCP and UDP.
Prerequisites: Computer Science 502 and 509, both Prerequisites: Computer Science 505, 509, and 514, all
passed with a grade of B- or higher. passed with a grade of B- or higher.
Course Type(s): None Course Type(s): None
CS 531 Cr. 3.0 CS 540 Cr. 3.0
Intelligent Interfaces Model Building and Algorithms
Computer-human interfaces that use speech understand- Solving real-world problems requires skills in model-build-
ing and image processing (such as handwriting). ing, model-selection and the application of appropriate
Prerequisites: Computer Science 503 and 520, both algorithms. The applicable field of knowledge is basically
passed with a grade of B- or higher. Operations Research (OR). We discuss optimization (lin-
Course Type(s): None ear/integer programming, branch and bound, game theo-
ry), network and queuing models, and algorithms that
CS 532 Cr. 3.0 may be applied in the solution of many practical problems
Compiler Design arising, for example, in business, government, and private
The major techniques used in compiler writing, lexical settings. Prerequisites: Computer Science 502, 503, and
analysis, syntax analysis, storage management, error 514, all passed with a grade of B- or higher.
detection and recovery, and code generation. Tools for Course Type(s): None
compiler writing (LEX, YACC, etc.).
Prerequisite: Computer Science 512, passed with a grade CS 545 Cr. 3.0
of B- or higher. Graphics
Course Type(s): None Drawing with a graphics kernel, 2D and 3D transforma-
tions, view transformation, area filling, line and polygon
CS 533 Cr. 3.0 clipping, hidden surface algorithms, curves and surfaces,
Database System Implementation Gouraud and Phong shading, pattern and texture map-
DBMS architecture, data storage and indexing, query pro- ping, fractals, and rendering using a ray-tracer.
cessing and optimization, transaction management and Prerequisite: Computer Science 509, passed with a grade
recovery, and some issues related to advanced database of B- or higher.
applications. Prerequisites: Computer Science 502 and Course Type(s): None
503, both passed with a grade of B- or higher.
Course Type(s): None
Monmouth University A17
Appendix A: Course Descriptions
CS 550 Cr. 3.0 the topic covered in any given semester is indicated in
Computer System Architecture the student’s transcript.
Computer system interconnection structures, central pro- Prerequisites: Computer Science 502 and 503, both
cessing unit, control unit, microprogrammed control, memo- passed with a grade of B- or higher.
ry organization, cache and virtual memory, computer arith- Course Type(s): None
metic, RISC processors, introduction to parallel processing,
and case studies. Prerequisites: Computer Science 502 CS 618 Cr. 3.0
and 503, both passed with a grade of B- or higher. Data Mining
Course Type(s): None An introduction to the fundamental concepts, algorithms,
and techniques of data mining. Topics include: data pre-
CS 551 Cr. 3.0 processing, classification algorithms and techniques,
Parallel Processing anomaly detection, and the design of data warehousing
Parallel computer paradigms, parallel processing applica- and OLAP systems.
tion, conditions of parallelism, scalable computer plat- Prerequisites: Computer Science 517, 520, and 533, all
forms, parallelism issues, performance metrics and passed with a grade of B- or higher.
benchmarking, speedup performance laws for parallel Course Type(s): None
systems, parallel memory organization, interconnection
networks, multiprocessing and multiprocessors, multicom- CS 625 Cr. 3.0
puters, massively parallel systems, mapping applications Internet Crawler
to parallel systems, and case studies. In-depth coverage of the crawler component of modern
Prerequisite: Computer Science 550, passed with a grade search engine. Examination of the architecture of
of B- or higher. crawlers; algorithms for visitation, retrieval and processing
Course Type(s): None of Web pages; link analysis, (e.g. PageRank computa-
tion). Coverage of ethical and legal issues of customized
CS 560 Cr. 3.0 Web robots. Students build automatic internet crawlers.
Master’s Seminar Prerequisite: Computer Science 529 passed with a grade
Emphasis on preparation, analysis, synthesis, and pres- of B- or higher.
entation of software system documentation, project Course Type(s): None
progress reports, and technical papers based on literature
research. Prerequisite: Completion of 21 credits toward CS 627 Cr. 3.0
the M.S. degree, including four core courses, or permis- Quantitative Systems Engineering
sion of the instructor. Development of methods and techniques for analyzing
Course Type(s): None the performance of complex systems. Application to the
performance engineering of computer/communications
CS 588 Cr. 1.0 systems, including distributed computing/information sys-
Computer Science Practice and Experiences tems and integrated telecommunications.
Provides opportunity for Computer Science graduate stu- Prerequisite: Computer Science 526, passed with a grade
dents to obtain related experience in employment at a of B- or higher.
local company or institution with Monmouth University Course Type(s): None
sponsorship. Available to Computer Science graduate stu-
dents who have completed at least 18 credit hours of CS 628 Cr. 3.0
graduate courses (500 level), with a minimum GPA of Security of E-Systems and Networks
3.00. Does not satisfy elective requirements. Students The fundamental techniques in security of e-based
may take the course a maximum of two times. Systems and Computer Networks. E-based systems are
Course Type(s): None ubiquitous in the modern world with applications spanning
e-commerce, e-government, e-services, Virtual Private
CS 598 Cr. 3.0 Networks (VPNs), health care, and government organiza-
Special Topics in Computer Science tions. Deals with the fundamental concepts and tools of
Subject matter varies with the interest of the students and security of e-based systems and computer networks and
of the professor teaching the course. The exact nature of its range of applications. Among the topics to be covered
include: authentication of users, system integrity, confi-
A18 Monmouth University
Appendix A: Course Descriptions
dentiality of communication, availability of business serv- research in collaboration with, or under the supervision of,
ice, non-repudiation of transactions, public key cryptosys- a faculty member. Sequential registration of one or more
tems, authentication and digital signature, e-security tools credits is required until successful completion. (Minimum
such as Public Key Infrastructure (PKI) systems, biomet- of six credits must be accumulated.)
ric-based security systems, trust management systems in Prerequisites: Completion of all foundation and core
communication networks, intrusion detection systems, courses and departmental approval.
protecting against malware, and computer network securi- Course Type(s): None
ty risk management. Intended for graduate students in
computer science, software engineering, and electrical CS 692 Cr. 3.0
engineering who have some background in computer net- Computer Science Thesis II
works and fundamentals of computer security. Independent investigation of special topics reflecting the
Prerequisite: Computer Science 518, passed with a grade research interests of the sponsoring professor. Provides
of B- or higher. students with an opportunity to do extended relevant
Course Type(s): None research in collaboration with, or under the supervision of,
a faculty member. Sequential registration of one or more
CS 635 Cr. 3.0 credits is required until successful completion. (Minimum
Wireless Network Systems and Security of six credits must be accumulated.)
Fundamental techniques in the design, operation, per- Prerequisite: Computer Science 691.
formance evaluation, and security of wireless network Course Type(s): None
systems. Among the topics covered are first, second,
third, and fourth generation wireless systems, cellular CS 698 Cr. 3.0
wireless networks, medium access techniques, physical Advanced Special Topics
layer, protocols (AMPS, IS-95, IS-136, GSM, GPRS, The advanced subject matter varies with the interest of
EDGE, WCDMA, cdma2000, etc), fixed wireless systems, the students and of the professor. The full syllabus for a
personal area networks (PANs) including Bluetooth and specific offering will be filed with the STE and Graduate
Home RF systems, wireless local area networks (WLANs) School Deans when it is scheduled. The exact nature of
technologies, architectures, protocols, and standards, and the topic covered in any given semester is indicated in
advanced topics. Security of WLANs, wireless sensor net- the student’s transcript.
works (WSNs), cellular systems, and Bluetooth and Home Prerequisites: Computer Science 502, 503, one core and
RF networks will be dealt with as well. intended for gradu- one 521+ level course, as per course syllabus, all passed
ate students in computer science, software engineering, with a grade of B- or higher.
and electrical engineering who have some background in Course Type(s): None
computer networks.
Prerequisite: Computer Science 514, passed with a grade
of B- or higher. CS 699 Cr. 3.0
Course Type(s): None Independent Study in Computer Science
Independent study of a subject not substantially treated in
a regular graduate course. Designed for students with
CS 661 Cr. 3.0 superior abilities who, with guidance and direction from
Computer Science Advanced Project the supervising faculty member, can master a new sub-
A challenging project, such as the development of a large, ject. (Limited to students who have not yet taken
complex program, done under the supervision of a faculty Computer Science 699.)
member. Prerequisites: A minimum GPA of 3.50; completion of all
Prerequisites: Completion of all foundation and core foundation and core courses and departmental approval.
courses and departmental approval. Course Type(s): None
Course Type(s): None
CS 691 Cr. 3.0
Computer Science Thesis I
Independent investigation of special topics reflecting the
research interests of the sponsoring professor. Provides
students with an opportunity to do extended relevant
Monmouth University A19
Appendix A: Course Descriptions
CRIMINAL JUSTICE CJ 515 Cr. 3.0
Institutional Treatment of the Offender
CJ 500 Cr. 3.0 Provides the theoretical framework for the understanding of
Theories and Methods of Geographic Information criminal behavior and the strategies employed in providing
Systems treatment and support services to the inmate. Focuses on
This course provides students with a solid foundation in techniques designed to facilitate the development of alter-
the theories and methods of Geographic Information native behaviors. Attention will be given to problems that
Systems. Students gain knowledge of important applica- are especially relevant to penal institutions, e.g. violence,
tions, as well as acquisition, accuracy, formatting man- racial discord, sexual assault, and theories of punishment.
agement, analysis, and manipulation of data. When stu- Course Type(s): None
dents complete this course, they are expected to know
what GIS is, what GIS can and cannot do, how data is CJ 525 Cr. 3.0
stored, and how data in GIS is manipulated and analyzed Applied Data Analysis in Criminal Justice
to satisfy a project’s goals. The examination, interpretation, and application of social
Course Type(s): None statistical concepts in criminal justice; computerized data
analysis techniques.
CJ 502 Cr. 3.0 Course Type(s): None
Advanced Criminology
Professionals interested in the criminal justice system CJ 530 Cr. 3.0
require a foundation in the criminological theories that Criminal Justice Policy
underlie criminal behavior and rehabilitation. Provides the The examination of opposing viewpoints on complex and
student with an opportunity to study and critically evaluate sensitive issues in criminal justice. Emphasis on providing
prominent criminological theories presented in the read- students with the ability to develop basic thinking skills and
ings and research. Lectures emphasize the role of psy- assisting students in evaluating sources of information.
chological principles, theories of learning, techniques of Course Type(s): None
counseling, and psychopathology in the context of crimi-
nological theory on rehabilitation programs and on policy CJ 535 Cr. 3.0
development. Also serves as a context for other graduate Evaluation Strategies for Criminal Justice
courses that pertain to the prison system and institutional Formulation of research problems and hypotheses; quan-
treatment of offenders. titative research designs; data collection strategies; data
Course Type(s): None analysis methods.
Course Type(s): LA
CJ 510 Cr. 3.0
The American Penal System CJ 540 Cr. 3.0
Examines the history, philosophy, and organizational Spatial Analysis and Modeling in Geographic
structure of correctional systems in the United States,
Information Systems
analyzing the various models of incarceration as they
Focuses on methods of spatial analysis and various kinds
relate to punishment and rehabilitation.
of modeling within GIS. Included are such topics as: 3-D
Course Type(s): None
terrain visualization and analysis, location and network
modeling, map algebra, and spatial statistics.
CJ 512 Cr. 3.0 Course Type(s): None
Psychopathology
Advanced abnormal psychology; intensive investigation of CJ 542 Cr. 3.0
current thinking regarding the etiology and development
Computer Application in Criminal Justice
of aberrant behavior; theory in the light of experimental
Introduces computer basics, information system, and the
findings and clinical applications.
Internet. Students will use several management-related
Course Type(s): None
applications, including spreadsheets, database, employee
performance evaluations, and statistical analysis programs
to develop an integrated database management system.
Course Type(s): None
A20 Monmouth University
Appendix A: Course Descriptions
CJ 545 Cr. 3.0 tunities will be an integral component of this course.
Seminar: Ethics, Law, and Society Course Type(s): None
Probes ethical issues that arise throughout the criminal
justice system. Students will examine the fundamental CJ 565 Cr. 3.0
meaning of justice, explore approaches to moral reason- Comparative Criminal Justice Systems
ing, and investigate issues such as the use of discretion, Compares and contrasts the main similarities and differ-
capital punishment, prisoners’ rights, and other ethics of ences among the major criminal justice systems in the
criminal justice research. world, including the civil law, common law, socialist law,
Course Type(s): None and Islamic law families.
Course Type(s): None
CJ 550 Cr. 3.0
Seminar: Police Administration CJ 572 Cr. 3.0
Examines the tasks and roles of police administrators for Civil Rights and Liberties
effective and efficient police operations. Police organiza- An examination of the Bill of Rights in contemporary
tion, policies, and rules will be analyzed for their impact America. The seminar analyzes the conflicting group
on the delivery of police services. interests, which advise around issues such as freedom of
Course Type(s): None speech and assembly, church-state relations, and equal
treatment before the law for members of minority groups.
CJ 552 Cr. 3.0 Course Type(s): None
Computer Crime
Understanding the nature of computer crime and the CJ 575 Cr. 3.0
basic principles of technology in order to provide a foun- Professionalism in Criminal Justice
dation for criminal investigation. An examination of major changes in politics, professional-
Course Type(s): None ism, and public order in society. Emphasis is on policing,
criminal justice education, corrections, and jail manage-
CJ 555 Cr. 3.0 ment issues and examining the progress of, and obstacles
Criminal Procedure and Constitution to, improving training and split-second decision making.
A multidisciplinary examination of the major stages of the Course Type(s): None
criminal process from arrest to trial. The course explores
the effectiveness of criminal procedure, the Constitution, CJ 585 Cr. 3.0
and the law in relationship to crime. Forensic Pathology
Course Type(s): None Designed to introduce students to concepts of forensic
pathology with an emphasis on the recognition and inter-
CJ 560 Cr. 3.0 pretation of diseases and injuries in the human body that
Seminar: Leadership and Management are the basis for medicolegal investigations. It presents
Examines the role of leader or visionary in analyzing and an overview of the medicolegal investigative systems and
improving organizational operations in the criminal justice the substance and mechanics of forensic pathology. The
system. Emphasis is on the ability to assess and solve medical examiner, usually the pathologist, is primarily
the complex problems facing criminal justice in the twen- concerned with the investigation of violent, sudden, unex-
ty-first century. pected, and suspicious deaths. The medical examiner
Course Type(s): None determines the cause and manner of death, identifies the
deceased if unknown, determines the approximate time of
injury and death, collects evidence from the body, issues
CJ 562 Cr. 3.0 a death certificate, and documents these events through
Graduate Criminal Justice Internship an official autopsy report.
Provides the student an opportunity to integrate academic Course Type(s): None
theory with experiential learning. Each student will have
an opportunity to focus on areas specific to his/her career
objectives. Intern students will evaluate principles of the
criminal justice system through on-site participation at an
approved criminal justice agency. Executive writing oppor-
Monmouth University A21
Appendix A: Course Descriptions
CJ 590 Cr. 3.0 CJ 610 Cr. 3.0
Internship in Crime Mapping Introduction to Homeland Security:
Internship and seminar providing capstone experience for Principles and Policies
the Crime Mapping Certificate and M.A. in Criminal Overview of homeland security basic management con-
Justice/Crime Mapping Concentration. cepts, issues contributing to terroristic acts and critical
Course Type(s): None analysis of terrorist activities.
Course Type(s): None
CJ 595 Cr. 3.0
Geographic Information Systems, Crime Mapping, CJ 615 Cr. 3.0
and Analysis Terrorism: Crisis and Trauma
Incorporates GIS into criminal justice by including the use Explore the psychological impact of terrorism, including
of crime mapping and analysis in problem solving. Takes psychiatric disorders, physiological changes, and
a hands-on approach to many of the issues a criminal social/family disruption. Strategies and techniques for iden-
justice manager, officer, or crime analyst will face in pur- tifying trauma and skill for intervention will be discussed.
suit of his/her work. Facilitates students’ understanding of Course Type(s): None
GIS and crime mapping theories, principles, concepts,
and the software. Upon completion of the course, stu- CJ 620 Cr. 3.0
dents will have developed two projects as part of their Terrorism: Causes and Consequences-
portfolio: one in crime mapping implementation and one
The Unconventional Threat
in project design and analysis within their particular topic
Provides students with an in-depth examination of the
of study.
unconventional threat of terrorism and its impact on the
Prerequisite: Criminal Justice 500.
Homeland Security enterprise by exploring the overall phe-
Course Type(s): LA
nomena of terrorism as well as the complex motivations,
ideologies, goals and tactics of various domestic and inter-
CJ 598 Cr. 1.0-3.0 national groups. Cultural, religious and economic influ-
Special Topics in Criminal Justice ences on terrorism, and media impact, will be considered.
Subject matter varies with the interest of the students and Students will analyze these groups in light of historical,
the professor. The exact nature of the topic covered in contemporary and potential future acts of terrorism in order
any given semester is indicated in the student’s transcript. to understand the causes, consequences, and impact ter-
Permission of the program director is required. rorism has on our society. Balances out topical issues relat-
Course Type(s): None ed to state terrorism, political terrorism, religious and apoc-
alyptic violence, the media and terrorism, weapons of mass
CJ 599 Cr. 3.0 destruction, terrorist tactics and targeting, and the opera-
Independent Study in Criminal Justice tional and organizational dynamics of terrorism.
Development and execution of a relevant reading and Course Type(s): None
research project leading to significant written work
designed by the student in consultation with the profes- CJ 625 Cr. 3.0
sor. The subject chosen for study should be related with Terroristic Crime Scene Investigation
any area of Criminal Justice of special interest for the stu- Utilizing modern investigative technology in terroristic
dent. Students applying for this course must demonstrate crime scenes; specialized evidence collection; role of
their knowledge of research techniques and their abilities crime scene manager.
to apply them to the specific area of studies chosen. It is Course Type(s): None
also required that the student should be able to present
the results of his/her research in appropriate written and CJ 630 Cr. 3.0
oral form.
Intelligence for the Homeland Security Practitioner
Course Type(s): None
Acquaints students with the concepts and practices
involved in the process of collecting, analyzing and evalu-
ating intelligence and in managing the intelligence func-
tion, as well as the influence of intelligence in shaping
homeland security decision making at the federal, state
A22 Monmouth University
Appendix A: Course Descriptions
and local levels. It examines the structures, roles, and CJ 691 Cr. 3.0
interactions of the foreign and domestic intelligence com- Criminal Justice Thesis I
munities, the intelligence gathering and analysis of capa- Independent investigation of special topics reflecting the
bilities of criminal justice and private sector entities, and research interests of the sponsoring professor.
the use of intelligence processes to support homeland Prerequisites: Criminal Justice 502, 525, 530, and 542.
security investigations, planning, and intelligence applica- Corequisite: Criminal Justice 535.
tions to support strategic decision making. Course Type(s): None
Course Type(s): None
CJ 692 Cr. 3.0
CJ 635 Cr. 3.0 Criminal Justice Thesis II
Weapons of Mass Destruction Independent investigation of special topics reflecting the
Focus on the practical and theoretical aspects of prepar- research interests of the sponsoring professor.
ing for, and dealing with, incidents involving weapons of Prerequisite: Criminal Justice 691.
mass destruction. Discussion on the various devices and Course Type(s): None
the means of delivering damage. Analysis of the intelli-
gence approaches to reduce such an event.
Course Type(s): None
CJ CPE Cr. 0.0
Comprehensive Exam
Criminal Justice Comprehensive Exam
CJ 640 Cr. 3.0 Course Type(s): None
Multidisciplinary Approach to Homeland Security
Acquaints students with the concepts and practices
EDUCATION – CURRICULUM
among the various disciplines within the homeland securi-
ty domain that provide the architecture for the nation’s
AND INSTRUCTION
preparedness strategy. Provides an understanding of how
the law, constitution and interaction between the various ED 507 Cr. 3.0
disciplines of homeland security and defense, in theory Issues and Problems in Education
and practice affect the development and execution of Major issues and problems affecting education are pre-
homeland security operations, strategies, and policies in sented with historical perspectives for understanding the
general. Explores the collaborative efforts of multiple dis- context in which these concerns arose.
ciplines drawn from all levels of the public and private Course Type(s): None
sectors, how they integrate with one another, and how
they collectively factor into the prevention of, response to, ED 510 Cr. 3.0
and recovery from major events. Conversely, it will Foundations of Education
enhance the students understanding of the various disci- An introduction to education in the United States.
plines associated with homeland security including law Theories of curriculum and instruction are introduced and
enforcement, fire services, emergency management, principles and practices for instructional delivery are pre-
infrastructure custodians, the military, public health, and sented. The history and philosophy of education, psycho-
government administrators. logical principles including behavioral, social and cultural
Course Type(s): None perspectives related to educational practice are explored.
Contemporary issues and controversies in American edu-
CJ 650 Cr. 3.0 cation are highlighted Fieldwork hours required for
Cyber Terrorism Education majors.
Explores how new technology throughout the world has Course Type(s): None
contributed to terroristic crimes and how information and
communication technology (ICT) has become a tool, a tar- ED 524 Cr. 3.0
get, and a place of criminal activity threatening national Research in Teaching Practice
security. Topics of study include: the information environ- Research in education related to contemporary teaching
ment as crime scene, computer use in crimes, political ter- practice will be emphasized. Introduction to qualitative
rorism, hacking, unauthorized access, and identity theft. and quantitative approaches from different theoretical per-
Course Type(s): None spectives is presented. Content will include: literature
reviews, analysis and implication of existing research,
Monmouth University A23
Appendix A: Course Descriptions
classroom observation skills, and the role of the teacher school level and/or those who wish to learn more about
as reflective practitioner. For Education majors only. the history and sociology of science.
Course Type(s): MAT Course Type(s): None
ED 528 Cr. 3.0 ED 550 Cr. 3.0
Middle Level Learning and Teaching Teaching Diverse Populations
The candidate will examine aspects of middle-level Addresses two issues in today’s field of education: ESL
schooling that are responsive to the nature and needs of students in mainstream classrooms and students with spe-
adolescents. The candidate will apply knowledge of ado- cial needs in inclusion classrooms. The relevant topics will
lescents’ cognitive and affective development to design be explored from a multicultural perspective to provide
learning environments and to structure and implement teacher candidates with a theoretical foundation, an under-
learning experiences that effectively promote academic standing of their legal responsibility, and an opportunity to
achievement and personal growth for all middle-grade design instruction addressing various needs of diverse stu-
students. Four days of fieldwork is required over the dents in an inclusive setting. Fieldwork is required.
course of the term. Prerequisite: Education 510.
Prerequisites: Education 510 and 550. Course Type(s): MAT
Course Type(s): None
ED 552 Cr. 3.0
ED 529 Cr. 3.0 Child and Adolescent Development
Content Literacy Psychological, sociological and physiological develop-
Focuses on theory, methods, strategies, and materials for ment related to academic functioning of children and ado-
teaching literacy in all content areas, with an emphasis at lescents. Learning theories studied are related to current
the secondary level of education. The use of literature in educational concerns in this age group. For Education
all content areas will be explored, leading to a better majors only.
understanding of the interdisciplinary approach to learning Course Type(s): None
at the secondary level. Fieldwork hours are required.
Course Type(s): None ED 554 Cr. 3.0
Supplemental Instruction in Reading
ED 533 Cr. 3.0 and Mathematics
Contemporary Issues in Science Education Focus on supplemental instruction for reading and mathe-
Examines current topics of special interest in science matics in educational settings from grades 6-8 but draws
content and curriculum to a variety of students. Can be heavily on assessment and analysis of student errors
designed individually, based on strengths of students and from Pre-K to 5 as well. Extensive opportunities for diag-
their interest in personal professional development in an nosis and planning for remedial intervention in reading
area of concentration in science curriculum. Valuable for and mathematics will be provided.
practicing teachers at the elementary, middle, or high Prerequisites: Education 556 and Educational Leadership
school level and/or those who wish to learn more about 575.
science teaching and content. Course Type(s): MAT
Course Type(s): None
ED 556 Cr. 3.0
ED 537 Cr. 3.0 Teaching Elementary Mathematics
Science and Society in the Twenty-First Century Provides elementary teacher candidates with a modern
Examines the developments in science knowledge and vision of elementary mathematics and beyond.
their impact on society over the last century and predicts Candidates will learn to create a math classroom where
changes that might occur in the twenty-first century. We students of diverse backgrounds and abilities can con-
are the only species on earth that has the power to struct a conceptual as well as a procedural understanding
change our environment and the ability to comprehend of mathematics. Four days of fieldwork are required over
the universe. Students will explore major scientific the course of the term.
advances over the past 100 years and the resulting prob- Prerequisites: Education 510, 550 and 552.
lems that these advances have wrought. Valuable for Course Type(s): None
practicing teachers at the elementary, middle, or high
A24 Monmouth University
Appendix A: Course Descriptions
ED 560 Cr. 3.0 ED 565 Cr. 3.0
Methods of Teaching in Secondary Education Methods of Teaching Mathematics for Secondary
A general methods course designed for candidates who School Part II
are preparing to teach in subject-specific classrooms in Extends the study of secondary methodology begun in
high school environments. Provides an integrated per- ED 564. The intent is to deepen the understanding of
spective of general teaching methods from grade 9 future secondary-school teachers in the complexities of
through grade 12. Four days of fieldwork are required the secondary-mathematics curriculum and build their
over the course of the term. competencies at the level of instructional implementation.
Prerequisites: Education 510, 550, and 552; and permis- Instructional methodologies studied will be more broadly
sion of the MAT program director. applied to more advanced mathematical concepts. Four
Course Type(s): None days of fieldwork is required over the course of the term.
Prerequisite: Education 560 or 564.
ED 562 Cr. 3.0 Course Type(s): None
Methods of Teaching Science at the Elementary Level
Provides an integrated perspective of teaching science at ED 566 Cr. 3.0
the elementary level. This perspective will allow future Methods of Teaching Science at the Secondary
elementary teachers to understand how foundational sci- Level I
ence concepts should be taught. It will allow future ele- Provides the candidates with an understanding of the
mentary teachers to appreciate the developmental needs concepts and relationships of science to support student
of early learners and the corresponding pedagogy uti- learning. The teaching strategies and techniques are
lized. Predominantly hands-on, interrelated to the national based on research and emphasize the need to provide
and New Jersey Science Core Curriculum Content equal opportunities for all learners. Focuses on teaching
Standards, providing useable materials adapted to each science through inquiry as defined by state and national
student’s needs. Four days of fieldwork is required over standards for science education. Four days of fieldwork
the course of the term. required over the course of the term.
Prerequisites: Education 510, 550, and 552. Prerequisites: Education 510, 550, and 552.
Course Type(s): None Course Type(s): None
ED 563 Cr. 3.0 ED 567 Cr. 3.0
Assessment and Treatment of Literacy Problems Methods of Teaching Science at the Secondary
Focus is on authentic assessment and corrective teaching Level II
strategies to address literacy problems from a developmen- Science methods for initial M.A.T. students at the second-
tal perspective. Techniques and methods for at-risk learn- ary level. Provides active learning of science concepts
ers will be emphasized. Strategies that guide students to through various inquiry activities. Following the learning
self-monitor their literacy acquisition will be addressed. theories that have produced both the National Science
Prerequisite: Educational Leadership 503. Education Standards and the New Jersey Core Curriculum
Course Type(s): None Content Standards for science, this course will utilize proj-
ects, cases, and problems in real-world settings using a
ED 564 Cr. 3.0 diversity of instructional methods and strategies to provide
Preparing for School Mathematics: Secondary each student with the opportunity to learn how to teach
Provides secondary-mathematics teacher candidates with inquiry and problem-solving across the sciences. Designed
knowledge for teaching secondary mathematics. for those with a strong background in science. Four days of
Candidates will learn to create a math classroom where fieldwork is required over the course of the term.
students of diverse backgrounds and abilities can con- Prerequisite: Education 560 or 566.
struct a conceptual, as well as a procedural, understand- Course Type(s): None
ing of mathematics. Four days of fieldwork required over
the course of the term. ED 576 Cr. 3.0
Prerequisites: Education 510, 550, and 552. Teaching Social Studies at the Elementary Level
Course Type(s): None Introduces the P-8 teacher certification candidates to the
social studies curriculum and methods. Emphasizes
national and state standards for social studies education
Monmouth University A25
Appendix A: Course Descriptions
cross-curriculum integration, particularly world languages ED 582 Cr. 3.0
and culture, personal and social problem solving, and sit- World Language Education
uated cognition in social studies education learning. Four Issues and practices in world language education. Four
days of fieldwork is required over the course of the term. days of fieldwork is required over the course of the term.
Prerequisites: Education 510, 550, and 552. Prerequisites: Education 529, 550, and Foreign Language
Course Type(s): None 599.
Course Type(s): None
ED 578 Cr. 3.0
Methods of Teaching English at the Secondary Level ED 583 Cr. 3.0
Prepares candidates to teach English/language arts at the Theories and Practice of ESL Instruction Part I
secondary level (grades 7-12) by providing the essential With an emphasis on teaching English through content,
knowledge, skills, and strategies grounded in research Part I of this two-semester course introduces the history
and related to effective classroom instruction. of ESL teaching and critically explores exemplary curricu-
Emphasizes the use of literature and the integration of the lum designs and methods of teaching ESL. A wide range
components of literacy, namely reading, listening, speak- of ESL instructional strategies will be introduced and
ing, and viewing. The New Jersey Core Curriculum practiced. Both instructional design and implementation
Standards will be an integral part of the course. Four will be the focus for practice with the embedded language
days of fieldwork is required over the course of the term. acquisition/learning theories and research studies careful-
Prerequisites: Education 510, 550, and 552. ly examined. Fieldwork is required.
Course Type(s): None Prerequisites: Education 529, 550, and either Liberal Arts
580 or English 563.
ED 579 Cr. 3.0 Course Type(s): MAT
Teaching Social Studies and Cultural Education at
the Secondary Level ED 584 Cr. 3.0
Introduces the middle- and secondary-level teacher certi- Theories and Practice of ESL Instruction Part II
fication candidate to social studies curriculum and meth- A continuation of Part I, examines public issues pertinent
ods. Emphasizes national and state standards for social to ESL education with an emphasis on making connec-
education curriculum across the social science disci- tions between theories or research findings and class-
plines. Four days of fieldwork is required over the course room practice. While more approaches to ESL instruction
of the term. will be introduced, a wide range of ESL instructional
Prerequisites: Education 510, 550, and 552. materials, services, and assessment measures will be
Course Type(s): None introduced and explored. Fieldwork is required.
Prerequisite: Education 583.
ED 580 Cr. 3.0 Course Type(s): None
Secondary Social Studies Education Part II
Expands and further develops competencies covered in ED 585 Cr. 3.0
Part I. Instructional methodologies focusing on a con- Methods of Teaching English at the Secondary
structivist, student-centered approach will be explored. Level Part II
Targets strategies for future secondary teachers to meet A continuation of Part I. Expands teacher candidates’ under-
the New Jersey Core Curriculum Content Standards for standing of the intricacies of curriculum design and planning
Social Studies to include: infusing Economics and and builds their teaching competencies in English/Language
Geography into the curriculum, developing greater tech- Arts at the secondary level (grades 7-12). Teacher candi-
nology coalescence, extending cross-curriculum lesson dates will have increased opportunities to apply theory and
plans, embracing a pluralistic approach, and expanding refine practice in the use of print and nonprint texts and in
multicultural themes. Curse design will foster the develop- the integration of the English Language Arts. The NCTE/IRA
ment of effective inquiry-based curriculum activities mak- English Language Arts Standards and the New Jersey Core
ing effective use of community-based resources. Four Curriculum Standards for Language Arts/Literacy will be
days of fieldwork is required over the course of the term. applied throughout the course. Four days of fieldwork is
Prerequisite: Education 560 or 579. required over the course of the term.
Course Type(s): None Prerequisite: Education 560 or 578.
Course Type(s): None
A26 Monmouth University
Appendix A: Course Descriptions
ED 587 Cr. 3.0 teacher, student teacher candidates assume full responsi-
Integrated Methods in K-12 Education bility for lesson planning and teaching.
In-depth understanding and application of curriculum and Prerequisites: Passing score on the appropriate Praxis
instruction in K-12 education. 30 hours of field work is test(s) prior to registration and completion of all coursework.
required for candidates. Permission of the MAT Director is required to register.
Prerequisites: Education 510, 550, and 552 and a mini- Course Type(s): None
mum GPA of 3.00.
Course Type(s): None ED 596 Cr. 3.0
Methods of Teaching Health K-12
ED 590 Cr. 8.0 Focuses on the planning, development, and teaching of
Student Teaching health education in K-12 school settings. Emphasis will
Full-time public school assignment includes observation, ori- be placed on using recent data and contextual informa-
entation, and classroom teaching under the daily supervi- tion to design instruction that focuses on the importance
sion of a cooperating teacher. In addition, the college super- of exercise, family and community, school and work envi-
visor observes, evaluates and confers with the student ronments, and diet to promoting and maintaining good
teacher a minimum of six times. Campus seminar required. health throughout life for students with diverse needs and
Prerequisites: All other course work completed and suc- from diverse backgrounds.
cessful completion of the Education Praxis requirement. Prerequisites: Education 510, 550, and 552.
Course Type(s): None Course Type(s): None
ED 591 Cr. 8.0 ED 597 Cr. 3.0
Supervised Student Teaching Methods of Teaching Physical Education K-12
Designed for full-time teachers; on-the-job experiences Designed to present current methods and techniques of
are used to plan and evaluate teaching strategies and teaching physical education to students in grades K-12.
materials, develop teaching skills based on a knowledge Particular attention will be on new techniques for adjusting
of sound learning theory, and develop a teaching model tasks for a wide variety of children’s interests, abilities, and
or personal philosophy of teaching. The college supervi- learning styles, and ensuring safe use of equipment in
sor observes, evaluates, and confers with the in-service physical education. As well, lifetime sports and activities
teacher a minimum of six times each semester. for students with diverse needs and from diverse back-
Prerequisite: Successful completion of the Education grounds will be highlighted. Field experience is required.
Praxis requirement. Prerequisites: Education 510, 550, and 552.
Course Type(s): None Course Type(s): None
ED 593 Cr. 9.0 ED 598 Cr. 3.0
Student Teaching Special Topics in Education
Student teaching for teacher candidates provides experi- The subject matter varies with the interest of the students
ences with regular and special education students. Under and the professor teaching the course. The exact nature
college supervision and working with a cooperative of the topic covered in any given semester is indicated in
teacher, student teacher candidates assume full responsi- the student’s transcript. Permission of the program direc-
bility for lesson planning and teaching. tor is required.
Prerequisites: Passing score on the appropriate Praxis Course Type(s): None
test(s) prior to registration and completion of all coursework.
Permission of the MAT Director is required to register. ED 599 Cr. 1.0 - 3.0
Course Type(s): None Independent Study in Education
Independent research in education in an area not sub-
ED 594 Cr. 9.0 stantially treated in a regular course offering, under the
Supervised Student Teaching supervision of an Education faculty member; written eval-
Student teaching for teacher candidates provides experi- uation of the research is required. For students with supe-
ences with regular and special education students. Under rior ability.
college supervision and working with a cooperative Course Type(s): MAT
Monmouth University A27
Appendix A: Course Descriptions
ED 606 Cr. 3.0 studies and conceptualize connections between those
Diversity in Education works and our daily practice in the field.
Dealing with cultural differences in multi-ethnic and plural- Course Type(s): None
istic school settings. The nature of the school as a social
system. ED 624 Cr. 3.0
Course Type(s): MAT Research in Teaching Practice
Research in education related to contemporary teaching
ED 608 Cr. 3.0 practice will be emphasized. Introduction to qualitative
Curriculum in the Classroom and quantitative approaches from different theoretical per-
Today’s practitioners must strike a balance between state spectives is presented. Content will include literature
and national curriculum standards and the needs and reviews, analysis and implication of existing research,
expectations of their own classroom. Candidates will classroom observation skills and the role of the teacher
examine various facets of curriculum specific to their pro- as reflective practitioner.
fessional environment. Course Type(s): None
Course Type(s): None
ED 626 Cr. 3.0
ED 610 Cr. 3.0 Assessment Practice Now and When
Education in a Democratic Society Theory and practice of educational testing, development of
Critical examination of ideas, purposes, and aims of and use of tests and alternative forms of assessment, analy-
schooling in historical and cultural contexts; explores ethi- sis and interpretation of assessment results to monitor stu-
cal and research issues related to teaching and learning dent progress, inform instruction, evaluate student achieve-
in ways that enhance democratic practices. ment, and evaluate programs. Emphasis is placed on alter-
Course Type(s): None native and authentic forms of assessment that complement
and support the standardized testing system. Through exam-
ination of techniques and strategies that characterize quality
ED 616 Cr. 3.0 assessment, students will develop a philosophy of assess-
Fundamental of Curriculum Studies ment supportive of classroom evaluation and understanding
The emergence of the field from the early twentieth centu- that fosters student growth and learning.
ry. Surveys the foundations of the field of curriculum stud- Course Type(s): None
ies at large, examines the standardization movement of
the institutional curriculum and culminates in a critical
examination of NCLB. Candidates will consider the impor- ED 630 Cr. 3.0
tance of study tied to socially responsive curricular design. Research in Curriculum Studies
Course Type(s): None The possession of effective research skills is an integral
and necessary proficiency for success in the field of
Curriculum Studies. Candidates will engage in the explo-
ED 618 Cr. 3.0 ration of both qualitative and quantitative research method-
Survey of Curricular Paradigms ologies. They will then design an investigation, apply for
Provides an examination of the field of Curriculum Studies Institutional Research Board approval, and conduct a study
through the lens of key paradigms and perspectives. relevant to their professional milieu and the field.
Course Type(s): None Prerequisite: Education 624.
Course Type(s): None
ED 620 Cr. 3.0
Philosophy and Curriculum ED 632 Cr. 3.0
Serves to extend the examination of the evolution and Classroom Technologies and Educational Media
current conditions of the field of curriculum studies initiat- Emphasis on commercially available computer software;
ed in fundamentals of curriculum studies. Introduces the analysis and evaluation of software design and documenta-
work of core philosophies that inform contemporary cur- tion. Continuation of children’s programming languages
riculum work and encourage participants’ analysis of vari- and word processing. Access to a microcomputer provided.
ous influential voices in the field. Primary goals are to Course Type(s): None
engage in critical discussions about the work of various
philosophers who have influenced the field of curriculum
A28 Monmouth University
Appendix A: Course Descriptions
ED 645 Cr. 6.0 ED 699 Cr. 3.0
Theories and Practice of ESL Instruction Independent Study in Education
With an emphasis on teaching English through content, Independent research in education in an area not sub-
this two-semester course will introduce the history of ESL stantially treated in a regular course offering, under the
teaching and critically explore exemplary curriculum supervision of an Education faculty member; written eval-
designs and methods of teaching ESL. A wide range of uation of the research is required. For students with supe-
ESL instructional strategies and assessment measures rior ability.
will be introduced and practiced. Both instructional design Prerequisites: Prior permission of the directing professor
and implementation will be the focus for practice with the and department chair. Application
embedded language acquisition/learning theories and must be filed before registration.
research studies carefully examined. Course Type(s): None
Course Type(s): None
ED PRAXIS Cr. 0.0
ED 658 Cr. 3.0 Successfully Complete Praxis
Advanced Curriculum Studies This graduate education Praxis requires a passing
A comprehensive study of the theory and practice of score(s) on the appropriate Praxis II test(s) and is a grad-
designing, evaluating, and implementing valid and effec- uation requirement.
tive P-12 curricula. Course Type(s): None
Course Type(s): None
EDUCATION – EDUCATIONAL COUNSELING
ED 670 Cr. 3.0
Qualitative Research: Principles and Practices EDC 500 Cr. 3.0
An introduction to the methods of qualitative research. A Introduction to Professional School Counseling
reading-based discussion/seminar focusing on method- Designed as an introduction to the counseling profession
ological issues and an exploration of the variety of meth- with an emphasis on school counseling. Traces the histo-
ods used in executing qualitative studies. Offers students ry of the school counseling profession, exposes the stu-
a theoretical foundation for this form of inquiry and an dent to theoretical positions and approaches of coun-
opportunity to engage in research. Applicable to a variety selors, orients the student to an initial understanding of
of social inquiry disciplines. legal and ethical obligations, prepares the student for
Course Type(s): None school counseling and the culture of schools, differenti-
ates school counseling from other counseling specialties
ED 680 Cr. 3.0 and other school professionals, and provides the basis for
Advanced Professional Development Seminar continued studies in the counseling program.
for Teachers Course Type(s): None
This capstone seminar will support candidates for the
degree in producing electronic portfolios, teacher research EDC 501 Cr. 3.0
plans for teaching improvement, presentation of research, Introduction to Student Affairs and College
and self-reflection for future professional growth. Counseling
Course Type(s): None A comprehensive study of the theory and practice of stu-
dent affairs and college counseling with an emphasis on
ED 698 Cr. 3.0 preparing students to work in professional positions in
Special Topics in Curriculum and Instruction higher education for the purpose of demonstrating the
The subject matter varies with the interest of the candi- knowledge, skills and practices necessary to promote the
dates and the professor teaching the course. The exact development of postsecondary students.
nature of the topic covered in any given semester is indi- Course Type(s): None
cated on the candidate’s transcript. The course curriculum
will include a variety of readings, as well as a research- EDC 505 Cr. 3.0
based summative course assessment. Counseling and Ethical Practice
Prerequisite: Permission of the program director. An intensive introduction to counseling skills and ethical
Course Type(s): None principles within the school environment. Skills in counsel-
Monmouth University A29
Appendix A: Course Descriptions
ing responses, feedback, goal setting, termination and fol- EDC 525 Cr. 3.0
low-up are practiced in a clinical setting. Integration of Assessment for Counseling
ethical and legal procedures into school counseling prac- Covers the theories and practice of selection, administra-
tice with children and families is emphasized. A combina- tion, and interpretation of various instruments used in
tion of theory and practice through role-play, videotape school settings to measure achievement, intelligence,
practice, and supervisory feedback. aptitude, and ability with an overview of the ethical and
Course Type(s): None legal use of these instruments. Statistics necessary to
understand test data will be examined as well as strate-
EDC 510 Cr. 3.0 gies necessary to communicate test results to clients,
Human Growth and Development parents, and school personnel. Part theory and part skill
A study of principles and concepts of cognitive, personali- laboratory where students will practice the administration
ty, and social development from conception through of various educational instruments.
death. An overview of empirical research and theoretical Course Type(s): None
frameworks used in the study of life-span human develop-
ment with a special emphasis on school-age populations. EDC 530 Cr. 3.0
Uses both lecture and seminar formats. Students should Counseling Theory and Practice for the School
be able to discuss the major theoretical questions Environment
involved in the study of life span development, as well as Explores the major counseling theories and related tech-
be able to discuss current findings in the areas of social, niques with emphasis on translating counseling theory
cognitive, personality, and moral development and the into effective practice with children, adolescents, and fam-
implications for student success in school and throughout ilies in schools. Special attention is given to experiential
the life span. analysis and the demonstration of effective school coun-
Course Type(s): None seling skills using the various theoretical modalities. Part
theory and part counseling skills laboratory with intensive
EDC 515 Cr. 3.0 role play, discussion and feedback.
Risk and Resiliency in Children and Adolescents Prerequisite: Educational Counseling 500.
Examines the developmental trajectory for at-risk children Course Type(s): None
and adolescents and factors that promote resilience.
Thoroughly examines the etiology of alcohol and drug EDC 535 Cr. 3.0
abuse. Factors that contribute to school failure and suc- Multicultural Counseling for Social Justice
cess will also be addressed. Candidates will be able to Experiential and clinical opportunities to become multicul-
identify risk (e.g. poverty, disabilities, child maltreatment, turally competent school counselors as well as to under-
etc.) and protective factors and identify interventions that stand students and their families within their unique cul-
promote positive developmental outcomes. tural, historical, and ethnic contexts. Emphasis is placed
Course Type(s): None on individual, group and systemic counseling models and
interventions to promote multicultural sensitivity, diversity,
EDC 520 Cr. 3.0 equity, and access for all students. Extensive personal
The Group Experience development experiences, role play, and Triad Model
Designed to encompass the experience of participating in practice are provided. Prerequisites: Educational
a counseling group. It will simulate the group experience Counseling 500, 505, and 530.
over the course of one academic semester. Topics that Course Type(s): None
will be addressed during the course of the semester will
include ethnic identity development, self-awareness, as EDC 540 Cr. 3.0
well as other counselor issues. Designed to understand Group Counseling
what it is like to be a member of a counseling group. A Designed to provide an overview of the basic process,
pass/fail course, solely based on attendance, participa- dynamics, theoretical components, and developmental
tion, and disposition. Prerequisite: Educational aspects of group counseling. It encompasses an increase
Counseling 535. in counselor skills, group leadership and facilitation.
Course Type(s): None Emphasis is placed on understanding the diversity of stu-
dents and their families. Combines the use of lectures,
discussion, experiential exercises, readings, and journal-
A30 Monmouth University
Appendix A: Course Descriptions
ing to advance students’ knowledge and skills in group sultation with a school counseling program. Consultation
counseling. Emphasis on working with diverse groups is procedures are emphasized as a central part of the school
also integrated into the course. Students will explore counselor competencies in a multicultural environment.
group leader and member roles through participation in Includes consultation case conceptualization, role play,
various group situations. clinical demonstrations, reflections, and course projects.
Prerequisites: Educational Counseling 500, 505, and 530. Prerequisites: Educational Counseling 500, 505, and 530.
Course Type(s): None Course Type(s): None
EDC 545 Cr. 3.0 EDC 565 Cr. 3.0
Career Development and Counseling for the School Supervision of Counselors
Environment Explore current foundational concepts, theories, and mod-
Designed to explore career counseling, development the- els fundamental to the administration of supervision of
ory, and practices with consideration for life roles, diversi- school counselors, and student service professionals
ty issues, and nontraditional careers within the context of within an educational environment. Multidimensional
a comprehensive school counseling program. Theories, approaches to clinical supervision will be addressed using
models, techniques, and resources relevant to decision supervision models, including practical experience for
making, assessment, career planning, and placement are counseling professionals who have responsibility directing
addressed with attention to computer-based applications the personal and professional development of school
and Internet resources. counselors. Critical analysis of theories of counselor
Prerequisites: Educational Counseling 500, 505, and 530. supervision, techniques associated with theories, and
Course Type(s): None assessment of supervision models will be examined. Also
explores the benefits and shortcomings of individual ver-
EDC 550 Cr. 3.0 sus group supervision, with particular focus on character-
istics that make for a competent supervisor and effective
Counseling At-Risk Children and Families
supervisory relationships. Further explores the role of
Counseling, intervention, and referral techniques for at-risk
both supervisor and supervisee, ethical and legal consid-
children, adolescents and their families with intensive
erations, evaluative criteria, cultural and gender issues,
practice in family counseling and crisis intervention skills.
research and social justice.
Family theory and applications for practical skills in the
Course Type(s): None
school environment are emphasized through various expe-
riential learning activities. The school counselor’s role as
an advocate and direct service provider for students and EDC 570 Cr. 3.0
their families with multiple risk factors is emphasized. Alcohol and Drug Abuse Programs and Services
Prerequisites: Educational Counseling 500, 505, and 530. A comprehensive study of alcohol and drug programs and
Course Type(s): None services in the school and community including research-
based prevention and intervention programs, chemical
EDC 555 Cr. 3.0 health curricula, policy, and staff development. Emphasis
on the role of the substance awareness coordinator in
School Counseling Program Planning and Practice
organizing and coordinating intervention and referral serv-
A comprehensive data-driven overview of the theory and
ices and multidisciplinary intervention teams.
practice for designing, implementing, and evaluating a
Course Type(s): None
comprehensive school counseling program P-12.
Empirical research will be utilized in conjunction with
school counseling programs based on national standards. EDC 575 Cr. 3.0
Prerequisites: Educational Counseling 500, 505, and 530. Alcohol and Drug Assessment and Counseling
Course Type(s): None A comprehensive approach to assessment and treatment
planning with alcohol and drug-affected students, includ-
EDC 560 Cr. 3.0 ing the intake interview, clinical assessment, and adminis-
tration and interpretation of formal and informal instru-
Consultation Procedures for Counseling
ments. Attention is given to the roles of the substance
Explores foundational concepts, theories, and models fun-
awareness coordinator and the counselor in assessment,
damental to school-based practices. Multidimensional
referral, and intervention.
approaches will be studied, including school-based consul-
Course Type(s): None
tation, case consultation, systems consultation, and con-
Monmouth University A31
Appendix A: Course Descriptions
EDC 598 Cr. 3.0 practicum to participate in a range of professional experi-
Special Topics in Educational Counseling ences expected of a school counselor. Includes a require-
The subject matter varies with the interest of the students ment of documented supervised work as a student school
and the professor. The exact nature of the topic covered in counselor under the supervision of a practicing school
any given semester is indicated on the student’s transcript. counselor and intensive individual and group supervision
Course Type(s): None in the university seminar through videotaped and/or audio
taped sessions. Prerequisite: Educational Counseling
601. Corequisite: Comprehensive Exam(CPE).
EDC 599 Cr. 3.0 Course Type(s): None
Independent Study in Educational Counseling
Independent research in education in an area not substan-
tially treated in a regular course offering; under the supervi- EDC 604 Cr. 3.0
sion of a counseling faculty member; written evaluation of Clinical Practice in Addiction
the research is required. For students with superior ability. Evaluates the clinical implications of substance use and
Prerequisites: Prior permission of the directing professor abuse at three levels of social work practice. On the micro
and department chair. Application must be filed before level, clinical implications including symptomatology, etiol-
registration. ogy, and physiology of substance use will be addressed.
Course Type(s): None Assessment and treatment theory and techniques will be
explored, implemented and evaluated. On a mezzo level,
the effects of the extended family and systemic community
EDC 600 Cr. 3.0 of those who use substances are addressed. Strategies
Practicum in Counseling for meeting those needs will be researched and evaluated.
An intensive supervised 100-hour, field-based experience Lastly, on the Macro level, existing resources available
in the school, which provides an orientation to the school and active policy regarding substance abuse will be criti-
counselor’s role within a school counseling program. cally studied, and potential proposed changes will be dis-
Provides supervised opportunities to practice individual cussed. Also listed as Social Work 604.
and group counseling skills along with day-to-day tasks of Course Type(s): None
the school counselor. Additionally, intensive individual and
group supervision is provided through videotaped and/or
audio taped sessions. EDC 605 Cr. 3.0
Prerequisites: Educational Counseling 500, 505, 530, and Clinical Practice with Families and Children
completion of 18 credits. Understanding of family practice theory and intervention
Course Type(s): None with a focus on core subsystems and operations of the fam-
ily. Different family types, ethnic backgrounds and cultures
as well as gender differences and issues of power and con-
EDC 601 Cr. 3.0 trol are topics included. Also listed as Social Work 605.
Internship in Counseling I Course Type(s): None
An intensive internship, supervised 300-hour field based
experience, which allows students who have completed the
practicum to participate in a range of professional experi- EDC 610 Cr. 3.0
ences expected of a school counselor. Includes a require- SAC Internship
ment of documented supervised work as a student school A supervised three-credit, 300 hour, field based, super-
counselor under the supervision of a practicing school vised experience in the school, which allows students to
counselor and intensive individual and group supervision in intern as a substance awareness coordinator. This is the
the university seminar through videotaped and/or audio culminating activity of the substance awareness coordina-
taped sessions. Prerequisites: Educational Counseling 500, tor program in which students will apply what they have
505, 525, 530, 540, and 600, and completion of 24 credits. learned in a school setting.
Course Type(s): None Prerequisites: 15 credits and permission of the instructor.
Course Type(s): None
EDC 602 Cr. 3.0
Internship in Counseling II EDC CPE Cr. 0.0
An intensive, supervised 300-hour-field-based experi- School Counseling Comprehensive Examination
ence, which allows students who have completed the A comprehensive examination to demonstrate the knowl-
edge of counseling in terms of CACREP professional
A32 Monmouth University
Appendix A: Course Descriptions
standards of 1) Human Growth and Development, 2) to a diverse population of learners in a literate environ-
Social and Cultural Foundations, 3) Helping Relationship, ment and assisting and supporting colleagues and para-
4) Group Work, 5) Career and Lifestyle Development, 6) professionals. Word identification, vocabulary, compre-
Appraisal, 7) Research and Program Evaluation, and 8) hension, and content strategies will be presented.
Professional Orientation and Ethics. Must be taken during Course Type(s): MAT
the final semester of program.
Corequisite: Educational Counseling 602. EDL 516 Cr. 3.0
Course Type(s): None Literacy Strategies for All Learners I
Explores word identification and vocabulary research and
EDUCATION – EDUCATIONAL LEADERSHIP instructional strategies for all learners including those
from culturally diverse backgrounds. Individual and group
EDL 502 Cr. 3.0 instructional techniques in the area of phonemic aware-
Development and Learning in Early Childhood ness, phonics, word recognition, vocabulary, and fluency
Studies designed to foster understanding of the dynamic are explored in environments that promote collaboration
continuum of development and learning in children from and self-regulation. Instructional teaching strategies and
birth through age eight. Typical and atypical development techniques for coaching colleagues and paraprofessionals
of young children is addressed through a multicultural are practiced in real settings.
perspective. Developmental factors that impact learning in Course Type(s): None
preschool and the primary grades are emphasized.
Approaches to learning grounded in developmental theory EDL 517 Cr. 3.0
are presented with an emphasis on developmentally Literacy Strategies for All Learners II
appropriate practice. Addresses comprehension research and instructional
Course Type(s): None strategies for all learners including those from culturally
diverse backgrounds. Individual and group comprehen-
EDL 503 Cr. 3.0 sion strategies, metacognition, and student self-evaluation
Literacy Instruction are explored and practiced in collaborative education set-
Content focuses on principles, methods, and materials tings. Instructional teaching strategies and techniques for
applicable to teaching, reading, and writing to the begin- coaching colleagues and paraprofessionals are practiced
ning and skilled reader. Topics will include current in real settings.
approaches for developing literacy within a diverse popu- Course Type(s): None
lation of learners. Comprehension, content, and vocabu-
lary strategies are presented. The writing process and EDL 521 Cr. 3.0
writer’s workshop are explored. Prepares students for Early Childhood Family, School and Community
participation in school-based experience. Collaboration in a Diverse Society
Course Type(s): None Focuses on the process of family assessment and inter-
vention, issues of family and professional collaboration
EDL 504 Cr. 3.0 and diversity, and methods of promoting adult communica-
Introduction to Educational Leadership P-12 tion and management strategies. It applies the knowledge
Introduces the conceptual, theoretical, and practical foun- of cultural and linguistic diversity and the significance of
dations of educational administration. Focus on the socio-cultural and political contexts as they relate to the
school as a social system with emphasis on the role of family, culture and society. It identifies the members of
the educational leader in creating and sustaining an effec- teams designed to support and optimize children’s health,
tive learning community. growth, and development and the network of community
Course Type(s): None services to individuals, families and groups handicapped
by social, environmental, health and related problems.
EDL 515 Cr. 3.0 Course Type(s): None
Advanced Literacy Instruction
Focuses on pedagogy and theories that are applicable to EDL 522 Cr. 3.0
teaching literacy to beginning, struggling, and skilled Early Literacy and Language Development
readers. Topics include approaches for teaching literacy Focuses on the early literacy and language development of
regular and special education children, ages three through
Monmouth University A33
Appendix A: Course Descriptions
eight. The content includes the study of the theories and support of education in local school districts.
acquisition of language, the interrelated nature of reading Course Type(s): None
and writing, the appropriate development and assessment
of early literacy, methods for engaging and motivating EDL 533 Cr. 3.0
young learners, and the importance of family involvement. Community Relations
Course Type(s): None Examines the theoretical and practical approaches for
establishing effective school/community relations and the
EDL 525 Cr. 3.0 role of the educational leader in promoting the success of
Multicultural Literature and Literacy all students by collaborating with families and other com-
Focuses on multicultural literature and how it is integrated munity members.
into a classroom and/or school-wide literacy program. A Course Type(s): None
wide array of multicultural literature and other genre for
children and young adults will be presented, studies and EDL 535 Cr. 3.0
integrated into a Teacher Work Sample. Coaching col- School Plant Planning
leagues and paraprofessionals is emphasized. Problems of housing the educational program, school
Prerequisite: Educational Leadership 515. plant management, building needs, construction, unit cost
Course Type(s): None and financing, facilities, community growth, and planning.
Course Type(s): None
EDL 526 Cr. 3.0
Strategies for Teaching Writing, K-12 EDL 536 Cr. 3.0
Provides an in-depth study of strategies for teaching vari- Curriculum Development and Design
ous types of writing to elementary and secondary students. Examining models of curriculum development, candidates
It involves assessing and instructing students who require evaluate, design and develop effective curricula to sup-
assistance with the development of written expressive lan- port the instructional process and enhance student learn-
guage under the direction of a university supervisor. ing experiences.
Course Type(s): None Course Type(s): None
EDL 527 Cr. 3.0 EDL 537 Cr. 3.0
Literacy Trends and Issues Technology for School Leaders
Focuses on issues, problems, and trends in the field of lit- Focuses on the practical applications and the authentic
eracy. The content includes the study of divergent view- use of technology to provide instructional and administra-
points and research regarding theories, instructional tive support of the learning community.
strategies, assessment, classroom environment and pro- Course Type(s): None
fessional development.
Prerequisite: Educational Leadership 515.
Course Type(s): None EDL 539 Cr. 3.0
Instructional Theory and Leadership for
EDL 530 Cr. 3.0 Student Learning
Examines the knowledge and research base of learning
School Law and Policy theory and the role of the instructional leader in transfer-
A study of court decisions addressing the legal principles
ring theory into best practices to enhance student learn-
affecting education, schools, and school professionals.
ing and sustain professional learning communities.
Constitutional, statute, and administrative laws related to
Course Type(s): None
education are examined and analyzed through case stud-
ies and Socratic methods.
Course Type(s): None EDL 541 Cr. 3.0
Administration in Higher Education
Provides theoretical and practical foundation of manage-
EDL 532 Cr. 3.0
ment and administration as applied to institutions of high-
Human Resource Management and School Finance er education. Designed to give students the analytical and
Provides combined theory and practice of human
behavioral skills necessary to manage on this level.
resource management and public school finance in rela-
Course Type(s): None
tion to expenditures and resources, and state and federal
A34 Monmouth University
Appendix A: Course Descriptions
EDL 551 Cr. 3.0 EDL 554 Cr. 3.0
The In’s and Out’s and Do’s and Don’ts of A Proactive Approach to Technology
Embracing Technology Tools in the Classroom Implementation Across the Curriculum
Focuses on the use of educational technology in class- Focus is on helping students infuse teaching with mean-
room settings and the strategies, resources, planning, ingful technology across the curriculum. Students will have
and assessment of an effective program. Addresses col- the opportunity to create, share, demonstrate and show-
laboration with colleagues regarding the ethical bound- case a portfolio of resources, strategies, methods and var-
aries of excursions, ways to fit in technology that saves ied options for technology integration through the creation
time and provides meaningful experiences to learners at of an authentic classroom technology plan. Through col-
all levels and curricular areas. Students will become laboration, guidance practice then independent work, stu-
familiar with relevant text materials and participate in an dents will embrace all aspects of technology integration
exploration of resource options for utilizing technology for and work step-by-step to create a ready-to-use plan.
various purposes during instructional planning and execu- Prerequisites: Educational Leadership 551 and 552.
tion of plans. Materials, methods and strategies will be Course Type(s): None
prepared and ready-to-utilize for authentic purposes,
upon completion of this course. EDL 560 Cr. 4.0
Course Type(s): None Early Childhood Curriculum Assessment for
Inclusive Environments
EDL 552 Cr. 3.0 Curriculum and assessment for early childhood programs
Creative Technology: Utilizing Technology to Ignite serving children in preschool through age eight.
a Passion for Learning Multidimensional, ongoing, and performance-based
Through graphic design and the integration of digital pho- assessment strategies are addressed. Characteristics of
tography, Flip Video, software such as PowerPoint, the developmentally appropriate curricula are explored.
Print Shop, and multi-media projection devices, the Development of learning environments that respect diver-
opportunity to use technology for stimulating, engaging sity and create opportunities for active participation of all
and motivating students will be explored. Enables stu- children are emphasized.
dents to explore and develop exciting learning experi- Course Type(s): None
ences. Includes ways to utilize resources in routine les-
son planning and to make technology an exciting aspect EDL 564 Cr. 3.0
of all lesson plans. Assessment and Instruction in Literacy I
Course Type(s): None Focuses on the principles of on-going assessment and
instruction of K-12 students’ reading and writing develop-
EDL 553 Cr. 3.0 ment. Strategies to select, use, and interpret appropriate
Technology Integration: Methods for Successfully standardized, criterion- referenced and informal assess-
Meeting Diverse Learning Needs Within a Classroom ment measures will be provided. Techniques for analysis
Expands further upon the various forms of technology of students’ literacy strengths and weaknesses and tech-
available for classroom use. Students will develop engag- niques for coaching colleagues and paraprofessionals will
ing learning activities designed to meet the diverse learn- be addressed. Individual and group literacy strategies are
ing needs within a classroom. Opportunities will be pro- explored and practiced in public school classrooms and a
vided to explore the various possibilities for modifications clinical setting.
and adaptations made possible via specific technology Course Type(s): None
tools. Helps students maximize learning opportunities
through the use of Podcasts, instant messaging, text-to- EDL 565 Cr. 3.0
speech capabilities, WebQuests, and more. Assessment and Instruction in Literacy II
Prerequisites: Educational Leadership 551 and 552. Focuses on assessment and instructional literacy strate-
Course Type(s): None gies for assisting all learners, including those with diverse
backgrounds. The content includes the theory and practice
of portfolio assessment and varied instructional strategies
as well as the integration of technology. Individual and
group literacy and coaching strategies are explored and
practiced in public school classrooms and a clinical setting.
Monmouth University A35
Appendix A: Course Descriptions
Prerequisite: Educational Leadership 564. EDL 582 Cr. 3.0
Course Type(s): None Practicum in Supervision and Curriculum P-12
Application of duties and responsibilities of the supervisor
EDL 566 Cr. 3.0 and/or curriculum specialist to an in-school supervised
Diagnosis and Remediation of Literacy Problems I, practicum project.
Secondary Prerequisite: Educational Leadership 569 or 565.
Involves a field-based component, which focuses on Course Type(s): None
assessing and evaluating secondary students’ reading
and writing. Strategies to select appropriate standardized, EDL 585 Cr. 3.0
criterion-referenced and informal assessment measures Practicum in Literacy
will be provided. Techniques for the analysis of literacy Concentrates on the clinical assessment and instruction of
difficulties and the formulation of remediation plans will be students who have difficulty with reading and writing. The
addressed. practicum involves instructional sessions, observing col-
Course Type(s): None leagues tutoring, and being observed during a seamless
assessment and instruction cycle. In addition, self-assess-
EDL 569 Cr. 3.0 ment is encouraged via the use of videotaped teaching
Public School Supervision and Communication sessions and in-depth, collaborative case discussions.
Aspiring supervisors and principals will develop a greater Prerequisites: Educational Leadership 515, 564, and 565.
understanding of the knowledge, interpersonal skills, and Course Type(s): None
technical processes necessary to provide developmental
supervision and professional growth experiences for staff EDL 588 Cr. 3.0
members. Practicum in School Leadership, P-12
Prerequisite: Educational Leadership 536 or 565. Principles, problems, and techniques relative to the duties
Course Type(s): None and responsibilities of the elementary and secondary
school administrator will be discussed in conjunction with
EDL 572 Cr. 3.0 the ELCC Standards. Practical application of these con-
Current Topics in Educational Psychology cepts through internship will be the primary focus of the
Several important contemporary theoretical, applied, and course and the course assessments.
methodological issues in various areas of educational Prerequisite: Educational Leadership 569.
psychology are selected by the instructor for inclusion in Course Type(s): None
the course. Seminar discussions focus on the critical
evaluation of the recent literature in the areas selected. EDL 589 Cr. 3.0
Course Type(s): None Practicum in School Leadership P-12 II
Principles, problems, and techniques relative to the duties
EDL 575 Cr. 3.0 and responsibilities of the elementary and secondary
Methods of Teaching Language Arts and Content school administrator will be discussed in conjunction with
Literacy at the Elementary Level the ELCC Standards. Practical application of these con-
Provides candidates with the knowledge of language as a cepts through internship will be the primary focus of the
medium for teaching and learning. Candidates will be course and the course assessments. The mentor is
introduced to strategies that facilitate an integrated expected to extend and involve the intern in more admin-
approach to language arts and content literacy instruction. istrative experiences now that he or she has had one
The use of literature in all content areas will be explored, semester of practicum.
leading to a better understanding of the interdisciplinary Prerequisite: Educational Leadership 588.
approach to learning at the elementary level. Four days of Course Type(s): None
fieldwork is required over the course of the term.
Prerequisites: Education 510, 550, 552 and Educational EDL 593 Cr. 3.0
Leadership 503. Administration and Supervision of Literacy Practices
Course Type(s): None and Professional Development for School Leaders
Focuses on the principles, methods, and materials applica-
ble to the administration, organization, and supervision of
A36 Monmouth University
Appendix A: Course Descriptions
literacy programs as well as the coaching of staff and col- ed research proposal, to gather, analyze, and present their
leagues. Students are involved in observation, supervision, data and findings in the form of a research thesis.
and a long-term staff development program in schools. Prerequisite: Educational Leadership 601.
Prerequisite: Educational Leadership 569. Course Type(s): None
Course Type(s): None
EDL 603 Cr. 3.0
EDL 598 Cr. 3.0 Individual Research Study
Special Topics in Educational Leadership Techniques of educational research including: types of
The subject matter varies with the interest of the students research, problem definition, variables and controls, data
and the professor teaching the course. The exact nature collection, data analysis and communication of results.
of the topic covered in any given semester is indicated in Course Type(s): None
the student’s transcript.
Prerequisite: Permission of the program director is required. EDL 606 Cr. 3.0
Course Type(s): None Research Based Program Evaluation and
Decision Making
EDL 599 Cr. 3.0 Examines key concepts, methods, and approaches in the
Independent Study in Education field of evaluation research. Students will be exposed to
Independent research in education in an area not substan- the basic principles and practices in educational program
tially treated in a regular course offering, under the supervi- evaluation as well as the process of using evaluations to
sion of an Education faculty member; written evaluation of make decisions on the implementation of new programs
the research is required. For students with superior ability. or on the continuation of existing programs. Research of
Prerequisites: Prior permission of the directing professor best practices, data-driven assessment that is unique to
and department chair. Application must be filed before each student’s particular school, statistical analysis, com-
registration. bined with a comprehensive range of activities involved in
Course Type(s): None designing and implementing educational programs will be
the primary focus of the course. Presents students with
EDL 601 Cr. 3.0 the larger political, administrative, and financial issues
Research Methodology and Applications I that occur in program evaluation.
Designed to provide the students with a basic understand- Prerequisite: Educational Leadership 569.
ing of the practical and theoretical applications of educa- Course Type(s): None
tional research methodology. Beginning with an examina-
tion of the role of research in education, students will be EDL 620 Cr. 3.0
guided through the process of reviewing and analyzing Practicum in Executive Leadership
information and data from a variety of sources, comparing Issues, principles, and responsibilities of the executive
and contrasting the different types of research designs, leader at the district level are focused on. Using the
understanding the role of descriptive and inferential statis- ELCC Standards as a guide, the practical applications of
tics, and the development of a research project. contemporary principles of educational leadership through
Course Type(s): None a 150 hour internship experience are explored.
Prerequisite: Educational Leadership 589.
EDL 602 Cr. 3.0 Course Type(s): None
Research Methodology and Applications II
This course is designed to extend students’ understanding EDL 671 Cr. 3.0
of research methodological knowledge and techniques pre- Advanced Practice with Children
sented in Educational Leadership 601 Research Designed for play therapy students; builds upon the foun-
Methodology and Applications I. Beginning with an in-depth dation courses on individual, family and group counseling,
examination of the various types of quantitative and quali- with advanced clinical applications for work with children.
tative research designs in education, the course will pres- Assessment and intervention skills are used with children
ent students with inferential statistical procedures, experi- and adolescents with special emphasis on expressive
mental vs. non-experimental studies, and an analysis of therapies such as art, play, sand tray, and music. Also list-
results and their implications. Students will use the informa- ed as Psychological Counseling 671 and Social Work 671.
tion garnered through this course, along with their complet- Course Type(s): None
Monmouth University A37
Appendix A: Course Descriptions
EDL 672 Cr. 3.0 supervision of an Education faculty member; written eval-
Advanced Theory in Play Therapy uation of the research is required. For students with supe-
History and theory of play therapy are of central focus; rior ability.
designed for play therapy students. A deep understanding Prerequisite: Prior permission of the directing professor
of engagement and assessment techniques will be devel- and department chair. Application must be filed before
oped and related to clinical practice. Also listed as registration.
Psychological Counseling 672 and Social Work 672. Course Type(s): None
Course Type(s): None
EDUCATION – SPECIAL EDUCATION
EDL 673 Cr. 3.0
Advanced Techniques in Play Therapy EDS 500 Cr. 3.0
Designed for play therapy students; advanced techniques Integrated Approach to Foundations of
of play therapy are covered. Areas of play with children Special Education
and adolescents, both individual and group, will be cov- Focuses on topics related to Special Education as a pro-
ered. Also listed as Psychological Counseling 673 and fession; the study of legal, social, and educational issues
Social Work 673. related to diverse students across the life-span, research-
Course Type(s): None based approaches for assessment, intervention, and
remediation for students with disabilities, and technology
EDL 674 Cr. 3.0 applications in the classroom guided by the Council for
Play Therapy for Children at Risk Exceptional Children Code of Ethics and the Professional
Designed for play therapy students; content on play ther- Practice Standards for Teachers of Exceptional Learners,
apy with vulnerable and high-risk children is covered. The and the New Jersey Professional Teaching Standards.
areas of play therapy with this population will include Course Type(s): MAT
assistance with the legal system. Also listed as
Psychological Counseling 674 and Social Work 674. EDS 502 Cr. 3.0
Course Type(s): None Autism: Characteristics, Etiology, and
Current Issues
EDL 675 Cr. 3.0 Content includes an overview of various characteristics
Play Therapy Practicum Seminar I and learning traits of students who are served within the
First part of a six-credit practicum in play therapy. category of autism spectrum disorders. Candidates will
Designed to allow students to process the clinical experi- examine definitions, eligibility criteria, incidence rates, eti-
ence of play with children and adolescents, with applica- ology and historical perspectives on autism. Perspectives
tions of advanced skills, assessment and treatment plan- on the roles and responsibilities of students, families, edu-
ning. Also listed as Psychological Counseling 675 and cational professionals, community personnel, and employ-
Social Work 675. ers in relation to individuals with autism are also explored.
Course Type(s): None Course Type(s): None
EDL 676 Cr. 3.0 EDS 522 Cr. 3.0
Play Therapy Practicum Seminar II Accommodating Learners with Special Needs in
Second part of a six-credit practicum in play therapy. Inclusive Settings
Designed to allow students to process the clinical experi- Designed to explore the concept of inclusion, discuss it
ence of play with children and adolescents, with a review from a theoretical and practical perspective, and present
of practice evaluation. Also listed as Psychological strategies necessary for inclusion to be successful.
Counseling 676 and Social Work 676. Included will be an emphasis on instructional strategies,
Course Type(s): None differentiated instruction, accommodations and modifica-
tions, and communication and consultation techniques for
co-teaching and professional collaboration.
EDL 699 Cr. 1.0-3.0
Course Type(s): None
Independent Study in Educational Leadership
Independent research in education in an area not sub-
stantially treated in a regular course offering under the
A38 Monmouth University
Appendix A: Course Descriptions
EDS 530 Cr. 3.0 in the classroom; the impact of disability on the family
Research Issues and Trends in Special Education system, communication skills needed for collaborating
An appraisal of current practices and issues in the field of with diverse families; identifying and researching commu-
special education is conducted through discussion and nity resources for persons with disabilities and their fami-
review of the research literature. Candidates explore the lies; strategies for involving the families in the referral and
code of ethics and standards of practice in the field and evaluation and development process of transition and
are encouraged to become critical consumers of research career planning as well as the selection of transition
as a foundation for practice. The ability to critically ana- resources and services.
lyze, synthesize, and evaluate the research base in spe- Course Type(s): None
cial education is emphasized.
Course Type(s): None EDS 542 Cr. 3.0
Communication and Social Competence Skills
EDS 532 Cr. 3.0 Focuses on the development and improvement of speech,
Physiological Aspects of Learning language and social competence skills for individuals with
Extends candidates’ knowledge of various applications of autism. Also included are research-based approaches to
the physiological model of learning and learning disorders assessment, intervention and remediation of communica-
to various aspects of assessment and training of students tion disorders for individuals with autism. The functional
with various learning, medical, and behavioral problems. relationship between communication skills and behavior is
Emphasis is placed on Learning Disorders (both right and also examined. (Field experience is required.)
left brain), ADHD (both inattentive and hyperactive), Social Course Type(s): None
and Emotional Disorders, Autism Spectrum Disorder and
other disorders under the category of Other Health EDS 550 Cr. 3.0
Impaired (Tourette Syndrome and other chronic disorders). Learning Theories and Applications in
Course Type(s): None Educational Settings
Covers various classical and contemporary philosophies,
EDS 534 Cr. 3.0 aspects and models of learning. Emphasis will be placed
Classroom Management in Inclusive Settings upon such topics as multiple intelligences, learning styles,
Includes the study of the principles of behavior and a teaching styles, information processing critical thinking
focus on the practical application strategies for teachers skills, brain-based learning and other learning theories.
in inclusive settings. Factors that influence the behavior of Students will review and critique general learning theo-
students with disabilities and research-based techniques ries, as well as investigate how people organize, encode,
to facilitate positive teacher-student and peer relation- process, transform, utilize and articulate information pre-
ships in a classroom environment are discussed. sented in an instructional environment.
Prerequisite: Special Education 500. Course Type(s): None
Course Type(s): MAT
EDS 552 Cr. 3.0
EDS 535 Cr. 3.0 Methods of Teaching Students with Disabilities
Technology and Students with Disabilities Methods in the field of special education are emphasized.
Focus is on instructor-centered and learner-centered inte- Focus on identifying and creating accommodations and
gration of technology to provide a technological support- modification to meet the needs of all students in special edu-
ive environment to meet the special needs of students. cation and inclusive settings. (Field experience is required.)
Course Type(s): MAT Prerequisites: Educational Leadership 515, and Special
Education 500, 534, 535, 537 and 569.
Course Type(s): None
EDS 537 Cr. 3.0
Collaborating with Families, Students, and
Professionals in Community and Educational Settings EDS 566 Cr. 3.0
A study of social, legal, and educational issues related to Assessment and Interventions for Individuals
diverse students across the lifespan, research-based with Autism I
approaches for assessment, intervention, and remediation Assessment processes such as screening, diagnosis, and
for students with disabilities, and technology applications identification of developmental skills for individuals with
autism are included. Focus is on assessment of specific
Monmouth University A39
Appendix A: Course Descriptions
skills in developmental domains, such as sensory, oral, bility and validity; formal and informal assessment tech-
motor, play, and communication and practical strategies niques; administration of norm-referenced and informal
detailing what to teach based on assessment data. tests; analysis of data; and the interpretation of assess-
Research-based interventions that promote progress in ment for educational intervention and instructional plan-
the areas of communication, social, academic, behavior, ning. The knowledge and skills of the educational diag-
and sensory motor skills for students with autism are nostician are also emphasized.
examined. An overview of numerous curricula approaches Prerequisite: Special Education 500.
and materials for individuals with autism are also includ- Course Type(s): None
ed. Methods for monitoring the impact of interventions are
explored in a variety of service delivery models. (Field EDS 571 Cr. 3.0
experience is required.) Management of Challenging Behaviors
Course Type(s): None An overview of the use of applied behavior analysis
(ABA) for individuals with autism is the main focus of the
EDS 567 Cr. 3.0 course. Included are methods to increase behaviors,
Assessment and Interventions for Individuals with decrease behaviors, maintain behaviors, and generalize
Autism II behaviors. Observation skills, data collection, and moni-
Various assessment processes such as screening, diag- toring effectiveness of interventions are practiced. (Field
nosis, and identification of specific skills for individuals experience is required.)
with autism are included. Focus is on using assessment Course Type(s): None
data from various developmental domains to plan,
choose, and implement appropriate intervention strategies EDS 572 Cr. 3.0
based on specific needs of an individual with autism. An Assessment Strategies and Applications in the
overview of numerous curricula approaches and materials Classroom
for individuals with autism is included in this course. (Field Focuses on the educational assessment of students P-12
experience is required.) who may be at risk or who have been identified as having
Prerequisite: Special Education 566. learning problems. Course content includes a discussion
Course Type(s): None of assessment processes and concerns, importance of
early intervention and procedural considerations. The
EDS 568 Cr. 3.0 course also includes an emphasis on educational interven-
Advanced Instructional Methods in Special Education tions and strategies necessary to create an environment
A focus on the physical and instructional dimensions of that leads to success for all learners with special needs.
teaching to include research-based strategies and tech- Further topics that are presented include accommodations
niques for learners with special needs; effective instruc- and adaptations; technology across the curriculum; learn-
tion for students with disabilities across the content area; ing implications of classroom assessments, classroom
accommodations and adaptations; technology across the organization and planning. Candidates must demonstrate
curriculum; as well as the learning implications of class- that they are able to create informal assessments, analyze
room organization and planning. This course requires data and structure and collaborate about instructional
demonstration that enrollees are able to evaluate, design, techniques and curriculum adaptations for students with
structure and implement instructional techniques and cur- learning problems. (Field experience is required.)
riculum adaptations for students with learning problems. Course Type(s): None
Field experience required.
Prerequisite: Special Education 500. EDS 580 Cr. 3.0
Course Type(s): None Research Seminar in Autism
Research in the field of autism is emphasized. An
EDS 570 Cr. 3.0 overview of various types of research and methodologies
Assessment and Curricula Interventions is included in the course. Candidates will locate, interpret,
and Strategies analyze and synthesize the research base on autism.
A supervised clinical course where candidates develop Candidates will prepare and implement a comprehensive
assessment plans and conduct assessments of students research project and share the results. (Field Experience
(P-12) who are at risk or who have learning problems. is required.)
Content includes: evaluation of sound assessment; relia- Course Type(s): None
A40 Monmouth University
Appendix A: Course Descriptions
EDS 590 Cr. 3.0 ries will be considered.
Diagnosis and Correction of Learning Disabilities Course Type(s): EN.4
Focuses on the legal and ethical foundations for assess-
ment of school-age students. Strategies for the selection, EN 502 Cr. 3.0
administration, and scoring of formal and classroom-based Seminar in Literary Research
educational and social assessments are addressed. Methods and materials for composing and presenting
Assessing students’ levels of performance, interpreting graduate research centered upon selected texts chosen
results to enhance learner functioning and identifying serv- by the instructor; bibliography, reference resources, criti-
ice and programming options are explored. Collaboration cal analysis, and evaluation of sources; techniques, forms
with families and other professionals to assist in writing and formats for research projects and papers.
Individual Education Plans (IEP) is addressed. Course Type(s): LA
Prerequisites: Special Education 570 and completion of
18 graduate credits. EN 509 Cr. 3.0
Course Type(s): None
Middle English Literature
Study of selected works from the twelfth through the fif-
EDS 598 Cr. 3.0 teenth centuries in the context of contemporary cultural
Special Topics in Special Education and literary developments.
The subject matter varies with the interest of the students Course Type(s): EN.1
and the professor teaching the course. The exact nature
of the topic covered in any given semester is indicated in EN 511 Cr. 3.0
the student’s transcript.
The English Renaissance
Prerequisite: Permission of the program director is
Intensive study of the major genres and authors of
required.
English literature from 1550-1660, the age of Spenser,
Course Type(s): None
Johnson and Milton. Lyric and epic poetry, drama, prose
fiction, and the essay are represented.
EDS 599 Cr. 3.0 Course Type(s): EN.LT, LA
Independent Study in Special Education
Independent research in education in an area not sub- EN 513 Cr. 3.0
stantially treated in a regular course offering, under the
Shakespeare, His Contemporaries and
supervision of an Education faculty member; written eval-
uation of the research is required. For students with supe-
Renaissance Society
Study of selected Shakespeare plays along with works by
rior ability.
Marlowe, Webster and others in order to place
Course Type(s): None
Shakespeare’s achievement within aesthetic, critical and
historical contexts.
EDS 610 Cr. 3.0 Course Type(s): EN.LT, LA
Internship in Learning Disabilities Teacher-Consultant
Teacher consultation in a public or private agency as part
of a Child Study Team under the supervision of a certified
EN 523 Cr. 3.0
L.D.T.C. and a faculty member.
Novel in English
The development of long prose fiction from the
Prerequisites: Admission into the L.D.T.C. program and
Eighteenth century to the present with consideration of
approval of the instructor.
criticism that defines the novel as a genre.
Course Type(s): None
Course Type(s): LA
ENGLISH
EN 525 Cr. 3.0
Eighteenth Century British Literature
EN 500 Cr. 3.0 Intensive study of selected works of prose, poetry, and
Critical Theory drama, which represent the Ages of Dryden, Pope,
Introduction to a variety of critical approaches to litera- Johnson, and Hume.
ture. Theories will be applied to texts: poetry, fiction, and Course Type(s): EN.LT, LA
drama, and the interpretation developed from these theo-
Monmouth University A41
Appendix A: Course Descriptions
EN 528 Cr. 3.0 EN 541 Cr. 3.0
Foundations of World Literature Utopias
The oral and written traditions of the foundation of the The significance of utopian proposals and attempts to cre-
non-Western world: Africa, the African Diaspora, Asia and ate utopian communities in the history of ideas. From the
the Middle East. utopias of Plato and More to dystopian visions of the Brave
Course Type(s): EN.3, LA New World to 1984 and science fiction as a utopian genre.
Course Type(s): LA
EN 530 Cr. 3.0
Contemporary World Literature EN 542 Cr. 3.0
Major literary texts from three broad areas of the non- Contemporary American/British Literature
Western world (African Diaspora, Asia, the Middle East) This course will explore American and/or British literature
will be critically examined, including literary trends, theo- written in English from the contemporary period. These
ries, and criticism. Selections will be drawn from poetry, works will be critically examined via close readings and
fiction, non-fiction, and drama. discussions within literary, historical, cultural, and/or theo-
Course Type(s): EN.LT retical framework.
Course Type(s): EN.5, EN.LT
EN 532 Cr. 3.0
South Asian Literature EN 544 Cr. 3.0
Traces the development of twentieth-century South Asian Irish Literary Studies
fiction, poetry, and essays in English alongside the theo- Ireland’s literary tradition in English from the eighteenth-
ries and discourses of nationalism, subaltern history, reli- century to today. Different semesters may focus on a par-
gion, and politics that are a product of and response to ticular period, genre or theme within Irish literature, such
experiences that literary pieces represent. We will as Irish drama, the eighteenth century tradition, W.B.
address the content and aesthetics of literature for India, Yeats and his circle or James Joyce and Irish Modernism.
Pakistan, Bangladesh, and Sri Lanka and develop tech- Course Type(s): EN.LT
niques for interpreting and applying the inter-disciplinary
theory written by South Asian critics. EN 546 Cr. 3.0
Course Type(s): EN.LT Historical Persuasion and Argumentation
Examines important texts in the history of persuasion and
EN 537 Cr. 3.0 argumentation. Covers the era when Rhetoric - the study
British Romanticism and practice of persuasion and argumentation - was one
Investigation of British Romanticism as a self-consciously of the fundamental disciplines (The Trivium) that every
defined movement in literature. Will also consider how educated person had to learn.
Romanticisms have been read and defined historically. Course Type(s): EN.4, EN.RW, LA
Course Type(s): LA, EN.2
EN 547 Cr. 3.0
EN 538 Cr. 3.0 Definitions of Contemporary Rhetoric
Victorian Novel Examines the use of language in a number of key spheres
Through a close thematic and formal analysis, this course of human communication with the ultimate objective of con-
will study how British Victorian novels responded to the structing a usable definition of modern rhetoric. Work in the
momentous social, political and intellectual changes of course is especially concerned with defining more precisely
their time. the boundaries of contemporary rhetoric and language the-
Course Type(s): EN.LT, LA ories to gain a deeper understanding of the richness and
dangers of language in our own written expression.
EN 540 Cr. 3.0 Course Type(s): EN.4, EN.RW, LA
Modernism in Britain
Study of British modernism in the context of twentieth- EN 548 Cr. 3.0
century culture and history. Rhetoric of Science and Society
Course Type(s): EN.LT, LA Examination of how language-using agents (corporate,
governmental, educational, journalistic, and scientific) out-
A42 Monmouth University
Appendix A: Course Descriptions
side the activities of a professional scientific community EN 571 Cr. 3.0
(and sometime within it) rely on the dominance and force Modern American Literature
of scientific language and its symbol systems to influence Major works of American literature written between 1910
the society we live in. and 1945 will be critically examined and placed within a
Course Type(s): EN.4, EN.RW literary context in order to discuss techniques used by
their authors.
EN 558 Cr. 3.0 Course Type(s): EN.LT
Teaching Composition
The scholarship and methods of teaching composition EN 581 Cr. 3.0
with a focus on the collaboration experience of the writing Women in Literature
process, one-on-one conferencing, and integration of lan- Investigates the role of women in literature as writers,
guage skills. readers and subjects. Includes theoretical consideration
Course Type(s): EN.RW, LA of gender. Topics vary by semester.
Course Type(s): LA
EN 560 Cr. 3.0
Early American Literature EN 598 Cr. 3.0
The development of American literature in various genres Special Topics in English
through the Colonial, Revolutionary War, and Early The subject matter varies with the interest of the students
Republic periods. and of the professor teaching the course. The exact
Course Type(s): EN.LT, LA nature of the topic covered in any given semester is indi-
cated in the student’s transcript.
EN 561 Cr. 3.0 Course Type(s): None
Nineteenth Century American Literature
Major works of American literature from 1830 to World War EN 599 Cr. 3.0
I will be critically examined to place them in their literary Independent Study in English
context and discover the techniques used by their authors. Reading and research under the direction of a member of
Course Type(s): EN.LT, LA the English faculty.
Prerequisite: Prior permission of the directing professor
EN 563 Cr. 3.0 and department chair.
Linguistics and the English Language Course Type(s): None
Includes a grounding in the structural aspects of general
linguistics: morphology, syntax, semantics, phonology, EN 607 Cr. 3.0
and pragmatics. Examines the structure of the English Seminar: Creative Nonfiction
language, including nouns and noun classes, ways of Students will analyze, in a workshop setting, readings in
talking about actions and states, how ideas are combined creative non-fiction to understand and become aware of
into complex sentences, and how context and purpose the variant forms, techniques, and approaches used. As
affect how we use language. Also considers differences workshop participants, students will write and analyze
between learning a first and second language. their own creative nonfiction pieces.
Course Type(s): EN.4, EN.RW Course Type(s): EN.CW, EN.RW
EN 565 Cr. 3.0 EN 609 Cr. 3.0
New Jersey’s Literary Heritage Seminar: Poetry
The development of New Jersey’s literary heritage in vari- Students analyze in a workshop setting readings in con-
ous genres from the Colonial period to the present, temporary poetry to observe techniques in craft, and
through analyses of representative works from different present their own poetry for intensive examination by
regions of the state, with emphasis on their local signifi- workshop participants.
cance and their relationship to national literary trends. Course Type(s): EN.CW
Course Type(s): EN.LT
Monmouth University A43
Appendix A: Course Descriptions
EN 611 Cr. 3.0 EN 691 Cr. 3.0
Seminar: Fiction Writing English Thesis Development
Students will analyze in a workshop setting readings in An intensive and rigorous study of an author, topic, or
both American and World fiction to observe techniques in theme developed under the direction of and evaluated by a
craft and present their own short stories for intensive thesis advisor in consultation with two other full-time faculty
examination by workshop participants. members, at least one of whom must be in the Monmouth
Course Type(s): EN.CW University Department of English. The thesis may be based
upon a paper completed in a course taken in a previous
EN 613 Cr. 3.0 semester and further developed with the advice of the pro-
Seminar for Playwrights fessor in that course. By the end of the semester, students
In a workshop format, students will write, critique and per- will have submitted a full, annotated bibliography and a
form stage readings of their classmates’ plays. preliminary draft of at least twenty pages.
Course Type(s): EN.CW Prerequisites: Completion of 18 credits and a minimum
GPA of 3.00.
Course Type(s): LA
EN 615 Cr. 3.0
Writer’s Craft
An in-depth study of the creative writing process.
EN 692 Cr. 3.0
Students may develop a craft workbook that focuses on English Thesis Writing
both traditional and contemporary literary forms and Completion of the writing of the thesis under the continu-
strategies. Students write by assignment and develop ing direction of a thesis advisor. The thesis must comprise
techniques of reviewing in order to compare and contrast of at least fifty pages and will be evaluated by the thesis
major authors’ aesthetics with their own creative gestures. advisor in consultation with two other full-time faculty
Course Type(s): EN.CW members, at least one of whom must be in the Monmouth
University Department of English.
Prerequisites: Completion of 21 credits and a minimum
EN 617 Cr. 3.0 GPA of 3.00.
Advanced Academic Writing Course Type(s): LA
Designed for the graduate student interested in sharpen-
ing his or her writing skills for the purpose of developing
FOREIGN LANGUAGE STUDIES
publication-quality articles. Content and assignments are
structured in such a way as to provide practice in acceler-
ated academic prose and, ideally, to produce a publica- FF 511 Cr. 3.0
tion-quality article by the end of the course. Taught in a Intensive Study: French
lecture/discussion and workshop format. Readings and research on an area or topic in the field of
Course Type(s): None French, chosen under the guidance of the instructor;
weekly conferences and written reports.
Prerequisites: Undergraduate major in French and the
EN 644 Cr. 3.0 permission of the department.
Manuscript Seminar Course Type(s): None
Completion of the writing of the manuscript under the
continuing direction of the mentor in consultation with two
other full-time faculty members, at least one of whom FO 598 Cr. 3.0
must be in the Monmouth University Department of Special Topics in Foreign Languages
English. The manuscript will consist of at least forty pages Students study text in the original language at an advanced
of poetry, or fiction, or creative non-fiction, or drama, and level. Course content will vary from semester to semester.
may contain work, substantially revised, completed in pre- Course Type(s): None
vious graduate creative writing courses. The emphasis
will be on the manuscript as an integral unit, thematically FO 599 Cr. 3.0
and stylistically, rather than on individual works. Mixed Independent Studies in the Teaching of
genre manuscripts are discouraged. World Languages
Prerequisite: Completion of 21 credits. Curriculum development in foreign languages at the ele-
Course Type(s): None mentary and secondary level; the study and application of
A44 Monmouth University
Appendix A: Course Descriptions
teaching methods and materials. gain knowledge of important applications as well as the
Course Type(s): None acquisition, accuracy, formatting, management, analysis
and manipulation of data. When students complete this
FO LTIOPI Cr. 0.0 course, they are expected to know: what GIS is, what GIS
Oral Proficiency Interview can and cannot do, how data is stored, how data in GIS is
Language Testing International Examination for graduate manipulated and analyzed to satisfy a project’s goals.
students; requires one-hour preparation a week. Course Type(s): LA
Course Type(s): None
GO 501 Cr. 3.0
FS 511 Cr. 3.0 Advanced GIS Applications and Project
Intensive Study: Spanish Implementation
Readings and research on an area or topic in the field of Enables students to deepen their understanding of the
Spanish, chosen under the guidance of the instructor; software, theory, and applications of GIS. Upon comple-
weekly conferences and written reports. tion of the course, students will have developed two proj-
Prerequisites: Undergraduate major in Spanish and the ects as part of their portfolio: one in GIS implementation
permission of the department. and one in project design and analysis within their partic-
Course Type(s): TPS ular area of study.
Prerequisite: Geography 500.
Course Type(s): LA
FS 512 Cr. 3.0
Intensive Study: Spanish
Readings and research on an area or topic in the field of GO 510 Cr. 3.0
Spanish, chosen under the guidance of the instructor; Cartography in GIS
weekly conferences and written reports. Introduction to the study of cartography within Geographic
Prerequisite: Spanish 511. Information Systems. Topics will include map types, the
Course Type(s): TPS content and structure of maps, map interpretation, the
history of mapping, map propaganda, the use of maps in
society, and sources of data. Students will learn to make
FS 599 Cr. 3.0 maps using GIS software.
Independent Study in Spanish Course Type(s): None
Development and execution of a relevant reading and
research project leading to significant written work designed
by the student in consultation with the research director. GO 515 Cr. 3.0
Subject chosen for study should be related with any area of Visual Basic for GIS
Spanish or Spanish American literature of special interest to Visual Basic is becoming the primary programming tool
the student. Students applying, must demonstrate their for developing Windows applications in most GIS environ-
knowledge of research techniques and their ability to apply ments. Students will learn fundamental programming
them to the specific area of studies chosen. It is also technique and advanced methodologies, including com-
required that the students should be able to present the ponent programming and object-oriented data structures.
results of their research in appropriate written and oral form. They will have hands-on experience and at the end of the
Prerequisites: Permission of the program director, chair, semester will be able to customize and expand GIS func-
and research director. Student must be within last 12 tions for different GIS applications.
credits of graduation and have a GPA of at least 3.00. Prerequisite: Geography 500.
Course Type(s): TPS Course Type(s): None
GEOGRAPHIC INFORMATION SYSTEMS GO 520 Cr. 3.0
Spatial Database Design and Management in GIS
GO 500 Cr. 3.0 Spatial databases make up the foundation for Geographic
Information Systems. This course focuses on proper
Theories and Methods of Geographic Information
design, implementation, and management of spatial data-
Systems bases. Students will consider both logical and physical
Provides students with a solid foundation in the theories
design. Students will get the theoretical training as well as
and methods of Geographic Information Systems. Students
hands-on experience.
Monmouth University A45
Appendix A: Course Descriptions
Prerequisite: Geography 500. and project(s) prepared during the internship. The seminar
Course Type(s): LA component will provide students with academic support and
a framework to critically examine theoretical as well as prac-
GO 530 Cr. 3.0 tical aspects of their research and internship experience.
Advanced Techniques and Technology in GIS Prerequisite: Nine credits in Geography.
Covers current topics within the field of Geographic Course Type(s): None
Information Systems. The topics will change each semes-
ter depending on the changes within the discipline and GO 599 Cr. 1.0-3.0
the needs of students. Such areas of study will include Independent Study in Geography
ArcInfo, Geomedia, Avenue Programming, Visual Basic Reading and research under the direction of a member of
for GIS, and Arcview extensions. the Geography faculty.
Prerequisite: Geography 500. Prerequisite: Prior permission of the directing professor
Course Type(s): LA and department chair.
Course Type(s): None
GO 540 Cr. 3.0
Spatial Analysis HEALTH STUDIES
Focuses on methods of spatial analysis and various kinds
of modeling within GIS. Included are such topics as 3-D HE 584 Cr. 3.0
terrain visualization and analysis, locational and network Curriculum and Instruction in Health Education
modeling, map algebra, and spatial statistics. Examination of theoretical bases for health education
Prerequisite: Geography 500. including program development and implementation, edu-
Course Type(s): LA cational strategies, behavioral objectives, learner character-
istics, instructional assessment, and classroom manage-
GO 559 Cr. 3.0 ment. Not open to students who have taken Health 512.
Remote Sensing and GPS Course Type(s): None
Students will learn the principles of remote sensing, digi-
tal image processing, and image analysis. Students will HISTORY
also learn the basic principles of GPS, how to integrate
GPS data with other GIS data sets, and how quality can HS 501 Cr. 3.0
affect problem solving and decision-making. Historical Criticism
Course Type(s): None History as a scholarly discipline, with emphasis on histori-
cal interpretation and philosophy since Classical Antiquity,
GO 580 Cr. 3.0 the evaluation of sources, and the rules of critical analy-
GIS and Society sis. A research paper will be required.
Examines the political, economic, legal, ethical, and social Course Type(s): None
implications of GIS. Students will learn how GIS influ-
ences policy decisions. Topics include societal effects of HS 502 Cr. 3.0
GIS including issues of privacy, representation, and The Great Writings of History
access to technology. Analysis and appraisal of representative writings and
Course Type(s): None philosophies of great historians from Classical Antiquity to
modern times, reflecting the development of history as
GO 595 Cr. 3.0 scholarly discipline.
Geographic Information Systems Internship Seminar Course Type(s): None
Provides the capstone experience for the GIS Certificate, in
which students undertake an internship and participate in a HS 503 Cr. 3.0
seminar. Through the internship, students will get hands-on Introduction to the Study of World History
experience in a field related to their academic and career Introduces students to the growing field of World History,
interests, working 10-15 hours per week in public, private, surveying the developments in the field since the nine-
or non-profit agencies. Students will maintain a journal of teenth century. Examines key concepts and methods, and
their intern experience and provide a portfolio of their work explores major themes and categories of analysis, includ-
A46 Monmouth University
Appendix A: Course Descriptions
ing empire, nationalism, gender, and law. Required of all lution within the states and under the Articles of
students in the World History specialization. Confederation; postwar struggles resulting in the adoption
Course Type(s): HSNW, HSWLD of the Constitution.
Course Type(s): HSUS
HS 504 Cr. 3.0
Ancient Civilizations of Native America HS 514 Cr. 3.0
Cultural developments in Mesoamerica and the Central Readings on Jacksonian Era
Andes from the development of agriculture to the Spanish The meaning of Jacksonian democracy; political, eco-
conquest, focusing on Inca and Aztec civilizations; theo- nomic, and social reforms; labor in transition from mer-
retical exploration of developmental similarities between cantile to industrial capitalism; humanitarian, communitari-
the two regions. Also listed as Anthropology 504. an, and anti-slavery movements; Manifest Destiny; the
Course Type(s): HSNW Mexican War and its aftermath.
Course Type(s): HSUS
HS 505 Cr. 3.0
US Women’s History HS 515 Cr. 3.0
Explores US Women’s History and focus on how women Readings on the Civil War and Reconstruction
of different socioeconomic backgrounds, races, and eth- The economic, social, and political forces in the United
nic groups have experienced cultural transformations and States during the years 1850-1877 relating to the onset,
political change. Emphasis will be on the significance of nature, and impact of the Civil War and Reconstruction,
citizenship, political agency, the cultural construction of and the Black Revolution.
race and gender, and reproductive rights. Course Type(s): HSUS
Course Type(s): HSUS
HS 516 Cr. 3.0
HS 506 Cr. 3.0 Readings on Populism and Progressivism in America
Historical Archeology A critical analysis of the reform impulses of the late nine-
An intensive introduction to historical and industrial arche- teenth and early twentieth centuries with an emphasis on
ology (c. 1492+). Topics covered include exploration, the various schools of interpretation.
imperialism, colonization, industrialization and urbanism. Course Type(s): HSUS
Archeological field methods and the interpretation of
material culture are also introduced. HS 517 Cr. 3.0
Course Type(s): HSUS Readings on Modern America, 1933-Present
Readings of pertinent historical literature (monographs
HS 510 Cr. 3.0 and journal articles) dealing with United States history
Seminar in American History since the administration of F.D. Roosevelt.
Selected topics in American history, with emphasis on Course Type(s): HSUS
techniques of independent historical research and writing.
Course Type(s): HSUS HS 518 Cr. 3.0
United States Family History
HS 511 Cr. 3.0 This seminar explores United States Family History and
Readings on American Colonial History the social construction of the family, its many diverse
Readings in recent writings in monographs and periodi- forms, and the relationship between society and the fami-
cals devoted to social, economic, and political aspects of ly. Analyzing issues of race, class, ethnicity, gender, and
American colonial history. sexuality will further enable us to consider the history of
Course Type(s): HSUS the family form. We will cover such diverse topics as the
history of adoption, courtship, and divorce.
HS 512 Cr. 3.0 Course Type(s): HSUS
American Revolution and Constitutional Issues,
1763-1789
Problems of Empire; the causes, course, and conse-
quences of the American Revolution; the continuing revo-
Monmouth University A47
Appendix A: Course Descriptions
HS 521 Cr. 3.0 HS 526 Cr. 3.0
All the Livelong Day: The Meaning of Work in The Cold War
Modern America Examines the rivalry between the United States and the
Examination of content changes in the meaning of work in Soviet Union that organized global politics for forty-five
America through the twentieth century. years; the roles of ideology, economy, and security that
Course Type(s): HSUS fueled it; the diplomacy, propaganda, and armed might
used to wage it; and the impact it had on participants’ pol-
HS 522 Cr. 3.0 itics and culture.
Course Type(s): HSEU, HSUS
History Urbanization in America
Provides an interdisciplinary study of the history of urban-
ization and industrialization in the United States from the HS 527 Cr. 3.0
mid-nineteenth century to the early twentieth century. United States Military History
Using the themes of community, technology, public policy, Surveys the American experience of war, from the first
and immigration, students will examine the development Native American-European contact through the military
and changes in the social, physical, political, and econom- interventions at the dawn of the twenty first century;
ic urban landscape. Also listed as Political Science 522. examines not only the major conflicts in this period, but
Course Type(s): HSUS also the evolution of strategy, military institutions, civil-mil-
itary relations, and the American way of war.
HS 523 Cr. 3.0 Course Type(s): HSUS
Studies in Mexican History and Culture
The development of Mexican nationalism in the fusion of HS 528 Cr. 3.0
Indian and Spanish Catholic cultures; the chaos of inde- History of Consumerism in America
pendence; Mexico and the United States; the Reform; the A seminar that explores the origins of the consumer cul-
Diaz dictatorship; Positivism, the search for order and ture and the multitude of ways in which it has shaped
progress; the Revolution of 1910; and Reconstruction. American society. We consider both the reverence of and
Course Type(s): HSNW the critiques of consumerism, analyzing race, class, gen-
der, ethnicity, and geography in our consideration of con-
HS 524 Cr. 3.0 sumer ideology and practices. Advertising, marketing,
sales, and the consumer will all be considered in our
Twentieth Century United States Political History
analysis of the history of consumerism.
Examines the twentieth century evolution of liberalism
Course Type(s): HSUS
and conservatism, campaigns and elections, and con-
gress and the presidency; considers critical elections,
consensus and dissent, and the status of political rights HS 529 Cr. 3.0
through the progressive period, the Republican ascen- History of Sexuality in America
dancy, the New Deal, the Second World War, the Cold A seminar that explores the cultural history of sexuality in
War, and Post-Cold War period. the United States. We will consider how race, class, and
Course Type(s): HSUS gender have influenced ideas about sexuality, morality,
and power. Major topics include prostitution, reproduction,
HS 525 Cr. 3.0 gay, lesbian, and transgender sexualities, sexually trans-
mitted diseases, and sexual representation and censor-
World War II
ship. Working with monographs, scholarly articles, and
Considers the military, economic, and political characteris-
primary sources that come from throughout American his-
tics of the Allied and Axis powers and the strategies they
tory, we will explore the ways in which sexuality has both
produced; examines the military campaigns, the wartime
shaped and been affected by this nations’ history.
economics, life on the home fronts, the experience of
Course Type(s): HSUS
combat, the dynamics of occupation, and the roles of
morality and immorality in the conduct of the war.
Course Type(s): HSEU, HSUS HS 530 Cr. 3.0
New Jersey History
A study of New Jersey history especially as a venue for
exploring general trends in American history. Topics cov-
A48 Monmouth University
Appendix A: Course Descriptions
ered include New Jersey’s Native Americans, colonial set- HS 537 Cr. 3.0
tlement, the proprietary government, agricultural unrest, Power and Enlightenment: Europe 1648-1789
the American Revolution, Federalism, slavery, industrial- A study of European history from the Treaty of Westphalia
ization, urbanization and suburbanization. to the French Revolution, emphasizing the contrast
Course Type(s): HSUS between political and military developments and cultural
and intellectual trends. Special emphasis on the develop-
HS 531 Cr. 3.0 ment of absolutism in France, Prussia, Austria, Spain,
Studies in Ancient History and Russia, the struggle against absolutism in Britain,
Readings and discussion of principal aspects of Graeco- Sweden, and the Netherlands; the ideals and goals of the
Roman culture, with emphasis on contribution of Classical European enlightenment, developing social and political
Antiquity to Western Civilization and recent research in tensions, and enlightened despotism.
the field. Course Type(s): HSEU, HSPRE
Course Type(s): HSEU
HS 541 Cr. 3.0
HS 532 Cr. 3.0 Graduate Seminar in European History
Native American History and Prehistory Selected topics in European history, with emphasis on
Examines North America’s native people in the area north techniques of independent historical research and writing.
of the Rio Grande. It combines North American prehistory Course Type(s): HSEU
with a historical overview of Native American experiences
since contact. Evidence from archaeology, oral histories, HS 542 Cr. 3.0
and written sources are all presented. Challenges facing French Revolution
modern Native Americans are also examined. The causes of the Revolution; its relationship to the
Course Type(s): HSNW, HSWLD Enlightenment; the political, economic, social, and cultural
consequences of the moderate phase and of the Terror.
HS 533 Cr. 3.0 Course Type(s): HSEU
The History of Public Policy in the United States
The objective is to survey major issues in domestic public HS 544 Cr. 3.0
policy. The emphasis is on changes in the process of poli- The German Empire, 1871-1914
cy formation in both the public and private sectors. Also The unification of the Empire; the political and social set-
listed as Political Science 533. tlement imposed by Bismarck; the domestic crisis preced-
Course Type(s): HSUS ing World War I.
Course Type(s): HSEU
HS 535 Cr. 3.0
The Renaissance HS 545 Cr. 3.0
Europe in transition from the fourteenth to the sixteenth World War I
century; the crisis of the church, humanism and art, poli- The international and domestic causes of the Great War;
tics and diplomacy, exploration and discovery, science its political, economic, social, cultural, and psychological
and the occult. consequences in Britain, France, and Germany; its role in
Course Type(s): HSEU the birth of the modern age.
Course Type(s): HSEU
HS 536 Cr. 3.0
The Reformation HS 546 Cr. 3.0
A study of sixteenth and early seventeenth century reli- The Weimar Republic, 1918-1933
gious and political developments in Europe; causes of the The foundation of the first German republic as an out-
Reformation, its political and social institutionalization, come of revolution and defeat in war; its political and cul-
ideas of reformers, wars of religion, and the counter- tural innovations; the causes of its collapse.
Reformation. Course Type(s): HSEU
Course Type(s): HSEU
Monmouth University A49
Appendix A: Course Descriptions
HS 547 Cr. 3.0 HS 571 Cr. 3.0
The Third Reich Studies in the History of Revolution
The ideological origins of Nazism; the consolidation and An interdisciplinary study of the nature and causes of
character of Nazi rule; the relation of Hitler with the modern revolutions, the makeup of the revolutionary per-
German people; Nazism as revolution. sonality, and the role of ideology, strategy, and tactics in
Course Type(s): HSEU the making of revolution. Emphasis is on twentieth-centu-
ry communist revolutions.
HS 551 Cr. 3.0 Course Type(s): HSEU
Graduate Seminar in British History
Selected topics in modern English and British history, with HS 572 Cr. 3.0
emphasis on techniques of historical research. History of Tourism
Course Type(s): HSEU Students will study the history of tourism in different parts
of the world from political, social, cultural, geographic, and
HS 553 Cr. 3.0 economic perspectives. This will include an examination of
Tudor-Stuart England historical differences in tourist attractions, tourist behav-
The political, religious, social, and cultural history of iors, and impacts on tourist destinations and their people.
England in the sixteenth and seventeenth centuries: Students will also study how historical memory and inter-
Tudor absolutism, the English Reformation, the rise of pretation shapes the contemporary tourist experience, as
Puritanism, social and economic change, the conflict well as questions concerning authenticity and tourism.
between crown and Parliament, the English Civil War, and Course Type(s): HSEU, HSWLD
the Revolution of 1688.
Course Type(s): HSEU HS 575 Cr. 3.0
Civilization of the Andes
HS 561 Cr. 3.0 Survey of Andean history from the beginning of human
Twentieth Century Russia and the Soviet Union settlement through the Inca Empire and the Spanish con-
Studies in the transformation of Russian society, with quest to contemporary peasant society. The evolution and
emphasis on the revolutionary movements and the eco- nature of precolumbian civilizations, focusing on Chavin,
nomic, social, and political institutions of Soviet Russia. Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca.
Course Type(s): HSEU The social and political organization of the Inca empire.
The Spanish conquest and its impact on native culture.
Contemporary social changes; rural migration and the
HS 562 Cr. 3.0 transformation of contemporary Andean society.
History of Maps and Mapping Theoretical exploration of the developmental trajectory of
Students will study the historical developments in carto- Andean civilization. Also listed as Anthropology 575.
graphic technique, the development of mapping in different Course Type(s): HSNW, HSWLD
parts of the world, and the future of mapping in the com-
puter age. Students will focus on the ways the events and
ideology of a time period influence maps and mapping,
HS 577 Cr. 3.0
and how in turn mapping influences history and ideology. European Intellectual Revolution, 1500-1800
Course Type(s): HSEU, HSNW, HSWLD An examination of the roots of the modern mind, the sec-
ularization of thought, and individualism vs. traditional
ideals of stability and order. Scientific, religious, and politi-
HS 563 Cr. 3.0 cal thought will be traced through readings, painting,
Twentieth Century East Central Europe architecture and sculpture.
The political, economic, and social development of the Course Type(s): HSEU
lands between Germany and Russia, emphasizing the
breakdown of the Ottoman and Hapsburg empires, the
rise of the independent successor states between the
HS 580 Cr. 3.0
wars, the Soviet takeover in the post-war era, and the Themes and Variations in Cultural History
development of national communism and polycentrism. The exploration of symbol, style, and value in six histori-
Course Type(s): HSEU cal periods from classical Greece to the end of the nine-
teenth century through art, literature, and philosophy.
Course Type(s): HSEU
A50 Monmouth University
Appendix A: Course Descriptions
HS 581 Cr. 3.0 teenth century. Transformations resulting from transat-
Seminar in East Asian History lantic trade and the colonial order; conceptual changes
A study of selected topics in Chinese or Japanese history, about life, the biological order, and religion; exchanges of
with emphasis on techniques of historical research. crops, animals, and disease; depopulation and migration;
Course Type(s): HSNW African slavery and the plantation system; the forging of
labor as capital; the transfer of American gold, silver, and
other wealth to Europe and its impact on class formation
HS 583 Cr. 3.0 and capitalism; interactions with Asia. Roots of the con-
China, Japan, and the Modern World temporary world.
Experiences of China and Japan with Europe, America, Course Type(s): HSNW, HSWLD
and pressures to modernize in the nineteenth and early
twentieth centuries. Emphasis is on contacts, exchanges,
conflicts, and images of one another across space and HS 591 Cr. 3.0
time. Areas explored include traditional cultural patterns Graduate Seminar in the Modern History of
and ways of thinking, systems of foreign relations, the Islamic Peoples
role of technology, and comparative successes and fail- Selected topics in Islamic history in the Middle East,
ures with modernization. North Africa, and some areas of the Balkan Peninsula;
Course Type(s): HSNW, HSWLD political, social, and intellectual change, the rise of nation
states, and cultural interaction with the West.
Course Type(s): HSNW
HS 585 Cr. 3.0
Seminar in African History
Analysis and appraisal of colonialism in Africa, reflecting HS 595 Cr. 3.0
on the political, economic, and sociocultural transforma- History Internship/Practicum
tions, which occurred in Africa between 1880 and 1960. Provides graduate students with the opportunity to gain
Course Type(s): HSNW substantive career experience and build specific applied
skills by working in outside programs, institutions, agen-
cies and firms engaged in the fields of public history, his-
HS 587 Cr. 3.0
torical archeology and anthropology and regional geogra-
Nationalism in Africa
phy. Prerequisite: Completion of 12 graduate credits.
Examines a major episode that transformed the political
Course Type(s): None
history of Africa in the twentieth century. It discusses how
nationalism became an instrument of political change that
led to the independence of African states. Begins by HS 598 Cr. 3.0
examining the concept of nationalism in Europe, how it Special Topics in History
was applied in Africa, and how it contributed to the strug- Allows students to study a specific aspect of history. The
gle for independence. subject matter varies from semester to semester, and
Course Type(s): HSNW, HSWLD depends on the professor who teaches the course.
Course Type(s): None
HS 588 Cr. 3.0
Decolonization in Africa 1940-1960 HS 599 Cr. 3.0
Examines the process of transfer of power from colonial Independent Study in History
powers to Africans; the emergence of education elites; Reading and research leading to significant written work
the rise of nationalism; implications of decolonizations; under the direction of a member of the History faculty.
and African expectations of independence. Prerequisite: Prior permission of the directing professor
Course Type(s): HSNW, HSWLD and department chair.
Course Type(s): None
HS 589 Cr. 3.0
Formation of the Global System: Fifteenth to HS 691 Cr. 3.0
Sixteenth Centuries History Master’s Thesis I
Formation of the early global system that changed the Reading and research leading to significant written work
world in the fifteenth and sixteenth centuries. Brief survey under the direction of a member of the history faculty.
of the Euro-African and American worlds prior to the fif- Course Type(s): None
Monmouth University A51
Appendix A: Course Descriptions
HS 692 Cr. 3.0 INTERDISCIPLINARY STUDIES
History Master’s Thesis II
Reading and research leading to significant written work IS 502 Cr. 3.0
under the direction of a member of the history faculty. Web Writing and Development in the Liberal Arts
Course Type(s): None Aids students who are interested in developing an expert-
ise in Web techniques and writing as applied to profes-
HS CPE Cr. 0.0 sional projects and skills associated with careers in the
History Comprehensive Exam Liberal Arts.
History Comprehensive Exam Course Type(s): None
Course Type(s): None
IS 513 Cr. 3.0
HS THD Cr. 0.0 War and Humanity
Thesis Defense An examination of the issues relating to war and peace.
Course Type(s): None Through a selection of specific crises and wars, an
emphasis is placed on the meaning, significance, and
INFORMATION TECHNOLOGY morality of war. Wars such as the two World Wars, and
crises such as the Cuban Missile Affair will be diagnosed
and evaluated.
IT 500 Cr. 3.0 Course Type(s): None
Information Technology
Introduction to computer-based information management
concepts that provide an integrated approach to personal IS 516 Cr. 3.0
computer software in a Windows environment. These Adult Development
include: word processing, spreadsheet, database, presen- Contemporary views of intellectual, ego, moral, and faith
tation graphics, and electronic communication applica- development in the context of the adult life cycle, relating
tions; information retrieval from the Internet and online these to participation in families, friendships, professional,
library resources; fundamental computer literacy; and the and public life.
ethical and societal implications of computer technology. Course Type(s): None
Hands-on experience with a microcomputer in a net-
worked environment is provided for completion of individ- IS 523 Cr. 3.0
ual and group projects. This course is appropriate only for Commitment in Adulthood
students from non-technology areas of study. An exploration of commitments formed in relationships
Course Type(s): None and family life, careers and the workplace, and concerns
as related to social and global issues and religious/spiritu-
IT 510 Cr. 3.0 al development; familiarization with the literature on these
Internet Technology issues from the field of adult development psychology,
Introduction to integrated application software used for social psychology, social theory, and biography, and intro-
authoring and publishing Web sites. Applications include, duction to interview-based research methodology.
preprogrammed software, markup programming and Course Type(s): None
Internet scripting languages used to create Web pages.
Network technologies and the fundamental concepts IS 531 Cr. 3.0
involved in creating a network and in facilitating network Social Implications of Human Nature
operation will also be introduced. Hands-on experience Scientific interpretation of human nature as biologically
with a microcomputer on a networked system is provided evolved influences on modern human behavior; relevant
for completion of individual and group projects. This theories and methods; integration of bio-evolutionary per-
course is appropriate only for students from non-technolo- spective with cultural and historical explanations of
gy areas of study. human behavior. Comparison of the scientific views with
Prerequisite: Information Technology 500. other ideas about human nature. Applications of the evo-
Course Type(s): None lutionary perspective to selected issues and problems in
modern society.
Course Type(s): None
A52 Monmouth University
Appendix A: Course Descriptions
LIBERAL ARTS LA 532 Cr. 3.0
Professional and Organizational Ethics
LA 501 Cr. 1.0 Applies ethical concepts and theories to moral issues in
Introduction to Liberal Arts professional and organizational life. Special attention is
What does it mean to learn freely (liberal-ly)? This on-line given to professional and corporate social responsibility.
course serves as an orientation to the field of inquiry Course Type(s): LA
known as the liberal arts. It acquaints students with the
concept of a liberal education, grounds this concept in a LA 580 Cr. 3.0
history of classical education, and inquires into the utility American Cultural Diversity
of the liberal arts in the contemporary work world. Explores the historical, social, and cultural backgrounds
Introduces students to broad intellectual traditions that of immigrant groups found within the United States.
help people gain critical distance from the problems they Through lectures, readings, case studies, and observa-
confront as citizens, workers and private persons. (Open tions in an English-as-a-second-language classroom, stu-
to MALA students only.) dents will be introduced into the complexity and diversity
Course Type(s): LA of American society.
Course Type(s): LA
LA 502 Cr. 1.0
Origins and Implications of a Knowledge Society LA 595 Cr. 3.0
As our society ushers in the information revolution, sub- Professional Internship
stantial changes in the social, political, educational, and The Professional Internship provides Liberal Studies
economic contexts force us to reexamine the nature of graduate students with the opportunity to gain substantive
productive labor. Provides an overview of the historical career experience and build specific applied skills by
origins and implications of the currently unfolding informa- working in outside programs, institutions, agencies and
tion revolution. Focuses on where these changes come firms. The primary emphasis of the internship will be on
from, and the impact they have on the way we learn, student development of professional methods, techniques
understand, and work. Students will explore opportunities and skills in career fields related to one or more of the six
that a liberal arts education provides for adapting to these core areas of the Liberal Studies program: History,
changes.(Open to MALA students only.) Natural Sciences, Social Sciences, Literature, Philosophy,
Course Type(s): LA Religion and Ethics, and Art, Music, and Theatre.
Course Type(s): LA
LA 503 Cr. 1.0
Politics, Culture and Economy in New Jersey LA 598 Cr. 3.0
Orients students to the recent history, culture, and econo- Special Topics in Liberal Arts
my of central New Jersey. Examines the various popula- The subject matter varies with the interest of the students
tions, modes of employment, residential patterns, social and the professor teaching the course. The exact nature
movements, and political division within New Jersey, and of the topic covered in any given semester is indicated in
specifically those in and around Monmouth County. (Open the student’s transcript. Permission of the program direc-
only to MALA students.) tor is required.
Course Type(s): LA Course Type(s): LA
LA 530 Cr. 3.0 LA 599 Cr. 3.0
Seminar in Liberal Arts Independent Study in Liberal Arts
Designed to introduce students to graduate-level, interdis- Reading and research leading to significant written work
ciplinary research and writing and provide a graduate-level under the direction of a program chair. Prior permission of
seminar experience with detailed reports, informed discus- an approved faculty member required.
sions, and critical evaluations. As the introductory seminar Course Type(s): LA
for the program, students will be required to complete this
course before the end of their third semester of study.
Course Type(s): LA
Monmouth University A53
Appendix A: Course Descriptions
LA 691 Cr. 3.0 MA 520 Cr. 3.0
Liberal Arts Advanced Paper/Project Introduction to Financial Mathematics
Independent project investigating an area of special inter- An introduction that combines the topics of finance to math-
est to the student, based on previous coursework in the ematics. Topics include: introduction to pricing of derivative
Liberal Arts program. securities markets; futures, swaps; options and bonds.
Course Type(s): LA Prerequisite: Permission of the director of the MSFM or
department chair.
LA COL1 Cr. 0.0 Course Type(s): None
Colloquia
Colloquia MA 530 Cr. 3.0
Course Type(s): LA Stochastic Calculus
Exposes students to some of the techniques from sto-
LA COL2 Cr. 0.0 chastic analysis that are employed in mathematical
Colloquia finance. This includes the importance in the revolution
Colloquia that has taken place in the financial markets over the last
Course Type(s): LA twenty-five years. Topics include developing the relation-
ship between Brownian motion and stochastic calculus.
Prerequisite: Permission of the director of the MSFM or
MARINE SCIENCES department chair.
Course Type(s): None
MS 589A Cr. 1.0-3.0
Special Topics in Marine Sciences MA 540 Cr. 3.0
Marine science education in the K-12 classroom. A brief
Statistical Theory in Finance and Economics
history of marine science and education is followed by a
Covers topics related to multiple regression techniques,
review of current marine education projects.
including testing the assumptions required for each to be
Course Type(s): None
valid. This includes applications to yield curve smoothing,
pricing, and investment models. Also covered are tech-
MATHEMATICS niques for the analysis and modeling of time series data,
forecasting and market risk measures. In addition, factor
MA 501 Cr. 3.0 analysis, structural equation modeling, and other multi-
C++ for Numerical Applications variate techniques will be covered.
Teaches C++ in the UNIX/Cygwin development environ- Prerequisites: Mathematics 520 and 530, both passed
ment. It specializes on practicalities of coding large appli- with a grade of C- or higher.
cations utilizing software libraries containing numerical Course Type(s): None
methods such as LAPACK/TNT/GSL and data structures
such as STL. MA 550 Cr. 3.0
Prerequisite: Permission of the director of the MSFM or Computation and Simulation in Finance
department chair. Teaches the most fundamental aspect of financial mathe-
Course Type(s): None matics and numerical implementation from a practical
business. Topics include Black Scoles equations; Tree
MA 510 Cr. 3.0 based and Monte Carlo methods. Products.
Numerical Methods for Financial Mathematics Prerequisites: Mathematics 520 and 530, both passed
Teaches numerical methods aimed at implementing the with a grade of C- or higher.
mathematics developed in financial engineering. This Course Type(s): None
includes practical implementation in C++ of numerical
methods used in finance such as tree-based methods, MA 595 Cr. 3.0
finite differences, and Monte Carlo simulation. Financial Mathematics Practicum
Prerequisite: Mathematics 501, passed with a grade of C- Team work on substantial projects submitted by corporate
or higher. sponsors. Students address practical quantitative prob-
Course Type(s): None lems from first formulation to final presentation, making
A54 Monmouth University
Appendix A: Course Descriptions
full use of their modeling and computing skills. Projects NU 509 Cr. 3.0
will result in a final written report, formal defense, and Health Informatics
presentation to corporate sponsor, faculty and other stu- Introduction to the concept of informatics and its impact
dents in the course. on decision making in Nursing and Allied Health sciences.
Prerequisites: Finance 511 and Mathematics 540, passed Review of the methodology of analyzing, formalizing and
with a grade of C- or higher, and permission of the direc- processing information applicable to all components of
tor of the MSFM or department chair. health and nursing practice: clinical practice, manage-
Course Type(s): None ment, education and research; investigating determinants,
conditions, elements, models and processes in order to
MA 598 Cr. 3.0 design, implement and test the effectiveness and efficien-
Special Topics in Mathematics cy of computerized information as it relates to nursing and
The subject matter varies with the interest of the students health practice. The course will include: (1) an overview
and the professor teaching the course. The exact nature of the basic computer skills required to process electronic
of the topic covered in any given semester is indicated in information, (2) identification of the nature and types of
the student’s transcript. For the course to count for credit health, nursing and medical information available on the
toward a particular graduate program outside mathemat- World Wide Web, (3) development of search skills associ-
ics, prior permission of the chair of graduate studies in ated with finding health, nursing and medical information
that program must also be obtained. on the World Wide Web and (4) linking electronic informa-
Course Type(s): None tion to decision making processes in nursing, medical and
allied health services.
MA 599 Cr. 3.0 Course Type(s): NU.EL
Independent Study in Mathematics
Independent study in a topic not substantially treated in a NU 510 Cr. 3.0
regular graduate course; weekly consultation. Prior per- Knowledge Development in Nursing
mission of directing professor and the chair of the depart- History and philosophy of science and nursing science;
ment is required. For the course to count for credit toward techniques for concept analysis and knowledge develop-
a particular graduate program outside mathematics, prior ment; examination of nursing conceptual models used to
permission of the chair of graduate studies in that pro- develop nursing knowledge, research, and practice;
gram must also be obtained. review and analysis of concepts and relational statements
Course Type(s): None for the development of nursing knowledge.
Course Type(s): NU.EL
MUSIC
NU 512 Cr. 3.0
MU 599 Cr. 1.0-3.0 Nursing Research Advanced Nursing Practice I
Independent Study in Music Critical appraisal of the role of nursing research and
Reading and research on a selected topic under the research methods of inquiry in the development of nursing
direction of a Music department faculty member. theory and practice. Qualitative and quantitative research
Course Type(s): None methods; research designs; measurement theory and
strategies; methods of data analysis; read, critique and write
research reports; ethics, application of research techniques
NURSING for outcomes evaluation and evidence-based practice.
Prerequisite: Nursing 510.
NU 508 Cr. 3.0 Course Type(s): None
Factors Affecting Healthcare I
Examine models and contexts for health promotion and
NU 514 Cr. 3.0
disease prevention; examine the influence of culture on
Nursing Research Advanced Nursing Practice II
health beliefs and practices; ethical dilemmas. Investigate
Planning for and collection of outcome data; preparation of
factors, such as access to care, health and social policy,
data for hypothesis testing; use of the SPSS statistical
healthcare finance and economics, and legislative influ-
computer package for data management and analysis;
ences on health.
selection and interpretation of appropriate parametric and
Course Type(s): NU.EL, TPS
nonparametric descriptive and inferential statistics for out-
Monmouth University A55
Appendix A: Course Descriptions
come evaluation. Quantitative and qualitative data analysis. variations. Application of techniques is practiced in the
Prerequisite: Nursing 512. college laboratory and with clients in outside agencies.
Course Type(s): None Students translate assessment data into differential diag-
nosis and interpret laboratory and diagnostic data.
NU 518 Cr. 3.0 Relationship of health assessment to the role and respon-
Education and Motivation of Nursing Clients sibilities of the nurse is examined. Not open to students
Role of the nurse in fostering health promotion via educa- who have taken Nursing 555.
tion of clients, families, and professional colleagues. Prerequisite: Biology or Nursing 521.
Essential factors for successful teaching and learning. Course Type(s): None
Motivating the client to make behavioral changes to pro-
mote health and development. Development, presenta- NU 540 Cr. 3.0
tion, and evaluation of a formal teaching plan. Not open Pharmacology for Advanced Practice Nursing
to students who have taken Nursing 550. Historical perspective, legal regulations and standards,
Course Type(s): NU.EL the Controlled Substances Act; pharmacokinetics; phar-
macodynamics; choice and use of pharmacotherapeutics;
NU 521 Cr. 3.0 nursing responsibilities in drug prescription; client educa-
Pathophysiology and Histology tion with respect to drug-desired effects, side effects,
Focuses on pathogenesis of selected diseases leading to interactions, toxicity, dependence, and addiction. Students
alterations of body structure and functions across the life must earn a minimum grade of B- in the course. Students
span. Emphasizes the laboratory identification of verte- who receive less than a B- will be required to repeat the
brate tissue. Students must earn a minimum of a B- in the course no more than once. A second grade below a B-
course. Students who receive less than a B- will be will make students ineligible to continue in programs
required to repeat the course. Students will be allowed to requiring this course.
repeat the course no more than once. A second grade Course Type(s): None
below a B- will make students ineligible to continue in pro-
grams requiring this course. Also listed as Biology 521. NU 541 Cr. 3.0
Course Type(s): None Primary Care
Aspects of advanced health assessment, clinical reason-
NU 524 Cr. 3.0 ing, and diagnostic skills necessary to manage common
Pharmacology for Advanced Practice Nursing stable, chronic, and episodic alterations in health. Various
Historical perspective, legal regulations and standards, advanced nursing practice roles in health care, ethical
the Controlled Substances Act; pharmacokinetics; phar- and legal issues in clinical practice, application of
macodynamics; choice and use of pharmacotherapeutics; research-based clinical outcomes, promotion and mainte-
nursing responsibilities in drug prescription; client educa- nance of health, disease prevention and treatment modal-
tion with respect to drug-desired effects, side effects, ities for individuals are explored. Content is presented in
interactions, toxicity, dependence, and addiction. Students weekly clinical case studies related to common alterations
must earn a minimum grade of B- in the course. Students in health. Factors influencing health care systems, pat-
who receive less than a B- will be required to repeat the terns of human responses, cultural and epidemiological
course no more than once. A second grade below a B- influences will be discussed in weekly clinical case stud-
will make students ineligible to continue in programs ies. Performing assessments and screenings related to
requiring this course. common alterations in health are also included in a week-
Course Type(s): None ly, faculty-supervised clinical practice. Not open to stu-
dents who have taken Nursing 556.
Prerequisites: Nursing 521, 524, and 535. Corequisite:
NU 535 Cr. 3.0 Nursing 542.
Advanced Health Assessment Course Type(s): None
Theory and practice of health assessment skills, identifi-
cation of deviations from the normal and documentation
of findings are refined. Advanced-level assessment
NU 542 Cr. 1.0
includes the comprehensive history, physical, and psycho- Primary Care Laboratory
logical variations of the client. The client is viewed holisti- This clinical course is designed to be taken with the lecture
cally, incorporating cultural, nutritional, and developmental component of NU 541. Aspects of advanced health assess-
A56 Monmouth University
Appendix A: Course Descriptions
ment, clinical reasoning, and diagnostic skills necessary to NU 546 Cr. 2.0
manage common stable, chronic, and episodic alterations Advanced Clinical Nursing Laboratory
in health. Various advanced nursing practice roles in health Students will enroll for the clinical experience if, in the opin-
care, ethical and legal issues in clinical practice, application ion of their advisor, current clinical experience is necessary.
of research-based clinical outcomes, promotion and main- Prerequisite: Nursing 535. Corequisite: Nursing 545.
tenance of health, disease prevention and treatment Course Type(s): None
modalities for individuals are explored. Content is present-
ed in weekly clinical case studies related to common alter-
ations in health. Factors influencing health care systems,
NU 562 Cr. 3.0
patterns of human responses, cultural and epidemiological Tests and Measures
influences will be discussed in weekly clinical case studies. Considers evaluation methods related to norm-referenced
Performing assessments and screenings related to com- and criterion-referenced evaluation methods in education.
mon alterations in health are also included in a weekly, fac- Students will investigate criteria used to develop reliable
ulty-supervised clinical practice. and valid evaluation measures. Current issues and
Prerequisites: Nursing 521, 524, and 535. Corequisite: research related to educational testing instruments, alter-
Nursing 541. natives to standardized evaluation methods, and outcome
Course Type(s): None measurement in education will be discussed. Students
will explore measurement theory and evaluate measures
that are used to identify cognitive, affective, and psy-
NU 543 Cr. 3.0 chomotor domains as they relate to education.
Diagnosis and Treatment of Psychopathology Course Type(s): None
Provides the basic foundations of clinical management of
common psychiatric/mental health problems in adults. For
students in Adult Psychiatric Mental Health APN track.
NU 564 Cr. 3.0
Corequisite: Nursing 544. Curriculum Development and Instruction in
Course Type(s): None Nursing Education
The primary focus of this course is the process of curriculum
development in nursing. Factors influencing curriculum
NU 544 Cr. 1.0 development, the process of curriculum development and
Diagnosis and Treatment of Psychopathology evaluation methods are emphasized. Instruction and evalua-
Clinical Laboratory tion in didactic nursing courses and clinical experiences are
Provides the basic foundations of clinical management of addressed. Individuals completing this course will be pre-
common psychiatric/mental health problems in adults. pared for the role of nurse educator in academic settings.
The student will deliver mental health care to adults with Prerequisite: Nursing 518.
mental health problems including collection of subjective Course Type(s): None
and objective data using the techniques of interview;
establishing a psychiatric diagnosis utilizing the DSMIV-
TR classification system, completing an initial psychiatric
NU 566P Cr. 2.0
assessment and identifying psychopharmacologic inter- Nurse Educator Practicum And Seminar
ventions as appropriate. Establishment of collaborative Focuses on the application of teaching and learning prin-
role with other health care providers. ciples in academic and clinical settings. Instruction and
Corequisite: Nursing 543. evaluation in didactic nursing courses and clinical experi-
Course Type(s): None ences are applied in nursing programs providing generic
nursing education, in cooperation with a preceptor.
Corequisite: Nursing 566S.
NU 545 Cr. 2.0 Course Type(s): None
Advanced Clinical Nursing Seminar
Designed to provide students with an opportunity for cur-
rent experience in clinical environments in which they
NU 566S Cr. 2.0
plan to have their student teaching experiences. Weekly Nurse Educator Seminar
seminar will provide an opportunity for students to share Provides a forum for reflection on student teaching expe-
varied clinical experiences with their peers. All students riences in the classroom and clinical settings. Through
must enroll for the 2-credit seminar. discussion and sharing, students refine the application of
Prerequisite: Nursing 535. theory and research to practice as an educator. Topics
Course Type(s): None relevant to the academic faculty role and current issues in
Monmouth University A57
Appendix A: Course Descriptions
nursing education are explored. appropriate techniques for the identification, prevention,
Corequisite: Nursing 566P. and management of victims of crime and trauma. Students
Course Type(s): None will develop expertise in the collection, preservation and
documentation of evidence as identified in scopes and
NU 575 Cr. 3.0 standards of forensic nursing practice. Individual experi-
Issues in Forensic Nursing ences are arranged in conjunction with students’ goals for
The principles of forensic science and forensic nursing practice. Students will attend a one-hour weekly seminar
will be introduced. The advanced practice role of the and a weekly eight-hour clinical practicum.
forensic nurse and the use of nursing process in forensic Prerequisites: Nursing 521, 535, 543, 575, 576, and
decision making for the management of victims of crimes Criminal Justice 585.
and their perpetrators are illustrated. The relationship Corequisite: Nursing 578S.
between various sociocultural factors and psychosocial Course Type(s): None
issues related to violent crimes are analyzed. Additionally,
philosophies of clinical forensics are identified. Roles of NU 578S Cr. 1.0
the nurse in forensic science and scopes and standards Forensic Nursing Seminar
of forensic nursing practice are discussed. Techniques in Explores forensic theory and research and their applica-
collection of forensic evidence and preservation are tion to forensic nursing practice. Forensic nurses practice
demonstrated. Ethical responsibilities of the forensic nurs- as sexual assault examiners, educators, nurse coroners,
es’ responsibilities in the identification, prevention, and death investigators, correctional nurses, and clinical spe-
treatment of victims of violent crime are recognized. cialists in pediatrics, gerontology, and domestic violence.
Course Type(s): None Issues addressing systematic analysis of pertinent data,
and the physical/psychological issues related to forensic
NU 576 Cr. 3.0 nursing and pathology will be discussed in seminar and
Interpersonal Violence reinforced in clinical practicum. Identification of outcomes
Examines the various types and patterns of violence and plans of action that provide effective coordination and
related to cultural values, beliefs, biases and societal communication in managing clients will be addressed. A
issues, as well as the historical perspective of violence. scientific and conceptual knowledge of nursing, forensic
Content includes: family, community, youth, and work- and criminal justice will assist students to recognize
place violence, child, domestic, elder and sexual abuse. appropriate techniques for the identification, prevention,
Theories concerning gender violence, gangs, bias and and management of victims of violent crime, as well as
hate crimes, and terrorism are challenged. Public health collection, preservation and documentation of evidence
and health care issues related to violence, and primary, as identified in scopes and standards of forensic nursing
secondary, and tertiary level interventions for victims and practice. Students will attend a one hour weekly seminar
offenders of violence are discussed. Individual responsi- and a weekly eight hour clinical practicum.
bilities associated with identification and reporting vio- Prerequisites: Nursing 521, 535, 543, 575, 576, and
lence are identified. Health care measures to identify and Criminal Justice 585.
prevent violence are analyzed. Methods of treatment for Corequisite: Nursing 578P.
victims and perpetrators of violence are evaluated. Course Type(s): None
Course Type(s): NU.EL
NU 585 Cr. 3.0
NU 578P Cr. 2.0 School Nursing I
Forensic Nursing Practicum Examines and analyzes the role of the school nurse as
Students will work in an interdisciplinary team or with indi- health care provider, health educator, health counselor,
viduals in forensic arenas as they apply forensic theory child advocate in the school community, and interdiscipli-
and research in forensic nursing practice. Appropriate nary team member. Explores financial, legal, and adminis-
techniques for identifying, collecting and documenting per- trative issues as they relate to school nursing. Reviews
tinent data will be reinforced through clinical practice in a normal growth and developmental patterns. Describes
forensic arena. Under the supervision and guidance of a common health problems, special needs, and interven-
clinical preceptor, students will identify outcomes and tions appropriate for school nurses.
plans of action for effective coordination and communica- Course Type(s): None
tion among professionals and clients as a means to learn
A58 Monmouth University
Appendix A: Course Descriptions
NU 586 Cr. 3.0 Corequisite: Nursing 588P.
School Nursing II Course Type(s): None
A continuation of the examination and analysis of the role
of the school nurse as healthcare provider, health educa- NU 598 Cr. 3.0
tor, health counselor, and interdisciplinary team member. Special Topics in Nursing
An expansion of the role of the nurse as child advocate in Allows students to study a specific aspect of nursing. The
the community and as public health nurse. Explores subject matter varies from semester to semester and
external and internal environmental influences that impact depends on the professor who teaches the course.
on the health of children. Course Type(s): None
Course Type(s): None
NU 599 Cr. 1.0-4.0
NU 587P Cr. 2.0 Independent Study in Nursing
Practicum: School Nurse I Independent study (theory and/or practica) in a special-
Introduction to the clinical experience for the School ized area of interest to the student. Weekly consultations
Nurse. The student has his/her clinical experience in the with supervising faculty member.
school nurse’s office where he/she takes an active part in Course Type(s): None
school health services, physical assessments, organiza-
tion and administration of the school health program as NU 621 Cr. 3.0
outlined in NJAC 6A:9 Professional Licensure and
Advanced Practice Nursing I: Adult
Standards of the NJ Board of Education Standards.
Detailed study analysis of health problems of the adult,
Prerequisite: Nursing 585. Corequisite: Nursing 587S.
including pathophysiology, strengths and weaknesses of
Course Type(s): None
assessment data collection, diagnostic process, planning,
intervention, and evaluation. Interview and physical exam-
NU 587S Cr. 2.0 ination techniques for collecting subjective and objective
Seminar: School Nurse I data from the adult client in the primary care setting;
Discusses the school nurse’s role as a health care deriving nursing diagnoses; planning care for acute and
provider, health counselor, administrator and member of chronic illness using community resources; use of com-
the interdisciplinary school team. Students that are munication for health teaching, counseling and motivating
employed as a school nurse should take this two- credit clients for positive health maintenance. Expansion of tra-
seminar to fulfill the New Jersey Board of Education’s ditional nursing role to the advanced practice nurse (APN)
requirement of a minimum six semester-hour credits in role through the incorporation of the fundamental patterns
school nursing, including school health services, physical of knowing; empirics, aesthetics, personal knowledge,
assessments, organization and administration of the and ethics. A process driven course which will require
school health program. Prerequisite: Nursing 585. extensive reading in the student’s specialty area.
Corequisite: Nursing 587P. Prerequisites: Nursing 521, 524, 535, 541, and 542.
Course Type(s): None Corequisites: Nursing 622P and 622S.
Course Type(s): None
NU 588P Cr. 2.0
Practicum: School Nurse II NU 622P Cr. 3.0
A continuation of the clinical experience for the School Advanced Practice Nursing Practicum I Adult
Nurse. The student functions in the role of the School Delivery of primary health care to adults with common
Nurse as a Health Educator. health problems, including collection of subjective and
Prerequisites: Nursing 586, 587S, and Health 584. objective data using the techniques of interview and phys-
Corequisite: Nursing 588S. ical examination; deriving nursing diagnoses, planning
Course Type(s): None care for acute and chronic illness using community
resources; use of communication for health teaching,
NU 588S Cr. 2.0 counseling and motivating clients for positive health main-
Seminar: School Nurse II tenance. Establishment of collaborative role with other
Discusses the school nurse’s role as a health educator. health care providers.
Prerequisites: Nursing 586, 587S, and Health 584. Corequisites: Nursing 621 and 622S.
Course Type(s): None
Monmouth University A59
Appendix A: Course Descriptions
NU 622S Cr. 1.0 nursing diagnoses; planning care for acute and chronic ill-
Advanced Practice Nursing Seminar I: Adult ness using community resources; use of communication
Discuss the delivery of primary health care to adults with for health teaching, counseling and motivating clients for
common health problems, including collection of subjec- positive health maintenance. Establishment of collabora-
tive and objective data using the techniques of interview tive role with other health care providers.
and physical examination; deriving nursing diagnoses; Prerequisites: Nursing 621, 622S and 622P. Corequisites:
planning care for acute and chronic illness using commu- Nursing 623 and 624P.
nity resources; use of communication for health teaching, Course Type(s): None
counseling and motivating clients for positive health main-
tenance. Establishment of collaborative role with other NU 631 Cr. 3.0
health care providers. Advanced Practice Nursing I: Family
Corequisites: Nursing 621 and 622P. Detailed case study analysis of health problems, including
Course Type(s): None pathophysiology, strengths and weaknesses of assessment
of data collection, diagnostic process, planning, interven-
NU 623 Cr. 3.0 tion, and evaluation. Interview and physical examination
Advanced Practice Nursing II: Adult techniques for collecting subjective and objective data in
Detailed case study analysis of health problems of the the primary care setting; deriving nursing diagnoses; plan-
adult, including pathophysiology, strengths and weak- ning care for acute and chronic illness in culturally diverse
nesses of assessment data collection, diagnostic process, populations utilizing community resources; use of commu-
planning, intervention, and evaluation. Expansion of tradi- nication for health teaching and counseling and to motivate
tional nursing role to the advanced practice nurse (APN) clients for positive health maintenance with be explored.
role through the incorporation of the fundamental patterns Expansion of traditional nursing role to the advanced prac-
of knowing: empirics, aesthetics, personal knowledge, tice nurse (APN) role through the incorporation of evi-
and ethics. A process-driven course which will require dence-based practice, personal knowledge, and ethics will
extensive reading in the student’s specialty area. An be discussed. A process-driven course which will require
extension of Advanced Practice Nursing I: Adult. extensive reading in the student’s specialty area.
Prerequisite: Nursing 621. Corequisites: Nursing 624P Prerequisite: Nursing 521, 524, 535, 541, and 542.
and 624S. Corequisites: Nursing 632P and 632S.
Course Type(s): None Course Type(s): None
NU 624P Cr. 3.0 NU 632P Cr. 3.0
Advanced Practice Nursing Practicum II Adult Advanced Practice Nursing Practicum I: Family
Delivery of primary health care to adults and adolescents Delivery of primary health care to adults with common
with common health problems, including collection of sub- health problems, including collection of subjective and
jective and objective data using the techniques of inter- objective data using the techniques of interview and phys-
view and physical examination; deriving nursing diag- ical examination; deriving nursing diagnoses; planning
noses; planning care for acute and chronic illness using care for acute and chronic illness using community
community resources; use of communication for health resources; use of communication for health teaching,
teaching, counseling and motivating clients for positive counseling and motivating clients for positive health main-
health maintenance. Establishment of collaborative role tenance. Establishment of collaborative role with other
with other health care providers. health care providers.
Prerequisites: Nursing 621, 622S, and 622P. Corequisites: Nursing 631 and 632S.
Corequisites: Nursing 623 and 624S. Course Type(s): None
Course Type(s): None
NU 632S Cr. 1.0
NU 624S Cr. 1.0 Advanced Practice Nursing Seminar I: Family
Advanced Practice Nursing Seminar II: Adult Discuss the delivery of primary health care to adults with
Discuss the delivery of primary health care to adults and common health problems, including collection of subjec-
adolescents with common health problems, including col- tive and objective data using the techniques of interview
lection of subjective and objective data using the tech- and physical examination; deriving nursing diagnosis;
niques of interview and physical examination; deriving planning care for acute and chronic illness using commu-
A60 Monmouth University
Appendix A: Course Descriptions
nity resources; use of communication for health teaching, using community resources; use of communication for
counseling and motivating clients for positive health main- health teaching, counseling and motivating clients for pos-
tenance. Establishment of collaborative role with other itive health-maintenance. Establishment of collaborative
health care providers. role with other health care providers.
Corequisites: Nursing 631 and 632P. Prerequisites: Nursing 631, 632S and 632P. Corequisites:
Course Type(s): None Nursing 633 and 634P.
Course Type(s): None
NU 633 Cr. 3.0
Advanced Practice Nursing II: Family NU 642P Cr. 3.0
Detailed case study analysis of health problems, including Advanced Practice Nursing Practicum I: Gerontology
pathophysiology, epidemiology, strengths and weaknesses Delivery of primary health care to older adults with geron-
of assessment of data collection, diagnostic process, plan- tological common health problems, including collection of
ning, intervention, and evaluation. Interview and physical subjective and objective data using the techniques of
examination techniques for collecting subjective and interview and physical examination; deriving nursing diag-
objective data in primary, acute and long term care set- noses; planning care for acute and chronic illness using
tings; deriving nursing diagnoses; planning care for acute community resources; use of communication for health
and chronic illness in culturally diverse populations utilizing teaching and counseling and to motivate clients for posi-
community resources; using communication for health tive health-maintenance. Establishment of collaborative
teaching and counseling and to motivate clients for posi- role with other health care providers.
tive health maintenance. Expansion of traditional nursing Corequisites: Nursing 641 and 642S.
role to the advanced practice nurse (APN) role through the Course Type(s): None
incorporation of evidence-based practice, personal knowl-
edge, and ethics. A process-driven course which will NU 642S Cr. 1.0
require extensive reading in the student’s specialty area. Advanced Practice Nursing Seminar I: Gerontology
Prerequisite: Nursing 631. Corequisites: Nursing 634P Discuss primary health care to older adults with geronto-
and 634S. logical common health problems, including collection of
Course Type(s): None subjective and objective data using the techniques of
interview and physical examination; deriving nursing diag-
NU 634P Cr. 3.0 nosis; planning care for acute and chronic illness using
Advanced Practice Nursing Practicum II: Family community resources; use of communication for health
A continuation of NU 632. Delivery of health care to the teaching and counseling and to motivate clients for posi-
child, pregnant couple, and adults with complex health tive health maintenance. Establishment of collaborative
problems, including collection of subjective and objective role with other health care providers.
data using the techniques of interview and physical exami- Corequisites: Nursing 641 and 642P.
nation; deriving nursing diagnoses; planning care for acute Course Type(s): None
and chronic illness using community resources; use of
communication for health teaching, counseling and motivat- NU 644P Cr. 3.0
ing clients for positive health maintenance. Establishment Advanced Practice Nursing Practicum II:
of collaborative role with other health care providers.
Gerontology
Prerequisites: Nursing 631, 632S and 632P. Corequisites:
Delivery of primary health care to older adults with com-
Nursing 633 and 634S.
mon health problems, including collection of subjective
Course Type(s): None
and objective data using the techniques of interview and
physical examination; deriving nursing diagnoses; plan-
NU 634S Cr. 1.0 ning care for acute and chronic illness using community
Advanced Practice Nursing Seminar II: Family resources; use of communication for health teaching,
This course is a continuation of NU 632. Discussion of counseling and motivating clients for positive health main-
delivery of health care to the child, pregnant couple, and tenance. Establishment of collaborative role with other
adults with complex health problems that include, collec- health care providers.
tion of subjective and objective data using the techniques Prerequisites: Nursing 641, 642S, and 642P.
of interview and physical examination; deriving nursing Corequisites: Nursing 643 and 644S.
diagnoses; planning care for acute and chronic illness Course Type(s): None
Monmouth University A61
Appendix A: Course Descriptions
NU 644S Cr. 1.0 ing, counseling and motivating clients and families for
Advanced Practice Nursing Seminar II: Gerontology positive health maintenance. Establishment of collabora-
Discuss primary health care to older adults with common tive role with other health care providers.
health problems, including collection of subjective and Prerequisites: Nursing 651, 652S and 652P. Corequisites:
objective data using the techniques of interview and phys- Nursing 653 and 654S.
ical examination; deriving nursing diagnoses; planning Course Type(s): None
care for acute and chronic illness using community
resources; use of communication for health teaching, NU 654S Cr. 1.0
counseling and motivating clients for positive health main- Advanced Practice Nursing Seminar II: Acute Care
tenance. Establishment of collaborative role with other Discuss primary health care to clients with common
health care providers. health problems, including collection of subjective and
Prerequisites: Nursing 641, 642S and 642P. Corequisites: objective data using the techniques of interview and phys-
Nursing 643 and 644P. ical examination; deriving nursing diagnoses; prioritizing
Course Type(s): None and planning care for acute and chronic illness using
agency resources; use of communication for health teach-
NU 652P Cr. 3.0 ing, counseling and motivating clients and families for
Advanced Practice Nursing Practicum I: Acute Care positive health maintenance. Establishment of collabora-
Delivery of primary health care to clients with common tive role with other health care providers.
health problems, including collection of subjective and Prerequisites: Nursing 651, 652S and 652P. Corequisites:
objective data using the techniques of interview and phys- Nursing 653 and 654P.
ical examination; deriving nursing diagnoses; prioritizing Course Type(s): None
and planning care for acute and chronic illness using
agency resources; use of communication for health teach- NU 661 Cr. 3.0
ing, counseling and motivating clients and families for Nursing Administration I
positive health maintenance. Establishment of collabora- Students are socialized into the middle-level management
tive role with other health care providers. and administration roles by examination of the administra-
Corequisites: Nursing 651 and 652S. tive process in a variety of health care organizations.
Course Type(s): None Students are expected to assess, plan, develop, evaluate,
and refine their effectiveness as managers and leaders of
NU 652S Cr. 1.0 nursing and patient care services. By synthesizing infor-
Advanced Practice Nursing Seminar I: Acute Care mation from previous coursework, management theories,
Discuss primary health care to clients with common and relevant research, students will be able to apply
health problems, including collection of subjective and themselves to the management/administration roles.
objective data using the techniques of interview and phys- Corequisite: Nursing 662.
ical examination; deriving nursing diagnoses; prioritizing Course Type(s): None
and planning care for acute and chronic illness using
agency resources; use of communication for health teach- NU 662P Cr. 2.0
ing, counseling and motivating clients and families for Nursing Administration I Practicum
positive health maintenance. Establishment of collabora- Students observe and participate in the middle- level man-
tive role with other health care providers. agement/administrative process in a variety of health care
Corequisites: Nursing 651 and 652P. organizations. For the required practicum, the student
Course Type(s): None selects a nursing service compatible with the student’s
individual goals. Socialization into the middle management
NU 654P Cr. 3.0 and administrative roles permit students to assess, plan,
Advanced Practice Nursing Practicum II: Acute Care implement, and refine their skills as beginning practitioners
Delivery of primary health care to clients with common as managers and leaders of nursing and patient care serv-
health problems, including collection of subjective and ices. Corequisites: Nursing 661 and 662S.
objective data using the techniques of interview and phys- Course Type(s): None
ical examination; deriving nursing diagnoses; prioritizing
and planning care for acute and chronic illness using
agency resources; use of communication for health teach-
A62 Monmouth University
Appendix A: Course Descriptions
NU 662S Cr. 1.0 administration. Prerequisites: Nursing 661, 662S, and
Nursing Administration I Seminar 622P. Corequisites: Nursing 663 and 664P.
Students analyze the middle level-management/adminis- Course Type(s): None
trative process in a variety of health care organizations.
Socialization into the middle management and administra- NU 671 Cr. 3.0
tive roles permit students to assess, plan, implement, and Advanced Practice Psychiatric/Mental Health
refine their skills as beginning practitioners as managers Nursing I
and leaders of nursing and patient care services. Focuses on advanced knowledge of psychiatric/mental
Corequisites: Nursing 661 and 662P. health nursing. Assessment, treatment planning and thera-
Course Type(s): None peutic interventions with individuals, families and groups
will be introduced. Offers various treatment models includ-
NU 663 Cr. 3.0 ing the classic schools and current developments in individ-
Nursing Administration II uals, families and groups. Each therapeutic modality will be
Students are prepared to practice in the role of middle- presented using key concepts, an explanation of the thera-
level administration and nursing case manager. Students peutic process and application of techniques. In view of the
will build on the information obtained in Nursing reliance on direct practice experiences with individuals,
Administration I. In addition, nurses will learn the role of families and groups, students will be placed in clinical sites
the nursing case manager. Students learn how to provide concurrently with the courses Nursing 672P and 672S.
quality health care along a continuum, decrease fragmen- Prerequisites: Nursing 521, 535, 543 and 544.
tation of care across multiple settings, enhance the Corequisites: Nursing 672P and 672S.
client’s quality of life, and address issues concerning cost Course Type(s): None
containment. Communication and collaboration tech-
niques are utilized to assess, plan, implement, coordinate, NU 672P Cr. 3.0
monitor and evaluate the options and services available Advanced Practice Psychiatric/Mental Health
to meet individual health needs. Practicum I
Prerequisites: Nursing 661 and 662. Corequisite: Nursing Delivery of mental health care to adults with mental health
664. problems, including collection of subjective and objective
Course Type(s): None data using the techniques of interview; deriving psychi-
atric diagnoses; deriving nursing diagnoses; planning
NU 664P Cr. 2.0 care for acute and chronic mental health issues using
Nursing Administration II Practicum community resources; use of interventions including short
Students observe and participate in the human resources term problem focused psychotherapy, group therapy and
and the nursing case management roles. Students build psychopharmacologic modalities. Establishment of collab-
on the information obtained in Nursing Administration I. orative role with other health care providers.
Students investigate the integration of the nursing admin- Corequisites: Nursing 671 and 672S.
istrator role and human resource elements and observe Course Type(s): None
the relationship through direct observation of the HR staff
and the Executive Team. Prerequisites: Nursing 661, NU 672S Cr. 1.0
662S and 662P. Corequisites: Nursing 663 and 664S. Advanced Practice Psychiatric/Mental Health
Course Type(s): None Nursing Seminar I
Delivery of mental health care to adults with mental health
NU 664S Cr. 1.0 problems, including collection of subjective and objective
Nursing Administration II Seminar data using the techniques of interview; deriving psychi-
Students analyze the Human Resource role and the nurs- atric diagnoses; deriving nursing diagnoses; planning
ing case management role and their relationship to nurs- care for acute and chronic mental health issues using
ing administration. Students build on the information community resources; use of interventions including short
obtained in Nursing Administration Seminar I. Students term problem focused psychotherapy, group therapy and
assess, plan, and implement their effectiveness as admin- psychopharmacologic modalities. Establishment of collab-
istrative-level nursing personnel and delve into the knowl- orative role with other health care providers.
edge required to comprehend the role of case manage- Corequisites: Nursing 671 and 672P.
ment and human resources and their relation to nursing Course Type(s): None
Monmouth University A63
Appendix A: Course Descriptions
NU 673 Cr. 3.0 NU SANE Cr. 0.0
Advance Practice Psychiatric/Mental Health Sexual Assault Nurse Examiner
Nursing 2 Provides basic theoretical and forensic principles to treat
Builds upon the foundation course NU 671. As clinicians victims of sexual crimes by introducing standards of prac-
there is an ever-pressing need to interpret theory and tice for the sexual assault nurse examiner (SANE) as out-
engage in practice inclusively. Examines how clients’ lives lined for SANE certification. Standards and principles of
are affected by larger societal structures. This course will nursing practice will be applied to the practice of various
examine modalities and ways to intervene with clients with a areas of expertise held by SANE nurses. Forensic evalua-
true sensitivity and understanding of issues of race, culture, tion may include victims of all ages and ethnic and socioe-
gender, religion and sexual orientation. Each therapeutic conomic backgrounds within a framework of community
modality will be presented using key concepts, an explana- and agency policies, procedures and protocols. Using the
tion of the therapeutic process and application of techniques. nursing process in the investigation of sexual assault and
In view of the reliance on direct practice experiences with in the promotion and restoration of psychological, biologi-
individuals, families and groups, students will be placed in cal, and social health of survivors of sexual assault or
clinical sites concurrently with this course (NU 674). abuse will be introduced. History and physical examina-
Prerequisites: Nursing 671 and 672. Corequisite: Nursing tion, crisis intervention, identifying and collecting evidence,
674. treating and counseling victims will be discussed.
Course Type(s): None Course Type(s): None
NU 674P Cr. 3.0 PHILOSOPHY
Advanced Practice Psychiatric Mental Health
Nursing Practicum II PL 518 Cr. 3.0
A continuation of NU 672P. Delivery of mental health care to Religious Foundations of Contemporary Values
adults with mental health problems, including collection of Systematic study of major contemporary value themes
subjective and objective data using the techniques of inter- and their derivation from religious, mythic, and quasi-
view; deriving psychiatric diagnoses; deriving nursing diag- philosophic roots.
noses; planning care for acute and chronic mental health Course Type(s): None
issues using community resources; use of interventions
including short term, problem-focused psychotherapy, group PL 529 Cr. 3.0
therapy and psychopharmacologic modalities. Establishment Personal Identity, Ethics, and Social Order
of collaborative role with other health care providers. An exploration of how the social formation of personal life
Prerequisites: Nursing 671, 672P and 672S. Corequisites: and moral character is represented in social science, fic-
Nursing 673 and 674S. tion, and philosophy.
Course Type(s): None Course Type(s): None
NU 674S Cr. 1.0 PL 532 Cr. 3.0
Advanced Practice Psychiatric Mental Health Professional and Organizational Ethics
Nursing Lab and Seminar II Applies ethical concepts and theories to moral issues in
A continuation of NU 672S. Delivery of mental health care professional and organizational life. Special attention is
to adults with mental health problems, including collection given to professional and corporate social responsibility.
of subjective and objective data using the techniques of Course Type(s): LA
interview; deriving psychiatric diagnoses; deriving nursing
diagnoses; planning care for acute and chronic mental
health issues using community resources, use of inter-
POLITICAL SCIENCE
ventions including short-term, problem focused psy-
chotherapy, group therapy and psychopharmacologic PS 510 Cr. 3.0
modalities. Establishment of collaborative role with other Policy Analysis
health care providers. An overview of the field of public policy studies with par-
Prerequisites: Nursing 671, 672S and 672P. Corequisites: ticular attention paid to the role of the policy analyst in the
Nursing 673 and 674P. field of public policy. This course provides a solid founda-
Course Type(s): None tion for the study of public policy analysis by concentrat-
A64 Monmouth University
Appendix A: Course Descriptions
ing on the five stages of the policy process, including and changes in the social, physical, political, and eco-
agenda setting, policy formulation, budgeting, policy nomic urban landscape. Also listed as History 522.
implementation, and policy evaluation. Course Type(s): None
Course Type(s): TPS
PS 524 Cr. 3.0
PS 514 Cr. 3.0 Public Opinion and the Media
Public Opinion and Polling An examination of the shifting nature of public opinion,
Students are taught how to use social science research the agenda setting role of mass media, and the survey
methods to critique and create polling surveys. Particular methods that are employed to determine public opinion.
attention is paid to the data collection and sample design, The practices, values, and traditions of journalism that
survey research methods, questionnaire development, impact public opinion. Experience with the conduct of a
and data collection and analysis. Students are taught how survey and analysis of case studies.
to evaluate the quality of survey research methods. Course Type(s): None
Students will also be expected to design, implement, and
analyze an original polling survey. PS 525 Cr. 3.0
Course Type(s): None Political Communication
The study of traditional and contemporary theories of
PS 516 Cr. 3.0 rhetoric as applied in research and analysis of political
Research Methods campaigns. The rhetorical creation, maintenance, applica-
An introduction to the different ways in which social scien- tion, and legitimization of symbolic power. A survey of
tists study the social world. Designed to develop students’ analytic models of political communication and application
understanding of the major purposes of social research of the models to case studies. The role of the political
as well as the major types of quantitative and qualitative communication specialist. Practicum in political communi-
research designs. They will also learn the research cation strategies and techniques. Also listed as
process itself, from conceptualization and measurement Communication 525.
to operationalization, sampling, ethics, and the analysis Course Type(s): None
and presentation of their study. An opportunity is provided
to apply what students learn in class to actual research PS 530 Cr. 3.0
projects, including the ones they will design themselves. Environmental Policy
Prerequisite: Political Science 691. A survey of the process by which environmental politics,
Course Type(s): None planning, and public policy is conducted in the United
States and around the world. We will examine the nature
PS 518 Cr. 3.0 and scope of environmental, energy, and natural resource
Theory, Policy, Ethics problems; contrasting perspectives on their severity and
Seeks to enable students to develop a critical understand- policy implications; the goals and strategies of the envi-
ing of the moral and political values that come into play in ronmental movement and public opinion on the environ-
public policy. Topics include the tensions between ethics ment; scientific, economic, political, and institutional
and politics in the tradition of political theory as well as how forces that shape policymaking and implementation;
they feature in contemporary public policy debates in approaches to environmental policy analysis; and select-
American and global politics. Students gain an understand- ed issues in environmental policy in the global community.
ing of the role of ethics as a matter of social justice as well In addition to the covering of certain ecological science
as ethical issues and dilemmas in professional ethics. terms, the interplay between international organizations,
Course Type(s): None non-governmental organizations, and traditional states
and the ways in which these actors seek diplomatic solu-
PS 522 Cr. 3.0 tions to environmental problems is also covered.
History of Urbanization in America Course Type(s): None
Provides an interdisciplinary study of the history of urban-
ization and industrialization in the United States from the PS 533 Cr. 3.0
mid-nineteenth century to the early twentieth century. The History of Public Policy in the United States
Using the themes of community, technology, public policy, The objective is to survey major issues in domestic public
and immigration, students will examine the development policy. The emphasis is on changes in the process of poli-
Monmouth University A65
Appendix A: Course Descriptions
cy formation in both the public and private sectors. Also methods developed in political science as well as in sister
listed as History 533. disciplines of the social sciences.
Course Type(s): HSUS Course Type(s): None
PS 553 Cr. 3.0 PS 585 Cr. 3.0
Gender, Family, and Policy American Foreign Policy
Examines how policies affect a diverse spectrum of fami- Examines, analyzes, and evaluates the many dimensions
lies based on class, race, gender, sexuality, age, and and issues of American foreign policy since 1945. It pro-
nationality. It begins with a historical perspective on how vides an interpretative framework within which the
families have developed because of historical factors sources of American action abroad may be understood.
such as changing economy and technology. It also exam- Combines descriptive and explanatory material with
ines how social structures such as race, class, gender, empirical evidence and makes a serious effort to distin-
and sexuality have shaped families. It then focuses on guish facts from inferences, hypotheses, and opinions.
current issues facing families and the policies that regu- The post-Cold War and post-9/11 worlds are assessed,
late those issues, such as the balance between work and with a focus on American goals, capabilities, and relation-
family, welfare, reproductive issues, violence, healthcare, ships around the world.
and educational issues. A comparative approach will be Course Type(s): None
taken to examine policies both in the US and within other
countries. Also discussed will be family activism aimed at PS 595 Cr. 3.0
affecting policy in the US. Political Science Practicum
Course Type(s): None An opportunity to apply classroom theory in practice
through actual work experience. Students have the oppor-
PS 563 Cr. 3.0 tunity to apply the theories and concepts of public policy
Global Policies and Issues to actual work settings.
Adopting an interdisciplinary perspective, this course Course Type(s): None
looks at the positive and negative effects of globalization.
It also explores the national and international aspects of PS 597 Cr. 0.0
major global policies and issues that shape the interde- Portfolio
pendent world of the 21st century. Enables students to complete their portfolios for the
Course Type(s): None Master of Arts in Public Policy (M.A.P.P.). The portfolio
displays academic and professional development and
PS 566 Cr. 3.0 learning gained from the M.A.P.P. program and related
Comparative Public Policy experiences. The portfolio contains collections of academ-
In the world in which terrorism and chaos threaten to ic and professional goal statements, term papers, reflec-
upset the policy making capabilities of state governments, tive essays and artifacts gathered in various classes and
it is vital that we understand the different ways that colloquiums and connected work.
nations formulate and implement public policy. Through Course Type(s): None
an extensive investigation of policy analysis across a
broad spectrum of states, the student will be able to bet- PS 598 Cr. 3.0
ter understand the reasons for policy decisions around Special Topics/Special Projects
the world. Democratic governments will be compared and Offered occasionally to match the interest of the students’
contrasted to non-democratic governments in an attempt and the professor teaching the course. The instruction will
to provide greater insight and answer questions of health, follow classroom lectures and discussions on the topic.
economic, environmental, and foreign policies. The exact nature of the topic covered in any given
Course Type(s): None semester is indicated on the student’s transcript.
Permission of program director required.
PS 583 Cr. 3.0 Course Type(s): None
The Causes of War
A critical analysis of the general and recurring problems
of war in human life; the course probes the direct and
indirect causes of war by employing various analytical
A66 Monmouth University
Appendix A: Course Descriptions
PS 599 Cr. 3.0 PSYCHOLOGICAL COUNSELING
Readings and Research
An independent research study based on relevant PC 505 Cr. 3.0
research and the writing of a substantial paper designed Mental Health Counseling
and executed by the student in consultation with a super- An overview of the profession of counseling, its ethical
vising professor. standards, literature, professional organizations, and the
The subject matter should cover public policy and related knowledge, skills and abilities required for success in the
areas. field. Assists students in formulating a concept of the pro-
Course Type(s): None fession that will allow them to enhance their growth and
professional identity as a counselor. In addition, the
PS 618 Cr. 3.0 opportunity for students to become aware of counseling
Social Work Administration career opportunities in the region is provided. Limited to
Designed to develop in the student an awareness and Psychological Counseling majors.
understanding of administrative procedures and tech- Course Type(s): None
niques employed in the implementation of policies or pro-
grams. Examines various techniques of personal man- PC 506 Cr. 3.0
agement, such as civil service system, management by Testing and Assessment in Counseling
objectives, staff development, management information An overview of test administration and validity. Students
systems, as well as techniques of fiscal management, will be introduced to tests of intelligence, personality and
such as budgeting and cost effectiveness analysis. Also interests. Limited to Psychological Counseling majors.
listed as Social Work 618. Course Type(s): LA
Course Type(s): TPS
PC 507 Cr. 3.0
PS 691 Cr. 3.0 Psychological Testing of Students
Public Policy Research Proposal The use of interpretation of objective tests of achieve-
The first of a two-part research writing project (PS 691- ment, aptitude, interest, and personality, with emphasis
Public Policy Research Proposal and PS 692-Public on those tests used by educators. Limited to
Policy Research Project). Students in this class will con- Psychological Counseling majors. Prerequisite:
struct a research proposal in partial fulfillment of the Psychological Counseling 506.
research project requirement. Students will also form their Course Type(s): LA
research project committee by selecting a faculty member
from the department (project supervisor) and second
reader (from within or outside the department). The pro-
PC 508 Cr. 3.0
posal will include the research question, research design, Psychological Counseling of Students
and literature review. Upon completion of the proposal Provides students with an eclectic view of counseling the-
writing (20 pages) the student will defend the proposal. ory and techniques. Students will practice skills of inter-
Course Type(s): None vention, counseling, recognition of problems, and referral.
Limited to Psychological Counseling majors.
Course Type(s): LA
PS 692 Cr. 3.0
Public Policy Research Project
The second of a two-part research writing project (PS
PC 510 Cr. 3.0
691-Public Policy Research Proposal and PS 692-Public Community Mental Health
Policy Research Project). In this part (PS 692), students An overview of mental health counseling within communi-
will work with the committee selected for PS 691 ty and health/human services settings. Reviews preven-
(Proposal) and work under their guidance to complete the tion, intervention, needs assessment, as well as, program
research project and presentation/defense at a depart- implementation and evaluation, in a comprehensive way.
mental colloquium. Client advocacy, governmental policies, obtaining funding,
Prerequisites: Political Science 516 and 691. and other aspects of the delivery of human services are
Course Type(s): None explored, with particular focus on the management and
ethical standards of all administrative and clinical counsel-
ing services related to mental health programs. Limited to
Monmouth University A67
Appendix A: Course Descriptions
Psychological Counseling majors. PC 518 Cr. 3.0
Course Type(s): None Psychology of the Exceptional Child
The cognitive, social and emotional growth, diagnosis and
PC 512 Cr. 3.0 potentials of the exceptional child; mental retardation, lan-
Psychopathology guage disorders, motor coordination disorders, blindness,
Offers an intensive investigation of current thinking and the gifted child; some field work required. Counseling
regarding the etiology and development of aberrant interventions for exceptional children will be covered.
behavior; theory in the light of experimental findings and Limited to Psychological Counseling majors.
clinical applications. Course Type(s): None
Course Type(s): LA
PC 519 Cr. 3.0
PC 515 Cr. 3.0 Theories of Learning
Human Development Through the Life Span Associationist theories, classical conditioning, operant
Provides students with an overview of human develop- conditioning, and major cognitive theories. Major princi-
ment, with comprehensive coverage of all major develop- ples of learning will be explored as to their application to
mental stages (prenatal period and infancy, childhood, modern educational techniques and behavior change.
adolescence, early adulthood, middle adulthood, and late Limited to Psychological Counseling majors.
adulthood) and focuses on both normal and abnormal Course Type(s): LA
physical, mental health and social development.
Emphasis on the interaction of biological, psychological PC 520 Cr. 3.0
and sociological forces that influence development. Handling of Emotional Problems in the Classroom
Limited to Psychological Counseling majors. Analysis of emotional climate necessary for effective
Course Type(s): None learning; recognition of some major causes of learning
disability and disruptive classroom behavior; behavior
PC 516 Cr. 3.0 modification techniques. Limited to Psychological
Sex Therapy Counseling majors.
Introduction to human sexuality and related issues that Course Type(s): None
counselors may encounter in their work. Students will
learn about normal and abnormal sexual functioning. PC 521 Cr. 3.0
Aims to desensitize students and provoke introspection Spirituality and Counseling
about diverse expression of sexuality; not designed to Students are given a basic understanding of philosophical
train students as sex therapists. Limited to Psychological and practical ways to integrate existential, mystical, or
Counseling majors. other inexplicable issues into the counseling process. The
Course Type(s): None student will look at different spiritual practices with a
respectful, multicultural lens. Spiritual practices will be
PC 517 Cr. 3.0 viewed as possible psychological techniques, pathology
Counseling and Religion and/or cognitive distortions. The student will be given the
Counseling and Religion will explore the world religions opportunity to develop a personal spiritual theory of how
with a focus on the religions as they function in the U.S.A. he or she would like to integrate or not spirituality into his
in a multi-cultural context. This will give the student a basic or her work as a counselor. Limited to Psychological
understanding and respect for religious differences when Counseling majors.
counseling clients who have different religious values than Course Type(s): None
the counselor. A historical perspective on the relationship
between psychology and religion will be traced to contem- PC 522 Cr. 3.0
porary practice. The student will be given the opportunity Self Exploration: Body, Mind, Spirit
to develop a theory of how he or she would like to inte- This experiential course will take the student through a
grate his or her knowledge into his or her work as a coun- self exploration that will allow the student to explore the
selor. Limited to Psychological Counseling majors. motivation, unconscious drives, anxieties, spiritual and
Course Type(s): None existential meaning that lead he or she to be a counselor.
It will explore many aspects of the personality, such as
A68 Monmouth University
Appendix A: Course Descriptions
need for power/control and compassion, which will allow Prerequisite: Psychological Counseling 525.
the student to become more fully aware. Limited to Course Type(s): None
Psychological Counseling majors.
Course Type(s): None PC 529 Cr. 3.0
Multicultural Counseling
PC 524 Cr. 3.0 Examines counseling theories and techniques as they
Counseling Children and Adolescents: relate to diversity in the client population. Limited to
Theories and Techniques Psychological Counseling majors.
An exploration of psychotherapeutic counseling theories Course Type(s): None
and techniques used with children and adolescents within
the developmental psychopathological framework. Limited PC 530 Cr. 3.0
to Psychological Counseling majors. Crisis Intervention
Course Type(s): LA This graduate seminar reviews crisis intervention theory
and techniques. Students learn and practice counseling
PC 525 Cr. 3.0 intervention skills for clients in crisis.
Counseling Theory and Techniques Course Type(s): LA
Study of the prominent theories that underlie the tech-
niques of counseling psychology. Emphasis on the specif- PC 533 Cr. 3.0
ic techniques utilized in the context of a therapeutic rela- Marriage and Couples Counseling
tionship. Limited to Psychological Counseling majors. Students are provided with an overview of the historical
Course Type(s): LA development, theoretical framework, and conceptual
directions in the field of marriage and couples counseling.
PC 526 Cr. 3.0 Also provides students with methods of marital/couples
Case Conceptualization assessment and counseling techniques related to various
Allows students to put into practice all aspects of case clinical issues that are often encountered in counseling
conceptualization. Students will enter this class with the settings. Limited to Psychological Counseling majors.
basic understanding of counseling theories, assessment, Prerequisite: Psychological Counseling 525.
and psychopathology. Techniques and approaches for Course Type(s): None
chosen theories, basic skills, and differential diagnosis will
be revie